Category: Social work

Locate and review two articles of your choice that relate to your practice dissertation topic (how autism presents in adolescent girl’s vs boys. Create a 250-word paragraph for each article. For each paragraph, identify the type of article, summarize its limitations, design, and key findings, and cite it properly in APA style. Review guidelines about paraphrasing if needed, to avoid plagiarism. Paper must be in apa format and must cite sources. AI and ChatGPT may not be used

Respond to at least two colleagues who identified a different group role than you:
Identify a group intervention skill discussed in the text and provide a specific example of how your colleague could use this skill to address the challenging behavior.
Task Groups vs Educational, Support, or Skills Groups
Task groups are defined by Kirst-Ashman, K.K., & Hull, G.H., Jr. (2018) roughly as specific types of groups that meet to accomplish policy setting or to establish guidelines for objectives to a systematic challenge that needs revision to enact change in an agency, organization, to address a problem, or to clarify rules to specific legislative policies. Task groups might consist of task forces, committees, legislative bodies, staff meetings, or teams that assemble to accomplish the planning for change and might be vacated after planning has been accomplished.
In comparison, treatment groups are different because they consist of therapeutic measures in which peers with similar challenges meet for education, find emotional or mental support, overcome barriers or life challenges, and build skills through professional direction. One need might be to build on healthy communication and support through social interactions with their peers (Kirst-Ashman & Hull Jr., 2018).
Type of Treatment Group
To build on this, a social worker might lead a psychoeducational treatment group within a psychiatric facility for clients (or patients) who are nearer to discharge and could benefit from information on outpatient services that can meet their aftercare medication, therapy, and care management needs. Whether the group is for educational purposes, therapy, or other support systems, the professional tasked with leading the group needs to be able to guide the group with a firm orientation to facilitate equitable support to each member in attendance, including varying personalities and behavioral needs. In an alternative treatment group, an illustrative example would be in the Walden University Group Therapy video; the social worker leading the group was forced to redirect Trey and Ali due to their aggressive behavior several times to allow others in the group to speak and share their experiences (International Association for Social Work with Groups [IASWG], 2015; Kirst-Ashman & Hull, 2018; Walden University, 2018/2021).
Professional Role When Facilitating a Specific Group
Given the diverse needs within treatment groups, the professional’s role becomes vital to the group. When facilitating a psychoeducational class, the social worker must adopt various roles, including educator, mediator, and facilitator. The role will require multiple strengths and roles in leadership, from educator, which informs, to broker, to mediator when behaviors overlap with group members, and to include facilitator to “expedite the way for others” to learn and support each other. The qualified social worker understands behavioral interference and plans to keep the group focused or aligned for the proposed outcome and expectation (Kirst-Ashman & Hull Jr., 2018).
Group Norms and How to Shape These Norms Based on Your Role
Establishing and maintaining group norms is essential to ensure a treatment group’s success. These norms guide interactions and promote mutual respect, creating a foundation for productive engagement. Mutual respect needs to be maintained, and time must be utilized to find a productive outcome for the requirement of the group meeting. The crowd anticipates sharing ideas and working together to achieve individual and collective goals. As the educator, the expectation is to set the stage and therapeutically guide the group so that everyone can construct relativity and build upon each other’s experiences and strengths. The group needs the space to learn together and not against each other. Furthermore, the social worker encourages the group and empowers them to share their values with group talk. The class should be shaped by the leader and everyone in attendance (Kirst-Ashman & Hull Jr., 2018).
Group Roles
Furthermore, each group has several multifaceted personalities and an array of levels of behavior, which can keep the group together or divide it to certain degrees. Each role within the group can be divided by power dynamics between the members. Also, within each group, depending on size and the personalities grouped within the setting, each member inadvertently takes on various roles within the group. One such role out of the multitudes of positive, negative, or nonfunctional roles might be “the energizer,” which is a positive role. The energizer keeps the group excited and allows others to look forward to the following stages in the conversation or learning (Kirst-Ashman & Hull Jr., 2018).
Most Challenging Member Role
Specifically, a group leader will be most challenged by the member roles categorized as “potentially negative.” An aggressor, blocker, recognition seeker, dominator, help seeker, and confessor might dominate the group’s purpose. In the social worker position, providing a place of progress will be challenging. These roles are expected to stall the group in the planned trajectory and will require a strong leader to redirect them for further cohesion and mutual collaboration. The challenge is knowing when and how to be firm with the individuals who fill the roles of aggressor, blocker, etc. A passive leader can easily experience the whole group losing focus and the group eventually needing to disband. It takes a qualified professional to lead and keep the group grounded in the content and purpose of the therapeutic setting (Kirst-Ashman & Hull Jr., 2018).
References:
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment series: Understanding generalist practice (8th ed.). CENGAGE Learning.
International Association for Social Work with Groups. (2015). Standards for social work practice with groups (2nd ed.). IASWG.
Walden University. (2018, 2021). Group therapy [Video]. Walden University Canvas. https://waldenu.instructure.com

