The purpose of this assignment is to learn about social institutio.docxalexanderp24
The purpose of this assignment is to learn about social institutions and their importance in society by examining one social institution (social institution: EDUCATION). Each student will look at social institution (EDUCATION) and create a presentation that others students will look at. This assignment has multiple components and early due dates so make sure you start early.
Step 1: Research about EDUCATION- This is your social institution.
Step 2: Read the course module on social institutions below. This will give you an overview of what a social institution is and how it works in society.
Step 3: Read the assigned sources listed below. You will use these sources to create a brief presentation about your social institution.
Step 4: completing the project;
Each student will complete the following
1. A brief presentation about their social institution that answers some key questions (listed below) about that institution.
2. 2 to 3 discussion questions about their social institution that will be added to the end of their presentation.
3. 5 to 7 quiz questions about their social institution that will be included in this week's quiz.
More information about the presentation:
Your presentation will be a combination of material from your class modules below, your sources and critical thinking.
It should answer all of the following questions:
1. We defined a social institution as an organization that is formed to meet basic needs of society what basic needs does your social institution address
2. What are some of the basic rules or social norms that are used to maintain order in your social institution?
3. What are some of the major historical changes that have happened to your institution over time?
4. Analyze your social institution from each of the three theoretical viewpoints (Below: Sociology's Three Major Theoretical Perspectives).
5. What are some social issues or problems that society deals with that are related to your institution?
6. What are some solutions to those problems?
7. What are other important things you can tell us about your institution (This is the place to summarize and include the other things about your sources that don't really fit in these questions but are important)
8. What do you see happening in the future with your institution?
9. 2 to 3 discussion questions for other students to answer
Your presentation can be in any format. Most students prefer power point but you can use a document, prezi or any other format you would like. However keep in mind this is not an essay or a list of questions and answers. It should be creative and fun to look at.
Some hints and tips-
· Do use pictures and graphics
· Don't use animations- they can be distracting and not work consistently
· Keep answers short and simple- remember that you will be reading all of the other presentations. When putting yours together ask yourself would you want other students to be putting this much text on the presentation you have to read?
· If slides are t.
The purpose of this assignment is to learn about social institutio.docxalexanderp24
The purpose of this assignment is to learn about social institutions and their importance in society by examining one social institution (social institution: EDUCATION). Each student will look at social institution (EDUCATION) and create a presentation that others students will look at. This assignment has multiple components and early due dates so make sure you start early.
Step 1: Research about EDUCATION- This is your social institution.
Step 2: Read the course module on social institutions below. This will give you an overview of what a social institution is and how it works in society.
Step 3: Read the assigned sources listed below. You will use these sources to create a brief presentation about your social institution.
Step 4: completing the project;
Each student will complete the following
1. A brief presentation about their social institution that answers some key questions (listed below) about that institution.
2. 2 to 3 discussion questions about their social institution that will be added to the end of their presentation.
3. 5 to 7 quiz questions about their social institution that will be included in this week's quiz.
More information about the presentation:
Your presentation will be a combination of material from your class modules below, your sources and critical thinking.
It should answer all of the following questions:
1. We defined a social institution as an organization that is formed to meet basic needs of society what basic needs does your social institution address
2. What are some of the basic rules or social norms that are used to maintain order in your social institution?
3. What are some of the major historical changes that have happened to your institution over time?
4. Analyze your social institution from each of the three theoretical viewpoints (Below: Sociology's Three Major Theoretical Perspectives).
5. What are some social issues or problems that society deals with that are related to your institution?
6. What are some solutions to those problems?
7. What are other important things you can tell us about your institution (This is the place to summarize and include the other things about your sources that don't really fit in these questions but are important)
8. What do you see happening in the future with your institution?
9. 2 to 3 discussion questions for other students to answer
Your presentation can be in any format. Most students prefer power point but you can use a document, prezi or any other format you would like. However keep in mind this is not an essay or a list of questions and answers. It should be creative and fun to look at.
Some hints and tips-
· Do use pictures and graphics
· Don't use animations- they can be distracting and not work consistently
· Keep answers short and simple- remember that you will be reading all of the other presentations. When putting yours together ask yourself would you want other students to be putting this much text on the presentation you have to read?
· If slides are t.
Public Speaking Essay (600 Words) - PHDessay.com. Public Speaking Essay Example | StudyHippo.com. Why public speaking is important essay. Public speaking speech essay. Stunning Public Speaking Essay ~ Thatsnotus. The Importance of Public Speaking Essay Example | Topics and Well .... My Battle with Public Speaking: [Essay Example], 980 words GradesFixer. How to Write A Speech in 5 Minutes - Felicia Slattery | Communication .... Public speaking Assignment Example | Topics and Well Written Essays .... Successful Public Speaking Free Essay Example. English public speaking essays. The Improvements on My Public Speaking Skills: [Essay Example], 880 .... Importance of Public Speaking in History - Free Essay Example .... Public speaking speech essay - Academic Papers Writing Help You Can Rely On. Essay: Basics of Public Speaking - ESL worksheet by murphteach. ≫ My Speaking Ability Issues and Public Speaking Experiences Free Essay .... 25039285 Public Speaking Text. Essay Discussing Public Speaking Speech | MPU2222 - Public Speaking .... Essentials of Public Speaking Essay Example | Topics and Well Written .... Public Speaking Essay | Importance of Public Speaking Skills, How To .... Feelings during Speaking in Public Essay Example | Topics and Well .... Public speaking class Essay Example | Topics and Well Written Essays ... Public Speaking Essay Public Speaking Essay
Essay On Right To Education. write simple essay on education should be free ...Jennifer Johnson
Essay On Right To Education | Right To Education Essay for Students and .... Essay on Right to Education in English For Students & Children. Business paper: Education essay sample. Education-a fundamental right: Essay Should Education Be Nationalised.
Assessment Task – Tutorial Questions Unit Code HC212.docxcargillfilberto
Assessment Task – Tutorial Questions
Unit Code: HC2121
Unit Name: Comparative Business Ethics & Social Responsibility
Assignment: Tutorial Questions - Part 2
Due: 11:30pm 19th June 2020
Weighting: Total Mark 50, Converted to 25%
Purpose: This assignment is designed to assess your level of knowledge of the key topics
covered in this unit
Unit Learning Outcomes Assessed:
1. Distinguish the difference between personal and business ethics in organisation
2. Ability to identify stakeholders role in business ethics, define social responsibility, explore
the role of corporate governance in structuring ethics and social responsibility in business
3. Compare and contrast diverse approaches to ethical decision making
4. Evaluate the implications of the legal pressure for ethical behaviour in organisations
5. Examine ethical issues as they relate to basic values and the challenge of determining an
ethical issues in business
6. Understand how moral philosophies and values influence individual and group ethical
decision making in business
7. Apply and enhance problem-solving skills in solving and managing ethical dilemmas within
an organisation.
8. Ability to build an effective ethics program and analyse how these programs may be affected
by global issues, leadership and sustainability issues
Description: Each week students were provided with three tutorial questions of varying
degrees of difficulty. These tutorial questions are available in the Tutorial Folder for each week
on Blackboard. The Interactive Tutorials are designed to assist students with the process, skills
and knowledge to answer the provided tutorial questions. Your task is to answer a selection of
tutorial questions for weeks 7 to 11 inclusive and submit these answers in a single document.
It is important when you answers the questions, you do not just copy and paste the answers
from other sources, but rather, try to paraphrase it and provide reference (in- text referencing)
to your answers. As a minimum for each question, you are required to write in between 100-
300 words.
The questions to be answered are:
Week 7
Question Two (10 marks)
What is white collar crime and why has it become such a widespread problem?
Week 8
Question Three (10 marks)
How do societal expectations affect corporations and their ethical initiatives? Give an example
of a company that had to alter a product or service because of society’s concerns about its
health, moral, or social impacts.
Week 9
Question Two (10 marks)
What are the major features of a successful ethics training program and communication
systems? Provide at least with 1 (one) example of a company with strong employee ethics
training.
Week 10
Question Three (10 marks)
Describe the six-step process of conducting an ethics audit in detail.
Week 11
Question Two (10 marks)
How can differences in two countries' cultures.
WRITERSocial networking dilemma arises when the society is una.docxambersalomon88660
WRITER
Social networking dilemma arises when the society is unable to contain the advantages and disadvantages of using social media which apparently occur simultaneously. The use of social media is raising so many ethical issues among them the privacy of one’s life.
Social networking is the use of a dedicated application or website to reach a target audience, the main purpose being to communicate. The growing need for social networking is apparently raising the social dilemmas. The dilemmas include violation of privacy, bullying, misrepresentation, and creepiness just but a few. Invasion of privacy involves access to personal data either found on sites such as Facebook and even the data on bank cards. For the most part, the data is protected from unauthorized users, but the dilemma arises when the firm with which you have stored the information shares the data with other firms without your consent for marketing purposes. Such is the scenario where you begin to receive marketing features which relate to your spending pattern, which implies that there is a third party monitoring your transactions. This intrusion of privacy creates a pathway for continued bullying, misrepresentation, and creepiness. Businesses also experience the same challenge. But what can businesses do and how can they design approaches that regulate and control social networking dilemma to maintain ethics both in the business and in the society? This proposal, therefore, seeks to explain the ethical dilemma issues as well as bringing to perspective corrective measures to correct on social dilemma issue.
Spamming too with the aim of promoting a certain link has the problem of increasing the risk of possible hacks. Twitter and Facebook are common means through which individuals and firms promote a product, but this feature is turning to be a passage where individuals can hack into people’s data. Therefore the communication process becomes threatened. Other risks include dishonesty and distortion, improper anonymity and distorted endorsement, opportunism, and misuse of free expertise and contests.
The proposed solution to the social networking dilemma includes risk assessment, establishing policies and procedures, communication and education, monitoring an auditing and performing oversight role. Risk assessment in business and personal social networking will involve a review of the current social networking platforms and issues. This review will help to identify the recently introduced features and how they are being used. The reason being that the social media environment tends to change quickly, and as such, it is important to remain updated. Risk assessment also provides the person and the firm an idea of the possible risks that are associated with the use of social media.
Policies act as a guide towards implementation of actions by employees especially in the use of social media because employees represent the face of the organization. Other ways in which the company .
Fascinating Nhs Essay Examples ~ Thatsnotus. 010 Essay Example Nhs Examples Write My Template ~ Thatsnotus. Nhs Essays Examples. School essay: Nhs sample essays. 007 Nhs Essay Example College Application Personal Statement Template .... National Junior Honor Society Essay Help - How to Write a National ....
Social work practice consists of the professional application of social work values, principles, and techniques to one or more of the following ends: helping people obtain tangible services; counseling and psychotherapy with individuals, families, and groups; helping communities or groups provide or improve social change
Week 5 Discussion 1Domestic Violence” Please respond to the f.docxcockekeshia
Week 5 Discussion 1
"Domestic Violence” Please respond to the following:
· School violence is of growing concern to law enforcement and almost never occurs without warning. Examine the main motivation(s) of school violence and give your opinion as to what the schools should do to prevent school violence. Provide a rationale for your response.
· Imagine that you are the director of the training academy for the police or sheriff’s department chief in your city. Develop the first three (3) steps of a plan which you would implement to ensure the department is properly trained for the possible occurrence of a workforce violence incident in your locality.
Please also reply to the student
Paige Sowell
RE: Week 5 Discussion 1
School violence has become an issue of concern to the law enforcement agencies due to the spontaneous nature of its occurrence. The main motivations of school violence are varied for instance internalizing among students due to social strife within the school environment such as bullying may result in school violence (Bennett-Johnson, n.d.). Access to weapons such as guns is another motivation to the development of school violence. Schools can address violence through developing relationship level strategies such as the development of peer counseling programs in addition to developing security checks that aim to identify the existence of weapons or other dangerous devices within the school environment (Bennett-Johnson, n.d.). Schools should also develop protocols and policies that guide educational stakeholders from teachers to students on how to react to incidents of school violence thus limiting the adverse influences of these events. When developing a training plan for police officers in relation to dealing with possible workforce violence incidents the first step of the plan is to teach the officers the difference between crowd control and crowd management and how these strategies can be applied to different situations (Berkeley Police, 2014). The second step is training the officers on situational awareness which enables them to make better decisions in such circumstances. The third step involves simulating the different types of protests enabling the officers to apply concepts learned in real life situations.
Bottom of Form
Week 5 Discussion 2
"Growing Cities" Please respond to the following:
· Based on the lecture and Webtext materials, address the following:
. Examine the main reasons why people are attracted to urban areas in the developing world and select the key issues that make this rural to urban migration such a difficult problem for governments to deal with.
Please also reply to the student
Shawnetta Nelson
RE: Week 5 Discussion 2
People in the developing world are attracted to urban areas for many reasons. They want to escape the unbearable conditions that exist in rural areas like contaminated water supply, endemic diseases from poor sewage services, "becos"-dirt and graveled roads, and lack of.
ENG122 Composition II Research Paper Guidelines P a g e.docxSALU18
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
ENG122 Composition II Research Paper Guidelines P a g e.docxYASHU40
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
300 words Building healthier cities and communities involves local.docxLyndonPelletier761
300 words
Building healthier cities and communities involves local people working together to transform the conditions and outcomes that matter to them. That civic work demands an array of core competencies, such as community assessment, planning, community mobilization, intervention, advocacy, evaluation, and marketing successful efforts. Supporting this local and global work requires widespread and easy access to these community-building skills. However, these skills are not always learned, nor are they commonly taught either in formal or informal education. The internet can provide an effective means for transmitting skill-building resources broadly and inexpensively. This section describes a free resource for building healthier communities called the
Community Tool Box
.
WHAT IS THE COMMUNITY TOOL BOX?
BACKGROUND.
In the early days of the World Wide Web (1995), we began work on an Internet-based resource for community change and improvement, the "Community Tool Box" (CTB). Our mission is to promote community health and development by connecting people, ideas, and resources.
We focused on developing practical information for community building that both professionals and ordinary citizens could use in everyday practice -- for example, leadership skills, program evaluation, and writing a grant application. The emphasis was on these core competencies of community building, transcending more categorical issues and concerns, such as promoting child health, reducing violence, or creating job opportunities.
We developed a broad and evolving Table of Contents and started writing, one section at a time. By mid-1999, there were over 160 how-to sections and over 3,500 pages of text available on the Community Tool Box. As of July 2000, there were over 200 sections online and more than 5,000 pages of text.
AUDIENCE.
The audiences or end users for this site include:
People doing the work of community change and improvement (community leaders and members)
People supporting it (intermediary organizations such as public agencies or university-based centers)
People funding it (governmental institutions, foundations, and others).
Use of the Community Tool Box grew nearly exponentially: over 100,000 hits in 1997, over 500,000 in 1998, and well over one million in 1999. Guestbook data confirm that users represent a wide variety of community-building settings and positions and come from all corners of the planet.
ATTRIBUTES.
Building healthier communities is hard work, requiring frequent adjustments to emerging opportunities and barriers. To be a resource for community work, a "tool box" would exemplify the following attributes:
Its content needs to be
comprehensive
. Since effective community members and practitioners need a variety of skills, sections of the Tool Box would have to reflect a broad array of core competencies (e.g., skills in conducting listening sessions, organizing focus groups, leading meetings, group facilitation and recording).
