Category: Human Services

In this assignment, you will suggest an external competitiveness policy for an organization of your choice that will help the organization meet their business objectives. You may want to choose a past or current employer, or you may choose any other organization that interests you. You may choose the same or a different organization from the previous unit. Research the organization through the company website as well as related articles available in the library.
In external competitiveness, comparisons with other employers that hire people with the same skills are made. Using concepts related to external competitiveness, compose a 2–3-page paper that provides pay recommendations for a manager’s position in the organization that you have chosen. Apply appropriate pay concepts to determine the pay for a managerial position. Be sure to address the following questions in your paper:
What policy regarding external competitiveness would you advise? List the options and the pros and cons of each policy option. Offer the rationale for your recommendation.
What forms of pay and in what percentages would you recommend? Again, offer your rationales.
Consider the theories and research presented in this chapter. Which ones did you use to support your recommendation?
To successfully complete the paper, the following are the minimum requirements:
Review the grading rubric before beginning this assignment.
Compose a 2–3-page paper in APA format: 12-point font, double-spaced, indented paragraphs, citations, reference list, etc.
For additional help with writing an informative essay and APA formatting, please visit the Writing Center accessed through the Academic Success Center within the Academic Tools area of the course.
Include introductory and summary paragraphs
Limit the use of direct quotations – instead, paraphrase and cite the author’s work. For a refresher on paraphrasing, view this short Guide to Paraphrasing video and explore the additional resources prior to starting your assignment. You can access tutorials, how-to videos, tutoring services, and more by visiting the Academic Success Center.
Demonstrate your understanding of the weekly objective(s) through your response.
Reinforce your personal opinions with at least two credible or scholarly research articles (not to exceed 20% of content). Peer-reviewed academic articles, articles published in journals, textbooks, and library resources found in the Purdue Global Library are examples of high-quality resources. Note that Wikipedia, Investopedia, etc. are not considered as reliable resources for this research.
Be sure to include the criteria located in the rubric within your paper.