As you have been looking around your community for examples of social, economic, and environmental (in)justice, what did you notice? Did you expect to find what you did? What emotional responses did you experience when viewing the various types of disparities that clients experience?
Perhaps you have found a way to call attention to injustices you see every day but are not sure how to solve. Or, maybe you have seen an injustice for the first time.
For this Discussion, you use photos that you have curated of your community to demonstrate social justice, economic justice, and environmental justice. You will then explain why these photos represent the given concept.
Resources
please use provided resources
Bent-Goodley, T. B., & Hopps, J. G. (2017). Social justice and civil rights: A call to action for social workLinks to an external site.. Social Work, 62(1), 5–8. https://doi.org/10.1093/sw/sww081
Krings, A., Fusaro, V., Nicoll, K. L., & Lee, N. Y. (2019). Social work, politics, and social policy education: Applying a multidimensional framework of powerLinks to an external site.. Journal of Social Work Education, 55(2), 224–237. https://doi.org/10.1080/10437797.2018.1544519
Pritzker, S., & Lane, S. R. (2017). Political social work: History, forms, and opportunities for innovationLinks to an external site.. Social Work, 62(1), 80–82. https://doi.org/10.1093/sw/sww072
Shajahan, P. K., & Sharma, P. (2018). Environmental justice: A call for action for social workersLinks to an external site.. International Social Work, 61(4), 476–480. https://doi.org/10.1177/0020872818770585
Segal, E. A., & Wagaman, M. A. (2017). Social empathy as a framework for teaching social justiceLinks to an external site.. Journal of Social Work Education, 53(2), 201–211. https://doi.org/10.1080/10437797.2016.1266980
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
Take 3 pictures of your community, 1 that represents each of the following:
social justice
economic justice
environmental justice
Be sure to respect the privacy of individuals who may be present when taking photos. If it is unavoidable that a person may be visible enough in your photo to be identifiable, ask that person for permission before taking the photo.
By Day 3
Post a response to the following:
Paste 1 photo in the Discussion thread for each type of (in)justice: social, economic, or environmental. (You must include 1 photo for each type.)
For your social justice picture:
Explain social justice in your own words.
Explain how this picture represents social justice.
For your economic justice picture:
Explain economic justice in your own words.
Explain how this picture represents economic justice.
For your environmental justice picture:
Explain environmental justice in your own words.
Explain how this picture represents environmental justice.

Locate and review two articles of your choice that relate to your practice dissertation topic (how autism presents in adolescent girl’s vs boys. Create a 250-word paragraph for each article. For each paragraph, identify the type of article, summarize its limitations, design, and key findings, and cite it properly in APA style. Review guidelines about paraphrasing if needed, to avoid plagiarism. Paper must be in apa format and must cite sources. AI and ChatGPT may not be used

