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    – ## AboutthisAssignment.docx **## AboutthisAssignment.docx** **About this Assignment** In this assignment you will apply sociological theories, research methods, and social structures by writing an essay that examines social movements. **Course Learning Outcomes** The following course learning outc…

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    Assignment Prompt & Instructions

    – ## AboutthisAssignment.docx

    **## AboutthisAssignment.docx**

    **About this Assignment**

    In this assignment you will apply sociological theories, research methods, and social structures by writing an essay that examines social movements.

    **Course Learning Outcomes**

    The following course learning outcomes are assessed in this assignment:

    · Explain the impact of social stratification, including factors such as race, gender, and class, on social dynamics and inequalities.

    · Describe the effects of social movements and collective behavior on societies over time.

    · Compare global perspectives on sociology and how societal issues vary across cultures.

    **Related Lessons**

    ·
    [C. Wright Mills: Contributions, Issues & Theory](https://study.com/academy/lesson/c-wright-mills-sociological-imagination-and-the-power-elite.html)

    ·
    [Global Stratification: Definition, Models & Examples](https://study.com/academy/lesson/global-stratification-definition-differences-in-income-levels-and-poverty.html)

    ·
    [Social Power Theories: Pluralist, Power-Elite & Marxist Models](https://study.com/academy/lesson/social-power-theories-pluralist-power-elite-marxist-models.html)

    ·
    [Social Movement Stages: Emergence, Coalescence, Bureaucratization & Decline](https://study.com/academy/lesson/social-movement-stages-emergence-coalescence-bureaucratization-decline.html)

    ·
    [Social Movement: Definition, Types & Examples](https://study.com/learn/lesson/social-movements.html)

    **Prompt**

    For this assignment, you will be researching a social movement in the United States, either historical or ongoing, that sought to or seeks to address a social problem. The social problem should be related to unequal treatment based on race, gender, class, and/or other similar demographic categories, such as age, disability status, sexual orientation, gender identity, etc. You will explain what successes and/or failures the Movement has had in changing society. Then, you will research a similar social movement in another country and explore its successes or challenges. This social movement should be one that you are interested in, have participated in, or have some prior knowledge about so that you can offer your personal opinions after you have conducted some research.

    This essay consists of 4 written sections plus a reference page, and should be about 1500-2000 words long, not including the separate reference page at the end:

    **Description of the Movement (300-600 words)**

    Write a brief history of the movement. Include such topics as:

    · In response to what social problem did the movement emerge?

    · When and where did it begin?

    · Who were the primary individual(s) that first began speaking about it and why?

    · What were the actions that people took to get others to join their cause?

    · What coverage did the movement receive in the media or on social media?

    **Social Changes (300-600 words)**

    Explain social changes that resulted from this movement:

    · Did the movement manage to cause any changes in society (such as changes in or the enactment of laws or changes in public opinion)? If they did not succeed, explain what the goals were.

    · Did the movement meet some goals and fail to meet others? In what ways?

    · Based on what a researcher has said about this movement, why do they meet with success or failure?

    · Is the movement still ongoing or has it concluded?

    **International Context (approx. 300 words)**

    Compare an international movement:

    · Find an example of the same social problem in another country and a movement that addresses it.

    · Explain the similarities and differences between this movement and the one in the United States.

    · Did this movement take inspiration from the successes or learn from the failures of the one in the United States, or did this movement influence the one in the U.S.? In what ways?

    **Analysis (approx. 300 words)**

    Give your opinion:

    · Based on what you have learned in this class, what could both the US-based and the international movements do or could have done differently to achieve greater success in their goals?

    · What would you tell someone to convince them to participate?

    **Reference Page**

    Include a reference page in APA format with all sources you used

    **Formatting & Sources**

    Please write your paper in APA format. You may refer to the course material for supporting evidence, but you must also use
    **five sources** and cite them using APA format. Please include a mix of both primary and secondary sources, with at least one source from a scholarly peer-reviewed journal. Primary sources can include websites that formally represent the social movement, biographical or autobiographical accounts of organizers or participants, and magazine or newspaper articles that contain news coverage. The scholarly peer-reviewed journal article should be from a sociology journal about the movement you have chosen. If you use any Study.com lessons as sources, please also cite them in APA (including the lesson title and instructor's name).

    · Primary sources are first-hand accounts such as interviews, advertisements, speeches, company documents, statements, and press releases published by the company in question.

    · Secondary sources come from peer-reviewed scholarly journals, such as the American Journal of Sociology. You may use sources like JSTOR, Google Scholar, and The American Sociological Association to find articles from these journals. Secondary sources may also come from reputable websites with .gov, .edu, or .org in the domain. (Wikipedia is not a reputable source, though the sources listed in Wikipedia articles may be acceptable.)

    If you're unsure about how to use APA format to cite your sources, please see the following lessons:

    ·
    [What is APA Format? Style & Definition](https://study.com/academy/lesson/what-is-apa-format-style-definition-quiz.html)

    ·
    [How To Format APA Citations](https://study.com/academy/lesson/how-to-format-apa-citations.html)

    **Use of AI in Study.com Assignments**

    Acceptable use of generative AI tools such as ChatGPT or Grammarly is outlined in the
    [Study.com Academic Integrity Policy](https://study.com/academy/popular/studycoms-academic-integrity-policy.html); please familiarize yourself with this policy to ensure that you have appropriately cited and used AI tools in an authorized manner in the creation of your assignment. You may wish to use GPTZero to ensure that your assignment is sufficiently unique and free from AI plagiarism.

    If you use Grammarly or a similar tool to assist with your assignment, you must disclose and describe the nature of your usage upon submission. This includes specifying how Grammarly was used, such as improving grammar, refining sentence structure, or enhancing style. Failure to disclose this information may result in a rules violation for unethical AI usage.

    Reminders about using AI:

    · AI may be used as a tool to support your process for creating this assignment but may not create or write your assignment response for you. Plagiarized submissions will not be graded and may result in disciplinary actions.

    · All AI usage for this assignment must be properly cited and documented according to the guidelines in the
    [How to Use & Cite AI Tools in College Saver Course Assignments](https://study.com/academy/popular/how-to-use-cite-ai-tools-in-college-saver-course-assignments) article.

    · In addition to in-text citations and inclusion in your Works Cited for the assignment, you must submit a separate document as outlined in the Documenting and Attributing AI section of the above article.

    · It is important to fact-check any output you obtain using AI as it may produce inaccuracy or misinformation.

    · You are solely responsible for all submitted work that you provide with the use of AI.

    · Do not input any confidential or personal information while using AI tools.

    For additional information on generative AI tools, please refer to
    [Understanding Generative AI as a Student: Uses, Benefits & Drawbacks](https://study.com/academy/popular/understanding-generative-ai-as-a-student-uses-benefits-drawbacks).

    **Grading Rubric**

    Your essay will be graded based on the following rubric:

    | | | | | | |
    | — | — | — | — | — | — |
    | **Criteria** | **Excellent (5)** | **Good (4)** | **Needs Improvement (2-3)** | **Unacceptable (0-1)** | **Total Possible Points** |
    | Content Depth (x6) | Comprehensive and detailed discussion of both the U.S. and international movements, including all required elements (history, social changes, international context, and analysis). Each section is fully developed and supported by well-chosen examples and evidence. | Addresses most required elements with adequate detail and relevant examples. Some minor gaps in discussion or evidence. | Discusses some required elements but lacks depth or contains significant gaps in evidence or examples. Limited understanding of the movements. | Fails to adequately address the required elements. Little to no evidence or examples provided. | 30 |
    | Critical Analysis (x7) | Offers deep and insightful analysis of both movements and strategies, supported by research and personal reflection. Provides innovative or thoughtful recommendations. | Analysis is solid but lacks depth or originality in recommendations. Demonstrates understanding but limited critical engagement. | Analysis is surface-level or overly general. Recommendations lack depth or relevance. | Little to no analysis provided. Fails to engage critically with the topic. | 35 |
    | References (x3) | References are highly relevant, properly cited, and integrated seamlessly into the essay. Demonstrates strong use of external research. | References are relevant and properly cited, but integration into the essay is somewhat uneven. | References are minimally used, improperly cited, or lack relevance to the topic. | No references provided or citations are missing/inaccurate. | 15 |
    | Organization & Clarity (x2) | Essay is exceptionally well-organized, with clear, logical progression between sections. Transitions enhance readability, and ideas are consistently expressed with clarity. | Essay is generally well-organized, with minor lapses in flow or transitions. Ideas are mostly clear. | Organization is inconsistent or disjointed, making the essay difficult to follow at times. Ideas are occasionally unclear. | Essay lacks organization and is difficult to follow. Poor transitions and unclear ideas. | 10 |
    | Grammar, Spelling and Mechanics (x2) | No significant errors in grammar, spelling, punctuation, or formatting. Writing is polished and professional. | Minor errors in grammar, spelling, or punctuation that do not detract from readability. | Frequent errors in grammar, spelling, or punctuation that hinder readability. | Numerous errors that significantly impact readability and demonstrate lack of proofreading. | 10 |

    **Before You Submit**

    Before you submit your assignment, please review the
    [Academic Integrity Policy](https://study.com/academy/popular/studycoms-academic-integrity-policy.html) to ensure that you fully understand what constitutes plagiarism and its consequences.

    Written assignments should be
    **completely original, free of any plagiarism, and properly cited**. Plagiarizing your assignments may result in an automatic zero for your assignment or course grade, and the potential termination of your Study.com subscription.

    We recommend proofreading your assignment and verifying that it's completely original by using an online plagiarism checker such as PlagScan or Duplichecker to make sure that your assignment is not too similar to any existing materials.

    **How to Submit Your Assignment**

    When you are ready to submit your assignment,
    **please fill out the following submission form** by attaching your assignment as a Microsoft Word document, PDF, or Text file. After turning in your assignment, you may go ahead and take the proctored final exam. You do not need to wait for your written response to be graded. You should receive your assignment grade within one week.

    If you are not satisfied with the score you receive on your assignment, you may revise or rewrite it and resubmit them for grading using the same submission form above. Keep in mind that the grade you receive on your assignment is only a portion of your overall grade for the course, and you are free to retake the proctored final exam as well if you choose. Please see the course syllabus for a more detailed breakdown of the grading policy.

    **## AboutthisAssignment.docx**

    **About this Assignment**

    In this assignment you will apply sociological theories, research methods, and social structures by writing an essay that examines social movements.

    **Course Learning Outcomes**

    The following course learning outcomes are assessed in this assignment:

    · Explain the impact of social stratification, including factors such as race, gender, and class, on social dynamics and inequalities.

    · Describe the effects of social movements and collective behavior on societies over time.

    · Compare global perspectives on sociology and how societal issues vary across cultures.

    **Related Lessons**

    ·
    [C. Wright Mills: Contributions, Issues & Theory](https://study.com/academy/lesson/c-wright-mills-sociological-imagination-and-the-power-elite.html)

    ·
    [Global Stratification: Definition, Models & Examples](https://study.com/academy/lesson/global-stratification-definition-differences-in-income-levels-and-poverty.html)

    ·
    [Social Power Theories: Pluralist, Power-Elite & Marxist Models](https://study.com/academy/lesson/social-power-theories-pluralist-power-elite-marxist-models.html)

    ·
    [Social Movement Stages: Emergence, Coalescence, Bureaucratization & Decline](https://study.com/academy/lesson/social-movement-stages-emergence-coalescence-bureaucratization-decline.html)

    ·
    [Social Movement: Definition, Types & Examples](https://study.com/learn/lesson/social-movements.html)

    **Prompt**

    For this assignment, you will be researching a social movement in the United States, either historical or ongoing, that sought to or seeks to address a social problem. The social problem should be related to unequal treatment based on race, gender, class, and/or other similar demographic categories, such as age, disability status, sexual orientation, gender identity, etc. You will explain what successes and/or failures the Movement has had in changing society. Then, you will research a similar social movement in another country and explore its successes or challenges. This social movement should be one that you are interested in, have participated in, or have some prior knowledge about so that you can offer your personal opinions after you have conducted some research.

