CHAPTER ONE Introducing the Helping Process· I work at an agenc.docxtiffanyd4
CHAPTER ONE Introducing the Helping Process
· I work at an agency that serves adolescent females. The length of stay at our short-term facility varies from 14 to 30 days, depending on their situation. We have kids who are in state custody and need temporary housing, juvenile court placements, homeless, or in crisis. Individual and family therapy, psycho-educational groups, health assessments, and food, clothing, and shelter are provided by the agency.
— A caseworker in St. Louis, MO
There is a variety of helping professions committed to helping those in need. Those professions in settings such as mental health, substance abuse, criminal justice, welfare, education, child and youth services, and legal aid, to name a few, are committed to helping clients address issues that emerge from problems in living. These professionals, committed to viewing clients from a holistic point of view, support client growth in areas such as social, physical, and mental health and financial, spiritual, educational, and vocational issues. The helping process is a fundamental way that professionals reach out to those in need and provide the support and structure necessary to influence their potential to develop and grow in positive ways. In this text we present knowledge and skills that will help you prepare to help others.
This chapter introduces you to a model of helping that guides many professionals who work in human service delivery. Helping is a purposeful undertaking that generally moves through three phases. We say “generally” because people are often unpredictable, problems or situations change, or services are disrupted for other reasons. The three phases of this helping model are not discrete categories with specific time limits. Rather, they illustrate the flow of the helping process that is individualized to each person, situation, or both.
This chapter also introduces the three components of the helping process: case review, documentation and report writing, and client participation. Both a strengths-based approach to the process and the ethical considerations that undergird the process are important parts of this chapter. Focus your reading and study on the following objectives, which you should be able to accomplish after reading the chapter.
Phases of the Helping Process
· ■ List the three phases of the helping process.
· ■ Identify the two activities of the assessment phase.
· ■ Illustrate the role of data gathering in assessment and planning.
· ■ Describe the helper’s role in implementation.
Three Components of the Helping Process
· ■ Define case review and list its benefits.
· ■ Support the need for documentation and report writing.
· ■ Trace the client’s participation in the three phases of the helping process.
Strengths-Based Approach to the Helping Process
· ■ Describe this approach as it relates to each phase of the helping process.
· ■ Discuss the advantages of this approach.
Ethical Considerations
· ■ List the principles that undergird pr.
Assessment Instrument Showcase Presentation RubricDue Day 7 .docxgalerussel59292
Assessment Instrument Showcase Presentation Rubric Due Day 7 of Week 4
Content/Organization (7 points)
Points Earned:
Comments:
All key elements of the assignment are addressed in a substantive way.
Your 10- to 12-slide Microsoft® PowerPoint® Assessment Instrument Showcase Presentation is designed to familiarize the team with 3 different instruments that are used in the correctional system, and should include the following information:
Locate 3 assessment instruments/tools used to assess different areas of need for individuals involved with the correctional system. These can be related to mental health, substance abuse, education, etc.
Create a 10- to 12-slide Microsoft® PowerPoint® presentation to showcase these instruments, in which you do the following for each assessment tool:
· Describe the purpose of the assessment instrument.
· Identify the population the instrument is meant to assess.
· Explain how this assessment instrument is utilized.
· Describe the type of information the results will yield.
Include detailed speaker notes for each slide.
Include a minimum of 3 sources.
Format any citations within your presentation according to APA guidelines.
/7
* The content is comprehensive, accurate, and/or persuasive.
* The presentation develops a central theme or idea, directed toward
the appropriate audience.
* The presentation links theory to relevant examples of current
experience and industry practice and uses the vocabulary of the
theory correctly.
* Major points are stated clearly; are supported by specific details,
examples, or analysis; and are organized logically.
* The introduction provides sufficient background on the topic and
previews major points.
* The conclusion is logical, flows from the body of the presentation,
and reviews the major points.
Readability and Style (1.5 points)
Points Earned:
Comments:
* Paragraph transitions are present and logical and maintain the flow
throughout the presentation. 0.2
/1.5
* The tone is appropriate to the content and assignment. 0.2
* Sentences are complete, clear, and concise. 0.2
* Sentences are well-constructed, with consistently strong, varied
sentences. 0.2
* Sentence transitions are present and maintain the flow of thought. 0.2
Mechanics (1.5 points)
Points Earned:
Comments:
* The presentation, including the title page, reference page, tables, and
appendices, follow University of Phoenix incremental formatting
guidelines. 0.2
/1.5
* Citations of original works within the body of the presentation follow
University of Phoenix incremental formatting guidelines. 0.2
* The presentation is laid out with effective use of headings, font styles,
and white space. 0.2
* Rules of grammar, usage and punctuation are followed. 0.2
* Spelling is correct. 0.2
Total Points
Points Earned:
Comments:
Points.
Unit 7 ReadingsReadings and ResourcesArticles, Websites, and .docxjolleybendicty
Unit 7: Readings
Readings and Resources
Articles, Websites, and Videos:
This chapter focuses on assessment & interview and social histories.
·
Writing and human behavior in the social environment. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
This chapter provides an overview of record-keeping relative to legal issues such as court requests with a focus on analytical writing.
·
Writing for social work practice. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Building a Case File
Chapter 9Chapter Introduction
· Chapter Nine addresses Social Work Case Management Standard 10, Record Keeping, which is focused on building a case file.
· Chapter Nine addresses Human Service–Certified Board Practitioner Competency 4, Case Management, which is focused on building a case file.
I used to work on a federal grant. The files of our clients were really important to us. The information from the files helped us document the work that we did and the outcomes that we had. If I forgot to record an interaction with a client or if I forgot to ask for the client feedback sheet from each visit, then we had a hole in the record. We also used our files to provide better services to our clients. But the pressure from the government made the second reason appear an afterthought.
—Permission granted from Susan Grant (pseudonym), 2014, text from unpublished interview
This chapter examines the types of information that may be found in a case file or that must be gathered to complete one. For each section of the chapter, you should be able to accomplish the following objectives.
The Case File
· Describe the reasons why the case file is important.Medical Information
· Tell how medical information contributes to a case.
· Decode medical terms.Psychological Evaluation
· List the reasons for a psychological evaluation.
· Make an appropriate referral.
· Identify the components of a psychological report.
· Review two psychological reports.
· Describe the type of information provided by the DSM-5.Social History
· State the advantages and limitations of a social history.
· Name the topics included in a social history.
· List the ways social information may appear in the case file.Other Types of Information
· List the types of educational information that may be gathered.
· Define a vocational evaluation.
·
9-1Introduction
· The
case file is filled with information about the client gathered at various times by various professionals. Exactly which information is needed depends on the individual’s case and the agency’s goals, but many cases involve medical, psychological, social, educational, and vocational information. We introduce each type of inf.
READING CHAPTER TWO The Assessment Phase· Referral, screeni.docxaudeleypearl
READING
CHAPTER TWO The Assessment Phase
· Referral, screening, and assessment begin our work with HIV clients. We get a referral, then screen to see if there is a match between the referrals and the family service center. This includes a home visit and verification of HIV status. An assessment of the family follows. Its purpose is to identify needs.
—Caseworker, Bronx, NY
Assessment means appraisal or evaluation of a situation, the person(s) involved, or both. As the initial stage in helping, assessment generally focuses on identifying the problem and the resources needed to resolve it. Focusing on the people who are involved includes attention to client strengths that can be a valuable resource to encourage client participation and facilitate problem solving. The benefits of the strengths-based approach to assessment were discussed in Chapter One. As the opening example shows, data are gathered and assessed at this phase to show the applicant’s problem in relation to the agency’s priorities. Identifying possible actions and services and determining who will handle the case are also part of the assessment phase. In this example, a preliminary screening follows the referral. This chapter explores the assessment stage of the helping process: the initial contact with an applicant for assistance, the interview as a critical component in data gathering, and the case record documentation that is required during this phase. You can refer to Figure 2.1 to see the place assessment has in the helping process. The assessment phase concludes with the evaluation of the application for services. For each section of the chapter, you should be able to accomplish the following objectives.
Application for Service
· ■ List the ways in which potential clients learn about available services.
· ■ Compare the roles of the helper and the applicant in the interview process.
· ■ Define interview.
· ■ Distinguish between structured and unstructured interviews.
· ■ State the general guidelines for confidentiality.
· ■ Define the helper’s role in evaluating the application.
· ■ List the two questions that guide assessment of the collected information.
Case Assignment
· ■ Compare the three scenarios of case assignment.
Documentation and Report Writing
· ■ Distinguish between process recording and summary recording.
· ■ List the content areas of an intake summary.
· ■ State the reasons for case or staff notes.
Figure 2.1 The Helping Process
Application for Services
Potential clients or applicants learn about available services in a number of ways. Frequently, they apply for services only after trying other options. People having problems usually try informal help first; it is human nature to ask for help from family, friends, parents, and children. Some people even feel comfortable sharing their problems with strangers waiting in line with them or sitting beside them. A familiar physician or pastor might also be consulted on an informal basis. On the other hand, some ...
I
DISCUSSION WEEK 7 socw 6000
Discussion - Week 7
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Top of Form
1.
Total views: 2 (Your views: 2)
Discussion: Social Work Competence
The term competence connotes a level of preparedness for addressing issues and maintaining a high standard of practice with clients. Competent social workers have completed adequate preparations for licensure, and they are appropriately credentialed. They adhere to ethical practices by maintaining professional boundaries and honoring commitments to confidentiality. How might you demonstrate your competence as a social worker? How can you recognize competence in other social workers?
For this Discussion, review this week’s Learning Resources. Think about elements in the articles that denote competence.
Post by Day 4 a description of at least two criteria that define competence in social work. Give an example of each criterion of competence and justify your selection
Bottom of Form
K
2.DISCUSSION SOCW 6000 WEEK 8
Discussion - Week 8
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Top of Form
Total views: 2 (Your views: 2)
Discussion: Strengths-Based Perspective
Simply put, a social worker with a “strengths-based perspective” emphasizes client strengths as a starting point in addressing challenges. This perspective relies on the notion that every client has strengths that can be leveraged to create productive change and progress toward achievement of goals. Client strengths can include a variety of attributes, from complex professional skill sets or well-developed emotional intelligence to mobility, literacy, or good health.
For this Discussion, think about your family of origin. Consider the strengths particular to your family of origin. Imagine how those strengths might play a part in helping your family to overcome a challenging situation.
Post by Day 4 a description of at least three strengths that you can identify within your family. Describe how the strengths might support a strengths-based plan to meet a challenge.
II
1. Discussion1 SOCW 61001 week7
2. Top of Form
3. Total views: 5 (Your views: 3)
Discussion 1: Engaging and Assessing Across Levels of Social Work Practice
Maintaining the perspective that people are in constant interaction with their environment and the social systems therein (the Person in Environment perspective) is a key concept in the field of social work. Social work recognizes that the concerns or problems individuals face might be due to many causes. This view also supports another goal of social work which is to empower clients who are marginalized and oppressed to collaborate in the resolution of their problems or concerns as experts of their life experiences. As such, looking at a problem and assessing the needs of individuals depends on a review of the challenges they have encountered on the micro, mezzo, and macro levels. Assessing the situation on all three levels will provide a holistic map for goal planning. For example, you might assess a client’s individual strengths and challenges, the support or lack .
DISCUSSION WEEK 7 socw 6000
Discussion - Week 7
Collapse
Top of Form
1.
Total views: 2 (Your views: 2)
Discussion: Social Work Competence
The term competence connotes a level of preparedness for addressing issues and maintaining a high standard of practice with clients. Competent social workers have completed adequate preparations for licensure, and they are appropriately credentialed. They adhere to ethical practices by maintaining professional boundaries and honoring commitments to confidentiality. How might you demonstrate your competence as a social worker? How can you recognize competence in other social workers?
For this Discussion, review this week’s Learning Resources. Think about elements in the articles that denote competence.
Post by Day 4 a description of at least two criteria that define competence in social work. Give an example of each criterion of competence and justify your selection
Bottom of Form
K
2.DISCUSSION SOCW 6000 WEEK 8
Discussion - Week 8
Collapse
Top of Form
Total views: 2 (Your views: 2)
Discussion: Strengths-Based Perspective
Simply put, a social worker with a “strengths-based perspective” emphasizes client strengths as a starting point in addressing challenges. This perspective relies on the notion that every client has strengths that can be leveraged to create productive change and progress toward achievement of goals. Client strengths can include a variety of attributes, from complex professional skill sets or well-developed emotional intelligence to mobility, literacy, or good health.
For this Discussion, think about your family of origin. Consider the strengths particular to your family of origin. Imagine how those strengths might play a part in helping your family to overcome a challenging situation.
Post by Day 4 a description of at least three strengths that you can identify within your family. Describe how the strengths might support a strengths-based plan to meet a challenge.
II
1. Discussion1 SOCW 61001 week7
1. Top of Form
1. Total views: 5 (Your views: 3)
Discussion 1: Engaging and Assessing Across Levels of Social Work Practice
Maintaining the perspective that people are in constant interaction with their environment and the social systems therein (the Person in Environment perspective) is a key concept in the field of social work. Social work recognizes that the concerns or problems individuals face might be due to many causes. This view also supports another goal of social work which is to empower clients who are marginalized and oppressed to collaborate in the resolution of their problems or concerns as experts of their life experiences. As such, looking at a problem and assessing the needs of individuals depends on a review of the challenges they have encountered on the micro, mezzo, and macro levels. Assessing the situation on all three levels will provide a holistic map for goal planning. For example, you might assess a client’s individual strengths and challenges, the support or lack of.
Resources:
https://work.chron.com/social-work-interviewing-skills-16544.html
·
Four-step writing process for professional practice. (2018). In Weisman, D., & Zornado, J. L., Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Chapter 7: Effective Intake Interviewing SkillsChapter Introduction
· Chapter Seven addresses Social Work Case Management Standard 5, Assessment.
· Chapter Seven addresses Human Service–Certified Board Practitioner Competency 2, Interviewing and Intervention Skills.
For clients, like those at Adult Community Support, or if someone wants to go into counseling services, there is a number to call that’s advertised on the website. If people drop in and want to get engaged in services, we will direct them through the intake line. They will call the intake line and describe what’s going on for them. The intake specialist will gather some initial information about eligibility through Medicare, Medicaid, those sorts of things. Then, we will assign that person to a case manager who is capable of doing intakes.
From Ellen Carruth, 2012, text from unpublished interview. Used with permission
.
This chapter focuses on effective interviewing in case management: the attitudes and characteristics of interviewers, the skills that make them effective interviewers, how these skills are used in structured interviews, and the pitfalls to avoid when interviewing. For each section of the chapter, you should be able to accomplish the following objectives.
Attitudes and Characteristics of Interviewers
· List two reasons why the attitudes and characteristics of the case manager are important to the interview process.
· Describe four populations of clients that may require the case manager’s approach to be culturally sensitive.
· Name five characteristics that make a good interview.
· Describe a physical space that encourages positive interactions between the client and the case manager.
· List barriers that discourage a positive interview experience.Essential Communication Skills
· List the essential communication skills that contribute to effective interviewing.
· List three interviewing skills.
· Support the importance of listening as an important interviewing skill.
· Offer a rationale for questioning as an art.
· Write a dialogue illustrating responses that a case manager might use in an intake interview.Interviewing Pitfalls
· Name four interviewing pitfalls.
· Describe each of these pitfalls.7-1Introduction
Interviewing is described in
Assessment Phase of Case Management as directed conversation or professional conversation. Many helpers consider it an art as well as a skilled technique that can be improved with practice. In case management, the intake interview is a starting point for providing help. Its main purpose is to obtain an understanding of the problem, the situation, and the applicant. A clear stateme ...
