Category: Research & Summaries

Explore the differences and similarities between current forms of racism in France that targets “the immigrants” and the 19th century racism that organized the relationship between the colonizer and the colonized in Algeria? In your essays try and synthesize all the readings we have discussed so far in class.
Your 3pgs. long double-spaced essays should be typed in Times New Roman 12 pts and submitted by Oct 12th 10pm.

The topic of my research is “ Positive and Negative Effects from Social Media on Jackson State Students”. This is not a “real” but more so a “this is how I would have conducted a research on this topic. To make it easier, my preferred methods of collecting information would be taking a survey or doing questionnaires. The assignment will be submitted to a plagiarism checker as well. Also make sure the sources cited are according to APA. The assignment has to be 8-10 max pages if you have any questions please feel free to let me know

Specific health behaviors that contribute to health issue in target population
Spread of Sexually Transmitted Diseases (STDs):
Unprotected Sexual Activity: Youth in the 15-24 age group may engage in sexual activity without the use of condoms or other barrier methods. The rate of unprotected sexual activity can be assessed through surveys and self-reported behaviors among this specific age group in San Diego County (CDC, 2023).
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8077650/
Multiple Sexual Partners: Having multiple sexual partners without proper protection can increase the likelihood of STD transmission. The number of sexual partners can be measured through surveys and interviews specifically among youth aged 15-24 in the county (Chialepeh N, 2016).
Lack of STD Testing: Failing to get tested for STDs, especially among sexually active youth, can contribute to the spread of diseases. The percentage of youth aged 15-24 in San Diego County that has not been tested for STDs can be determined through healthcare and testing facility records (Tilson, 2004).
Inadequate Sexual Education: A lack of comprehensive sexual education can lead to misconceptions and risky behaviors. The quality of sexual education can be assessed through educational records and surveys of knowledge and attitudes among youth aged 15-24 in the county (American Academy of Pediatrics, 2023).
Motor Vehicle Accidents:
Distracted Driving: Many youth in this age group may engage in behaviors such as texting, using their smartphones, or other distractions while driving. The level of distracted driving can be measured through surveys or observation studies to determine the percentage of youth who engage in these behaviors while driving (NHTSA, 2023).
Speeding: Young drivers are often more likely to speed, driving at speeds significantly higher than the posted speed limits or too fast for road conditions. The rate of speeding can be measured through law enforcement data or speed monitoring equipment, specifically focusing on the age group 15-24 (NHTSA, 2023).
Impaired Driving: Experimentation with alcohol and drugs is common among youth. Driving under the influence of alcohol, drugs, or other substances impairs a person’s ability to drive safely. The level of impaired driving can be assessed through blood alcohol content (BAC) testing and law enforcement reports, with a focus on the age group 15-24 (CDC, 2022.
Failure to Use Seat Belts: Not wearing seat belts is a significant risk factor for severe injuries in accidents. Seat belt usage can be measured through observational studies or surveys, specifically targeting the age group 15-24 (NSC, 2023).
Factors that exert influence on the aforementioned health behaviors
Spread of Sexually Transmitted Diseases (STDs):
IndividualModifiable: number of sexual partnersStudies conducted in 2018 suggest that the timing of sexual partnerships may have an impact on the likelihood of contracting sexually transmitted infections (STIs). If an individual has multiple sexual partners within a certain period, it may increase the risk of exposure to STIs or transmission of these infections (Mercer, 2018). The research indicates that there is a significant reduction in the likelihood of STI diagnosis when there is a gap between sexual partners. For females, a gap of at least 4 months, while for males, a gap of at least 6 months reduces the risk of an STI diagnosis. It should also be noted that people who have multiple sexual partners are more likely to be exposed to or transmit HIV.
An individual’s tendency to be involved with multiple partners/in high-risk sexual behavior is a predisposing factor as it can increase a person’s risk of getting a sexually transmitted infection.
Nonmodifiable: genderIt is important to note that women are more biologically vulnerable to STDs than men. This is because during sexual intercourse, the vaginal surface is larger and more susceptible to sexual secretions than the primarily skin-covered penis (OGA, 2021).
Gender is a predisposing factor that can increase a person’s risk of contracting a sexually transmitted infection.
RelationshipModifiable: quality of relationshipsIn a study conducted in 2022, it was found that adolescent and young adult couples who reported high relationship satisfaction had significantly lower odds of contracting sexually transmitted infections (STIs) in the future when compared to those who reported lower satisfaction levels (Lanier, 2022).
