The document includes responses to colleagues discussing sampling structures in research, generalizability of study results, and the importance of cultural competence in social work. It emphasizes the need for diverse and representative samples, as well as the necessity for social workers to understand the cultural backgrounds of their clients to provide effective support. Various references support the discussions around these themes, highlighting key studies and frameworks related to sampling methods and cultural awareness.

1. ****EACH REPONSE ONLY NEEDS TO BE A PARAGRAPH
WITH ONE REFERENCE***
Response 1: Sampling Structures
Respond
to a colleague's post by suggesting an alternative sampling
structure for their research question as well as an alternate way
of selecting the sample.
Please use 1 resource to support your answer.
Colleague: Annabeth
"Through probability sampling, the rules of selection ensure
that the researcher will be able to estimate the relationship of
the sample to the population of subjects it was drawn from"
(Tansey, 2007, p. 12). This means that groups that need to be
sampled come from the larger groups so that a better sampling
of the population is determined. In week 4 the focus was on
teen pregnancy and how to prevent the spread of teen
pregnancy. With a typical probability sample would entail
would be that individuals would hopefully have a good
sampling of the general population. This is a good idea
especially with the case of teen pregnancy because not all of the
cases like Eboni may have issues with under education on safe
sex practices. "When the goal of a study is to generalize from a
sample to the wider group the sample is drawn from, then some
form of probability sampling is essential for the robustness of
such generalization" (Tansey, 2007, p. 12). A generalized
structure is best for this study because of needing to have a
large sample and a sample that needs to be more diverse.

2. Tansey, O. (2007). Process tracing and elite interviewing: a
case for non-probability sampling.
PS: Political Science & Politics
,
40
(04), 765-772.
Response
2: Generalizing Study Results
Respond by Day 7
to a colleague's post by suggesting two alternative ways that
the study results could be generalizable.
Please use 1 resource to support your answer.
Colleague: Rosa
Who the sample were
In the general study, the sample was the recipients who were on
the welfare program during the years before 1996 and how they
were able to cope with the change of the program after 1996.
Before the welfare program was change the recipients remind on
the welfare list for years. The goal of the of the new program
was to make public assistance temporary. All fifty states were
given enough time to adopt to the new requirements to fit their
own objectives, this was installed to reduce the public
assistance expenses and they were able to keep the existing
support from the federal government. The main goal was to help
the states end the long-term welfare dependency from their
recipients (Plummer, Makris, & Brocksen, (Eds.). 2014).
TANF (Temporary Assistance for Needy Families), program
was insulted to limit new recipients of cash aid to no more than
2 years and no more than 5 years of combined TANF assistance

3. with other service programs during their lifetimes. Of all the
states California was able to begin programs that would help
recipients to educate themselves to receive better jobs and get
off the welfare list (Plummer, Makris, & Brocksen, (Eds.).
2014).
The Study Results that Could Be Generalizable.
From the results of the programs that were insulted in
CalWORK’s it could be generalized through-out the United
States, even though it was costly in educating the participants,
which were single mothers, many of the participants decided not
to continue in education and settled for reduce benefits. In the
11-years of the study the county’s public assistance roles was
reduced by approximately 40%, from more than 22,000 to about
13,000 families. From all of the states process they were able
to keep track of the results of the programs, in which all of the
participants participated in. Every state had to meet its state and
federal mandates, every county carefully kept tracked the
progress of all program. Quarterly reports were put into place
to keep track of the progress of summarized assignments and
outcomes at each of the contracted partner sites as well as
countywide trends. Through the quarterly reports, it also kept
track of the recipients and the programs they were in (Plummer,
Makris, & Brocksen, (Eds.). 2014).
Reference
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year. Baltimore, MD:
Laureate International Universities Publishing. [Vital Source e-
reader]. Social Work Research: Program Evaluation
Response 3: Blog

4. Respond
to the blog post of three colleagues in one or more of the
following ways:
o
Share an insight from having read your colleague's posting.
o
Expand on your colleague's posting.
Please use 1 resource for each colleague to support your answer.
Resource
Garthwait, C. (2012).
The social work practicum: A guide and workbook for students
(6th ed.). Upper Saddle River, NJ: Pearson.
Colleague 1: Melissa
The book Understanding Generalist Practice defines culture as
learned patterns of thought and behavior that are passed from
generation to generation. Culture also includes variables as age,
religion, level of physical ability and gender and sexual
orientation (Garthwait, 2012).
In my organization I engage with clients of all ages. Because
this is an agency that helps parents with children that have
disabilities, I interact with people from one year of age all the
way up. However, therapy sessions are conducted mostly with
adults, while we are there to help find resources and valuable
information to help and assist the client in every way possible.
The Hispanic culture is mostly seen within the organization as
well as some military on occasion.
Culture is extremely important with working at my agency. It

