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Tag: Psychology

  • [Solved] 6070-10dr

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  • [Solved] 400 word (Neuro Informe Counseling) not including references

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    Due 5/1 7pm EST Review the rubric for each discussion by clicking on the 3 dots in the upper right hand corner of the discussion thread and clicking ‘show rubric’. Discussions can vary in requirements, so it is important to do this for each discussion. Unless otherwise instructed in the prompt/rubri…

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    Due 5/1  7pm EST

    Review the rubric for each discussion by clicking on the 3 dots in the upper right hand corner of

    the discussion thread and clicking ‘show rubric’. Discussions can vary in requirements, so it is

    important to do this for each discussion.

    Unless otherwise instructed in the prompt/rubric:

    •

    o Aim for approximately 400 words for the initial thread response and support

    your discussion with the required textbook and at least 1 scholarly source, cited

    and referenced in current APA format. Transcript attached

    Complete this discussion based on  Video, and a search of The Thoughtful Counseling podcast for “neuroscience.” See link for the podcast below under Discussion Resources and in the Module 7: Week 7 Learn section of the course.  Choose 1 of the podcasts to listen (Transcript of

    EFT for LGBTQ+ Relationships: Guidelines for Culturally Responsive Practice)  to and integrate within this discussion response. Describe how counselors use neuro-informed counseling/information about the brain and why it is important to working with clients. Note the most salient piece of information you gained from the reading/podcasts and how it can improve mental wellness. Integrate a Christian worldview or biblical theme in your response.

    •

    (RUBRIC ATTACHED)

    – [\
    \
    DiscussionGradingRubric.pdf](https://www.sweetstudy.com/files/discussiongradingrubric-pdf-10279379 "DiscussionGradingRubric.pdf")
    – [\
    \
    EFTforLGBTQ.docx](https://www.sweetstudy.com/files/eftforlgbtq-docx "EFTforLGBTQ.docx")

    – a year ago

  • [Solved] 6520-dr

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  • [Solved] Discussion board post

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  • [Solved] discussion

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    topics in a minimum of 4 double-spaced pages The Dynamics of an Ideal Helper Ethics and Values in the Helping Profession Identifying Important Roles in Groups Establishing a Working Relationship within Communities BE SURE YOUR LAST PAGE IS AN APA REFERENCES LIST [citefast.com](http://citefast.com/) …

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    topics in a minimum of 4 double-spaced pages

    The Dynamics of an Ideal Helper

    Ethics and Values in the Helping Profession

    Identifying Important Roles in Groups

    Establishing a Working Relationship within Communities

    BE SURE YOUR LAST PAGE IS AN APA REFERENCES LIST

    [citefast.com](http://citefast.com/) can help!

    Compose an organized paper with titled sections on the following topics in a minimum of 4 double-spaced pages

    1) The Dynamics of an Ideal Helper

    2) Ethics and Values in the Helping Profession

    3) Identifying Important Roles in Groups

    4) Establishing a Working Relationship within Communities

    BE SURE YOUR LAST PAGE IS AN APA REFERENCES LIST [citefast.com](http://citefast.com/) can help!  Include examples to really explain/"paint a picture" of what it looks like to exhibit each of the above mentioned 4

    9:08 AM

    Connect scholarly research that supports and/or challenges that detail you share.

    This will help solidify the quality (& quantity) of your writing.

    9:09 AM

    Perhaps, within each section, you can share how you intend to exhibit effective qualities based on research-based practices

    – a year ago

  • [Solved] discussion

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    The goal of this project is to develop within each of you a level of sociological self-consciousness as it relates to your own experiences of family I am an African American Male. 1. Select a sociological concept which best helps you to understand some facet of your own family background. The list o…

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    The goal of this project is to develop within each of you a level of sociological self-consciousness as it relates to your own experiences of family I am an African American Male.

    1. Select a sociological concept which best helps you to understand some facet of your own family background. The list of possibilities is limitless. Perhaps during your reading or class exploration, some specific concept stood out as particularly interesting and relevant to your own experience. To name a few, examples might include concepts of social class, ethnicity, stratification, social mobility, gender role, socialization, divorce, reconstituted family, and etcetera.
    2. Research this concept using course materials and at least 3 other [reputable sources](https://www.scribbr.com/working-with-sources/credible-sources/#:~:text=A%20credible%20source%20is%20free,an%20important%20information%20literacy%20skill.) and narrow it down to something more specific. For example, you might decide to narrow down your topic to explore how gender roles/gender socialization have impacted your status and social mobility. Again, there are numerous possibilities, and your selection may depend to some extent on your own creativity. Be sure to submit your topic for approval + your 3 additional references as indicated in the course calendar.
    3. Upon topic approval, begin your paper by discussing the concept and offering a sociologically analysis of it. Here, in your introduction, it is critical to explain the social concept you will be exploring—define it, and give examples. This helps to set the stage before transitioning into discussion how the concepts explored related specifically to you.

    – a year ago

  • [Solved] Discussion

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    **Prepare a three-page (double-spaced) book review of the course textbook for social workers and policy professionals.** Prepare a three-page (double-spaced) review of the course textbook intended for social workers and other policy professionals. Identify major issues and themes from the book that …

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    **Prepare a three-page (double-spaced) book review of the course textbook for social workers and policy professionals.**

    Prepare a three-page (double-spaced) review of the course textbook intended for social workers and other policy professionals. Identify major issues and themes from the book that are important to social workers who are intentional in supporting social welfare and social justice. Determine which issue(s) and theme(s) you want to focus on in your review and connect these with current and/or past social welfare policies and programs.