The inf.
300 words APA format, Select a current example of a policy issue t.docxLyndonPelletier761
300 words APA format,
Select a current example of a policy issue that has arisen under the umbrella of civil rights. “Health”
(1) Describe the issue briefly, including identifying specific constitutional protections and summarizing key policy changes over its history.
(2) What role have interest groups and the mass media played in keeping this issue on the policy agenda?
(3) Have individual rights eroded or been strengthened related to this specific policy?
Reference
Public Policy in the United States, 5th edition by Mark E. Rushefsky (2013)
.
More Related Content
Similar to Discussion QuestionsQuestion 1 (300 words minimum)Imag
Public Speaking Essay (600 Words) - PHDessay.com. Public Speaking Essay Example | StudyHippo.com. Why public speaking is important essay. Public speaking speech essay. Stunning Public Speaking Essay ~ Thatsnotus. The Importance of Public Speaking Essay Example | Topics and Well .... My Battle with Public Speaking: [Essay Example], 980 words GradesFixer. How to Write A Speech in 5 Minutes - Felicia Slattery | Communication .... Public speaking Assignment Example | Topics and Well Written Essays .... Successful Public Speaking Free Essay Example. English public speaking essays. The Improvements on My Public Speaking Skills: [Essay Example], 880 .... Importance of Public Speaking in History - Free Essay Example .... Public speaking speech essay - Academic Papers Writing Help You Can Rely On. Essay: Basics of Public Speaking - ESL worksheet by murphteach. ≫ My Speaking Ability Issues and Public Speaking Experiences Free Essay .... 25039285 Public Speaking Text. Essay Discussing Public Speaking Speech | MPU2222 - Public Speaking .... Essentials of Public Speaking Essay Example | Topics and Well Written .... Public Speaking Essay | Importance of Public Speaking Skills, How To .... Feelings during Speaking in Public Essay Example | Topics and Well .... Public speaking class Essay Example | Topics and Well Written Essays ... Public Speaking Essay Public Speaking Essay
Essay On Right To Education. write simple essay on education should be free ...Jennifer Johnson
Essay On Right To Education | Right To Education Essay for Students and .... Essay on Right to Education in English For Students & Children. Business paper: Education essay sample. Education-a fundamental right: Essay Should Education Be Nationalised.
Assessment Task – Tutorial Questions Unit Code HC212.docxcargillfilberto
Assessment Task – Tutorial Questions
Unit Code: HC2121
Unit Name: Comparative Business Ethics & Social Responsibility
Assignment: Tutorial Questions - Part 2
Due: 11:30pm 19th June 2020
Weighting: Total Mark 50, Converted to 25%
Purpose: This assignment is designed to assess your level of knowledge of the key topics
covered in this unit
Unit Learning Outcomes Assessed:
1. Distinguish the difference between personal and business ethics in organisation
2. Ability to identify stakeholders role in business ethics, define social responsibility, explore
the role of corporate governance in structuring ethics and social responsibility in business
3. Compare and contrast diverse approaches to ethical decision making
4. Evaluate the implications of the legal pressure for ethical behaviour in organisations
5. Examine ethical issues as they relate to basic values and the challenge of determining an
ethical issues in business
6. Understand how moral philosophies and values influence individual and group ethical
decision making in business
7. Apply and enhance problem-solving skills in solving and managing ethical dilemmas within
an organisation.
8. Ability to build an effective ethics program and analyse how these programs may be affected
by global issues, leadership and sustainability issues
Description: Each week students were provided with three tutorial questions of varying
degrees of difficulty. These tutorial questions are available in the Tutorial Folder for each week
on Blackboard. The Interactive Tutorials are designed to assist students with the process, skills
and knowledge to answer the provided tutorial questions. Your task is to answer a selection of
tutorial questions for weeks 7 to 11 inclusive and submit these answers in a single document.
It is important when you answers the questions, you do not just copy and paste the answers
from other sources, but rather, try to paraphrase it and provide reference (in- text referencing)
to your answers. As a minimum for each question, you are required to write in between 100-
300 words.
The questions to be answered are:
Week 7
Question Two (10 marks)
What is white collar crime and why has it become such a widespread problem?
Week 8
Question Three (10 marks)
How do societal expectations affect corporations and their ethical initiatives? Give an example
of a company that had to alter a product or service because of society’s concerns about its
health, moral, or social impacts.
Week 9
Question Two (10 marks)
What are the major features of a successful ethics training program and communication
systems? Provide at least with 1 (one) example of a company with strong employee ethics
training.
Week 10
Question Three (10 marks)
Describe the six-step process of conducting an ethics audit in detail.
Week 11
Question Two (10 marks)
How can differences in two countries' cultures.
WRITERSocial networking dilemma arises when the society is una.docxambersalomon88660
WRITER
Social networking dilemma arises when the society is unable to contain the advantages and disadvantages of using social media which apparently occur simultaneously. The use of social media is raising so many ethical issues among them the privacy of one’s life.
Social networking is the use of a dedicated application or website to reach a target audience, the main purpose being to communicate. The growing need for social networking is apparently raising the social dilemmas. The dilemmas include violation of privacy, bullying, misrepresentation, and creepiness just but a few. Invasion of privacy involves access to personal data either found on sites such as Facebook and even the data on bank cards. For the most part, the data is protected from unauthorized users, but the dilemma arises when the firm with which you have stored the information shares the data with other firms without your consent for marketing purposes. Such is the scenario where you begin to receive marketing features which relate to your spending pattern, which implies that there is a third party monitoring your transactions. This intrusion of privacy creates a pathway for continued bullying, misrepresentation, and creepiness. Businesses also experience the same challenge. But what can businesses do and how can they design approaches that regulate and control social networking dilemma to maintain ethics both in the business and in the society? This proposal, therefore, seeks to explain the ethical dilemma issues as well as bringing to perspective corrective measures to correct on social dilemma issue.
Spamming too with the aim of promoting a certain link has the problem of increasing the risk of possible hacks. Twitter and Facebook are common means through which individuals and firms promote a product, but this feature is turning to be a passage where individuals can hack into people’s data. Therefore the communication process becomes threatened. Other risks include dishonesty and distortion, improper anonymity and distorted endorsement, opportunism, and misuse of free expertise and contests.
The proposed solution to the social networking dilemma includes risk assessment, establishing policies and procedures, communication and education, monitoring an auditing and performing oversight role. Risk assessment in business and personal social networking will involve a review of the current social networking platforms and issues. This review will help to identify the recently introduced features and how they are being used. The reason being that the social media environment tends to change quickly, and as such, it is important to remain updated. Risk assessment also provides the person and the firm an idea of the possible risks that are associated with the use of social media.
Policies act as a guide towards implementation of actions by employees especially in the use of social media because employees represent the face of the organization. Other ways in which the company .
Fascinating Nhs Essay Examples ~ Thatsnotus. 010 Essay Example Nhs Examples Write My Template ~ Thatsnotus. Nhs Essays Examples. School essay: Nhs sample essays. 007 Nhs Essay Example College Application Personal Statement Template .... National Junior Honor Society Essay Help - How to Write a National ....
Social work practice consists of the professional application of social work values, principles, and techniques to one or more of the following ends: helping people obtain tangible services; counseling and psychotherapy with individuals, families, and groups; helping communities or groups provide or improve social change
Week 5 Discussion 1Domestic Violence” Please respond to the f.docxcockekeshia
Week 5 Discussion 1
"Domestic Violence” Please respond to the following:
· School violence is of growing concern to law enforcement and almost never occurs without warning. Examine the main motivation(s) of school violence and give your opinion as to what the schools should do to prevent school violence. Provide a rationale for your response.
· Imagine that you are the director of the training academy for the police or sheriff’s department chief in your city. Develop the first three (3) steps of a plan which you would implement to ensure the department is properly trained for the possible occurrence of a workforce violence incident in your locality.
Please also reply to the student
Paige Sowell
RE: Week 5 Discussion 1
School violence has become an issue of concern to the law enforcement agencies due to the spontaneous nature of its occurrence. The main motivations of school violence are varied for instance internalizing among students due to social strife within the school environment such as bullying may result in school violence (Bennett-Johnson, n.d.). Access to weapons such as guns is another motivation to the development of school violence. Schools can address violence through developing relationship level strategies such as the development of peer counseling programs in addition to developing security checks that aim to identify the existence of weapons or other dangerous devices within the school environment (Bennett-Johnson, n.d.). Schools should also develop protocols and policies that guide educational stakeholders from teachers to students on how to react to incidents of school violence thus limiting the adverse influences of these events. When developing a training plan for police officers in relation to dealing with possible workforce violence incidents the first step of the plan is to teach the officers the difference between crowd control and crowd management and how these strategies can be applied to different situations (Berkeley Police, 2014). The second step is training the officers on situational awareness which enables them to make better decisions in such circumstances. The third step involves simulating the different types of protests enabling the officers to apply concepts learned in real life situations.
Bottom of Form
Week 5 Discussion 2
"Growing Cities" Please respond to the following:
· Based on the lecture and Webtext materials, address the following:
. Examine the main reasons why people are attracted to urban areas in the developing world and select the key issues that make this rural to urban migration such a difficult problem for governments to deal with.
Please also reply to the student
Shawnetta Nelson
RE: Week 5 Discussion 2
People in the developing world are attracted to urban areas for many reasons. They want to escape the unbearable conditions that exist in rural areas like contaminated water supply, endemic diseases from poor sewage services, "becos"-dirt and graveled roads, and lack of.
ENG122 Composition II Research Paper Guidelines P a g e.docxSALU18
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
ENG122 Composition II Research Paper Guidelines P a g e.docxYASHU40
ENG122: Composition II
Research Paper Guidelines
P a g e | 1 of 6
2015.09
English 122: Composition II
Research Paper Guidelines
You will spend five weeks completing a 5-7 page academic argument in APA style. Each week is devoted to
one phase of the academic writing process:
1. Topic Selection & Beginning Research
2. Pre-Writing & Organization
3. Draft Writing
4. Revision
5. Final Draft
Week 1: Topic Selection & Beginning Research
Select a topic from the list of approved topics that begins on page two of this document. You will be working
with the same topic for the next five weeks. Choose a topic that is interesting but be wary of topics that elicit a
strong emotional response. We will be writing an objective academic paper in third-person perspective, which
may be difficult if you feel too personally connected to the topic.
As you begin to gather research on the topic, start organizing your work into an annotated bibliography. You
will submit your annotated bibliography for grading and feedback at the end of Week 1. You will use a working
thesis statement to guide you. These items may need to be revised before you move forward.
Week 2: Pre-Writing & Organization
After gathering sufficient research, you will begin to build a credible argument about the topic, which may
require revisions to your working thesis statement. You will submit an outline of your academic argument for
grading and feedback at the end of Week 2. The outline may need to be revised before you move forward.
Week 3: Draft Writing
You will utilize your annotated bibliography and outline as tools to write a rough draft essay. The annotated
bibliography provides you with your research notes while the outline guides you through the structure of your
argument. You will submit a rough draft of your academic argument for grading and feedback at the end of
Week 3. You will have time to fully revise your draft over the remaining two weeks of class.
Week 4: Revision
The revision process contains a number of steps that may overlap and repeat. This includes additional research,
more writing, proofreading, editing, and content revision. You must consider and apply the feedback you
received throughout class as you revise your rough draft. You are expected to use Week 4 as an opportunity for
careful and thorough revision.
Week 5: Final Draft
The final week of class will culminate in the submission of your Final Research Paper. This is the final,
complete, error-free version of your academic argument. The final draft is worth 30% of your final grade in this
class.
P a g e | 2 of 6 2015.09
Writing Prompts – Select One for this Class
Prompts have been organized by subject area. Please review all options before making your final selection and
consider selecting a topic from your field of study/major.
Business
1. Some argue that a gender-based income gap is still present in America today. ...
300 words Building healthier cities and communities involves local.docxLyndonPelletier761
300 words
Building healthier cities and communities involves local people working together to transform the conditions and outcomes that matter to them. That civic work demands an array of core competencies, such as community assessment, planning, community mobilization, intervention, advocacy, evaluation, and marketing successful efforts. Supporting this local and global work requires widespread and easy access to these community-building skills. However, these skills are not always learned, nor are they commonly taught either in formal or informal education. The internet can provide an effective means for transmitting skill-building resources broadly and inexpensively. This section describes a free resource for building healthier communities called the
Community Tool Box
.
WHAT IS THE COMMUNITY TOOL BOX?
BACKGROUND.
In the early days of the World Wide Web (1995), we began work on an Internet-based resource for community change and improvement, the "Community Tool Box" (CTB). Our mission is to promote community health and development by connecting people, ideas, and resources.
We focused on developing practical information for community building that both professionals and ordinary citizens could use in everyday practice -- for example, leadership skills, program evaluation, and writing a grant application. The emphasis was on these core competencies of community building, transcending more categorical issues and concerns, such as promoting child health, reducing violence, or creating job opportunities.
We developed a broad and evolving Table of Contents and started writing, one section at a time. By mid-1999, there were over 160 how-to sections and over 3,500 pages of text available on the Community Tool Box. As of July 2000, there were over 200 sections online and more than 5,000 pages of text.
AUDIENCE.
The audiences or end users for this site include:
People doing the work of community change and improvement (community leaders and members)
People supporting it (intermediary organizations such as public agencies or university-based centers)
People funding it (governmental institutions, foundations, and others).
Use of the Community Tool Box grew nearly exponentially: over 100,000 hits in 1997, over 500,000 in 1998, and well over one million in 1999. Guestbook data confirm that users represent a wide variety of community-building settings and positions and come from all corners of the planet.
ATTRIBUTES.
Building healthier communities is hard work, requiring frequent adjustments to emerging opportunities and barriers. To be a resource for community work, a "tool box" would exemplify the following attributes:
Its content needs to be
comprehensive
. Since effective community members and practitioners need a variety of skills, sections of the Tool Box would have to reflect a broad array of core competencies (e.g., skills in conducting listening sessions, organizing focus groups, leading meetings, group facilitation and recording).
The inf.
300 words APA format, Select a current example of a policy issue t.docxLyndonPelletier761
300 words APA format,
Select a current example of a policy issue that has arisen under the umbrella of civil rights. “Health”
(1) Describe the issue briefly, including identifying specific constitutional protections and summarizing key policy changes over its history.
(2) What role have interest groups and the mass media played in keeping this issue on the policy agenda?
(3) Have individual rights eroded or been strengthened related to this specific policy?
Reference
Public Policy in the United States, 5th edition by Mark E. Rushefsky (2013)
.
300-400 wordsClick here to access American Rhetorics Top 100 .docxLyndonPelletier761
300-400 words
Click
here
to access American Rhetoric's Top 100 speeches.
Select the link for the top 100 speeches.
Select and listen to 2 speeches.
While listening, critique the speeches using the following guidelines;
Speech #1
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
Speech #2
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
.
