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Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems. To prepare: Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16 (1/2), 57–72. doi:10.1300/J137v16n01-05 Select a theory under the individual-related theories and a theory under the structural/cultural-related theories. Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. ( Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.) By Day 3 Post: Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens. Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene. .
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Theories help frame more than presenting problems—they also fr
Theories
help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological
theories
of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a
theory
under the individual-related
theories
and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related
Theories
” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two
theories
you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
Required Readings
Turner, F. J. (Ed.). (2017).
Social work treatment: Interlocking theoretical approaches
(6th ed.). New York, NY: Oxford University Press.
Chapter 14: General Systems
Theory
(pp. 240–247)
Turner, K., & Lehning, A. J. (2007). Psychological
theories
of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Note:
You will access this article from the Walden Library databases.
Turner, F. (2011).
Theory
and social work treatment.
In Social work treatment: Interlocking theoretical approaches
(5th ed., pp. 3–13). New York, NY: Oxford University Press.
Social Work Treatment: Interlocking Theoretical Approaches, 5th Edition by Turner, F. Copyright 2011 by Oxford University Press - Books (US & UK). Reprinted by permission of Oxford University Press - Books (US & UK) via the Copyright Clearance Center.
Document:
Comparing Individual-Related and Structural/Cultural-Related
Theories
(Word document)
Document:
Worksheet: Dissecting a
Theory
and Its Application to a Case Study (Word document)
Document:
Theory
Into Practice: Four Social Work Case Studies (PDF)
Required Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014).
Counseling and psychotherapy
theories
in context and practi ...
Discussion Individual vs. Structural-Cultural TheoriesTheor
Discussion: Individual vs. Structural-Cultural Theories
Theories
help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological
theories
of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a
theory
under the individual-related
theories
and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related
Theories
” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two
theories
you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
By Day 5
Respond
to at least two colleagues:
Evaluate one identified strength and one identified limitation your colleague may encounter when employing an individual-related
theory
and a structural/cultural-related theory to formulating interventions for poverty.
Assignment: Application of Systems Theory to a Case Study
In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how
theories
guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different
theory
, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.
The first theoretical approach you will use to apply to a case study is systems
theory
. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.
Different
theories
can be used to take a systems approach. For example, Bertalanffy’s General Systems
Theory
considers how a
system
is made of smaller
subsystems
that
influence each other
and seek
homeostasis
, whereas Brofennerbrenner’s Eco ...
THE PURPOSE Knowledge After completing this assignment, .docx
THE PURPOSE:
Knowledge:
After completing this assignment, you will understand:
1) The scope and diversity of psychology as a discipline.
2) How psychologists working from different philosophical and theoretical perspectives make different
contributions to our understanding of particular psychological topics.
Skills:
After completing this assignment, you will be able to:
1) Assess the strengths and weaknesses of various explanations for your topic.
2) Explain how the Integration and/or competition between explanations from various perspectives helps
psychology advance our understanding of human behavior and mental processing.
YOUR TASK:
Your task is to select ONE psychological topic you find particularly interesting. This may be a topic we have covered in
the course or a psychological topic we have not covered. You will then examine this topic from three different
philosophical or theoretical perspectives within psychology. For example, you could examine your topic from any of the
following philosophical perspectives: physiological, behavioral, cognitive, social, humanistic, evolutionary,
psychoanalytic, etc). Alternatively, you could opt to examine your topic more specifically using three different theories,
which may or may not differ in their philosophical perspectives. For example, imagine that you choose “bullying” as
your topic. You could examine how bullying is explained from a biological, behavioral, and social perspective (three
different philosophical perspectives). Alternatively, you could choose to examine how three different theories attempt
to explain bullying. Two of these theories might be theories from a “social” perspective and one might be a theory from
a “biological” perspective.
In either case, you must utilize and cite original sources for those perspectives in your analysis/discussion. This means
that you must research your topic to find three different explanations for your topic. Your analysis cannot be based on
personal opinion alone.
Write-up: Your write-up should begin with a general overview of your topic and the reasons why it is particularly
interesting or relevant to you. This introduction should be followed by an analysis of your topic from three different
philosophical or theoretical perspectives. Your analysis should demonstrate a general understanding of your topic and
the fundamental principles used by each philosophical or theoretical perspective to explain that topic (using at least
three academic sources outside of your textbook as source material). In addition, you should discuss whether the
explanations offered by the different perspectives are complimentary to one another or contradict one another. Finally,
your analysis should include your own personal reflection of these perspectives and an informed assessment of what
you see as the strengths and weaknesses of each based on your research of them.
THE CRITERIA:
Review the grading criteria for this .
Week 3 Psychoanalytical Theories and Attachment TheoryPsych
Week 3: Psychoanalytical Theories and Attachment Theory
Psychodynamic
theory
and its derivatives can be traced to the father of psychoanalysis, Sigmund Freud. You likely are familiar with the image that often conjures Freud: A client lying on a couch with a therapist sitting nearby, notepad in hand. The psychoanalytic terms “id,” “ego,” “superego,” “repression,” and “unconscious” are deeply embedded in the layperson’s jargon.
Many
theories
have sprung from Freud’s psychoanalytical principles. Attachment
theory
is one example. Its originator, John Bowlby, was directly influenced by Freud, but because of Bowlby’s experiences in working with disturbed children, he believed that a child’s psychosocial development is linked to their attachment to the mother. Because all
theories
must be tested using empirical research methods, Mary Ainsworth tested John Bowlby’s theory using the Strange Situation experiment, which involved observing children react to caregivers and strangers. The results from her research led to what we now know as attachment styles.
This week
, you switch your lenses to consider a case study through these
theories
.
Learning Objectives
Students will:
Summarize the assumptions of psychoanalytical
theories
and attachment
theory
Evaluate the strengths and limitations of psychoanalytical and attachment
theories
Develop reflection questions to apply attachment
theory
in social work practice
Apply attachment
theory
to a social work case study
Photo Credit: [Tom Merton]/[OJO Images]/Getty Images
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Turner, F. J. (Ed.). (2017).
Social work treatment: Interlocking theoretical approaches
(6th ed.). New York, NY: Oxford University Press.
Chapter 1: Attachment
Theory
and Social Work Treatment (pp. 1–22)
Chapter 25: The Psychoanalytic
System
of Ideas (pp. 398–410)
Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory. Aotearoa New Zealand Social Work Review, 21(1/2), p39–47. http://dx.doi.org/10.11157/anzswj-vol21iss1-2id318
Note:
You will access this article from the Walden Library databases.
Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In Resolution and inner conflict: An introduction to psychoanalytic therapy (pp. 217–236). Washington DC: American Psychological Association.
Note:
You will access this book chapter excerpt from the Walden Library databases.
National Association of Social Workers. (2008).
Code of ethics of the National Association of Social Workers
. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Document:
Worksheet: Dissecting a
Theory
and Its Application to a Case Study (Word document)
Document:
Theory
Into Practice: Four ...
Week 3 Psychoanalytical Theories and Attachment Theory
Week 3
Psychoanalytical Theories and Attachment Theory
Resources
Readings
Turner, F. J. (Ed.). (2017).
Social work treatment: Interlocking theoretical approaches
(6th ed.). New York, NY: Oxford University Press.
o Chapter 1: Attachment Theory and Social Work Treatment (pp. 1–22)
o Chapter 25: The Psychoanalytic System of Ideas (pp. 398–410)
Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory.
Aotearoa New Zealand Social Work Review
,
21
(1/2), p39–47. http://dx.doi.org/10.11157/anzswj-vol21iss1-2id318
Psychoanalytical Theories and Attachment Theory
Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In
Resolution and inner conflict: An introduction to psychoanalytic therapy
(pp. 217–236). Washington DC: American Psychological Association.
National Association of Social Workers. (2008).
Code of ethics of the National Association of Social Workers.
Retrieved from https://www.socialworkers.org/About/Ethics/Code-of- Ethics/Code-of-Ethics-English
Worksheet: Dissecting a Theory and Its Application to a Case Study (Word document)
Theory Into Practice: Four Social Work Case Studies (PDF document)
Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014).
Counseling and psychotherapy theories in context and practice
[Video file]. Retrieved from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/w aldenu/video?vid=277
This week, watch the “Psychoanalytic Approaches” segment by clicking the applicable link under the “Chapters” tab.
© 2017 Laureate Education, Inc. Page 5 of 24
Week 3
Psychoanalytical Theories and Attachment Theory
Assignment
Application of Attachment Theory to a Case Study
By Day 7
Submit a 1- to 2-page case write-up that addresses the following:
Summarize the assumptions of attachment theory in 2 to 3
sentences.
Identify the problem in your chosen case study to be worked
on from an attachment theory perspective.
Explain how attachment theory defines and explains the cause
of the problem in one to two sentences.
Develop two assessment questions that are guided by
attachment theory that you would ask the client to understand
how the stress or distress is affecting the client.
Discuss two interventions to address the problem. Remember,
the theory should be driving the interventions. In other words, you would not identify systematic desensitization since this is not an intervention guided by attachment theory.
Formulate one self-reflective question that is influenced by attachment theory that you can ask yourself to gain greater empathy for what the client is experiencing.
Explain which outcomes you could measure to evaluate client progress based theory.
Be sure to:
Identify and correctly reference the case study you have
chosen.
Use literature to support your claims.
Use APA formatting and style.
o Remember to double-space your paper ...
Recommended
Theories help frame more than presenting problems—they also fr
Theories
help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological
theories
of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a
theory
under the individual-related
theories
and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related
Theories
” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two
theories
you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
Required Readings
Turner, F. J. (Ed.). (2017).
Social work treatment: Interlocking theoretical approaches
(6th ed.). New York, NY: Oxford University Press.
Chapter 14: General Systems
Theory
(pp. 240–247)
Turner, K., & Lehning, A. J. (2007). Psychological
theories
of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Note:
You will access this article from the Walden Library databases.
Turner, F. (2011).
Theory
and social work treatment.
In Social work treatment: Interlocking theoretical approaches
(5th ed., pp. 3–13). New York, NY: Oxford University Press.
Social Work Treatment: Interlocking Theoretical Approaches, 5th Edition by Turner, F. Copyright 2011 by Oxford University Press - Books (US & UK). Reprinted by permission of Oxford University Press - Books (US & UK) via the Copyright Clearance Center.
Document:
Comparing Individual-Related and Structural/Cultural-Related
Theories
(Word document)
Document:
Worksheet: Dissecting a
Theory
and Its Application to a Case Study (Word document)
Document:
Theory
Into Practice: Four Social Work Case Studies (PDF)
Required Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014).
Counseling and psychotherapy
theories
in context and practi ...
Discussion Individual vs. Structural-Cultural TheoriesTheor
Discussion: Individual vs. Structural-Cultural Theories
Theories
help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological
theories
of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a
theory
under the individual-related
theories
and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related
Theories
” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two
theories
you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
By Day 5
Respond
to at least two colleagues:
Evaluate one identified strength and one identified limitation your colleague may encounter when employing an individual-related
theory
and a structural/cultural-related theory to formulating interventions for poverty.
Assignment: Application of Systems Theory to a Case Study
In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how
theories
guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different
theory
, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.
The first theoretical approach you will use to apply to a case study is systems
theory
. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.
Different
theories
can be used to take a systems approach. For example, Bertalanffy’s General Systems
Theory
considers how a
system
is made of smaller
subsystems
that
influence each other
and seek
homeostasis
, whereas Brofennerbrenner’s Eco ...
THE PURPOSE Knowledge After completing this assignment, .docx
THE PURPOSE:
Knowledge:
After completing this assignment, you will understand:
1) The scope and diversity of psychology as a discipline.
2) How psychologists working from different philosophical and theoretical perspectives make different
contributions to our understanding of particular psychological topics.
Skills:
After completing this assignment, you will be able to:
1) Assess the strengths and weaknesses of various explanations for your topic.
2) Explain how the Integration and/or competition between explanations from various perspectives helps
psychology advance our understanding of human behavior and mental processing.
YOUR TASK:
Your task is to select ONE psychological topic you find particularly interesting. This may be a topic we have covered in
the course or a psychological topic we have not covered. You will then examine this topic from three different
philosophical or theoretical perspectives within psychology. For example, you could examine your topic from any of the
following philosophical perspectives: physiological, behavioral, cognitive, social, humanistic, evolutionary,
psychoanalytic, etc). Alternatively, you could opt to examine your topic more specifically using three different theories,
which may or may not differ in their philosophical perspectives. For example, imagine that you choose “bullying” as
your topic. You could examine how bullying is explained from a biological, behavioral, and social perspective (three
different philosophical perspectives). Alternatively, you could choose to examine how three different theories attempt
to explain bullying. Two of these theories might be theories from a “social” perspective and one might be a theory from
a “biological” perspective.
In either case, you must utilize and cite original sources for those perspectives in your analysis/discussion. This means
that you must research your topic to find three different explanations for your topic. Your analysis cannot be based on
personal opinion alone.
Write-up: Your write-up should begin with a general overview of your topic and the reasons why it is particularly
interesting or relevant to you. This introduction should be followed by an analysis of your topic from three different
philosophical or theoretical perspectives. Your analysis should demonstrate a general understanding of your topic and
the fundamental principles used by each philosophical or theoretical perspective to explain that topic (using at least
three academic sources outside of your textbook as source material). In addition, you should discuss whether the
explanations offered by the different perspectives are complimentary to one another or contradict one another. Finally,
your analysis should include your own personal reflection of these perspectives and an informed assessment of what
you see as the strengths and weaknesses of each based on your research of them.
THE CRITERIA:
Review the grading criteria for this .