    This essay consists of 4 written sections plus a reference page, and should be about 1500-2000 words long, not including the separate reference page at the end:

    **Description of the Movement (300-600 words)**

    Write a brief history of the movement. Include such topics as:

    · In response to what social problem did the movement emerge?

    · When and where did it begin?

    · Who were the primary individual(s) that first began speaking about it and why?

    · What were the actions that people took to get others to join their cause?

    · What coverage did the movement receive in the media or on social media?

    **Social Changes (300-600 words)**

    Explain social changes that resulted from this movement:

    · Did the movement manage to cause any changes in society (such as changes in or the enactment of laws or changes in public opinion)? If they did not succeed, explain what the goals were.

    · Did the movement meet some goals and fail to meet others? In what ways?

    · Based on what a researcher has said about this movement, why do they meet with success or failure?

    · Is the movement still ongoing or has it concluded?

    **International Context (approx. 300 words)**

    Compare an international movement:

    · Find an example of the same social problem in another country and a movement that addresses it.

    · Explain the similarities and differences between this movement and the one in the United States.

    · Did this movement take inspiration from the successes or learn from the failures of the one in the United States, or did this movement influence the one in the U.S.? In what ways?

    **Analysis (approx. 300 words)**

    Give your opinion:

    · Based on what you have learned in this class, what could both the US-based and the international movements do or could have done differently to achieve greater success in their goals?

    · What would you tell someone to convince them to participate?

    **Reference Page**

    Include a reference page in APA format with all sources you used

    **Formatting & Sources**

    Please write your paper in APA format. You may refer to the course material for supporting evidence, but you must also use
    **five sources** and cite them using APA format. Please include a mix of both primary and secondary sources, with at least one source from a scholarly peer-reviewed journal. Primary sources can include websites that formally represent the social movement, biographical or autobiographical accounts of organizers or participants, and magazine or newspaper articles that contain news coverage. The scholarly peer-reviewed journal article should be from a sociology journal about the movement you have chosen. If you use any Study.com lessons as sources, please also cite them in APA (including the lesson title and instructor's name).

    · Primary sources are first-hand accounts such as interviews, advertisements, speeches, company documents, statements, and press releases published by the company in question.

    · Secondary sources come from peer-reviewed scholarly journals, such as the American Journal of Sociology. You may use sources like JSTOR, Google Scholar, and The American Sociological Association to find articles from these journals. Secondary sources may also come from reputable websites with .gov, .edu, or .org in the domain. (Wikipedia is not a reputable source, though the sources listed in Wikipedia articles may be acceptable.)

    If you're unsure about how to use APA format to cite your sources, please see the following lessons:

    ·
    [What is APA Format? Style & Definition](https://study.com/academy/lesson/what-is-apa-format-style-definition-quiz.html)

    ·
    [How To Format APA Citations](https://study.com/academy/lesson/how-to-format-apa-citations.html)

    **Use of AI in Study.com Assignments**

    Acceptable use of generative AI tools such as ChatGPT or Grammarly is outlined in the
    [Study.com Academic Integrity Policy](https://study.com/academy/popular/studycoms-academic-integrity-policy.html); please familiarize yourself with this policy to ensure that you have appropriately cited and used AI tools in an authorized manner in the creation of your assignment. You may wish to use GPTZero to ensure that your assignment is sufficiently unique and free from AI plagiarism.

    If you use Grammarly or a similar tool to assist with your assignment, you must disclose and describe the nature of your usage upon submission. This includes specifying how Grammarly was used, such as improving grammar, refining sentence structure, or enhancing style. Failure to disclose this information may result in a rules violation for unethical AI usage.

    Reminders about using AI:

    · AI may be used as a tool to support your process for creating this assignment but may not create or write your assignment response for you. Plagiarized submissions will not be graded and may result in disciplinary actions.

    · All AI usage for this assignment must be properly cited and documented according to the guidelines in the
    [How to Use & Cite AI Tools in College Saver Course Assignments](https://study.com/academy/popular/how-to-use-cite-ai-tools-in-college-saver-course-assignments) article.

    · In addition to in-text citations and inclusion in your Works Cited for the assignment, you must submit a separate document as outlined in the Documenting and Attributing AI section of the above article.

    · It is important to fact-check any output you obtain using AI as it may produce inaccuracy or misinformation.

    · You are solely responsible for all submitted work that you provide with the use of AI.

    · Do not input any confidential or personal information while using AI tools.

    For additional information on generative AI tools, please refer to
    [Understanding Generative AI as a Student: Uses, Benefits & Drawbacks](https://study.com/academy/popular/understanding-generative-ai-as-a-student-uses-benefits-drawbacks).

    **Grading Rubric**

    Your essay will be graded based on the following rubric:

    | | | | | | |
    | — | — | — | — | — | — |
    | **Criteria** | **Excellent (5)** | **Good (4)** | **Needs Improvement (2-3)** | **Unacceptable (0-1)** | **Total Possible Points** |
    | Content Depth (x6) | Comprehensive and detailed discussion of both the U.S. and international movements, including all required elements (history, social changes, international context, and analysis). Each section is fully developed and supported by well-chosen examples and evidence. | Addresses most required elements with adequate detail and relevant examples. Some minor gaps in discussion or evidence. | Discusses some required elements but lacks depth or contains significant gaps in evidence or examples. Limited understanding of the movements. | Fails to adequately address the required elements. Little to no evidence or examples provided. | 30 |
    | Critical Analysis (x7) | Offers deep and insightful analysis of both movements and strategies, supported by research and personal reflection. Provides innovative or thoughtful recommendations. | Analysis is solid but lacks depth or originality in recommendations. Demonstrates understanding but limited critical engagement. | Analysis is surface-level or overly general. Recommendations lack depth or relevance. | Little to no analysis provided. Fails to engage critically with the topic. | 35 |
    | References (x3) | References are highly relevant, properly cited, and integrated seamlessly into the essay. Demonstrates strong use of external research. | References are relevant and properly cited, but integration into the essay is somewhat uneven. | References are minimally used, improperly cited, or lack relevance to the topic. | No references provided or citations are missing/inaccurate. | 15 |
    | Organization & Clarity (x2) | Essay is exceptionally well-organized, with clear, logical progression between sections. Transitions enhance readability, and ideas are consistently expressed with clarity. | Essay is generally well-organized, with minor lapses in flow or transitions. Ideas are mostly clear. | Organization is inconsistent or disjointed, making the essay difficult to follow at times. Ideas are occasionally unclear. | Essay lacks organization and is difficult to follow. Poor transitions and unclear ideas. | 10 |
    | Grammar, Spelling and Mechanics (x2) | No significant errors in grammar, spelling, punctuation, or formatting. Writing is polished and professional. | Minor errors in grammar, spelling, or punctuation that do not detract from readability. | Frequent errors in grammar, spelling, or punctuation that hinder readability. | Numerous errors that significantly impact readability and demonstrate lack of proofreading. | 10 |

    **Before You Submit**

    Before you submit your assignment, please review the
    [Academic Integrity Policy](https://study.com/academy/popular/studycoms-academic-integrity-policy.html) to ensure that you fully understand what constitutes plagiarism and its consequences.

    Written assignments should be
    **completely original, free of any plagiarism, and properly cited**. Plagiarizing your assignments may result in an automatic zero for your assignment or course grade, and the potential termination of your Study.com subscription.

    We recommend proofreading your assignment and verifying that it's completely original by using an online plagiarism checker such as PlagScan or Duplichecker to make sure that your assignment is not too similar to any existing materials.

    **How to Submit Your Assignment**

    When you are ready to submit your assignment,
    **please fill out the following submission form** by attaching your assignment as a Microsoft Word document, PDF, or Text file. After turning in your assignment, you may go ahead and take the proctored final exam. You do not need to wait for your written response to be graded. You should receive your assignment grade within one week.

    If you are not satisfied with the score you receive on your assignment, you may revise or rewrite it and resubmit them for grading using the same submission form above. Keep in mind that the grade you receive on your assignment is only a portion of your overall grade for the course, and you are free to retake the proctored final exam as well if you choose. Please see the course syllabus for a more detailed breakdown of the grading policy.

  • [Solved] Social Science – Sociology Assignment

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    Please see attached file – ## APA_Presentation_Template_APA_73.pptx – ## Imaginethatyouarepreparingtotalkwithworkcolleaguesinaweeklyteammeeting.docx – ## Processrecordingpreviousassignment.docx **## APA_Presentation_Template_APA_73.pptx** [removed] **## Imaginethatyouarepreparingtotalkwith…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please see attached file

    – ## APA_Presentation_Template_APA_73.pptx

    – ## Imaginethatyouarepreparingtotalkwithworkcolleaguesinaweeklyteammeeting.docx

    – ## Processrecordingpreviousassignment.docx

    **## APA_Presentation_Template_APA_73.pptx**

    [removed]

    **## Imaginethatyouarepreparingtotalkwithworkcolleaguesinaweeklyteammeeting.docx**

    Imagine that you are preparing to talk with work colleagues in a weekly team meeting. You need to present a client case to the group, which consists of both emerging and experienced practitioners. This kind of sharing occur in agencies regularly as a way to generate support, discussion, and feedback on practice approaches, techniques, and potential resources. Case presentations offer another opportunity for you to critically reflect on your skills and potential gaps that could be addressed through professional development.

    For this Assignment, you develop a case presentation of a client you encountered during your field experience.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185893/modules/items/7696281)

    To Prepare

    · Review your field experience notes and your previous process recordings to identify a client to use for this case presentation. ( attached separately) Choose a client that interests you due to the services needed, case history, or your work with them.

    · Ensure that, as you describe the client, you maintain their anonymity.

    · Download the PowerPoint Presentation Template located in the Learning Resources and use it to develop your case presentation for the identified client. Attached separately.

    By Day 7

    **Create** a Case Presentation in Microsoft PowerPoint. The presentation should have a voiceover audio component (15 minutes maximum) and should include title and reference slides. The remaining slides should address the following:

    · A description of your agency and the services offered

    · A description of your client to include demographics, presenting problem, goal, legal and ethical considerations, cultural considerations, termination assessment, and proposed treatment/social services delivery plan and the inclusion of termination plans if applicable

    · An explanation of whether interacting with your client demonstrated social work practice skills

    · Identification of potential social work skills not demonstrated in your agency or field placement to include in a proposed professional development plan

    · An explanation of how preparing and engaging in a formal case presentation represents a component of professional social work

    For the slides in the Case Presentation, provide significant detail from field education experience, including relevant examples and evidence from the Learning Resources and other professional sources.

    **## Processrecordingpreviousassignment.docx**

    2

    **Sociology: Process Recording**

    SOCW- 6510

    10/05/2025

    **Sociology: Process Recording**

    **Agency Information:** Still Water Professional Counseling Inc.

    **Client Information (Confidentiality of course)**: Ms. A, a 35-year-old, widowed for three years, with three children (Ages 13, 10, and 6), and currently unemployed.

    **Session Number**: 2

    **Date of Interaction**: 9/10/2025

    **Presenting issue**: The client was experiencing increased emotional distress, anxiety, and financial instability following prolonged unemployment. She reported feeling overwhelmed with balancing single parenting, job seeking, and taking care of herself, which she described as "tired of being strong all the time."

    **Relevant information:** The client has been receiving limited windowed pension benefits, which have been inconsistent due to administrative delays. Although she initially received small child support from her late husband's extended family, they have withdrawn their assistance for the past year.