    This is not a book report: your review is an evaluation of the book and its value to policymakers, not just a summary.

    These questions can help develop your review:

    • What does policy mean in people's lives? How might their lives be different with or without a particular policy? What do the case studies you explored in this course tell us about our society?

    • Which themes from the book excite you and/or draw an emotional response? What is the emotional heart or focus of the book?

    • What are some main arguments of the book? If the writer wanted you to take away one idea from the book, what would it be? o What issues were raised that were left unaddressed?

    • How has the book helped you understand this subject? Would you recommend this book? o Why should policymakers care about this book?

    • How does this book guide social workers and other policymakers?

    The structure of the review is up to you, but you must give each section of your 3-page-paper a title/subheading that tells us what that particular section will discuss.

    Tips for writing your book review:

    Keep summary sections brief; share the important issues, themes, and argument you have identified rather than retelling the entire book. Avoid using direct quotations from the book (unless it's the phrase or idea so essential that it can't be conveyed with other words). Instead, use your own words to distill and paraphrase themes, ideas, people, settings, or events. This will require some more effort on your part but your words matter! Along with the summary section, you can also share important details from the book as evidence to support your claims and conclusions.

    To receive full credit, papers must be written and formatted in correct APA 7% style. This

    includes font, margins, spacing, capitalization, indentation, page numbers, headers, citations, references, and properly removing the extra space between paragraphs inserted by Microsoft Word and other programs. Please refer to the APA links below for details and examples.

    Responses to all components are essential to receiving the best possible score on papers. Please read your responses/submissions carefully before submitting.

    ## **Part  I. Policy Analysis: Frameworks and Tools**

    ### **Introduction**

    ![Solidarity and justice go hand in hand.](https://ecp.yusercontent.com/mail?url=https%3A%2F%2Febooks.cenreader.com%2Fv1%2Freader%2Fstream%2F02f176fd-66c6-4088-9e8b-9b67ed330c21%2F12%2Fgraphics%2F9781305943247_ch01_poa-t2.jpg&t=1746291395&ymreqid=4dfe3291-f98e-070f-1cc9-b90002017b00&sig=O.cr6Jc1t0_W7.P5S0cGuA–~D)

    © Neil Orloff. Courtesy Art Access Gallery, Salt Lake City, Utah

    Solidarity and justice go hand in hand.

    **Social justice** is central to social work practice. But what is it? This is the focus of Part I, which moves from a broad theoretical consideration of social justice, through the role of government as a vehicle for promoting social justice, to the application of a social justice framework in policy practice. [Chapter 1](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_01_opener?#null) reviews **modern** and **postmodern** approaches to defining this surprisingly elusive concept. Processes and components of justice are considered, and the link between justice and **human rights** is introduced. The chapter then examines three philosophical conceptions of social justice. Understanding these divergent perspectives will strengthen your analytic skills, enabling you to recognize the assumptions underlying other people’s arguments and to frame your own arguments in terms more likely to persuade. Following a brief discussion of inequality, the chapter explores the role of social work in America’s pursuit of social justice and introduces Bertha Capen Reynolds, a 20th-century policy practitioner. Government is an important vehicle for defining and promoting social justice. [Chapter 2](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_02_opener?#null) examines the philosophical perspectives of political parties and offers a general description of the structure and processes of the U.S. government and an introduction to **privatization**. [Chapter 2](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_02_opener?#null) provides a brief introduction to the nation’s tax system that considers not only the mechanics but also the philosophical assumptions that drive the system. For some readers, this chapter will be a review, but for most it offers new insights and useful reference material. [Chapter 3](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_03_opener?#null) turns to policy practice skills, focusing on analysis and advocacy strategies. The chapter presents a brief definition of policy practice followed by an extensive discussion of policy analysis that addresses advocacy and empowerment, drawing upon advice and experiences of advocates throughout the country. [Chapter 3](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_03_opener?#null) closes with the ethical issues and legal considerations that influence policy practice.

    ## **Part  II. Collective Responses to Social Problems**

    ### **Introduction**

    ![Must we face problems alone?](https://ecp.yusercontent.com/mail?url=https%3A%2F%2Febooks.cenreader.com%2Fv1%2Freader%2Fstream%2F02f176fd-66c6-4088-9e8b-9b67ed330c21%2F12%2Fgraphics%2F9781305943247_ch04_poa-t2.jpg&t=1746291395&ymreqid=4dfe3291-f98e-070f-1cc9-b90002017b00&sig=E1W9o_ulcVwUuBXzd5X76Q–~D)

    © Neil Orloff, Courtesy Art Access Gallery, Salt Lake City

    Must we face problems alone?

    Problems come in many forms. In the early stages of intellectual development, our problems are intensely personal and we have a limited ability to empathize with other people’s troubles. As we mature, we develop the capacity to view adversity from diverse perspectives and to empathize with others.

    In this section, we will consider two approaches to understanding social problems. The first, developed by Abram de Swaan, a professor of social sciences at the University of Amsterdam, examines the conditions necessary for personal problems to be treated as social problems (de Swaan, 1988). Once this happens, policy serves as a vehicle for organizing collective action. The point here is not to evaluate policy but to determine when it might be mobilized to address a particular problem.

    #### **Box  II.1.** John Snow’s Map

    In 1854, London’s Soho neighborhood was subject to a sudden outbreak of cholera. At the time, many believed the disease was caused by “miasma” in the air. John Snow, now a hero to epidemiologists (and Londoners), painstakingly developed a map that showed the residences of people who suffered (and usually died) from cholera. This map has been recreated by Robin Wilson at Southampton University, and it clearly shows cases clustered around a water pump on Broad Street. Further research revealed the pump was contaminated by a cesspool where a cholera-infested diaper had been dumped. Snow’s accomplishment is commemorated in true London style, with a pub named after him on the site where the pump used to be.