Week 3 Psychoanalytical Theories and Attachment TheoryPsych
Week 3: Psychoanalytical Theories and Attachment Theory
Psychodynamic
theory
and its derivatives can be traced to the father of psychoanalysis, Sigmund Freud. You likely are familiar with the image that often conjures Freud: A client lying on a couch with a therapist sitting nearby, notepad in hand. The psychoanalytic terms “id,” “ego,” “superego,” “repression,” and “unconscious” are deeply embedded in the layperson’s jargon.
Many
theories
have sprung from Freud’s psychoanalytical principles. Attachment
theory
is one example. Its originator, John Bowlby, was directly influenced by Freud, but because of Bowlby’s experiences in working with disturbed children, he believed that a child’s psychosocial development is linked to their attachment to the mother. Because all
theories
must be tested using empirical research methods, Mary Ainsworth tested John Bowlby’s theory using the Strange Situation experiment, which involved observing children react to caregivers and strangers. The results from her research led to what we now know as attachment styles.
This week
, you switch your lenses to consider a case study through these
theories
.
Learning Objectives
Students will:
Summarize the assumptions of psychoanalytical
theories
and attachment
theory
Evaluate the strengths and limitations of psychoanalytical and attachment
theories
Develop reflection questions to apply attachment
theory
in social work practice
Apply attachment
theory
to a social work case study
Photo Credit: [Tom Merton]/[OJO Images]/Getty Images
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Turner, F. J. (Ed.). (2017).
Social work treatment: Interlocking theoretical approaches
(6th ed.). New York, NY: Oxford University Press.
Chapter 1: Attachment
Theory
and Social Work Treatment (pp. 1–22)
Chapter 25: The Psychoanalytic
System
of Ideas (pp. 398–410)
Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory. Aotearoa New Zealand Social Work Review, 21(1/2), p39–47. http://dx.doi.org/10.11157/anzswj-vol21iss1-2id318
Note:
You will access this article from the Walden Library databases.
Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In Resolution and inner conflict: An introduction to psychoanalytic therapy (pp. 217–236). Washington DC: American Psychological Association.
Note:
You will access this book chapter excerpt from the Walden Library databases.
National Association of Social Workers. (2008).
Code of ethics of the National Association of Social Workers
. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Document:
Worksheet: Dissecting a
Theory
and Its Application to a Case Study (Word document)
Document:
Theory
Into Practice: Four ...
Week 3 Psychoanalytical Theories and Attachment Theory
Week 3
Psychoanalytical Theories and Attachment Theory
Resources
Readings
Turner, F. J. (Ed.). (2017).
Social work treatment: Interlocking theoretical approaches
(6th ed.). New York, NY: Oxford University Press.
o Chapter 1: Attachment Theory and Social Work Treatment (pp. 1–22)
o Chapter 25: The Psychoanalytic System of Ideas (pp. 398–410)
Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory.
Aotearoa New Zealand Social Work Review
,
21
(1/2), p39–47. http://dx.doi.org/10.11157/anzswj-vol21iss1-2id318
Psychoanalytical Theories and Attachment Theory
Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In
Resolution and inner conflict: An introduction to psychoanalytic therapy
(pp. 217–236). Washington DC: American Psychological Association.
National Association of Social Workers. (2008).
Code of ethics of the National Association of Social Workers.
Retrieved from https://www.socialworkers.org/About/Ethics/Code-of- Ethics/Code-of-Ethics-English
Worksheet: Dissecting a Theory and Its Application to a Case Study (Word document)
Theory Into Practice: Four Social Work Case Studies (PDF document)
Media
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014).
Counseling and psychotherapy theories in context and practice
[Video file]. Retrieved from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/w aldenu/video?vid=277
This week, watch the “Psychoanalytic Approaches” segment by clicking the applicable link under the “Chapters” tab.
© 2017 Laureate Education, Inc. Page 5 of 24
Week 3
Psychoanalytical Theories and Attachment Theory
Assignment
Application of Attachment Theory to a Case Study
By Day 7
Submit a 1- to 2-page case write-up that addresses the following:
Summarize the assumptions of attachment theory in 2 to 3
sentences.
Identify the problem in your chosen case study to be worked
on from an attachment theory perspective.
Explain how attachment theory defines and explains the cause
of the problem in one to two sentences.
Develop two assessment questions that are guided by
attachment theory that you would ask the client to understand
how the stress or distress is affecting the client.
Discuss two interventions to address the problem. Remember,
the theory should be driving the interventions. In other words, you would not identify systematic desensitization since this is not an intervention guided by attachment theory.
Formulate one self-reflective question that is influenced by attachment theory that you can ask yourself to gain greater empathy for what the client is experiencing.
Explain which outcomes you could measure to evaluate client progress based theory.
Be sure to:
Identify and correctly reference the case study you have
chosen.
Use literature to support your claims.
Use APA formatting and style.
o Remember to double-space your paper ...
Thinking Like a Social Worker Examining the Meaningof Criti
Thinking Like a Social Worker: Examining the Meaning
of Critical Thinking in Social Work
John Mathias
Critical thinking is frequently used to describe how social workers ought to reason. But how well has
this concept helped us to develop a normative description of what it means to think like a social
worker? This critical review mines the literature on critical thinking for insight into the kinds of
thinking social work scholars consider important. Analysis indicates that critical thinking in social
work is generally treated as a form of practical reasoning. Further, epistemological disagreements
divide 2 distinct proposals for how practical reasoning in social work should proceed. Although
these disagreements have received little attention in the literature, they have important implications
for social work practice.
In 1991 John Seelig argued that the concept of critical thinking was the best way to answer the
question of how social workers ought to think (p. 21). Since the publication of Seelig’s article,
critical thinking has become the dominant way of describing desirable forms of reasoning1 in
American social work. Other authors began to promote critical thinking in social work at
approximately the same time (Gambrill, 1990; Gibbs, 1991; Witkin, 1990), and the term caught
on quickly. In 1992 the Council on Social Work Education (CSWE) began requiring that
baccalaureate and master’s programs teach students to “apply critical thinking skills” in profess-
ional social work practice (CSWE, 1992a, 1992b, as quoted in Gambrill & Gibbs, 1995, p. 194;
Huff, 2000, p. 400). More recently, the CSWE’s Educational Policy and Accreditation
Standards (EPAS) made critical thinking one of 10 core competencies that all bachelor of social
work (BSW) and master’s of social work (MSW) programs should cultivate in their students,
presenting a guiding description of the concept that emphasizes “principles of logic, scientific
inquiry, and reasoned discernment” (CSWE, 2008; see Figure 1). Thus critical thinking has
become a major goal of every social work curriculum in the country.
However, as Deal and Pittman (2009) pointed out, the scholarly literature on critical thinking
in social work is still quite spare. We know very little about whether or how social work
education teaches students to think critically, let alone the extent to which such education affects
Accepted: January 2014
John Mathias is a doctoral candidate at the University of Michigan.
Address correspondence to John Mathias, University of Michigan, 3704 School of Social Work Building, 1080 South
University Ave., Ann Arbor, MI 48109, USA. E-mail: [email protected]
1 In the literature on critical thinking, both in social work and more broadly, the terms thinking and reasoning are used
interchangeably. Although I recognize that distinguishing these two processes is helpful in many contexts, I follow that
convention here.
Journal of Social Work Education, 51: 457–474, 2015
Copyright © Counci ...
Assignment 2 Decision-making and Philosophy Part II Philosophy and.docx
Assignment 2: Decision-making and Philosophy Part II: Philosophy and the Community
Whereas Part I focused on how you as an individual are impacted by a particular decision, Part II focuses on the individual as a member of a community. Thus, you will write an eight- to ten-page research paper based upon a current event/pressing social issue that is relevant to your community. You should address the following points in your analysis:
Identify a social issue
Identify news articles that present at least two different points-of-view on the issue
Explain why the issue is relevant to your community
Explain the nature of religious belief and identify the social norms and religious values/beliefs that inform the various perspectives on the issue
Explain a relevant ethical theory
Explain a relevant political theory
Analyze how the chosen theories might approach the issue, including the relevant considerations and the ultimate conclusion reached. You will be expected to explain the relevant theories with support from the course texts (with particular emphasis placed on the primary texts) and from pre-approved secondary sources (including, but not limited to, the course text, online lectures, and a list of suggested online resources).
.
Assignment DetailsYou have been working on your Unit 9 Assig.docx
Assignment Details
You have been working on your Unit 9 Assignment throughout this entire term, so none of this information will be new to you. Your primary objective in this course is to demonstrate your mastery of the skills noted in the program outcomes by developing your Unit 9 final research paper - a
10 page analysis of a significant historic/cultural event
that has influenced human behaviors, human expression, ethics, and which you can analyze and provide future recommendations.
Before you submit your paper, take another look at the Assignment Requirements below to make sure you have included all the necessary elements:
Final Research Paper Overview (written in third person):
Introduction (1 page)
Brief background of topic
Why topic is important to analyze
Thesis
Analysis of Humanities (3 pages)
Human Behavior
Human Expression
Ethics
Critical Analysis of Situation & Recommendations (3 pages)
Relevance to contemporary issues/future concerns
Recommendations for future considerations and future areas of study
Evaluation of recommendations: rationale for recommendations to address the topic, and why they would be successful
Conclusion (end of research paper) (1 page)
Reiteration of thesis
Reiteration of why topic is important
Personal Reflection (separate section written in first person) (2 pages)
Lessons learned from completing this project
Critical analysis of process challenges: what would you do differently?
Critical analysis of process positives: what did you do well?
Application of critical analysis to professional/personal life
Final thoughts
Title Page
The title page needs to adhere to the APA format required by the University. There is a sample of an APA formatted title page in the Writing Center. For the title page, create an interesting and catchy title that motivates your audience to read your paper.
Introduction (1 page)
Your paper’s introduction should include the background or history of your chosen event, why the topic is important to research and analyze, and your thesis.
First, the introduction should provide a bit of background for your reader. Do not assume your reader knows about the topic and its history. Share with your reader the time and place that the event occurred and provide a little background. Include a brief review of what led up to the event, why it was such a significant or historic moment, who it involved, etc.
Then, add in the introduction why this is an important topic for research and analysis both for current and future concerns.
Finally, the thesis is the main point of your paper. You should consider your objective (what is the main point you want your reader to remember), consider your audience, and make the thesis connect to what will be covered in your paper. Since the Final Research Paper specifically requires that you discuss how the event influenced human behavior, human expression, and ethics, your thesis should reflect this.
Assignment InstructionsSOCI 212 – Social ProblemsAmerican Public.docx
Assignment Instructions
SOCI 212 – Social Problems
American Public University System
Assignment 1: the sociological viewpoint toward social problems (Due Week 2)
CLICK HERE for HW1 GUIDELINES
Overview
One of the most crucial components to this course concerns addressing social problems in society from a sociological viewpoint as opposed to a strictly policy-oriented, psychological, or criminal justice viewpoint. Although many different viewpoints in social science are valid and have a lot of importance, it is equally important for us to understand how sociology looks at the nature of social problems in society today. This paper will enable us to explore why certain social problems seem to be regarded as more significant than others. Our job will be in defining the sociological viewpoint, and choosing one social problem that we think is of high importance. We will build upon the topic we choose in this paper for our second and third writing assignments.
Instructions
Construct a 2-4 page paper that fully explores each of the following areas:
1)
Citing our textbook material, explain how the sociological approach toward social problems differs from other approaches. Why are certain problems considered significant and others are not?
2)
Next, choose one social problem that exists in society that you think is particularly serious, and explain it in sociological terms. This social problem should be measurable in some statistical way. (Is it increasing, and if so, how? Among which groups of people, and for how long, etc.?)
3)
What might be one important way in which the social problem is currently being addressed in society?
4)
Please define and identify at least four concepts from our text relevant to your chosen social problem.
5)
Analyze the way in which these concepts help us better understand the nature of the social problem you are discussing.
Don’t forget to include proper APA-style citation and reference. (Assignment One is worth 10% of the total grade.)
Due by 11:55 pm ET, Sunday of Week 2 – submit using link in Sakai.
The paper should be typed, double-spaced, 1” margins, arial or times new roman 11 pt font, and saved as .doc, .rtf or .pdf in the format: lastname_SOCI212_HW1.doc
DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
LATE POLICY:
See Syllalbus.
Course Objectives and Learning Outcomes
Assignment 1 will evaluate your ability to do the following:
Course Objectives:
Course Objective One
Identify specific social problems and their cause-effect patterns.
Course Objective Two
Identify current research methods that are utilized for the investigation of social problems.
Course Objective Three
Compare and contrast current and suggested policies, programs, and/or treatments in terms of their effectiveness for alleviating the negative consequences of social problems.
Course Objective Four
Apply class concepts to support opinions about social problems.
Co ...
Assignment 1 Conflict Theories – A ComparisonThe belief that conf.docx
Assignment 1: Conflict Theories – A Comparison
The belief that conflict is an enduring aspect of society is only the starting point from which to understand conflict theory. Within this line of thinking, there are varying perspectives on the existence of conflict and the result of its persistence. How can these perspectives, which include Marxist, power elite, and interest group (pluralist) theory, coexist? What do these variances on perspective mean for the social worker’s understanding of conflict for individuals, groups, and communities?
For this assignment
, review this week’s resources. Consider the similarities and differences among Marxist, power elite, and interest group (pluralist) theory. Then think about how these theories apply to your work with clients in social work practice.
Assignment
(
2 to 4 pages
in APA format): Your assignment should include:
o
A comparison and contrast of the basic assumptions of conflict theories: Marxist theory, power elite theory, and interest group (pluralist) theory
o
An explanation of how these theories apply to social work practice
References (use 2 or more)
Champe, J., & Rubel, D. J. (2012). Application of focal conflict theory to psychoeducational groups: Implications for process, content, and leadership.