Respond to at least two colleagues who identified a different group role than you:
Identify a group intervention skill discussed in the text and provide a specific example of how your colleague could use this skill to address the challenging behavior.
Task Groups vs Educational, Support, or Skills Groups
Task groups are defined by Kirst-Ashman, K.K., & Hull, G.H., Jr. (2018) roughly as specific types of groups that meet to accomplish policy setting or to establish guidelines for objectives to a systematic challenge that needs revision to enact change in an agency, organization, to address a problem, or to clarify rules to specific legislative policies. Task groups might consist of task forces, committees, legislative bodies, staff meetings, or teams that assemble to accomplish the planning for change and might be vacated after planning has been accomplished.
In comparison, treatment groups are different because they consist of therapeutic measures in which peers with similar challenges meet for education, find emotional or mental support, overcome barriers or life challenges, and build skills through professional direction. One need might be to build on healthy communication and support through social interactions with their peers (Kirst-Ashman & Hull Jr., 2018).
Type of Treatment Group
To build on this, a social worker might lead a psychoeducational treatment group within a psychiatric facility for clients (or patients) who are nearer to discharge and could benefit from information on outpatient services that can meet their aftercare medication, therapy, and care management needs. Whether the group is for educational purposes, therapy, or other support systems, the professional tasked with leading the group needs to be able to guide the group with a firm orientation to facilitate equitable support to each member in attendance, including varying personalities and behavioral needs. In an alternative treatment group, an illustrative example would be in the Walden University Group Therapy video; the social worker leading the group was forced to redirect Trey and Ali due to their aggressive behavior several times to allow others in the group to speak and share their experiences (International Association for Social Work with Groups [IASWG], 2015; Kirst-Ashman & Hull, 2018; Walden University, 2018/2021).
Professional Role When Facilitating a Specific Group
Given the diverse needs within treatment groups, the professional’s role becomes vital to the group. When facilitating a psychoeducational class, the social worker must adopt various roles, including educator, mediator, and facilitator. The role will require multiple strengths and roles in leadership, from educator, which informs, to broker, to mediator when behaviors overlap with group members, and to include facilitator to “expedite the way for others” to learn and support each other. The qualified social worker understands behavioral interference and plans to keep the group focused or aligned for the proposed outcome and expectation (Kirst-Ashman & Hull Jr., 2018).
Group Norms and How to Shape These Norms Based on Your Role
Establishing and maintaining group norms is essential to ensure a treatment group’s success. These norms guide interactions and promote mutual respect, creating a foundation for productive engagement. Mutual respect needs to be maintained, and time must be utilized to find a productive outcome for the requirement of the group meeting. The crowd anticipates sharing ideas and working together to achieve individual and collective goals. As the educator, the expectation is to set the stage and therapeutically guide the group so that everyone can construct relativity and build upon each other’s experiences and strengths. The group needs the space to learn together and not against each other. Furthermore, the social worker encourages the group and empowers them to share their values with group talk. The class should be shaped by the leader and everyone in attendance (Kirst-Ashman & Hull Jr., 2018).
Group Roles
Furthermore, each group has several multifaceted personalities and an array of levels of behavior, which can keep the group together or divide it to certain degrees. Each role within the group can be divided by power dynamics between the members. Also, within each group, depending on size and the personalities grouped within the setting, each member inadvertently takes on various roles within the group. One such role out of the multitudes of positive, negative, or nonfunctional roles might be “the energizer,” which is a positive role. The energizer keeps the group excited and allows others to look forward to the following stages in the conversation or learning (Kirst-Ashman & Hull Jr., 2018).
Most Challenging Member Role
Specifically, a group leader will be most challenged by the member roles categorized as “potentially negative.” An aggressor, blocker, recognition seeker, dominator, help seeker, and confessor might dominate the group’s purpose. In the social worker position, providing a place of progress will be challenging. These roles are expected to stall the group in the planned trajectory and will require a strong leader to redirect them for further cohesion and mutual collaboration. The challenge is knowing when and how to be firm with the individuals who fill the roles of aggressor, blocker, etc. A passive leader can easily experience the whole group losing focus and the group eventually needing to disband. It takes a qualified professional to lead and keep the group grounded in the content and purpose of the therapeutic setting (Kirst-Ashman & Hull Jr., 2018).
References:
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment series: Understanding generalist practice (8th ed.). CENGAGE Learning.
International Association for Social Work with Groups. (2015). Standards for social work practice with groups (2nd ed.). IASWG.
Walden University. (2018, 2021). Group therapy [Video]. Walden University Canvas. https://waldenu.instructure.com

As you have been looking around your community for examples of social, economic, and environmental (in)justice, what did you notice? Did you expect to find what you did? What emotional responses did you experience when viewing the various types of disparities that clients experience?
Perhaps you have found a way to call attention to injustices you see every day but are not sure how to solve. Or, maybe you have seen an injustice for the first time.
For this Discussion, you use photos that you have curated of your community to demonstrate social justice, economic justice, and environmental justice. You will then explain why these photos represent the given concept.
Resources
please use provided resources
Bent-Goodley, T. B., & Hopps, J. G. (2017). Social justice and civil rights: A call to action for social workLinks to an external site.. Social Work, 62(1), 5–8. https://doi.org/10.1093/sw/sww081
Krings, A., Fusaro, V., Nicoll, K. L., & Lee, N. Y. (2019). Social work, politics, and social policy education: Applying a multidimensional framework of powerLinks to an external site.. Journal of Social Work Education, 55(2), 224–237. https://doi.org/10.1080/10437797.2018.1544519
Pritzker, S., & Lane, S. R. (2017). Political social work: History, forms, and opportunities for innovationLinks to an external site.. Social Work, 62(1), 80–82. https://doi.org/10.1093/sw/sww072
Shajahan, P. K., & Sharma, P. (2018). Environmental justice: A call for action for social workersLinks to an external site.. International Social Work, 61(4), 476–480. https://doi.org/10.1177/0020872818770585
Segal, E. A., & Wagaman, M. A. (2017). Social empathy as a framework for teaching social justiceLinks to an external site.. Journal of Social Work Education, 53(2), 201–211. https://doi.org/10.1080/10437797.2016.1266980
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
Take 3 pictures of your community, 1 that represents each of the following:
social justice
economic justice
environmental justice
Be sure to respect the privacy of individuals who may be present when taking photos. If it is unavoidable that a person may be visible enough in your photo to be identifiable, ask that person for permission before taking the photo.
By Day 3
Post a response to the following:
Paste 1 photo in the Discussion thread for each type of (in)justice: social, economic, or environmental. (You must include 1 photo for each type.)
For your social justice picture:
Explain social justice in your own words.
Explain how this picture represents social justice.
For your economic justice picture:
Explain economic justice in your own words.
Explain how this picture represents economic justice.
For your environmental justice picture:
Explain environmental justice in your own words.
Explain how this picture represents environmental justice.