3. Describe one of the five major themes of Progressive Reform outli.docxLyndonPelletier761
3. Describe one of the five major themes of Progressive Reform outlined in chapter 20. Please include examples.
One of the five major themes for progressive reforms outlined in chapter 20 was election process. Specifically having individual states conduct primary’s for each political party’s candidates. This election process was enforced by the ratification of the 17
th
amendment in 1917.
This bold and desperately needed reform would help the working class more than some of the other reforms, as it would directly result in the people hand picking who they wanted to represent them and their local government verses having special interest group such as big corporations pay to have elected who they wanted. This was the start of true representation of the people by the people for the people.
Just as important in the early twentieth century was the adoption of the initiative and referendum, which allowed local state government the ability to empower local citizens more than just the right to vote a political appointee. This process allowed for private citizens the power to bring up time critical change by posting on a ballot a change or make a new law which would go up for a vote, if passed by public vote it would be law.
Without these two reforms such accidents like the triangle fire may have not resulted in new laws on work hours, child labor laws and other laws passed to protect pregnant women in the work place.
.
3. How do culture and business of Ireland compare with US culture an.docxLyndonPelletier761
3. How do culture and business of Ireland compare with US culture and business?
3.1 Compare/Contrast Ireland with the USA
3.2 Hofstede analysis
4. What are the implications for US businesses that wish to conduct business in that region?
4.1 Analysis of facts
4.2 SWOT Analysis
4.2.1 Strengths
4.2.2 Weaknesses
4.2.3 Opportunities
4.2.4 Threats
4.3 FDI Analysis
12 pages, 12 different SCHOLARLY sources, plagiarism free
.
3-page paper which you use the article from the below websites.docxLyndonPelletier761
3-page paper
which you use the article from the below websites:
Critically discuss and analyze where the line should be drawn between protecting student privacy rights and allowing school officials to take steps to ensure a safe environment.
Use the following outline to organize your paper:
1.
Introduction: Issues of violence and safety on the campus.
2.
The elements of a safe campus (identify and discuss).
3.
The role of the teacher/instructor and education leader in preventing violence.
4.
Issues related to campus crime reporting and student searches (discuss).
Healy, S. J. (2007). Best practices for making college campuses safe. International Association of Campus Law Enforcement Administrators (IACLEA). Retrieved August 2009 from
http://www.iaclea.org/visitors/PDFs/HouseTestimony_Final_13May07.pdf
Department of Justice. (2005, December). Sexual assault on campus: What colleges and universities are doing about it. Retrieved August 2009 from
http://www.ncjrs.gov/pdffiles1/nij/205521.pdf
.
3-page APA format reaction paper to the first four stages of develop.docxLyndonPelletier761
3-page APA format reaction paper to the first four stages of development and parts of thinking. If possible please use the text Critical Thinking, Tool for taking Charge of Your Professional and Personal Life as one of the three references. Please be sure to add the following: Introduction, Information Summary, Critique, Reaction, and Conclusion in to the assignment.
.
350 words. Standard essay format- no sources needed1. Explain wh.docxLyndonPelletier761
350 words. Standard essay format- no sources needed
1. Explain what is meant by “nervousness” of the MRP schedule. Provide an example. Name two
tools that are particularly useful in reducing system nervousness in MRP systems.
2. What makes short-term scheduling of strategic importance?
3. Compare and contrast throughput with manufacturing cycle time.
.
300 - 500 words in APA format (in text citations) and refernce page..docxLyndonPelletier761
300 - 500 words in APA format (in text citations) and refernce page.
Part one:
Ethics in Research
Utilizing the internet
Summarize the research.
Explain why the research was unethical.
Explain what changes (if any) in research resulted.
Part two:
Select an organizational issue, problem, or topic that you would like to research. Write 1 research question or hypothesis regarding that.
.
300 words long addressing the following issues.its a discussion h.docxLyndonPelletier761
300 words long addressing the following issues.
it's a discussion homework
Case :missing artifact
For his own aesthetic purposes, Marcus Randolph had collected Pueblo Indian arts and crafts for many years before becoming an anthropologist. Randolph's fieldwork sites for ten years were located in Latin America. However, as a result of personal contacts, he was asked to conduct a brief ethnohistorical study in one of the Rio Grande pueblos. As his study progressed, he learned that an important item had been missing for about 20 years from the collection of paraphernalia used by one of the religious leaders in the community. According to this individual, ceremonies had never been complete since the item had disappeared. Crop failures and other community problems were partially attributed to this loss.
After obtaining a full description from the religious leader and checking this against information about the item with colleagues in local museums and universities, Randolph realized that there was a good chance that the item in question was at least similar to, if not identical to, one he had purchased 15 years previously from a trading post.
Randolph's Dilemma: Should he offer the item in his possession to the religious leader? Should he even show the item to the religious leader? Or, should he simply make a note regarding the missing religious piece and not disclose his personal possession to anyone in the community?
.
3. Creativity and AdvertisingFind two advertisements in a magazi.docxLyndonPelletier761
3. Creativity and Advertising
Find two advertisements in a magazine, on YouTube, or from some other source – one ad which you think is creative and one ad which you do not. Attach a copy of the ad, provide the web address, or otherwise describe the ads in sufficient detail.
For the ad that you feel is creative, reflect on why you think it’s so. Use the
creativity tactics
to frame your discussion. For the ad that you feel is not so creative, what could you suggest the advertiser do to make it more creative? To help facilitate your discussion, sketch out how you would recommend the ad be designed being sure to include both illustrations and copy. (You don’t have to be an exceptional artist on this last item but demonstrate to me that you can both verbally and visually communicate your ideas to a potential client.)
.
3-page APA format reaction paper to the standards of thinking and th.docxLyndonPelletier761
3-page APA format reaction paper to the standards of thinking and the art of making intelligent decision making. If possible please use the text Critical Thinking, Tool for taking Charge of Your Professional and Personal Life as one of the three references. Please be sure to add the following: Introduction, Information Summary, Critique, Reaction, and Conclusion in to the assignment
.
3-5 pagesThe patrol division of a police department is the l.docxLyndonPelletier761
3-5 pages
The patrol division of a police department is the lifeblood of how and where a majority of information flows into the organization. For police departments that either plan to or have already implemented a community policing program or project, one particular division that police officials address is
patrol
. The patrol officers of the department’s patrol division perform a battery of tasks while interacting with community members and business owners. Those tasks can and do include handling calls for service, writing crime reports, solving problems, and being visible. One area of patrol that community policing programs promotes is
foot patrols
.
Another form of patrol that police departments utilize is
bicycle patrols
. Bicycle patrols are typically popular in downtown areas, shopping malls, and business communities because of their ease in maneuverability but more so because of the closer interaction the officer has with the citizens that work and patronize the various businesses.
Assignment Guidelines:
Address the following in 3–5 pages:
Historically, what did a police patrol consist of? Explain.
What were the traditional policies regarding community relations? Explain.
Conduct a search, or contact your local law enforcement agency to find out if the department has a foot patrol, bicycle patrol, scooter patrol, horse patrol, etc.
Discuss the types of different patrol programs that the department has implemented. You will want to address at least 2 patrol programs, if possible.
Answer the following for each program:
Where is the patrol program typically implemented? Explain.
Is the program utilized year-round, or is it seasonal? Explain why.
What is the stated purpose of the program? Explain.
What is the public opinion of this program? Explain.
How effective is this program at fulfilling its intended purpose? Explain.
Generally speaking, how do the various patrol programs help to bring the police officers closer to the citizens? Explain.
Be sure to reference all sources using APA style.
.
3-5 pagesOfficer Landonio is now in the drug task force. H.docxLyndonPelletier761
3-5 pages
Officer Landonio is now in the drug task force. He and three other officers have been assigned to serve a search warrant regarding a stolen 50-inch plasma television set. He serves the search warrant and walks into the residence with the three officers. Sitting on the coffee table is a variety of narcotics, both prescription and illegal. What are his options at this time?
During the search, one officer opened a kitchen cabinet and found a kilogram of cocaine. Can Officer Landonio take this as evidence and arrest the residents? Why or why not? What would be the next step in this process?
Check the laws in a U.S. state of your choosing and the requirements of arrest warrants. Be sure to reference and use citations in your material.
Assignment Guidelines
Address the following in 3–5 pages:
Can Officer Landonio take the cocaine as evidence? Why or why not? Explain.
Assuming that the residents of the dwelling are present, what are Officer Landonio's options upon finding the prescribed and illegal narcotics on the table? Explain.
What actions will he be required to take by law? Explain.
You will need to fabricate the details or at least address multiple possibilities for this case.
How does discretion come into play in this case?
How can nonresidents present in the dwelling be handled? Explain.
With what can they be charged if arrested? Explain.
If the residents are arrested, what are the next steps in the process? Explain.
Can drug courts come into play regarding this case? Why or why not?
Typically, when will drug law offenders be fined, and when will they be incarcerated? Explain.
Be sure to reference all sources using APA style.
.
3-4 paragraphs
Assignment Details
Contemporary criminal justice administrators must have familiarity with the rapidly growing issue of undocumented or illegal aliens in the United States.
Focus your discussion on the following:
What are the primary problems faced by law enforcement in protecting the U.S. borders?
What is law enforcement currently doing to staunch the flow of illegal aliens into the United States?
What ideas do you have that would be effective in reducing this growing problem?
.
3-4 paragraphsYou have received a complaint that someone in the .docxLyndonPelletier761
3-4 paragraphs
You have received a complaint that someone in the fee collection department may be looting the agency because she has an elaborate lifestyle. You have received other reports that customers have been complaining of errors in their accounts balances regarding properly crediting payments made.
Investigators use the fraud triangle in planning and conducting their investigations. Include the following in your posting:
Describe how you would use the fraud triangle in the above situation.
Include a listing of factors you would look for and what type of evidence you would need to follow up on the fraud triangle items identified.
.
3-4 pagesAPA STYLEThe U.S. has long been seen by many around t.docxLyndonPelletier761
3-4 pages
APA STYLE
The U.S. has long been seen by many around the world as a bastion of freedom and liberty. But what does this mean? How can individual choice be promoted and protected when members of society have different views of how things should be organized and how their own interests can be preserved? The interests of an individual in his or her own freedom and liberty to act must be balanced against the interests of society as a whole, and sometimes these interests collide. Societies need to have laws to promote order. The larger, more diverse, and more complex a society is, the more regulated that society must be. At the same time, people have differing opinions about what choices should be allowed on many controversial subjects, about what the government itself should be allowed to do, and about whose interests should prevail.
Assignment Guidelines
Address the following in 3–4 pages:
With respect to the making, enforcement, and interpretation of laws, what are the roles of the executive, legislative, and judicial branches of the U.S. government?
Who does what? In other words, are these roles really separate and distinct, or are there ways in which these roles overlap?
As society changes, how does this impact the making and interpretation of laws?
What are your conclusions about the need to balance individual choice and liberty with the needs of U.S. society as a whole? Incorporate an example of a law or an issue or area of particular interest to you. Ideas could include: civil rights, domestic and/or child abuse, or detention of suspected terrorists.
To illustrate your position on these questions, refer to your text, the supplemental course materials, or pertinent outside sources (library, Web, other resources) to support your responses. You may choose a law or policy that you are interested in to illustrate your conclusions.
.
3-5 pagesCommunity-oriented policing (COP) does involve th.docxLyndonPelletier761
3-5 pages
Community-oriented policing (COP) does involve the need for information technology. Such information technology that COP programs and projects could utilize are databases, computer software for crime analysis, and records management systems. Police officials find the use of these systems to be helpful in compiling data about criminal statistics and analyses that can aid in how patrol officers are organized, research for new programs that involve the police department officials and community members, and crime prevention and criminal investigations.
PART 1 ( 1 page)
The FBI’s Uniform Crime Report database
Computer-Aided Dispatch
Live Scan
How are your selected technologies used by law enforcement agencies within a community policing program? Explain in detail
PART 2
address the following in 3–4 pages:
What drawbacks do the technologies selected by the group have on law enforcement operations? Explain in detail.
What specific problems do these technologies directly address? Explain.
Responsibilities must be divided evenly amongst all group members.
Be sure to reference all sources using APA style.
.
3 to 4 line answers only each.No Plagarism.$25Need by 109201.docxLyndonPelletier761
3 to 4 line answers only each.
No Plagarism.
$25
Need by 10/9/2016 - 10:00 AM
1.
Distinguish between vulnerability, threat, and control.
2.
Theft usually results in some kind of harm. For example, if someone steals
your car, you may suffer financial loss, inconvenience (by losing your mode of
transportation), and emotional upset (because of invasion of your personal
property and space). List three kinds of harm a company might experience from
theft of computer equipment.
3.
List at least three kinds of harm a company could experience from electronic
espionage or unauthorized viewing of confidential company materials.
4.
List at least three kinds of damage a company could suffer when the integrity
of a program or company data is compromised.
5.
List at least three kinds of harm a company could encounter from loss of
service, that is, failure of availability. List the product or capability to which
access is lost, and explain how this loss hurts the company.
6.
Describe each of the following four kinds of access control mechanisms in
terms of (a) ease of determining authorized access during execution, (b) ease of
adding access for a new subject, (c) ease of deleting access by a subject, and (d)
ease of creating a new object to which all subjects by default have access.
• per-subject access control list (that is, one list for each subject tells
all the objects to which that subject has access)
• per-object access control list (that is, one list for each object tells all
the subjects who have access to that object)
• access control matrix
• capability
7.
Suppose a per-subject access control list is used. Deleting an object in such a
system is inconvenient because all changes must be made to the control lists of
all subjects who did have access to the object. Suggest an alternative, less costly
means of handling deletion.
8.
File access control relates largely to the secrecy dimension of security. What
is the relationship between an access control matrix and the integrity of the
objects to which access is being controlled?
9.
One feature of a capability-based protection system is the ability of one
process to transfer a copy of a capability to another process. Describe a situation
in which one process should be able to transfer a capability to another.
10.
Suggest an efficient scheme for maintaining a per-user protection scheme.
That is, the system maintains one directory per user, and that directory lists all
the objects to which the user is allowed access. Your design should address the
needs of a system with 1000 users, of whom no more than 20 are active at any
time. Each user has an average of 200 permitted objects; there are 50,000 total
objects in the system.
11.
Give an example of the use of physical separation for security in a computing
environment.
12.
Give an example of the use of temporal separation for security in a computing
environment.
13.
Give an example of an object whose sensitivity may change during ex.
3 page paper, double spaced, apa formatThis paper is technically.docxLyndonPelletier761
3 page paper, double spaced, apa format
This paper is technically an opinion based paper but should be backed up with facts from the case.
View point on David..
Resonable reliance
Back up your opinion
Contracts
Please utilize some law vocabs that is neccesary to this case
.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Discussion QuestionsQuestion 1 (300 words minimum)Imag
1. Discussion Questions
Question 1 (300 words minimum)
Imagine you have been hired as a consultant to support a firm
that wishes to expand its operations internationally. Your first
assignment is to explain to the CEO and their staff the
importance of understanding the difference between domestic
expansion and international expansion.
For your initial discussion post, consider the following
questions as a basis to your explanation to the CEO:
· Why is foreign investment so different from domestic
investment?