Journal For Specialists In Group Work
,
37
(1), 71–90.
Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012).
Contemporary human behavior theory: A critical perspective for social work
(3rd ed.). Upper Saddle River, NJ: Allyn & Bacon.
Wester, S. R., McDonough, T. A., White, M., Vogel, D. L., & Taylor, L. (2010). Using gender role conflict theory in counseling male-to-female transgender individuals.
Journal Of Counseling & Development
,
88
(2), 214–219.
Project: Final Paper Proposal: Questions and Controversies in Clinical Psychopharmacology
In this Final Paper Proposal, you to submit your proposal to your Instructor for feedback and approval of your final paper topic.
During Week 4, your Instructor will provide feedback and explain any necessary modifications of your Final Paper proposal. Once your Instructor approves your Final Paper Proposal, you should begin working on your Final Paper. The Final Paper should address a current question or controversy in clinical psychopharmacology.
Possible topics for the Final Paper include:
o
Something that is currently occurring in your community
o
Something that is currently occurring in a given population
o
A problem identified in the media
o
A controversy discussed in scholarly journals
o
A controversy about a specific diagnosis
Your Final Paper Proposal should include the following components:
Identifying information:
o
Title: Short and descriptive
o
Student name
o
Name of department/program and university
o
Date
Purpose of the paper/background in this section:
o
Identify the purpose of the paper (e.g., “My paper will exam the controversy related to prescribing ADHD medications to children.”).
o
Explain why you are resea.
ViewpointsSocial work and social problemsA contribution f.docx
Viewpoints
Social work and social problems:
A contribution from systems theory
and constructionism
Michailakis D., Schirmer W. Social work and social problems:
A contribution from systems theory and constructionism
Social work builds its identity on social problems. The goal is
to generate knowledge about causes, consequences and solu-
tions. However, there is a lack of theory of social problems.
We suggest that research on social problems can benefit
by ‘bringing the observer in’: Loseke’s constructionist frame-
work and Luhmann’s systems theory. According to Loseke,
social problems appear differently when constructed by dif-
ferent observers. Constructions vary in terms of morality,
conditions, victims/villains and solutions. From Luhmann we
learn that modern society consists of a multitude of social
systems (e.g. politics, science, economy etc.), each operating
with their own communicative codes. Combining both
approaches, we hypothesise that any social system constructs
its own (version of) social problems. Illustrating with
the empirical case ‘suicide among mentally ill people’, we
examine how a phenomenon is constructed differently as a
social problem by four different social systems: the disability
movement, politics, medicine and social work.
Dimitris Michailakis1, Werner Schirmer1,2
1 TEFSA – Platform for Theory-driven Research in Social
Work, University of Linköping, Norrköping, Sweden
2 Center for Social Theory, Department of Sociology, Ghent
University, Ghent, Belgium
Key words: constructionism, Luhmann, social problems, social
work theory, systems theory, suicide
Werner Schirmer, TEFSA – Platform for Theory-driven
Research in Social Work, Department of Social and Welfare
Studies, University of Linköping, SE 60174 Norrköping,
Sweden
E-mail: [email protected]
Accepted for publication 8 January 2014
Introduction
The academic discipline social work builds its identity
on the study of social problems. The goal is to generate
knowledge about causes, consequences and potential
solutions for social problems. This knowledge is
expected to be useful to practitioners working with
clients affected by different adverse conditions. In
empirical social work research on poverty, discrimina-
tion, social exclusion, homelessness, juvenile delin-
quency, domestic violence and human trafficking, it is
usually taken for granted what the ‘social problem’ is.
The social problem is treated as a deplorable circum-
stance about which something must be done (Holstein
& Miller, 1993a). It is therefore considered to be a
deviation from a desirable condition (how society ought
to be), how exposed groups suffer from these condi-
tions (Gould & Baldwin, 2004; Healy, 2001; Korpi,
Nelson, & Stenberg, 2007; Payne, 2005b; Trevithick,
2007) and what social work practitioners need to take
into consideration when dealing with those bearing the
symptoms of such conditions.
What this kind of research has in common is that it
addresses ‘what’ questions (What is .
SW 411 HBSE MIDTERM RUBRICINTRODUCTIONIntroduce your t.docx
SW 411 HBSE MIDTERM RUBRIC
INTRODUCTION
Introduce your topic
Include the Case Description and;
Introduce two Sanchez family members
Up to 10 points possible
Person-in-environment – Up to 15 points Possible
Provide a clear definition of Person-in-Environment as a whole perspective.
Levels of conceptualization, dynamic, interactional relationship between person and environment, problems are understood in the context of the environment in which they occur, and may exist in individual and environmental levels and/or in relationship between the two)
Application of PIE to 2 members of the Sanchez Family
Person in Environment
The environment in which we live is not a stage set before which we live out our lives
A living part of our existence from which we take what we need;
Control what we can and;
Adjust to those elements beyond our control.
As we, at any age, act on our environment, the environment also acts upon us. With aging, the process of acting upon the environment may become more difficult, the process of the environment acting upon us, more prominent. The trick, as we age, is to maintain a healthy and comfortable balance.
Think about some of the ways in which the aging process might impact the ability to function in the world. For example, does getting from one place to the other become more complicated as we age? As we accommodate our aging bodies, do we allow more time for even short trips? Do we limit our driving and rely more on public transportation? Do we rely more on others to get us where we are going? In what ways can you imagine the social worker addressing these issues on an individual level? On a community level? On a policy level?
4
Biopsychosocial lens – up to 15 points possible
Provide a clear definition of Biospychosocial Lens
Focus on individual and immediate environment, biological, psychological, and social aspects of the presenting problems, generally problem-oriented and narrow in scope
Theory or Theories are selected that are appropriate to the lens
The Theory and Lens are thoroughly and appropriately applied to the two family members.
The use of the BioPsychoSocial Model is an attempt to develop a better understanding of addiction using a multidimensional lens that describes the complex nature of proposed causal factors. It is the interaction of biological, psychological and social factors that is important
5
BPS LENS
How often do you hear people say things like, “Everything about psychology is biology and genes,” or “Everything about psychology is about your thinking and beliefs,” or “Everything about psychology is your environment and upbringing.”
All of these factors influence our psychology and mental health to some degree.
Biological factors: Genes, Health and illness, Exercise, Diet, Medication and drugs and Sleep
Psychological factors: Beliefs, Emotions, Habits, Knowledge, Memories, Stress, and Perspective
Social factors: Family, Relationships, Culture, Society & Politics, Educatio ...
Assignment 1 Cultural CompetenceAs with all areas of the social.docx
Assignment 1: Cultural Competence
As with all areas of the social work process, cultural competence is essential when engaging and assessing a child’s concerns. Being culturally competent includes understanding the unique needs of your client and asking how those needs can be fulfilled. Using an empowerment perspective treating clients as experts on their lives and their needs is essential. Not only does this establish your commitment to being culturally sensitive and aware, but it will enhance the therapeutic relationship. While it is essential to learn and master social work skills and techniques to be a successful practitioner, another significant indicator of a successful intervention is the relationship a social worker builds with his or her client. Some research suggests that the quality of the therapeutic relationship will account for 30% of the clinical outcome of the treatment (Miller, Duncan, and Hubble, 2005, as stated in Walsh, 2010, p. 7). Exhibiting a dedication to learning about a client’s culture, history, and current environmental factors exemplifies a social worker’s desire to build that client–worker bond.
For this Assignment, read the case study for Claudia (in attachments) and find two to three scholarly articles on social issues surrounding immigrant families.
In a 3 page paper, explain how the literature informs you about Claudia and her family when assessing her situation.
· Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.
· Describe culturally competent strategies you might use to assess the needs of children.
· Describe the types of data you would collect from Claudia and her family in order to best serve them.
· Identify other resources that may offer you further information about Claudia’s case.
· Create an eco-map to represent Claudia’s situation. Describe how the ecological perspective of assessment influenced how the social worker interacted with Claudia.
· Describe how the social worker in the case used a strengths perspective and multiple tools in her assessment of Claudia. Explain how those factors contributed to the therapeutic relationship with Claudia and her family.
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Assignment 2: Application of Attachment Theory to a Case Study
As you have read, theory guides the conceptualization of the client’s problem and how social workers assess and intervene relative to the problem. However, theory can also shape the self-reflective questions social workers ask themselves. Clients often come to social workers under stress or distress. This then affects how the social worker responds and thus the client-social worker relationship. As a result, Foley, Nash, and Munford (2009) employed attachment theory as a “lens in which to view the reflective process itself and to gain greater understanding and empathy for wh.
Assignment 1 the sociological viewpoint toward social problems (Due.docx
Assignment 1: the sociological viewpoint toward social problems (Due Week 3)
Overview
One of the most crucial components to this course concerns addressing social problems in society from a sociological viewpoint as opposed to a strictly policy-oriented, psychological, or criminal justice viewpoint. Although many different viewpoints in social science are valid and have a lot of importance, it is equally important for us to understand how sociology looks at the nature of social problems in society today. This paper will enable us to explore why certain social problems seem to be regarded as more significant than others. Our job will be in defining the sociological viewpoint, and choosing one social problem that we think is of high importance. We will build upon the topic we choose in this paper for our second and third writing assignments.
Instructions
Construct a 2-4 page paper that fully explores each of the following areas:
1)
Citing our textbook material, explain how the sociological approach toward social problems differs from other approaches. Why are certain problems considered significant and others are not?
2)
Next, choose one social problem that exists in society that you think is particularly serious, and explain it in sociological terms. This social problem should be measurable in some statistical way. (Is it increasing, and if so, how? Among which groups of people, and for how long, etc.?)
3)
What might be one important way in which the social problem is currently being addressed in society?
4)
Please define and identify at least four concepts from our text relevant to your chosen social problem.
5)
Analyze the way in which these concepts help us better understand the nature of the social problem you are discussing.
Don’t forget to include proper APA-style citation and reference.
The paper should be typed, double-spaced, 1” margins, arial or times new roman 11 pt font, and saved as .doc, .rtf or .pdf in the format: lastname_SOCI212_HW1.doc
DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
Leon-Guerrero, A. (2015). Social Problems, 5th edition. Los Angeles: Sage
Publications, Inc.
(book)
.
Week 2 - AssignmentAspects of Social Understanding[WLOs
Week 2 - Assignment
Aspects of Social Understanding
[WLOs: 3] [CLOs: 1, 2, 3, 4, 5]
Prior to beginning work on this assignment, review the Week 1 and Week 2 textbook readings: Chapters 1 through 4 and Chapter 12, perform your own research, and watch the following videos:
How do we know what is true? (Links to an external site.)Links to an external site.
How do we know what we know? Audi (Links to an external site.)Links to an external site.
How do we know what we know? Sullivan (Links to an external site.)Links to an external site.
Knowledge vs thinking - Neil deGrasse Tyson (Links to an external site.)Links to an external site.
An important aspect of public sociology is gaining an understanding of our social world and coming to informed conclusions based on what we know. Social problems can often occur due to a clash of difference in social understanding, and so sociologists can gain considerable value in understanding the nuances of different perspectives. These perspectives can also change over time as society evolves and individuals develop. The importance of this assignment is to acknowledge that there are varied forms of knowing that form our perspectives in society and presenting how these varied forms of knowing have impacts and value. This assignment is a “thought-piece” that requires you to academically support your ideas, as a presentation of your own developing and evolving social understanding.
In your paper, include the following components:
Elements of Social Understanding (1-2 pages)
Explain the concept of “epistemology” or “how we know what we know.”
Discuss the following elements of social understanding: evidence, theory, value, and beliefs.
Acquisition of Social Understanding (1-2 pages)
Explain the concept of “reflexivity” in social understanding.
Discuss how humans can gain each element of social understanding or how elements are formed.
Defend the importance each element of social understanding has on human knowledge.
Value to Society (1-2 pages)
Summarize how the elements of social understanding work together.
Justify the potential impact if citizens in society do or do not embrace all elements of social understanding.
...
OverviewOur first writing assignment centered upon the definition .docx
Overview
Our first writing assignment centered upon the definition of the sociological viewpoint toward social problems, and an identification of a social problem that we felt was one of the most significant in society. For this next paper, we will expand upon our understanding of the social problem through analyzing the organizations that are committed to addressing it. For example, with respect to the problems of homelessness, we see a variety of local and national level organizations that seek to enable people the opportunity to have permanent housing. Habitat for Humanity would be an excellent example of an organization that deals with such a concern. In the same sense, we may look at the Salvation Army as a type of organization committed to helping impoverished people, or people recently released from prison or drug treatment, to find gainful employment and reclaim a quality-of-life. Your job in this paper will be to do your own independent research on two organizations that are committed to the social problem chosen in the first writing assignment. This will ultimately lead to our final paper in which we’ll examine the future of the social problem.
Instructions
Construct a 2-4 page paper that fully satisfies these two areas:
Based upon your topic chosen in the first assignment, or based upon an entirely new topic of your choice, describe two organizations (Feel free to do your own independent research on these organizations) that is seeking to address this social problem. (1-2 pages).
Note: If you do change topics please get prior approval from you instructor.
Analyze two major ways that each organization is addressing the social problem you have mentioned. For example, are they helping to create homeless shelters, are they helping people receive drug treatment, or are they working with state and local authorities to curb suffering in some area?
Use at least four concepts or theories from our text (not used in our first assignment) for each organization. Don’t forget to include proper APA-style citation and reference. (worth 10% of total grade).
Due on by midnight the Sunday of Week 5 – submit using link in Sakai.