CHAPTER ONE Introducing the Helping Process· I work at an agenc.docxtiffanyd4
CHAPTER ONE Introducing the Helping Process
· I work at an agency that serves adolescent females. The length of stay at our short-term facility varies from 14 to 30 days, depending on their situation. We have kids who are in state custody and need temporary housing, juvenile court placements, homeless, or in crisis. Individual and family therapy, psycho-educational groups, health assessments, and food, clothing, and shelter are provided by the agency.
— A caseworker in St. Louis, MO
There is a variety of helping professions committed to helping those in need. Those professions in settings such as mental health, substance abuse, criminal justice, welfare, education, child and youth services, and legal aid, to name a few, are committed to helping clients address issues that emerge from problems in living. These professionals, committed to viewing clients from a holistic point of view, support client growth in areas such as social, physical, and mental health and financial, spiritual, educational, and vocational issues. The helping process is a fundamental way that professionals reach out to those in need and provide the support and structure necessary to influence their potential to develop and grow in positive ways. In this text we present knowledge and skills that will help you prepare to help others.
This chapter introduces you to a model of helping that guides many professionals who work in human service delivery. Helping is a purposeful undertaking that generally moves through three phases. We say “generally” because people are often unpredictable, problems or situations change, or services are disrupted for other reasons. The three phases of this helping model are not discrete categories with specific time limits. Rather, they illustrate the flow of the helping process that is individualized to each person, situation, or both.
This chapter also introduces the three components of the helping process: case review, documentation and report writing, and client participation. Both a strengths-based approach to the process and the ethical considerations that undergird the process are important parts of this chapter. Focus your reading and study on the following objectives, which you should be able to accomplish after reading the chapter.
Phases of the Helping Process
· ■ List the three phases of the helping process.
· ■ Identify the two activities of the assessment phase.
· ■ Illustrate the role of data gathering in assessment and planning.
· ■ Describe the helper’s role in implementation.
Three Components of the Helping Process
· ■ Define case review and list its benefits.
· ■ Support the need for documentation and report writing.
· ■ Trace the client’s participation in the three phases of the helping process.
Strengths-Based Approach to the Helping Process
· ■ Describe this approach as it relates to each phase of the helping process.
· ■ Discuss the advantages of this approach.
Ethical Considerations
· ■ List the principles that undergird pr.
Assessment Instrument Showcase Presentation RubricDue Day 7 .docxgalerussel59292
Assessment Instrument Showcase Presentation Rubric Due Day 7 of Week 4
Content/Organization (7 points)
Points Earned:
Comments:
All key elements of the assignment are addressed in a substantive way.
Your 10- to 12-slide Microsoft® PowerPoint® Assessment Instrument Showcase Presentation is designed to familiarize the team with 3 different instruments that are used in the correctional system, and should include the following information:
Locate 3 assessment instruments/tools used to assess different areas of need for individuals involved with the correctional system. These can be related to mental health, substance abuse, education, etc.
Create a 10- to 12-slide Microsoft® PowerPoint® presentation to showcase these instruments, in which you do the following for each assessment tool:
· Describe the purpose of the assessment instrument.
· Identify the population the instrument is meant to assess.
· Explain how this assessment instrument is utilized.
· Describe the type of information the results will yield.
Include detailed speaker notes for each slide.
Include a minimum of 3 sources.
Format any citations within your presentation according to APA guidelines.
/7
* The content is comprehensive, accurate, and/or persuasive.
* The presentation develops a central theme or idea, directed toward
the appropriate audience.
* The presentation links theory to relevant examples of current
experience and industry practice and uses the vocabulary of the
theory correctly.
* Major points are stated clearly; are supported by specific details,
examples, or analysis; and are organized logically.
* The introduction provides sufficient background on the topic and
previews major points.
* The conclusion is logical, flows from the body of the presentation,
and reviews the major points.
Readability and Style (1.5 points)
Points Earned:
Comments:
* Paragraph transitions are present and logical and maintain the flow
throughout the presentation. 0.2
/1.5
* The tone is appropriate to the content and assignment. 0.2
* Sentences are complete, clear, and concise. 0.2
* Sentences are well-constructed, with consistently strong, varied
sentences. 0.2
* Sentence transitions are present and maintain the flow of thought. 0.2
Mechanics (1.5 points)
Points Earned:
Comments:
* The presentation, including the title page, reference page, tables, and
appendices, follow University of Phoenix incremental formatting
guidelines. 0.2
/1.5
* Citations of original works within the body of the presentation follow
University of Phoenix incremental formatting guidelines. 0.2
* The presentation is laid out with effective use of headings, font styles,
and white space. 0.2
* Rules of grammar, usage and punctuation are followed. 0.2
* Spelling is correct. 0.2
Total Points
Points Earned:
Comments:
Points.
Unit 7 ReadingsReadings and ResourcesArticles, Websites, and .docxjolleybendicty
Unit 7: Readings
Readings and Resources
Articles, Websites, and Videos:
This chapter focuses on assessment & interview and social histories.
·
Writing and human behavior in the social environment. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
This chapter provides an overview of record-keeping relative to legal issues such as court requests with a focus on analytical writing.
·
Writing for social work practice. (2018). In Weisman, D., & Zornado, J. L.,
Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Building a Case File
Chapter 9Chapter Introduction
· Chapter Nine addresses Social Work Case Management Standard 10, Record Keeping, which is focused on building a case file.
· Chapter Nine addresses Human Service–Certified Board Practitioner Competency 4, Case Management, which is focused on building a case file.
I used to work on a federal grant. The files of our clients were really important to us. The information from the files helped us document the work that we did and the outcomes that we had. If I forgot to record an interaction with a client or if I forgot to ask for the client feedback sheet from each visit, then we had a hole in the record. We also used our files to provide better services to our clients. But the pressure from the government made the second reason appear an afterthought.
—Permission granted from Susan Grant (pseudonym), 2014, text from unpublished interview
This chapter examines the types of information that may be found in a case file or that must be gathered to complete one. For each section of the chapter, you should be able to accomplish the following objectives.
The Case File
· Describe the reasons why the case file is important.Medical Information
· Tell how medical information contributes to a case.
· Decode medical terms.Psychological Evaluation
· List the reasons for a psychological evaluation.
· Make an appropriate referral.
· Identify the components of a psychological report.
· Review two psychological reports.
· Describe the type of information provided by the DSM-5.Social History
· State the advantages and limitations of a social history.
· Name the topics included in a social history.
· List the ways social information may appear in the case file.Other Types of Information
· List the types of educational information that may be gathered.
· Define a vocational evaluation.
·
9-1Introduction
· The
case file is filled with information about the client gathered at various times by various professionals. Exactly which information is needed depends on the individual’s case and the agency’s goals, but many cases involve medical, psychological, social, educational, and vocational information. We introduce each type of inf.
READING CHAPTER TWO The Assessment Phase· Referral, screeni.docxaudeleypearl
READING
CHAPTER TWO The Assessment Phase
· Referral, screening, and assessment begin our work with HIV clients. We get a referral, then screen to see if there is a match between the referrals and the family service center. This includes a home visit and verification of HIV status. An assessment of the family follows. Its purpose is to identify needs.
—Caseworker, Bronx, NY
Assessment means appraisal or evaluation of a situation, the person(s) involved, or both. As the initial stage in helping, assessment generally focuses on identifying the problem and the resources needed to resolve it. Focusing on the people who are involved includes attention to client strengths that can be a valuable resource to encourage client participation and facilitate problem solving. The benefits of the strengths-based approach to assessment were discussed in Chapter One. As the opening example shows, data are gathered and assessed at this phase to show the applicant’s problem in relation to the agency’s priorities. Identifying possible actions and services and determining who will handle the case are also part of the assessment phase. In this example, a preliminary screening follows the referral. This chapter explores the assessment stage of the helping process: the initial contact with an applicant for assistance, the interview as a critical component in data gathering, and the case record documentation that is required during this phase. You can refer to Figure 2.1 to see the place assessment has in the helping process. The assessment phase concludes with the evaluation of the application for services. For each section of the chapter, you should be able to accomplish the following objectives.
Application for Service
· ■ List the ways in which potential clients learn about available services.
· ■ Compare the roles of the helper and the applicant in the interview process.
· ■ Define interview.
· ■ Distinguish between structured and unstructured interviews.
· ■ State the general guidelines for confidentiality.
· ■ Define the helper’s role in evaluating the application.
· ■ List the two questions that guide assessment of the collected information.
Case Assignment
· ■ Compare the three scenarios of case assignment.
Documentation and Report Writing
· ■ Distinguish between process recording and summary recording.
· ■ List the content areas of an intake summary.
· ■ State the reasons for case or staff notes.
Figure 2.1 The Helping Process
Application for Services
Potential clients or applicants learn about available services in a number of ways. Frequently, they apply for services only after trying other options. People having problems usually try informal help first; it is human nature to ask for help from family, friends, parents, and children. Some people even feel comfortable sharing their problems with strangers waiting in line with them or sitting beside them. A familiar physician or pastor might also be consulted on an informal basis. On the other hand, some ...
I
DISCUSSION WEEK 7 socw 6000
Discussion - Week 7
Collapse
Top of Form
1.
Total views: 2 (Your views: 2)
Discussion: Social Work Competence
The term competence connotes a level of preparedness for addressing issues and maintaining a high standard of practice with clients. Competent social workers have completed adequate preparations for licensure, and they are appropriately credentialed. They adhere to ethical practices by maintaining professional boundaries and honoring commitments to confidentiality. How might you demonstrate your competence as a social worker? How can you recognize competence in other social workers?
For this Discussion, review this week’s Learning Resources. Think about elements in the articles that denote competence.
Post by Day 4 a description of at least two criteria that define competence in social work. Give an example of each criterion of competence and justify your selection
Bottom of Form
K
2.DISCUSSION SOCW 6000 WEEK 8
Discussion - Week 8
Collapse
Top of Form
Total views: 2 (Your views: 2)
Discussion: Strengths-Based Perspective
Simply put, a social worker with a “strengths-based perspective” emphasizes client strengths as a starting point in addressing challenges. This perspective relies on the notion that every client has strengths that can be leveraged to create productive change and progress toward achievement of goals. Client strengths can include a variety of attributes, from complex professional skill sets or well-developed emotional intelligence to mobility, literacy, or good health.
For this Discussion, think about your family of origin. Consider the strengths particular to your family of origin. Imagine how those strengths might play a part in helping your family to overcome a challenging situation.
Post by Day 4 a description of at least three strengths that you can identify within your family. Describe how the strengths might support a strengths-based plan to meet a challenge.
II
1. Discussion1 SOCW 61001 week7
2. Top of Form
3. Total views: 5 (Your views: 3)
Discussion 1: Engaging and Assessing Across Levels of Social Work Practice
Maintaining the perspective that people are in constant interaction with their environment and the social systems therein (the Person in Environment perspective) is a key concept in the field of social work. Social work recognizes that the concerns or problems individuals face might be due to many causes. This view also supports another goal of social work which is to empower clients who are marginalized and oppressed to collaborate in the resolution of their problems or concerns as experts of their life experiences. As such, looking at a problem and assessing the needs of individuals depends on a review of the challenges they have encountered on the micro, mezzo, and macro levels. Assessing the situation on all three levels will provide a holistic map for goal planning. For example, you might assess a client’s individual strengths and challenges, the support or lack .
DISCUSSION WEEK 7 socw 6000
Discussion - Week 7
Collapse
Top of Form
1.
Total views: 2 (Your views: 2)
Discussion: Social Work Competence
The term competence connotes a level of preparedness for addressing issues and maintaining a high standard of practice with clients. Competent social workers have completed adequate preparations for licensure, and they are appropriately credentialed. They adhere to ethical practices by maintaining professional boundaries and honoring commitments to confidentiality. How might you demonstrate your competence as a social worker? How can you recognize competence in other social workers?
For this Discussion, review this week’s Learning Resources. Think about elements in the articles that denote competence.
Post by Day 4 a description of at least two criteria that define competence in social work. Give an example of each criterion of competence and justify your selection
Bottom of Form
K
2.DISCUSSION SOCW 6000 WEEK 8
Discussion - Week 8
Collapse
Top of Form
Total views: 2 (Your views: 2)
Discussion: Strengths-Based Perspective
Simply put, a social worker with a “strengths-based perspective” emphasizes client strengths as a starting point in addressing challenges. This perspective relies on the notion that every client has strengths that can be leveraged to create productive change and progress toward achievement of goals. Client strengths can include a variety of attributes, from complex professional skill sets or well-developed emotional intelligence to mobility, literacy, or good health.
For this Discussion, think about your family of origin. Consider the strengths particular to your family of origin. Imagine how those strengths might play a part in helping your family to overcome a challenging situation.
Post by Day 4 a description of at least three strengths that you can identify within your family. Describe how the strengths might support a strengths-based plan to meet a challenge.
II
1. Discussion1 SOCW 61001 week7
1. Top of Form
1. Total views: 5 (Your views: 3)
Discussion 1: Engaging and Assessing Across Levels of Social Work Practice
Maintaining the perspective that people are in constant interaction with their environment and the social systems therein (the Person in Environment perspective) is a key concept in the field of social work. Social work recognizes that the concerns or problems individuals face might be due to many causes. This view also supports another goal of social work which is to empower clients who are marginalized and oppressed to collaborate in the resolution of their problems or concerns as experts of their life experiences. As such, looking at a problem and assessing the needs of individuals depends on a review of the challenges they have encountered on the micro, mezzo, and macro levels. Assessing the situation on all three levels will provide a holistic map for goal planning. For example, you might assess a client’s individual strengths and challenges, the support or lack of.
Resources:
https://work.chron.com/social-work-interviewing-skills-16544.html
·
Four-step writing process for professional practice. (2018). In Weisman, D., & Zornado, J. L., Professional writing for social work practice, Second Edition (Vol. Second edition). Springer Publishing Company.
Chapter 7: Effective Intake Interviewing SkillsChapter Introduction
· Chapter Seven addresses Social Work Case Management Standard 5, Assessment.
· Chapter Seven addresses Human Service–Certified Board Practitioner Competency 2, Interviewing and Intervention Skills.
For clients, like those at Adult Community Support, or if someone wants to go into counseling services, there is a number to call that’s advertised on the website. If people drop in and want to get engaged in services, we will direct them through the intake line. They will call the intake line and describe what’s going on for them. The intake specialist will gather some initial information about eligibility through Medicare, Medicaid, those sorts of things. Then, we will assign that person to a case manager who is capable of doing intakes.
From Ellen Carruth, 2012, text from unpublished interview. Used with permission
.
This chapter focuses on effective interviewing in case management: the attitudes and characteristics of interviewers, the skills that make them effective interviewers, how these skills are used in structured interviews, and the pitfalls to avoid when interviewing. For each section of the chapter, you should be able to accomplish the following objectives.
Attitudes and Characteristics of Interviewers
· List two reasons why the attitudes and characteristics of the case manager are important to the interview process.
· Describe four populations of clients that may require the case manager’s approach to be culturally sensitive.
· Name five characteristics that make a good interview.
· Describe a physical space that encourages positive interactions between the client and the case manager.
· List barriers that discourage a positive interview experience.Essential Communication Skills
· List the essential communication skills that contribute to effective interviewing.
· List three interviewing skills.
· Support the importance of listening as an important interviewing skill.
· Offer a rationale for questioning as an art.
· Write a dialogue illustrating responses that a case manager might use in an intake interview.Interviewing Pitfalls
· Name four interviewing pitfalls.