    **Goal of Session:**

    1.
    **_Client Goal:_** Learn how to manage her mental health condition, find emotional stability, and gain problem-solving skills that will help explore realistic employment opportunities without feeling disheartened.

    2.
    **_My Goal:_** Help the client locate community resources for windowed and family support, obtain financial assistance, and recognize her resilience.

    | | | | |
    | — | — | — | — |
    | **Dialogue** | **Theory, Tools, and Skills** | **Analysis/assessment of dialogue** | **Personal reactions and self-reflection** |
    | **_Client_**: “I recently lost my caregiving job due to company downsizing, and since I have been applying for caregiving jobs, including cleaning jobs, but I never get called back.” (<br>_Sobs_), “I feel like maybe I will never get hired again. It been stressing me out and I cannot take it anymore.”<br> <br>**_Me_** _:_ “That must be very discouraging, putting all efforts without seeing results. Is there any kind of support you currently have?” | **_Theory_**: Systemic theory for understanding the client’s unemployment with broader structural and family systems.<br> <br>**_Tools:_** Reflective listening, open-ended questioning.<br> <br>**_Skills_**: Active listening and empathy. | At first, the client's tone was low with minimal eye contact, but as I expressed empathy and active listening, she began to open up more openly.<br>She also responded to the open-ended question, which allowed her to share her feelings better. | I felt compassion and wanted to reassure her that everything would be okay. I also noticed my tendency to want to 'fix' the situation quickly, but I was able to remind myself of the need to focus on listening first. Next time, I will wait until the client expresses her emotions fully. |
    | **_Client_**: “yes, I receive pension, but it is limited and always comes late. In fact, sometimes they claim that the documents are missing, making it difficult to plan anything when I don’t know if I will receive the money.” <br> <br>**_Me_**: "That sounds stressful! Have you been able to get any assistance in taking care of the children from friends and family?" | **_Theory:_** Conflict theory, as the client expresses financial instability due to systemic barriers<br> <br>**_Tools:_** Probing question, validation<br> <br>**_Skills:_** Empathy, emotional support, and an advocacy mindset. | -Before answering the closed-ended question, the client sighed deeply and fidgeted with her hand, indicating tension. As I acknowledged her frustration, she showed relief in being understood, her voice softened, and she was attentive and nodding while listening. | -I was thinking how structural problems affect people deeply, and felt frustrations at the level of unfairness in society.<br>-I also felt motivated to help and work with the client in finding community advocacy, including legal aid, that can help address the issue. <br>-After connecting her to available support in the community, I will research pension rights for windows and an agency that can help before the next session. |
    | **_Client:_** "Sometimes my sister helps with taking care of them when I'm looking for jobs, but my husband's extended family stopped helping for the past year, and I hate asking. I mean, everyone has their own struggles."<br> <br>**_Me_**: “It’s understandable, asking for help can be difficult, but support does not mean weakness, it’s part of staying strong.” Have you ever considered joining community support groups or programs for single mothers and widows ?” | **_Theory_**: The Empowerment theory by reinforcing the client's strengths and autonomy. <br> <br>**_Tools:_** Reframing statements, strength-based reflection.<br> <br>**_Skills_** _:_ Empathy, positive reinforcement, questioning techniques. | The client smiled faintly and seemed to be about to cry, but her body composure was relaxed, and she made eye contact. Additionally, she responded well to the affirming statement, which demonstrated effort and resilience. | -I felt happy that the client was more open about her struggle, giving an in-depth context of her problem. <br>-I will continue to use empowerment-focused language in the next session to help her build self-confidence and recognize her own strength. |
    | **_Client:_** “No, I didn’t know such a support group or programs existed. I don't mind joining. Maybe that could be helpful.<br> <br>Me: “There are several community programs for single mothers that need financial support, jobs, and childcare programs we can explore together today and connect you with one or two.” | **_Theory:_** Systemic theory by connecting the client to external community support.<br> <br>**_Tool:_** collaboration, resource mapping.<br> <br>**_Skills:_** goal-setting, problem-solving, and information sharing. | The client appeared more curious, engaged, and hopeful. She leaned forward, asked questions, and welcomed the feedback. She seemed ready for the solution or change. | -The client's openness and engagement were encouraging. The session ended on a positive note compared to the first session. I realized how significant it is to connect theory with practical tools, as it can help empower the client. Next time, I will help the client create a specific action plan to follow up. |

    **## Processrecordingpreviousassignment.docx**

    2

    **Sociology: Process Recording**

    SOCW- 6510

    10/05/2025

    **Sociology: Process Recording**

    **Agency Information:** Still Water Professional Counseling Inc.

    **Client Information (Confidentiality of course)**: Ms. A, a 35-year-old, widowed for three years, with three children (Ages 13, 10, and 6), and currently unemployed.

    **Session Number**: 2

    **Date of Interaction**: 9/10/2025

    **Presenting issue**: The client was experiencing increased emotional distress, anxiety, and financial instability following prolonged unemployment. She reported feeling overwhelmed with balancing single parenting, job seeking, and taking care of herself, which she described as "tired of being strong all the time."

    **Relevant information:** The client has been receiving limited windowed pension benefits, which have been inconsistent due to administrative delays. Although she initially received small child support from her late husband's extended family, they have withdrawn their assistance for the past year.

    **Goal of Session:**

    1.
    **_Client Goal:_** Learn how to manage her mental health condition, find emotional stability, and gain problem-solving skills that will help explore realistic employment opportunities without feeling disheartened.

    2.
    **_My Goal:_** Help the client locate community resources for windowed and family support, obtain financial assistance, and recognize her resilience.

    | | | | |
    | — | — | — | — |
    | **Dialogue** | **Theory, Tools, and Skills** | **Analysis/assessment of dialogue** | **Personal reactions and self-reflection** |
    | **_Client_**: “I recently lost my caregiving job due to company downsizing, and since I have been applying for caregiving jobs, including cleaning jobs, but I never get called back.” (<br>_Sobs_), “I feel like maybe I will never get hired again. It been stressing me out and I cannot take it anymore.”<br> <br>**_Me_** _:_ “That must be very discouraging, putting all efforts without seeing results. Is there any kind of support you currently have?” | **_Theory_**: Systemic theory for understanding the client’s unemployment with broader structural and family systems.<br> <br>**_Tools:_** Reflective listening, open-ended questioning.<br> <br>**_Skills_**: Active listening and empathy. | At first, the client's tone was low with minimal eye contact, but as I expressed empathy and active listening, she began to open up more openly.<br>She also responded to the open-ended question, which allowed her to share her feelings better. | I felt compassion and wanted to reassure her that everything would be okay. I also noticed my tendency to want to 'fix' the situation quickly, but I was able to remind myself of the need to focus on listening first. Next time, I will wait until the client expresses her emotions fully. |
    | **_Client_**: “yes, I receive pension, but it is limited and always comes late. In fact, sometimes they claim that the documents are missing, making it difficult to plan anything when I don’t know if I will receive the money.” <br> <br>**_Me_**: "That sounds stressful! Have you been able to get any assistance in taking care of the children from friends and family?" | **_Theory:_** Conflict theory, as the client expresses financial instability due to systemic barriers<br> <br>**_Tools:_** Probing question, validation<br> <br>**_Skills:_** Empathy, emotional support, and an advocacy mindset. | -Before answering the closed-ended question, the client sighed deeply and fidgeted with her hand, indicating tension. As I acknowledged her frustration, she showed relief in being understood, her voice softened, and she was attentive and nodding while listening. | -I was thinking how structural problems affect people deeply, and felt frustrations at the level of unfairness in society.<br>-I also felt motivated to help and work with the client in finding community advocacy, including legal aid, that can help address the issue. <br>-After connecting her to available support in the community, I will research pension rights for windows and an agency that can help before the next session. |
    | **_Client:_** "Sometimes my sister helps with taking care of them when I'm looking for jobs, but my husband's extended family stopped helping for the past year, and I hate asking. I mean, everyone has their own struggles."<br> <br>**_Me_**: “It’s understandable, asking for help can be difficult, but support does not mean weakness, it’s part of staying strong.” Have you ever considered joining community support groups or programs for single mothers and widows ?” | **_Theory_**: The Empowerment theory by reinforcing the client's strengths and autonomy. <br> <br>**_Tools:_** Reframing statements, strength-based reflection.<br> <br>**_Skills_** _:_ Empathy, positive reinforcement, questioning techniques. | The client smiled faintly and seemed to be about to cry, but her body composure was relaxed, and she made eye contact. Additionally, she responded well to the affirming statement, which demonstrated effort and resilience. | -I felt happy that the client was more open about her struggle, giving an in-depth context of her problem. <br>-I will continue to use empowerment-focused language in the next session to help her build self-confidence and recognize her own strength. |
    | **_Client:_** “No, I didn’t know such a support group or programs existed. I don't mind joining. Maybe that could be helpful.<br> <br>Me: “There are several community programs for single mothers that need financial support, jobs, and childcare programs we can explore together today and connect you with one or two.” | **_Theory:_** Systemic theory by connecting the client to external community support.<br> <br>**_Tool:_** collaboration, resource mapping.<br> <br>**_Skills:_** goal-setting, problem-solving, and information sharing. | The client appeared more curious, engaged, and hopeful. She leaned forward, asked questions, and welcomed the feedback. She seemed ready for the solution or change. | -The client's openness and engagement were encouraging. The session ended on a positive note compared to the first session. I realized how significant it is to connect theory with practical tools, as it can help empower the client. Next time, I will help the client create a specific action plan to follow up. |

    **## APA_Presentation_Template_APA_73.pptx**

    [removed]

    **## Imaginethatyouarepreparingtotalkwithworkcolleaguesinaweeklyteammeeting.docx**

    Imagine that you are preparing to talk with work colleagues in a weekly team meeting. You need to present a client case to the group, which consists of both emerging and experienced practitioners. This kind of sharing occur in agencies regularly as a way to generate support, discussion, and feedback on practice approaches, techniques, and potential resources. Case presentations offer another opportunity for you to critically reflect on your skills and potential gaps that could be addressed through professional development.

    For this Assignment, you develop a case presentation of a client you encountered during your field experience.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185893/modules/items/7696281)

    To Prepare

    · Review your field experience notes and your previous process recordings to identify a client to use for this case presentation. ( attached separately) Choose a client that interests you due to the services needed, case history, or your work with them.

    · Ensure that, as you describe the client, you maintain their anonymity.

    · Download the PowerPoint Presentation Template located in the Learning Resources and use it to develop your case presentation for the identified client. Attached separately.

    By Day 7

    **Create** a Case Presentation in Microsoft PowerPoint. The presentation should have a voiceover audio component (15 minutes maximum) and should include title and reference slides. The remaining slides should address the following:

    · A description of your agency and the services offered

    · A description of your client to include demographics, presenting problem, goal, legal and ethical considerations, cultural considerations, termination assessment, and proposed treatment/social services delivery plan and the inclusion of termination plans if applicable

    · An explanation of whether interacting with your client demonstrated social work practice skills

    · Identification of potential social work skills not demonstrated in your agency or field placement to include in a proposed professional development plan

    · An explanation of how preparing and engaging in a formal case presentation represents a component of professional social work

    For the slides in the Case Presentation, provide significant detail from field education experience, including relevant examples and evidence from the Learning Resources and other professional sources.

    **## Processrecordingpreviousassignment.docx**

    2

    **Sociology: Process Recording**

    SOCW- 6510

    10/05/2025

    **Sociology: Process Recording**

    **Agency Information:** Still Water Professional Counseling Inc.

    **Client Information (Confidentiality of course)**: Ms. A, a 35-year-old, widowed for three years, with three children (Ages 13, 10, and 6), and currently unemployed.