The paper should be typed, double-spaced, 1” margins, arial or times new roman 11 pt font, and saved as .doc, .rtf or .pdf in the format: lastname_SOCI212_HW2.doc
DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
LATE POLICY:
See Syllabus
Course Objectives and Learning Outcomes:
Assignment 2 will evaluate your ability to do the following:
Course Objectives:
Course Objective One
Identify specific social problems and their cause-effect patterns.
Course Objective Two
Identify current research methods that are utilized for the investigation of social problems.
Course Objective Three
Compare and contrast current and suggested policies, programs, and/or treatments in terms of their effectiveness for alleviating the negative consequences of social problem.
While all major developmental theories attempt to explain the gr.docx
While all major developmental theories attempt to explain the growth of individuals, each theory has a slightly different perspective. Some theories emphasize environmental (nurture) more than biological (nature) influences. Some theories focus on a particular construct (e.g., cognition), while others emphasize the impact of age range in shaping development. Piaget's cognitive developmental theory emphasizes fixed stages during which the mind's capacities allow an individual to learn about the world. Vygotsky's sociocultural theory, on the other hand, is not stage-based and describes growth as an interaction between the individual and his or her environment.
Contemporary theories (e.g., Langer's theory of mindfulness) typically build upon the foundation generated by earlier theories. Langer's theory of mindfulness contains similarities to classical theories, such as Vygotsky's sociocultural theory, in that they both agree that development is contextual and the organism is an active "mindful" participant. Langer took Vygotsky's theory to a new level, focusing specifically on education and the learner. Other contemporary theories include neo-Piagetian cognitive developmental theories, which attempt to address the limitations found within Piaget's classical theory. Robbie Case, Andreas Demetriou, and Kurt Fischer proposed theories that were extensions of Piaget's theory. These theorists added concepts that expanded on cognitive functioning within the stages of development. Most developmental psychologists today do not believe that a single perspective or theory can sufficiently explain lifespan development; rather, an eclectic approach accounts for development better.
For this Discussion, you will examine classical and contemporary developmental theories as they relate to current applications in developmental psychology.
To prepare for this Discussion:
Review the course text and other Learning Resources related to mid-20th-century theories and recent theoretical perspectives
Select two theories from the following list, one from each column (classical, contemporary), that examine the same developmental processes (i.e., cognitive, physical, and/or social-emotional).
Classical TheoriesContemporary Theories
Psychoanalytic/Psychosexual
Psychosocial
Behaviorism/Learning
Social Learning
Cognitive-Developmental
Information Processing
Developmental Cognitive Neuroscience
Ethology/Evolutionary Developmental
Sociocultural
Systems Theory
By Day 4
Post a brief description of the two theories you selected (one classical and one contemporary). Contrast the theories you selected. Specifically, identify important similarities and differences, including an explanation of the strengths and limitations of each theory in explaining developmental processes (i.e., cognitive, physical, and social-emotional).
Note:
Your descriptions should be in paragraph form, not bullet points. Use your Learning Resources and/or other scholarly sources to suppor ...
Theory Into Practice Four Social Work Case Studies In this co.docx
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that client’s presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changes—which then changes how you ask assessment questions and how you intervene.
These case studies are based on the video- and web-based case studies you encounter in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,.
Theory applied to informatics – Novice to Expertcjni.netjou.docx
Theory applied to informatics – Novice to Expert
cjni.net/journal
Editorial – Fall 2010
by June Kaminski, RN MSN PhD(c), Editor in Chief
I am often amazed by the consistent confusion and silence that arises when I ask nurses what
nursing informatics related theories they use or are aware of. I can sense their minds
searching for mysterious elusive theories that they conclude that they must have missed. Only
a few realize that many theories that they are already familiar with have great applicability to
nursing informatics. One such theory is the time honoured Novice to Expert theory.
The Novice to Expert Theory, a construct theory first proposed by Hubert and Stuart Dreyfus
(1980) as the Dreyfus Model of Skill Acquisition, and later applied and modified to nursing by
Patricia Benner (1984) provides a very useful and important theory that clearly applies to
nursing informatics. The Dreyfus brothers developed the model while working with scholars
interested in comparing artificial intelligence development and expert computer system
programming to the human mind and the development of expertise.
Within the field of nursing informatics, this theory can be applied to:
the development of nursing informatics skills, competencies, knowledge and expertise
in nursing informatics specialists;
the development of technological system competencies in practicing nurses working in
an institution;
the education of nursing students, from first year to graduation and;
the transition from graduate nurse to expert nurse.
The currently accepted five levels of development within the Novice to Expert theoretical
model are illustrated in the image above, as presented by Benner (1984). They start from the
1/4
http://cjni.net/journal/?p=967
bottom rung at the Novice level and move upward through Advanced Beginner, Competent,
Proficient, and Expert levels. Dreyfus and Dreyfus (1980) initially proposed the stages of:
Novice, Competent, Proficient, Expertise and Mastery. In both configurations, each level
builds on the level before it as the learner advances from a neophyte level then gains
knowledge, skills, perceptions, intuition, wisdom and most important of all, experience in their
given field of practice.
Distinguishing Traits
Both Dreyfus and Dreyfus and Benner estimated that it takes approximately five years to move
through the five stages from novice to expert but also elaborated that not all novices become
experts. Some people get ‘stuck’ at the competent or proficient stages. Two personal
characteristics that distinguish the successful evolution to the expert level seem to be
a) deliberate practice and
b) the willingness to take risks, to go beyond the ‘norm’.
Deliberate practice is a trait shown by people who use a personal, goal-oriented approach to
skill and knowledge development – they devote themselves to engage in progressively higher,
and ultimately expert performance. This requires years of sustained effort to continually
improve the quali.
Theorizing LeadershipTrait Theory- how tall someone is, hair, .docx
Theorizing Leadership
Trait Theory- how tall someone is, hair, smile, charm. Except for women. Traits theory seems to be gendered.
Behavioral Theory-organization skills, collaboration skills, better public speaker, all behaviors which should make for excellent leadership skills.
Power and Influence Theory-Machiavelli. Who has power in what settings? Tsun Tsu. Choosing the time and place of battle. Operation and influence.
Contingency Theory-matching your behavior to the settings. Be aware of the social context.
Cognitive Theory-what really matters is the decisions made and why they were made?
Satisficing Theory- choosing the solution that’s not necessarily the best solution, but its’ the solution that appeasing everyone. Unconscious bias. The discussion regarding unconscious bias’ who is hired in leadership. Groupthink-members of the organization feel as if they can’t adequately critique the leader. People are fearful and therefore, they can’t speak their minds.
Truth to power Theory-it’s so much harder for people to tell their truth TO POWER(ful) individuals.
Leaders don’t actually make decisions according to data…
Cultures and Symbols-Individuals who control culture and symbols.
Positivistic-leadership is known, and we can clearly identify power. Philosophical term
Social Constructivist-knowledge through interactions with others. It’s true because we say it’s true.
Critical-Leaderships role is to critique the social order and how it could be an advantage. Service of one groups but not others.
Post Modern-create a situation where everyone has a voice. Non-hierarchical.
Leadership as Servant-greater service to society. Responding to “a calling to service.” Why you go about what you do. Motivational intent of the individual.
Establish power based on time served. Legitimacy based on service.
Leading out of serving. Becoming a leader by “doing good” in the community.
Massive Critique-Evidence of leadership that leadership matters is undetermined. Is there a better approach to leadership? The question has yet to be answered. Overattribute accomplishments and underattribute failures.
Great leaders manage their emotions.
.
THEORY & REVIEWTHEORIZING THE DIGITAL OBJECT1Philip Fa.docx
THEORY & REVIEW
THEORIZING THE DIGITAL OBJECT1
Philip Faulkner
Clare College, University of Cambridge,
Cambridge, CB2 1TL, UNITED KINGDOM {[email protected]}
Jochen Runde
Cambridge Judge Business School and Girton College, University of Cambridge,
Cambridge, CB2 1AG, UNITED KINGDOM {[email protected]}
Prompted by perceived shortcomings of prevailing conceptualizations of digital technology in IS, we propose
a theory aimed at capturing both the ontological complexity of digital objects qua objects, and how their iden-
tity and use is bound up with various social associations. We begin with what it is to be an object, the dif-
ferences between material and nonmaterial objects, and various categories of nonmaterial objects including
syntactic objects and bitstrings. Building on these categories we develop a conception of digital objects and
a novel “bearer” theory of how material and nonmaterial objects combine. The role of computation is con-
sidered, and how the identity and system functions of digital objects flow from their social positioning in the
communities in which they arise. Various implications of the theory are identified, focusing on its use as a
conceptual frame through which to view digital phenomena, and its potential to inform existing perspectives
with regard both to how digital technology per se and the relationship between people and digital technology
should be theorized. These implications are illustrated with reference to secondary markets for software, the
treatment of digital resources in the resource-based, knowledge-based, and service-dominant logic views of
organizing, and recent work on sociomateriality.
Keywords: Nonmaterial objects, digital objects, bitstrings, digital technology, social positions, resources,
resource-based view, service-dominant logic, sociomateriality, imbrication
Introduction 1
One of the striking features of the digital revolution has been
the proliferation of what we will call digital objects, many of
which have transformed and become indispensable parts of
organizational life. Digital objects feature prominently in IS
research and include computer systems and peripherals (Hib-
beln et al. 2017; Xu et al. 2017), smart devices (Prasopoulou
2017; Yoo 2010), mobile apps (Boudreau 2012; Claussen et
al. 2013; Hoehle and Venkatesh 2015), emails (Barley et al.
2011; Wang et al. 2016), blogs (Aggarwal et al. 2012; Chau
and Xu 2012; Luo et al. 2017), electronic health records
(Kohli and Tan 2016), online videos (Kallinikos and Mariá-
tegui, 2011; Susarla et al. 2012), 3D printers (Kyriakou et al.
2017), and enterprise systems (Strong and Volkoff 2010;
Sykes 2015).
Illuminating as these and similar studies invariably are,
however, their principal focus is on the human and organi-
zational implications of the technology in question rather than
on the devices themselves. The result is that research of this
kind tends to invoke “pretheoretical understandings” (Ekbia
2009, p. 2555) o.
Theory Analysis Assignment this assignment is another interview…but.docx
Theory Analysis Assignment: this assignment is another interview…but you are a coach in this interview.
After reading the Kouzes’s and Posner’s Chapter on
Strengthen Others,
use the statements concerning strenthening others by increasing their self-determination and developing competence use
the following questions below to complete the interview with someone YOU coach:
Questions:
1. Where are we going?
2. Where are you going?
3. What are you doing well?
4. What suggestions for improvement do you have for yourself?
5. How can I help you?
6. What suggestions do you have for me?
**No title page needed, it's an interview.
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
Theory and the White-Collar OffenderOur previous week’s disc.docx
Theory and the White-Collar Offender
Our previous week’s discussion required an explanation for inappropriate/criminal conduct committed by medical professionals.
In a 1-2 page paper, examine which criminological theory best explains this inappropriate/criminal conduct.
Which theory best describes your view of this white collar offender. Support your position with at least three (3) external references
.
More Related Content
Similar to Theories help frame more than presenting problems—they also frame so.docx
Thinking Like a Social Worker Examining the Meaningof Criti
Thinking Like a Social Worker: Examining the Meaning
of Critical Thinking in Social Work
John Mathias
Critical thinking is frequently used to describe how social workers ought to reason. But how well has
this concept helped us to develop a normative description of what it means to think like a social
worker? This critical review mines the literature on critical thinking for insight into the kinds of
thinking social work scholars consider important. Analysis indicates that critical thinking in social
work is generally treated as a form of practical reasoning. Further, epistemological disagreements
divide 2 distinct proposals for how practical reasoning in social work should proceed. Although
these disagreements have received little attention in the literature, they have important implications
for social work practice.
In 1991 John Seelig argued that the concept of critical thinking was the best way to answer the
question of how social workers ought to think (p. 21). Since the publication of Seelig’s article,
critical thinking has become the dominant way of describing desirable forms of reasoning1 in
American social work. Other authors began to promote critical thinking in social work at
approximately the same time (Gambrill, 1990; Gibbs, 1991; Witkin, 1990), and the term caught
on quickly. In 1992 the Council on Social Work Education (CSWE) began requiring that
baccalaureate and master’s programs teach students to “apply critical thinking skills” in profess-
ional social work practice (CSWE, 1992a, 1992b, as quoted in Gambrill & Gibbs, 1995, p. 194;
Huff, 2000, p. 400). More recently, the CSWE’s Educational Policy and Accreditation
Standards (EPAS) made critical thinking one of 10 core competencies that all bachelor of social
work (BSW) and master’s of social work (MSW) programs should cultivate in their students,
presenting a guiding description of the concept that emphasizes “principles of logic, scientific
inquiry, and reasoned discernment” (CSWE, 2008; see Figure 1). Thus critical thinking has
become a major goal of every social work curriculum in the country.
However, as Deal and Pittman (2009) pointed out, the scholarly literature on critical thinking
in social work is still quite spare. We know very little about whether or how social work
education teaches students to think critically, let alone the extent to which such education affects
Accepted: January 2014
John Mathias is a doctoral candidate at the University of Michigan.
Address correspondence to John Mathias, University of Michigan, 3704 School of Social Work Building, 1080 South
University Ave., Ann Arbor, MI 48109, USA. E-mail: [email protected]
1 In the literature on critical thinking, both in social work and more broadly, the terms thinking and reasoning are used
interchangeably. Although I recognize that distinguishing these two processes is helpful in many contexts, I follow that
convention here.
Journal of Social Work Education, 51: 457–474, 2015
Copyright © Counci ...