· Describe each of these pitfalls.7-1Introduction
Interviewing is described in
Assessment Phase of Case Management as directed conversation or professional conversation. Many helpers consider it an art as well as a skilled technique that can be improved with practice. In case management, the intake interview is a starting point for providing help. Its main purpose is to obtain an understanding of the problem, the situation, and the applicant. A clear stateme ...
Running head SOCIAL WORK1SOCIAL WORK7Social Work.docxtodd521
Running head: SOCIAL WORK
1
SOCIAL WORK
7
Social Work
Introduction
I am doing my field ED at Walton County Division of Family and Children Services in Georgia where I get to interact with different persons of different interests. I was allocated a number of roles some of which include; interviewing clients for renewal and recertification of benefits Medicaid/ Food stamps, assisting in the preparation for new placement and reviewing services and history of children from the foster care department and finalizing and processing applications.
In my field ED, I have met a number of individuals who I got to serve and interact with. One of my best experience was an encounter with a client two weeks ago who I found to have an intriguing personality. Below is a summary of my interaction with a client.
Process recording
Students name: Shaneka Ratchford Date of Contact: 9/27/2018
Session/contact number: Location of the client interview: Walton County Division of Family and children services
The client was a 36-year-old white woman. She resides in the state of Georgia. I was the only social worker at the institute not busy with a client. I, therefore, attended to this client. She was driven by the desire to make a change in the society, and since she was in no position to do anything in the case presented, she had to seek professional assistance.
Verbatim Dialogue
Assessment of the client
Students impressions/feelings/thoughts/
Reactions
Skills/theory/ conceptual framework used
Social work intern: Good evening? How can I be of assistance?
Smiling
Showing the client to have a seat through gestures (stretching out my hand pointing at the seats).
Non-verbal communication put to use.
Client: Evening. I have been sent here by your supervisor. I have made a number of complaints in relation to mistreatment of a child in foster care along my street of residence and I have received no feedback yet.
While taking a seat. In a distressed state, answers the question.
Attentively listening, while taking some minor notes.
Cognitive behavioral theory.
Good listening skills.
Social work intern: How long ago did you make this complaint?
Intuitively thinking
Maintaining eye contact with the client.
Effective engagement with the client.
Client: This was about a month ago, and for the previous one week I have been camping here to at least get a solution.
She seemed to have wandered off for some time as she tried to count using her fingers.
Wondering how this could be the case since the office is never left unattended.
Practice theory.
Social work intern: We are sorry for the delay. We’ll see to it that something has been done.
Nodding her head lightly (up and down movement)
In a smooth apologetic tone, while noting something down.
Social behavioral theory.
Client: Okay. How soon can you, therefore, take a look at this case? The little boy is in a really bad state fr.
Content
Introduction
Brief History of the Casework Process
Process in Case Work:
Intake and psycho-social study,
Tools and Techniques in the beginning phase
Social Diagnosis (Assessment)
Intervention (Treatment)
Termination and follow up
Evaluation
Tasks of the Social Case Worker
Role of the Social Case Worker
References
Assignment -1Prevention StrategiesSelect an important health p.docxjane3dyson92312
Assignment -1
Prevention Strategies
Select an important health problem related to maternal and infant health (see reading and resources). Describe the interventions for this problem across the five strategies of health-related interventions - health promotion, specific protection, early detection, disability limitation, and rehabilitation.
Requirements: Minimum of two full pages of text in length. Please ensure you cite your references in APA format.
Assignment -2
Sociological application
Overview
One of the most important things we can do in this course is distinguish between the sociological viewpoint toward health and illness and strictly clinical or medical viewpoints toward health and illness. For example, it is crucial that we understand how sociology incorporates issues of race, class, gender, language, and so forth into the analysis of health and illness outcomes in society. The purpose of this assignment is for us to examine the definition of the sociological viewpoint toward health and illness and utilize major concepts from our reading material to support this response.
Instructions
Construct a 4-6-page paper that fully explores each of these three areas:
1. Identify and describe a current and major health issue that is a leading cause of mortality in the U.S. or overseas.
2. Explain the medical viewpoint of this health issue.
3. Explain the sociological viewpoint of this health issue. Be sure to include and apply at least 3 social concepts and one social theory learned from the course.
Include at least two peer-reviewed journal articles no more than five years old (none that are provided in class) to support your explanation of how both the sociological viewpoint applies to this health issue.
Compare and contrast the two viewpoints (medical and social) with respect to this health issue and discuss how each viewpoint has an impact on mortality. It is a good idea to include not only mortality rates but also sources to validate your arguments.
The paper should be typed, double-spaced, 1” margins, times new roman 12 pt font, and saved as .doc. The paper should be in APA format (cover page, running header, major heading, subheadings to identify each section, in-text citations, and reference list),
Process Recording Template
Student Name: Shaneka Ratchford Date of Contact: 10/16/2018
Session number or Contact number: Location of the client interview: Walton County Division of Family and Children
1. Description of Client System (race/ethnicity, age, gender, employment status, education-level, ability status, military status, immigration status, marital status, household composition, religious affiliation):
Today another junior social work intern and I performed an intake session with a new client at Walton County Division of Family and Children. In this meeting I followed the criteria on the intake form and gathered that my client was a 28 year old African American female named Jane Roberts. My client is original.
1. Case Study 1 Statistical Thinking in Health Care Due Wee.docxjeremylockett77
1. Case Study 1: Statistical Thinking in Health Care
Due Week 4 and worth 150 points
Read the following case study.
Ben Davis had just completed an intensive course in
Statistical Thinking for Business Improvement,
which was offered to all employees of a large health
maintenance organization. There was no time to
celebrate, however, because he was already under
a lot of pressure. Ben works as a pharmacist's
assistant in the HMO's pharmacy, and his manager,
Juan de Pacotilla, was about to be fired. Juan's
dismissal appeared to be imminent due to
numerous complaints, and even a few lawsuits over
inaccurate prescriptions. Juan now was asking Ben
for his assistance in trying to resolve the problem,
preferably yesterday!
"Ben, I really need your help! If I can't show some
major improvement or at least a solid plan by next
month, I'm history."
"I'll be glad to help, Juan, but what can I do? I'm just
a pharmacist's assistant."
"I don't care what your job title is; I think you're just
the person who can get this done. I realize I've been
too far removed from day-to-day operations in the
pharmacy, but you work there every day. You're in a
much better position to find out how to fix the
problem. Just tell me what to do, and I'll do it."
"But what about the statistical consultant you hired
to analyze the data on inaccurate prescriptions?"
"Ben, to be honest, I'm really disappointed with that
guy. He has spent two weeks trying to come up with
a new modeling approach to predict weekly
inaccurate prescriptions. I tried to explain to him that
I don't want to predict the mistakes, I want to
eliminate them! I don't think I got through, however,
because he said we need a month of additional data
to verify the model, and then he can apply a new
method he just read about in a journal to identify
'change points in the time series,' whatever that
means. But get this, he will only identify the change
points and send me a list; he says it's my job to
figure out what they mean and how to respond. I
don't know much about statistics -- the only thing I
remember from my course in college is that it was
the worst course I ever took-- but I'm becoming
convinced that it actually doesn't have much to offer
in solving real problems. You've just gone through
this statistical thinking course, though, so maybe
you can see something I can't. To me, statistical
thinking sounds like an oxymoron. I realize it's a
long shot, but I was hoping you could use this as the
project you need to officially complete the course."
"I see your point, Juan. I felt the same way, too.
This course was interesting, though, because it
didn't focus on crunching numbers. I have some
ideas about how we can approach making
improvements in prescription accuracy, and I think
this would be a great project. We may not be able to
solve it ourselves, however. As you know, there is a
lot of finger-pointing going on; the pharmacists
blame slop ...
Running head SOCIAL WORK1SOCIAL WORK5Social WorkN.docxtodd521
Running head: SOCIAL WORK
1
SOCIAL WORK
5
Social Work
Name
Institution Affiliate
Social Work
Introduction
I am doing my field ED at Walton County Division of Family and Children Services in Georgia where I get to interact with different persons of different interests. I was allocated a number of roles some of which include; interviewing clients for renewal and recertification of benefits Medicaid/ Food stamps, assisting in the preparation for new placement and reviewing services and history of children from the foster care department and finalizing and processing applications.
In my field ED, I have met a number of individuals who I got to serve and interact with. One of my best experience was an encounter with a client two weeks ago who I found to have an intriguing personality. Below is my conversation with a client. I will use acronyms in place of names.
C indicating the client
M indicating myself
M: Good evening? How can I be of assistance?
C: Evening. I have been sent here by your supervisor. I have made a number of complaints in relation to mistreatment of a child in foster care along my street of residence and I have received no feedback yet.
M: How long ago did you make this complaint?
C: This was about a month ago, and for the previous one week I have been camping here to at least get a solution.
M: We are sorry for the delay. There has been a number of such cases recently and the process of moving them from one foster home to another has consumed most of the staff’s time. You cannot tell the reporter what the agency is going to do with the family. We have to say that we are working with the family. Please fix this.
C: It is understandable. How soon can you, therefore, take a look at this case? The little boy is in a really bad state from all the physical torture and needs urgent medical attention.
M: The case is now our priority. We will start the required procedure to see through that the boy is in safe hands and receives medical attention as well.
C: Thank you. I appreciate the role you, as an institute, play in Georgia.
M: Thank you too. It is with such information that we are able to serve the people of Georgia better, improving the society one step at a time.
Interpretation of the dialogue
The dialogue was a complaint brought forth by a client about a neglected child in foster care. The client was specifically concerned with the health of the child. A social practice theory in close relation to this situation is systems theory. According to Garthwait (2017), systems theory “describes human behavior in terms of complex systems”. In relation to this theory, members of the society are directly involved in resolving a problem. My client, from the dialogue above, was concerned about a member of the community and sought to find help.
My reaction
The situation gained my attention, especially because the boy in foster care was little. Under no circumstance should any individual experience such torture (Laureate E.
As discussed in this weeks Learning Resources, a variety of factors.docxwildmandelorse
As discussed in this week's Learning Resources, a variety of factors influence individuals' job satisfaction.
This Application Assignment provides an opportunity to analyze some of these factors and to think about how this relates to your current or future as a health care manager.
Prepare for this assignment by reviewing the Learning Resources, including the "Barbara Norris: Leading Change in the General Surgery Unit" case. Also, conduct your own research on this topic using the Walden library and credible Web sites.
Read the
Job Satisfaction Interview Document
and prepare to interview five individuals.
Ideally, you will interview two individuals in managerial or supervisory positions and three employees in health care organizations. Do not interview your own supervisor or direct reports.
You are encouraged to modify the Job Satisfaction Interview Document to incorporate your own questions devised from the Learning Resources and your own research.
Conduct each interview as follows:
·
Ask the participant to rank each of the survey items in order of importance to him or her (i.e., #1 has the most influence on the work experience and job satisfaction, and so on).
·
Ask the participant follow-up questions as appropriate.
·
Note information about the participant that will help you conduct your analysis. For instance, include first names, professional credentials, and levels of experience.
Then, analyze the information you have collected in conjunction with the research and ideas presented in the Learning Resources, as well as the resources that you have identified on your own. Consider the following questions:
·
What similarities and differences do you notice between and among various individuals (e.g., managers versus employees)? What patterns emerge?
·
What contextual factors should inform your analysis? For instance, how might the current economic climate inform individuals' responses? How could the level of education and training an individual has influence what he or she values most in a job?
Write a
2- to 3-page paper in which you:
·
Analyze two or more key factors that influence job satisfaction, noting why you think these factors are particularly important. Include specific references to your interviews and at least four resources in your analysis.
·
Propose strategies for how
health care managers can help to promote a positive work experience and job satisfaction for their direct reports. Explain how and why this is important for helping an organization to fulfill its mission, vision, and values, and achieve its goals and objectives.
Note
: At the end of your paper, include notes from your interviews or the actual documents.
Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and from additional scholarly sources as appropriate. Refer to the
Essential Guide to APA Style for Walden Students
to ensure that your in-text citations and ref.
Discussion 1 Generating Support for Evidence-Based Practices.docxtheresiarede
Discussion 1: Generating Support for Evidence-Based Practices
When treating clients, social workers must ensure that the evidence-based practice is appropriate for the client and the problem. Then, the social worker must get the client and other stakeholders to support the selected evidence-based practice. To earn that support, the social worker should present the client and stakeholders with a plan for implementation and evidence of the evidence-based practice efficacy and appropriateness. Social workers must demonstrate that they have carefully considered the steps necessary to implement the evidence-based practice, identified factors in the current environment that support implementation of the evidence-based practice, and addressed those factors that may hinder the successful implementation.
For this week’s Discussion, you will take on the role of the social worker in the Levy case study. You will choose an evidence-based practice and attempt to gain the support of both the client and supervisor. To do so, you will address its efficacy, appropriateness, and factors that may impact implementation of the evidence-based practice that you chose.
To prepare for this Discussion, review Levy Episode 2 (TRANSCRIPT ATTACHED). Then using the registries provided in this week’s resources and the Walden Library, locate an evidence-based practice that you believe would be appropriate for Jake’s case. Then, review the Evidence-Based Practice kit for Family Psycho Education from the SAMHSA website from the resources. Note all the steps and considerations involved in implementing the evidence-based practice and which of these considerations apply to this case. Consider issues such as agency support, resources, and costs that might support or limit the application of the evidence-based intervention that you select.
·
Post
an evaluation of the evidence-based practice that you selected for Jake. Describe the practice and the evidence supporting it.
·
Explain why you think this intervention is appropriate for Jake.
·
Then provide an explanation for the supervisor regarding issues related to implementation.
·
Identify two factors that you believe are necessary for successful implementation of the evidence-based practice and explain why.
·
Then, identify two factors that you believe may hinder implementation and explain how you might mitigate these factors.
Be sure to include APA citations and references.
References (use 3 or more)
Resources for Evidence-Based Registries
Children’s Trust Fund. (n. d.).
Evidence-based programs
(EBPs) program. Retrieved from https://www.thechildrenstrust.org/research/provider-resources/29-tct/research/236-best-practices-and-evidence-based-programs
This resource lists a number of best practice programs related to young children and parents.
Promising Practices Network. (n. d.).
Programs that work.
Retrieved October 8, 2013, from http://www.promisingpractices.net/programs_indicator_list.asp?indicatorid=7 ...
Preparing for a Service Planning Conference or Disposition Plannin.docxChantellPantoja184
Preparing for a Service Planning Conference or Disposition Planning Meeting
Introduction
After you have completed your assessment on each new client and done a tentative plan with the person, your agency might hold a meeting in which more specific plans are made for the individual’s care or services. In some agencies this is done informally. In small agencies, particularly, individual case managers may make those decisions by themselves, referring people to other services in systems that will have more formal case management.
In some places, children who come into the system are presented by their case manager to a “children’s panel” consisting of child psychologists, child psychiatrists, social workers, pediatricians, and others who serve children. Many other places use panels of professionals for creating plans for clients from different populations; in this situation, the case manager presents the case to representatives of any number of agencies serving or specializing in that population. Together the group decides what combination of services would best suit people in their current situation and gives a diagnosis, if appropriate.
If a person has both a substance abuse (SA) problem and a mental health problem and the agencies that address these two problems are not combined, representatives from each of the agencies working with the client should meet together to decide what should be done. In the past a client could be turned down for mental health services because he was drinking and turned down for SA services because he was suicidal. That kind of “turf” exclusion at the expense of the client is no longer tolerated by funding sources that expect people to be served.
