Category: Social work

Prepare a narrated PowerPoint presentation on the diversity activity in which you participated. The presentation should be 5–7 slides in length (including the title and reference slides). In the presentation, be sure to:
Describe the activity and the associated population.
Explain how the activity has influenced your understanding, bias, or comfort level in working with the identified population.
More generally, explain how the activity has influenced your perceptions of diversity and difference.
Analyze at least three key concepts from this course in relation to this experience.
The PowerPoint should present bulleted text on the slides with a full transcriipt of the presentation in the notes section. Please use the Learning Resources to support your presentation. Include citations and a Reference slide to document the sources you have used.
To prepare:
Recall Week 2, in which you identified a population that prompted discomfort or a desire to learn more. Select one of the following activities related to that population: attend a cultural event, conduct an interview with a member of this population, attend a social work diversity discussion, or engage in safe zone training. As a guest at this experience, remember to take a stance of cultural humility and participate respectfully.
Afterward, reflect on the activity and to what extent the experience has influenced your perceptions of the population and diversity in general.

Our group is focused on recovery from substance abuse that is court appointed for folks.
My slide needs to be the storming slide.. definition, context, just research what storming within system theory is
Theory/Model Presentation (approximately 10 minutes)
• Create a short slide presentation with each group member taking a portion of the oral presentation
• Summarize the chosen theory/model using scholarly sources (cite on slides)
• Types of groups theory/model works best for
• Strengths and challenges of the theory/model as applied to group work
 
Demonstration (each group member takes a turn facilitating; approximately 8-10 minutes each)
• Choose a type of group for the demonstration
• Each group member will plan to facilitate a mini-session based on the type of group and chosen theory/model
• When group members are not facilitating, they will role play as group participants
• Coordinate with group members so everyone facilitates at a different stage of the group and/or with a different focus.
• Plan an activity or discussion question that can be completed in 8-10 minutes
• When serving as a participant, role play a group member role covered in the class
1. Forming (Group Member 1)
    •    Focus: This facilitator will guide the group as they come together for the first time, helping members get acquainted and establishing group goals and norms.
.
    •    Activity: A goal-setting exercise that includes discussing how each member’s contribution affects the group’s overall success.
2. Storming (Group Member 2)
    •    Focus: This facilitator will help the group navigate potential conflicts and power struggles as members assert their roles and express differing opinions.
    •    
    •    Activity: Role-playing conflict resolution or managing a disagreement, emphasizing the interconnectedness of group dynamics.
3. Norming (Group Member 3)
    •    Focus: The facilitator will help the group solidify their roles, establish rules, and build trust as they work toward resolving initial conflicts.
    
    •    Activity: An activity to strengthen group cohesion, such as a trust-building exercise, highlighting how mutual trust impacts the entire system.
4. Performing (Group Member 4)
    •    Focus: This facilitator will guide the group as they work efficiently and cohesively towards their objectives, demonstrating high-functioning collaboration.
    
    •    Activity: A problem-solving or task-related exercise that requires coordination, demonstrating how efficient communication and role fulfillment keep the system running smoothly.
5. Adjourning (Group Member 5)
    •    Focus: This facilitator will help the group reflect on their work, review the group’s progress, and guide the disbanding process.
    •
    •    Activity: A reflection or debriefing exercise where members discuss how their individual roles impacted the group and how the group’s structure evolved over time.
so what we’re doing is we are pretending like we are a group that is teaching and running facilitating a systems theory model type of group Each member of the group will go through a different dynamic of the group. OK for example meaning like Sydney is doing forming so she is going to make a slide on forming within the systems theory model. And she’s gonna make a slide for me and then she’s gonna make a slide on how she is going to present For like activity and everything that she’s gonna do within the group and the number two is me and you and we are storming so we need to make two slides as well when slide needs to be about storming what it means some you know contacts about it, and then the second line needs to be how We are gonna help the group navigate like power struggles As I’m reading it kind of also thing it says this group will help the group navigate potential conflicts and power struggles as members assert their roles and express different opinions so basically like what we will do we will make a slide about for me storming sorry about storming about what it means the definition contacts and then the second slide will say what we plan to do What kind of role-play we wanna do in the example here the one that I sent you says activity is role-playing role-playing a conflict resolution or managing a disagreement emphasizing the interconnected connectedness of group dynamic so basically what we can do is say OK guys we’re about to role-play with y’all. I want each person to go around and state something that frustrates them. And then each person which is like the members will act as Group members and they’ll say oh this frustrates me and then at the end we can be like OK so now that we know a couple of different frustrations we need to like just respect boundaries. We need to know the power struggles and power dynamic at the door, this is like a safe place like we just have to explain our. Section of the group