· What should C-Level executives consider in expanding
internationally, as compared to domestically?
· What types of risk mitigation techniques could you suggest to
the executives so that the firm can be successful in the proposed
expansion?
Your initial response should be a minimum of 300 words.
Graduate school students learn to assess the perspectives of
several scholars. Support your response with at least one
scholarly and/or credible resource in addition to the text.
Question 2
Consider you are a cash manager of a multinational corporation
(MNC) based in the United States. One of your responsibilities
is to gain the highest yield for your treasury cash. Complete the
following:
· Visit the https://www.bloomberg.com/markets/rates-
bonds/government-bonds/us webpage and click on a country to
review its interest rates.
· Select a country to invest in for one year.
2. · Describe why you chose that country and your expected yield
for the next year.
Your initial response should be a minimum of 300 words.
Graduate school students learn to assess the perspectives of
several scholars. Support your response with at least one
scholarly and/or credible resource in addition to the text.
2
3
Introduction to Social Work
Second Edition
4
5
3. Introduction to Social Work
An Advocacy-Based Profession
Second Edition
Lisa E. Cox
Stockton University
Carolyn J. Tice
University of Maryland
Dennis D. Long
Xavier University
6
FOR INFORMATION:
SAGE Publications, Inc.
2455 Teller Road
Thousand Oaks, California 91320
E-mail: [email protected]
SAGE Publications Ltd.
1 Oliver’s Yard
55 City Road
London EC1Y 1SP
United Kingdom
5. Description: Second edition. | Los Angeles : SAGE, [2019] |
Includes bibliographical references and index.
Identifiers: LCCN 2017030913 | ISBN 9781506394534
(hardcover : alk. paper)
Subjects: LCSH: Social service.
Classification: LCC HV40 .C69 2019 | DDC 361.3—dc23 LC
record available at https://lccn.loc.gov/2017030913
This book is printed on acid-free paper.
Acquisitions Editor: Joshua Perigo
Editorial Assistant: Alexandra Randall
Production Editor: Andrew Olson
Copy Editor: Cate Huisman
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Annette Van Deusen
7
https://lccn.loc.gov/2017030913
Indexer: Kathy Paparchontis
Cover Designer: Gail Buschman
Marketing Manager: Jennifer Jones
6. 8
Brief Contents
1. Preface
2. Acknowledgments
3. About the Authors
4. Part 1 Understanding Social Work
1. 1. The Social Work Profession
2. 2. The History of Social Work
3. 3. Generalist Social Work Practice
4. 4. Advocacy in Social Work
5. Part 2 Responding to Need
1. 5. Poverty and Inequality
2. 6. Family and Child Welfare
3. 7. Health Care and Health Challenges
4. 8. Physical, Cognitive, and Developmental Challenges
5. 9. Mental Health
6. 10. Substance Use and Addiction
7. 11. Helping Older Adults
8. 12. Criminal Justice
6. Part 3 Working in Changing Contexts
1. 13. Communities at Risk and Housing
2. 14. The Changing Workplace
3. 15. Veterans, Their Families, and Military Social Work
4. 16. Environmentalism
5. 17. International Social Work
7. Epilogue: Social Work and Self-Care
8. Appendix: Code of Ethics of the National Association of
7. Social Workers: Summary of Major Principles
9. Glossary
10. References
11. Index
9
Detailed contents
Preface
Acknowledgments
About the Authors
Part 1 Understanding Social Work
1: The Social Work Profession
Learning Objectives
Mary Considers Social Work
The Professional Social Worker
Social Work’s Unique Purpose and Goals
Social Work and Human Diversity
Diversity and Social Justice
Intersections of Diversity
Theory and Practice
Social Work Values
The NASW Code of Ethics
Professionalism
Advocacy
Social Work Education
8. Social Work Degrees
Bachelor of Social Work
Master of Social Work
Doctor of Philosophy in Social Work or Doctor of Social Work
Field Education
Certificates and Certifications
Social Work Practice
Social Work Roles and Settings
Levels of Practice
Social Work as a Career Opportunity
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
2: The History of Social Work
Learning Objectives
Brian Organizes Farmworkers
Social Welfare
10
Social Welfare Policy
Conservative and Liberal Ideologies
Social Control
Social Justice
The Intertwined History of Social Welfare Policy and Social
Work
9. Colonial America: 1607 to 1783
Nineteenth Century America: 1784 to 1890
The Progressive Era: 1890 to 1920
World War I: 1914 to 1918
The Great Depression: 1929 to Early 1940s
Rank and File Movement
World War II: 1939 to 1945
America’s War on Poverty: 1960 to 1967
Reaganomics: 1981 to 1989
Partisan Gridlock
The Limitations of Social Welfare
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
3: Generalist Social Work Practice
Learning Objectives
Layla Intervenes at All Levels to Help People Who Are
Homeless
Knowledge Base for Generalist Social Workers
Theoretical Foundations of Generalist Practice
Systems Theory
Ecological Perspective
Empowerment Theory
Strengths Perspective
Evidence-Based Practice
Roles for Generalist Social Workers
Levels of Generalist Practice
Social Work With Individuals (Micro Level)
Social Work With Families and Groups (Mezzo or Meso Level)
10. Social Work With Organizations, Communities, and Society
(Macro Level)
The Change Process
Engagement
Assessment
Planning
11
Implementation
Evaluation
Advocates for Change
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
4: Advocacy in Social Work
Learning Objectives
Nancy Advocates to Professionalize Social Work in Her State
The Need for Professional Advocates
Power and Social Inequality
The Ethics of Advocacy
Client Self-Determination
Self-Interest and Advocacy
Individual Benefit Versus Community Benefit
Pathways to Community Benefit
Human Aspects of Helping
11. Social Workers and Social Change
Cause and Function
Responses to Hard Times
Cause Advocacy Today
The Cost of Advocacy
A Model for Dynamic Advocacy
The Cycle of Advocacy
The Advocacy Model in Action
Tenets of Advocacy Practice and Policy Model
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
Part 2 Responding to Need
5: Poverty and Inequality
Learning Objectives
12
Steve Sees the Face of Poverty
Poverty
12. Measures of Poverty
Poverty and Inequality
The Face of Poverty
Women
People of Color
Children
People Who Are Homeless
Social Service Programs for The Those Who Are Poor
Temporary Assistance for Needy Families
Medicaid
Supplemental Security Income
Healthy Meals for Healthy Americans
Supplemental Nutrition Assistance Program
Earned-Income Tax Credit
Public Housing
Diversity and Poverty
Advocacy on Behalf of the People Living in Poverty
Current Trends in Advocacy With People Who Are Poor
Dynamic Advocacy and Poverty
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
The Cycle of Advocacy
Your Career and Poverty
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
13. 6: Family and Child Welfare
Learning Objectives
Rosa Works to Strengthen Families for the Sake of Children
Today’s Families
Diverse Family Forms
Divorce
Separation
Blended Families
13
Single-Parent Households
Same-Sex Marriage and Parenting
Marriage Equality
Cohabitation
Family Problems
Domestic Violence
Child Maltreatment
Child Welfare Services
History of Child and Family Services
Parental Versus Child Rights
A Global Context for Child Protection
Key Child and Family Services
Social Policy and Legislation Supporting Child and Family
Services
Public Attitudes Toward Services for Children and Families
Social Workers’ Attitudes Toward Child and Family Services
Social Work in Schools
14. Challenges Facing School Social Workers
Violence and Bullying
Economically Disadvantaged and Homeless Students
Students With Physical and Mental Challenges
Teen Pregnancy
Improvements in Education to Help Parents and Children
Diversity and Family and Child Welfare
Advocacy on Behalf of Families and Children
Current Trends in Advocacy for Child and Family Services
Dynamic Advocacy and Family and Child Welfare
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Your Career in Family and Child Welfare
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
7: Health Care and Health Challenges
Learning Objectives
Gayle Practices Social Work in a Teaching Hospital
Health Challenges and the American Health Care System
14
Threats to Americans’ Health
15. Chronic Illness
Heart Disease
Stress
Health Disparities and the Uninsured
Health Care Policy in the United States
Health Insurance
Affordable Care Act
Health Care Trends
Integrative Medicine
Slow Medicine
Prevention and Wellness
Recovery, Rehabilitation, and Resilience
Inflammation
Managed Care
Electronic Medical Records
Health Care and Social Work
History of Health Social Work
Social Workers’ Roles in Health Care Practice
Health Care Settings
Emergency Rooms and Trauma and Urgent Care Centers
Hospitals and Acute Care
Veterans Affairs Hospitals
Home Health Care
Long-Term Care
Hospice, End-of-Life, and Palliative Care
Rehabilitation Services
Clinics
Public Health Services
Diversity and Health Care
Advocacy on Behalf of People With Health Care Challenges
16. Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Your Career in Health Care
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
15
Online Resources
8: Physical, Cognitive, and Developmental Challenges
Learning Objectives
Joe Advocates for People With Intellectual Challenges
Definitions of Physical, Cognitive, and Developmental
Challenges
Types of Physical, Cognitive, and Developmental Challenges
Developmental Challenges
Physical or Mobility Challenges
Mental/Cognitive Challenges
Stigma and Discrimination Against People With Physical,
Cognitive, and Developmental
Challenges
Social Work With People Living With Physical, Cognitive, and
Developmental Challenges
Historical Background of Services for People Living With
17. Physical, Cognitive, or
Developmental Challenges
Deinstitutionalization
Americans With Disabilities Act
Social Work Practice With Physical, Cognitive, and
Developmental Challenges
Person-First Language
Services for Persons With Physical, Cognitive, and
Developmental Challenges
Diversity and Physical, Cognitive, and Developmental
Challenges
Advocacy on Behalf of People With Physical, Cognitive, or
Developmental Challenges
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Your Career Working With People Who Have Physical,
Cognitive, and Developmental
Challenges
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
9: Mental Health
Learning Objectives
Joyce Seeks Knowledge to Help With Her Broad Caseload at a
Mental Health Center
Mental Health and Mental Illness
18. Definitions of Mental Health Status
Normal Versus Abnormal Mental Health
Mental Health Disorders and the DSM
Evolution of the Mental Health System
16
Institutionalization and Deinstitutionalization
Medicalization of Mental Illness
Social Work Perspectives
Mental Deficits Versus Personal Assets
Mental Health Parity and the Affordable Care Act
Social Work Practice in Mental Health
Social Work Roles in Mental Health Services
Mental Health Literacy
Mental Health Settings
Digital Mental Health Information and Therapy
Diversity and Mental Health
Advocacy on Behalf of People With Mental Health Issues
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Your Career in Mental Health Social Work
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
19. 10: Substance Use and Addiction
Learning Objectives
Clayton Uses His Addiction Experience in Community Outreach
Substance Use as a Mental Disorder
Causes of Substance Use
Codependency
Addictive Substances and Behaviors
Alcohol
Prescription Drugs
Illegal Drugs and Marijuana
Anabolic Steroids
Tobacco and Nicotine
Food and Caffeine
Gambling
Sex Addiction
Policies Related to Substance Use
Social Work Practice in Substance Use and Addiction
Prevention of Substance Use Disorder
17
Treatments and Interventions for Substance Use and Addiction
Detoxification and Recovery
Motivational Interviewing
Alcoholics and Narcotics Anonymous
Needle-Exchange Programs
Methadone Treatment Programs
Diversity and Substance Use and Treatment
20. Advocacy and Substance Use Disorder
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Your Career in Substance Use and Addictions
Certifications in Substance use: cadc and ladc
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
11: Helping Older Adults
Learning Objectives
Emilee Adores Gerontological Social Work
Aging and Older Adults
Meanings of “Aging” and “Old”
Stages of Older Adulthood
Longevity
An Aging Populace
Gerontological Social Work Practice
Evolution of Gerontological Practice
Social Work Roles in Gerontology and Geriatrics
Resources for Successful Aging
Living Options
Day Programs
Benefit Programs
Culturally Competent Care of Older Adults
21. Issues of Aging and Old Age
Biological and Physiological Aspects of Aging
Cognitive and Psychological Aspects of Aging
Neurocognitive Disorders (Dementias)
Depression, Mental Health, and Other Emotional Problems
18
Substance Use/Addictions
Sexual Activity
Loneliness
Suicide
Social Aspects of Aging
Ageism
Aging in Place
Caregiving
Long-Term Care
Elder Abuse
Spiritual Aspects of Aging
Benefits of Spirituality and Religion in Old Age
Illness, Death, and Faith
Policies Affecting Older Adults
Diversity and Aging
Age
Class
Ethnicity and Race
Gender
Sexual Orientation
Ability
22. Intersections of Diversity
Advocacy and Aging
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Your Career in Gerontology
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
12: Criminal Justice
Learning Objectives
Michelle Combats Racial and Ethnic Imbalances in the Juvenile
Justice System
Central Concepts in Criminal Justice and Crime
Types of Crimes
The Contextual Nature of Crime
The Correctional System
19
Juvenile Justice and Corrections
Conflicting Attitudes About Those Who Commit Crimes
Attitudes Toward Punishment
Attitudes Toward Rehabilitation
Social Workers and the Criminal Justice System
23. Forensic Social Work
Social Work Values Regarding Criminal Justice
Interactions With the Criminal Justice System
Police
Courts
Attorneys
Corrections Officers
Victim Assistance Programs
Deviant Behavior and Social Status
Mental Health and Criminal Justice
Issues Affecting Children and Youth
Exposure and Desensitization to Violent Behavior
Parental Imprisonment
Diversity and Criminal Justice
Specific Disparities in the Criminal Justice System
Racial
Women
Advocacy and Criminal Justice
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Your Career in Criminal Justice
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
24. Part 3 Working in Changing Contexts
13: Communities at Risk and Housing
Learning Objectives
Tonya Supports Residents of Federally Subsidized Housing
Central Concepts Regarding Communities and Housing
Community Practice
At-Risk Communities
20
Housing
Homeownership
Rental Housing
Subsidized Housing
Shared Housing
Halfway Houses
Shelters
Residential Treatment Centers and Hospitalization
Social Work Practice in Housing and Communities
Clients’ Housing Issues
Foreclosure
Landlords
Eviction
Substandard Housing
Social Work With At-Risk Communities
Segregated Communities
Equal Opportunities for Housing
Transportation and Connectivity
Community Development and Resources
25. Policy Issues Related to Communities and Housing
Homelessness
Affordable Housing
Community Asset Building
Segregation
Diversity and Housing
Advocacy and Housing
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Your Career in Housing Services and Community Practice
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
14: The Changing Workplace
Learning Objectives
Deidre Experiences Firsthand the Realities of the Contemporary
Workplace
The History of Work
21
Traditional Societies
Agricultural Era: 1630 to 1760
Industrial Revolution: 1760 to 1840
Urbanization: 1860 to 1950
26. Information Age: 1960 to Present
Current Social Trends Related to Work
Work-Related Issues
Unemployment
Underemployment
Minimum Wage
Gender Inequality
Harassment
Lack of Union Participation
Occupational Health Hazards
Social Welfare and the Changing Workplace
Social Insurance Programs
Unemployment Insurance
Workers’ Compensation
Social Security
Social Welfare Policies
Affirmative Action
Americans With Disabilities Act
Diversity and the Changing Workplace
Age
Class
Gender
Sexual Orientation
Intersections of Diversity
Advocacy and the Changing Workplace
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
27. Your Career in the World of Work
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
15: Veterans, Their Families, and Military Social Work
22
Learning Objectives
Veteran Javier Experienced Military Life and Now Counsels
Families
The Armed Services and Military Culture
What It Means to Be a Soldier
How War Affects Soldiers
How the Military Takes Care of Its Own
Social Work With the Military and Veterans
A History of Military Social Work
Behavioral Health Problems of Service Members and Veterans
Traumatic Brain Injury
Posttraumatic Stress Disorder
Substance Use Disorders
Suicide
Issues Affecting Wounded Military Veterans
Issues Affecting Military Families
Programs and Policies for Military Personnel, Veterans, and
Their Families
28. Social Work Assessment and Intervention Skills
Common Types of Therapy
Multidisciplinary Team Approach
Diversity and Military Social Work
Age
Class
Ethnicity/Race
Gender
Sexual Orientation
Intersections of Diversity
Advocacy for Veterans and Members of the Military
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Your Career in Military Social Work
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
16: Environmentalism
Learning Objectives
Betty Confronts a Natural Disaster
23
Environmentalism and Social Work
Social Work Leadership in Environmentalism
29. Mary Richmond
Jane Addams
National Association of Social Workers
Council on Social Work Education
Ecological Social Welfare and Practice
Sustainability
Ecological Justice
Ecological Ethics
Environmental Issues
Overpopulation
Pollutants
Climate Change
Environmental Disasters
Flooding
Drought
Hurricanes
Famine
Diversity and Environmentalism
Age
Class
Gender
Sexual Orientation
Intersections of Diversity
Advocacy and Environmentalism
Economic and Social Justice
Supportive Environment
Human Needs and Rights
Political Access
Your Career in Environmentalism
30. Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
17: International Social Work
Learning Objectives
Teresa Applies Her Multicultural Background to Social Work
International Social Work
24
Level of National Development
Social Work Principles for International Practice
Transnational Identities
Cultural Competence
Bilingualism and Multilingualism
Comparative Social Policy
Principles of Ethics
Charity and Empowerment
Social Development
Current Issues Facing International Social Workers
HIV/AIDS
Child Welfare
Poverty
Refugees
Safety and Self-Care
Diversity and International Practice
Age
Class
31. Ethnicity
Race
Gender
Sexual Orientation
Intersections of Diversity
Advocacy and International Social Work
Economic and Social Justice
Environmental Justice
Human Needs and Rights
Political Access
Your Career in International Social Work
International Job Opportunities
Volunteering, Experiential Learning, and Field Education
Summary
Top 10 Key Concepts
Discussion Questions
Exercises
Online Resources
Epilogue: Social Work and Self-Care
Appendix: Code of Ethics of the National Association of Social
Workers: Summary of Major Principles
Glossary
References
25
Index
26
32. 27
Preface
When the idea of writing a book was first proposed, our
thoughts turned to those people with whom we
wanted to work over a long period of time. Said another way,
we recognized that successful writing
partnerships are built on trust, honesty, and commitment. We
feel fortunate that those essential elements
culminated not only in lasting friendships but in dedication to a
profession that is very much part of our lives.