In these meetings, decisions regarding the service an individual will receive are made with others who have experience and come, perhaps, from different disciplines. When the meeting is over, a formal plan will be drawn up.
What You Will Need to Bring to the Meeting
You should consider bringing three items to these planning meetings.
1. Tentative service plan:You have already developed a tentative service plan with the individual. Bring this tentative plan to the service planning conference.
2. Human service directory:As you work within the same social service system, you will come to know, without consulting a directory, which agencies are reliable and which services are used most often by your agency when referring people. As you begin your career, you need to know what human service organizations are available in your community. If there is a directory, bring that to the meeting so that you can work with your peers to find the best placement for your client. A good place to look is the local phone book, where social services are usually listed together. You might copy these pages and bring them to the meeting.
3. DSM Handbook:The DSM is a large volume containing considerable information. If you are working in an area that is likely to use the DSM to give diagnoses, you m.
The Truman Doctrine primarily aided which two countries (Points.docxwsusan1
The Truman Doctrine primarily aided which two countries?
(Points : 1)
India and Greece
Vietnam and Palestine
Greece and Turkey
Czechoslovakia and Hungary
2. American women after WWII
(Points : 1)
were fired in great numbers as factories converted from war to peacetime production.
took a backseat in employment to returning veterans.
continued to work, but lower-paying jobs than they occupied during war.
All of the above.
3. All of the following were proposals of President Truman’s Fair Deal except
(Points : 1)
repealing the Taft-Hartley Act.
improved civil rights
tax cuts for all Americans
raising the minimum wage
4. Americans felt all of the following after WWII except
(Points : 1)
a sense of optimism and national potential.
ready for the “American Century.”
unconcerned about the nuclear threat of the postwar.
victorious, strong, prosperous, and free.
5. President Truman did which of the following actions to promote civil rights?
(Points : 1)
Integrated the military in 1948.
Created a Committee on Civil Rights in 1946.
Issued an executive order in 1948 that barred discrimination in all federal agencies.
All of the above.
6. All of the following are true of the Korean War except
(Points : 1)
it resulted in the firing of General MacArthur by President Truman.
United Nations troops were involved.
it resulted in the deaths over 36,000 Americans.
it ended in a resounding American victory.
7. Congress passed which part of Truman’s Fair Deal?
(Points : 1)
compulsory health care insurance for all Americans.
ending the Taft-Hartley Act.
civil rights legislation.
increasing the minimum wage.
8. Which of the following statements about the 1948 presidential election is true?
(Points : 1)
The Republican nominee was Eisenhower.
Truman scored the biggest upset in American political history.
Pollsters predicted that Truman would win big.
The Republican candidate conducted a whistle-stop train tour.
9. Which of the following is true about labor during WWII?
(Points : 1)
Unions were greatly weakened during the war.
Union members, employers, and the federal government worked together during the war.
Union membership shrunk during the war.
The AFL and CIO cooperated closely throughout the war’s duration.
10. Senator McCarthy brought about his own downfall when
(Points : 1)
he attacked the US Army for harboring subversives.
most Americans did not believe McCarthy’s accusations.
he was not able to use the media effectively to promote his cause.
international events worked against his communist conspiracy theories.
.
The Trouble with (The Term) ArtAuthor(s) Carolyn DeanSour.docxwsusan1
The Trouble with (The Term) Art
Author(s): Carolyn Dean
Source: Art Journal, Vol. 65, No. 2 (Summer, 2006), pp. 24-32
Published by: College Art Association
Stable URL: http://www.jstor.org/stable/20068464 .
Accessed: 19/08/2013 10:04
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Carolyn Dean
The Trouble with
(the Term) Art
Inca,"Funerary Rock," c. 1400-1530, stone,
Machu Picchu, Peru (photograph by the
author)
Much of what is today called art was not made as art. This is the case not only
with regard
to early European artifacts and monuments, but also with regard
to
objects made outside the West in places where the concept of
art traditionally has
not been recognized. Not infrequently (although less frequently than in the past),
many of the objects from outside the West that
were not made as art are grouped
together and called "primitive art." This is
so
despite the fact that art historians
and anthropologists, among others, have been fussing about the
term
"primitive
art" and its synonyms since the middle of the twentieth century.
'
In
19^7, Adrian Gerbrands was one of the first to offer a thorough discus
sion of what he called "the problem of the name."2 Yet his proposed
substitute term?non-European art?was also criticized by those in the
field. Suggested alternatives?exotic art; traditional art; the
art of pre
-
industrial people; folk or popular art; tribal art; ethnic
or ethno-art;
ethnographical art; ethnological art; native art; indigenous art; pre
urban art; the art of precivilized people; non-Western art; the indige
nous arts of Africa, Oceania, and the Americas?have all been proposed and cri
tiqued.3 Despite decades of discussion, little has been resolved,
as was seen in
the array of commentary provoked in 1984 by William Rubin's "Primitivism" exhi
bition and .
The treaty of Paris of 1783sold the territory around the Great La.docxwsusan1
The treaty of Paris of 1783
sold the territory around the Great Lakes of the United States
ceded fra more territory to the United States than the colonies had won in the war
gave all Brtish territories west of the Appalachian Mountains to France
confined the United States to territories held by the colonies before the War
.
The transition into adulthood may differ depending on cultural t.docxwsusan1
The transition into adulthood may differ depending on cultural traditions and rites of passage from adolescence to adulthood. The transition into adulthood is also a time for relationships and romance from a normative perspective.
Describe at least two unique rites of passage to adulthood on the basis of ethnic or cultural variations.
Explain the concepts of pluralism and assimilation and describe how they affect the rites of passage of individuals.
Describe different attachment styles.
Explain the attachment style you feel would be most effective in forming lasting relationships.
Describe the different types of attraction.
Explain the type of attraction you feel would be most effective in establishing lasting relationships.
.
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Running head SOCIAL WORK1SOCIAL WORK7Social Work.docxtodd521
Running head: SOCIAL WORK
1
SOCIAL WORK
7
Social Work
Introduction
I am doing my field ED at Walton County Division of Family and Children Services in Georgia where I get to interact with different persons of different interests. I was allocated a number of roles some of which include; interviewing clients for renewal and recertification of benefits Medicaid/ Food stamps, assisting in the preparation for new placement and reviewing services and history of children from the foster care department and finalizing and processing applications.
In my field ED, I have met a number of individuals who I got to serve and interact with. One of my best experience was an encounter with a client two weeks ago who I found to have an intriguing personality. Below is a summary of my interaction with a client.
Process recording
Students name: Shaneka Ratchford Date of Contact: 9/27/2018
Session/contact number: Location of the client interview: Walton County Division of Family and children services
The client was a 36-year-old white woman. She resides in the state of Georgia. I was the only social worker at the institute not busy with a client. I, therefore, attended to this client. She was driven by the desire to make a change in the society, and since she was in no position to do anything in the case presented, she had to seek professional assistance.
Verbatim Dialogue
Assessment of the client
Students impressions/feelings/thoughts/
Reactions
Skills/theory/ conceptual framework used
Social work intern: Good evening? How can I be of assistance?
Smiling
Showing the client to have a seat through gestures (stretching out my hand pointing at the seats).
Non-verbal communication put to use.
Client: Evening. I have been sent here by your supervisor. I have made a number of complaints in relation to mistreatment of a child in foster care along my street of residence and I have received no feedback yet.
While taking a seat. In a distressed state, answers the question.
Attentively listening, while taking some minor notes.
Cognitive behavioral theory.
Good listening skills.
Social work intern: How long ago did you make this complaint?
Intuitively thinking
Maintaining eye contact with the client.
Effective engagement with the client.
Client: This was about a month ago, and for the previous one week I have been camping here to at least get a solution.
She seemed to have wandered off for some time as she tried to count using her fingers.
Wondering how this could be the case since the office is never left unattended.
Practice theory.
Social work intern: We are sorry for the delay. We’ll see to it that something has been done.
Nodding her head lightly (up and down movement)
In a smooth apologetic tone, while noting something down.
Social behavioral theory.
Client: Okay. How soon can you, therefore, take a look at this case? The little boy is in a really bad state fr.
Content
Introduction
Brief History of the Casework Process
Process in Case Work:
Intake and psycho-social study,
Tools and Techniques in the beginning phase
Social Diagnosis (Assessment)
Intervention (Treatment)
Termination and follow up
Evaluation
Tasks of the Social Case Worker
Role of the Social Case Worker
References
Assignment -1Prevention StrategiesSelect an important health p.docxjane3dyson92312
Assignment -1
Prevention Strategies
Select an important health problem related to maternal and infant health (see reading and resources). Describe the interventions for this problem across the five strategies of health-related interventions - health promotion, specific protection, early detection, disability limitation, and rehabilitation.
Requirements: Minimum of two full pages of text in length. Please ensure you cite your references in APA format.
Assignment -2
Sociological application
Overview
One of the most important things we can do in this course is distinguish between the sociological viewpoint toward health and illness and strictly clinical or medical viewpoints toward health and illness. For example, it is crucial that we understand how sociology incorporates issues of race, class, gender, language, and so forth into the analysis of health and illness outcomes in society. The purpose of this assignment is for us to examine the definition of the sociological viewpoint toward health and illness and utilize major concepts from our reading material to support this response.
Instructions
Construct a 4-6-page paper that fully explores each of these three areas:
1. Identify and describe a current and major health issue that is a leading cause of mortality in the U.S. or overseas.
2. Explain the medical viewpoint of this health issue.
3. Explain the sociological viewpoint of this health issue. Be sure to include and apply at least 3 social concepts and one social theory learned from the course.
Include at least two peer-reviewed journal articles no more than five years old (none that are provided in class) to support your explanation of how both the sociological viewpoint applies to this health issue.
Compare and contrast the two viewpoints (medical and social) with respect to this health issue and discuss how each viewpoint has an impact on mortality. It is a good idea to include not only mortality rates but also sources to validate your arguments.
The paper should be typed, double-spaced, 1” margins, times new roman 12 pt font, and saved as .doc. The paper should be in APA format (cover page, running header, major heading, subheadings to identify each section, in-text citations, and reference list),
Process Recording Template
Student Name: Shaneka Ratchford Date of Contact: 10/16/2018
Session number or Contact number: Location of the client interview: Walton County Division of Family and Children
1. Description of Client System (race/ethnicity, age, gender, employment status, education-level, ability status, military status, immigration status, marital status, household composition, religious affiliation):
Today another junior social work intern and I performed an intake session with a new client at Walton County Division of Family and Children. In this meeting I followed the criteria on the intake form and gathered that my client was a 28 year old African American female named Jane Roberts. My client is original.
1. Case Study 1 Statistical Thinking in Health Care Due Wee.docxjeremylockett77
1. Case Study 1: Statistical Thinking in Health Care
Due Week 4 and worth 150 points
Read the following case study.
Ben Davis had just completed an intensive course in
Statistical Thinking for Business Improvement,
which was offered to all employees of a large health
maintenance organization. There was no time to
celebrate, however, because he was already under
a lot of pressure. Ben works as a pharmacist's
assistant in the HMO's pharmacy, and his manager,
Juan de Pacotilla, was about to be fired. Juan's
dismissal appeared to be imminent due to
numerous complaints, and even a few lawsuits over
inaccurate prescriptions. Juan now was asking Ben
for his assistance in trying to resolve the problem,
preferably yesterday!
"Ben, I really need your help! If I can't show some
major improvement or at least a solid plan by next
month, I'm history."
"I'll be glad to help, Juan, but what can I do? I'm just
a pharmacist's assistant."
"I don't care what your job title is; I think you're just
the person who can get this done. I realize I've been
too far removed from day-to-day operations in the
pharmacy, but you work there every day. You're in a
much better position to find out how to fix the
problem. Just tell me what to do, and I'll do it."
"But what about the statistical consultant you hired
to analyze the data on inaccurate prescriptions?"
"Ben, to be honest, I'm really disappointed with that
guy. He has spent two weeks trying to come up with
a new modeling approach to predict weekly
inaccurate prescriptions. I tried to explain to him that
I don't want to predict the mistakes, I want to
eliminate them! I don't think I got through, however,
because he said we need a month of additional data
to verify the model, and then he can apply a new
method he just read about in a journal to identify
'change points in the time series,' whatever that
means. But get this, he will only identify the change
points and send me a list; he says it's my job to
figure out what they mean and how to respond. I
don't know much about statistics -- the only thing I
remember from my course in college is that it was
the worst course I ever took-- but I'm becoming
convinced that it actually doesn't have much to offer
in solving real problems. You've just gone through
this statistical thinking course, though, so maybe
you can see something I can't. To me, statistical
thinking sounds like an oxymoron. I realize it's a
long shot, but I was hoping you could use this as the
project you need to officially complete the course."
"I see your point, Juan. I felt the same way, too.
This course was interesting, though, because it
didn't focus on crunching numbers. I have some
ideas about how we can approach making
improvements in prescription accuracy, and I think
this would be a great project. We may not be able to
solve it ourselves, however. As you know, there is a
lot of finger-pointing going on; the pharmacists
blame slop ...
Running head SOCIAL WORK1SOCIAL WORK5Social WorkN.docxtodd521
Running head: SOCIAL WORK
1
SOCIAL WORK
5
Social Work
Name
Institution Affiliate
Social Work
Introduction
I am doing my field ED at Walton County Division of Family and Children Services in Georgia where I get to interact with different persons of different interests. I was allocated a number of roles some of which include; interviewing clients for renewal and recertification of benefits Medicaid/ Food stamps, assisting in the preparation for new placement and reviewing services and history of children from the foster care department and finalizing and processing applications.
In my field ED, I have met a number of individuals who I got to serve and interact with. One of my best experience was an encounter with a client two weeks ago who I found to have an intriguing personality. Below is my conversation with a client. I will use acronyms in place of names.
C indicating the client
M indicating myself
M: Good evening? How can I be of assistance?
C: Evening. I have been sent here by your supervisor. I have made a number of complaints in relation to mistreatment of a child in foster care along my street of residence and I have received no feedback yet.
M: How long ago did you make this complaint?
C: This was about a month ago, and for the previous one week I have been camping here to at least get a solution.
M: We are sorry for the delay. There has been a number of such cases recently and the process of moving them from one foster home to another has consumed most of the staff’s time. You cannot tell the reporter what the agency is going to do with the family. We have to say that we are working with the family. Please fix this.
C: It is understandable. How soon can you, therefore, take a look at this case? The little boy is in a really bad state from all the physical torture and needs urgent medical attention.
M: The case is now our priority. We will start the required procedure to see through that the boy is in safe hands and receives medical attention as well.
C: Thank you. I appreciate the role you, as an institute, play in Georgia.
M: Thank you too. It is with such information that we are able to serve the people of Georgia better, improving the society one step at a time.
Interpretation of the dialogue
The dialogue was a complaint brought forth by a client about a neglected child in foster care. The client was specifically concerned with the health of the child. A social practice theory in close relation to this situation is systems theory. According to Garthwait (2017), systems theory “describes human behavior in terms of complex systems”. In relation to this theory, members of the society are directly involved in resolving a problem. My client, from the dialogue above, was concerned about a member of the community and sought to find help.
My reaction
The situation gained my attention, especially because the boy in foster care was little. Under no circumstance should any individual experience such torture (Laureate E.
As discussed in this weeks Learning Resources, a variety of factors.docxwildmandelorse
As discussed in this week's Learning Resources, a variety of factors influence individuals' job satisfaction.
This Application Assignment provides an opportunity to analyze some of these factors and to think about how this relates to your current or future as a health care manager.