Assignment 2 Decision-making and Philosophy Part II Philosophy and.docx
Assignment 2: Decision-making and Philosophy Part II: Philosophy and the Community
Whereas Part I focused on how you as an individual are impacted by a particular decision, Part II focuses on the individual as a member of a community. Thus, you will write an eight- to ten-page research paper based upon a current event/pressing social issue that is relevant to your community. You should address the following points in your analysis:
Identify a social issue
Identify news articles that present at least two different points-of-view on the issue
Explain why the issue is relevant to your community
Explain the nature of religious belief and identify the social norms and religious values/beliefs that inform the various perspectives on the issue
Explain a relevant ethical theory
Explain a relevant political theory
Analyze how the chosen theories might approach the issue, including the relevant considerations and the ultimate conclusion reached. You will be expected to explain the relevant theories with support from the course texts (with particular emphasis placed on the primary texts) and from pre-approved secondary sources (including, but not limited to, the course text, online lectures, and a list of suggested online resources).
.
Assignment DetailsYou have been working on your Unit 9 Assig.docx
Assignment Details
You have been working on your Unit 9 Assignment throughout this entire term, so none of this information will be new to you. Your primary objective in this course is to demonstrate your mastery of the skills noted in the program outcomes by developing your Unit 9 final research paper - a
10 page analysis of a significant historic/cultural event
that has influenced human behaviors, human expression, ethics, and which you can analyze and provide future recommendations.
Before you submit your paper, take another look at the Assignment Requirements below to make sure you have included all the necessary elements:
Final Research Paper Overview (written in third person):
Introduction (1 page)
Brief background of topic
Why topic is important to analyze
Thesis
Analysis of Humanities (3 pages)
Human Behavior
Human Expression
Ethics
Critical Analysis of Situation & Recommendations (3 pages)
Relevance to contemporary issues/future concerns
Recommendations for future considerations and future areas of study
Evaluation of recommendations: rationale for recommendations to address the topic, and why they would be successful
Conclusion (end of research paper) (1 page)
Reiteration of thesis
Reiteration of why topic is important
Personal Reflection (separate section written in first person) (2 pages)
Lessons learned from completing this project
Critical analysis of process challenges: what would you do differently?
Critical analysis of process positives: what did you do well?
Application of critical analysis to professional/personal life
Final thoughts
Title Page
The title page needs to adhere to the APA format required by the University. There is a sample of an APA formatted title page in the Writing Center. For the title page, create an interesting and catchy title that motivates your audience to read your paper.
Introduction (1 page)
Your paper’s introduction should include the background or history of your chosen event, why the topic is important to research and analyze, and your thesis.
First, the introduction should provide a bit of background for your reader. Do not assume your reader knows about the topic and its history. Share with your reader the time and place that the event occurred and provide a little background. Include a brief review of what led up to the event, why it was such a significant or historic moment, who it involved, etc.
Then, add in the introduction why this is an important topic for research and analysis both for current and future concerns.
Finally, the thesis is the main point of your paper. You should consider your objective (what is the main point you want your reader to remember), consider your audience, and make the thesis connect to what will be covered in your paper. Since the Final Research Paper specifically requires that you discuss how the event influenced human behavior, human expression, and ethics, your thesis should reflect this.
Assignment InstructionsSOCI 212 – Social ProblemsAmerican Public.docx
Assignment Instructions
SOCI 212 – Social Problems
American Public University System
Assignment 1: the sociological viewpoint toward social problems (Due Week 2)
CLICK HERE for HW1 GUIDELINES
Overview
One of the most crucial components to this course concerns addressing social problems in society from a sociological viewpoint as opposed to a strictly policy-oriented, psychological, or criminal justice viewpoint. Although many different viewpoints in social science are valid and have a lot of importance, it is equally important for us to understand how sociology looks at the nature of social problems in society today. This paper will enable us to explore why certain social problems seem to be regarded as more significant than others. Our job will be in defining the sociological viewpoint, and choosing one social problem that we think is of high importance. We will build upon the topic we choose in this paper for our second and third writing assignments.
Instructions
Construct a 2-4 page paper that fully explores each of the following areas:
1)
Citing our textbook material, explain how the sociological approach toward social problems differs from other approaches. Why are certain problems considered significant and others are not?
2)
Next, choose one social problem that exists in society that you think is particularly serious, and explain it in sociological terms. This social problem should be measurable in some statistical way. (Is it increasing, and if so, how? Among which groups of people, and for how long, etc.?)
3)
What might be one important way in which the social problem is currently being addressed in society?
4)
Please define and identify at least four concepts from our text relevant to your chosen social problem.
5)
Analyze the way in which these concepts help us better understand the nature of the social problem you are discussing.
Don’t forget to include proper APA-style citation and reference. (Assignment One is worth 10% of the total grade.)
Due by 11:55 pm ET, Sunday of Week 2 – submit using link in Sakai.
The paper should be typed, double-spaced, 1” margins, arial or times new roman 11 pt font, and saved as .doc, .rtf or .pdf in the format: lastname_SOCI212_HW1.doc
DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
LATE POLICY:
See Syllalbus.
Course Objectives and Learning Outcomes
Assignment 1 will evaluate your ability to do the following:
Course Objectives:
Course Objective One
Identify specific social problems and their cause-effect patterns.
Course Objective Two
Identify current research methods that are utilized for the investigation of social problems.
Course Objective Three
Compare and contrast current and suggested policies, programs, and/or treatments in terms of their effectiveness for alleviating the negative consequences of social problems.
Course Objective Four
Apply class concepts to support opinions about social problems.
Co ...
Assignment 1 Conflict Theories – A ComparisonThe belief that conf.docx
Assignment 1: Conflict Theories – A Comparison
The belief that conflict is an enduring aspect of society is only the starting point from which to understand conflict theory. Within this line of thinking, there are varying perspectives on the existence of conflict and the result of its persistence. How can these perspectives, which include Marxist, power elite, and interest group (pluralist) theory, coexist? What do these variances on perspective mean for the social worker’s understanding of conflict for individuals, groups, and communities?
For this assignment
, review this week’s resources. Consider the similarities and differences among Marxist, power elite, and interest group (pluralist) theory. Then think about how these theories apply to your work with clients in social work practice.
Assignment
(
2 to 4 pages
in APA format): Your assignment should include:
o
A comparison and contrast of the basic assumptions of conflict theories: Marxist theory, power elite theory, and interest group (pluralist) theory
o
An explanation of how these theories apply to social work practice
References (use 2 or more)
Champe, J., & Rubel, D. J. (2012). Application of focal conflict theory to psychoeducational groups: Implications for process, content, and leadership.
Journal For Specialists In Group Work
,
37
(1), 71–90.
Robbins, S. P., Chatterjee, P., & Canda, E. R. (2012).
Contemporary human behavior theory: A critical perspective for social work
(3rd ed.). Upper Saddle River, NJ: Allyn & Bacon.
Wester, S. R., McDonough, T. A., White, M., Vogel, D. L., & Taylor, L. (2010). Using gender role conflict theory in counseling male-to-female transgender individuals.
Journal Of Counseling & Development
,
88
(2), 214–219.
Project: Final Paper Proposal: Questions and Controversies in Clinical Psychopharmacology
In this Final Paper Proposal, you to submit your proposal to your Instructor for feedback and approval of your final paper topic.
During Week 4, your Instructor will provide feedback and explain any necessary modifications of your Final Paper proposal. Once your Instructor approves your Final Paper Proposal, you should begin working on your Final Paper. The Final Paper should address a current question or controversy in clinical psychopharmacology.
Possible topics for the Final Paper include:
o
Something that is currently occurring in your community
o
Something that is currently occurring in a given population
o
A problem identified in the media
o
A controversy discussed in scholarly journals
o
A controversy about a specific diagnosis
Your Final Paper Proposal should include the following components:
Identifying information:
o
Title: Short and descriptive
o
Student name
o
Name of department/program and university
o
Date
Purpose of the paper/background in this section:
o
Identify the purpose of the paper (e.g., “My paper will exam the controversy related to prescribing ADHD medications to children.”).
o
Explain why you are resea.
ViewpointsSocial work and social problemsA contribution f.docx
Viewpoints
Social work and social problems:
A contribution from systems theory
and constructionism
Michailakis D., Schirmer W. Social work and social problems:
A contribution from systems theory and constructionism
Social work builds its identity on social problems. The goal is
to generate knowledge about causes, consequences and solu-
tions. However, there is a lack of theory of social problems.
We suggest that research on social problems can benefit
by ‘bringing the observer in’: Loseke’s constructionist frame-
work and Luhmann’s systems theory. According to Loseke,
social problems appear differently when constructed by dif-
ferent observers. Constructions vary in terms of morality,
conditions, victims/villains and solutions. From Luhmann we
learn that modern society consists of a multitude of social
systems (e.g. politics, science, economy etc.), each operating
with their own communicative codes. Combining both
approaches, we hypothesise that any social system constructs
its own (version of) social problems. Illustrating with
the empirical case ‘suicide among mentally ill people’, we
examine how a phenomenon is constructed differently as a
social problem by four different social systems: the disability
movement, politics, medicine and social work.
Dimitris Michailakis1, Werner Schirmer1,2
1 TEFSA – Platform for Theory-driven Research in Social
Work, University of Linköping, Norrköping, Sweden
2 Center for Social Theory, Department of Sociology, Ghent
University, Ghent, Belgium
Key words: constructionism, Luhmann, social problems, social
work theory, systems theory, suicide
Werner Schirmer, TEFSA – Platform for Theory-driven
Research in Social Work, Department of Social and Welfare
Studies, University of Linköping, SE 60174 Norrköping,
Sweden
E-mail: [email protected]
Accepted for publication 8 January 2014
Introduction
The academic discipline social work builds its identity
on the study of social problems. The goal is to generate
knowledge about causes, consequences and potential
solutions for social problems. This knowledge is
expected to be useful to practitioners working with
clients affected by different adverse conditions. In
empirical social work research on poverty, discrimina-
tion, social exclusion, homelessness, juvenile delin-
quency, domestic violence and human trafficking, it is
usually taken for granted what the ‘social problem’ is.
The social problem is treated as a deplorable circum-
stance about which something must be done (Holstein
& Miller, 1993a). It is therefore considered to be a
deviation from a desirable condition (how society ought
to be), how exposed groups suffer from these condi-
tions (Gould & Baldwin, 2004; Healy, 2001; Korpi,
Nelson, & Stenberg, 2007; Payne, 2005b; Trevithick,
2007) and what social work practitioners need to take
into consideration when dealing with those bearing the
symptoms of such conditions.
What this kind of research has in common is that it
addresses ‘what’ questions (What is .
SW 411 HBSE MIDTERM RUBRICINTRODUCTIONIntroduce your t.docx
SW 411 HBSE MIDTERM RUBRIC
INTRODUCTION
Introduce your topic
Include the Case Description and;
Introduce two Sanchez family members
Up to 10 points possible
Person-in-environment – Up to 15 points Possible
Provide a clear definition of Person-in-Environment as a whole perspective.
Levels of conceptualization, dynamic, interactional relationship between person and environment, problems are understood in the context of the environment in which they occur, and may exist in individual and environmental levels and/or in relationship between the two)
Application of PIE to 2 members of the Sanchez Family
Person in Environment
The environment in which we live is not a stage set before which we live out our lives
A living part of our existence from which we take what we need;
Control what we can and;
Adjust to those elements beyond our control.
As we, at any age, act on our environment, the environment also acts upon us. With aging, the process of acting upon the environment may become more difficult, the process of the environment acting upon us, more prominent. The trick, as we age, is to maintain a healthy and comfortable balance.
Think about some of the ways in which the aging process might impact the ability to function in the world. For example, does getting from one place to the other become more complicated as we age? As we accommodate our aging bodies, do we allow more time for even short trips? Do we limit our driving and rely more on public transportation? Do we rely more on others to get us where we are going? In what ways can you imagine the social worker addressing these issues on an individual level? On a community level? On a policy level?
4
Biopsychosocial lens – up to 15 points possible
Provide a clear definition of Biospychosocial Lens
Focus on individual and immediate environment, biological, psychological, and social aspects of the presenting problems, generally problem-oriented and narrow in scope
Theory or Theories are selected that are appropriate to the lens
The Theory and Lens are thoroughly and appropriately applied to the two family members.
The use of the BioPsychoSocial Model is an attempt to develop a better understanding of addiction using a multidimensional lens that describes the complex nature of proposed causal factors. It is the interaction of biological, psychological and social factors that is important
5
BPS LENS
How often do you hear people say things like, “Everything about psychology is biology and genes,” or “Everything about psychology is about your thinking and beliefs,” or “Everything about psychology is your environment and upbringing.”
All of these factors influence our psychology and mental health to some degree.
Biological factors: Genes, Health and illness, Exercise, Diet, Medication and drugs and Sleep
Psychological factors: Beliefs, Emotions, Habits, Knowledge, Memories, Stress, and Perspective
Social factors: Family, Relationships, Culture, Society & Politics, Educatio ...
Assignment 1 Cultural CompetenceAs with all areas of the social.docx
Assignment 1: Cultural Competence
As with all areas of the social work process, cultural competence is essential when engaging and assessing a child’s concerns. Being culturally competent includes understanding the unique needs of your client and asking how those needs can be fulfilled. Using an empowerment perspective treating clients as experts on their lives and their needs is essential. Not only does this establish your commitment to being culturally sensitive and aware, but it will enhance the therapeutic relationship. While it is essential to learn and master social work skills and techniques to be a successful practitioner, another significant indicator of a successful intervention is the relationship a social worker builds with his or her client. Some research suggests that the quality of the therapeutic relationship will account for 30% of the clinical outcome of the treatment (Miller, Duncan, and Hubble, 2005, as stated in Walsh, 2010, p. 7). Exhibiting a dedication to learning about a client’s culture, history, and current environmental factors exemplifies a social worker’s desire to build that client–worker bond.