    ![](https://ecp.yusercontent.com/mail?url=https%3A%2F%2Febooks.cenreader.com%2Fv1%2Freader%2Fstream%2F02f176fd-66c6-4088-9e8b-9b67ed330c21%2F12%2Fgraphics%2F9781305943247_ch04_unf02-t3.jpg&t=1746291395&ymreqid=4dfe3291-f98e-070f-1cc9-b90002017b00&sig=gMra5KTL_1055EeOO8IQww–~D)

    Courtesy of the John Snow Society

    The second approach, **social problem analysis**, begins where the first leaves off. It examines the values and beliefs that shape our understanding of social problems. One of the best examples of this approach was developed by Donald Chambers, a social work professor at the University of Kansas (Chambers, 2000). His method offers a great way to understand the underlying rationale for social policies.

    ### **Predicting Collective Action**

    During the Paleolithic era, humans banded together to hunt mammoths. In the 20th century, they paid Social Security taxes. Since the dawn of our species, humans have used collective action to meet personal needs, but no human society responds collectively to every personal problem. How can we determine whether a problem can or should be addressed collectively?

    Abram de Swaan (1988) identified three conditions that facilitate collective solutions to personal adversity. First, the **external effects** of the adversity must be recognized. One person’s suffering must affect another, and the “other” must recognize that effect. Second, **individual remedies** must be of limited effectiveness. Attempts by individuals to escape the external effects or to avoid the problem must prove ineffective. Finally, when adversity and/or its external effects can strike at any time with unpredictable magnitude ( **uncertainty of moment and magnitude**), collective responses are more likely. The development of modern plumbing serves as an excellent example.

    In the 19th century, cholera epidemics devastated many European cities. The 1832 wave of cholera took 18,000 victims in England and a comparable number in Paris. Nineteenth-century scientists quickly linked the infection to lack of fresh water and inadequate sewage removal. Those who could apply individual solutions (the rich) removed themselves to healthier (usually higher) quarters; but the disease was rampant among the poor and began to invade the quarters of the rich. As de Swaan notes, “Mass epidemics provided a striking image of interdependency between fellow city-dwellers, poor and rich, established and newcomers, ignorant and cultivated alike” (p. 124). As the failure of individual solutions became evident, there was widespread agreement that a collective approach was in order.

    Experts decided that citywide sanitation systems were the best solution, although they would be disruptive and expensive. Initially, sewer lines were installed in wealthy neighborhoods and financed through what we now call user or connection fees. As soon as wealthy neighborhoods were saturated with pipes, the “venous-arterial system” of sanitation networks was extended throughout the city—a “public good” supported by compulsory taxes and fees. Sanitation departments were established to collect fees and maintain the systems.

    Thus, modern plumbing, the collective approach to supplying fresh water and removing sewage, developed because of the external effects of the adversity experienced by the poor (the wealthy were exposed to cholera), the failure of individual remedies (moving to higher ground did not protect against the disease), and uncertainty regarding the moment and magnitude of adversity (one never knew whether, when, or how badly one might be affected by the disease).

    The problems discussed in Part II are shared, to various degrees, by all Americans. Each meets de Swaan’s three criteria for collective action (external effects are recognized, individual remedies are of limited effectiveness, and there is uncertainty of moment and magnitude), and each of these problems has mobilized governmental action to allocate benefits and resources. As a result, progress toward social justice has been achieved through collective action in the form of government policies and programs.

    ### **Social Problem Analysis**

    Social problem analysis helps us understand the nature of collective responses to problems. It has four key components: problem definition, causal analysis, identification of ideology and values, and consideration of winners and losers. Here, we will use the example of unemployment to clarify these concepts.

    **Problem definition** begins with the premise that social problems are important problems. Their importance may be a function of two things: the status of the people experiencing or observing the problem and the sheer number of individuals affected by the problem. Often social workers begin to define a problem by describing the affected population. We might go further and consider their demographic features and historic trends.

    In the case of unemployment, we might begin with a description of who, exactly, we will consider unemployed. Because the Department of Labor regularly monitors the number of people who fit its definition of “unemployed,” it is relatively easy to say whether the problem is increasing or decreasing. As you might expect, when the number of people experiencing a problem is increasing, it is easier to identify it as an important social problem. A concern for social justice might lead us to focus on groups, such as youth, older adults, and people of color, who are more vulnerable to unemployment than others.

    In the United States, people who are not actively looking for work are not officially considered unemployed. Some dispute the government’s definition, arguing that workers who have become too discouraged to search for a job should be counted among the unemployed. Generally, these people seek to make the case that unemployment is important—possibly more important than the government would have us believe.

    **Causal analysis** in social policy differs from research designed to identify causes. In social policy analysis, we are less interested in objective reality than in public perceptions. The question is not “What causes this problem?” but “What do key participants in policy development believe causes the problem?” Of course, good research should never be disregarded. Responsible policy makers should be aware of research into the causes of a social problem. But _social policy analysis must acknowledge pervasive beliefs that lack scientific foundation_. Beliefs about causes influence the design of social policies and programs to address problems. In fact, it is sometimes interesting to go backward in this analysis by looking at the specifics of a policy or program and deciphering what they imply about the perceived causes of the problem.