Relationship satisfaction is an important predisposing factor that can influence a person’s beliefs about their relationship and motivate or hinder them to change their behaviors, making them more or less likely to contract a sexually transmitted disease or infection.
Nonmodifiable: partner’s infection statusIt’s important to note that the risk of getting an STI through sex varies depending on the type of infection (STD Center NYC, 2023). Many STIs show no signs or symptoms, making it difficult to know if your partner is infected unless they have been tested (Mayo Clinic, 2022).
Knowing your partner’s infection status is a predisposing factor as it can motivate or hinder individuals to use condoms or other forms of antiretroviral therapy to prevent STIs such as HIV/AIDS.
CommunityModifiable: access to sexual health resources In the United States, despite individuals aged 25 and under representing only a quarter of the sexually active population, they accounted for half of all reported STI cases in 2018, as per the CDC. Research indicates that sexually active teenagers who have access to condoms in their school setting are twice as likely to use them during their most recent sexual activity (Blake, 2003). Enhancing the availability of affordable condoms for adolescents, particularly in convenient locations like schools, could promote safer sexual practices among teenagers and potentially reduce the prevalence of sexually transmitted infections.
The accessibility of sexual health resources is an enabling factor, as increasing access can act as a preventive measure against the spread of STIs within a community, while limiting access may contribute to higher infection rates in the same community.
Nonmodifiable: prevalence of STIs in the community In areas characterized by elevated STD prevalence, individuals who are sexually active may face an increased risk of contracting an STD due to a heightened likelihood of choosing a partner who is infected (Hogben, 2008).
The prevalence of STD rates within a community serves as a predisposing factor, as awareness of the local rates of sexually transmitted diseases can significantly impact an individual’s choice to consistently use condoms as a precautionary measure against the potential transmission of STDs during sexual encounters.
SocietalModifiable: public health policies supporting testing and treatment of STDsDespite the rise in sexually transmitted diseases and infections in the past decade, the United States has witnessed a significant reduction in funding allocated to STD testing and treatment (Haley, 2019). These budget cuts have resulted in fewer diagnoses in sexual health clinics, contributing to the unchecked proliferation of STDs, as many cases remain undiagnosed and untreated (Haley, 2019). The implementation of public health policies that endorse STD testing and treatment could effectively reduce the number of undiagnosed STD cases, provide essential care to those in need, and ultimately lower the prevalence of STDs within the community.
The support for public health policies promoting testing and treatment serves as an enabling factor, as it can directly impact the availability of resources and facilitate referrals to appropriate healthcare providers.
Nonmodifiable: stigma regarding sexually transmitted diseaseSocial stigma continues to hinder STD testing and is closely linked to reduced utilization of preventive services (Lee, 2020). While alternatives such as in-home testing offer convenience, a notable proportion of individuals refuse follow-up treatment due to the apprehension of unintentionally revealing their diagnosis (Lee, 2020).
Social stigma acts as a reinforcing factor, as it is intertwined with the consequences and judgments from family, peers, and other influential figures in an individual’s life, which can either motivate or discourage them from seeking testing and treatment.
Motor Vehicle Accidents:
IndividualModifiable: attitudes and beliefs towards seat beltsTeens are often inexperienced drivers who have recently undergone driving safety courses. Despite these courses emphasizing the importance of wearing seat belts, about 43% of teenagers report that they do not wear a seat belt every time they drive. Additionally, only about half of them consistently wear seat belts when riding as a passenger (CDC, 2019.)
The perception of seat belts and their effectiveness in reducing fatalities in motor vehicle accidents serves as a predisposing factor. This perception can either encourage or obstruct an individual’s motivation to alter their behavior.
Nonmodifiable: physical health – visionThe physical health of an individual’s vision, being a non modifiable factor, plays a critical role in safe driving. Visual impairments or deficiencies in vision acuity cannot be changed or modified through interventions. Individuals with certain vision impairments might be at higher risk of accidents, making it crucial to consider the impact of such nonmodifiable factors on motor vehicle accidents. In a recent survey, studies found that 74.5% of drivers reported using eyeglasses while driving, with 61.5% of them utilizing progressive glasses. Nonetheless, 39.4% of the respondents indicated experiencing difficulties in achieving clear vision. Statistically significant disparities in accident risk were observed in relation to visual acuity (p < 0.001)(Alvarez-Peregrina, 2021). Vision is an enabling factor, as good vision can