    **Session Number**: 2

    **Date of Interaction**: 9/10/2025

    **Presenting issue**: The client was experiencing increased emotional distress, anxiety, and financial instability following prolonged unemployment. She reported feeling overwhelmed with balancing single parenting, job seeking, and taking care of herself, which she described as "tired of being strong all the time."

    **Relevant information:** The client has been receiving limited windowed pension benefits, which have been inconsistent due to administrative delays. Although she initially received small child support from her late husband's extended family, they have withdrawn their assistance for the past year.

    **Goal of Session:**

    1.
    **_Client Goal:_** Learn how to manage her mental health condition, find emotional stability, and gain problem-solving skills that will help explore realistic employment opportunities without feeling disheartened.

    2.
    **_My Goal:_** Help the client locate community resources for windowed and family support, obtain financial assistance, and recognize her resilience.

    | | | | |
    | — | — | — | — |
    | **Dialogue** | **Theory, Tools, and Skills** | **Analysis/assessment of dialogue** | **Personal reactions and self-reflection** |
    | **_Client_**: “I recently lost my caregiving job due to company downsizing, and since I have been applying for caregiving jobs, including cleaning jobs, but I never get called back.” (<br>_Sobs_), “I feel like maybe I will never get hired again. It been stressing me out and I cannot take it anymore.”<br> <br>**_Me_** _:_ “That must be very discouraging, putting all efforts without seeing results. Is there any kind of support you currently have?” | **_Theory_**: Systemic theory for understanding the client’s unemployment with broader structural and family systems.<br> <br>**_Tools:_** Reflective listening, open-ended questioning.<br> <br>**_Skills_**: Active listening and empathy. | At first, the client's tone was low with minimal eye contact, but as I expressed empathy and active listening, she began to open up more openly.<br>She also responded to the open-ended question, which allowed her to share her feelings better. | I felt compassion and wanted to reassure her that everything would be okay. I also noticed my tendency to want to 'fix' the situation quickly, but I was able to remind myself of the need to focus on listening first. Next time, I will wait until the client expresses her emotions fully. |
    | **_Client_**: “yes, I receive pension, but it is limited and always comes late. In fact, sometimes they claim that the documents are missing, making it difficult to plan anything when I don’t know if I will receive the money.” <br> <br>**_Me_**: "That sounds stressful! Have you been able to get any assistance in taking care of the children from friends and family?" | **_Theory:_** Conflict theory, as the client expresses financial instability due to systemic barriers<br> <br>**_Tools:_** Probing question, validation<br> <br>**_Skills:_** Empathy, emotional support, and an advocacy mindset. | -Before answering the closed-ended question, the client sighed deeply and fidgeted with her hand, indicating tension. As I acknowledged her frustration, she showed relief in being understood, her voice softened, and she was attentive and nodding while listening. | -I was thinking how structural problems affect people deeply, and felt frustrations at the level of unfairness in society.<br>-I also felt motivated to help and work with the client in finding community advocacy, including legal aid, that can help address the issue. <br>-After connecting her to available support in the community, I will research pension rights for windows and an agency that can help before the next session. |
    | **_Client:_** "Sometimes my sister helps with taking care of them when I'm looking for jobs, but my husband's extended family stopped helping for the past year, and I hate asking. I mean, everyone has their own struggles."<br> <br>**_Me_**: “It’s understandable, asking for help can be difficult, but support does not mean weakness, it’s part of staying strong.” Have you ever considered joining community support groups or programs for single mothers and widows ?” | **_Theory_**: The Empowerment theory by reinforcing the client's strengths and autonomy. <br> <br>**_Tools:_** Reframing statements, strength-based reflection.<br> <br>**_Skills_** _:_ Empathy, positive reinforcement, questioning techniques. | The client smiled faintly and seemed to be about to cry, but her body composure was relaxed, and she made eye contact. Additionally, she responded well to the affirming statement, which demonstrated effort and resilience. | -I felt happy that the client was more open about her struggle, giving an in-depth context of her problem. <br>-I will continue to use empowerment-focused language in the next session to help her build self-confidence and recognize her own strength. |
    | **_Client:_** “No, I didn’t know such a support group or programs existed. I don't mind joining. Maybe that could be helpful.<br> <br>Me: “There are several community programs for single mothers that need financial support, jobs, and childcare programs we can explore together today and connect you with one or two.” | **_Theory:_** Systemic theory by connecting the client to external community support.<br> <br>**_Tool:_** collaboration, resource mapping.<br> <br>**_Skills:_** goal-setting, problem-solving, and information sharing. | The client appeared more curious, engaged, and hopeful. She leaned forward, asked questions, and welcomed the feedback. She seemed ready for the solution or change. | -The client's openness and engagement were encouraging. The session ended on a positive note compared to the first session. I realized how significant it is to connect theory with practical tools, as it can help empower the client. Next time, I will help the client create a specific action plan to follow up. |

    **## APA_Presentation_Template_APA_73.pptx**

    [removed]

    **## Imaginethatyouarepreparingtotalkwithworkcolleaguesinaweeklyteammeeting.docx**

    Imagine that you are preparing to talk with work colleagues in a weekly team meeting. You need to present a client case to the group, which consists of both emerging and experienced practitioners. This kind of sharing occur in agencies regularly as a way to generate support, discussion, and feedback on practice approaches, techniques, and potential resources. Case presentations offer another opportunity for you to critically reflect on your skills and potential gaps that could be addressed through professional development.

    For this Assignment, you develop a case presentation of a client you encountered during your field experience.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185893/modules/items/7696281)

    To Prepare

    · Review your field experience notes and your previous process recordings to identify a client to use for this case presentation. ( attached separately) Choose a client that interests you due to the services needed, case history, or your work with them.

    · Ensure that, as you describe the client, you maintain their anonymity.

    · Download the PowerPoint Presentation Template located in the Learning Resources and use it to develop your case presentation for the identified client. Attached separately.

    By Day 7

    **Create** a Case Presentation in Microsoft PowerPoint. The presentation should have a voiceover audio component (15 minutes maximum) and should include title and reference slides. The remaining slides should address the following:

    · A description of your agency and the services offered

    · A description of your client to include demographics, presenting problem, goal, legal and ethical considerations, cultural considerations, termination assessment, and proposed treatment/social services delivery plan and the inclusion of termination plans if applicable

    · An explanation of whether interacting with your client demonstrated social work practice skills

    · Identification of potential social work skills not demonstrated in your agency or field placement to include in a proposed professional development plan

    · An explanation of how preparing and engaging in a formal case presentation represents a component of professional social work

    For the slides in the Case Presentation, provide significant detail from field education experience, including relevant examples and evidence from the Learning Resources and other professional sources.

    **## Processrecordingpreviousassignment.docx**

    2

    **Sociology: Process Recording**

    SOCW- 6510

    10/05/2025

    **Sociology: Process Recording**

    **Agency Information:** Still Water Professional Counseling Inc.

    **Client Information (Confidentiality of course)**: Ms. A, a 35-year-old, widowed for three years, with three children (Ages 13, 10, and 6), and currently unemployed.

    **Session Number**: 2

    **Date of Interaction**: 9/10/2025

    **Presenting issue**: The client was experiencing increased emotional distress, anxiety, and financial instability following prolonged unemployment. She reported feeling overwhelmed with balancing single parenting, job seeking, and taking care of herself, which she described as "tired of being strong all the time."

    **Relevant information:** The client has been receiving limited windowed pension benefits, which have been inconsistent due to administrative delays. Although she initially received small child support from her late husband's extended family, they have withdrawn their assistance for the past year.

    **Goal of Session:**

    1.
    **_Client Goal:_** Learn how to manage her mental health condition, find emotional stability, and gain problem-solving skills that will help explore realistic employment opportunities without feeling disheartened.

    2.
    **_My Goal:_** Help the client locate community resources for windowed and family support, obtain financial assistance, and recognize her resilience.

    | | | | |
    | — | — | — | — |
    | **Dialogue** | **Theory, Tools, and Skills** | **Analysis/assessment of dialogue** | **Personal reactions and self-reflection** |
    | **_Client_**: “I recently lost my caregiving job due to company downsizing, and since I have been applying for caregiving jobs, including cleaning jobs, but I never get called back.” (<br>_Sobs_), “I feel like maybe I will never get hired again. It been stressing me out and I cannot take it anymore.”<br> <br>**_Me_** _:_ “That must be very discouraging, putting all efforts without seeing results. Is there any kind of support you currently have?” | **_Theory_**: Systemic theory for understanding the client’s unemployment with broader structural and family systems.<br> <br>**_Tools:_** Reflective listening, open-ended questioning.<br> <br>**_Skills_**: Active listening and empathy. | At first, the client's tone was low with minimal eye contact, but as I expressed empathy and active listening, she began to open up more openly.<br>She also responded to the open-ended question, which allowed her to share her feelings better. | I felt compassion and wanted to reassure her that everything would be okay. I also noticed my tendency to want to 'fix' the situation quickly, but I was able to remind myself of the need to focus on listening first. Next time, I will wait until the client expresses her emotions fully. |
    | **_Client_**: “yes, I receive pension, but it is limited and always comes late. In fact, sometimes they claim that the documents are missing, making it difficult to plan anything when I don’t know if I will receive the money.” <br> <br>**_Me_**: "That sounds stressful! Have you been able to get any assistance in taking care of the children from friends and family?" | **_Theory:_** Conflict theory, as the client expresses financial instability due to systemic barriers<br> <br>**_Tools:_** Probing question, validation<br> <br>**_Skills:_** Empathy, emotional support, and an advocacy mindset. | -Before answering the closed-ended question, the client sighed deeply and fidgeted with her hand, indicating tension. As I acknowledged her frustration, she showed relief in being understood, her voice softened, and she was attentive and nodding while listening. | -I was thinking how structural problems affect people deeply, and felt frustrations at the level of unfairness in society.<br>-I also felt motivated to help and work with the client in finding community advocacy, including legal aid, that can help address the issue. <br>-After connecting her to available support in the community, I will research pension rights for windows and an agency that can help before the next session. |
    | **_Client:_** "Sometimes my sister helps with taking care of them when I'm looking for jobs, but my husband's extended family stopped helping for the past year, and I hate asking. I mean, everyone has their own struggles."<br> <br>**_Me_**: “It’s understandable, asking for help can be difficult, but support does not mean weakness, it’s part of staying strong.” Have you ever considered joining community support groups or programs for single mothers and widows ?” | **_Theory_**: The Empowerment theory by reinforcing the client's strengths and autonomy. <br> <br>**_Tools:_** Reframing statements, strength-based reflection.<br> <br>**_Skills_** _:_ Empathy, positive reinforcement, questioning techniques. | The client smiled faintly and seemed to be about to cry, but her body composure was relaxed, and she made eye contact. Additionally, she responded well to the affirming statement, which demonstrated effort and resilience. | -I felt happy that the client was more open about her struggle, giving an in-depth context of her problem. <br>-I will continue to use empowerment-focused language in the next session to help her build self-confidence and recognize her own strength. |
    | **_Client:_** “No, I didn’t know such a support group or programs existed. I don't mind joining. Maybe that could be helpful.<br> <br>Me: “There are several community programs for single mothers that need financial support, jobs, and childcare programs we can explore together today and connect you with one or two.” | **_Theory:_** Systemic theory by connecting the client to external community support.<br> <br>**_Tool:_** collaboration, resource mapping.<br> <br>**_Skills:_** goal-setting, problem-solving, and information sharing. | The client appeared more curious, engaged, and hopeful. She leaned forward, asked questions, and welcomed the feedback. She seemed ready for the solution or change. | -The client's openness and engagement were encouraging. The session ended on a positive note compared to the first session. I realized how significant it is to connect theory with practical tools, as it can help empower the client. Next time, I will help the client create a specific action plan to follow up. |

    – 1
    – 2
    – 3

  • [Solved] Social Science – Sociology Assignment 9

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attached files. – ## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild4.docx – ## Theproblem.docx – ## APA_Presentation_Template_APA_73.pptx – SOCW_6060_FourCaseStudies_toBuild4.pdf **## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild4.docx** **Analysis of Theory Work…

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    Assignment Prompt & Instructions

    Please see attached files.

    – ## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild4.docx

    – ## Theproblem.docx

    – ## APA_Presentation_Template_APA_73.pptx

    – SOCW_6060_FourCaseStudies_toBuild4.pdf

    **## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild4.docx**

    **Analysis of Theory Worksheet**

    Use this worksheet to help you apply a theory as a lens to the case study for your assignments. Fill in the column on the right with all applicable information, and then consider it a reference for how to apply the theory. You must submit this worksheet, where indicated, in applicable assignments. Then you will compile the worksheet for your Theories Study Guide (that you can use for the licensure exam) at the end of the course.

    | | |
    | — | — |
    | Name of theory | |
    | Author or founder | |
    | Historical origin of theory | |
    | Basic assumptions | |
    | Underlying assumptions | |
    | Key concepts | |
    | Foci/unit of analysis | |
    | Philosophical or conceptual framework | |
    | Strengths of theory | |
    | Limitations of theory | |
    | Common criticisms | |
    | When and with whom it would be appropriate to use the theory/model | |
    | Consistency of theory/model with social work principles | |
    | Identification of goodness of fit with ethical principles | |
    | Ways in which theory/model informs research methods | |
    | Implications for social work practice | |

    1

    © Walden University, LLC

    **## Theproblem.docx**

    The problem-solving model was first laid out by Helen Perlman. Her seminal 1957 book,
    _Social Casework: A Problem-Solving Process_, described the problem-solving model and the 4Ps. Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.

    Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.

    In this Final Case Assignment, using the same case study you chose in Week 2, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.

    You will prepare a PowerPoint presentation consisting of 11–12 slides, .

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657481)

    To Prepare

    · Review and focus on the case study that you chose in Week 2. Case study Helen- P

    · Use the Analysis of a Theory worksheet to help you dissect the theory. Use this tool to dissect the theory, employ the information in the table to complete your Assignment, and then keep it to add to your Theories Study Guide in Week 11.

    · Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook.

    · In addition, review this article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application.
    _The Counseling Psychologist, 31_(2), 221–239. https://doi.org/10.1177/0011000002250638

    By Day 7

    **Submit** a PowerPoint presentation. The presentation should include 11–12 slides.

    · The writing on each slide should use bullet points, meaning no long paragraphs of written text should be in the slides.

    · The recording takes the place of fully written paragraphs, while the bullet points provide context and cues for the audience to follow along.

    ·

    **Your presentation should address the following:**

    · Identify the theoretical orientation you have selected to use.

    · Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the
    **theoretical orientation** in mind in this assessment stage.

    · Discuss the problem definition and formulation based on the
    **theoretical orientation** you have selected.

    · Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the
    **theoretical orientation** you are utilizing.

    · Describe how you would implement the solution. Remember to keep the
    **theoretical orientation** in mind.

    · Describe the extent to which the client is able to mobilize the solutions for change.

    · Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the
    **theoretical orientation** in mind.

    · Explain how well the problem-solving model can be used for short-term treatment of this client.

    · Describe one merit and one limitation of using the problem-solving model for this case.

    Be sure to:

    · Identify and correctly reference the case study you have chosen. Helen pekitris case study. Attached separately.

    · Use literature to support your claims.

    · Use APA formatting and style.

    · Include the reference list on the last slide.

    **Submit** also, as a separate document, your Week 9 Analysis of a Theory Worksheet. Attached separately.

    **## APA_Presentation_Template_APA_73.pptx**

    Presentation Title

    Your Name

    Program Name or Degree Name, Walden University

    COURSE XXX: Title of Course

    Instructor Name

    Month XX, 202X

    Slide Title

    Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

    Choose formatting that presents your information in the most logical way.

    Use
    [consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).

    You can also consult APA’s suggestions on
    [formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).

    End bullet points consistently, either with or without a period.

    Slide Title

    Keep font of text consistent.

    Be sure headings are consistent in their spacing, placement, size, etc.

    Consider using the slide after the title slide to summarize your presentation’s points (like an
    [abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).

    Slide Title

    Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

    According to Smith and Cat (2020), you should make your presentation great, not just good.

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:

    Figure 1

    Title Reflecting Figure Information

    Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.

    Slide Title

    Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

    Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
    [presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!

    Visit the Academic Skills Center for more
    [tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
    [Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).

    Slide Title

    Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
    [Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:

    Jones, P. (2020). This great book. Publisher.

    Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)

    ## image1.jpeg

    ## image2.png

    ## image5.jpg

    ## image6.png

    ## oleObject1.bin

    ## Chart1

    | | | |
    | — | — | — |
    | Category 1 | Category 1 | Category 1 |
    | Category 2 | Category 2 | Category 2 |
    | Category 3 | Category 3 | Category 3 |
    | Category 4 | Category 4 | Category 4 |

    Series 1

    Series 2

    Series 3

    4.3

    2.4

    2

    2.5

    4.4

    2

    3.5

    1.8

    3

    4.5

    2.8

    5

    ## Sheet1

    | | | | |
    | — | — | — | — |
    | | Series 1 | Series 2 | Series 3 |
    | Category 1 | 4.3 | 2.4 | 2 |
    | Category 2 | 2.5 | 4.4 | 2 |
    | Category 3 | 3.5 | 1.8 | 3 |
    | Category 4 | 4.5 | 2.8 | 5 |
    | | To resize chart data range, drag lower right corner of range. |

    **SOCW_6060_FourCaseStudies_toBuild4.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socw-6060-fourcasestudies-tobuild4-pdf-10434277)

    **SOCW_6060_FourCaseStudies_toBuild4.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socw-6060-fourcasestudies-tobuild4-pdf-10434277)

    **## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild4.docx**

    **Analysis of Theory Worksheet**

    Use this worksheet to help you apply a theory as a lens to the case study for your assignments. Fill in the column on the right with all applicable information, and then consider it a reference for how to apply the theory. You must submit this worksheet, where indicated, in applicable assignments. Then you will compile the worksheet for your Theories Study Guide (that you can use for the licensure exam) at the end of the course.

    | | |
    | — | — |
    | Name of theory | |
    | Author or founder | |
    | Historical origin of theory | |
    | Basic assumptions | |
    | Underlying assumptions | |
    | Key concepts | |
    | Foci/unit of analysis | |
    | Philosophical or conceptual framework | |
    | Strengths of theory | |
    | Limitations of theory | |
    | Common criticisms | |
    | When and with whom it would be appropriate to use the theory/model | |
    | Consistency of theory/model with social work principles | |
    | Identification of goodness of fit with ethical principles | |
    | Ways in which theory/model informs research methods | |
    | Implications for social work practice | |

    1

    © Walden University, LLC

    **## Theproblem.docx**

    The problem-solving model was first laid out by Helen Perlman. Her seminal 1957 book,
    _Social Casework: A Problem-Solving Process_, described the problem-solving model and the 4Ps. Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.

    Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.

    In this Final Case Assignment, using the same case study you chose in Week 2, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.

    You will prepare a PowerPoint presentation consisting of 11–12 slides, .

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657481)

    To Prepare

    · Review and focus on the case study that you chose in Week 2. Case study Helen- P

    · Use the Analysis of a Theory worksheet to help you dissect the theory. Use this tool to dissect the theory, employ the information in the table to complete your Assignment, and then keep it to add to your Theories Study Guide in Week 11.

    · Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook.

    · In addition, review this article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application.
    _The Counseling Psychologist, 31_(2), 221–239. https://doi.org/10.1177/0011000002250638

    By Day 7

    **Submit** a PowerPoint presentation. The presentation should include 11–12 slides.

    · The writing on each slide should use bullet points, meaning no long paragraphs of written text should be in the slides.

    · The recording takes the place of fully written paragraphs, while the bullet points provide context and cues for the audience to follow along.

    ·

    **Your presentation should address the following:**

    · Identify the theoretical orientation you have selected to use.

    · Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the
    **theoretical orientation** in mind in this assessment stage.

    · Discuss the problem definition and formulation based on the
    **theoretical orientation** you have selected.

    · Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the
    **theoretical orientation** you are utilizing.

    · Describe how you would implement the solution. Remember to keep the
    **theoretical orientation** in mind.

    · Describe the extent to which the client is able to mobilize the solutions for change.

    · Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the
    **theoretical orientation** in mind.

    · Explain how well the problem-solving model can be used for short-term treatment of this client.

    · Describe one merit and one limitation of using the problem-solving model for this case.

    Be sure to:

    · Identify and correctly reference the case study you have chosen. Helen pekitris case study. Attached separately.

    · Use literature to support your claims.

    · Use APA formatting and style.

    · Include the reference list on the last slide.

    **Submit** also, as a separate document, your Week 9 Analysis of a Theory Worksheet. Attached separately.

    **## APA_Presentation_Template_APA_73.pptx**

    Presentation Title

    Your Name

    Program Name or Degree Name, Walden University

    COURSE XXX: Title of Course

    Instructor Name

    Month XX, 202X

    Slide Title

    Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

    Choose formatting that presents your information in the most logical way.

    Use
    [consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).

    You can also consult APA’s suggestions on
    [formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).

    End bullet points consistently, either with or without a period.

    Slide Title

    Keep font of text consistent.

    Be sure headings are consistent in their spacing, placement, size, etc.

    Consider using the slide after the title slide to summarize your presentation’s points (like an
    [abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).

    Slide Title

    Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

    According to Smith and Cat (2020), you should make your presentation great, not just good.

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:

    Figure 1

    Title Reflecting Figure Information

    Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.

    Slide Title

    Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

    Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
    [presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!

    Visit the Academic Skills Center for more
    [tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
    [Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).

    Slide Title

    Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
    [Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:

    Jones, P. (2020). This great book. Publisher.

    Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)

    ## image1.jpeg

    ## image2.png

    ## image5.jpg

    ## image6.png

    ## oleObject1.bin

    ## Chart1

    | | | |
    | — | — | — |
    | Category 1 | Category 1 | Category 1 |
    | Category 2 | Category 2 | Category 2 |
    | Category 3 | Category 3 | Category 3 |
    | Category 4 | Category 4 | Category 4 |

    Series 1

    Series 2

    Series 3

    4.3

    2.4

    2

    2.5

    4.4

    2

    3.5

    1.8

    3

    4.5

    2.8

    5

    ## Sheet1

    | | | | |
    | — | — | — | — |
    | | Series 1 | Series 2 | Series 3 |
    | Category 1 | 4.3 | 2.4 | 2 |
    | Category 2 | 2.5 | 4.4 | 2 |
    | Category 3 | 3.5 | 1.8 | 3 |
    | Category 4 | 4.5 | 2.8 | 5 |
    | | To resize chart data range, drag lower right corner of range. |

    **SOCW_6060_FourCaseStudies_toBuild4.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socw-6060-fourcasestudies-tobuild4-pdf-10434277)

    **## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild4.docx**

    **Analysis of Theory Worksheet**

    Use this worksheet to help you apply a theory as a lens to the case study for your assignments. Fill in the column on the right with all applicable information, and then consider it a reference for how to apply the theory. You must submit this worksheet, where indicated, in applicable assignments. Then you will compile the worksheet for your Theories Study Guide (that you can use for the licensure exam) at the end of the course.

    | | |
    | — | — |
    | Name of theory | |
    | Author or founder | |
    | Historical origin of theory | |
    | Basic assumptions | |
    | Underlying assumptions | |
    | Key concepts | |
    | Foci/unit of analysis | |
    | Philosophical or conceptual framework | |
    | Strengths of theory | |
    | Limitations of theory | |
    | Common criticisms | |
    | When and with whom it would be appropriate to use the theory/model | |
    | Consistency of theory/model with social work principles | |
    | Identification of goodness of fit with ethical principles | |
    | Ways in which theory/model informs research methods | |
    | Implications for social work practice | |

    1

    © Walden University, LLC

    **## Theproblem.docx**

    The problem-solving model was first laid out by Helen Perlman. Her seminal 1957 book,
    _Social Casework: A Problem-Solving Process_, described the problem-solving model and the 4Ps. Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.

    Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.

    In this Final Case Assignment, using the same case study you chose in Week 2, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.

    You will prepare a PowerPoint presentation consisting of 11–12 slides, .

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657481)

    To Prepare

    · Review and focus on the case study that you chose in Week 2. Case study Helen- P

    · Use the Analysis of a Theory worksheet to help you dissect the theory. Use this tool to dissect the theory, employ the information in the table to complete your Assignment, and then keep it to add to your Theories Study Guide in Week 11.

    · Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook.

    · In addition, review this article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application.
    _The Counseling Psychologist, 31_(2), 221–239. https://doi.org/10.1177/0011000002250638

    By Day 7

    **Submit** a PowerPoint presentation. The presentation should include 11–12 slides.

    · The writing on each slide should use bullet points, meaning no long paragraphs of written text should be in the slides.

    · The recording takes the place of fully written paragraphs, while the bullet points provide context and cues for the audience to follow along.

    ·

    **Your presentation should address the following:**

    · Identify the theoretical orientation you have selected to use.

    · Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the
    **theoretical orientation** in mind in this assessment stage.

    · Discuss the problem definition and formulation based on the
    **theoretical orientation** you have selected.

    · Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the
    **theoretical orientation** you are utilizing.

    · Describe how you would implement the solution. Remember to keep the
    **theoretical orientation** in mind.

    · Describe the extent to which the client is able to mobilize the solutions for change.

    · Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the
    **theoretical orientation** in mind.

    · Explain how well the problem-solving model can be used for short-term treatment of this client.

    · Describe one merit and one limitation of using the problem-solving model for this case.

    Be sure to:

    · Identify and correctly reference the case study you have chosen. Helen pekitris case study. Attached separately.

    · Use literature to support your claims.

    · Use APA formatting and style.

    · Include the reference list on the last slide.

    **Submit** also, as a separate document, your Week 9 Analysis of a Theory Worksheet. Attached separately.

    **## APA_Presentation_Template_APA_73.pptx**

    Presentation Title

    Your Name

    Program Name or Degree Name, Walden University

    COURSE XXX: Title of Course

    Instructor Name

    Month XX, 202X

    Slide Title

    Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.

    Choose formatting that presents your information in the most logical way.

    Use
    [consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).

    You can also consult APA’s suggestions on
    [formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).

    End bullet points consistently, either with or without a period.

    Slide Title

    Keep font of text consistent.

    Be sure headings are consistent in their spacing, placement, size, etc.

    Consider using the slide after the title slide to summarize your presentation’s points (like an
    [abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).

    Slide Title

    Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.

    According to Smith and Cat (2020), you should make your presentation great, not just good.

    Use APA style rules to format any
    [tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:

    Figure 1

    Title Reflecting Figure Information

    Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.

    Slide Title

    Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.

    Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
    [presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!

    Visit the Academic Skills Center for more
    [tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
    [Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).

    Slide Title

    Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
    [Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:

    Jones, P. (2020). This great book. Publisher.

    Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
    [https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)

    ## image1.jpeg

    ## image2.png

    ## image5.jpg

    ## image6.png

    ## oleObject1.bin

    ## Chart1

    | | | |
    | — | — | — |
    | Category 1 | Category 1 | Category 1 |
    | Category 2 | Category 2 | Category 2 |
    | Category 3 | Category 3 | Category 3 |
    | Category 4 | Category 4 | Category 4 |

    Series 1

    Series 2

    Series 3

    4.3

    2.4

    2

    2.5

    4.4

    2

    3.5

    1.8

    3

    4.5

    2.8

    5

    ## Sheet1

    | | | | |
    | — | — | — | — |
    | | Series 1 | Series 2 | Series 3 |
    | Category 1 | 4.3 | 2.4 | 2 |
    | Category 2 | 2.5 | 4.4 | 2 |
    | Category 3 | 3.5 | 1.8 | 3 |
    | Category 4 | 4.5 | 2.8 | 5 |
    | | To resize chart data range, drag lower right corner of range. |

    **SOCW_6060_FourCaseStudies_toBuild4.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socw-6060-fourcasestudies-tobuild4-pdf-10434277)

    – 1
    – 2
    – 3
    – 4

  • [Solved] Elderly

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached document – ## ThreeCasesandQuestions.docx **## ThreeCasesandQuestions.docx** Read the three cases and answer the three questions after each case. No outside sources! Use Table 5.2 below. **Case 5.1 Mrs. Ellyn Townsend** Mrs. Townsend has various health problems, including heart disease …

    Instant Solution Download

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    See attached document

    – ## ThreeCasesandQuestions.docx

    **## ThreeCasesandQuestions.docx**

    Read the three cases and answer the three questions after each case. No outside sources! Use Table 5.2 below.

    **Case 5.1 Mrs. Ellyn Townsend**

    Mrs. Townsend has various health problems, including heart disease and circulation problems attributed to her late-onset diabetes. She is on almost a dozen different prescription medicines, although it is obvious to Theresa that she does not understand when and how to take them. She becomes irritated when Theresa asks her about her medications, insisting she is taking them as required and can prove it. Mrs. Townsend is a retired nurse and until recently was very skilled in monitoring her blood sugar and giving herself insulin. She needs to be reminded how to do this now.

    Theresa has noticed recently that the house smells of urine and feces, and she has found soiled clothes stuffed in drawers and under the bed. Her mother denies there is a problem, refusing to consider she might need an adult hygiene product. The cat runs away frequently, and Theresa suspects that this is because her mother is either not feeding the cat or has become abusive.

    1.
    **What symptoms does Ellyn Townsend exhibit that suggest she might have depression dementia, or delirium? Which symptoms are clearly a change from what her daughter has seen in her mother over the years?**

    2.
    **What immediate issues should the social worker address for Ellyn’s safety and well-being?**

    3.
    **What might be the next step in developing an intervention for her? Who else does the social worker need to involve in the diagnostic process?**

    **Case 5.2 Mr. Charles Curry**

    Charles Curry is a 78-year-old widowed man who has lived alone for the past 2 years, following the death of his wife of 50 years. His suburban home is in good condition although in need of minor repairs and painting. The place has taken on a cluttered look since his wife’s death, with dishes piled in the sink, flower beds overrun with weeds, and papers scattered about the living room. Mr. Curry served as his wife’s caretaker prior to her death and did a wonderful job, according to Tom Curry, his eldest son. Mrs. Curry had a prolonged illness from cancer but was able to stay at home with hospice support until the time of her death. Hospice maintained contact with Mr. Curry for about a year after her death, but then he requested that they no longer visit him.

    Mr. Curry used to be active in the local men’s club, the Sons of Hibernia, a social and service organization for those of Irish descent. He went to the club three times a week to play cards with other retirees. His friends at the club describe him as having been a jovial, outgoing, friendly guy since his retirement at age 65. He is a retired postal carrier, so he knew everyone along his route and seemed to enjoy visiting with lifelong friends and neighbors. He stopped going to the club when his wife became ill and has not indicated any interest in returning there since her death. He says the club is too far away and that he is too tired to attend any social activities.

    Tom Curry has expressed concern about his father’s unwillingness to get out of bed. Mr. Curry says he is always tired after not sleeping very well. As a result, he spends much of the day going back and forth from the couch to the bed, sleeping off and on. At night, he goes to bed at 7:00 p.m. and is up wandering around the house or trying to watch television from midnight on. Tom claims his father appears to be very lethargic and preoccupied. He has trouble remembering whether or not he has eaten but does not express hunger or thirst. He answers “I don’t know” to many questions, not seeming to take the time to think about the answer. He frequently expresses a desire to die and join his wife, although he has not indicated he has any specific plans to take his life. Tom does not think his father has seen a health-care provider for over 2 years, but Mr. Curry refuses to go because he feels okay. He has lost weight since his wife’s death; he does not enjoy cooking and prefers to snack on convenience foods. He has not engaged in any inappropriate behavior, and when he concentrates, he appears to be oriented to time, location, and individual.

    1.
    **What symptoms does Mr. Curry exhibit that suggest he has depression, dementia, or delirium?**

    2.
    **What risk factors support a diagnosis of one of those conditions?**

    3.
    **How can the social worker get Mr. Curry, his son, and other collaterals involved in a plan to address the condition? Might this require hospitalization?**

    **Case 5.3 Ms. Rosa Mateo**

    Karen Kline works for Elder Services in a midsize city in the southwestern part of the United States. She has been working with Rosa Mateo, age 80, for 5 years, helping her to obtain light housekeeping assistance and secure a visiting nurse to monitor blood pressure and medications, as well as providing other components of general case management. Karen has not seen Rosa in 2 weeks, but when she comes to her apartment, Rosa refuses to let her in, accusing her of trying to steal her Social Security check. Karen soothes her fears, reminding Rosa that she is her case manager and not the individual who has been victimizing older adults in the neighborhood. Rosa appears to settle down and lets her in. For almost an hour, they discuss Rosa’s concern about a recent respiratory ailment and the spiraling cost of antibiotics. Karen suspects that Rosa supplements her medication with a healthy dose of vodka on a regular basis and perhaps chooses to purchase alcohol rather than food with her limited income. Today, Karen notices Rosa seems unusually distracted and agitated. She gets up and walks around, glancing furtively out the window every time she passes it. When Karen asks her what she is looking at, Rosa begins to cry and expresses concerns about some man who has been looking in her window. She begs Karen to take her out of the apartment and place her somewhere where the man cannot find her. When Karen goes to comfort Rosa, she becomes verbally and physically abusive.

    1.
    **What symptoms does Ms. Mateo exhibit that suggest she has depression, dementia, or delirium?**

    2.
    **What risk factors support a diagnosis of one of those conditions?**

    3.
    **What is the next step for the social worker in this case?**

    **Table 5.2 Differentiating Characteristics of Depression, Dementia, and Delirium**

    | | | | |
    | — | — | — | — |
    | | Depression | Dementia | Delifium |
    | Presenting Symptoms | Depressed mood, negative self talk, lethargy, appetite and sleep disturbances | Difficultly with memory; disorientation to time, place, and individual; disturbances in intellectual reasoning and thinkings | Disorientation, mental confusion, emotional liability, manic-like behavior, hallucinations |
    | Onset | Gradual; may be connected to onset of physical illness, loss of family or friends, changes in financial or living situation | Gradual; progressive loss of intellectual functioning, increasing confusion, loss of ability to perform familiar tasks | Sudden; may occur following illness or surgery; deterioration in functioning progresses very quickly |
    | Cognitive features | Loss of cognitive functioning is rare, but older adult has difficulty concentrating and making decisions and may experience minor memory loss | Difficulty remembering recent events, learning new tasks, and communicating; becomes confused easily about directions and personal location even in familiar area | Mental confusion and disorientation occurs rapidly; fluctuating levels of awareness with severe difficulties maintaining attention |
    | Emotional features | Loss of interest or pleasure in favorite activities; persistent sadness, irritability, guilt, and hopelessness; seems lethargic and apathetic or intensely worried | Passive and withdrawn as the older adult loses touch with the immediate environment; may become agitated when confronted about cognitive losses | Agitated, erratic mood swings, anxious, uncooperative; may become aggressive physically and verbally toward others |
    | Physical features | Appetite and sleep disturbances; vague somatic complaints that do not respond to medical treatment; looks very sad | Looks “lost” and confused; may dress inappropriately or show signs of lack of self-care | May have a “wild-eyed” look and appear very disoriented, and physical appearance may be disheveled |
    | Risk factors | Family history of depression, social isolation, physical illness, low income, taking medications known for side effect of depression | Family history of Alzheimer’s disease or Down syndrome; advanced age | Taking multiple medications, history of drug or alcohol use, poor nutrition and hydration, recent illnesses or surgery, presence of Parkinson’s disease or multiple sclerosis, or generally having poor health |

    **## ThreeCasesandQuestions.docx**

    Read the three cases and answer the three questions after each case. No outside sources! Use Table 5.2 below.

