Category: Human Services

The effects of stress and its coping strategies
factors that contribute to stress and how to cope with it

Explain your theoretical perspective concerning Personality in a 3 to 4 page paper. Be specific, identifying the person who developed the theory and why are drawn to that particular theory.

What have been some of the key federal policies that were created to guide the U.S. Child Welfare System?
Child Welfare Information Gateway. (2019). Concept and History of Permanency in U.S. Child Welfare – Child Welfare Information Gateway. Children’s Bureau. Retrieved from https://www.childwelfare.gov/topics/permanency/overview/history/
Guggenheim, M. (2020, June 15). Let’s Root Out Racism in Child Welfare, Too. The Imprint – Youth & Family News. Retrieved from https://imprintnews.org/child-welfare-2/lets-root-out-racism-child-welfare-too/44327
Hurley, K. (2020). When Child Welfare Cases Police Women in their Homes
https://www.bloomberg.com/news/articles/2020-06-11/how-child-welfare-cases-surveil-parents-of-color
Dorothy Roberts and Marc Lamont Hill, on Torn Apart: How the Child Welfare System Destroys Black Families–and How Abolition Can Build a Safer World [Video]. Retrieved from YouTube. https://www.youtube.com/watch?v=SVgXfSToVCQ
New Directions in Child Abuse and Neglect Research
https://www.ncbi.nlm.nih.gov/books/NBK195980/
OWN. (2021, March 18). Full Episode: “Children of the System” (Ep. 405) | Our America with Lisa Ling | OWN [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=kV6L8iINkqI
Roberts, D. (2020). Abolishing Policing also means Abolishing Family Regulations. Retrieved from https://imprintnews.org/child-welfare-2/abolishing-policing-also-means-abolishing-family-regulation/44480
Summary of the Adoption and Safe Families Act of 1997 (P.L. 105-89) | Adoption in Child Time. (2019). Adoption in Child Time. Retrieved from https://adoptioninchildtime.org/bondingbook/summary-of-the-adoption-and-safe-families-act-of-1997-pl-105-89
chapter 4
https://mylearning.suny.edu/d2l/le/content/1046112/viewContent/27147387/View

The effects of stress and its coping strategies
factors that contribute to stress and how to cope with it

Assignment Instructions:
Watch the Video: Access the provided YouTube link to watch the entire video titled “Time Management Tips for Students: A Comprehensive Guide.”
Take Notes: While watching the video, take notes on key points, strategies, and insights shared by the speaker.
Reflective Review: After watching the video, reflect on the following questions and write a thoughtful review:
What are the most important time management tips and strategies discussed in the video?
How can you apply these tips and strategies to improve your own time management skills as a college student?
What specific challenges or obstacles do you anticipate in implementing these strategies, and how do you plan to overcome them?
How do you envision incorporating these time management techniques into your daily, weekly, and monthly routines?
Submission Format: Submit your written review in a clear and organized format, either typed or handwritten. Double Spaced, Times-Roman font 12 pt. In a WORD DOCUMENT
Conclusion:
Mastering time management is crucial for academic success and personal well-being as a college student. By engaging with the content of this video and reflecting on its insights, you will gain valuable strategies to optimize your time and achieve your goals effectively.

SMART goals are Specific, Measurable, Attainable, Relevant, and Time Bound. This assignment is designed to give you practice in developing SMART goals. Goals written this way will assist you in measuring outcomes and goal achievement, which is not always an easy task. Below are a number of general statements about personal improvement and growth. Identify the various (minimum of 3) manifestations of goal achievement along with techniques for assessment for each. Therefore, for each statement you will define each manifestation, give an example of a sample method of data collection and then write a SMART goal for that modality. For an example of Manifestations and Sample Methods of Data Collections view page 307, Table 12.3.
Become a better student
Identify a minimum of 3 manifestations that would demonstrate the goal was achieved
Describe one technique to measure/assess whether those manifestations are achieved
Create a SMART goal
Become more social
Identify a minimum of 3 manifestations that would demonstrate the goal was achieved
Describe one technique to measure/assess whether those manifestations are achieved
Create a SMART goal
Improve general health
Identify a minimum of 3 manifestations that would demonstrate the goal was achieved
Describe one technique to measure/assess whether those manifestations are achieved
Create a SMART goal
This assignment will be graded based on:
Quality of content including the ability to identify manifestations of goal achievement, techniques for assessment, and write clear SMART goals (25 points).
You may present your responses identifying each specific aspect of SMART goals using a comprehensive table or in-depth responses in paragraph form.
Quality of writing and mechanics such as organization, grammar, and spelling (5 points).
Create a title page, use proper headings

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.