result in fewer motor vehicle accidents, whereas poor vision can increase motor vehicle accidents. RelationshipModifiable: peer influencePeer influence is a crucial factor affecting the driving behaviors of youth aged 15-24. Peer pressure and influence can be modified through targeted educational programs and campaigns aimed at promoting responsible driving habits and discouraging risky behaviors. Peer-to-peer interventions and awareness initiatives can be effective in altering these influences. Negative peer influences in close proximity to the driving situation can manifest through various behaviors. Passengers, for instance, can inadvertently divert a driver's attention by engaging in conversation when the primary focus should be on safe driving. A study found that adolescents who conversed with their passengers or used a cell phone while operating a motorcycle experienced a higher frequency of crashes and engaged in risky driving behaviors (Allen, 2008). Peer influence is an enabling factor as negative peer influences can increase the probability of motor vehicle accidents whereas positive peer influences can decrease the probability of motor vehicle accidents. Nonmodifiable: family-background/history of car accidentsThe family background and history of car accidents among youth, being a non-modifiable factor, can have a lasting impact on their driving behaviors. While this factor cannot be changed, it's vital to consider its influence on individual risk profiles. Previous research has indicated a connection between the emotional reactions individuals have to their own accidents or those involving family members and increased anxiety while driving. This added stress renders people more vulnerable to anxious driving and a higher likelihood of being involved in motor vehicle accidents (Association for Psychological Science - APS, 2014). One's family background can serve as a predisposing factor, as a history of negative emotional experiences stemming from a family member's car accident can heighten the chances of experiencing anxious driving and create additional opportunities for accidents. CommunityModifiable: road maintenancePrevious studies have shown that from 2011 to 2014, road debris played a role in over 200,000 police-reported crashes, leading to around 39,000 injuries and 500 fatalities. When compared to accidents not involving debris, those related to debris were approximately four times more likely to occur on Interstate highways. Alarmingly, nearly 37 percent of all fatalities in road debris-related crashes occurred when drivers swerved to avoid colliding with an object (Tefft, 2016). Constant road maintenance and ensuring the roads are free of debris would help increase the safety of our roads and decrease the amount of motor vehicle accidents. Road maintenance is an enabling factor as barriers in the safety of transportation options can increase the likelihood of a motor vehicle accident. Nonmodifiable: geographic location/ road layoutUnderstanding the unique challenges posed by the geography and road layout is essential for developing effective accident prevention strategies. Research has shown that the likelihood of fatalities in traffic accidents is notably high on highways, elevated sections, and ramps (Zhang, 2020). Conversely, there are fewer fatalities on flat road segments, whereas the most challenging sections, such as sharp turns and steep slopes, pose the highest risk (Zhang, 2020). Improved pavement grade and overall pavement condition are associated with a decrease in fatalities (Zhang, 2020). Geographic location and road layouts are enabling factors as barriers in the safety of transportation options can increase the likelihood of a motor vehicle accident. SocietalModifiable: mediaAccording to the latest data provided by the National Highway Traffic Safety Administration (NHTSA) in February 2022, there were 31,720 recorded fatalities related to motor vehicle crashes across the country from January 2021 through September 2021. This accounts for a significant 12% increase compared to the same period in 2020, making it the highest number of fatalities during the first nine months of any year since 2006. Effective communication is crucial in promoting road safety, whether it is conveyed through media outlets, safety campaign materials, or community outreach initiatives. The way in which the general public perceives the issue of traffic injuries and fatalities, as well as what can be done to address it, is significantly influenced by how the media reports on these matters (UC Berkeley, 2023). Media is a reinforcing factor as negative feedback from media regarding accidents could promote road safety. Nonmodifiable: cultural normsThe level of acceptance towards alcohol or drug use, particularly when driving, can have a significant impact on accident rates. Cultures that accept or even encourage such behavior are likely to experience more accidents related to impaired driving. In cultures with wet policies, alcohol consumption tends to be moderate but on a daily basis; whereas in dry cultures, drinking is often reserved for weekends and can lead to excessive consumption. Countries where drinking and driving is a part of daily life, such as habits of taking meals and patterns of using cars, often have higher rates of exceeding legal limits (Schlembach, 2016). Cultural norms are a reinforcing factor as negative feedback from peers can alter behavior.