The completion of this second edition of our book further
confirms the worth of highly valued relationships,
lasting friendships, and collective professional commitment.
28
Our Impetus for Writing This Book
We think the second edition of Introduction to Social Work
continues to be a timely new text for adoption in
introductory social work courses. Why? Because our book has
been crafted to align with the profession’s
historical roots of advocacy for human rights and social,
economic, and environmental justice. We know
through our practice and community involvement with social
service agencies that many social workers have
been urging and taking a much more active approach in client
and community-based advocacy. Throughout
33. our book, advocacy is described at a clinical/client level and
also at organizational, community, national, and
international levels. We encourage readers to connect the needs
of individuals with those of society by linking
direct practice to policy development. Engaging in such
analytical thinking integrates micro and macro
practice into a holistic perspective of practice underpinned by
human needs and rights.
A unique aspect of Introduction to Social Work continues to be
its advocacy framework for understanding the
historical development of social work, important figures
influencing social work history, multiple practice
settings, and the types of practice performed. The advocacy
practice and policy model comprising four
interlocking components—economic and social justice,
supportive environment, human needs and rights, and
political access—provides a lens for viewing social issues of the
day. Additionally, the model serves as a vehicle
to place special emphasis on human diversity, cultural
competence, and intersections of diversity.
Pertinent information is provided regarding professional use of
self and contemporary applications to practice
settings to adapt to a changing digital workplace and world.
These applications view social workers as
professional practitioners and client and community advocates,
thereby offering a clear alternative to the
perspectives of competing books. Features such as Time to
Think boxes, Social Work in Action, Spotlight on
Advocacy, and Current Trends provide examples of social
work’s dynamic force and contribution to
confronting complicated life situations on individual, group,
local, state, national, and international levels.
Vignettes appear across all chapters and are modeled after real -
life situations faced by professional social
34. workers. Perhaps more important, the book’s features prompt
readers to pause in thought and consider their
opinions, perspectives, reactions, and strategies related to
events often far from their own reality. Our book
encourages readers to stretch and think beyond, to connect the
dots, and to critically analyze issues, beliefs,
concepts, and environments. These aspects of cognitive
discourse set our book apart from other introductory
textbooks.
In this second edition of our book, special attention was given
to feedback from readers and reviewers of our
first edition. Noteworthy changes contained in our second
edition are captured below:
Areas for advocacy in social work shift over time. With the
election of President Trump and a
republican Senate and House of Representatives, contemporary
topics involving social work advocacy
and political action at the federal level have been added and
updated, especially in the area of health care
reform.
Increased attention has been given to ethics and the need to
apply ethical considerations in social work
practice.
29
A concerted effort has been made to include additional person-
first language throughout the text.
Content involving the intersections of diversity and
multicultural practice has been enriched.
Additional attention has been given to substance use and
addiction services.
35. 30
Structure of the Book
Introduction to Social Work is organized into three parts. Part I
introduces readers to a definition of social work,
reviews the history of the profession, and describes advocacy as
a major aspect of social work. In this section of
the book, the advocacy practice and policy model is defined
through examples and applications. Throughout
the book, the elements of the model serve as themes for
exploring practice and policy content areas and
connecting them to vignettes that highlight critical features of
each chapter.
In Part II, the chapters examine how social workers respond to
human needs—poverty and inequality, family
and child welfare, health care and health challenges, physical
and mental challenges, mental health, substance
use and addiction, helping older adults, and criminal justice.
The chapters in this section assess the strengths
of people and communities in support of possible advocacy
strategies. At every juncture, social workers are
seen as leaders, experts, cofacilitators, and innovators who
understand complexities, value diversity, appreciate
the role of culture, and address ethical dilemmas.
We are pleased to write that Part III of Introduction to Social
Work goes beyond the standard text coverage by
including chapters on communities at risk and housing; the
changing workplace; veterans, their families, and
military social work; environmentalism; and international social
work. Each of these chapters introduces
36. material especially selected to stimulate intellectual curiosity
about current topics of relevance, such as climate
change and posttraumatic stress disorder. Additionally, the role
of housing is examined in reference to quality
of life and opportunity, the culture of the military is defined so
as to better frame the needs of service
personnel and their families, and environmental issues are
described innovatively to encourage social work
professionals to be more involved in all forms of life and
service.
Each chapter ends with a list of online resources that
correspond to the chapter’s content and offer readers the
option to explore multiple topics in more detail. Discussion
questions and key concepts are also provided to
support class discussions and possible in-class and out-of-class
assignments. A high-interest end-of-chapter
feature titled “Your Career . . .” introduces possible career
paths in social work related to the chapter content,
along with thought-provoking questions and/or applications.
31
Making Course Content Come Alive
Although we now primarily identify as educators, we have been
molded by our social work practice
experiences, current service endeavors, and the evolving world
around us. No matter our work responsibilities,
the classroom remains our playing field where we hope to
convey the important role social workers play in
society and people’s lives. We contend that advocacy is critical
to teaching, research, and service.
Consequently, Introduction to Social Work is designed to
37. generate critical thinking and discussion, encourage
interactive learning and reflective thinking, and expand
horizons. The text will be in e-book format, and
ancillaries are also available. In other words, we took a
multisensory approach to teaching and learning that
extends the walls of the classroom to the community and well
beyond.
To facilitate teaching, Introduction to Social Work is closely
aligned with the Council on Social Work
Education’s new Educational Policy and Accreditation
Standards and incorporates reflective practice,
encouraging students to engage in critical thought and reflection
and to contemplate a professional social
work career. As suggested by the butterfly on the cover, life is
precious, colorful, fragile, and ever changing.
We hope this book will contribute to each reader’s
transformation as a person and aspiring professional.
32
SAGE edge
SAGE edge offers a robust online environment featuring an
impressive array of tools and resources for review ,
study, and further exploration, keeping both instructors and
students on the cutting edge of teaching and
learning. SAGE edge content is open access and available on
demand. Learning and teaching has never been
easier!
SAGE edge for Students provides a personalized approach to
help students accomplish their coursework goals
in an easy-to-use learning environment. Here is a list of
38. features:
Mobile-friendly eFlashcards strengthen understanding of key
terms and concepts.
Mobile-friendly practice quizzes allow for independent
assessment by students of their mastery of course
material.
Carefully selected chapter-by-chapter video links and
multimedia content enhance classroom-based
explorations of key topics.
Interactive exercises and meaningful web links facilitate student
use of Internet resources, further
exploration of topics, and responses to critical thinking
questions.
EXCLUSIVE! SAGE edge for Students includes access to full -
text SAGE journal articles that have
been carefully selected to support and expand on the concepts
presented in each chapter.
SAGE edge for Instructors supports teaching by making it easy
to integrate quality content and create a rich
learning environment for students. These features include the
following:
Test banks provide a diverse range of prewritten options as well
as the opportunity to edit any question
and/or insert personalized questions to effectively assess
students’ progress and understanding.
Sample course syllabi for semester and quarter courses provide
suggested models for structuring one’s
course.
Editable, chapter-specific PowerPoint slides offer complete
flexibility for creating a multimedia
presentation for the course.
EXCLUSIVE! Access is provided to full-text SAGE journal
articles have been carefully selected to
39. support and expand on the concepts presented in each chapter to
encourage students to think critically.
Multimedia content includes original SAGE videos that appeal
to students with different learning
styles.
Lecture notes summarize key concepts by chapter to ease
preparation for lectures and class discussions.
33
Acknowledgments
Despite our being experienced social workers, educators, and
writers, publishing an introductory textbook has
been a unique and demanding endeavor! The transition in
writing style from journal articles and higher-level
textbooks to an introductory book required patience and
assistance from the SAGE team. Kassie Graves,
followed by Nathan Davidson and then Joshua Perigo deserve
much credit for their contributions to our
writing and for surrounding us with highly talented and
dedicated professionals, beginning with, the series
editor, and later copy editor Becky Smith, Abbie Rickard, Libby
Larson, Carrie Montoya, and Mary Ann
Vail. For the second edition, Adeline, Alexandra, Andrew, and
copy editor Cate Huisman were supportive.
Each of our SAGE colleagues extended professionalism,
tenacity, fortitude, and faith in our abilities. Our
sincere gratitude and appreciation go to everyone at SAGE!
Life passes quickly, and we are ever cognizant of the influence
and importance of the positive attitudes and
demeanor of colleagues, family members, and friends who have
been in our midst and part of our lives. Many
40. of our thoughts and ideas were stimulated by people close to us.
This was especially true of Joan H. Long,
whose excellence in everyday practice as a social worker often
served as an inspiration and valuable point of
reflection. Karyn and Judy were inspiring models, and Joey and
Mary were consummate cheerleaders.
Graduate assistant Felicia Mainiero, MSW, enthusiastically
shared her love for social work practice and
research as she located research articles and compiled
references.
Dennis has appreciated having support from his university and
colleagues, who have been understanding,
supportive, and tolerant throughout his writing endeavors. He
was encouraged by the words of interest
extended to him by faculty, staff members, and professional
friends. He is also grateful for mentorship from
noteworthy role models and guides—Fr. Joseph Bracken S. J.,
Roger Fortin, Neil Heighberger, Tom
Meenaghan, P. Neal Ritchey, Cynthia Geer, Brenda Levya-
Gardner, and Teresa Young. Their modeling of
respect, a strong work ethic, time management, humility,
balance in life, and grace represent values that
educators try to “pass forward.”
For all of us, as professors, our students play a primary role in
our lives. We learn from and with them, and
our thinking and abilities are influenced and shaped by their
mere presence. Professionally, there is little more
rewarding than having former students return to campus, call, or
send a message to provide an update and
share their life experiences. Students in introductory classes are
especially interesting and formidable. Our
deep gratitude goes to our many students and alumni, who have
provided us with inspiration and
encouragement throughout our days in higher education.
41. Finally, a number of experienced educators and seasoned
reviewers provided valuable and detailed feedback for
our book. From the very beginning of the review process, they
seemed to recognize and appreciate the
advocacy direction we had taken, and diligently sought ways to
enhance and improve our work.
Melissa Bird, Portland State University
Brad Cavanagh, Loras College
34
Mickey Correa, City College of the City of New York (CUNY)
Sarah V. Curtis, University of Tennessee
Liz Fisher, Shippensburg University
Samuel W. Gioia, Portland State University
Dianne Greene-Smith, Grand Valley State
Carol Jabs, Concordia University Chicago
Enos G. Massie, Eastern Michigan University
Kenya McKinley, Mississippi State University
Janella Melius, Winston Salem State University
Diane McDaniel Rhodes, University of Texas at Austin
Joy Shytle, Ohio University – Southern
Halaevalu Vakalahi, Morgan State University
Victoria Verano, Florida State University
Melissa Villareal, Grand Valley State
Shane Whalley, University of Texas at Austin
Delories Williams, University of Southern Mississippi
Javonda Williams, University of Alabama
Sheri Zampelli, Long Beach City College
35
42. About the Authors
Lisa E. Cox,
PhD, LCSW, MSW, is professor of social work and gerontology
and a former social work program
coordinator at Stockton University. Prior to 1999, Dr. Cox held
a joint faculty appointment at Virginia
Commonwealth University’s (VCU) School of Medicine
(Richmond AIDS Consortium) and School of
Social Work, where she taught MSW students and served as a
pioneering AIDS clinical trial social
worker with the National Institute of Allergy and Infectious
Disease–funded Terry Beirn Community
Programs for Clinical Research on AIDS. Dr. Cox received BA
degrees in history/political science and
Spanish from Bridgewater College, and her MSW and PhD
degrees from VCU. Since 2007 she has
served as research chair for The Stockton Center on Successful
Aging. Dr. Cox teaches undergraduate-
and graduate-level classes in social work practice, gerontology,
HIV/AIDS, research, psychopathology,
and cultural neuroscience, and she has co-led study tours to
Costa Rica. She was a 2014 faculty scholar
with the Geriatric Education Center Initiative and is a governor
appointee to the New Jersey Board of
Social Work Examiners. As a long-standing member of the
National Association of Social Workers
(NASW), Dr. Cox has shared her vast practice experience by
holding numerous leadership roles within
NASW: National Advisory Board member to the Spectrum
HIV/AIDS Project, chair of the Health
Specialty Practice Section, Standards for Social Work Practice
in Health Care Settings Task Force
expert, long-term care liaison to The Joint Commission on
43. Health Care, and unit chairperson. Dr. Cox
has presented her scholarship nationally and internationally.