For this Assignment, read the case study for Claudia (in attachments) and find two to three scholarly articles on social issues surrounding immigrant families.
In a 3 page paper, explain how the literature informs you about Claudia and her family when assessing her situation.
· Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.
· Describe culturally competent strategies you might use to assess the needs of children.
· Describe the types of data you would collect from Claudia and her family in order to best serve them.
· Identify other resources that may offer you further information about Claudia’s case.
· Create an eco-map to represent Claudia’s situation. Describe how the ecological perspective of assessment influenced how the social worker interacted with Claudia.
· Describe how the social worker in the case used a strengths perspective and multiple tools in her assessment of Claudia. Explain how those factors contributed to the therapeutic relationship with Claudia and her family.
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Assignment 2: Application of Attachment Theory to a Case Study
As you have read, theory guides the conceptualization of the client’s problem and how social workers assess and intervene relative to the problem. However, theory can also shape the self-reflective questions social workers ask themselves. Clients often come to social workers under stress or distress. This then affects how the social worker responds and thus the client-social worker relationship. As a result, Foley, Nash, and Munford (2009) employed attachment theory as a “lens in which to view the reflective process itself and to gain greater understanding and empathy for wh.
Assignment 1 the sociological viewpoint toward social problems (Due.docx
Assignment 1: the sociological viewpoint toward social problems (Due Week 3)
Overview
One of the most crucial components to this course concerns addressing social problems in society from a sociological viewpoint as opposed to a strictly policy-oriented, psychological, or criminal justice viewpoint. Although many different viewpoints in social science are valid and have a lot of importance, it is equally important for us to understand how sociology looks at the nature of social problems in society today. This paper will enable us to explore why certain social problems seem to be regarded as more significant than others. Our job will be in defining the sociological viewpoint, and choosing one social problem that we think is of high importance. We will build upon the topic we choose in this paper for our second and third writing assignments.
Instructions
Construct a 2-4 page paper that fully explores each of the following areas:
1)
Citing our textbook material, explain how the sociological approach toward social problems differs from other approaches. Why are certain problems considered significant and others are not?
2)
Next, choose one social problem that exists in society that you think is particularly serious, and explain it in sociological terms. This social problem should be measurable in some statistical way. (Is it increasing, and if so, how? Among which groups of people, and for how long, etc.?)
3)
What might be one important way in which the social problem is currently being addressed in society?
4)
Please define and identify at least four concepts from our text relevant to your chosen social problem.
5)
Analyze the way in which these concepts help us better understand the nature of the social problem you are discussing.
Don’t forget to include proper APA-style citation and reference.
The paper should be typed, double-spaced, 1” margins, arial or times new roman 11 pt font, and saved as .doc, .rtf or .pdf in the format: lastname_SOCI212_HW1.doc
DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
Leon-Guerrero, A. (2015). Social Problems, 5th edition. Los Angeles: Sage
Publications, Inc.
(book)
.
Week 2 - AssignmentAspects of Social Understanding[WLOs
Week 2 - Assignment
Aspects of Social Understanding
[WLOs: 3] [CLOs: 1, 2, 3, 4, 5]
Prior to beginning work on this assignment, review the Week 1 and Week 2 textbook readings: Chapters 1 through 4 and Chapter 12, perform your own research, and watch the following videos:
How do we know what is true? (Links to an external site.)Links to an external site.
How do we know what we know? Audi (Links to an external site.)Links to an external site.
How do we know what we know? Sullivan (Links to an external site.)Links to an external site.
Knowledge vs thinking - Neil deGrasse Tyson (Links to an external site.)Links to an external site.
An important aspect of public sociology is gaining an understanding of our social world and coming to informed conclusions based on what we know. Social problems can often occur due to a clash of difference in social understanding, and so sociologists can gain considerable value in understanding the nuances of different perspectives. These perspectives can also change over time as society evolves and individuals develop. The importance of this assignment is to acknowledge that there are varied forms of knowing that form our perspectives in society and presenting how these varied forms of knowing have impacts and value. This assignment is a “thought-piece” that requires you to academically support your ideas, as a presentation of your own developing and evolving social understanding.
In your paper, include the following components:
Elements of Social Understanding (1-2 pages)
Explain the concept of “epistemology” or “how we know what we know.”
Discuss the following elements of social understanding: evidence, theory, value, and beliefs.
Acquisition of Social Understanding (1-2 pages)
Explain the concept of “reflexivity” in social understanding.
Discuss how humans can gain each element of social understanding or how elements are formed.
Defend the importance each element of social understanding has on human knowledge.
Value to Society (1-2 pages)
Summarize how the elements of social understanding work together.
Justify the potential impact if citizens in society do or do not embrace all elements of social understanding.
...
OverviewOur first writing assignment centered upon the definition .docx
Overview
Our first writing assignment centered upon the definition of the sociological viewpoint toward social problems, and an identification of a social problem that we felt was one of the most significant in society. For this next paper, we will expand upon our understanding of the social problem through analyzing the organizations that are committed to addressing it. For example, with respect to the problems of homelessness, we see a variety of local and national level organizations that seek to enable people the opportunity to have permanent housing. Habitat for Humanity would be an excellent example of an organization that deals with such a concern. In the same sense, we may look at the Salvation Army as a type of organization committed to helping impoverished people, or people recently released from prison or drug treatment, to find gainful employment and reclaim a quality-of-life. Your job in this paper will be to do your own independent research on two organizations that are committed to the social problem chosen in the first writing assignment. This will ultimately lead to our final paper in which we’ll examine the future of the social problem.
Instructions
Construct a 2-4 page paper that fully satisfies these two areas:
Based upon your topic chosen in the first assignment, or based upon an entirely new topic of your choice, describe two organizations (Feel free to do your own independent research on these organizations) that is seeking to address this social problem. (1-2 pages).
Note: If you do change topics please get prior approval from you instructor.
Analyze two major ways that each organization is addressing the social problem you have mentioned. For example, are they helping to create homeless shelters, are they helping people receive drug treatment, or are they working with state and local authorities to curb suffering in some area?
Use at least four concepts or theories from our text (not used in our first assignment) for each organization. Don’t forget to include proper APA-style citation and reference. (worth 10% of total grade).
Due on by midnight the Sunday of Week 5 – submit using link in Sakai.
The paper should be typed, double-spaced, 1” margins, arial or times new roman 11 pt font, and saved as .doc, .rtf or .pdf in the format: lastname_SOCI212_HW2.doc
DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
LATE POLICY:
See Syllabus
Course Objectives and Learning Outcomes:
Assignment 2 will evaluate your ability to do the following:
Course Objectives:
Course Objective One
Identify specific social problems and their cause-effect patterns.
Course Objective Two
Identify current research methods that are utilized for the investigation of social problems.
Course Objective Three
Compare and contrast current and suggested policies, programs, and/or treatments in terms of their effectiveness for alleviating the negative consequences of social problem.
While all major developmental theories attempt to explain the gr.docx
While all major developmental theories attempt to explain the growth of individuals, each theory has a slightly different perspective. Some theories emphasize environmental (nurture) more than biological (nature) influences. Some theories focus on a particular construct (e.g., cognition), while others emphasize the impact of age range in shaping development. Piaget's cognitive developmental theory emphasizes fixed stages during which the mind's capacities allow an individual to learn about the world. Vygotsky's sociocultural theory, on the other hand, is not stage-based and describes growth as an interaction between the individual and his or her environment.
Contemporary theories (e.g., Langer's theory of mindfulness) typically build upon the foundation generated by earlier theories. Langer's theory of mindfulness contains similarities to classical theories, such as Vygotsky's sociocultural theory, in that they both agree that development is contextual and the organism is an active "mindful" participant. Langer took Vygotsky's theory to a new level, focusing specifically on education and the learner. Other contemporary theories include neo-Piagetian cognitive developmental theories, which attempt to address the limitations found within Piaget's classical theory. Robbie Case, Andreas Demetriou, and Kurt Fischer proposed theories that were extensions of Piaget's theory. These theorists added concepts that expanded on cognitive functioning within the stages of development. Most developmental psychologists today do not believe that a single perspective or theory can sufficiently explain lifespan development; rather, an eclectic approach accounts for development better.
For this Discussion, you will examine classical and contemporary developmental theories as they relate to current applications in developmental psychology.
To prepare for this Discussion:
Review the course text and other Learning Resources related to mid-20th-century theories and recent theoretical perspectives
Select two theories from the following list, one from each column (classical, contemporary), that examine the same developmental processes (i.e., cognitive, physical, and/or social-emotional).
Classical TheoriesContemporary Theories
Psychoanalytic/Psychosexual
Psychosocial
Behaviorism/Learning
Social Learning
Cognitive-Developmental
Information Processing
Developmental Cognitive Neuroscience
Ethology/Evolutionary Developmental
Sociocultural
Systems Theory
By Day 4
Post a brief description of the two theories you selected (one classical and one contemporary). Contrast the theories you selected. Specifically, identify important similarities and differences, including an explanation of the strengths and limitations of each theory in explaining developmental processes (i.e., cognitive, physical, and social-emotional).
Note:
Your descriptions should be in paragraph form, not bullet points. Use your Learning Resources and/or other scholarly sources to suppor ...
Similar to Theories help frame more than presenting problems—they also frame so.docx (16)
Thinking Like a Social Worker Examining the Meaningof Criti
Thinking Like a Social Worker Examining the Meaningof Criti
Assignment 2 Decision-making and Philosophy Part II Philosophy and.docx
Assignment 2 Decision-making and Philosophy Part II Philosophy and.docx
Assignment DetailsYou have been working on your Unit 9 Assig.docx
Assignment DetailsYou have been working on your Unit 9 Assig.docx
Assignment InstructionsSOCI 212 – Social ProblemsAmerican Public.docx
Assignment InstructionsSOCI 212 – Social ProblemsAmerican Public.docx
Assignment 1 Conflict Theories – A ComparisonThe belief that conf.docx
Assignment 1 Conflict Theories – A ComparisonThe belief that conf.docx
ViewpointsSocial work and social problemsA contribution f.docx
ViewpointsSocial work and social problemsA contribution f.docx
SW 411 HBSE MIDTERM RUBRICINTRODUCTIONIntroduce your t.docx
SW 411 HBSE MIDTERM RUBRICINTRODUCTIONIntroduce your t.docx
Assignment 1 Cultural CompetenceAs with all areas of the social.docx
Assignment 1 Cultural CompetenceAs with all areas of the social.docx
Assignment 1 the sociological viewpoint toward social problems (Due.docx
Assignment 1 the sociological viewpoint toward social problems (Due.docx
Week 2 - AssignmentAspects of Social Understanding[WLOs
Week 2 - AssignmentAspects of Social Understanding[WLOs
OverviewOur first writing assignment centered upon the definition .docx
OverviewOur first writing assignment centered upon the definition .docx
While all major developmental theories attempt to explain the gr.docx
While all major developmental theories attempt to explain the gr.docx
More from susannr
Theory Into Practice Four Social Work Case Studies In this co.docx
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that client’s presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changes—which then changes how you ask assessment questions and how you intervene.
These case studies are based on the video- and web-based case studies you encounter in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,.
Theory applied to informatics – Novice to Expertcjni.netjou.docx
Theory applied to informatics – Novice to Expert
cjni.net/journal
Editorial – Fall 2010
by June Kaminski, RN MSN PhD(c), Editor in Chief
I am often amazed by the consistent confusion and silence that arises when I ask nurses what
nursing informatics related theories they use or are aware of. I can sense their minds
searching for mysterious elusive theories that they conclude that they must have missed. Only
a few realize that many theories that they are already familiar with have great applicability to
nursing informatics. One such theory is the time honoured Novice to Expert theory.
The Novice to Expert Theory, a construct theory first proposed by Hubert and Stuart Dreyfus
(1980) as the Dreyfus Model of Skill Acquisition, and later applied and modified to nursing by
Patricia Benner (1984) provides a very useful and important theory that clearly applies to
nursing informatics. The Dreyfus brothers developed the model while working with scholars
interested in comparing artificial intelligence development and expert computer system
programming to the human mind and the development of expertise.
Within the field of nursing informatics, this theory can be applied to:
the development of nursing informatics skills, competencies, knowledge and expertise
in nursing informatics specialists;
the development of technological system competencies in practicing nurses working in
an institution;
the education of nursing students, from first year to graduation and;
the transition from graduate nurse to expert nurse.
The currently accepted five levels of development within the Novice to Expert theoretical
model are illustrated in the image above, as presented by Benner (1984). They start from the
1/4
http://cjni.net/journal/?p=967
bottom rung at the Novice level and move upward through Advanced Beginner, Competent,
Proficient, and Expert levels. Dreyfus and Dreyfus (1980) initially proposed the stages of:
Novice, Competent, Proficient, Expertise and Mastery. In both configurations, each level
builds on the level before it as the learner advances from a neophyte level then gains
knowledge, skills, perceptions, intuition, wisdom and most important of all, experience in their
given field of practice.
Distinguishing Traits
Both Dreyfus and Dreyfus and Benner estimated that it takes approximately five years to move
through the five stages from novice to expert but also elaborated that not all novices become
experts. Some people get ‘stuck’ at the competent or proficient stages. Two personal
characteristics that distinguish the successful evolution to the expert level seem to be
a) deliberate practice and
b) the willingness to take risks, to go beyond the ‘norm’.
Deliberate practice is a trait shown by people who use a personal, goal-oriented approach to
skill and knowledge development – they devote themselves to engage in progressively higher,
and ultimately expert performance. This requires years of sustained effort to continually
improve the quali.