In the beginning or end shoulde put abstract (Objective ‘background ,methods ,results and conclusion)
same that linke https://www.ncbi.nlm.nih.gov/pmc/articles/PMC18566.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC18566…This research is for English subjects , meaning that the grammar spelling and English rule must be correct ,,The topic you choose should appropriate with us in Saudi and as questions

I have a project about theater class and I need help.
Cinderella
Music by Richard Rodgers
Lyrics by Oscar Hammerstein II
New book by Douglas Carter Beane
Original book by Oscar Hammerstein
Rodgers + Hammerstein’s Cinderella is the new Broadway adaptation of the classic musical. This contemporary take on the classic tale features Rodgers & Hammerstein’s most beloved songs, including “In My Own Little Corner,” “Impossible/It’s Possible” and “Ten Minutes Ago,” alongside an up-to-date, hilarious and romantic libretto by Tony Award nominee Douglas Carter Beane. (Concord).
Your response should be a well-written two-page essay.
Save and submit your response as a pdf.
MLA Paper Formatting Basics
Use white 8 ½ x 11” paper.
Make 1-inch margins on the top, bottom, and sides.
The first word in every paragraph should be indented one-half inch.
Indent set-off or block quotations one-half inch from the left margin.
Use any type of font that is easy to read, such as Times New Roman. Make sure that italics look different from the regular typeface.
Use 12-point size.
Double-space the entire research paper, even the Works Cited page.
Leave one space after periods and other punctuation marks, unless your instructor tells you to leave two spaces.

My topic is about poverty in African-American people. You have to do research on that topic and answer the questions in MLA format.

What are your newly found passions about interventions? Follow these passions and identify 1 intervention of your choice [not covered in this course
Upon successful completion of this module, students should be able to:
● Integrating the content of this course [chapters 1-13]
Assignment REquirements
The following assignment is 2 pages in length or you can present your content via a video you have made
uploaded as your assignment (8 mins or less).
Content Headings (use on your paper submission or within your created 8 min or less video)
1. Intervention name
 who created it
 how it is evidence-based
 who is the intended population for this intervention
 what skills are needed to use it effectively
 WHY is this a passion for you? (1 page)
-if composing a paper – please add a short video link to expand the content of the intervention
to support diverse learning styles
-if creating a video, please demonstrate 2-3 skills used in the intervention and you can also
include links to further information
2. Which level of family (or individual) would this intervention work best with and why? ½ of a page
Respond to the two student discussion responses below-Discussion Requirements for writing are listed below.See attached also,,
Being strengths-based, review 2 peers’ assignments.
Using a strengths-based approach, note:
 what you observe they did well
 what you learned from their content
 research and share 1 additional fact about the intervention they used [you may not repeat what content.
they have shared
3.What have you learned by doing this self-taught assignment? (1/2 of a page)

Article critique must follow all specifications provided in this paper. Each individual will select one research article and critically review it based on this paper’s provided guidelines and rubric. The article must be a quantitative study report (not a review, commentary, or informational essay). I have attached the piece I picked to do the assignment and also the guidelines on how to to do it.