Kaplow, J.B. et.al. (2006). The long-term consequences of early childhood trauma. Psychiatry, 69 (4), 362-375.
Review the Kaplow article. The article provides a clinical case of TF-CBT with a child. Also, review the Beck Institute packet. Both will aid in completing this forum. Each answer should be 5-6 completed sentences. please cite using APA style.
1. In reflecting on the article, share in 5-6 sentences what was most significant about TF-CBT in practice. Support your answer with examples and a rationale.
2. In review of the Beck Institute packet, share which strategies/worksheets you might include in your professional social work practice with the child in the case. Share your rationale as well. The answer should be 5-6 sentences.

At the end of this module, you will be able to:
Develop skill in interventions designed to reduce acute stress (grounding, addressing affect dysregulation, meditation & yoga
Describe interventions designed to regulate negative emotions (intrusive emotions, trigger awareness, delaying tension reduction, urge surfing)

Module Activities
Read Briere, Chapter 6
Read Boehme, pp.125 – 132, Affect Regulation Interventions
Download & Explore PTSD Coach Mobile App: https://www.ptsd.va.gov/appvid/mobile/ptsdcoach_app.asp
Watch Short Lecture

Additional Resource:
Lewis, C., Roberts, N., Vick, T., & Bisson, J. I. (2013). Development of a guided self-help program for the treatment of mild-to-moderate posttraumatic stress disorder (PTSD). Depression and Anxiety, 30, 1121-1128.

Attached the Template Example of Graphic Organizer. Complete and submit this Graphic Organizer based on 3 videos. Cite appropriately and include a reference list. APA format is required. Use these 3 videos:
1. https://www.youtube.com/watch?v=_dg86g-QlM0 (5 Tips for Being An Ally)
2. https://www.ted.com/talks/madame_gandhi_why_we_must_stop_dancing_to_the_sound_of_our_own_oppression?amp%3Butm_medium=referral&%3Butm_source=tedcomshare&subtitle=en
(Why we must stop dancing to the sound of our own oppression. Madame Gandhi).
3. https://www.ted.com/talks/shaka_senghor_why_your_worst_deeds_don_t_define_you?amp%3Butm_medium=referral&%3Butm_source=tedcomshare&subtitle=en
Module: 2
Topic: Privilege, Power, Oppression
(Why your worst deeds don’t define you. Shaka Senghor |TED2014. March 2014)

Using the Sanchez case from the https://routledgesw.com/interactive-cases/sanchez/engage/case-files
site, the textbooks, and three to five peer-reviewed journal articles, discuss/analyze/assess the
development of one family member presented in the case scenario:
1. Provide an introduction that prepares the reader for the topics explored in the paper. What will
you discuss in this paper? In what order? Why is this case analysis important?
2. Introduce the individual you chose to analyze in this paper.
3. The body of the paper should focus on using each of the four dimensions we have discussed in
class—person in environment; biopsychosocial, sociocultural, and social change—to frame your
discussion/analyses of the Sanchez family member you have chosen to assess. Choose at least
one (1) theory/approach from EACH dimension to frame your analysis.
4. Discuss additional relevant information related to family dynamics (such as patterns from one
generation to the next) AND community or family resources that are available to the family.
5. Discuss at least three protective AND three risk factors for the family member you have chosen
at the individual, family/community, and larger society levels making sure to incorporate a
strengths perspective.
6. Summarize your case analysis in a concluding paragraph that discusses what you learned about
the family member you chose after conducting your assessment (this is an assessment; you
should NOT include any diagnoses or recommendations for interventions in your summary or
conclusion).