Create a storyboard for your planned video based on your research and vision for the video. Be sure to let your slogan shape what you do in the storyboard.
What is a storyboard? Storyboards are important steps in creating PSA videos because they show the plan for the video–what images and text will appear in each scene, shot, or frame, what special effects will be used, what sound the viewer will hear (music, dialogue, narration, etc.), step by step (think comic strip). This type of planning will help you decide how to match the script (words you will say) to what the viewer will see on their screen so that you have continuity between one frame/shot/scene and the next.
Storyboards can be created with specialized software (not necessary), MS Word, or even sketched out by hand. Don’t worry about your artistic skills–you can use stick figures if need be. Please use the attached Word template Download he attached Word templateto create your storyboard, and decide whether you want to complete it by hand or if you want to type and paste your content on the template. The template offers you two ways to format each slide.
If you use Word, please use thumbnail photos, images, graphics, etc. from Creative Commons websites OR create them yourself. We provide some links to Creative Commons sources below.
Please note that if you draw your storyboard by hand, it MUST be legible. Instructors cannot grade what they cannot read. If you create your storyboard by hand, you will need to scan it so that it can be uploaded as a series of images. Word storyboards can be submitted as a Word document.
For each frame, you should do the following:
1. Draw or note what will happen in that shot. This includes images, photos, charts, facts, statistics, etc. Be sure to note how long the scene or frame will be on screen (in seconds). Be sure to note what kind of influence tactic you will use–emotion, fact, bribery, authority, association, morality, etc. Do not use any gory or shocking images as these have the potential to harm victims of crime. This is a fact-based PSA, so use emotional messages sparingly.
2. Use the audio line to describe music, sounds, and dialogue (narration or what you will say).
3. Use the special effects line to note any special effects (e.g., morph, zoom, fade, blur, etc.).
4. Be sure to cite all text, facts, statistics, music, sounds, pictures, graphics, etc. if you do not create them yourself. For example: “mention # of murders in 2021 (CDC, 2021).
5. Ensure that your PSA will be at least 2 minutes, but not more than 3 minutes in length. 30-second PSAs tend to average 65-75 words, so your dialogue/narration should be approximately 300 words if your PSA is 2 minutes. 30-second PSAs need approximately 5 frames, so a 2-minute PSA will need 16-20 frames. To recap–plan on 16-20 frames, with no more than 300 words for your script (what you will narrate during the video).
Links to Free Images OnlineLinks to an external site.
Links to Free Music Creative CommonsLinks to an external site.
Storyboard Rubric
Storyboard Rubric
Criteria Ratings Pts
Slogan, Goal, Call to Action & Topic Alignment
10 to >8 pts
Exemplary
The call to action is clear, with strong motivational appeal. The slogan completely captures the call to action. The goal of the PSA is obvious. Perfect alignment with one of the assigned topics.
8 to >7 pts
Meets Expectations
The call to action is clear and reflects moderate motivational appeal. The slogan mostly captures the call to action. The goal of the PSA is obvious. The content aligns with one of the assigned topics.
7 to >6 pts
Developing
The call to action is somewhat clear but lacks some motivational appeal. The slogan somewhat captures the call to action. The goal of the PSA is somewhat clear. The content aligns with one of the assigned topics.
6 to >0 pts
Needs Work
The call to action, goal, and slogan are hard to understand, making the motivational appeal weak. The content is not well aligned with an assigned topic.
/ 10 pts
Text & Content Support the Slogan, Goal, & Call to Action
10 to >8 pts
Exemplary
All text and content consistently support the slogan, goal, and call to action.
8 to >7 pts
Meets Expectations
Most text and content consistently support the slogan, goal, and call to action.
7 to >6 pts
Developing
Some text and content support the slogan, goal, and call to action; some inconsistencies are evident.
6 to >0 pts
Needs Work
Little or no text and content support the slogan, goal, or call to action. The text is confusing and inconsistent throughout.
/ 10 pts
Frame Information
15 to >13 pts
Exemplary
The storyboard is complete with sketches for 16-20 frames. There are detailed notes for titles, dialogue, transitions, special effects, sound, and timing. Images help to create a strong connection between the message and the viewer. Elements are presented in an engaging, logical sequence. All sources are properly referenced in APA style on the last frame of the presentation.
13 to >11 pts
Meets Expectations
The storyboard is mostly complete with sufficiently detailed sketches for 14-15 frames. There are notes for titles, transitions, special effects, sound, dialogue, and timing. Scenes, characters, or items are appropriate for the message, but the connection could be clearer. Images create a connection between the message and the viewer. Elements are presented in a logical sequence. All sources are properly referenced in APA style on the last frame of the presentation.
11 to >9 pts
Developing
The storyboard lacks complete development. 12-13 frames contain some sketches, notes on titles, dialogue, sound, transitions, special effects, and timing. Images do not consistently connect the message to the viewer. The sequencing of ideas is sometimes inconsistent. Most sources are listed on the last frame of the presentation in APA style, but some contain errors or are missing.
9 to >0 pts
Needs Work
The storyboard is incomplete, with information provided for fewer than 12 frames. Sketches are mostly absent or lack notes for titles, dialogue, transitions, special effects, sound, and timing information. No evidence of logical sequencing of ideas. Most sources are missing on the last frame of the presentation, or there is no evidence of correct APA style.
/ 15 pts
Evidence: Strength, Credibility, Use of Required and New Sources
15 to >9 pts
Exemplary
Facts, reasons, and evidence supporting the message evidence are exceptionally compelling and credible. All required sources are used, and additional ones have been approved.
9 to >6 pts
Meets Expectations
Facts, reasons, and evidence supporting the message evidence are compelling and credible. Most required sources have been used and additional ones have been approved.
6 to >0 pts
Developing
There are some reasons or evidence provided, but they are not all compelling and credible; not clear that all assigned sources have been used. Additional ones have been approved.
0 pts
Needs Work
Little to no credible evidence to support the message is provided. Unclear that all assigned sources have been used. Additional sources have not been approved.
/ 15 pts

Article Review Assignment: Exploring Countertransference in Social Work Practice
Objective:
This assignment aims to review the article titled “Social work students’ experience and management of countertransference” by Adrian van Breda and Terry Feller. Through this review, students will gain insights into the significance of countertransference in social work practice and its implications for ethical and effective service delivery.
Assignment Instructions:
Article Summary (150 words):
Provide a concise summary of the article, highlighting the main points discussed and the key findings presented regarding social work students’ experiences with countertransference.
Briefly mention the recommendations provided in the article for social work education and supervision.
2.Critical Analysis (200 words):
Analyze the challenges faced by social work students in understanding and managing countertransference.
Reflect on the implications of these challenges for ethical practice and client well-being.
Discuss potential strategies for addressing the identified gaps in social work education and supervision.
3.Application to Practicum Experience (150 words):
Reflect on how the insights from the article can inform your practicum experience in a human services setting.
Consider how you can recognize and manage countertransference reactions in your professional practice.
4.Conclusion (100 words):
Summarize the key takeaways from the article review and its relevance for human services undergraduate practicum students.
Offer any final reflections or considerations based on the insights gained.
Submission Guidelines:
Your review should be concise and well-organized.
Use clear and professional language, avoiding excessive jargon.
This assignment should be broken into the categories given with the categories as your headers. This should be submitted as an Word document 12 point font, double spaced.
Evaluation Criteria:
Depth of reflection and engagement with the article’s content.
Clarity and coherence of writing.
Critical analysis of challenges and potential strategies.
Application of insights to real-world practicum experiences in human services settings.
This assignment encourages you to reflect on the complexities of countertransference in social work practice and consider its implications for their future roles as practitioners in the human services field.