A “Policy Advancement” paper is needed. APA Length of Paper = 3 – 5 pages double-spaced with citations/references (include book references)
Policy Advancement: Children/Youth Assignment. The student will identify a critical issue impacting children and/or adolescents. After identifying the issue, the student will research the issue to identify a policy or programmatic intervention that focuses on the issue. An example may be an important issue involving youth facing homelessness as a result of aging out of foster care. A policy addressing this issue is Mississippi Admin. Code 18-006-104 part IX. The student will discuss statistics regarding the issue and discuss the Mississippi Admin Code.
The student will use the issue to discuss presenting concerns and identify the shared needs of the population. Make an assessment formulation of the policy need or intervention intention and then write a description of how a policy or intervention will address the needs of children represented in your assessment. Select a theory and evidence-based research intervention(s) and apply. In the case plan, discuss steps towards implementation as well as obstacles to service delivery. Lastly, describe the mental health vulnerabilities of this population (consider diversity), and the protective factors that may offset risk. Last, use this opportunity to consider your experience in developing this assignment. Consider your social work role, and what you realized as you did this work. Use this opportunity to practice professional self-awareness.
APA Length of Paper = 3 – 5 pages double-spaced with citations/references (include book references)
Discussion post needed- I. Share as a discussion post the Policy or Program that you have chosen as the focus area for your Policy Advancement paper
II. Share in the Discussion Board “Why” you chose the Policy or Program to write your policy advancement paper on? Respond in two or three sentences only. But not over five (5).
Respond to the two other student’s discussion post below – For example, you might state, Hello Solandra, I like the policy that you have chosen to write your policy advancement paper on. I’ve always wanted to know more about policies and/or programs that serve our youth who are aging out of foster care. Great choice.”
1. Choose a “POLICY” or a ‘PROGRAM” to write your paper on. For example, when did the “mandatory reporting laws” go into effect? How/why did the requirements come about? What are the requirements for the law/policy?
In your policy class, one of the outcomes that you learned was the fact that not every policy is or becomes a law. But policies are developed whenever laws or legislative acts are put into effect.
If a student chooses to research a “Policy” an example might be “mandatory reporting laws”. The student would report in her/his paper that state laws came from a federal law (The Federal Child Abuse Prevention and Treatment Act [CAPTA]). Examples of things the student might include in the paper include history of the law, statement of what the law is, when it was enacted, why it was enacted, amendments to the act over the years, etc. Since the law required states to implement the law, there may be differences in each state regarding who might be considered to be “mandated reporters.” Therefore, a student might choose to discuss the specific law in Mississippi and how it is interpreted/enacted in Mississippi.
If a student chooses to report on a “Program” there are many federal, state, local, and private non-profit programs that focus on child abuse and neglect prevention or services for families and children. For example, Child Welfare League of America, Children’s Bureau, The Children’s Advocacy Center, etc. Programs are implemented or provided by an entity/agency (federal, state, local, non-profit, group, organization, etc.).
FOCUS ON POLICY OR PROGRAM: Again, do not use your Policy Advancement paper to discuss an “issue” other than to provide background information regarding the issue/problem in the introduction. In the section.introduction you would want to discuss the following:
Introduction:
a) The importance of the issue that a policy/program was developed in response to
b) Historical information regarding the issue. For example, when did the U.S. first recognize the issue and possibly what was initially done regarding the issue
c) What are statistics regarding the number of children impacted?
d) What children are impacted by the issue
e) Finally in the introduction discuss what policy or program you will be discussing in your paper regarding the issue.
After the introduction, you will provide more detailed information regarding the “Policy” or “Program” that your paper is about. This should be about 3-4 pages. But not less than two or more than 4 pages double spaced.
APA FORMAT: The APA Publication Manual of the American Psychological Association (7th Edition) is used as the guide. You will follow the guidelines for “Student” papers. A sample student paper is located on pages 61 thru 67 in the APA Manual. A couple of other things I noted include students still attempting to “label” the beginning of the paper with the heading “Introduction.” This is incorrect and will be graded as such. The student’s title of the paper is centered at the top of the first page in the body of the paper. Then, you double space and begin your paper without a heading labeled as “Introduction”. Readers understand that it is the “introduction” by its location at the beginning of the paper. See page 61 of the 7th edition of the APA Manual.
After the opening of your paper (with an unlabeled introduction), you will begin to use multiple headings in accordance with the guidelines for headings formatted in the APA Manual. Most student papers will have only a “Level 1” heading (Centered, Bold, Title Case Heading). After a Level 1 heading, if you desire to break that Level 1 heading down to discuss multiple classifications/categories, etc., you may choose to use a “Level 2” heading (See page 62).
Policy Advancement: Children/Youth Assignment. Identify a policy or programmatic intervention that focuses on children or youth and follow a typical assessment outline (that you learned in SW 581 Practice I), using the issue as the presenting concern and identify the shared needs of a population. Make an assessment formulation of the policy need or intervention intention and then write a description of how a policy or intervention will address the needs of children represented in your assessment. Select a theory and evidence-based research intervention(s) and apply. In the case plan, discuss steps towards implementation as well as obstacles to service delivery. Lastly, describe the mental health vulnerabilities for this population (consider diversity), and the protective factors that may offset risk. Last, use this opportunity to consider your experience in this developing this assignment. Consider your social work role, and what you realized as you did this work. Use this opportunity to practice professional self-awareness. 4-5 pages double-spaced.
REMINDER: The final paper is only worth 80 points due to the draft paper being worth 20 points.
Area of Assessment
High Achievement
Medium Achievement
Low Achievement
Student’s Points
Overview/Purpose: Choice of a policy or program to examine related to children or youth
9 – 10
Excellent choice of policy or program at macro level that impactgs children/youth and is narrowly and clearly defined
7 – 8 Points
Good of sufficient choice of topic that impacts children
0 – 4 Points
Introduction: Student(s) defined the issue by a) Obtaining background information on the issue; (b) obtained statistics from a reputable source; (c) provided a history of the issue; (d) identified what makes the issue/problem a concern
9 -10
All elements discussed with clarity “a” – “d”
Issue further broken down to describe children/youth impacted (a) identified shared needs of the population (i.e. it is not just impacted by one); (b) discussed mental health vulnerabilities of the population and issues of diversity; (c) protective factors discussed as it relates to minimization of the effects on the identified population
16 – 20
Clearly presented/discussed all required elements on the issue/program”a” thru “c”
Identified the following:
If Policy: Provide a description of how the policy will address the needs of the children/youth; history of the policy and amendments to the policy, if any. Sponsors of the policy; what do you see as strengths and/or weaknesses of the policy.
If Program: what population is served by the program? History of the program and needs addressed (described how the program would address the needs of the population); Steps toward implementation; obstacles to delivery of program’s services to the population
Describe the impact of the program on the population identified; strengths and limitations of the program
16 – 20
All areas clearly addressed from a policy or programmatic standpoint as identified in column # 1 “Areas of Assessment.”
Did the student(s) select a theory or evidence-based research interventions and applied it to the policy or program?
The theory or evidence-based research was appropriate for the program.
The literature was reviewed to determine the effectiveness of the program
16 – 20
Theory/evidence-based research intervention discussed as outlined in column # 1; Evidence that appropriate literature was reviewed
10 – 15 Points:
9 and Below Points:
Self-Assessment/Awareness
Student(s) described their experience in developing the assignment;
The student(s)considered their role in policy development
The student(s) described what they realized as the assignment was completed
16 – 20 Points:
All three (3) areas of self-awareness were addressed. The discussion was clear and descriptive.
10 – 15 Points:
Two (2) areas of self-awareness were addressed. The discussion did not provide clarity in at least two areas.
9 and Below Points: None or only one area of self-awareness was addressed. The discussion was not clear and descriptive
APA format used as applicable
Appropriate number of citations including journal articles, governmental agencies, or reputable/credible organizations
9-10 Points:
Provides citations of at least 5 recent jpurnal articles within the past 8 years; preferable peer reviewed. All citations are included on the reference list in APA formatting
0 – 2 APA or grammatical errors
7 – 8 Points:
Provides citations of at least 3 recent journal articles within the past 10 years; preferable peer reviewed. All citations are included on the reference list in APA formatting
3 – 5 APA or grammatical errors
0-4 Points:
Cites less that three journal articles and all are beyond 10 years old. Improper APA citations provided.