    **Identifying ideology and values** embedded in popular definitions of social problems is an interesting exercise in itself. In [Part I](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_01_opener?#null), we saw how values can influence social policies. As professionals, our challenge is to bring these hidden assumptions into the open for public examination and dialog. It is sometimes hard to distinguish what we know from what we believe. Values that serve as the basis for social policies generally reflect judgments about how people should or should not behave. So the official definition of unemployment reflects the core American belief that hard work and persistence will result in success. From this perspective, someone who gives up on finding a job must be deficient and unworthy of consideration. An advocate might challenge this belief by documenting and sharing the experiences of workers who have become discouraged and given up the job hunt.

    As Chambers (2000) noted, some people benefit from social problems, and these “winners” can become obstacles when social workers try to ameliorate the problem. Returning to our case example, major employers might appreciate a large pool of potential workers. It strengthens their ability to negotiate wage cuts and reduces the cost of discharging an employee. _Consideration of both winners and losers_ enhances problem analysis. Beyond this, our description of losers should expand beyond those directly affected by the problem. Clearly, unemployment affects the unemployed workers and their families. But the risk of unemployment can also affect working conditions for those who are employed. It might also affect the tax base of local communities, limiting resources available for services.

    ### **About Parts II and III**

    It may be helpful to clarify the organizational structure of this book. [Part II](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_02_opener?#null) focuses on social problems that have been addressed through collective action, while [Part III](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_03_opener?#null) turns to vulnerable populations. Some may ask, “Aren’t people living in poverty, experiencing mental illness, or suffering from physical illness _vulnerable_?” and “Don’t the vulnerable populations discussed in [Part III](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_03_opener?#null) have _problems_?” Apart from that, don’t these problems and vulnerabilities intersect? Certainly. But there is also an underlying rationale.

    The problems addressed in [Part II](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_02_opener?#null) are risks that most Americans share. With some qualifications, _anyone_ could experience poverty, mental illness, physical sickness, disability, or crime. By contrast, the populations discussed in [Part III](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_03_opener?#null) are vulnerable because of personal characteristics that are not shared throughout the population. Their vulnerability is typically the direct result of oppression and discrimination. These constructs are introduced in greater depth in the introduction to [Part III](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_03_opener?#null), as is the concept of intersectionality.

    With some exceptions, the policy approach to broadly distributed risks examined in [Part II](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_02_opener?#null) differs from that used to protect the vulnerable populations discussed in [Part III](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_03_opener?#null). Social insurance programs are typically designed to distribute shared risks among members of society, while corrective policies such as civil rights laws or affirmative action are usually designed to eliminate the oppression of vulnerable populations.

    ### **Part II Content**

    [Part II](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_02_opener?#null) begins by exploring the framework that defines our nation’s collective response to many social problems: the **Social Security Act**. This is the focus of [Chapter 4](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_04_opener?#null). Then, we will trace the development of policies and programs to address four social problems: poverty ( [Chapter 5](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_05_opener?#null)), physical illness ( [Chapter 6](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_06_opener?#null)), mental illness ( [Chapter 7](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_07_opener?#null)), disability ( [Chapter 8](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_08_opener?#null)), and crime ( [Chapter 9](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_ch_09_opener?#null)). In each case, society’s collective response can be traced to the conditions that de Swaan identified: external effects, failure of individual remedies, and uncertainty of the moment and magnitude of adversity. And in each case, our understanding is informed by the four analytic components that Chambers described: problem definition, causal analysis, identification of ideology and values, and consideration of winners and losers. Each chapter will focus on a specific type of problem, beginning from a human perspective with a case study and then examining definitional issues, the history of policies and services, and emerging policy issues. Each chapter includes the background material necessary for students to apply the policy frameworks presented in [Part I](https://ebooks.cenreader.com/#!/reader/02f176fd-66c6-4088-9e8b-9b67ed330c21/page/content-bd_part_01_opener?#null) to emerging issues in the field

    – a year ago

  • [Solved] discussion

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    Explore topics discussed to include the role of leisure in promoting the physical, emotional, and social well-being of older adults. Consider factors such as retirement, social connections, mental health, and cultural influences on leisure choices. The paper is your perspective, it should include th…

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    Explore topics discussed to include the role of leisure in promoting the physical, emotional, and social well-being of older adults. Consider factors such as retirement, social connections, mental health, and cultural influences on leisure choices.

    The paper is your perspective, it should include the majority of your opinion about the subject.

    Paper Guidelines:

    • Discuss the importance of leisure in aging and how it contributes to overall well-being.

    • Analyze barriers that older adults may face in accessing leisure activities.

    • Explore the role of human services professionals in supporting leisure engagement for older adults.

    • Include real-world examples, research findings, or case studies to support your discussion.

    Your paper should be at least 500 words, double-spaced, with proper citations in APA format. Be sure to provide thoughtful analysis and demonstrate a clear understanding of the connection between leisure and quality of life in older adulthood. Remember, you can not copy and paste from another source without correct citations and sources added. This paper is mostly your perspective.

    – a year ago

  • [Solved] feebback jad

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    When examining self-esteem through the lens of measurement theories, particularly classical test theory (CTT) and item-response theory (IRT), there are distinct differences in how each theory approaches the assessment and interpretation of the self-esteem measure. Classical Test Theory (CTT) focuses…

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    Assignment Prompt & Instructions

    When examining self-esteem through the lens of measurement theories, particularly classical test theory (CTT) and item-response theory (IRT), there are distinct differences in how each theory approaches the assessment and interpretation of the self-esteem measure. Classical Test Theory (CTT) focuses on a participant's overall score on a self-esteem measure, positing that each observed score consists of a valid score and an error score (Loevinger, 1957). Reliability is important, as it indicates score consistency across different test administrations. CTT emphasizes group performance averages and item correlations within the scale, suggesting that items should effectively work together to produce a reliable total score. However, CTT does not consider how individual items function at varying levels of self-esteem, primarily concentrating on the aggregate performance of respondents (Thorndike, 2005).