Read the following case scenario and then respond to questions posed under each of the stages of ethical decision-making listed below.
Dr. Mattison is a retired clinical social worker who had a large private practice for over 35 years. In retirement, she was hired as an adjunct professor to teach one graduate course a semester and also volunteered as an intake worker at the local community mental health center.
The center operated more like a crisis and referral agency seeing clients for a maximum of three sessions and making referrals when additional sessions were necessary. During the month of August, the agency experienced a high number of staff taking vacations. Dr. Mattison was asked to step in to provide direct service to new clients seeking support during the month.
In the week prior to her stepping back into the clinical chair, she remained on the phone as intake worker. The intakes she was completing were on clients whom she would see in the following week.
One caller, Kathy, was clearly very upset, crying to the point where gathering the basic information was difficult. Dr. Mattison gently calmed the caller and identified that the initial source of crisis was the fact that she had just been terminated at her job and gotten into a major argument with her boyfriend. While the caller felt as if the “world was collapsing,” Dr. Mattison was able to assess her level of crisis and the possibility of her harming herself or another. Both possibilities were felt to be of very low probability, and the caller had numerous supports in her life living at home with her family. After setting up the appointment to meet with Kathy, Dr. Mattison did a final assessment to see how she was feeling and what her plans for the night and the days to follow were. Kathy’s response provided Dr. Mattison with the data she needed to feel that Kathy was okay and was not at risk.
After hanging up and as she was taking the next call, Dr. Mattison realized that in her focusing on the “crisis” she forgot to get Kathy’s last name or address. She felt that she could gather that information at the time of her first session, which was scheduled that coming Monday.
On Monday, as Dr. Mattison enters the office, she becomes aware that the young woman waiting is not only Kathy, her first appointment, but that Kathy is actually a student in her Tuesday night class.
Awareness: Does the case present any possible ethical or legal challenges? If so, what are they?
Grounding: Using your professions (or desired professions) code of ethics, what, if any, principles may be compromised or called into play given this situation?
Implementation: Generate at least three possible paths to follow in response to this situation. Further identify the potential positive and negative impacts of each. Which would you select to implement?
This assignment will be graded based on:
Quality of content including the ability to communicate and analyze awareness, grounding and implementation as it relates to the scenario (25 points).
Include ethical codes and information from the textbook to support your responses.
Provide in-depth analysis, communicating your understanding of the scenario.

Write a 1,000-1,500-word paper comparing neolocal families (families that establish themselves residentially away from other generations) and families who have multiple generations (more than two) living under the same household.
Address the following prompts in your paper:
Analyze and explain expectations for the different generations in each of these situations.
Identity and describe the issues surrounding attachment in children, parents, and grandparents in multigenerational homes.
Describe the benefits of each type of household.
Compare and contrast the difficulties of each type of household.
Use three or more scholarly resources to support your ideas.
Prepare this assignment according to the guidelines found in the APA Style Guide,

I. Describe your personal and professional goals. How would earning a doctoral degree in prevention science help you meet those goals? What personal and professional experiences have you had throughout your life that have influenced your desire to be a prevention scientist?
II. Describe a focus area of prevention and associated research you would like to pursue during the doctoral program. Assume you’ve just been awarded $50,000 to do prevention work. What would you do (describe your plan in some detail)? What evidence-based models or frameworks would guide your work and why are these appropriate? How would you assess the effectiveness of your work?