She has authored several book chapters and
numerous journal articles focused on health social work,
gerontology, international social work, and
social support. Copies of “Garment Workers of South Jersey:
Nine Oral Histories” may be obtained on
Amazon.com (ISBN-13: 978-0-9888731-8-6). For relaxation,
Dr. Cox plays the piano and enjoys
watching baseball. E-mail: [email protected]
Carolyn J. Tice,
DSW, ACSW, has been professor and associate dean of the
Baccalaureate Social Work Program,
School of Social Work, University of Maryland since July 2002.
Her prior appointment was chair of the
Department of Social Work, Ohio University, a position she
held for 9 years. At Ohio University, she
was the first recipient of the Presidential Teacher Award for
outstanding teaching, advising, and
mentoring. Currently, Dr. Tice teaches a first-year seminar and
social welfare policy. She received her
BSW from West Virginia University, her MSW from Temple
University, and her DSW from the
University of Pennsylvania, where she worked with Hmong
refugees. The coauthor of four books, Dr.
Tice focuses her scholarship primarily on the development of
critical thinking skills and social work
practice and policy from a strengths perspective. She was a site
visitor for the Council on Social Work
Education and is on the editorial board of the Journal of
Teaching in Social Work. She serves as a book
prospectus reviewer for Wadsworth Publishers and John Wiley
& Sons, Inc. Dr. Tice was a nominee for
the 2015 McGraw-Hill Excellence in Teaching First-Year
Seminars Award. In 2008 she was named a
Fulbright specialist and traveled to Mongolia to assist in the
44. development of social work programs. Her
other international social work experiences include program
development in Portugal, Taiwan, Vietnam,
36
China, and Botswana. Dr. Tice is a member of the Council of
Social Work Education, the Association
of Baccalaureate Social Work Program Directors, the National
Association of Social Workers, and the
Social Welfare Action Alliance. For leisure, Dr. Tice operates
Olde Friends, a booth in an antique store
located on the southern New Jersey coastline, where she has a
family home. E-mail: [email protected]
Dennis D. Long,
PhD, ACSW, is professor in and associate dean of the College
of Professional Sciences, Xavier
University (Cincinnati, Ohio). Dr. Long previously served as
professor and chair of the Department of
Social Work at Xavier University, and from 2006 to 2012 was a
professor and chair of the Department
of Social Work at the University of North Carolina at Charlotte.
He received his BA in sociology and
psychology from Ohio Northern University, his MSW from The
Ohio State University, and his PhD in
sociology from the University of Cincinnati. The coauthor of
four other books and numerous articles,
Dr. Long has focused his scholarship and teaching in the area of
macro social work, with special
interests in community-based and international practice. He
serves on the editorial board of the Journal
of Teaching in Social Work and is a long-standing member of
the National Association of Social Workers
45. and Council on Social Work Education. Over the years, Dr.
Long has provided leadership on numerous
community and national boards, including the Butler County
Mental Health Board, Oesterlen Services
for Youth, Charlotte Family Housing, and the National Board of
Examiners in Optometry. E-mail:
[email protected]
37
With gratitude and love to my mother Joyce, mon meilleur ami
Jacques, and Joey and Mary Ruth.
LEC
In honor of my mother, Jeanne C. Tice, and William George
“Liam” Tice, my mother’s third great
grandchild.
CJT
With love to Hunter, Joanna, Griffin, and Kennedy—as you
continue to be the sparkle in Papa’s eyes.
DDL
38
Part 1 Understanding Social Work
Chapter 1: The Social Work Profession
Chapter 2: The History of Social Work
Chapter 3: Generalist Social Work Practice
46. Chapter 4: Advocacy in Social Work
39
Chapter 1: The Social Work Profession
Source: iStock Photo / Alina555
40
Learning Objectives
After reading this chapter, you should be able to
1. Describe the work, goals, and values of social workers.
2. Explain the importance of diversity and advocacy in social
work.
3. Appreciate the dynamic nature and roles of the social work
profession.
4. Understand educational and practice options for social
workers.
5. Compare a social work career to other human services
occupations.
Mary Considers Social Work
While in high school, Mary volunteered at a vibrant day care
center and a state-of-the-art long-term care facility. She loved
working
with the diverse people in both facilities and realized that she
was a good listener, doer, and advocate for them. Mary’s school
counselor told her that she might make use of her newly
discovered skills by becoming a social worker, a versatile
47. “helping” career.
Mary has begun surfing the Internet and checking other
resources, and has learned that with a bachelor’s degree in
social work
(BSW) she could work as a generalist practitioner or apply to an
advanced-standing master of social work (MSW) program and
quickly become either an advanced generalist or a specialist.
Mary has also explored the online website for the Board of
Social Work
regulations in her state. Once she receives her BSW degree, she
plans to send the board her transcripts so she may be
credentialed.
MSW-prepared social workers can work in a wide range of
specialty fields of practice, such as hospice, veterans services,
and
behavioral health. They can work in community-based settings;
various types of institutions; state, federal, or local agencies;
international disaster relief organizations; or political action
campaigns.
Mary feels confident that she would enjoy social work, a field
where she could advocate for people and causes, help develop
policies,
and provide services and resources to people who really need
them. As a student, you may be wondering which career might
best suit
your personal values and the life you envision for yourself.
Social work is a versatile and worthy profession to consider.
Integrity,
decency, honesty, and justice are values held in high regard by
social work professionals. If you decide to become a social
worker, you
will also join a field that provides considerable career mobility
and opportunity.
48. Social work is a helping profession, similar to counseling,
psychology, and other human services. Social work is different,
though,
and will likely interest you if you care especially about
economic, social, and environmental justice and wish to
advocate for
individuals, groups, families, organizations, and communities
that face disadvantages. To help these groups, social workers
require an
understanding of politics and power, and the ability to assess
human needs and the environment.
This chapter introduces the goals, competencies, and
responsibilities of the 21st century social worker. It describes
social work’s core
values, roles, fields of practice, career paths, and employment
opportunities to help you decide if the profession of social work
is right
for you.
41
The Professional Social Worker
Social work is categorized as a profession because it requires
specialized, formal training and certification.
Some of the other professions include law, medicine,
accounting, teaching, and counseling. However, social
work’s unique purpose is to infuse change into the lives of
individuals and into the community to reduce or
eradicate the ill effects of personal distress and social
inequality (Soydan, 2008).
Professional social workers generally graduate from a
49. department, program, or school of social work with
either a bachelor’s or master’s degree (or perhaps a doctorate)
in social work. Although some social work jobs
do not require certification, a professional social worker is
generally considered to be someone who has
received a social work degree and become certified or licensed
by the state in which he or she practices.
Many social workers have achieved historical prominence, such
as social work pioneer Jane Addams (who won
a Nobel Peace Prize in 1931), civil rights activist Dr. Dorothy I.
Height, and Frances Perkins (the first
woman to serve as a cabinet member, as secretary of labor in
1933). Social work pioneer Del Anderson
transformed veterans services, Bernice Harper led hospice
social work, Joan O. Weiss helped establish the
field of genetic counseling, and Dale Masi developed the
employee-assistance field (Clark, 2012).
Social work professor and researcher Dr. Brené Brown has
become quite successful as a “public” social worker,
offering the profession’s perspective through books, television
interviews, and online talks about shame,
vulnerability, and courage. Others with social work degrees who
have brought the profession’s perspective to
diverse careers include actor Samuel L. Jackson, writer Alice
Walker, and personal finance guru Suze Orman.
Their liberal arts–based social work education was a liberating
experience that has served as the foundation for
their life’s work.
42
Social Work’s Unique Purpose and Goals
50. Throughout history, what human beings have seemed to need
most are resources for survival as well as a sense
that they matter. Beyond feeling secure and accepted for who
they are, people also hope to live a meaningful,
healthy, and successful life. These are the central concerns of
social workers. Their professional role is to help
people secure the basic human needs, rights, and values: food,
water, shelter, and such intangible resources as
emotional, economic, and social support.
The purpose of professional social work has been articulated
formally by the National Association of Social
Workers (NASW), the voice for the profession (NASW, 1973,
pp. 4–5; 2018):
Social work is the professional activity of helping individuals,
groups, or communities enhance or
restore their capacity for social functioning and creating
societal conditions favorable to this goal.
Social work practice consists of the professional application of
social work values, principles, and
techniques to one or more of the following ends:
Helping people obtain tangible services (e.g., income, housing,
food)
Providing counseling and interventions with individuals,
families, and groups
Helping communities or groups provide or improve social and
health services
Participating in relevant legislative processes
The NASW considers social work an applied science and art
that helps people who are struggling to function
better in their world and that effects societal changes to enhance
everyone’s well-being.
51. NASW describes four major goals for social work practitioners.
The Council on Social Work Education
(CSWE), the arbiter of social work education, adds another goal
that relates to social work education. These
goals are presented in Exhibit 1.1.
The general public often confuses social workers with other
human service providers, among them school
counselors, mental health counselors, psychiatrists,
psychotherapists, public health workers and
administrators, nurses, chaplains, and police or others i nvolved
in criminal justice and corrections. While the
roles and settings for some of these occupations overlap, each
has distinctive features, perspectives, methods,
and areas of expertise. (See Exhibit 1.2 for more detail on the
similarities and differences between social work
and some of these other occupations.) But social workers
incorporate the knowledge and skills of these other
occupations as needed to serve clients and communities. They
are not limited to a single perspective or set of
methodologies. Thus, at the undergraduate level social workers
are called generalist practitioners.
43
Social Work and Human Diversity
In helping and advocating for people in need, social workers
inevitably learn about and interact with people
from a variety of backgrounds. Many social workers would
argue that one of the most interesting and
rewarding aspects of their career is the ability to expand their
knowledge and appreciation of human diversity.
52. They have an opportunity to learn about the strengths, needs,
uniqueness, values, causes, and traditions
associated with various forms of human difference. Consider
how much you like hearing people’s life stories.
When you hear people’s life stories, you get clues as to what
they need, value, and dream about.
Social Work in Action
44
Dr. Brené Brown Speaks Out
Dr. Brené Brown has a BSW, MSW, and doctorate in social
work and serves as a professor and researcher at the University
of
Houston’s Graduate College of Social Work. She is also a
storyteller. Dr. Brown has authored a #1 New York Times best
seller titled
Daring Greatly: How the Courage to Be Vulnerable Transforms
the Way We Live, Love, Parent, and Lead (2012), another NYT
best seller
titled The Gifts of Imperfection (2010), and I Thought It Was
Just Me (2007). For the past decade she has also delivered
national
presentations on the concepts of courage, vulnerability,
worthiness, and shame. Her work has been featured on Oprah,
PBS, CNN,
and NPR. In 2012, Dr. Brown gave a TEDx talk in Houston,
Texas, on the power of vulnerability; more than 12 million
people
have watched this talk. (TED stands for Technology,
Entertainment, Design; TEDx talks are modeled on TED talks,
which feature
engaging presentations by experts on a wide variety of topics,
54. students
and the wider world about social work theory and methods. Dr.
Brown’s stories about courage, shame, worthiness, forgiveness,
and
vulnerability resonate with many. Now they are also adding
richness to a social worker’s tool kit.
1. How do Dr. Brown’s ideas and stories help professional
social workers eradicate personal distress and social inequality?
2. Consider how vulnerability makes you feel. What role might
empathy play for social workers who counsel people who feel
vulnerable?
Clients and collaborators are often quite different from social
workers in some significant ways. A person’s life
experiences and circumstances can influence how other people
and situations are perceived. What social
workers believe is true depends on their personal values and
belief systems. Like everyone else, they are
influenced by family, spiritual beliefs, culture, norms, race and
ethnicity, gender and sexual orientation, as well
as life stage, socioeconomic status, ability, and disability.
However, social workers go to considerable lengths to broaden
their perspectives. They increase their self-
45
https://creativecommons.org/licenses/by/2.0/deed.en
understanding by reading and taking classes (in the arts and
humanities as well as on subjects such as
psychology, sociology, sexuality, biology, neuroscience, and
gerontology), learning foreign languages, engaging
55. in personal therapy, participating in self-reflection, and
receiving professional supervision and feedback
(Green, Kiernan-Stern, & Baskind, 2005). Through seeking this
type of self-knowledge, trained social
workers are likely to become sensitized to the differences
among people. They become better at appreciating
other viewpoints and at developing and evaluating more creative
policies and intervention strategies (Karger &
Stoesz, 2014; Stoesz & Karger, 2009).
Exhibit 1.1 Professional Social Workers’ Goals
Source: Adapted from Zastrow (2014, pp. 50–51) from primary
sites. Goals 1–4 from NASW (1982, p.
17); Goal 5 from CSWE (2008).
Exhibit 1.2 Comparison of Social Work and Similar
Occupations
46
If you are contemplating social work as a career, you must look
within and evaluate your readiness to advocate
for the typical social work client, who is vulnerable and
possibly affected by social injustice. You will also be
required to respond to human needs very creatively, because
resource availability and funding usually fall short
of the need, although they vary across communities, regions,
and states.
Time to Think 1.1
How well do you think you know yourself? Do you believe you
have empathy for others who do not have your privileges? What
56. elements of your background might give you empathy for those
whose human needs are not being met? Are you aware of how
others
perceive you and how you come across to others?
Diversity and Social Justice
As rewarding as the experience of human diversity can be, it
can be troubling as well. Those who are different
from the types of people with whom we are most familiar are
often stereotyped as being inferior in some way.
That prejudiced attitude may lead to actual discrimination in the
way those who are “different” are treated.
47
They may have a deprived and constrained childhood, struggle
to meet their needs as they age, and feel a
reduced sense of self-worth. Professional social workers are
aware of this discrepancy and work toward
economic and social justice, the fair distribution of rights and
resources among all members of society.
The bases for prejudice and discrimination, which are discussed
throughout the book, include the following
categories of difference:
Class: An appreciable number of social work clients are
marginally employable because of low
educational attainment and spotty work records. As a result,
they are often stuck in poverty. The jobs
that are available to them generally pay poorly, and so these
clients may still struggle with transportation
issues, affordable day care, mental health issues, physical
57. challenges, and affordable health insurance.
Since the beginning of the profession, social workers have
advocated for services and programs for
members of the lower classes who need support for a rewarding
family life, stable housing, adequate
nutrition, educational opportunity, and employability. Social
workers recognize that use of public
assistance is not simply a matter of personal shortcomings.
Large-scale issues within the community or
society as a whole (e.g., a shortage of good jobs, inadequate
transportation systems, substandard schools,
minimal child-support enforcement, or lack of quality,
affordable day care) also undermine a person’s
efforts to advance in life (Seccombe, 2011, p. 74).