Theorizing LeadershipTrait Theory- how tall someone is, hair, .docx
Theorizing Leadership
Trait Theory- how tall someone is, hair, smile, charm. Except for women. Traits theory seems to be gendered.
Behavioral Theory-organization skills, collaboration skills, better public speaker, all behaviors which should make for excellent leadership skills.
Power and Influence Theory-Machiavelli. Who has power in what settings? Tsun Tsu. Choosing the time and place of battle. Operation and influence.
Contingency Theory-matching your behavior to the settings. Be aware of the social context.
Cognitive Theory-what really matters is the decisions made and why they were made?
Satisficing Theory- choosing the solution that’s not necessarily the best solution, but its’ the solution that appeasing everyone. Unconscious bias. The discussion regarding unconscious bias’ who is hired in leadership. Groupthink-members of the organization feel as if they can’t adequately critique the leader. People are fearful and therefore, they can’t speak their minds.
Truth to power Theory-it’s so much harder for people to tell their truth TO POWER(ful) individuals.
Leaders don’t actually make decisions according to data…
Cultures and Symbols-Individuals who control culture and symbols.
Positivistic-leadership is known, and we can clearly identify power. Philosophical term
Social Constructivist-knowledge through interactions with others. It’s true because we say it’s true.
Critical-Leaderships role is to critique the social order and how it could be an advantage. Service of one groups but not others.
Post Modern-create a situation where everyone has a voice. Non-hierarchical.
Leadership as Servant-greater service to society. Responding to “a calling to service.” Why you go about what you do. Motivational intent of the individual.
Establish power based on time served. Legitimacy based on service.
Leading out of serving. Becoming a leader by “doing good” in the community.
Massive Critique-Evidence of leadership that leadership matters is undetermined. Is there a better approach to leadership? The question has yet to be answered. Overattribute accomplishments and underattribute failures.
Great leaders manage their emotions.
.
THEORY & REVIEWTHEORIZING THE DIGITAL OBJECT1Philip Fa.docx
THEORY & REVIEW
THEORIZING THE DIGITAL OBJECT1
Philip Faulkner
Clare College, University of Cambridge,
Cambridge, CB2 1TL, UNITED KINGDOM {[email protected]}
Jochen Runde
Cambridge Judge Business School and Girton College, University of Cambridge,
Cambridge, CB2 1AG, UNITED KINGDOM {[email protected]}
Prompted by perceived shortcomings of prevailing conceptualizations of digital technology in IS, we propose
a theory aimed at capturing both the ontological complexity of digital objects qua objects, and how their iden-
tity and use is bound up with various social associations. We begin with what it is to be an object, the dif-
ferences between material and nonmaterial objects, and various categories of nonmaterial objects including
syntactic objects and bitstrings. Building on these categories we develop a conception of digital objects and
a novel “bearer” theory of how material and nonmaterial objects combine. The role of computation is con-
sidered, and how the identity and system functions of digital objects flow from their social positioning in the
communities in which they arise. Various implications of the theory are identified, focusing on its use as a
conceptual frame through which to view digital phenomena, and its potential to inform existing perspectives
with regard both to how digital technology per se and the relationship between people and digital technology
should be theorized. These implications are illustrated with reference to secondary markets for software, the
treatment of digital resources in the resource-based, knowledge-based, and service-dominant logic views of
organizing, and recent work on sociomateriality.
Keywords: Nonmaterial objects, digital objects, bitstrings, digital technology, social positions, resources,
resource-based view, service-dominant logic, sociomateriality, imbrication
Introduction 1
One of the striking features of the digital revolution has been
the proliferation of what we will call digital objects, many of
which have transformed and become indispensable parts of
organizational life. Digital objects feature prominently in IS
research and include computer systems and peripherals (Hib-
beln et al. 2017; Xu et al. 2017), smart devices (Prasopoulou
2017; Yoo 2010), mobile apps (Boudreau 2012; Claussen et
al. 2013; Hoehle and Venkatesh 2015), emails (Barley et al.
2011; Wang et al. 2016), blogs (Aggarwal et al. 2012; Chau
and Xu 2012; Luo et al. 2017), electronic health records
(Kohli and Tan 2016), online videos (Kallinikos and Mariá-
tegui, 2011; Susarla et al. 2012), 3D printers (Kyriakou et al.
2017), and enterprise systems (Strong and Volkoff 2010;
Sykes 2015).
Illuminating as these and similar studies invariably are,
however, their principal focus is on the human and organi-
zational implications of the technology in question rather than
on the devices themselves. The result is that research of this
kind tends to invoke “pretheoretical understandings” (Ekbia
2009, p. 2555) o.
Theory Analysis Assignment this assignment is another interview…but.docx
Theory Analysis Assignment: this assignment is another interview…but you are a coach in this interview.
After reading the Kouzes’s and Posner’s Chapter on
Strengthen Others,
use the statements concerning strenthening others by increasing their self-determination and developing competence use
the following questions below to complete the interview with someone YOU coach:
Questions:
1. Where are we going?
2. Where are you going?
3. What are you doing well?
4. What suggestions for improvement do you have for yourself?
5. How can I help you?
6. What suggestions do you have for me?
**No title page needed, it's an interview.
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
Theory and the White-Collar OffenderOur previous week’s disc.docx
Theory and the White-Collar Offender
Our previous week’s discussion required an explanation for inappropriate/criminal conduct committed by medical professionals.
In a 1-2 page paper, examine which criminological theory best explains this inappropriate/criminal conduct.
Which theory best describes your view of this white collar offender. Support your position with at least three (3) external references
.
Theory & Research in Social Education, 44 565–607, 2016Copy.docx
Theory & Research in Social Education, 44: 565–607, 2016
Copyright © College and University Faculty Assembly of
National Council for the Social Studies
ISSN 0093-3104 print / 2163-1654 online
DOI: 10.1080/00933104.2016.1210549
A Concept Analysis of Digital Citizenship
for Democratic Citizenship Education in the
Internet Age
Moonsun Choi
The Ohio State University
Abstract: Despite the importance of promoting socially responsible citizenship in the
Internet age, there is a paucity of research on how digital citizenship or digital citizens
might be defined and/or investigated. This study found 4 major categories that construct
digital citizenship: Ethics, Media and Information Literacy, Participation/Engagement,
and Critical Resistance. Based on these comprehensive and interconnected categories of
digital citizenship, the author argues that digital citizenship needs to be understood as a
multidimensional and complex concept in connection with an interrelated but non-linear
relationship with offline (place-based) civic lives.
Keywords: concept analysis, critical resistance, digital citizenship, digital ethics, media
and information literacy, participation/engagement
I imagine one could say: “Why don’t you leave me alone?! I want no
part of your Internet, of your technological civilization, of your network
society! I just want to live my life!” Well, if this is your position, I have
bad news for you. If you do not care about the networks, the networks
will care about you, anyway. For as long as you want to live in society, at
this time and in this place, you will have to deal with the network society.
Because we live in the Internet Galaxy. (Castells, 2001, p. 282)
Correspondence should be sent to Moonsun Choi, Center on Education and Training
for Employment, The Ohio State University, 1900 Kenny Road, Columbus, OH 43210.
Email: [email protected]
Color versions of one or more of the figures in the article can be found online at www.
tandfonline.com/utrs.
566 Choi
As Castells (2001) argued in his book, The Internet Galaxy, it is impossi-
ble to deny that we are living in a digitalized and networked society, even if
we fear and escape the often-negative influences of the Internet. For instance,
Internet trolls sometimes infiltrate online communities and then use their posts
to disrupt and ultimately destroy not only the community, but also specific
members (e.g., some subreddit communities). Digital warriors use the Internet
to influence and potentially recruit vulnerable users into extreme causes (e.g.,
the recruitment of adolescents by the Islamic State).
Web-based activities have affected the ways humans think, the ways they
communicate with others, and the way they generally participate in society
(DiMaggio, Hargittai, Neuman, & Robinson, 2001; Dutton, 2005; Glassman,
2012a; Palfrey & Gasser, 2013). Put another way, emerging digital media and
web-based networking environments allow people to adopt new perspectives
toward the self, t.
THEO 650 Book Review Grading RubricCriteriaLevels of Achieveme.docx
THEO 650 Book Review Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Introduction
18 to 20 points
There is a clear overview statement. The book is identified. The introduction provides a clear overview of the paper’s contents.
17 points
The book is identified, an overview statement is provided, and the reader knows generally where the book is heading.
1 to 16 points
The introduction is minimal, brief, and cursory.
0 points
Content and Critical Evaluation
60 to 65 points
The major issues and ideas of the book are addressed clearly and substantively. The paper contains a detailed evaluation of the major issues and ideas of the book. Assertions are properly supported by evidence.
55 to 59 points
The major issues and ideas of the book are addressed in a general manner. Evaluation of major issues and ideas of the book is given, offering some depth and analysis. Assertions are generally supported by evidence.
1 to 54 points
Summary and evaluation are provided, but the paper lacks depth in assessment and analysis. Evaluation is minimal, needing development.
0 points
Conclusion
18 to 20 points
The conclusion offers a good summary of issues treated in the paper.
17 points
The conclusion is given and offers a general summary of issues treated in the paper.
1 to 16 points
The conclusion is minimal, brief, and cursory.
0 points
Structure 30%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Structure and Format
11 to 12 points
There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout.
10 points
Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct.
1 to 9 points
Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout.
0 points
Style and Turabian Requirements
11 to 12 points
The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format.
10 points
Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format.
1 to 9 points
Assignment contains 5 or more errors in grammar or spelling that distract the reader from the content. Numerous errors (5+) noted in the interpretation or execution of proper Turabian format.
0 points
Assignment Requirements
19 to 21 points
Student reading.
Theories of Poverty DiscussionTheories explain phenomena and pre.docx
Theories of Poverty Discussion
Theories explain phenomena and predict how the phenomena will behave under specific conditions. Usefulness of theories depends on how well the theory explains what is going on and predicts what will happen under certain conditions.
Describe at least
two individual theories and two structural theories that explain the causes (risks) of poverty.
Describe t
wo individual and two structural consequences of poverty.
Give two examples to illustrate the explanatory usefulness of theories about poverty. (How well do your theories explain and predict the phenomenon of poverty?)
.
Theories of LeadershipInstructionsWrite a 4–5 page paper.docx
Theories of Leadership
Instructions
Write a 4–5 page paper in which you:
Determine two leadership theories and two leadership styles that support the definition of a public leader. Provide a rationale for your response.
Discuss the differences, if any, between successful leaders in public, private, and nonprofit organizations. Cite experiences and research to support your assertions.
Some think leadership is a born ability. Some think leadership can be learned. Some think leadership is a product of a need or challenge. What do you think? Cite experiences and research to support your assertions.
Include at least four peer-reviewed references (at least one must be no more than 3 months old) from material outside the textbook.
Note:
Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and websites ending in anything other than ".gov" do not qualify as academic resources.
.
Theories in SociologyAssignment OverviewThis writing assignm.docx
Theories in Sociology
Assignment Overview
This writing assignment explores different facets of the sociological perspective and allows you to understand different theoretical approaches in sociology.
Deliverables
A one-to-two page (250-500 word) paper
Step 1
Write an essay response to the following question.
Different sociological theories can have various explanations for the same phenomenon.
Consider crime rates in the US. Try to think how three sociological theories—symbolic interactionism, functionalist theory and conflict theory—would explain the kind, distribution, or changing crime rates in the US.
In your response, make sure you have an introduction, one paragraph per theory, and a conclusion.
Step 2
Save and submit your assignment.
When you have completed the assignment, save a copy for yourself in an easily accessible place, and submit a copy to your instructor using the dropbox. but please include the outside source and references as well please. just 1 page paper at least 270 words
.
Theories of LeadershipMany schools of thought have developed t.docx
Theories of Leadership
Many schools of thought have developed throughout history that propose various theories about the source and development of leaders, how leaders are discovered, and how they can be identified. Early leadership theories focused on the qualities that distinguished leaders from followers; subsequent theories looked at other variables such as situational factors and skill levels. Evaluate the similarities and differences between two approaches or theories of leadership: the trait approach and behavioral theory; the Situational Leadership® Model and authentic leadership theory; or the transformational and transactional leadership theories. Begin by providing a brief summary of the two approaches or theories of leadership you have chosen to analyze. Then, examine the common characteristics and differences between the two approaches or theories you selected. Use a minimum of two scholarly sources to support your post. Cite your sources according to APA style as outlined in the Ashford Writing Center.
.
THEORIES OF INTELLECTUAL DEVELOPMENTPiaget’s TheoryWe begin wi.docx
THEORIES OF INTELLECTUAL DEVELOPMENT
Piaget’s Theory
We begin with the theory of the famous Swiss psychologist, Jean Piaget (Gruber & Voneche, 1995). Piaget disagreed with the behaviorist notion that children come into this world as “blank slates” who simply receive and store information about the world from other people (Driver, Asoko, Leach, Mortimer & Scott, 1994). Instead, Piaget argued that, at all ages, humans actively interact with their world, and through those interactions try to interpret and understand it in terms of what they already know. He also thought that humans change the ways in which they interact with and interpret the world as they grow older and more experienced. What is important for teachers to understand is (1) how children are likely to interact with and interpret the world at particular ages and (2) what factors lead children to move from less sophisticated to more sophisticated forms of interaction and interpretation.
In describing how children interact with and interpret the world, Piaget proposed four stages of intellectual development. He believed that these stages were universal, that is, that children everywhere, regardless of culture or experience passed through the same stages. He also believed that children progressed through the stages in an invariant order, that is, all children move from simpler, less adequate ways of thinking to increasingly more complex, sophisticated ways of thinking. Piaget did allow that some children might develop faster than others and that some might never achieve the highest stage(s) of thinking.