Submit a 2- to 3-page paper in which you address the following:
What are invisible disabilities?
Explain Ramon’s experience of invisible disabilities.
What other identities may be intersecting with ability to contribute to further oppression for Ramon?
Explain how you would approach Ramon’s case as a social worker. How would you intervene or empower the client?
Use the Learning Resources to support your case analysis. Make sure to provide APA citations and a reference list.
https://cdn-media.waldenu.edu/2dett4d/Walden/SOCW/6051/CS/index.html#/lessons/XncNTmvxb9laRFJM6YLgnBr9RCsj4dO6

Create a paper summarizing the two selected articles and attempt to evaluate them for research. Paper must be in apa format and must cite sources.
We have been reading the following books
Review Chapter 4 “Writing Style and Grammar” in the APA Publication Manual. • Review Bell et al. (2020) Chapter 6: “Reviewing the Literature.” • Having defined your research topic, ” personality disorders in teens” locate at least 2 articles from professional peer reviewed journals (published between 2000 and 2023) summarize the selected articles and evaluate them for your research.
AI and ChatGPT may not be used

Disasters occur on national and international stages as well as on local levels. Social work leaders must be among those responsible for responding. Social work practitioners bring various skills based on our code of ethics to address natural and human-made crises and disasters. Consider the devastation caused by natural disasters such as Hurricane Katrina, Hurricane Maria, Hurricane Sandy, and the 2010 earthquake in Haiti. You may also consider crises such as the global pandemic COVID-19 or school shootings. Local resources were insufficient to deal with the overwhelming needs of the area. Macro and meta-level responses were required. Consider how you, as a social work leader with skills and knowledge about crisis intervention and disaster relief, would have applied those resources to provide macro and meta-level relief services after such large disasters and crises.
Using your text and the current scholarly literature (10 scholarly articles or government sites) on disaster response, create a PowerPoint presentation to the Red Cross task force assigned to the disaster or crisis response for the entire affected area. Use a sufficient number of slides to address the physical, social and cultural, financial, and political needs of the various island nations and protectorates as a whole. After establishing the list of macro and meta level needs, recommend interventions and/or strategic planning for recovery based on macro and meta level social work practices.
Please ensure the following
1] Assesses macro and meta level needs experienced by victims of a large disaster or crisis; includes examples and strong support from the literature
2] Applies more than two social work skill to address identified needs at the macro and meta level of practice.
3] Provides strong recommendations for social work interventions and strategic planning needed to address aftermath of the disaster or crisis; includes support from the literature.
4] Assesses ethical and cultural issues that must be addressed by social workers during a disaster response; includes strong examples and support from the literature.
Reading Resources
Crisis and Emergency Management : Theory and Practice, Second Edition
Author: Farazmand, Ali,
ISBN: 1-351-57057-9; 1-351-57058-7; 1-315-09526-2; 1-4200-1367-X
Edition: 2nd ed.
Pages: 1 online resource (830 p.)
Publication Date: [2017].
Publisher: Routledge
Ethical considerations for conducting disaster research with vulnerable populations
Author: Ferreira, R. J., Buttell, F., & Ferreira, S. B.
Journal Title: Journal of Social Work Values & Ethics
Publication Date: 2015
Volume: 12
Issue: 1
Start page: 29 End page: 40
Beneficence vs. fidelity: Serving social work clients in the aftermath of catastrophic events
Author: Sweifach, J. S., Linzer, N., & LaPorte, H. H.
Journal Title: Journal of Social Work Values & Ethics
Publication Date: 2015
Volume: 12
Issue: 1
Start page: 3 End page: 12

Sometimes we learn new things about families when we prepare visual representations of them. There are several tools available for doing this. For this assignment, you will use three (3) of them to visualize your own family. Use your resources in Chapter 9 to prepare the following: (Textbook is Hutchison (2017): Chapter 9 )
a family genogram of your current family situation. Prepare a multigenerational genogram of your family, going back to your maternal and paternal grandparents.
a family timeline beginning at the point of your birth, or earlier if you think there were significant earlier events that need to be noted
a family ecomap to show your personal relationships with your physical environment
Use the resources found in the Families Folder in Files on our Canvas site.
Upload your assignment (pdf, doc, docx, jpg, png, etc.).
This Assignment requires more than one submission. While you have unlimited submissions, be sure you submit all components at one time, as Canvas will erase one submission, after you submit another.
This criterion is linked to a Learning Outcome Answers the question and/or prompts presented in the ALE
This criterion is linked to a Learning OutcomeUses proper grammar, spelling, formatting, etc.
This criterion is linked to a Learning OutcomeSupports response with course material; cites in text in APA and includes APA Reference Page
( You can basically come up with something. I am from Nigeria and my Grandmother raised me while my Mother and father were in the States and Italy seperated).