Prepare for this assignment by reviewing the Learning Resources, including the "Barbara Norris: Leading Change in the General Surgery Unit" case. Also, conduct your own research on this topic using the Walden library and credible Web sites.
Read the
Job Satisfaction Interview Document
and prepare to interview five individuals.
Ideally, you will interview two individuals in managerial or supervisory positions and three employees in health care organizations. Do not interview your own supervisor or direct reports.
You are encouraged to modify the Job Satisfaction Interview Document to incorporate your own questions devised from the Learning Resources and your own research.
Conduct each interview as follows:
·
Ask the participant to rank each of the survey items in order of importance to him or her (i.e., #1 has the most influence on the work experience and job satisfaction, and so on).
·
Ask the participant follow-up questions as appropriate.
·
Note information about the participant that will help you conduct your analysis. For instance, include first names, professional credentials, and levels of experience.
Then, analyze the information you have collected in conjunction with the research and ideas presented in the Learning Resources, as well as the resources that you have identified on your own. Consider the following questions:
·
What similarities and differences do you notice between and among various individuals (e.g., managers versus employees)? What patterns emerge?
·
What contextual factors should inform your analysis? For instance, how might the current economic climate inform individuals' responses? How could the level of education and training an individual has influence what he or she values most in a job?
Write a
2- to 3-page paper in which you:
·
Analyze two or more key factors that influence job satisfaction, noting why you think these factors are particularly important. Include specific references to your interviews and at least four resources in your analysis.
·
Propose strategies for how
health care managers can help to promote a positive work experience and job satisfaction for their direct reports. Explain how and why this is important for helping an organization to fulfill its mission, vision, and values, and achieve its goals and objectives.
Note
: At the end of your paper, include notes from your interviews or the actual documents.
Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and from additional scholarly sources as appropriate. Refer to the
Essential Guide to APA Style for Walden Students
to ensure that your in-text citations and ref.
Discussion 1 Generating Support for Evidence-Based Practices.docxtheresiarede
Discussion 1: Generating Support for Evidence-Based Practices
When treating clients, social workers must ensure that the evidence-based practice is appropriate for the client and the problem. Then, the social worker must get the client and other stakeholders to support the selected evidence-based practice. To earn that support, the social worker should present the client and stakeholders with a plan for implementation and evidence of the evidence-based practice efficacy and appropriateness. Social workers must demonstrate that they have carefully considered the steps necessary to implement the evidence-based practice, identified factors in the current environment that support implementation of the evidence-based practice, and addressed those factors that may hinder the successful implementation.
For this week’s Discussion, you will take on the role of the social worker in the Levy case study. You will choose an evidence-based practice and attempt to gain the support of both the client and supervisor. To do so, you will address its efficacy, appropriateness, and factors that may impact implementation of the evidence-based practice that you chose.
To prepare for this Discussion, review Levy Episode 2 (TRANSCRIPT ATTACHED). Then using the registries provided in this week’s resources and the Walden Library, locate an evidence-based practice that you believe would be appropriate for Jake’s case. Then, review the Evidence-Based Practice kit for Family Psycho Education from the SAMHSA website from the resources. Note all the steps and considerations involved in implementing the evidence-based practice and which of these considerations apply to this case. Consider issues such as agency support, resources, and costs that might support or limit the application of the evidence-based intervention that you select.
·
Post
an evaluation of the evidence-based practice that you selected for Jake. Describe the practice and the evidence supporting it.
·
Explain why you think this intervention is appropriate for Jake.
·
Then provide an explanation for the supervisor regarding issues related to implementation.
·
Identify two factors that you believe are necessary for successful implementation of the evidence-based practice and explain why.
·
Then, identify two factors that you believe may hinder implementation and explain how you might mitigate these factors.
Be sure to include APA citations and references.
References (use 3 or more)
Resources for Evidence-Based Registries
Children’s Trust Fund. (n. d.).
Evidence-based programs
(EBPs) program. Retrieved from https://www.thechildrenstrust.org/research/provider-resources/29-tct/research/236-best-practices-and-evidence-based-programs
This resource lists a number of best practice programs related to young children and parents.
Promising Practices Network. (n. d.).
Programs that work.
Retrieved October 8, 2013, from http://www.promisingpractices.net/programs_indicator_list.asp?indicatorid=7 ...
Preparing for a Service Planning Conference or Disposition Plannin.docxChantellPantoja184
Preparing for a Service Planning Conference or Disposition Planning Meeting
Introduction
After you have completed your assessment on each new client and done a tentative plan with the person, your agency might hold a meeting in which more specific plans are made for the individual’s care or services. In some agencies this is done informally. In small agencies, particularly, individual case managers may make those decisions by themselves, referring people to other services in systems that will have more formal case management.
In some places, children who come into the system are presented by their case manager to a “children’s panel” consisting of child psychologists, child psychiatrists, social workers, pediatricians, and others who serve children. Many other places use panels of professionals for creating plans for clients from different populations; in this situation, the case manager presents the case to representatives of any number of agencies serving or specializing in that population. Together the group decides what combination of services would best suit people in their current situation and gives a diagnosis, if appropriate.
If a person has both a substance abuse (SA) problem and a mental health problem and the agencies that address these two problems are not combined, representatives from each of the agencies working with the client should meet together to decide what should be done. In the past a client could be turned down for mental health services because he was drinking and turned down for SA services because he was suicidal. That kind of “turf” exclusion at the expense of the client is no longer tolerated by funding sources that expect people to be served.
In these meetings, decisions regarding the service an individual will receive are made with others who have experience and come, perhaps, from different disciplines. When the meeting is over, a formal plan will be drawn up.
What You Will Need to Bring to the Meeting
You should consider bringing three items to these planning meetings.
1. Tentative service plan:You have already developed a tentative service plan with the individual. Bring this tentative plan to the service planning conference.
2. Human service directory:As you work within the same social service system, you will come to know, without consulting a directory, which agencies are reliable and which services are used most often by your agency when referring people. As you begin your career, you need to know what human service organizations are available in your community. If there is a directory, bring that to the meeting so that you can work with your peers to find the best placement for your client. A good place to look is the local phone book, where social services are usually listed together. You might copy these pages and bring them to the meeting.
3. DSM Handbook:The DSM is a large volume containing considerable information. If you are working in an area that is likely to use the DSM to give diagnoses, you m.
The Truman Doctrine primarily aided which two countries (Points.docxwsusan1
The Truman Doctrine primarily aided which two countries?
(Points : 1)
India and Greece
Vietnam and Palestine
Greece and Turkey
Czechoslovakia and Hungary
2. American women after WWII
(Points : 1)
were fired in great numbers as factories converted from war to peacetime production.
took a backseat in employment to returning veterans.
continued to work, but lower-paying jobs than they occupied during war.
All of the above.
3. All of the following were proposals of President Truman’s Fair Deal except
(Points : 1)
repealing the Taft-Hartley Act.
improved civil rights
tax cuts for all Americans
raising the minimum wage
4. Americans felt all of the following after WWII except
(Points : 1)
a sense of optimism and national potential.
ready for the “American Century.”
unconcerned about the nuclear threat of the postwar.
victorious, strong, prosperous, and free.
5. President Truman did which of the following actions to promote civil rights?
(Points : 1)
Integrated the military in 1948.
Created a Committee on Civil Rights in 1946.
Issued an executive order in 1948 that barred discrimination in all federal agencies.
All of the above.
6. All of the following are true of the Korean War except
(Points : 1)
it resulted in the firing of General MacArthur by President Truman.
United Nations troops were involved.
it resulted in the deaths over 36,000 Americans.
it ended in a resounding American victory.
7. Congress passed which part of Truman’s Fair Deal?
(Points : 1)
compulsory health care insurance for all Americans.
ending the Taft-Hartley Act.
civil rights legislation.
increasing the minimum wage.
8. Which of the following statements about the 1948 presidential election is true?
(Points : 1)
The Republican nominee was Eisenhower.
Truman scored the biggest upset in American political history.
Pollsters predicted that Truman would win big.
The Republican candidate conducted a whistle-stop train tour.
9. Which of the following is true about labor during WWII?
(Points : 1)
Unions were greatly weakened during the war.
Union members, employers, and the federal government worked together during the war.
Union membership shrunk during the war.
The AFL and CIO cooperated closely throughout the war’s duration.
10. Senator McCarthy brought about his own downfall when
(Points : 1)
he attacked the US Army for harboring subversives.
most Americans did not believe McCarthy’s accusations.
he was not able to use the media effectively to promote his cause.
international events worked against his communist conspiracy theories.
.
The Trouble with (The Term) ArtAuthor(s) Carolyn DeanSour.docxwsusan1
The Trouble with (The Term) Art
Author(s): Carolyn Dean
Source: Art Journal, Vol. 65, No. 2 (Summer, 2006), pp. 24-32
Published by: College Art Association
Stable URL: http://www.jstor.org/stable/20068464 .
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Carolyn Dean
The Trouble with
(the Term) Art
Inca,"Funerary Rock," c. 1400-1530, stone,
Machu Picchu, Peru (photograph by the
author)
Much of what is today called art was not made as art. This is the case not only
with regard
to early European artifacts and monuments, but also with regard
to
objects made outside the West in places where the concept of
art traditionally has
not been recognized. Not infrequently (although less frequently than in the past),
many of the objects from outside the West that
were not made as art are grouped
together and called "primitive art." This is
so
despite the fact that art historians
and anthropologists, among others, have been fussing about the
term
"primitive
art" and its synonyms since the middle of the twentieth century.
'
In
19^7, Adrian Gerbrands was one of the first to offer a thorough discus
sion of what he called "the problem of the name."2 Yet his proposed
substitute term?non-European art?was also criticized by those in the
field. Suggested alternatives?exotic art; traditional art; the
art of pre
-
industrial people; folk or popular art; tribal art; ethnic
or ethno-art;
ethnographical art; ethnological art; native art; indigenous art; pre
urban art; the art of precivilized people; non-Western art; the indige
nous arts of Africa, Oceania, and the Americas?have all been proposed and cri
tiqued.3 Despite decades of discussion, little has been resolved,
as was seen in
the array of commentary provoked in 1984 by William Rubin's "Primitivism" exhi
bition and .
The treaty of Paris of 1783sold the territory around the Great La.docxwsusan1
The treaty of Paris of 1783
sold the territory around the Great Lakes of the United States
ceded fra more territory to the United States than the colonies had won in the war
gave all Brtish territories west of the Appalachian Mountains to France
confined the United States to territories held by the colonies before the War
.
The transition into adulthood may differ depending on cultural t.docxwsusan1
The transition into adulthood may differ depending on cultural traditions and rites of passage from adolescence to adulthood. The transition into adulthood is also a time for relationships and romance from a normative perspective.
Describe at least two unique rites of passage to adulthood on the basis of ethnic or cultural variations.
Explain the concepts of pluralism and assimilation and describe how they affect the rites of passage of individuals.
Describe different attachment styles.
Explain the attachment style you feel would be most effective in forming lasting relationships.
Describe the different types of attraction.
Explain the type of attraction you feel would be most effective in establishing lasting relationships.
.
The transition of India from a Hindu to a Muslim state was not a sea.docxwsusan1
The transition of India from a Hindu to a Muslim state was not a seamless one and it did not occur all at once. Regardless, Indians look to the Gupta period as the golden age of Hindu culture. In this discussion you will look at this heritage and examine how contact with the outside world via the Silk Road and through invasion transformed Indian culture and identity. To be successful here, you must understand the main points of the lecture, particularly regarding India’s Development and the Exploration on the Silk Road.
Instructions
Write a 150-200 word post as follows:
Imagine you are an Indian in the Middle Ages. You may be any caste or gender.
Identify yourself by caste, gender, and regional location.
Explain the ideas brought along the Silk Road into India. These may be religious, political or cultural.
Explain how these ideas, and the Muslim invasions personally impacted your character.
.
The transition from a traditional society organized along feudal lin.docxwsusan1
The transition from a traditional society organized along feudal lines to a modern society of individuals was a traumatic one marked by tremendous upheaval. Most of the thinkers we have read this term are concerned with this issue and indeed, grappling with the question required new understandings of society and new justifications for social science. Using Marx, Weber, Durkheim explain how they characterized the transition to the modern world and explain what each approach makes visible and what each obscures.
.
The transition from management to governance in international econom.docxwsusan1
The transition from management to governance in international economic relations has been said to have gone through three phases, according to Spero and Hart: Bretton Woods, Interdependence and, Globalization. Discuss the principal variables at each level-of-analysis that you believe account for the demise of one phase and the onset of the succeeding one. Do variables at the same levels lead you to believe that a fourth phase is on the horizon? Why/Why not?
.
The transition into adulthood may differ depending on cultural tradi.docxwsusan1
The transition into adulthood may differ depending on cultural traditions and rites of passage from adolescence to adulthood. The transition into adulthood is also a time for relationships and romance from a normative perspective.
Describe at least two unique rites of passage to adulthood on the basis of ethnic or cultural variations.
Explain the concepts of pluralism and assimilation and describe how they affect the rites of passage of individuals.
Describe different attachment styles.
Explain the attachment style you feel would be most effective in forming lasting relationships.
Describe the different types of attraction.
Explain the type of attraction you feel would be most effective in establishing lasting relationships
.
The Trait Model of Personality[WLOs 2, 3] [CLOs 1, 5] .docxwsusan1
The Trait Model of Personality
[WLOs: 2, 3] [CLOs: 1, 5]
Prior to beginning work on this assignment,
· Read Chapter 8 in the course textbook.
· Read the article
Stability of Personality Traits in Adulthood: Mechanisms and Implications
(Allemand, Steiger, & Hill, 2013).
· Go to the Truity (n.d.)
The Big Five Personality Test
(Links to an external site.)
, and complete the free, confidential personality test that is based on the big five theory. The results of this test may be used to aid in the completion of this assignment. Note that you do not need to register or provide personal information to obtain your results from this website.
This site lists a $29 charge to take the assessment, but that is only if you want the Premium Report. You do not have to pay anything to complete the online assessment. After you have completed the assessment, click the
No, just give me my results
link. This link will take you to a page that will tell you how you scored on each of the five traits in the big five theory.
In addition to the required sources, go to the Ashford University Library and research a minimum of one scholarly source on the trait model of personality (part one of the paper) and one scholarly resource on the big five theory of personality (part two of the paper).
All required and outside sources should be properly cited in your paper.
To assist you in completing the library research required for this assignment, view this
Ashford University Library Quick ‘n’ Dirty
(Links to an external site.)
tutorial, which introduces the Ashford University Library and the research process and provides some library search tips.
This assignment has two parts. In the first part,
· Provide an overview of the trait model of personality in which you identify at least one principal theory and its theorist (i.e., Allport, Cattell, or Eysenck) associated with the model. (Please note that the trait model is more than just the big five—this part of the paper should cover the general history and evolution of the model.)
· Compare and contrast the basic assumptions of the trait model and the psychodynamic model regarding the theorist’s explanations of personality development.
· Use the scholarly sources you researched for this assignment as well as this week’s required sources to support your statements.
In the second part of your paper,
· Describe each of the five traits included in the big five model:
o extroversion,
o agreeableness,
o conscientiousness,
o neuroticism, and
o openness to experience.
(This section demonstrates your understanding of the theory, so do not just copy and paste the explanations provided on the Truity website.)
· Reflect on your results from the test, on each of the five traits.
· Use the scholarly sources you researched for this assignment as well as this week’s required sources to support your statements.
The Trait Model of Personality paper
· Must be five double-spaced pages in length (not including title.