Gender: Although women have made important strides in our
society, they still face lingering and highly
ingrained gender stereotypes, which are overgeneralizations
about behaviors and characteristics based on
whether a person is masculine/male or feminine/female. Social
workers partner with women’s rights
groups, educators, and other helping professionals to advocate
for and develop positive and meaningful
services and programs for females, especially in education,
employment, reproductive services, child care,
and civil rights.
Race: Race is still an issue in the United States, despite decades
of social action and legislative and
judicial remedies. Thus, opportunities to promote diversity and
social justice for Americans with
African, Latino, Asian, Pacific Islander, Middle Eastern, or
Native American heritage are an important
part of social work practice. Social workers who have gained
cultural competence effectively help
Bosnian refugees find employment and enroll in ESL (English
as a second language) classes, and
advocate for Latino clients who have a mental illness such as
58. schizophrenia to help them avoid repeated
hospitalizations because of language barriers and cultural
misunderstandings. By 2050, the U.S.
population is expected to increase by 50%, and minority groups
will make up nearly half that population.
One quarter of Americans will be Latino, and 1 in 10 Americans
will be of Asian or Pacific Islander
descent. The African American population is projected to
increase from 41.1 million to 65.7 million by
2050, going from 14% of the U.S. population to 15%
(“Minorities Expected to Be Majority in 2050,”
2008).
Ethnicity: Many people adhere to at least some of the traditions
and beliefs of their ancestors. In a
“nation of immigrants,” many ethnic subcultures can be found.
However, ethnocentrism, believing that
one’s own ethnic group and way of life are superior to others,
can create intolerance and prejudice. In
contrast, social workers promote respect for and understanding
of all ethnic groups and cultures. For
example, social workers frequently support ethnic centers,
immigrant enterprises, language diversity, and
48
cultural events that showcase ethnic pride and provide a forum
for the public to learn about specific
ethnic values and traditions. And well they should: By 2050,
immigration will account for almost two
thirds of the nation’s population growth.
Sexual orientation: In recent years, members of the LGBQT
(lesbian, gay, bisexual, questioning, and
transgender) community have become far more visible in the
process of winning some degree of social
59. justice for themselves. They have won the right in most parts of
the United States to marry members of
the same sex. It is becoming more acceptable in most quarters
for LGBQT persons to be themselves,
although discriminatory behavior and interpersonal slights have
not disappeared. Social workers counsel
LGBQT individuals facing prejudice, and convene groups with
them to discuss ways to cope with both
subtle and aggressive discrimination. Social workers may also
advocate for the LGBQT population on a
community, state, or national level.
Age: Older adults, who are ostensibly covered for many of their
basic needs through Medicare and Social
Security, often struggle with fixed incomes, health problems,
and loneliness. Services such as home-
delivered meals, transportation, and medical coverage for
problems of aging may be underfunded or
unavailable for practical reasons. Being acquainted with older
adults and attentive to their specific needs
enables professional social workers to improve older adults’
situation. As the population of older adults
grows in the 21st century—by 2050, the population of older
Americans (ages 50+) is expected to more
than double—social workers will find themselves more and
more challenged to help ensure “good aging”
(Cire, 2014; Lieberman, 2011, p. 137).
Historically, social workers have advocated for justice and
human rights for all people, despite their age,
ability, class, race or ethnicity, religion, or sexual orientation.
Social workers must challenge “isms”—such as
ageism, ableism, classism, ethnocentrism, heterosexism, and
sexism—as they advocate for vulnerable
individuals and groups. However, because social workers are
mere humans, mainstream culture influences
their views of people and issues. Social workers are not immune
60. to discriminatory language or “isms,” so if you
choose social work as your career, you must catch yourself and
others when you hear language or see behavior
that is ageist, classist, racist, sexist, or prejudicial or
discriminatory in any way.
Intersections of Diversity
Social workers typically encounter multiple forms of diversity
in a single individual. For instance, a woman
experiencing a physical or mental challenge may also be old and
poor. Holes in medical coverage (gaps in the
combined coverage she receives from private insurance,
Medicare, and Medicaid) may leave her without
needed treatment and medications. The ever-changing
complexity of medical protocols and health insurance
coverage further complicate matters. In turn, the medical issues
are an impediment to older, poorer people’s
ability to make doctors’ appointments, keep themselves and
their homes clean and in good repair, and buy
medicine or even healthy food. On a regular basis, social
workers find themselves creatively seeking to identify
and fill gaps in services for clients with needs that span
categories of difference.
Intersectionality refers to the entirety of a person’s dimensions
of difference and social identities. Most
diversity includes a complex range or intersection of issues, not
simply one. A person may be a poor, old,
49
white, gay, Jewish man who was born with polio and lives in an
urban environment. Or a person may be a
61. single, middle-aged, Christian woman who emigrated from India
and works as a nurse in a rural setting.
Some of those areas of difference may create problems in
meeting one’s human needs, but others may create
advantages. For example, a man who is a retired middle
manager has undoubtedly enjoyed some of the
privileges of gender and class, but if he is also gay or lives with
a disability, he may have faced difficulties in his
life that require access to social services. His multiple social
locations have sometimes placed him in the role of
being the oppressed and sometimes the oppressor (Jani, Pierce,
Ortiz, & Sowbel, 2011).
As a social worker you must understand the complex
interrelationships that exist across all social identities so
you can devise strategies that will make a difference and create
social change (Adams & Joshi, 2010; Collins,
2010). Keep in mind that people are more than “labels” or any
of their categories of difference.
50
Theory and Practice
You may be starting to realize how complex the practice of
social work can be. It requires knowledge of
human development and behavior; of social, economic, and
cultural institutions; and of the interaction of all
these factors. The social work profession not only provides this
knowledge but also educates its members to be
proactive advocates for client systems. The essential lessons for
aspiring social workers involve both theory and
practice skills.
62. Social workers draw on ideas and theories to guide their
assessments and intervention decisions. These
perspectives emphasize the importance of resilience, strengths,
solutions, social justice, and safe, sustainable
communities. Professional social workers tend to adopt a
primary practice theory that fits their views about
human nature, particularly for the purpose of assessing a client,
a situation, and the results of efforts to make
changes. Chapter 3 describes these theoretical foundations in
more detail.
In addition, many social workers are committed to evidence-
based practice, which is, simply stated, using a
particular intervention for an issue, problem, or disorder based
on the results of research. They base their
methods on the results of previous studies, because they need to
be accountable to clients and third-party
payers (such as insurance companies). In addition, they want to
use best practices as documented in their
profession’s knowledge base. Social workers are obligated to
ask themselves, “What evidence do I have that
my proposed idea or intervention will help my client?” Your
reasoning skills will be enhanced by taking classes
in research methods, policy, and statistics.
The knowledge base for social work is constantl y evolving to
match developments in other disciplines.
Contemporary social workers embrace technology and
neuroscience (Farmer, 2009). Environmental social
work (Gray, Coates, & Hetherington, 2012) and models for
social work in a sustainable world (Mary, 2008)
now provide additional ideas and paradigms for social work
professionals.
51
63. Social Work Values
The mission of the social work profession is rooted in a set of
core values that undergird social work’s unique
purpose and perspective (Barker, 2014, p. 190; Reisch, 2002):
Competence: Having the needed abilities and skills to
effectively help and work with clients
Dignity and worth of the person: Esteeming and appreciating
each individual’s uniqueness and value
Importance of human relationships: Interacting and
communicating with clients and collaborators with a
dynamic and reciprocal appreciation of one another’s behaviors,
thoughts, and feelings
Integrity: Maintaining trustworthiness and adhering to moral
ideals
Service: Providing help, benefits, and resources to people so
they can maximize their potential and thrive
Social justice: Granting all citizens the same “rights,
protections, opportunities, obligations, and social
benefits,” no matter their backgrounds or memberships in
diverse groups (Barker, 2014, pp. 398–399)
The NASW Code of Ethics
Social work values are reflected in the NASW Code of Ethics,
which serves as a social and moral compass for
social work professionals. This code has four sections—
Preamble, Purpose, Ethical Principles, and Ethical
Standards—which are summarized in Appendix A of this book.
The Code of Ethics serves six purposes
(NASW, 2018):
64. Identifies core social work values
Summarizes broad ethical standards
Identifies professional obligations when conflicts arise
Holds the social work profession accountable
Socializes new practitioners to social work’s mission, values,
ethical standards, and principles
Defines unethical conduct
Ethical decision making is a process. Oftentimes, social workers
struggle with complex scenarios, and the
guidelines help direct their actions. In addition, although the
Code of Ethics cannot guarantee ethical
behaviors, and a violation of standards in this code does not
automatically imply violation of the law, these
principles stipulate ideals to which all social workers should
aspire. Beyond the NASW, many states have
developed social work licensure and/or ethics boards to
promote, monitor, and reinforce ethical social work
practice.
Spotlight On Advocacy
52
53
Use of Self
Once students declare they will major in social work, they can
expect to do internships or nonpaid fieldwork. Heath Walters
(2017)
introduces readers to the importance of bringing their
personality in to their social work practice in his article
65. published in The New
Social Worker (http://www.socialworker.com/feature-
articles/field-
placement/An_Introduction_to_Use_of_Self_in_Field_Placemen
t/).The term use of self often confuses beginning students. In a
nutshell, this concept means you are combining knowledge,
values, and skills gained in social work education with aspects
of your
personality traits, belief systems, life experiences, and cultural
heritage. To help you integrate your authentic self into skills
you will
need in your social work field placement, and ultimately your
social work career, it will be helpful to view yourself from five
different
perspectives: use of personality, use of belief system, use of
relational dynamic, use of anxiety, and use of self-disclosure
(Dewane,
2006; Walters, 2017).
Time to Think 1.2
Are you ethical? How do your ethics stand up against social
workers’ professional ethics? In the workplace, what might
make it
difficult to adhere to a professional code of ethics? You can
retrieve more information about The NASW Code of Ethics at
this link:
http://www.naswdc.org/pubs/code/code.asp.
Professionalism
In addition to valuing these ethics, social workers identify as
professionals. With that status comes a set of
characteristics that help ensure the highest standards of
practice: a culture of professionalism, a professional
authority setting standards, recognition of that authority by the
66. community, a systematic body of theory, and a
code of ethics.
Professional identity is currently a hot topic in the counseling
profession. A strong predictor of professional
identity is membership in a professional organization, such as
the NASW, and pursuing leadership
opportunities in professional organizations. It takes time for
professional identity to develop, and it requires
strong mentors who care about investing their time and energy
in teaching, leadership, and advocacy.
Professional identity results from a developmental process that
facilitates a growing understanding of self in
one’s selected career. When a social worker is able to articulate
her or his role to others, within and outside of
the discipline, the process has begun. Next, developing social
workers must learn how to merge the personal
and professional by knowing themselves well. Social workers
must be in tune with their own personal beliefs
and understand how their life experiences and gender role
expectations have shaped them. As a social worker’s
professional identity develops, every area of her or his life will
be reflected on.
Likewise, self-awareness—the ability to clearly understand
one’s own strengths, weaknesses, thoughts, and
beliefs—is a process that is worthwhile yet not always easy to
achieve. Much of the journey to becoming an
effective social worker involves developing your own self-
awareness—with classmates, professors, and clients
who continuously challenge your thinking. Getting in touch
with your feelings is extremely important. As you
deepen self-understanding, both professionally and personally,
you can develop a greater capacity to attend
objectively to your clients’ needs. Being aware and secure in
thoughts and feelings leads to good health,
67. moments of joy, and contentment, which is something every
social worker should be mindful of.
54
http://www.socialworker.com/feature-articles/field-
placement/An_Introduction_to_Use_of_Self_in_Field_Placemen
t/).The
http://www.naswdc.org/pubs/code/code.asp
Advocacy
A key element of social work values that is stressed in this
introduction to the profession is advocacy, simply
defined as activities that secure services for and promote the
rights of individuals, groups, organizations, and
communities. Advocacy covers everything from ensuring
special educational services for a child with learning
disabilities to presenting facts about poverty and needy
Americans before the U.S. Congress. Social workers
intercede in not only cases but causes.
Spotlight On Advocacy
55
Suze Orman and National Social Work Month
March is National Social Work Month, first recognized by the
U.S. Congress in 1984. It came about because the NASW had
launched a public image campaign several years earlier to
advertise what social workers do. President Ronald Reagan
signed the
resolution recognizing the many thousands of social workers
69. complete social work education will become “Suze Ormans,”
graduates who possess degrees in social work will locate
meaningful
work and be able to move from setting to setting quite easily. In
some respects social work is a business, and your degree is your
ticket to success.
1. What role can social workers play in helping clients be
financially literate and good stewards of their money?
2. What do you think about Ms. Orman’s crediting her social
work training for her success?
3. What might agencies do to celebrate National Social Work
Month?
One of the key differences between social workers and other
service professionals is that social workers are
expected to know and care about clients’ environments. That is
what undergirds and gives force to their
advocacy.
On a broad level, clients’ environments include issues of
economic, environmental, and social justice. As a
professional matter, then, social workers embrace a political
vision based on democratic values. They are also
guided by the NASW Code of Ethics, which is influenced by the
beliefs and tenets of the three great
monotheistic religions (Judaism, Christianity, and Islam). Social
workers envision solutions and engage in
problem solving designed to protect legal and personal rights
and to ensure a dignified existence for everyone.
Social work professionals must also understand social and
economic conditions. They must understand how
56
70. economic downturns, the changing balance between
conservatism and liberalism, capitalism, and globalization
affect their clients and their practice.
To become a more effective professional advocate, you should
seek to expand your worldview. Social workers
who have studied sociology, economics, political science,
public health, and other social sciences can better
help clients navigate social service systems and approach
decision makers about changes in social policies.
57
Social Work Education
Nearly every state in the United States requires that social
workers have a social work degree from an
accredited school. The CSWE is the professional entity that
accredits social work programs by monitoring
social work educators and ensuring high educational standards.
CSWE is the authority that officially
articulates the goals, values, and training objectives within the
profession and oversees curricula development.
Its mission is to ensure that social workers are trained to work
at a professional level in many different
dimensions of practice.
In 2015 CSWE delineated nine social work competencies that
students in the discipline must acquire and
demonstrate before they graduate. These competencies reflect
common practice behaviors and social work
ethics and are measurable. They are intended to ensure that
every social work graduate has “sufficient
71. knowledge, skills, and values” to practice effectively. These
competencies, known as the Educational Policy
and Accreditation Standards (EPAS), are summarized in Exhibit
1.3.
58
Social Work Degrees
Social work education is provided at both undergraduate and
graduate levels. The CSWE has accredited
undergraduate departments, programs, and schools in colleges
and universities that offer social work training.
If you complete an undergraduate degree in social work, you
may proceed to graduate social work programs or
immediately take social work positions in agencies.
Since 1971 the CSWE has authorized “advanced standing” for
students who have finished approved
undergraduate social work programs, and some schools of social
work have made it possible for such students
to obtain their master’s degrees in less than 2 years, some
requiring only 1 year of graduate work. Graduate
training programs for the master’s degree in social work in the
United States usually take 2 years and combine
instructional classes with fieldwork practice in agencies.