5. defines the client and how the client would like to receive
services. Some of the clients that are seen here at the agency are
bilingual. While others only speak Spanish. This is extremely
important for the agency to consider since some of the services
need to be given in Spanish while other clients prefer pure
English.
Reference:
Hull Jr. & Kirst-Ashman, K. K. (201g).
Understanding Generalist Practice
(7th ed.)
.
Stamford, CT: Cengage Learning.
Colleague 2: Damian
Cultural competence is a huge aspect in social work practice. In
a profession that leans heavily on the idea of helping, and
serving people, it is paramount to have a great understanding of
the people you serve, as well as the dimensions of diversity.
Cultural competence is defined as "The set of knowledge and
skills that a social worker must develop in order to be effective
with multicultural clients" (Kirst-Ashman and Hull Jr., 2015,
pg. 30).
While interning with Community Service, Inc. I have been
granted the opportunity to work and interact with a number of
people. Many of those individuals have come from backgrounds
much different than myself. In fact, my very first home visit
was with a Hispanic family. The mother could not speak any
English, which required her son (who was the client) to
translate the conversation. This visit was
very interesting because it exposed me to the existing diversity
in the profession, and it also demonstrated the fact that not all
clients will share the same ethnicity, background, or even
language as you. In this visit, I was able to learn things about

6. the family’s culture that I did not know—such as cultural
practices, and religious beliefs. Understanding a person’s
culture helps build rapport with families, as well as provide
insight on information that it suitable for treatment. This was
my first time working with a family with a language barrier, so
this definitely opened a new conversation for me to have with
my field agency, and I really enjoyed having the experience.
CSI services very diverse populations, so demonstrating
awareness of cultural diversity is a great aspect, and adds to the
effectiveness of service.
Reference:
Hull Jr. & Kirst-Ashman, K. K. (201g).
Understanding Generalist Practice
(7th ed.)
.
Stamford, CT: Cengage Learning.
Colleageue 3: Laquinta
Cultural competence is important to the social work
field. Interning at Child Protective services, gives you the
opportunity to wok with a diverse population. According to the
NASW, being culturally competent is beyond just race and
ethnicity. A social worker has to be competent in working
with different disabilities, race, gender, and sexuality.
According to Adams, Blumenfeld, Castaneda, Hackman, Peters,
and Zuniga (2013), to better serve and advocate for your clients
you have to culturally competent. As a social worker with CPS,
understanding the importance of family and social support is
important. When understanding a family or child's support, it
leads to a better and effective service. For example: when a
child is removed for the legal guardian, it is best practice to
place them with family or fictive kin. This is best practice
because the child is in a familiar atmosphere. It's important to
be culturally competent when assessing a family background.

7. Knowledge about different ethnic groups can improve Child
Protection services (Maiter, 2004). It is important to understand
cultures and be sensitive to differences. It is suggested child
protection workers to be familiar with their own culture and
know every one is not like you. For example: there was a report
made to the agency concerning an Asian family where a child
had a burn mark on his arm. He was in danger of being removed
from family due to child abuse until a social worker took the
time to understand their culture. The parents put a heated coin
on the child's arm for healing purposes. This was a process they
used to heal their love ones.
Cultural competence is important at the agency I intern with.
The agency serves a variety of clients. It reflects my learning
agreement. Learning how to properly assess person's situation
is important because it provides the most effective way to serve
the client in need.
References
Adams,M., Blumenfeld, W., Castaneda, C., Hackman, H.,
Peters, M., and Zuniga, X. (2013). Readings for Diversity and
Social Justice. Routledge 3rd Ed
Maiter, S. (2004). Considering Context and Culture in Child
Protection Services to Ethnically Diverse Families: An Example
from Research with Parents from the Indian Subcontinent
(South Asians). Journal of Social Work Research and
Evaluation Vol 5(1) pp. 63-80
NASW (2001) Standards for Cultural Competenece in Social
Work Practice. Washington, DC: Author