Program Method- Action Research
Program Topic Area- Leadership and Organizational Culture/Learning
Part One – 3 pages
Develop a short description of a program designed to address a problem a human service organization can solve.
The program description should include a problem statement supported by data, relevant history, policy, program context, stated program goals and objectives, and core program activities. Use a cultural competence lens.
“When we conduct an evaluation, everything we do reflects our own cultural values and perspectives—from the evaluation purpose, the questions we develop, and the methodologies we select to our interpretation of the findings and the recommendations we make based on those findings. Because culture is influenced by many characteristics (i.e., race, ethnicity, language, gender, age, religion, sexual orientation, education, and experience), it is important that we stop and reflect on our own culture before embarking on an evaluation. To conduct culturally competent evaluations, we must learn and appreciate each program’s cultural context and acknowledge that we may view and interpret the world differently from many evaluation stakeholders” (Centers for Disease Control and Prevention, 2014, p. 3).
Centers for Disease Control and Prevention. (2014). Practical strategies for culturally competent evaluation. U.S. Department of Health and Human Services.
1. Describe the human service topic you are interested in examining.
1. Find a minimum of five scholarly, peer-reviewed journal articles on your topic.
2. Describe the problems or issues in the community or specific area that needs to be addressed as it relates to the human service topic you described. Include an overview of the human service problem or issue using supporting national/local data.
1. In this program development, you will need to support your topic choice with data from national professional organization web sources or reports such as CDC, SAMHSA, HUD, National Center for Homeless Education, National Center for Preventing Homelessness, National Foster Youth Institute, National Center for Children and Families, Child Welfare Information Gateway, Department of Health and Human Services (DHHS), Census Bureau, and/or any number of other professional organizations relevant to your topic.
2. Find patterns of claims you can make based on the data or literature, state the reasons for the claim, and provide evidence supporting those reasons.
3. Based on the findings, write a problem statement.
4. Develop a plan to address this problem. (An alternative to developing a program from scratch is to identify and adopt evidence-based programs that have proven effective. To do this, begin by reflecting on your organization’s characteristics and identifying programs that could serve as the basis of the program evaluation.)
1. Describe strategies to address this problem. Find a minimum of five scholarly, peer-reviewed journal articles discussing strategies to address your identified problem and use them to support your proposed program plan.
2. Develop program goal(s) outlining who will benefit from your program, what benefits they will receive, and when they will be achieved.
3. Develop objectives to support the program goal.
5. Link all the above together and write a clear description of your problem, how it will be addressed, and the goals and objectives that will get you to the desired outcome. Be sure to assess and highlight any disparities identified.
References (include the following) + additional 3
1. https://www.cdc.gov/evaluation/approach/index.htm
2. Executive Perspective CDC’s Program Evaluation Journey: 1999 to Present by Kidder and Chapel
Part Two- 4 pages
Present the following in the proposed evaluation plan:
1. Program description (from Assessment 1): Suggested length 2 paragraphs.
1. Program background & history.
2. Program size, locations, and organization.
3. Evaluation needs (Do NOT just say “program evaluation” will be conducted. Specify the type of evaluation being conducted).
2. Key stakeholders description: Suggested length 1–2 paragraphs.
1. Stakeholders include people who reflect the community’s diversity, will use the evaluation results, support or maintain the program, or are affected by the program activities or evaluation results.
3. Program goals and objectives: Suggested length 2 paragraphs.
1. Provide a broad statement reflecting what you intend to see accomplished by the program—what is the goal?
2. Identify the indicators/performance measure of success. Specify the results to be achieved and how they will be achieved. Note: Indicators are used to determine if the program is being implemented as expected and achieving its outcomes. Indicators can relate to any part of the program and its logic model or program description.
4. Logic model
1. Identify and describe evidence-based strategies and activities that are culturally appropriate and, if appropriately implemented, will address the issues identified in your problem statement. You should have already introduced at least one of these strategies in Assessment 1. They are the proposed activities that, if implemented, should address the human services issue you are working to address.
2. Develop a graphic representation of your logic model to succinctly identify available resources (inputs), what the program is doing (activities), and what you hope to achieve (outcomes).
5. Evaluation Purpose Statement (What is the purpose of your evaluation?): Suggested length 1 paragraph.
1. Describe the focus and anticipated outcomes of the evaluation.
2. State the evaluation question(s).
References (Attached)
1. Chouinard, J., & Cram, F. (2020). Culturally responsive approaches to evaluation: Empirical implications for theory and practice. SAGE Publications, Inc., https://doi.org/10.4135/9781506368559
2. Hansen
3. McLaughlin
written communication: Write concisely and directly, using active voice.
Format: Use current APA style and format for references and in-text citations.
Font and font size: Times New Roman, 12 point.

For the Final Paper, I would like you to write a 5-page paper in APA format on the list of topics below which are from Chapter 11 (the last chapter). So, you are to write on all 5 of them. One way to structure it is to make each topic a page which will equal 5 pages. Please be sure to make connections between the topics, use current events, some research and your own personal experiences. Lastly, please add a brief reflection on your experience in this course, all you’ve learned and how you plan on using it. Please remember to include a title cover page which is technically your 6th page.
Selecting Our Battles & Dealing with Difficult Colleagues
Understanding that No Organization is Perfect
The Importance of Mentoring
Professional Development
Self-Care

1. As we traverse through uncharted territory as public administrators in a global pandemic what do you believe “has” worked and “has not” worked in the Trump Administration’s response. You can use the articles provided to help strengthen your argument.
2. Based on what you’ve seen in the media, who are the emerging leaders of the COVID crisis? Cuomo? DeBlasio? Dr. Fauci? Choose one and explain why you believe they are leading the charge in this crisis?
3. From a management standpoint, how do you personally react in your field placement or place of employment when you are faced with a new challenge?

I attached instructions from the professor, and I also attached a previous format of how the professor wants the paper.