The social work profession, like the psychology and nursing
professions, is legally regulated by state licensing
boards and offers specialized credentials and practice
certifications. Unfortunately, in some states, no licensure
certification exists for social workers who hold undergraduate
degrees in social work. This means that people
who possess other academic degrees can occupy social work
72. positions and sometimes incorrectly call
themselves “social workers,” thereby confusing the general
public. Too often the media blame social work for
an act carried out by someone who never received a social work
degree but still works in a human service
agency.
Bachelor of Social Work
The Bachelor of Social Work (BSW) degree readies graduates
for generalist social work practice, which will
be described in more detail in Chapter 3. The BSW, or BS in
social work, is the entry level for the profession.
The academic credential is precisely defined: a bachelor’s
degree from a college or university social work
program or department that is accredited by the CSWE.
Important goals of social work education are not only to cover
social welfare content and practice skills but
also to provide a liberal arts education so students can become
good citizens. The liberal arts–oriented BSW
curriculum introduces student learners to social welfare history,
communication skills, human behavior
theories, and critical thinking about diversity and the human
condition. Courses with an emphasis on human
biology, economics, statistics, and political science enhance
knowledge about human behavior and social
policy development. Increasingly, BSW students also choose to
learn American Sign Language or a foreign
language.
Exhibit 1.3 Nine Major Social Work Competencies From the
EPAS
59
73. Source: CSWE (2016), https://cswe.org/.
Master of Social Work
A Master of Social Work (MSW) degree readies graduates for
advanced, specialized professional practice. It
must be obtained from a program or department accredited by
the CSWE. The MSW degree is viewed as a
terminal degree, meaning that select social work programs may
hire MSW social workers as faculty to teach
clinical courses or as non–tenure-track faculty—especially in
fieldwork instructor roles.
The curriculum of master’s degree programs builds on
generalist, BSW content. MSW students develop a
concentration in a practice method or social problem area;
alternatively, some master’s degrees focus on
advanced generalist practice. Thus, the MSW social worker
should be able to engage in generalist social work
practice and also function as a specialist in more complex tasks.
The basic program for the MSW degree includes four core
areas:
Human behavior and the social environment
Social work practice
Social policy
Research methods
Decades ago, social work education at the master’s level placed
considerable emphasis on specialization in
fields such as psychiatric (mental health) social work, medical
(health) social work, and school social work.
Since the 1960s the training has centered on a generalist
74. curriculum. Students complete a 2-year training
program that qualifies them to work in some agencies.
Additionally, at some schools, the research methods
course requires students to complete an individual or group
thesis, a research project, or multiple research
classes. MSW programs also offer elective courses to provide a
well-rounded program for graduate social work
students. Dual-degree programs and certificates are also offered
at the master’s level.
Doctor of Philosophy in Social Work or Doctor of Social Work
For most social workers, an MSW degree is sufficient for a
rewarding career. Although the number of
doctoral programs has been growing, only a small percentage of
NASW members hold one of the two
doctorate degrees:
Doctorate of Philosophy in Social Work (PhD): Readies
graduates to teach or conduct research or to
specialize in clinical practice
Doctorate of Social Work (DSW): Prepares graduates for
advanced practice and administrative
positions or other leadership in social work
Some MSW degree holders who are satisfied with this terminal
degree or are working on their doctorates get
jobs teaching at community colleges or in universities as part-
time instructors or sometimes in non–tenure-
track “clinical faculty” positions. Other doctorate-level social
workers assume administrative positions at
60
https://cswe.org/
75. agencies or enter private practice as psychotherapists.
These degrees involve advanced and specialized study, a focus
on research, completion of a dissertation, and
continuing education credits—especially in the areas of clinical
work, cultural competence, and ethics.
61
Field Education
Whichever level of social work education you pursue, you can
anticipate spending time in the “real-world
classroom.” Referred to as social work’s “signature pedagogy,”
field education is the part of the social work
curriculum that students most eagerly anticipate. In the field
you finally get a chance to apply what you have
learned, under the supervision of a credentialed social worker
who is approved by the college or university’s
social work program.
The placement settings for field education range widely.
Students might be placed in hospitals, courts,
domestic violence shelters, prisons, schools, mental health
facilities, nursing homes, and community planning
sites, or with political candidates or NASW chapter offices. In
these placements, students engage in practice,
conscientiously applying theoretical concepts and intervention
skills learned in the classroom. When students
have completed field education, they are expected to be able to
demonstrate all the competencies required of
the generalist social work accredited curriculum.
76. Time to Think 1.3
How many hybrid or fully online (distance learning) classes are
you currently taking? How many of these are social work
courses?
What are the advantages and disadvantages of learning about
the profession of social work through an internship experience
that is
online rather than in person?
62
Certificates and Certifications
In pursuit of their social work degrees, BSW students may
complete minors or certificates that verify
specialized knowledge and skills; for example, certificates in
child welfare and gerontology are very popular.
After graduation, social work professionals may also wish to
obtain special certificates or certifications. Social
work programs, departments, and schools collaborate with
continuing education partners to offer the
following:
Credentials such as licensed social worker (LSW), certified
social worker (CSW), member of the
Academy of Certified Social Workers (ACSW), licensed master
social worker (LMSW), licensed
independent social worker (LISW), and licensed clinical social
worker (LCSW)
Beyond the social work degree and professional license,
credentials (professional certifications) are often
voluntarily sought by social workers to demonstrate
77. professional commitment, achievement, and excellence in
social work at the national level. The NASW Credentialing
Center supplies information about credentials, as
they vary by state. NASW specialty credentials are open to all
qualified applicants. For example, certified
social work case managers may receive this credential with only
a BSW degree. The majority of other
professional credentials (e.g., ACSW, LMSW, LCSW, LISW)
typically require an MSW degree. The
ACSW credential, established in 1960, is available to members
and social work leaders in all practice areas
and is a widely recognized and respected social work credential.
If a social worker is 2 or 3 years beyond
receiving her or his MSW degree and has accumulated a
significant number of supervision hours and taken a
standardized examination, she or he may qualify for the LCSW
credential. LCSWs must have either an
MSW, DSW, or PhD degree. Many LCSWs pursue a clinical or
mental health counseling path because they
can bill insurance companies for services—whether in private
practice or with an agency (NASW, 2014;
2018).
Special certifications such as a Graduate Certificate in Aging
Studies or in Addictions and Substance
Use
Certifications such as in Case Management
In all 50 states, social workers have options for becoming
certified or licensed at various levels of social work
practice. In fact, it may be illegal to practice social work
without a license, depending on the state and practice
setting. Because licensure requirements are not always
sufficiently taught to undergraduate students, those
majoring in social work will want to consult handbooks, state
statutes, written resources, and websites
78. (Boland-Prom, Johnson, & Gunaganti, 2015; Groshong, 2009;
Monahan, 2013; NASW Press, 2011;
Whitaker, Weismiller, & Clark, 2006).
Social workers must be cognizant of four distinct sets of
requirements and guidelines: constitutional law,
common law, executive orders, and statutory law. And social
workers’ decisions should be morally defensible
and aligned with the ethical standards of the social work
profession (Reamer, 2005). For example, in New
Jersey, hospital-based and MSW-degreed social worker Jessica
may assist inpatient clients with discharge
63
planning, information, and referral; however, without her LCSW
credential, Jessica is not legally able to bill
patients additionally for the time she spends assessing and
counseling. In Florida, mental health social worker
Ameda finds that the LMSW credential she received in New
York will not suffice; by virtue of Florida law,
practicing social workers must possess an LCSW credential and
complete and document a specific number of
continuing education credits in HIV and domestic violence
before they can practice and bill insurance
companies in the state.
64
Social Work Practice
The social work profession’s dual purpose and responsibility is
79. to influence social and individual change.
Knowledge from a variety of disciplines, absorbed from formal
classes and personal learning, helps social
workers assess complex situations and determine effective
interventions. Many people benefit from and
appreciate these interventions, and our society is better for
them. However, social work professionals often
work with individuals and organizations that are not ready for
or capable of change. So social workers also
have to use such practice skills as assessing, strategizing,
brokering, collaborating, intervening, linking,
listening, motivating, and responding in their professional lives.
In addition, they must be ready to pose
alternative solutions, seek consensus, negotiate, and mediate
(Theriot, 2013). It is no wonder that social work
is considered a “doing” profession and that it is taught through
experiential approaches such as service
learning, internships, and fieldwork.
The multidimensional approach to social work education gives
graduates at all levels the knowledge and skills
they need to work in a variety of settings at various levels of
practice. It also helps them prepare for a
professional career that offers much personal satisfaction and a
promising future, with many opportunities to
grow and blaze new paths.
Social workers must act ethically and help clients make
decisions that are ethical. Author Holly Nelson-
Becker (2018) has developed an “Ethical Decision-Making
Framework” to help practicing social workers
think through how to “do ethics” for particular clients (see
Exhibit 1.4). The framework considers context or
setting of the dilemma, type of client, values, and risks.
65
80. Social Work Roles and Settings
Traditionally, social workers have provided charity, created
agencies and resources, developed or advocated for
policy changes, and delivered services to people and
communities in need. Historically, as Chapter 2 describes,
they have been key to the development of social welfare
policies, such as child labor laws, fair pay for
minorities and other oppressed people, and relief for the aging
and infirm.
Today, the main purpose of social work remains much the same:
to empower people to grow and live healthy,
productive, and meaningful lives. Social workers accomplish
this purpose by working directly with people,
organizations, and communities, and by acting to change
society. Most people who consider social work as
their career choice do so because they want to help people and
make a difference.
But social workers’ activities within their practice are more
diverse than ever. They help people increase their
capacities for problem solving and coping. They help people
obtain needed resources, facilitate interactions
between people and their environments, and make organizations
responsive to people. Social workers are also
professional social activists, working to influence social
policies affecting their clients and their communities
(Swank, 2012). Here are some examples of the broad array of
practice activities they might undertake:
Exhibit 1.4 Ethical Decision-Making Framework
81. Source: Nelson-Becker (2018, p. 68).
Teaching people how to bring up and nurture children through
training and small-group meetings
Caring for older adults through case manageme nt and visits to
senior centers and hospice facilities
Privately counseling couples with marriage troubles
Modeling how to preserve constructive, safe, and caring
households through in-home visits and courses
for family members
Fighting for policy changes within institutions and local and
state governments, and for the rights of
persons who cannot fight for themselves, by organizing and
leading meetings or writing letters and
articles
Advocating with the national government for veterans who have
put their lives on the line for the sake
of others, by writing position papers, speaking in public forums,
and testifying before committees
66
Social workers undertake these activities in a wide variety of
settings: medical facilities, government and
nonprofit agencies, corrections facilities, home health and long-
term care settings, state and federal
government, schools, community-based mental health agencies,
faith-based organizations, the military,
veterans programs, corporations, and private practice. Social
workers may also find employment in banks,
theater groups, elder law firms, community gardens, police
stations, and international agencies (Gambrill,
1997; Gibelman, 1995; Singer, 2009).
82. Exhibit 1.5 presents an overview of the primary fields of
practice, industries, and employers for social workers.
67
Levels of Practice
No matter the precise setting, social workers also categorize
their work on the basis of the level of practice, or
the size of the client system with which they intervene: micro,
mezzo/meso, or macro. Exhibit 1.6 delineates
these three levels, with examples of each. The particular issues
that enter into practice at each level are
discussed in Chapter 3.
Professional social workers often operate on multiple
intervention levels. Certainly, across a career, a
professional social worker is likely to experience all three
levels of practice. In addition, rarely does a case
involve only one level at a time. For instance, a woman who has
been raped on campus and feels traumatized
may need individual counseling, and the social worker may also
set up a meeting with her and her parents to
ensure that they are sensitive to the woman’s concerns; the
social worker may also intervene with campus
authorities to alert them to a problem that may affect other
female students.
68
Social Work as a Career Opportunity
83. According to the U.S. Department of Labor’s Bureau of Labor
Statistics (Bureau of Labor Statistics [BLS].
2014, “Pay”), the median salary for social workers was $44,200
in 2012. However, in social work the pay varies
depending on where you work. For example, salaries for BSW-
degreed social workers may start lower at
nonprofit agencies than at government-funded child welfare
agencies. Below, in order of annual median wages
from high to low, are the industries that employ the most social
workers:
Exhibit 1.5 Overview of Social Work Employment
Source: Data from Bureau of Labor Statistics (2014, “Work
Environment”).
Exhibit 1.6 Levels of Practice
Source: Data from “The 25 Best Master of Social Work Degree
Programs” (2012).
1. Federal executive branch
2. General, medical, and surgical hospitals
3. Local government
4. State government
5. Individual and family services
Exhibit 1.7 shows the median salaries by skill or specialty of
employees with an MSW degree. Keep in mind,
however, that lower salaries may be offset by more
opportunities to learn quickly about community resources,
as is often the case when working for a nonprofit agency.
A 25% growth rate is expected for social work employment,
which is faster than the average for all
occupations. This expected job growth is a result of an
84. increased demand for social services and health care.
69
However, job growth will vary by industry. The BLS (2014,
“Job Outlook”) predicts a 27% employment
increase for health care social workers, 23% for mental health
and substance use social workers, and 15% for
child, family, and school social workers.
MSW-degreed social workers will find good opportunities in
coming years in the following specialties: aging,
public welfare, child welfare, justice corrections, school social
work, health care, employment/occupational
social work, developmental disabilities, community
organization, mental health/clinical social work,
management/administration, international social work, research,
politics, policy and planning, adoption and
foster care agencies, private practice, employee assistance
programs, advocacy and coalition groups, domestic
violence agencies, drug and alcohol rehabilitation centers,
nursing homes/skilled nursing homes, homelessness
and hunger advocacy networks, women’s shelters, long-term
care facilities, military counseling offices,
assisted-living facilities, senior centers, and social and human
services centers (BLS, 2014, “Work
Environment”).
Exhibit 1.7 MSW prepared social workers may receive higher
salaries than social workers who possess
undergraduate degrees in social work.
Source: Created by Felicia Mainiero and adapted from Bureau
of Labor Statistics, 2016; Social Work
85. License Map, 2017.
The social work profession will also offer ample opportunity for
creativity and innovative solutions in the
future. Developments in scientific knowledge, technologies, and
the political economy will continually shape
our world, as will globalization, the changing natural
environment, and the aging population. Social workers’
broad education and versatile skills will help ensure that all of
us can keep up.
One appealing aspect of professional social work is that it
reflects social and technological trends. Among the
areas that promise to provide interesting challenges and
opportunities for social workers in the next few years
are the following:
Exhibit 1.8 Many more females than males serve as work
professionals.
70
Sources: Figures created by Felicia Mainiero from data at
https://www.bls.gov/oes/current/oes_nat.htm
(Figure 1.7) and at https://socialworklicensemap.com/social -
worker-salary/ (Figure 1.8).
Teaching and learning: Outstanding communication skills are
more essential than ever. Access to, and
instruction in the use of, digital technologies is essential for
social work clients. Streaming videos can
teach client viewers about anger management, substance use
interventions, or assistive devices to use at
home. Online webinars can help social work professionals