Read the attached vignette and then answer the following questions
1. What kind of countertransference is this case likely to elicit?
2. What other information would you want to receive?
3. Using the DC:0-5, What is your diagnostic impression and how could the possible diagnosis impact functioning?
4. Are there any evident risks for developmental derailment?
5. Describe important cultural considerations for the case.
6. What referrals would you consider?
7. Expand on possible interdisciplinary considerations.
paper must be in apa and you most cite sources
AI and ChatGPT may not be used
we are reading the following book this semester
Greenspan, S., & Weider, S. (1998). The child with special needs: Encouraging
intellectual and emotional growth. Da Capo Press. (pp. 70-92)
Zero To Three. (2016). DC: 0-5: Diagnostic classification of mental health and developmental disorders of infancy and early childhood. Zero To Three

1. Choose one quote from the readings given and share what was most impactful about the quote that will help you in your future graduate level social work career. Share why the quote is so important. Be detailed with 3- 4 sentences.
2. Choose one quote from the interview with Dr. Scott Miller. What is most impactful to you about evaluating efficacy or impact of our work as social workers?
3. Share what you may integrate from Dr. Scott Miller’s interview in your future graduate level social work practice?
The Social Work Podcast: Feedback Informed Treatment: Interview with Scott D. Miller, Ph.D.

Sample Outline:
Slide 1: Background of the Problem
Title: Bridging Gaps: Women in Reentry and Post-Treatment Care
Women transitioning from incarceration and treatment programs face significant barriers:
Lack of post-treatment wraparound services
Housing insecurity and employment challenges
Recidivism rates are high without consistent support
Key stat: Within six months, over 50% of women lack access to structured aftercare programs.
Why it matters: These women are not just numbers—they are mothers, daughters, and community members trying to rebuild their lives.
—
Slide 2: What I Am Proposing
Title: A Continuum of Care with Meet Her at the Gate (MHATG) & New Hope
Proposal: A collaborative reentry initiative providing 6 months of wraparound aftercare post-treatment, focusing on:
Stable housing access
Employment readiness and mentorship
Mental health and trauma-informed care
Goal: To reduce recidivism and empower women to transition successfully into society.
—
Slide 3: How I Plan to Carry Out the Project
Title: Strategic Partnerships and Phased Implementation
Phase 1: Partner with New Hope Integrated Behavioral Health to embed aftercare services into treatment completion plans.
Phase 2: Integrate MHATG to provide:
One-on-one peer mentorship (successful program alumni as champions)
Resource navigation for housing and employment
Support group sessions facilitated by social workers.
Monitoring: Monthly check-ins and feedback loops to ensure participant needs are met.
—
Slide 4: Advancing Human Rights and Social Justice
Title: Breaking Cycles, Building Futures
Human Rights Lens: Article 25 of the Universal Declaration of Human Rights
Right to an adequate standard of living, including housing, care, and security.
Impact on Social Justice:
Reduces systemic barriers that lead to recidivism
Ensures access to basic human needs and mental health support
Empowers women to become advocates in their communities.
—
Closing Line (Delivery Note):
“This project doesn’t just support women in reentry—it restores dignity, promotes stability, and ensures they don’t fall through the cracks. By funding this initiative, you’re investing in the power of women to heal, transform, and contribute to a stronger society.”
Supporting documents attached to be used as a guide for data add imagery from actual pictures from the attachments to enhance the audience showing visuals of the actual needs and outcome. elevate the title page to draw audience in. add some new hope imagery to align with mhatg need reference slide

Read the attached vignette and then answer the following questions
1. What kind of countertransference is this case likely to elicit?
2. What other information would you want to receive?
3. Using the DC:0-5, What is your diagnostic impression and how could the possible diagnosis impact functioning?
4. Are there any evident risks for developmental derailment?
5. Describe important cultural considerations for the case.
6. What referrals would you consider?
7. Expand on possible interdisciplinary considerations.
paper must be in apa and you most cite sources
AI and ChatGPT may not be used
we are reading the following book this semester
Greenspan, S., & Weider, S. (1998). The child with special needs: Encouraging
intellectual and emotional growth. Da Capo Press. (pp. 70-92)
Zero To Three. (2016). DC: 0-5: Diagnostic classification of mental health and developmental disorders of infancy and early childhood. Zero To Three