    In contrast, Item-Response Theory (IRT) focuses on the relationship between an individual's latent trait (in this case, self-esteem) and their probability of responding correctly (or in a desired manner) to each item on the measure (Embretson & Reise, 2000). IRT considers each item's properties, such as difficulty and discrimination, which allows for a more refined understanding of how different participants interact with the items based on their self-esteem levels (Embretson & Reise, 2000). This theory assesses the performance of each item independently and provides specific insights into how well items discriminate among respondents with various levels of self-esteem. (Embretson & Reise, 2000) Therefore, IRT can produce more refined measures, including ability estimates and graphical representations of individual item functioning on a latent trait scale (Wright & Masters, 1982). In summary, while CTT provides valuable insights through aggregate score reliability and average performance, IRT offers a more individualized approach that analyzes item-level data and allows for a better understanding of the underlying constructs being measured. Each theory has its strengths and considerations when assessing psychological traits like self-esteem.

    References

    Embretson, S.E., & Reise, S.P. (2000). Item Response Theory for Psychologists (1st ed.). Psychology Press. https://doi.org/10.4324/9781410605269

    Loevinger, J. (1957). The assessment of ego development. Journal of Consulting Psychology, 21(6), 626-633.

    Thorndike, R. L. (2005). Measurement and Evaluation in Psychology and Education (4th ed.). Upper Saddle River, NJ: Pearson Education.

    Wright, B. D., & Masters, G. N. (1982). Rating Scale Analysis. Chicago: MESA Press.

    – a year ago

  • [Solved] Can this be done in 4 hours? 8 slides powerpoint

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    in school therapist Shantay Alston Wright Directions Family services – a year ago **files (1)** – ## wk4-5017.docx **## wk4-5017.docx** ### **Introduction** Mentorship and engaging with colleagues are important components of professional development. In this assignment, you engage with an experience…

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    Assignment Prompt & Instructions

    in school therapist Shantay Alston Wright Directions Family services

    – a year ago

    **files (1)**

    – ## wk4-5017.docx

    **## wk4-5017.docx**

    ### **Introduction**

    Mentorship and engaging with colleagues are important components of professional development. In this assignment, you engage with an experienced social work supervisor as a means of better understanding best practices within the profession. Through this glimpse into the real world of social work, you will better understand the concepts and theories you are learning in your course. By successfully completing this assignment, you demonstrate your proficiency in the following EPAS and the advanced generalist specialized behaviors:

    ### **Competencies Covered**

    C1.SP.A Utilize best practices in ethical decision making by applying leadership skills, technology, relevant laws and regulations, core values, and standards of the NASW Code of Ethics to an ethical problem-solving model to inform ethical decision making in the specialization of advanced generalist practice.

    · Related Assignment Criterion: Describe some of the most common ethical issues or dilemmas encountered by the supervisor and/or agency. Explain how the supervisor and/or agency makes ethical decisions. Is there a specific process? Does the agency utilize the NASW Code of ethics or a different ethical code?

    C1.SP.B Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.

    · Related Assignment Criterion: Utilize ethical written, oral, and electronic communication skills.

    C1.SP.C Integrate the ethical and effective use of technology at all levels of practice in the specialization of advanced generalist social work with diverse individuals, families, groups, organizations, and communities.

    · Related Assignment Criterion: How does the agency utilize technology? Examples include client records, client surveys, billing, communication with other professionals, etc. What ethical concerns arise with the use of technology?

    C4.SP.A Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings.

    · Related Assignment Criterion: After the interview, utilize research to evaluate which leadership theory the supervisor’s strategies align with. (Examples include transformational, transactional, laissez-faire, etc.) Analyze the strengths and limitations of this leadership style.

    C6.SP.B Apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, in culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.

    · Related Assignment Criterion: How does the supervisor apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, and culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities?

    C8.SP.B Analyze and integrate culturally responsive best practice theories and methods in the specialization of advanced generalist practice to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.

    · Related Assignment Criterion: Describe best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. For example, if the supervisor needs to provide coaching or engage in disciplinary action with a supervisee, mediate a situation, or negotiate with a supervisee or client, what skills or strategies do they use?

    C8.SP.C Apply leadership skills, decision making, interprofessional conceptual frameworks, and emerging technologies in the specialization of advanced generalist social work practice when intervening with individuals, families, groups, organizations, and communities to promote systemic change towards client sustainability.

    · Related Assignment Criterion: What leadership skills does the supervisor identify as most valuable when intervening with supervisees, clients, families, groups, organizations, and communities? Does the supervisor utilize emerging technologies to aid in the intervention?

    C8.SP.D Apply leadership, technology, critical thinking, and interpersonal skills in the specialization of advanced generalist practice when evaluating intervention with individuals, families, groups, organizations, and communities to achieve goals.

    · Related Assignment Criterion: How does the supervisor evaluate the intervention or follow up with the supervisee when intervention is needed?

    ### **Assignment Directions**

    For this assignment you will interview a social work leader and then develop a PowerPoint presentation. The presentation should be approximately 8–10 slides, 10–15 minutes in length, and recorded on video. (Only your presentation should be recorded, not the interview.) You will also conduct research on the information you gather from the interview and connect the supervisor’s skills and strategies to a leadership theory and advanced generalist best practices as a supervisor. It is recommended that you share the assignment instructions and interview questions with the supervisor prior to the interview, so the supervisor has time to prepare. The information you gather through your interview and research should include content that prepares you to competently discuss the following areas:

    **Introduction**

    Begin the presentation by introducing the supervisor you interviewed. Include their name, place of employment, and number of years as a supervisor. What services does the agency provide? How many people and programs does the supervisor oversee?