you will read “School-Based Interventions” and respond answering the questions below.
1) Discuss some of the special challenges related to working in a “host” setting, such as a school. How can the social worker maintain a strong sense of professional identity when working with professionals from many different disciplines?
2) Have you worked in a school setting as a social worker? If so, please share your unique experiences and any problems, concerns, gaps in services, etc. that you observed based on your role as a social worker in a school setting.
3) What is meant by “the best interest of the child,” and how does this apply to the work of school social workers?
4) How can the school social worker create and maintain harmonious and effective relationships with the principal?
YouTube Videos to watch to supplement your reading:
YouTube Videos to Support Chapter 9: School-Based Interventions

School Social Worker Makes Office a Place for Students to Relax = 2:06 minutes

Links to an external site.
Day in the life of a School Social Worker/Counselor = 52:32 minutes

Links to an external site.
The Role of a School Social Worker at Carmel Clay Schools = 3:13 minutes

Links to an external site.
What I Wish I Knew Before Becoming a School Social Worker = 10:31 minutes

Links to an external site.
Books/References-Textbook Title: Social Work Practice with Children (2019)
Author(s)/Editor(s): Webb, N. B.
Publisher: The Guilford Press
Edition: 4 th
ISBN: 9781462537556Discussion board postings should be of quality rather than quantity. For example, a response that basically says “I agree” with no additional information or documentation will earn 0 points; responses that possess a higher standard of quality will be graded accordingly.