    **Case 5.1 Mrs. Ellyn Townsend**

    Mrs. Townsend has various health problems, including heart disease and circulation problems attributed to her late-onset diabetes. She is on almost a dozen different prescription medicines, although it is obvious to Theresa that she does not understand when and how to take them. She becomes irritated when Theresa asks her about her medications, insisting she is taking them as required and can prove it. Mrs. Townsend is a retired nurse and until recently was very skilled in monitoring her blood sugar and giving herself insulin. She needs to be reminded how to do this now.

    Theresa has noticed recently that the house smells of urine and feces, and she has found soiled clothes stuffed in drawers and under the bed. Her mother denies there is a problem, refusing to consider she might need an adult hygiene product. The cat runs away frequently, and Theresa suspects that this is because her mother is either not feeding the cat or has become abusive.

    1.
    **What symptoms does Ellyn Townsend exhibit that suggest she might have depression dementia, or delirium? Which symptoms are clearly a change from what her daughter has seen in her mother over the years?**

    2.
    **What immediate issues should the social worker address for Ellyn’s safety and well-being?**

    3.
    **What might be the next step in developing an intervention for her? Who else does the social worker need to involve in the diagnostic process?**

    **Case 5.2 Mr. Charles Curry**

    Charles Curry is a 78-year-old widowed man who has lived alone for the past 2 years, following the death of his wife of 50 years. His suburban home is in good condition although in need of minor repairs and painting. The place has taken on a cluttered look since his wife’s death, with dishes piled in the sink, flower beds overrun with weeds, and papers scattered about the living room. Mr. Curry served as his wife’s caretaker prior to her death and did a wonderful job, according to Tom Curry, his eldest son. Mrs. Curry had a prolonged illness from cancer but was able to stay at home with hospice support until the time of her death. Hospice maintained contact with Mr. Curry for about a year after her death, but then he requested that they no longer visit him.

    Mr. Curry used to be active in the local men’s club, the Sons of Hibernia, a social and service organization for those of Irish descent. He went to the club three times a week to play cards with other retirees. His friends at the club describe him as having been a jovial, outgoing, friendly guy since his retirement at age 65. He is a retired postal carrier, so he knew everyone along his route and seemed to enjoy visiting with lifelong friends and neighbors. He stopped going to the club when his wife became ill and has not indicated any interest in returning there since her death. He says the club is too far away and that he is too tired to attend any social activities.

    Tom Curry has expressed concern about his father’s unwillingness to get out of bed. Mr. Curry says he is always tired after not sleeping very well. As a result, he spends much of the day going back and forth from the couch to the bed, sleeping off and on. At night, he goes to bed at 7:00 p.m. and is up wandering around the house or trying to watch television from midnight on. Tom claims his father appears to be very lethargic and preoccupied. He has trouble remembering whether or not he has eaten but does not express hunger or thirst. He answers “I don’t know” to many questions, not seeming to take the time to think about the answer. He frequently expresses a desire to die and join his wife, although he has not indicated he has any specific plans to take his life. Tom does not think his father has seen a health-care provider for over 2 years, but Mr. Curry refuses to go because he feels okay. He has lost weight since his wife’s death; he does not enjoy cooking and prefers to snack on convenience foods. He has not engaged in any inappropriate behavior, and when he concentrates, he appears to be oriented to time, location, and individual.

    1.
    **What symptoms does Mr. Curry exhibit that suggest he has depression, dementia, or delirium?**

    2.
    **What risk factors support a diagnosis of one of those conditions?**

    3.
    **How can the social worker get Mr. Curry, his son, and other collaterals involved in a plan to address the condition? Might this require hospitalization?**

    **Case 5.3 Ms. Rosa Mateo**

    Karen Kline works for Elder Services in a midsize city in the southwestern part of the United States. She has been working with Rosa Mateo, age 80, for 5 years, helping her to obtain light housekeeping assistance and secure a visiting nurse to monitor blood pressure and medications, as well as providing other components of general case management. Karen has not seen Rosa in 2 weeks, but when she comes to her apartment, Rosa refuses to let her in, accusing her of trying to steal her Social Security check. Karen soothes her fears, reminding Rosa that she is her case manager and not the individual who has been victimizing older adults in the neighborhood. Rosa appears to settle down and lets her in. For almost an hour, they discuss Rosa’s concern about a recent respiratory ailment and the spiraling cost of antibiotics. Karen suspects that Rosa supplements her medication with a healthy dose of vodka on a regular basis and perhaps chooses to purchase alcohol rather than food with her limited income. Today, Karen notices Rosa seems unusually distracted and agitated. She gets up and walks around, glancing furtively out the window every time she passes it. When Karen asks her what she is looking at, Rosa begins to cry and expresses concerns about some man who has been looking in her window. She begs Karen to take her out of the apartment and place her somewhere where the man cannot find her. When Karen goes to comfort Rosa, she becomes verbally and physically abusive.

    1.
    **What symptoms does Ms. Mateo exhibit that suggest she has depression, dementia, or delirium?**

    2.
    **What risk factors support a diagnosis of one of those conditions?**

    3.
    **What is the next step for the social worker in this case?**

    **Table 5.2 Differentiating Characteristics of Depression, Dementia, and Delirium**

    | | | | |
    | — | — | — | — |
    | | Depression | Dementia | Delifium |
    | Presenting Symptoms | Depressed mood, negative self talk, lethargy, appetite and sleep disturbances | Difficultly with memory; disorientation to time, place, and individual; disturbances in intellectual reasoning and thinkings | Disorientation, mental confusion, emotional liability, manic-like behavior, hallucinations |
    | Onset | Gradual; may be connected to onset of physical illness, loss of family or friends, changes in financial or living situation | Gradual; progressive loss of intellectual functioning, increasing confusion, loss of ability to perform familiar tasks | Sudden; may occur following illness or surgery; deterioration in functioning progresses very quickly |
    | Cognitive features | Loss of cognitive functioning is rare, but older adult has difficulty concentrating and making decisions and may experience minor memory loss | Difficulty remembering recent events, learning new tasks, and communicating; becomes confused easily about directions and personal location even in familiar area | Mental confusion and disorientation occurs rapidly; fluctuating levels of awareness with severe difficulties maintaining attention |
    | Emotional features | Loss of interest or pleasure in favorite activities; persistent sadness, irritability, guilt, and hopelessness; seems lethargic and apathetic or intensely worried | Passive and withdrawn as the older adult loses touch with the immediate environment; may become agitated when confronted about cognitive losses | Agitated, erratic mood swings, anxious, uncooperative; may become aggressive physically and verbally toward others |
    | Physical features | Appetite and sleep disturbances; vague somatic complaints that do not respond to medical treatment; looks very sad | Looks “lost” and confused; may dress inappropriately or show signs of lack of self-care | May have a “wild-eyed” look and appear very disoriented, and physical appearance may be disheveled |
    | Risk factors | Family history of depression, social isolation, physical illness, low income, taking medications known for side effect of depression | Family history of Alzheimer’s disease or Down syndrome; advanced age | Taking multiple medications, history of drug or alcohol use, poor nutrition and hydration, recent illnesses or surgery, presence of Parkinson’s disease or multiple sclerosis, or generally having poor health |

  • [Solved] Youth Violence and Opioid Crisis

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    Regenerate this proposal to support Washington, DC. Using similar language to mirror the project in Washington, DC. This project will be implemented by the Hope Foundation reentry Network in 2026. \ YouthViolenceandOpioidCrisisinSouthMinneapolis.pdf](https://www.sweetstudy.com/files/youthviolencean…

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    Regenerate this proposal to support Washington, DC.  Using similar language to mirror the project in Washington, DC.  This project will be implemented by the Hope Foundation reentry Network in 2026.
    \
    YouthViolenceandOpioidCrisisinSouthMinneapolis.pdf](https://www.sweetstudy.com/files/youthviolenceandopioidcrisisinsouthminneapolis-pdf "YouthViolenceandOpioidCrisisinSouthMinneapolis.pdf")

  • [Solved] Social help

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  • [Solved] help with soc 343

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  • [Solved] Social Science – Sociology Assignment 12

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    Please see attached file – ## Speech.docx – ## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild3.docx – casestudy1.pdf **## Speech.docx** This week, your theoretical orientation is feminist theory. You will use the same case study that you chose in Week 2. Use the Analysis of a Theory workshe…

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    Please see attached file

    – ## Speech.docx

    – ## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild3.docx

    – casestudy1.pdf

    **## Speech.docx**

    This week, your theoretical orientation is feminist theory. You will use the same case study that you chose in Week 2. Use the Analysis of a Theory worksheet to help you dissect the theory. You do not need to submit this handout. It is a tool for you to use to dissect the theory and then you can employ the information in the table to complete your Assignment.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657461)

    To Prepare

    · Review and focus on the same case study that you used in Week 2.

    · Use the Analysis of a Theory Worksheet to help you dissect the theory. Use this tool to dissect the theory, employ the information in the table to complete your Assignment, and then keep it to add to your Theories Study Guide in Week 11.

    · Reflect on the feedback you received from your previous presentation.

    · Apply feedback from your previous presentation to this presentation.

    By Day 7

    **Submit** a written speech of yourself discussing the client from the perspective of feminist theory.

    ·
    **Note:** Your speech should be no longer than 5 minutes.

    ·
    **Also Note:** This Assignment is an entirely oral presentation—there is no PowerPoint element to this presentation. Although this is a professional presentation, it is not a formal presentation as in a speech. Imagine that you are discussing your case with a group of peers in a meeting. To verbally present a case can be challenging—but it is also a skill for which practice can relieve anxiety and result in improvement. This will give you an opportunity to practice how to deliver material in a professional manner.

    Your speech presentation should include the following:

    · In 1–2 sentences, identify and describe the problem to be worked on in your chosen case study. NOTE CASE STUDY HELEN IS ATTACHED SEPARATELY

    · In 1–2 sentences, explain how feminist theory you are utilizing defines and explains the cause of the problem.

    · In 1–2 sentences, use feminist theory to describe the role of the social worker to facilitate change in the case study.

    · In the assessment phase, identify two assessment questions you will ask to explore what the client’s goals are and how they will get there.

    · Remember, feminist theory should be driving the assessment.

    · Describe two interventions to address the problem and explain how the clients will implement the interventions.

    · Remember, feminist theory should be driving the interventions.

    · In 2–3 sentences, explain how you would determine if one of the interventions you identified is effective with the client.

    · Explain how, specifically, you will set the tone throughout your work with the client to reduce the hierarchical relationship and make it more collaborative.

    · Analyze one strength and one limitation of feminist theory in working with the client.

    Be sure to:

    · Identify and correctly reference the case study you have chosen.

    · Speak clearly.

    **Submit** also, as a separate document, your Week 7 Analysis of a Theory Worksheet. NOTE: WORKSHEET ATTACHED SEPARATELY.