    **Competency 1: Demonstrate Ethical and Professional Behavior**

    Describe some of the most common ethical issues or dilemmas encountered by the supervisor and/or agency. Explain how the supervisor and/or agency makes ethical decisions. Is there a specific process? Does the agency utilize the NASW Code of ethics or a different ethical code? (C1.SP.A)

    How does the agency promote and utilize technology ethically? Examples include client records, client surveys, billing, communication with other professionals, etc. What ethical concerns arise with the use of technology? (C1.SP.C)

    Analyze the strengths and limitations of ethical decision-making model and the ethical use of technology by applying the NASW Code of Ethics and NASW Standards for Technology in Social Work Practice.

    **Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities**

    How does the supervisor apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, and culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities? (C6.SP.B)

    Analyze the strengths and limitations of the supervisor’s engagement strategies.

    **Competency 8: Intervene With Individuals, Families, Groups, Organizations, and Communities**

    Describe and analyze best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. For example, if the supervisor needs to provide coaching or engage in disciplinary action with a supervisee, mediate a situation, or negotiate with a supervisee or client, what skills or strategies do they use? (C8.SP.b)

    Explain the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities. Does the supervisor utilize emerging technologies to aid in the intervention? (C8.SP.C)

    How does the supervisor evaluate the intervention or follow up with the supervisee when intervention is needed? (C8.SP.D)

    Analyze the strengths and limitations of the supervisor’s intervention strategies.

    **Competency 4: Engage in Practice-Informed Research and Research Informed Practice**

    After the interview, utilize research to evaluate which leadership theory the supervisor’s strategies align with. (Examples include transformational, transactional, and laissez-faire.) Analyze the strengths and limitations of this leadership style. (C4.SP.A)

    ### **Assignment Requirements**

    The assignment you submit is expected to meet the following requirements:

    ·
    **Utilize ethical written, oral, and electronic communication:** Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice. (C1.SP.B)

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style and formatting standards. Include a title page, reference page, headers, and appendices as applicable. Use
    Academic Writer

    ·
    Links to an external site.

    · for guidance in citing sources in proper APA style. See the
    Writing Center

    ·
    Links to an external site.

    · for more APA resources specific to your degree level.

    ·
    **Cited resources:** Minimum of five scholarly sources. All literature cited should be current, with publication dates within the past five years.

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Analyzing Supervisory Skills Using an Interview With a Professional Social Work Supervisor** |
    | **Criteria** | **Ratings** | **Pts** |
    | Explain a supervisor's ethical decision-making model and demonstrate the learner's understanding of applying the NASW Code of Ethics in context. (C1.SP.A) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically analyzes a supervisor's ethical decision-making model and demonstrates advanced application and understanding of the NASW Code of Ethics by the learner, including contextual application and critique.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Explains a supervisor's ethical decision-making model and demonstrates the learner's understanding of applying the NASW Code of Ethics in context.<br>**19.25 to >0 pts**<br>**BASIC**<br>Describes either a supervisor's ethical decision-making model or the learner's basic understanding of the NASW Code of Ethics application, but not both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain an ethical decision-making model nor discuss the supervisor's or the learner's application of the NASW Code of Ethics. | / 27.5 pts |
    | Describe and analyze how the supervisor and/or agency applies ethical use of technology. (C1.SP.B) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically describes and analyzes the ethical use of technology by the supervisor and/or agency.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Describes and analyzes the ethical use of technology by the supervisor and/or agency.<br>**19.25 to >0 pts**<br>**BASIC**<br>Partially describes the ethical use of technology by the supervisor and/or agency.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe or analyze the ethical use of technology. | / 27.5 pts |
    | Apply leadership skills, ethical use of technology, and research findings to inform and improve practice, policy, and programs. (C4.SP.A) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Applies and integrates research findings about leadership skills and ethical use of technology to improve practice, policy, and programs.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Describes leadership skills, ethical use of technology, and research findings to inform and improve practice, policy, and programs.<br>**19.25 to >0 pts**<br>**BASIC**<br>Utilizes some research findings to inform and improve practice, but sources are not scholarly.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not utilize research findings to inform and improve practice, policy, and programs. | / 27.5 pts |
    | Explain and analyze how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies. (C6.SP.B) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically analyzes and explains how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Explains how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies.<br>**19.25 to >0 pts**<br>**BASIC**<br>Describes how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain or analyze how the supervisor uses leadership skills, technology, empathy, self-reflection, and interpersonal skills. | / 27.5 pts |
    | Describe and analyze best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. (C8.SP.B) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically analyzes and describes best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Explains best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe or analyze best practices to negotiate, mediate, and advocated on behalf of clients and constituencies. | / 30 pts |
    | Explain and analyze the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities. (C8.SP.C) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically explains and analyzes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Describes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain or analyze leadership skills the supervisor utilizes when intervening. | / 30 pts |
    | Describe and analyze the intervention or follow up the supervisor utilizes with the supervisee when intervention is needed. (C8.SP.D) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically analyzes and describes the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Explains the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe and analyze the intervention or follow up the supervisor utilizes when intervention is needed. | / 30 pts |
    | Apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice. (C1.SP.B) | **50 to >42.5 pts**<br>**DISTINGUISHED**<br>Applies exceptional professional behavior and leadership skills in oral, written, and electronic communication. The communication is not only scholarly but also demonstrates exceptional clarity, insight, and alignment with the highest expectations for members of the social work profession.<br>**42.5 to >35 pts**<br>**PROFICIENT**<br>Applies professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.<br>**35 to >0 pts**<br>**BASIC**<br>Applies some or minimal professional behavior and leadership skills to communicate in a manner that is consistent with expectations for members of the social work profession.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not apply professional behavior and leadership skills in oral, written, and electronic communication. | / 50 pts |
    | Total Points: 0 |