The Tragedy of the CommonsChoose and respond to one of the fol.docxwsusan1
The Tragedy of the Commons
Choose and respond to
one
of the following questions:
Question A
Describe the tragedy of the commons. What problems are presented by the tragedy of the commons for moral evaluation of technological development? How would you address these problems?
Question B
The past few weeks we have been developing a sensitivity to the unintended social effects of technological development. Using some example technologies from the reading, identify some possible deleterious effects and defend your diagnosis.
Use at least two of this week's readings as resources in your initial post..
75-150 words
.
The tragedies of 911 marked a turning point in the perception o.docxwsusan1
The tragedies of 9/11 marked a turning point in the perception of the word “crisis,” especially to people in the United States who had never experienced such an attack on their own soil. The attacks were also a turning point in the perceptions of crisis management and crisis communications.
A crisis management/communications plan saved the lives of numerous people in the World Trade Center (WTC) on that fateful day. Rick Rescola was head of security for Morgan Stanley, which occupied 40 floors in one of the WTC towers. After the 1993 terrorist attack on the WTC, Rescola formed a crisis management team to try to avert an attack or to help employees survive another attack. The team members were in agreement that another attack would occur, and that it would probably occur at the WTC because of the symbolism of the towers being the tallest in the United States.
Team Rescola, as it was called, determined that the next attack would not be a ground attack, because the garage was protected after the 1993 incident. They even took a test flight around the buildings and predicted the attack would be by air.
Crisis communications was necessary to convince employees and managers that preparations needed to be made and that training for evacuation was necessary, and to explain how it would be done. Subsequently, there were drills. Rescola had lighting put in the stairways, and every person knew where the stairways were.
When the planes struck, WTC security advised all persons that it was safer to stay in the building. Rescola and his team began to evacuate employees. A glitch occurred in that one of the stairways was blocked by debris. Visibility was hampered either by smoke or darkness or both. Survivors and some of Rescola’s team members, consultants who were not in the building at the time, told the History Channel that team Rescola went to each floor and yelled, “Is anyone here?” If so, they led them out by alternate stairways. They say the team saved 95 percent of the total number of Morgan Stanley employees.
However, there was not enough time for them to reach every floor. Rescola and some of his team members died when the buildings collapsed. His wife said, when she saw the buildings go down on television, she knew her husband was there still trying to get everyone out.
Questions
1. Consider the Rescola story, what should offices in skyscrapers and large buildings do other than plan for evacuations?
2. Imagine the employees who objected to the training: what would be persuasive messages to them?
3. The 1993 attack was considered a prodrome by Rescola. Why didn't others see it?
4. In a crisis situation, using the image restoration theory, how could an organization determine which publics should receive which messages? Why would you send different messages to different publics?
Must be at least 250 words supported by at least two references
.
The toxic gases that can be associated with smoke can be grouped int.docxwsusan1
The toxic gases that can be associated with smoke can be grouped into three classes. Asphyxiant gas or narcotic gases deprive the body of oxygen. They are also dose related.The two most important asphyxiants are CO and HCN. Irritants is simply irritant gases that affects the senses. Some of the most important gases of irritant gases is halogen acids and some partially oxidized gases. Sometimes gases can be classified as others this is when small materials generates toxic smoke.
75 words minimum
.
The topics must be aligned to the weekly learning outcomes speci.docxwsusan1
The topics must be aligned to the weekly learning outcomes specified at the beginning of this week:
intellectual disability,
Identify data collection and data analysis tools appropriate for student observations.
OR
Describe observational assessment guidelines for the classroom/learning environment.
You must develop and post one substantive post that is open ended, draws on the interest and experience of your classmates in this course, and is directly related to the learning outcomes as indicated above.
Text
Cohen, L. G., & Spenciner, L. J. (2009).
Teaching students with mild and moderate disabilities: Research-based practices
(2nd ed.). Upper Saddle River, NJ: Pearson Education.
.
The Topic The United States adopts English as its official language.docxwsusan1
The Topic: The United States adopts English as its official language.
Minimum of 5 scholarly sources required (heard within the speech and in your written formal outline and in works cited page)
Your research must include
1 academic high-quality source from the CPP library
portal. Even though journal articles and newspaper articles from CPP library student portal are available to you via the Internet, they are not web sites. You may get all of your sources from the library Internet portal from which you can get newspaper, encyclopedia, professional and academic journal articles
.
The topic Distance learning degree and accredidationThe Boo.docxwsusan1
The topic : Distance learning degree and accredidation
The Books
1-
Trivializing teacher education: the accreditation squeeze
by
Johnson, Dale D
2005, ISBN 9780742535350
2-
Towards discursive education: philosophy, technology and modern education
by
Erneling, Christina E., 1951
2010, ISBN 0521144027
3-
Spotlight on technology in education
by
Walser, Nancy
2011, ISBN 9781934742907
4-
Leadership in continuing and distance education in higher education
by
Shoemaker, Cynthia
1998, ISBN 0205268234
5-
What works in distance learning: guidelines
by
O'Neil, Harold F., 1943
2005, ISBN 9781593112608
An AB:
-
One page for Outlines how you will use each source in your final paper
-
Shows which quotes are the most important you your claim
-
Shows how you plan to respond to each source and connect it to your thesis
How do I get an ‘A’ grade? The annotation should include all of the following:
-
Explanation of the main purpose and scope of the cited work —basically, its thesis which shows among other things that you have read and thoroughly understand the source.
-
Description of the work's ‘format and content
-
Author’s background/authority/academic credentials
-
Work’s intended audience
-
Value and significance of the work to the topic under consideration
-
Any shortcomings or bias in the work
-
Any significant special features of the work. (i.e., glossary, appendices, good index)
-
Your own brief impression of the work in 3rd person. For example: “This text is...” NOT: “My impression of this text is...” a
-
Comment on the worth, Effectiveness and usefulness of the work in terms of both the topic being researched and/or your own research project.
-
Make relevant links to other work done in the area, like related sources, possibly including a comparison with some of those already on your list. You may want to establish connections to other aspects of the same argument or opposing views.
***Following are the questions you must consider in your notes. You must have notes discussing in each of the four factors. and your notes should be proportionate to the questions listed.
-
Use 10 of these
Factors one: Relevance and Content
1.
Is the source pertinent to your research? Is this source important to your field of study? How important?, Will you use it at all?
2.
? What is the main point of the source?
3.
What FACTS does this article layout?
4.
What will it be useful for in your paper? How do you plan to use it?
5.
After reading the lecture about the difference between a summary, a paraphrase and a direct quote, what lines do you plan to quote directly? Write them here with the page numbers.
6.
What part of the source agrees or disagrees with the argument in your paper?
7.
Does this source treat your topic extensively or marginally?
8.
Label the specific sections, paragraphs, or pages are directly related to your topic.
9.
Is it good quality information?
10.
What point of view does it hold about your to.
the topic The American poet, Emily Dickinson, had a sad life in .docxwsusan1
the topic
The American poet, Emily Dickinson, had a sad life in which she suffered from health problems and succession of losses. These tragic deaths of her beloved ones affected her writing and style of expression. It can be seen that there is a recurrence of the theme death and immortality in her poems. She imagines death in a lot of different ways such as a buzzing fly. This research paper will tackle her style in several poems such as “I felt a funeral in my brain”, “Because I could not stop for Death”, “I heard a fly buzz when I died” and “my life closed twice before it’s close”
a research paper in which you use the computer to analyze the data to make a frequency list, concordance, and collocations and i want her to tell me which program she used and how
https://wmtang.org/corpus-linguistics/corpus-linguistics/
https://www.youtube.com/watch?v=9nbJGdYS3Is
im talking about the theme of death and immortality and i want her to prove that her works are dominated by this theme
she can add other poems by emily dickenson if she wants
MLA style 15 pages with a brief proposal
Al-balawi 6
Are Graphic Novels Literature: MAUS: a Survivor’s Tale as a Model
Literature has an ever-broadening definition. Oxford advanced learner’s English dictionary defines literature as a piece of writing that is valued as a work of art. With such a broad definition who is to say that newspapers, graffiti, advertisement and even shopping lists are not literature. For many years graphic novels have been considered immature and lacking of literary qualities and the debate of whether or not they are a form of literature has been put on pause. After the winning of Art Spiegelman’s graphic novel Maus: a Survivor’s Tale with Pulitzer’s literary prize, and Alan Moore’s graphic novel Watchmen being listed as one of all-time best novels by Time magazine, the subject has been opened for debate again.
This research aims to address the highly controversial topic of whether graphic novels are literature or not, and intends to answer the question by conducting a study on Art Spiegelman’s graphic novel Maus: a Survivor’s Tale. The presented research will try to answer the main question Are Graphic Novels Literature?. The research will study Maus: a Survivor’s Tale by applying elements of literature such as plot, symbols, characters, themes, tone and setting.
Review of the literature:
Budick, Emily Miller. "SECTION II. Golems, Ghosts, Idols, and Messiahs: Complicated Mourning and the Intertextual Construction of a Jewish Symptom." Jewish Literature and Culture: The Subject of Holocaust Fiction. N.p.: Indiana UP, 2015. 121-83.
In section two Psychoanalytic Listening and Fictions of the Holocaust of this book, the writer provides an analytical review of Maus as one of the best works in Jewish literature. The book gives new information and details regarding Maus and its writer Art Spiegelman which will be of benefit to the research.
C.
The topic of your presentation is your research paper. Create a pres.docxwsusan1
The topic of your presentation is your research paper. Create a presentation of your research using PowerPoint or similar tool. Your final presentation should be 5-10 minutes in length. It should be rich with graphics, images, backgrounds, charts, etc .
Please find the attached research paper for your reference.
.
The topic of your research paper is texting and driving.Assi.docxwsusan1
The topic of your research paper is texting and driving.
Assignment:
1) Using a thesaurus, Wikipedia, or other sources, find synonyms for texting, driving, and texting and driving.
2) Search for texting and driving on Wikipedia. Provide the link to three Wikipedia pages that are related to your topic.
3) Search for the topic on Google Scholar.
4) Using the Citation tool (the Quotations Mark symbol beneath the Google Scholar entry), provide five APA style references for articles that you found that you think would be useful to your paper.
.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The topic is Wells FargoThe key to this assignment is to demon.docx
1. The topic is Wells Fargo
The key to this assignment is to demonstrate your understanding
of the topics, not to re-word the text or reference material.
Please complete the scenario below following these guidelines
for your deliverable.
This portion of the Case Study assignment must be a minimum
of 2 pages double spaced; plus a title page and a reference page
for a total of 6 pages.
Make sure you are using at least two (2) academic references
for this phase.
This submission should be created following APA 6th edition
guidelines.
A) PROPOSE A RISK ASSESSMENT METHODOLOGY
WHICH CAN BE USED ALONG WITH YOUR CHOSEN
COMPANY IN CASE STUDY PHASE 1 .
B) MAKE SURE YOUR REFERENCES LIST CONTAINS AT
LEAST 4 SOURCES
Note: Running Size of your deliverable should include the 2
Pages of content for the second case study, a title page, the
references page, plus 2 pages of content from Case Study 1 for a
total of 6 pages. Please remember that you are building a case
study for your company. As a result, the first case study is an
introduction to the second case study. This week's case study
requires you to discuss the risk assessment methodology that
you will use for the case study.
2. Title
ABC/123 Version X
1
Helping Process Worksheet
CPSS/370 Version 2
1
University of Phoenix Material
Helping Process Worksheet
Part 1: Matching
Complete the following table by matching the phase in the
helping process on the right with the component on the left.
You may use each stage in the helping process more than once.
Write your answer in the Answer Column.
Component
Answer Column
Phase in the helping process
1. Plan development
A. Assessment
2. Gathering and assessing information
B. Planning
3. Making initial contact
C. Implementation
4. Arranging for services
4. placements, homeless, or in crisis. Individual and family
therapy, psycho-educational groups, health assessments, and
food, clothing, and shelter are provided by the agency.
— A caseworker in St. Louis, MO
There is a variety of helping professions committed to helping
those in need. Those professions in settings such as mental
health, substance abuse, criminal justice, welfare, education,
child and youth services, and legal aid, to name a few, are
committed to helping clients address issues that emerge from
problems in living. These professionals, committed to viewing
clients from a holistic point of view, support client growth in
areas such as social, physical, and mental health and financial,
spiritual, educational, and vocational issues. The helping
process is a fundamental way that professionals reach out to
those in need and provide the support and structure necessary to
influence their potential to develop and grow in positive ways.
In this text we present knowledge and skills that will help you
prepare to help others.
This chapter introduces you to a model of helping that guides
many professionals who work in human service delivery.
Helping is a purposeful undertaking that generally moves
through three phases. We say “generally” because people are
often unpredictable, problems or situations change, or services
are disrupted for other reasons. The three phases of this helping
model are not discrete categories with specific time limits.
Rather, they illustrate the flow of the helping process that is
individualized to each person, situation, or both.
This chapter also introduces the three components of the
helping process: case review, documentation and report writing,
and client participation. Both a strengths-based approach to the
process and the ethical considerations that undergird the process
are important parts of this chapter. Focus your reading and
study on the following objectives, which you should be able to
accomplish after reading the chapter.
Phases of the Helping Process
· ■ List the three phases of the helping process.
5. · ■ Identify the two activities of the assessment phase.
· ■ Illustrate the role of data gathering in assessment and
planning.
· ■ Describe the helper’s role in implementation.
Three Components of the Helping Process
· ■ Define case review and list its benefits.
· ■ Support the need for documentation and report writing.
· ■ Trace the client’s participation in the three phases of the
helping process.
Strengths-Based Approach to the Helping Process
· ■ Describe this approach as it relates to each phase of the
helping process.
· ■ Discuss the advantages of this approach.
Ethical Considerations
· ■ List the principles that undergird professional practice.
· ■ Summarize the limitations of codes of ethics.
At times, learning about a new concept or process is difficult
without a concrete example to illustrate what the process looks
like in the real world. With this in mind, we would like to
introduce you to the phases of the helping process through the
experience of Roy Johnson, a client working with several
helping professionals to address major difficulties he
encounters. Roy’s experience is based upon a client that we
know who has been involved in the human service delivery
system for years. He has given us permission to adapt his
experiences to illustrate the nature of the helping process.
The section that follows introduces the three phases of the
helping process. The case of Roy Johnson illustrates each phase.
Phases of the Helping Process
The three phases of the helping process are assessment,
planning, and implementation (see Figure 1.1). Each phase will
be discussed in detail in later chapters. Human service delivery
has become increasingly complex in terms of the number of
organizations involved, government regulations, policy
guidelines, accountability, and clients with multiple problems.
Therefore, the helping professional needs an extensive
6. repertoire of knowledge, skills, techniques, and strategies to
serve clients effectively.
Let’s see how these phases occur in three different settings.
· I am a case coordinator. My agency has initial responsibility
for all children who come through the juvenile court system. We
begin each case with an assessment. I gather school and medical
records and prior psychological evaluations. Because I want to
find out as much as possible about a child, I will visit the home,
interview teachers and school counselors, or arrange for an
evaluation.
Figure 1.1 The Helping Process
The planning process helps the staff at another agency located
in the Bronx, NY, decide how and why to provide services. The
agency director says:
· It seems like our clients want to do everything all at once but
we encourage them to take one day at a time. Steps are very
important so that they don’t get overwhelmed and end up
failing. This is something we talk with them about and
encourage them to do.
A social worker who provides frontline assessments and
referrals for emergency admissions at a metropolitan Houston
hospital describes patient placements as the implementation
phase of his work.
· In a nutshell, my job is to figure out what’s going on and
where the patient can go. Most of the people I work with come
to the emergency room involuntarily, often brought by the
police. I do all the paperwork and then I find a placement.