Piaget’s claims about stages of intellectual development have faced many criticisms, as you have no doubt read in your human development text. For example, it has been suggested that development is much more gradual and piecemeal than implied by the notion of a stage (Santrock, 2008, 2009). Nevertheless, these stages still provide a useful framework for teachers. In particular, Piaget’s stages provide clues about how students will interpret and approach many of the problems that you pose, as well as clues about the types of problems and experiences that are most likely to engage students and be beneficial for them (Elliott, Kratochwill, Littlefield & Travers, 2000; Feinburg & Mindess, 1994; Santrock, 2008).
The four stages that Piaget proposed are described briefly below. Please note that the age ranges listed are only approximations.
Sensorimotor period. This stage characterizes the thinking of children up until the age of 2 years. During this stage, infants and toddlers learn about the world by acting on it directly through motoric and sensory activities, such as sucking, grasping, and looking. In this way, they gradually learn about the physical properties of objects and develop rudimentary understanding of space, time, and causality.
Preoperational period. This stage characterizes the thinking of children between the ages of 2 and 6 years. Preoperational chil.
Theories of Maladaptive BehaviorLocate at least two peer-rev.docx
Theories of Maladaptive Behavior
Locate at least two peer-reviewed scholarly articles in the Keiser online library that demonstrate how the biological theory explains etiology in two different mental illnesses. Answer the following questions about each different mental illness:
a) What are the specific biological mechanisms associated with each diagnosis?
b) How would each diagnosis be explained by a major psychological theory other than biological theory (e.g., cognitive-behavioral)?
c) Could each disorder be better understood by the combination of both biological theory and another perspective? If not, why not? If so, which other perspective is best? Why?
Reading
pic
Overview, History, and Psychological Theories
Readings
Butcher, J.N., Mineka, S., & Hooley, J.M. (2017).
Abnormal psychology
(17th ed.). Upper Saddle River, NJ: Pearson.
Chapter 1: Abnormal Psychology: An Overview
Chapter 2: Historical and Contemporary Views of Abnormal Behavior
Chapter 3: Causal Factors and Viewpoints
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.
Introduction (pp. 5-17)
Use of the Manual (pp. 19-24)
Highlights of Changes from
DSM-IV
to
DSM-5
(pp. 809 – 816)
.
Theories help frame more than presenting problems—they also fram.docx
Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a theory under the individual-related theories and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
.
THEORETICAL REVIEW Please read through these extensive assignmen.docx
THEORETICAL REVIEW
Please read through these extensive assignment instructions carefully.
If you allow yourself enough time on this assignment, you can work with an
online writing tutor
by going to this website
:
https://case.fiu.edu/writingcenter/make-an-appointment/index.html
OVERVIEW OF THE PAPER
In this
Gordon Rule Writing
course, you will complete
three writing assignments
that build on each other to facilitate your progress.
The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills
.
SELECTION OF THE TOPIC
1. Select Section
From the sections of our course textbook on communication theories, you will choose
three sections
to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook --
The Self and Messages
. This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook.
The sections on communication theories are:
The Self and Messages (Chapters 4, 5, 6, 7)
Relationship Development (Chapters 8, 9, 10, 11)
Groups and Organizations (Chapters 14, 17)
Culture and Diversity (Chapters 27, 28)
Public and Media (Chapters 18, 21, 25, 26)
2. Select a Theory from each section
From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1) The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research.
With that theory, you should research how the theory applies to some aspect of communication of interest to you.
For example, here are some topics
(sections of the text, theories, communication aspect)
that other students have previously chosen:
The Self and Messages
Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life).
Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life).
Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life).
Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life)
Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life)
Relationship Development
Uncertainty Reduction Theory, interpersonal.
Theoretical Medicine & Bioethics, 35, 31-42. To Treat a Psyc.docx
Theoretical Medicine & Bioethics, 35, 31-42.
To Treat a Psychopath
Heidi L. Maibom
Recent successes in manipulating the activity of the brain more or less directly—e.g. through transcranial magnetic stimulation or the administration of drugs that inhibit the production or reuptake of certain neurotransmitters—promise that one day soon it may be possible to treat a range of hitherto treatment resistant disorders [1-4]. Conventional treatment is typically unsuccessful with psychopaths [5-6]. Some people, however, are now quite optimistic about the possibility of treating psychopathy with drugs that directly modulate brain function [2]. Does the recent evidence support the idea that we will soon be able to treat psychopathy? I shall argue that it does not. Psychopathy is a global disorder in an individual’s worldview, including his social and moral outlook. Because of the unity of this Weltanschauung, it is unlikely to be treatable in a piecemeal fashion. But recent neuroscientific methods do not give us much hope that we can replace, in a wholesale manner, problematic views of the world with more socially desirable ones. There are, therefore, principled reasons that psychopathy is so singularly treatment resistant.
1. The Trouble with Psychopaths
By contrast to depression, which can often be treated by the administration of mood-enhancing drugs (SSRIs or SNRIs)[footnoteRef:1] and/or psychotherapy, psychopathy is a disorder involving a wide variety of symptoms that, on the face of it, have little in common except for their moral and social undesirability. Depressive symptoms typically form a unified picture of a certain type of affective disorder. Psychopathy has been called a moral or an antisocial disorder [7, 8]. Where it seems relatively obvious, at least in theory, that to treat depression one must help elevate the subject’s mood and alleviate her despair, how to treat amoral or antisocial tendencies is less clear. And since we have experience of ingesting substances that are mood-elevators, at least in the short term, such as champagne or chocolate, it is not too far-fetched to suppose that other substances may produce a longer-term effect on a person’s mood. But what of amorality or antisociality? [1: Serotonin reuptake inhibitors and serotonin and norepinephrine reuptake inhibitors.]
On closer inspection, depression and psychopathy have more in common than it might seem at first. The two disorders represent more global divergences of cognitive and emotional functioning compared to the statistical norm. Depressed individuals tend to have a rather dark view of themselves and existence in general, associated with social withdrawal and lack of interest in activities, even those that were previously of great importance to them. Georg Northoff has suggested that depressed individuals may experience difficulties projecting themselves into the future or, if you like, imagining a future different from their current reality.[footnoteRef:2.
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURS.docx
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURSING PRACTITIONER
Presented by: Iriabel Nepravishta
*
INTRODUCTION
Peplau’s Theory Interpersonal Relationship
Challenge Facing Palliative Care Practitioners
Impact of Society Perception of Palliative Care on Health Care Outcomes
Ways in which Peplau’s Theory can be used to address the Scope of Practice Restriction Challenge
Perspective Offered through the Application of Peplau’s Theory
Conclusion
References
A Palliative Nurse Practitioner (PNPR) is an advanced practice registered nurse. PNPR is trained to assess patient needs, diagnose disease, interpret diagnostic results and provide palliative medicine to treat illness with complex pain and symptoms. Additionally, PNPR will anticipate and meet the needs of the patient and family facing terminal illness and bereavement (Forchuk, 2015).
*
PEPLAU’S THEORY INTERPERSONAL RELATIONSHIP
Three phases: orientation, working and termination phases
Establish therapeutic relationship to provide better patient care.
A guide for resolution of the issues and concerns
Peplau’s Theory Views a Palliative Nursing Practitioner as a professional that establishes therapeutic relationship with patients. Peplau’s theory consist in 3 phases which are orientation, working and termination stages. During the orientation phase, the patient, family and nurse work together to recognize, clarify, and define existing problem. The working phase includes deliver and application of interventions, and services of care to treat, explore and change a situation. Finally, the termination phase includes resolution and successful completion of all the other two stages on finalization of care (Townsend, 2015).
This theory is significant in palliative care because it will allow me to determine the needs of my patients and their families through the use of the orientation, working concepts. In doing so, I can serve as a resource person, a counselor and surrogate. In addition, I can provide individualized care that will meet the needs of my patients and their families. But most importantly, this theory is significant to palliative care because it will help me to transition patients and their families through end of life care by applying the concepts of the termination phase (Townsend, 2015 p. 40) , (Forchuk, 2015).
*
CHALLENGE FACING PALLIATIVE CARE PRACTITIONERS
Perception of Palliative Care.
Different approaches of care among health care providers
Family conflicts.
Cultural differences
Today’s society struggles with the subject of death. We live in a decade where modern technology and treatments are prolonging life and the concept of natural death is seeming a vague illusion and almost an impossible concept to accept and face. We are dragged into the philosophy that there is nothing worse than letting our loves ones go and we hold them tight without acknowledging and respecting their wishes. Palliative Care Nurse Practitioners (PNPR) play an importan.
Theoretical PerspectivesSince Childrens Literature is written f.docx
Theoretical Perspectives
Since Children's Literature is written for the child audience, authors and illustrators need to understand how children develop emotionally, mentally, physically and spiritually. Authors and illustrators must cater to children through their use of ideas, language, images, and style. They must also understand how children learn in order to know how to integrate ideas with language, images and style for the child mind. In this section of our course, you will learn about three child development theories, including Piaget's theory on how children develop cognitively, Kohlberg's theory on how children learn moral reasoning, and Erikson's stages on how a child develops psychologically. You will also learn about two educational theories in children's literature, including Vygotsky's Social Development Theory and Rosenblatt's Reader's Response/Transaction Theory. Having an understanding of how children develop and learn will help you critique the many types of children's literature you will analyze in this course.
Piaget's Theory of Cognitive Development
View the short film clip titled "Piaget's Stages of Cognitive Development" published by Khan Academy to gain perspective on Piaget's theoretical stages. Keep in mind that Piaget believed that knowledge is constructed--children's learning builds on what is already known. Use the following outline as a guide. What examples can you use to illustrate each stage?
Stage 1: 0-2 Years of age--Sensorimotor Stage
Children gather information about the world through their senses and their movement.
Stage 2: 2-6 years of age--Pre-Operational Stage
Children develop language skills and begin to use symbols to represent language.
Stage 3: 7-11 Years of age--Concrete Operational Stage
Children learn to use mental operations such as math reasoning.
Stage 4: 12-Up Years of age--Formal Operational Stage
Children learn abstract and moral reasoning.
Kohlberg's Theory of Moral Development (An expansion on Piaget’s Theory)
View the short video titled “Kohlberg's Theory of Moral Development Explained!” published by Learn My Test. Examine each level and stage carefully, and then consider the 3 main criticisms of Kohlberg's theory:
Level 1: Pre-conventional Morality--at this level, children tend to obey rules to avoid punishment. They also make choices based on self-need.
Level 2: Conventional Morality--at this level, children tend to conform to societal expectations. They typically respect and abide by rules.
Level 3: Post-conventional Morality--at this level, children recognize that members of society should agree to standards that set rules; they view justice as more important than laws.
Consider:
Why is Kohlberg's theory on moral development important for authors to be aware of as they write literature for children?
What are the 3 main criticisms of Kohlberg's theory? Are these criticisms justifiable? Why or why not?
Erikson's Stages of Development
View the short video clip about Eri.
Theoretical Bases for Analyzing the Ethics of a DecisionAdapte.docx
Theoretical Bases for Analyzing the Ethics of a Decision
Adapted from a chapter by John R. Deckop, in Vida Scarpello (ed). The Handbook of Human Resource Management Education: Promoting and Effective and Efficient Curriculum, Los Angeles: Sage Publications, 2008.
Philosophers have pondered ethical questions for millennia, and have developed numerous theoretical perspectives to aid in ethical decision-making. The range and depth of philosophical theories on ethical decision-making can be daunting. So much so that arguably, presenting all the major philosophical perspectives, and their nuances, is likely to fail from a pragmatic standpoint because there is no way most students can absorb, much less apply on a day-to-day level, so much material.
So this analysis will be restricted to the two “dominant” (Beauchamp & Bowie, 1997) philosophical perspectives on ethics: utilitarianism and universalism, and will deal with only the most general features of these theories. Things will be complicated a little, in that a third theoretical perspective that is a subset of utilitarianism will also be discussed: profit maximization.
The goal is to provide three perspectives (utilitarianism, profit maximization, and universalism) on ethical decision-making that can actually be easily remembered, taught, and used in daily decision-making. Later other perspectives will be overviewed, including theory that challenges the two dominant perspectives.
Utilitarianism
The theory. Utilitarianism, developed primarily in the 19th century, can be understood by the common phrases “The greatest good for the greatest number” and “The ends justify the means.” The utilitarian believes that the potential outcomes of a decision should be analyzed to see who benefits and who is harmed. The decision that results in the most total benefit compared to harm is the best decision. The utilitarian is often portrayed figuratively as holding a scale, with the benefits on one side being weighed against the harm on the other.
A critical aspect of this theory is that a decision can result in harm to some individuals and still be the most ethical course of action. As long as benefit versus harm is maximized, the “ends justify the means.” From a utilitarian perspective, an organizational downsizing for example would be ethical as long as the good that comes from it, perhaps in the form of long-term company health and shareholder value, outweighs the harm to dismissed and current employees, and other stakeholders.
Some criticisms of the theory. One criticism of utilitarianism is that the ends may not always justify the means. Universalism, the other dominant ethical theory to be discussed below, argues that humans have inherent worth and thus fundamental rights that should not be violated under any circumstances. Thus, for example, while a utilitarian may defend drug testing, a universalist might argue that drug testing fundamentally violates an employe.
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- 1. Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems. To prepare: Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16 (1/2), 57–72. doi:10.1300/J137v16n01-05 Select a theory under the individual-related theories and a theory under the structural/cultural-related theories. Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. ( Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.) By Day 3
- 2. Post: Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected. Explain how this conceptualization differs from an individual- related versus a structural/cultural-related theoretical lens. Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.