    **## wk4-5017.docx**

    ### **Introduction**

    Mentorship and engaging with colleagues are important components of professional development. In this assignment, you engage with an experienced social work supervisor as a means of better understanding best practices within the profession. Through this glimpse into the real world of social work, you will better understand the concepts and theories you are learning in your course. By successfully completing this assignment, you demonstrate your proficiency in the following EPAS and the advanced generalist specialized behaviors:

    ### **Competencies Covered**

    C1.SP.A Utilize best practices in ethical decision making by applying leadership skills, technology, relevant laws and regulations, core values, and standards of the NASW Code of Ethics to an ethical problem-solving model to inform ethical decision making in the specialization of advanced generalist practice.

    · Related Assignment Criterion: Describe some of the most common ethical issues or dilemmas encountered by the supervisor and/or agency. Explain how the supervisor and/or agency makes ethical decisions. Is there a specific process? Does the agency utilize the NASW Code of ethics or a different ethical code?

    C1.SP.B Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.

    · Related Assignment Criterion: Utilize ethical written, oral, and electronic communication skills.

    C1.SP.C Integrate the ethical and effective use of technology at all levels of practice in the specialization of advanced generalist social work with diverse individuals, families, groups, organizations, and communities.

    · Related Assignment Criterion: How does the agency utilize technology? Examples include client records, client surveys, billing, communication with other professionals, etc. What ethical concerns arise with the use of technology?

    C4.SP.A Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings.

    · Related Assignment Criterion: After the interview, utilize research to evaluate which leadership theory the supervisor’s strategies align with. (Examples include transformational, transactional, laissez-faire, etc.) Analyze the strengths and limitations of this leadership style.

    C6.SP.B Apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, in culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.

    · Related Assignment Criterion: How does the supervisor apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, and culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities?

    C8.SP.B Analyze and integrate culturally responsive best practice theories and methods in the specialization of advanced generalist practice to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.

    · Related Assignment Criterion: Describe best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. For example, if the supervisor needs to provide coaching or engage in disciplinary action with a supervisee, mediate a situation, or negotiate with a supervisee or client, what skills or strategies do they use?

    C8.SP.C Apply leadership skills, decision making, interprofessional conceptual frameworks, and emerging technologies in the specialization of advanced generalist social work practice when intervening with individuals, families, groups, organizations, and communities to promote systemic change towards client sustainability.

    · Related Assignment Criterion: What leadership skills does the supervisor identify as most valuable when intervening with supervisees, clients, families, groups, organizations, and communities? Does the supervisor utilize emerging technologies to aid in the intervention?

    C8.SP.D Apply leadership, technology, critical thinking, and interpersonal skills in the specialization of advanced generalist practice when evaluating intervention with individuals, families, groups, organizations, and communities to achieve goals.

    · Related Assignment Criterion: How does the supervisor evaluate the intervention or follow up with the supervisee when intervention is needed?

    ### **Assignment Directions**

    For this assignment you will interview a social work leader and then develop a PowerPoint presentation. The presentation should be approximately 8–10 slides, 10–15 minutes in length, and recorded on video. (Only your presentation should be recorded, not the interview.) You will also conduct research on the information you gather from the interview and connect the supervisor’s skills and strategies to a leadership theory and advanced generalist best practices as a supervisor. It is recommended that you share the assignment instructions and interview questions with the supervisor prior to the interview, so the supervisor has time to prepare. The information you gather through your interview and research should include content that prepares you to competently discuss the following areas:

    **Introduction**

    Begin the presentation by introducing the supervisor you interviewed. Include their name, place of employment, and number of years as a supervisor. What services does the agency provide? How many people and programs does the supervisor oversee?

    **Competency 1: Demonstrate Ethical and Professional Behavior**

    Describe some of the most common ethical issues or dilemmas encountered by the supervisor and/or agency. Explain how the supervisor and/or agency makes ethical decisions. Is there a specific process? Does the agency utilize the NASW Code of ethics or a different ethical code? (C1.SP.A)

    How does the agency promote and utilize technology ethically? Examples include client records, client surveys, billing, communication with other professionals, etc. What ethical concerns arise with the use of technology? (C1.SP.C)

    Analyze the strengths and limitations of ethical decision-making model and the ethical use of technology by applying the NASW Code of Ethics and NASW Standards for Technology in Social Work Practice.

    **Competency 6: Engage With Individuals, Families, Groups, Organizations, and Communities**

    How does the supervisor apply leadership skills, emerging technologies, empathy, self-reflection, interpersonal skills, and culturally responsive engagement strategies with diverse individuals, families, groups, organizations, and communities? (C6.SP.B)

    Analyze the strengths and limitations of the supervisor’s engagement strategies.

    **Competency 8: Intervene With Individuals, Families, Groups, Organizations, and Communities**

    Describe and analyze best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. For example, if the supervisor needs to provide coaching or engage in disciplinary action with a supervisee, mediate a situation, or negotiate with a supervisee or client, what skills or strategies do they use? (C8.SP.b)

    Explain the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities. Does the supervisor utilize emerging technologies to aid in the intervention? (C8.SP.C)

    How does the supervisor evaluate the intervention or follow up with the supervisee when intervention is needed? (C8.SP.D)

    Analyze the strengths and limitations of the supervisor’s intervention strategies.