As you can see, the responsibilities at each phase vary,
depending on the setting and the helper’s job description. It is
important to understand that the three phases represent the flow
of the helping process rather than rigidly defined steps to
successful case closure. An activity that occurs in the first
phase may also appear in the second or third phases of planning
and implementation. Other key components appear throughout
the process, including case review, report writing and
7. documentation, and client participation. Ultimately, the goal of
the helping process is to empower clients to manage their own
lives as well as they are able. The case of Roy Johnson shows
how this happens.
As stated earlier, Roy Johnson is a real person, but his name
and other identifying information have been changed. The case
as presented here is an accurate account of Roy’s experience
with the human service delivery system. His case exemplifies
the three phases of the helping process. The following
background information will help you follow his case through
assessment, planning, and implementation.
Roy referred himself for services after suffering a back injury at
work. He was 29 years old and had been employed for five
years as a plumber’s assistant; he hurt his back lifting plumbing
materials. After back surgery, he wanted help finding work.
Although he had received a settlement, he knew that the money
would not last long, especially since he had contracted to have a
house built. He heard about the agency from a friend who knew
someone who had received services there and was now working.
The agency helps people with disabilities that limit the kind of
work they can do. An important consideration in accepting a
person for services at the agency is determining whether
services will enable that person to return to work. Roy’s case
was opened at the agency; we will follow it to closure.
Assessment
The assessment phase of the helping process is the diagnostic
study of the client and the client’s environment. It involves
initial contact with an applicant as well as gathering and
assessing information. These two activities focus on evaluating
the need or request for services, assessing their appropriateness,
and determining eligibility for services. Until eligibility is
established, the individual is considered an applicant. When
eligibility criteria have been met, the appropriateness of service
is determined and the individual is accepted for services, then
he or she becomes a client. You will read more about
assessment in Chapters Two and Three.
8. The initial contact is the starting point for gathering and
assessing information about the applicant to establish eligibility
and evaluate the need for services. In most organizations, the
data gathered during the initial contact is basic and
demographic: age, marital status, educational level, employment
information, and the like. Other information may be obtained to
provide detail about aspects of the client’s life, such as medical
evaluations, social histories, educational reports, and references
from employers.
· Roy was self-referred to the agency. He initiated contact by
telephoning for an appointment. Fortunately, a helping
professional was able to see him that week, so he made an
appointment for May 24 at 10:30 A.M. He was sent a brochure
about the agency and a confirmation of his appointment. When
he arrived at the agency, Roy completed an application for
services. The agency believes the applicant should supply the
information in this initial information gathering. Roy was able
to complete the form without too much trouble, although he
wasn’t sure how to answer the question about where he had
heard about the agency. He didn’t know the name of his friend’s
friend. The receptionist helpfully told him to write in “self-
referral.” She suggested that he leave any questions blank if he
wasn’t sure about the response. She also asked him not to sign.
· Roy had brought a copy of a letter prepared by his orthopedic
surgeon, Dr. Alderman, for his attorney a year earlier
(see Figure 1.2). Dr. Alderman had expressed the opinion that
Roy would be left 10 percent disabled as a result of the injury.
Dr. Alderman was also careful to clarify that Roy’s condition
did not reflect a preexisting disability, even though he had
suffered back problems previously. Tom Chapman, the helper
who saw Roy, made a copy of the letter and returned Roy’s
copy to him.
During the initial contact, the helper determines who the
applicant is, begins to establish a relationship, and takes care of
such routine matters as filling out the initial intake form. An
important part of getting to know the applicant is learning about
9. the individual’s previous experiences with helping, his or her
strengths, his or her perception of the presenting problem, the
referral source, and the applicant’s expectations. As these
matters are discussed, the helper uses appropriate verbal and
nonverbal communication skills to establish rapport with the
applicant.
Skillful use of interviewing techniques facilitates the gathering
of information and puts the applicant at ease. The helper makes
the point at the conference that the client is considered an
expert and that self-reported information is very important. By
providing information about routine matters, the helper
demystifies the process for the applicant and makes him or her
more comfortable in the agency setting. Some of the routine
matters addressed during the initial meeting are completing
forms, gathering insurance information, outlining the purpose
and services of the agency, giving assurances of confidentiality,
and obtaining information releases.
Documentation records the initial contact. In the agency Roy
went to, helpers fill out a Helping Professional’s Page
(see Figure 1.3), which describes the initial meeting.
· Although Dr. Alderman’s letter provided helpful information
about Roy’s presenting problem, agency guidelines stated that
all applicants must have a physical examination by a physician
on the agency’s approved list. Mr. Chapman also felt that a
psychological evaluation would provide important information
about Roy’s mental capabilities. He discussed both of these
with Roy, who was eager to get started. Mr. Chapman asked
Roy to sign a form that permits release of information from the
external evaluation. As Roy prepared to leave, Mr. Chapman
explained that it would take time to process the forms and
review his application for services. He would be in touch with
Roy very soon, explaining the next steps.
Figure 1.2 Dr. Alderman’s Letter
If the applicant is accepted for services, the client and the
helper will become partners in reaching the goals that are
10. established. Therefore, as they work through the
initial information gathering and routine agency matters, it is
important that they identify and clarify their respective roles, as
well as their expectations for each other and the agency. From
the first contact, client participation and service coordination
are critical components in the success of the process. The helper
must make clear that the client is to be involved in all phases of
the process. A skillful helper makes sure that client involvement
begins during the initial meeting (see Figure 1.4).
Figure 1.3 Helping Professional’s Page
In Roy’s case, the helper reviewed the application with him.
There were some blanks on the application, and they completed
them together. Roy had not been sure how to respond to the
questions about primary source of support and member of his
household. As Roy elaborated on his family situation, the helper
completed these items. Roy felt positive about his interactions
with Tom Chapman because Tom listened to what he said,
accepted his explanations, and showed insight, empathy, and
good humor.
Figure 1.4 Tom Chapman’s Memo
In gathering data, the helper must determine what types of
information are needed to establish eligibility and to evaluate
the need for services. Once the types of information are
identified, the helper decides on appropriate sources of
information and data-collection methods. His or her next task is
making sense of the information and data-collection methods. In
these tasks, assessment is involved: The helper addresses the
relevance and validity of data and pieces together information
about problem identification, eligibility for services,
appropriateness of services, plan development, service
provision, and outcomes evaluation. During this process the
helper checks and rechecks the accuracy of the data, continually
asking, “Does the data provide a consistent picture of the
client?”
11. Client participation continues to play an important role
throughout the information-gathering and assessment activities.
In many cases, the client is the primary source of information,
giving historical data, perceptions about the presenting problem,
and desired outcomes. The client also participates as an
evaluator of information, agreeing with or challenging
information from other sources. This participation establishes
the atmosphere to foster future client empowerment.
· The helper needed other information before a certification of
eligibility could be written. In addition to Dr. Alderman’s letter,
a general medical examination, and a psychological evaluation,
the helper requested a period of vocational evaluation at a
regional center that assesses people’s vocational capabilities,
interests, and aptitudes. Tom Chapman had worked with all
these professionals before, so he followed up the written reports
he received with further conversations and consultations.
Following a two-week period at the vocational center, the
evaluators met with Roy and Mr. Chapman to discuss his
performance and make recommendations for vocational
objectives. When the report was completed, Mr. Chapman and
Roy met several times to review information, identify
possibilities, and discuss the choices available to Roy. Mr.
Chapman’s knowledge of career counseling served him well as
he and Roy discussed the future. Unfortunately, an unforeseen
complication occurred, delaying the delivery of services. Tom
Chapman changed districts, and another helper, Susan Fields,
assumed his caseload. Meanwhile, Roy moved to another town
to attend school. Although he was still in the same state, Roy
was now about 200 miles from the helping professional with
whom he worked. While Roy was attending his first semester at
school in January, Ms. Fields completed a certificate of
eligibility for him. This meant that he was accepted as a client
of the agency and could now receive services. In May, his case
was transferred to another helper (his third) in the town where
he lived and attended school.
Planning
12. The second phase of the helping process is planning, which is
the process of determining future services in an organized way.
When planning begins, the agency has usually accepted the
applicant for services. The individual has met the eligibility
criteria and is now a client of the agency. During this planning
process, the helper and the client turn their attention to
developing a service plan and arranging for service delivery.
Client participation continues to be important as desired
outcomes are identified, services suggested, and the need for
additional information determined. The actual plan addresses
what services will be provided and how they will be arranged,
what outcomes are expected, and how success will be evaluated.
A plan for services may call for the collection of additional
information to round out the agency’s knowledge of the client.
Some helping professionals suggest that the service-delivery
process is like a jigsaw puzzle, with each piece of the
information providing another clue to the big picture. During
this stage, the helper may realize that a social history, a
psychological evaluation, a medical evaluation, or educational
information might provide the missing pieces. You will read
more about this information in a later chapter. The plan
identifies what services are needed, who will provide them, and
when they will be given. The helper must then make the
appropriate arrangements for the services.
During the assessment phase, Tom Chapman did a
comprehensive job of gathering information about Roy. When
Roy was accepted for services, the task facing him and his new
helper was to develop a plan of services. Clarity and
succinctness characterize the service plan, which the helper and
the client complete together, emphasizing the client’s input in
the process. The plan lists each objective, the services needed to
reach that objective, and the method or methods of checking
progress.
Suppose that Tom Chapman had believed that a psychological
evaluation was unnecessary and had been able to establish
eligibility solely on the basis of the medical and vocational
13. evaluations. Susan Fields, the new helper, might find that a
psychological evaluation would be beneficial, especially since
the agency was contemplating providing tuition and support for
training. One objective of the plan would then be to provide a
psychological evaluation of the client. This is an example of
continuing to gather data during the planning phase, as well as
continuing to assess the reliability and validity of the data.
Roy’s plan indicates that he is eligible for services and meets
agency criteria. His program objective, business
communications, was established as a result of evaluation
services, counseling sessions with Mr. Chapman, and Roy’s
stated vocational interests (see Figure 1.5). The three stated
intermediate objectives will help Roy achieve the program
objective.
Figure 1.5 Service Plan
The plan also provides a place to identify the responsibilities of
Roy and the agency in carrying out the plan. Many agencies
take very seriously the participation of the client in the
development of the plan, even asking that the client sign it, as
well as the helper.
Once the plan is completed, the helper begins to arrange for the
provision of services. He or she must review the established
network of service providers. Experienced helpers know who
provides what services and who does the best work.
Nonetheless, they should continue to develop their networks.
For beginning helpers, the challenge is to develop their own
networks: identifying their own resources and building their
own files of contacts, agencies, and services. A later chapter
provides information about developing, maintaining, and
evaluating a network of community resources.
Implementation
The third phase of the helping process is implementation, when
the service plan is carried out and evaluated. It starts when
service delivery begins, and the helper’s task becomes either
14. providing services or overseeing services and assessing the
quality of services. He or she addresses the questions of who
provides each service, how to monitor implementation, how to
work with other professionals, and how to evaluate outcomes.
In general, the approval of a supervisor may be needed before
services can be delivered, particularly when funds will be
expended. Many agencies, in fact, have a cap (a fee limit) for
particular services. In addition, a written rationale is often
required to justify the service and the funds. As resources
become increasingly limited, agencies redouble their efforts to
contain the costs of service delivery. In Roy’s case, the
agency’s commitment to pay his training tuition represented a
significant expenditure. Susan Fields submitted the plan and a
written rationale to the agency’s statewide central office for
approval.
Who provides services to clients? The answer to this question
often depends on the nature of the agency. Some are full-service
operations that offer a client whatever services are needed in-
house. For example, the helper might provide counseling, career
exploration, or education. As a rule, however, the client does
not receive all services from a single helper or agency. It is
usually necessary for him or her to go to other agencies or
organizations for needed services. This makes it essential for
the helper to possess referral skills, knowledge of the client’s
capabilities, and information about community resources.
No doubt you remember that Roy’s first helper, Tom Chapman,
arranged for a psychological evaluation. Many agencies like
Tom’s have so many clients needing psychological evaluations
that they hire a staff psychologist to do in-house evaluations of
applicants and clients. School systems, for example, employ
their own school psychologists. Other agencies simply contract
with individuals—in this case, licensed psychological examiners
or licensed psychologists—or with other agencies to provide the
service. Whatever the situation, the helper’s skills in referral
and in framing the evaluation request help determine the quality
of the resulting evaluation.
15. Another task of the helper at this stage is to monitor services as
they are delivered. This is important in several respects: for
client satisfaction, for the effectiveness of service delivery, and
for the development of a network. Monitoring is doubly
important because of the personnel changes that constantly
occur in human service agencies. Moreover, there may be a need
to revise the plan as problems arise and situations change.
The implementation phase also involves working closely with
other professionals, whether they are employees of the same
agency or another organization. A helper who knows how to
work successfully with other professionals is in a better
position to make referrals that are beneficial to the client. These
skills also contribute to effective communication among
professionals about policy limitations and procedures that
govern service delivery, the development of new services, and
expansion of the service delivery network.
Perhaps there is no other point in service delivery at which the
need for flexibility is so pronounced. For example, during the
implementation stage it often becomes necessary to revise the
service plan, which must be regarded as a dynamic document to
be changed as necessary to improve service delivery to the
client. Changes in the presenting problem or in the client’s life
circumstances, or the development or discovery of other
problems, may make plan modification necessary. Such
developments may also call for additional data gathering.
· In his second semester at school, Roy heard about a course of
study that prepared individuals to be interpreters for the deaf.
This intrigued him, because he was already proficient in sign
language. His mother was severely hearing impaired, and as a
child, Roy signed before he talked. He also thought back to the
evaluation staff meeting, at which the team discussed the
possibility of making interpreter certification a vocational
objective for him. Roy liked the interpreting program and the
instructors, so he applied to the program. The change in
vocational objective made it necessary to modify his plan. His
helper (by now, his fourth) revised the plan at the next annual
16. review to include his new vocational objective of educational
interpreting.
Three Components of the Helping Process
Case review, report writing and documentation, and client
participation appear in all three phases of the helping process;
they are discussed in detail in later chapters. Here we introduce
the concepts by examining how each applies to Roy’s case.
Case review is the periodic examination of a client’s case. It
may occur in meetings between the helper and the client,
between the helper and a supervisor, or in an interdisciplinary
group of helpers, called a staffing or case conference. A case
review may occur at any point in the helping process, but it is
most common whenever an assessment of the case takes place.
Case review is an integral part of the accountability structure of
an organization; its objective is to ensure effective service
delivery to the client and to maintain standards of quality care.
Roy’s case was reviewed in several ways. Each time a new
helper assumed the case (unfortunately, this was often), a
review was conducted. There were also reviews on the occasion
of the two professional contacts Roy had per semester. At the
end of each semester, his grades were checked—also part of the
case review. The staffing related to Roy’s vocational evaluation
is an example of case review by a team. In this case, the client
was an active participant in the case review. Roy also
participated in developing the service plan, which involved a
review of the information gathered, the eligibility criteria, and
the setting of objectives. The agency serving Roy implemented
the important component of case review in various ways at
different times throughout the process.
An important part of case review is the documentation of the
case. Documentation is the written record of the work with the
client, including the initial intake, assessment of information,
planning, implementation, evaluation, and termination of the
case. It also includes written reports, forms, letters, and other
material that furnish additional information and evidence about
the client. The particular form of documentation used depends
17. on the nature of the agency, the services offered, the length of
the program, and the providers. A record is any information
relating to a client’s case, including history, observations,
examinations, diagnoses, consultations, and financial and social
information. Also important are “all reports pertaining to a
client’s care by the provider, reports originating from orders
written within the facility for tests completed elsewhere, client
instruction sheets, and forms documenting emergency treatment,
stabilization, and transfer” (Mitchell, 1991, p. 17). The helper’s
professional expertise must include documenting appropriately
and in a timely manner and preparing reports and summaries
concisely but comprehensively.