    Note: write a speech.

    **## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild3.docx**

    **Analysis of Theory Worksheet**

    Use this worksheet to help you apply a theory as a lens to the case study for your assignments. Fill in the column on the right with all applicable information, and then consider it a reference for how to apply the theory. You must submit this worksheet, where indicated, in applicable assignments. Then you will compile the worksheet for your Theories Study Guide (that you can use for the licensure exam) at the end of the course.

    | | |
    | — | — |
    | Name of theory | |
    | Author or founder | |
    | Historical origin of theory | |
    | Basic assumptions | |
    | Underlying assumptions | |
    | Key concepts | |
    | Foci/unit of analysis | |
    | Philosophical or conceptual framework | |
    | Strengths of theory | |
    | Limitations of theory | |
    | Common criticisms | |
    | When and with whom it would be appropriate to use the theory/model | |
    | Consistency of theory/model with social work principles | |
    | Identification of goodness of fit with ethical principles | |
    | Ways in which theory/model informs research methods | |
    | Implications for social work practice | |

    1

    © Walden University, LLC

    **casestudy1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudy1-pdf-10419417)

    **casestudy1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudy1-pdf-10419417)

    **## Speech.docx**

    This week, your theoretical orientation is feminist theory. You will use the same case study that you chose in Week 2. Use the Analysis of a Theory worksheet to help you dissect the theory. You do not need to submit this handout. It is a tool for you to use to dissect the theory and then you can employ the information in the table to complete your Assignment.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657461)

    To Prepare

    · Review and focus on the same case study that you used in Week 2.

    · Use the Analysis of a Theory Worksheet to help you dissect the theory. Use this tool to dissect the theory, employ the information in the table to complete your Assignment, and then keep it to add to your Theories Study Guide in Week 11.

    · Reflect on the feedback you received from your previous presentation.

    · Apply feedback from your previous presentation to this presentation.

    By Day 7

    **Submit** a written speech of yourself discussing the client from the perspective of feminist theory.

    ·
    **Note:** Your speech should be no longer than 5 minutes.

    ·
    **Also Note:** This Assignment is an entirely oral presentation—there is no PowerPoint element to this presentation. Although this is a professional presentation, it is not a formal presentation as in a speech. Imagine that you are discussing your case with a group of peers in a meeting. To verbally present a case can be challenging—but it is also a skill for which practice can relieve anxiety and result in improvement. This will give you an opportunity to practice how to deliver material in a professional manner.

    Your speech presentation should include the following:

    · In 1–2 sentences, identify and describe the problem to be worked on in your chosen case study. NOTE CASE STUDY HELEN IS ATTACHED SEPARATELY

    · In 1–2 sentences, explain how feminist theory you are utilizing defines and explains the cause of the problem.

    · In 1–2 sentences, use feminist theory to describe the role of the social worker to facilitate change in the case study.

    · In the assessment phase, identify two assessment questions you will ask to explore what the client’s goals are and how they will get there.

    · Remember, feminist theory should be driving the assessment.

    · Describe two interventions to address the problem and explain how the clients will implement the interventions.

    · Remember, feminist theory should be driving the interventions.

    · In 2–3 sentences, explain how you would determine if one of the interventions you identified is effective with the client.

    · Explain how, specifically, you will set the tone throughout your work with the client to reduce the hierarchical relationship and make it more collaborative.

    · Analyze one strength and one limitation of feminist theory in working with the client.

    Be sure to:

    · Identify and correctly reference the case study you have chosen.

    · Speak clearly.

    **Submit** also, as a separate document, your Week 7 Analysis of a Theory Worksheet. NOTE: WORKSHEET ATTACHED SEPARATELY.

    Note: write a speech.

    **## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild3.docx**

    **Analysis of Theory Worksheet**

    Use this worksheet to help you apply a theory as a lens to the case study for your assignments. Fill in the column on the right with all applicable information, and then consider it a reference for how to apply the theory. You must submit this worksheet, where indicated, in applicable assignments. Then you will compile the worksheet for your Theories Study Guide (that you can use for the licensure exam) at the end of the course.

    | | |
    | — | — |
    | Name of theory | |
    | Author or founder | |
    | Historical origin of theory | |
    | Basic assumptions | |
    | Underlying assumptions | |
    | Key concepts | |
    | Foci/unit of analysis | |
    | Philosophical or conceptual framework | |
    | Strengths of theory | |
    | Limitations of theory | |
    | Common criticisms | |
    | When and with whom it would be appropriate to use the theory/model | |
    | Consistency of theory/model with social work principles | |
    | Identification of goodness of fit with ethical principles | |
    | Ways in which theory/model informs research methods | |
    | Implications for social work practice | |

    1

    © Walden University, LLC

    **casestudy1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudy1-pdf-10419417)

    **## Speech.docx**

    This week, your theoretical orientation is feminist theory. You will use the same case study that you chose in Week 2. Use the Analysis of a Theory worksheet to help you dissect the theory. You do not need to submit this handout. It is a tool for you to use to dissect the theory and then you can employ the information in the table to complete your Assignment.

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657461)

    To Prepare

    · Review and focus on the same case study that you used in Week 2.

    · Use the Analysis of a Theory Worksheet to help you dissect the theory. Use this tool to dissect the theory, employ the information in the table to complete your Assignment, and then keep it to add to your Theories Study Guide in Week 11.

    · Reflect on the feedback you received from your previous presentation.

    · Apply feedback from your previous presentation to this presentation.

    By Day 7

    **Submit** a written speech of yourself discussing the client from the perspective of feminist theory.

    ·
    **Note:** Your speech should be no longer than 5 minutes.

    ·
    **Also Note:** This Assignment is an entirely oral presentation—there is no PowerPoint element to this presentation. Although this is a professional presentation, it is not a formal presentation as in a speech. Imagine that you are discussing your case with a group of peers in a meeting. To verbally present a case can be challenging—but it is also a skill for which practice can relieve anxiety and result in improvement. This will give you an opportunity to practice how to deliver material in a professional manner.

    Your speech presentation should include the following:

    · In 1–2 sentences, identify and describe the problem to be worked on in your chosen case study. NOTE CASE STUDY HELEN IS ATTACHED SEPARATELY

    · In 1–2 sentences, explain how feminist theory you are utilizing defines and explains the cause of the problem.

    · In 1–2 sentences, use feminist theory to describe the role of the social worker to facilitate change in the case study.

    · In the assessment phase, identify two assessment questions you will ask to explore what the client’s goals are and how they will get there.

    · Remember, feminist theory should be driving the assessment.

    · Describe two interventions to address the problem and explain how the clients will implement the interventions.

    · Remember, feminist theory should be driving the interventions.

    · In 2–3 sentences, explain how you would determine if one of the interventions you identified is effective with the client.

    · Explain how, specifically, you will set the tone throughout your work with the client to reduce the hierarchical relationship and make it more collaborative.

    · Analyze one strength and one limitation of feminist theory in working with the client.

    Be sure to:

    · Identify and correctly reference the case study you have chosen.

    · Speak clearly.

    **Submit** also, as a separate document, your Week 7 Analysis of a Theory Worksheet. NOTE: WORKSHEET ATTACHED SEPARATELY.

    Note: write a speech.

    **## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild3.docx**

    **Analysis of Theory Worksheet**

    Use this worksheet to help you apply a theory as a lens to the case study for your assignments. Fill in the column on the right with all applicable information, and then consider it a reference for how to apply the theory. You must submit this worksheet, where indicated, in applicable assignments. Then you will compile the worksheet for your Theories Study Guide (that you can use for the licensure exam) at the end of the course.

    | | |
    | — | — |
    | Name of theory | |
    | Author or founder | |
    | Historical origin of theory | |
    | Basic assumptions | |
    | Underlying assumptions | |
    | Key concepts | |
    | Foci/unit of analysis | |
    | Philosophical or conceptual framework | |
    | Strengths of theory | |
    | Limitations of theory | |
    | Common criticisms | |
    | When and with whom it would be appropriate to use the theory/model | |
    | Consistency of theory/model with social work principles | |
    | Identification of goodness of fit with ethical principles | |
    | Ways in which theory/model informs research methods | |
    | Implications for social work practice | |

    1

    © Walden University, LLC

    **casestudy1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudy1-pdf-10419417)

    – 1
    – 2
    – 3

  • [Solved] Social Science – Sociology Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attached file – ## Everyprofessionhasacodeofethicsthatguidesprofessionalbehavior.docx **## Everyprofessionhasacodeofethicsthatguidesprofessionalbehavior.docx** Every profession has a code of ethics that guides professional behavior. In social work, the NASW Code of Ethics guides the behav…

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    Assignment Prompt & Instructions

    Please see attached file

    – ## Everyprofessionhasacodeofethicsthatguidesprofessionalbehavior.docx

    **## Everyprofessionhasacodeofethicsthatguidesprofessionalbehavior.docx**

    Every profession has a code of ethics that guides professional behavior. In social work, the NASW Code of Ethics guides the behavior and decision-making practices of social workers. It is important that the theories social workers select in working with clients align, or are consistent, with the values and ethical principles identified in the NASW Code of Ethics.

    In this Discussion, you align ethics and theory in relation to practice.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657461)

    To Prepare

    · Review the National Association of Social Workers Code of Ethics listed in the Learning Resources.

    · Review the core values (found in the preamble) more broadly, and then focus on specific ethical standards.

    · Identify specific standards for your post.

    · If you don’t have field experience that applies to this Discussion, you can apply other social work experience, including internships or professional experience, or apply a case study from this course. Contact your Instructor if you need clarification for what could apply for the Discussion.

    ASSIGNMENT BELOW

    **Post** a response to the following:

    · Select feminist theory or empowerment theory. Summarize the underlying principles and values of the theory in 3–4 brief sentences.

    · Analyze the extent to which the underlying principles and core values of the theory, as found in the preamble, are consistent with the NASW Code of Ethics in 3–4 brief sentences.

    · Briefly describe a client from your fieldwork or other professional experience and their presenting problem in 2–3 sentences using the theory you selected.

    · Identify one ethical standard from the NASW Code of Ethics that would apply to the client you described. Be sure to identify the numerical standard from the code of ethics to which you are referring.

    · Explain how the theory is consistent with the work you did with the client and the ethical standard.

    **## Everyprofessionhasacodeofethicsthatguidesprofessionalbehavior.docx**

    Every profession has a code of ethics that guides professional behavior. In social work, the NASW Code of Ethics guides the behavior and decision-making practices of social workers. It is important that the theories social workers select in working with clients align, or are consistent, with the values and ethical principles identified in the NASW Code of Ethics.

    In this Discussion, you align ethics and theory in relation to practice.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657461)

    To Prepare

    · Review the National Association of Social Workers Code of Ethics listed in the Learning Resources.

    · Review the core values (found in the preamble) more broadly, and then focus on specific ethical standards.

    · Identify specific standards for your post.

    · If you don’t have field experience that applies to this Discussion, you can apply other social work experience, including internships or professional experience, or apply a case study from this course. Contact your Instructor if you need clarification for what could apply for the Discussion.

    ASSIGNMENT BELOW

    **Post** a response to the following:

    · Select feminist theory or empowerment theory. Summarize the underlying principles and values of the theory in 3–4 brief sentences.

    · Analyze the extent to which the underlying principles and core values of the theory, as found in the preamble, are consistent with the NASW Code of Ethics in 3–4 brief sentences.

    · Briefly describe a client from your fieldwork or other professional experience and their presenting problem in 2–3 sentences using the theory you selected.

    · Identify one ethical standard from the NASW Code of Ethics that would apply to the client you described. Be sure to identify the numerical standard from the code of ethics to which you are referring.

    · Explain how the theory is consistent with the work you did with the client and the ethical standard.