    **Competency 4: Engage in Practice-Informed Research and Research Informed Practice**

    After the interview, utilize research to evaluate which leadership theory the supervisor’s strategies align with. (Examples include transformational, transactional, and laissez-faire.) Analyze the strengths and limitations of this leadership style. (C4.SP.A)

    ### **Assignment Requirements**

    The assignment you submit is expected to meet the following requirements:

    ·
    **Utilize ethical written, oral, and electronic communication:** Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice. (C1.SP.B)

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style and formatting standards. Include a title page, reference page, headers, and appendices as applicable. Use
    Academic Writer

    ·
    Links to an external site.

    · for guidance in citing sources in proper APA style. See the
    Writing Center

    ·
    Links to an external site.

    · for more APA resources specific to your degree level.

    ·
    **Cited resources:** Minimum of five scholarly sources. All literature cited should be current, with publication dates within the past five years.

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Analyzing Supervisory Skills Using an Interview With a Professional Social Work Supervisor** |
    | **Criteria** | **Ratings** | **Pts** |
    | Explain a supervisor's ethical decision-making model and demonstrate the learner's understanding of applying the NASW Code of Ethics in context. (C1.SP.A) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically analyzes a supervisor's ethical decision-making model and demonstrates advanced application and understanding of the NASW Code of Ethics by the learner, including contextual application and critique.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Explains a supervisor's ethical decision-making model and demonstrates the learner's understanding of applying the NASW Code of Ethics in context.<br>**19.25 to >0 pts**<br>**BASIC**<br>Describes either a supervisor's ethical decision-making model or the learner's basic understanding of the NASW Code of Ethics application, but not both.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain an ethical decision-making model nor discuss the supervisor's or the learner's application of the NASW Code of Ethics. | / 27.5 pts |
    | Describe and analyze how the supervisor and/or agency applies ethical use of technology. (C1.SP.B) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically describes and analyzes the ethical use of technology by the supervisor and/or agency.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Describes and analyzes the ethical use of technology by the supervisor and/or agency.<br>**19.25 to >0 pts**<br>**BASIC**<br>Partially describes the ethical use of technology by the supervisor and/or agency.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe or analyze the ethical use of technology. | / 27.5 pts |
    | Apply leadership skills, ethical use of technology, and research findings to inform and improve practice, policy, and programs. (C4.SP.A) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Applies and integrates research findings about leadership skills and ethical use of technology to improve practice, policy, and programs.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Describes leadership skills, ethical use of technology, and research findings to inform and improve practice, policy, and programs.<br>**19.25 to >0 pts**<br>**BASIC**<br>Utilizes some research findings to inform and improve practice, but sources are not scholarly.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not utilize research findings to inform and improve practice, policy, and programs. | / 27.5 pts |
    | Explain and analyze how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies. (C6.SP.B) | **27.5 to >23.38 pts**<br>**DISTINGUISHED**<br>Critically analyzes and explains how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies.<br>**23.38 to >19.25 pts**<br>**PROFICIENT**<br>Explains how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills in culturally responsive engagement strategies.<br>**19.25 to >0 pts**<br>**BASIC**<br>Describes how the supervisor utilizes leadership skills, emerging technologies, empathy, self-reflection, and interpersonal skills.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain or analyze how the supervisor uses leadership skills, technology, empathy, self-reflection, and interpersonal skills. | / 27.5 pts |
    | Describe and analyze best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies. (C8.SP.B) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically analyzes and describes best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Explains best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes best practices the supervisor utilizes to negotiate, mediate, and advocate with and on the behalf of clients and constituencies.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe or analyze best practices to negotiate, mediate, and advocated on behalf of clients and constituencies. | / 30 pts |
    | Explain and analyze the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities. (C8.SP.C) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically explains and analyzes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Describes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes the leadership skills the supervisor feels are most valuable when intervening with supervisees, clients, families, groups, organizations, and communities.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not explain or analyze leadership skills the supervisor utilizes when intervening. | / 30 pts |
    | Describe and analyze the intervention or follow up the supervisor utilizes with the supervisee when intervention is needed. (C8.SP.D) | **30 to >25.5 pts**<br>**DISTINGUISHED**<br>Critically analyzes and describes the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**25.5 to >21 pts**<br>**PROFICIENT**<br>Explains the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**21 to >0 pts**<br>**BASIC**<br>Minimally describes the intervention the supervisor utilizes with the supervisee when intervention is needed.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not describe and analyze the intervention or follow up the supervisor utilizes when intervention is needed. | / 30 pts |
    | Apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice. (C1.SP.B) | **50 to >42.5 pts**<br>**DISTINGUISHED**<br>Applies exceptional professional behavior and leadership skills in oral, written, and electronic communication. The communication is not only scholarly but also demonstrates exceptional clarity, insight, and alignment with the highest expectations for members of the social work profession.<br>**42.5 to >35 pts**<br>**PROFICIENT**<br>Applies professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.<br>**35 to >0 pts**<br>**BASIC**<br>Applies some or minimal professional behavior and leadership skills to communicate in a manner that is consistent with expectations for members of the social work profession.<br>**0 pts**<br>**NON_PERFORMANCE**<br>Does not apply professional behavior and leadership skills in oral, written, and electronic communication. | / 50 pts |
    | Total Points: 0 |