Roy’s file includes many different types of documentation. The
written record may include computer forms, applications for
services, helpers’ notes, medical evaluations, reports, and
letters. Other documentation in Roy’s file might be a
psychological evaluation, a vocational evaluation, specialized
medical reports, and medical updates. In Roy’s case, all this
documentation may turn out to be indispensable because, during
his time as a client, he worked with five different helpers. For
continuity of service, good case documentation is essential.
Client participation means the client takes an active part in the
helping process, thereby making service delivery more
responsive to client needs and enhancing its effectiveness. In
some cases a partnership is formed between the helper and the
client; an important result of this partnership is client
empowerment. One of the many factors involved in forming a
partnership with the client is clear communication, or two-way
communication. The helper must explain to the client his or her
goals, purposes, and roles as defined by the agency. The helper
encourages the client to define his or her goals, priorities,
interests, strengths, and desired outcomes. At this point the
client also commits to assuming responsibility within the
helping process. As client participation continues and the
partnership develops, it is helpful to have knowledge of
subcultures, deviant groups, reference groups, and ethnic
18. minorities so as to communicate effectively with the client
about roles and responsibilities. Other factors can affect client
involvement, including the timing, setting, and structure of the
helping process. Minimizing interruptions, inconveniences, and
distractions enhances client participation.
Encouraging client participation has identifiable components.
The first is the initial contact between the client and the helper.
It is easier to involve clients who initiate the contact for help,
as Roy did, because they usually have a clearer idea of what the
problem is and are motivated to do something about it. In Roy’s
case, the clarification of roles and responsibilities occurred at
three points in the assessment phase. Roy and his helper were
able to talk about the agency and the services available, and the
helper encouraged Roy to talk about his goals, motivations, and
interests. When Roy completed his application, the helper
reviewed it with him, especially the statement at the bottom of
the second page. On signing the statement, the client voluntarily
places himself or herself in the care of the agency. With this
agreement come roles and responsibilities for both the client
and the helper, which the helper reviews at that point. A second
opportunity to clarify roles and responsibilities comes with the
completion of a service plan. Both the client and the helper sign
the service plan, which designates the responsibility for each
task and the time frame for completion of each service.
The final phase of client participation comes at the termination
of the case. At this time, the client and the helper together
review the problem, the goals, the service plan, the delivery of
services, and the outcomes. They may also discuss their roles in
the process. Thus, in terms of client participation, termination
means more than just closing the case. It is an assessment of the
client’s progress toward self-sufficiency, the ultimate goal of
client empowerment. Self-sufficiency is defined differently for
each client.
Strengths-Based Approach to the Helping Process
A strengths-based approach to helping focuses on the talents,
skills, knowledge, interests, and dreams of an individual as a
19. way to empower, motivate, and engage internal and
environmental supports (Saleebey, 2008). Helpers use a
strengths-based approach during assessment, planning, and
implementation as a way to engage the client in the helping
process. In this section are exercises that will help you apply
the strengths-based approach to the helping process.
Assessment
A strengths-based approach to the assessment phase focuses on
the positive characteristics, abilities, and experiences of the
client to build upon them in addressing current problems. The
counselor identifies these by asking clients to recall how they
have solved problems in the past and to describe successes at
home, school, work, and in relationships. This discussion is part
of the problem-identification phase but shifts the emphasis from
problems or deficit thinking to a more positive, client-focused
position.
This approach to assessment takes time and calls for patience
and facilitation from the helper. There is a dual focus at this
point. One is to collect information about the client’s needs and
resources; the second is to assess client functioning and the
client’s social network, for example. In the strengths-based
approach, the helper is most interested in the client’s resources
and abilities. To identify these, the client may need prompting
to recall past successful behaviors and situations. The following
examples of statements or questions encourage this recall: “Tell
me about a time when you faced a similar problem.” “What do
you consider your most important ability?” “What have you
learned from your friends and family?” “What do you enjoy
doing?”
Taking time to explore the client’s responses has other benefits.
Identifying strengths fosters motivation. For example, focusing
on positives rather than negatives empowers the client to
believe that change is possible and that he or she has the
abilities and resources to make this happen. This positive
approach also helps build rapport and the relationship between
the client and the helper. The client leaves this session with
20. hope that his or her needs will be met and with confidence in
the helper and the relationship.
During this phase, the helper also assesses the client’s readiness
for change in the areas the client has identified. Older models of
helping depended on the helper to inform the client what to do.
The noncompliant client was then labeled as resistant.
Strengths-based approaches consider change as a process that
begins with two stages. The first is precontemplation, at which
point there has been no thought about change, and the second is
contemplation, where considering change begins, although
probably with some ambivalence (Norcross, Prochaska, &
DiClemente, 1994).
There are a number of tools to assist with strengths
identification. They include questionnaires, surveys, and forms
that may be completed by the client, the family, the helper, or a
combination of those involved. Figure 1.6 is an example of a
simple strengths-identification form. Guidelines of assessing
strengths, detailed in Figure 1.7, help client and helper identify
areas of perceived strength. These guidelines are based upon the
sources of strengths (Saleebey, 2008). Other approaches are
more complex and encompass the following seven domains:
living arrangements, leisure/recreational,
vocational/educational, health/medical, social support,
emotional/behavioral, and financial (Rapp & Goscha, 2006).
Whatever the approach during the assessment phase, the goal of
the strengths-based approach is the identification of client
strengths and resources.
Planning
The second phase of the helping process is planning. An
understanding of strengths is essential to effectively plan. The
strengths, abilities, and resources of the client become part of
the plan development. In addition, all environments contain
resources, and these are identified and incorporated into the
planning process. These may exist in the home, the extended
family, the place of employment, the place of worship, the
community, or a mix of several of these. Increasing the number
21. of available resources identified has a direct bearing on the
success of the plan: the more resources to support the client’s
efforts, the greater the possibilities for change.
During this phase the client–helper collaboration continues and
becomes a stronger and more positive force in the helping
process. A critical part of this collaboration is client
participation in determining both short-term and long-term
goals that are compatible with the client’s values and strengths.
These goals are formulated realistically given the client’s
abilities and available resources. And they are stated
positively—again, a basic tenet of the strengths-based approach.
Finally, the client provides input about updates based on
changes in any conditions that affect the client, the plan, and
the process. Assuming this responsibility engenders client
participation and is one way that the transfer of helping
responsibilities to the client occurs.
Implementation
Several approaches to implementation are grounded in client
strengths. Among them are harm reduction, solution-focused
intervention, cognitive-behavioral strategies, and motivational
interviewing. The hallmark of any strengths-based intervention
is choice. Specifically, the client has options in terms of the
goals determined during the planning phase, the interventions or
methods employed to bring about change, and the context of
intervention (e.g., outpatient, inpatient, group, individual). The
possibilities available to the client emphasize the values of self-
determination and responsibility. The helper maximizes any
benefits of these choices by respecting the client’s preferences
and choice, further solidifying the relationship and affirming
the client’s active role in the helping process.
Figure 1.6 Strengths Identification Form
Figure 1.7 Sources of Strengths
Another critical component of intervention is incorporating the
resources that have been identified. These may be community-
22. based resources, such as services provided by other agencies for
which the client is eligible, or the resource may be one or more
family members who will support the client’s efforts. In fact,
the resource may have already been available but not directed to
or activated for the client’s benefit. Making use of every
available support enhances the client’s chances for success.
Let’s examine a specific intervention to see how it
works. Motivational interviewing is a strategy that enhances the
client’s desire to change by exploring and resolving
ambivalence (Van Wormer & Davis, 2003). Although first used
with problem drinkers, its use has expanded to a number of
different problems, including smoking, bulimia, and domestic
violence, and to a variety of settings such as medical practice,
child welfare, and community-based organizations. Its goal is to
help clients change by providing a way for them to see
themselves and the costs of their behavior and to find the
motivation to change the targeted behaviors. Motivational
interviewing facilitates client change not by admitting the
problem or finding solutions but rather by focusing on
identifying what is preventing the client from changing.
The goal of motivational interviewing strategies is to increase
motivation, not to get answers. The interview begins by
determining the client’s current level of motivation or readiness
to change. One way to determine this is to ask, “If on a scale of
1 to 10, 1 is not at all motivated to give up smoking and 10 is
100% motivated to give it up, what number would you give
yourself at the moment?” (Van Wormer & Davis, 2003, p. 80).
Following up with an inquiry about “why a 4 rather than a 1”
will lead to the identification of positive reasons for change.
Asking “What would it take for your confidence or motivation
to move from a 4 to a 5,” is another way to get the client to
think about what he or she needs to increase motivation. These
techniques encourage the client to identify values and goals for
behavior change and to resolve any ambivalence about
changing.
The helper’s role during this process is to be empathic, avoiding
23. judgments and arguments. It is also important for the helper to
articulate discrepancies between the client’s words, behaviors,
and goals and to direct the client’s attention to an exploration of
these discrepancies: “You say you want to quit smoking yet you
keep a pack of cigarettes in your car. Tell me about that.” Using
the client’s own words makes an impact on the client and
prompts the client’s recognition and exploration of the
discrepancy. Any resistance or reluctance is a natural part of
change and is met with “It is up to you” or “What you do is
really your decision.”
This brief overview of motivational interviewing enables you to
see how it uses client strengths and client participation in
changing. It differs from the traditional approaches or
interventions that begin with problem identification, end with
resolution, and involve confronting clients or persuading them
that they must change. Often, these approaches actually increase
resistance.
Ethical Considerations
Permeating the helping process is a commitment to ethical
standards. Whatever the profession, whether it be counseling,
health, human services, nursing, psychology, or social work,
helping behavior is grounded in similar principles that focus on
the way helpers work with the recipients of their services. These
principles represent commitments to the client’s right to self-
determination, to do no harm, to promote fairness and equal
access to services, to be responsible to the client, and to be
honest.
Codes of ethics, or ethical standards, have been developed by
professions to operationalize these commitments in order to
provide guidelines for practice. Examples are the Ethical
Standards for Psychologists (American Psychological
Association), the Ethical Standards for School Counselors
(American School Counselor Association), the Code of Ethics
for Rehabilitation Counselors (Commission on Rehabilitation
Counselor Certification), and the Ethical Standards of Human
Service Professionals (National Organization for Human
24. Services). Their purpose is to clarify the helper’s responsibility
to clients, employers, and society.
Codes of ethics pose two challenges. First, a profession’s code
of ethics is binding only on members of the group that adopts it.
Those who are not members are not bound by the code. Second,
it is impossible for a code to cover every possible situation that
could arise in the helping process. The following quotes present
some real ethical dilemmas that helpers encounter:
· All the people we work with want everything to be
confidential. This is a problem for them and for us when we
have to report something.
Settlement House Worker, Bronx, NY
· Clients who don’t want our help are challenging. It’s difficult
to watch a client fail, especially when there is potential for
improvement and stability.
Case Manager, Los Angeles
· It’s a difficult situation when the family is against us. For
example, we have a client whose family tells her she shouldn’t
be on medication. She listens to them but what they tell her
isn’t always in her best interest.
Mental Health Professional, Knoxville
As you can see from these quotes, the helping process often
requires a delicate balance of consideration to the client, the
family, the agency or organization, laws and regulations, and
professional codes of ethics. These conflicting interests can
create crises that require the helper to make difficult choices.
The situations just described reflect some of the tensions
helpers face. Because changes occur in laws and regulations,
professional practices, and standards of practice, codes of ethics
also change, adding complexity and presenting new challenges
to professionals. For example, the use of technology has
required a rethinking of assuring confidentiality, and the
realities of shifting population demographics have created the
need for competencies in multicultural counseling.
Ethics in helping professions is a complex issue that is
addressed both in courses and throughout curricula and is
25. mandated by academic accrediting bodies and certification and
licensure boards. As you read the following chapters about the
phases of the helping process, think about the ethical dilemmas
that might occur.
CHAPTER SUMMARY
Managing client services is an exciting and challenging
responsibility for helping professionals. To assist clients with
multiple problems, helping professionals must know the process
of helping and be able to use it. The process can be adapted to
many different settings, for work with a variety of populations.
The three phases of the helping process—assessment, planning,
and implementation—each represent specific responsibilities
assumed by the helper. The process of helping is nonlinear; for
example, a helper may make some assessments early on and
return to conduct assessment during the planning and
implementation work with the client. Three components of the
helping process appear in all three phases of helping: case
review, report writing and documentation, and client
participation. Note that the first two components also include
interaction with and participation by the client. These
components require ongoing evaluation and written
documentation of the helping process.
The strengths-based approach differs from older models of
helping that are problem-based or deficit-based assessments,
followed by planning and implementation that target the
problem(s). These older models have less client engagement and
participation, are often provider driven, and focus on negative
events or characteristics. They may actually lessen the client’s
ability to solve his or her own problems and encourage
dependency on the helper to define problems and identify
strategies to resolve the problem. Both older models and
strengths-based approaches attempt to match clients and
resources. The strengths-based approach also helps clients
become their own helpers, assuming responsibility for
themselves and their problems and motivating them to act in
their own best interests.
26. CHAPTER REVIEW
The key terms and the discussion questions will reinforce the
knowledge you gained about the helping process.
KEY TERMS
Assessment
Case review
Client empowerment
Client participation
Codes of ethics
Documentation
Implementation
Information gathering
Initial contact
Motivational interviewing
Planning
Record
Strengths-based approach
REVIEWING THE CHAPTER
1.
Distinguish between the terms applicant and client.
2.
What should be accomplished during the assessment phase?
3.
What occurs during the initial contact between the helper and
the individual seeking services?
4.
Describe the routine matters that are discussed during the initial
contact.
5.
Identify the types of information that are gathered during the
initial interview.
6.
Using the case of Roy Johnson, discuss the advantages of a
partnership between the helper and the client.
7.
Describe the helper’s activities during the planning phase.
27. 8.
Why is flexibility so important during the implementation
phase?
9.
Define case review.
10.
List the three keys to successful case review.
11.
Why is documentation important in service coordination?
12.
How can the helper promote client participation?
13.
Describe how the strengths-based approach applies to
assessment, planning, and implementation.
14.
How will a client’s resistance affect his or her participation in
the service coordination process?
15.
What is the purpose of a code of ethics or ethical standards?
QUESTIONS FOR DISCUSSION
1.
From your own work and study of helping, what evidence do
you have of the importance of assessment and planning?
2.
If you were a helper, what three principles would guide your
work? Provide a rationale for your choices.
3.
Describe Roy’s strengths and how they might impact the
helping process.
4.
What ethical dilemmas might you encounter in Roy’s case?
REFERENCES
Mitchell, R. W. (1991). Documentation in counseling records.
Alexandria, VA: American Association for Counseling and
Development.
Norcross, J. C., Prochaska, J. O., & DiClemente, C. C. (1994).
28. Changing for good. NY: Avon.
Rapp, C. A., & Goscha, R. J. (2006). The strengths model: Case
management with people with psychiatric disabilities (2nd ed.).
Oxford Press: Oxford.
Saleebey, D. (2008). The strengths perspective in social work
practice (5th ed.). Boston: Allyn & Bacon.
Van Wormer, K., & Davis, D. R. (2003). Addiction treatment: A
strengths perspective. Pacific Grove, CA:
Brooks/Cole/Thomson.