Category: Sociology & Cultural Studies

  • [Solved] Assignment 3

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) **files (1)** – ## Assignment3.docx **## Assignment3.docx** Due 6/12/2025 Use open access sources The topic is ACADEMIC PERFORMANCE AND DELINQUENCY Write a narrative of the topic and create a PowerPoint presentati…

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    Assignment Prompt & Instructions

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    **files (1)**

    – ## Assignment3.docx

    **## Assignment3.docx**

    Due 6/12/2025

    Use open access sources

    The topic is ACADEMIC PERFORMANCE AND DELINQUENCY

    Write a narrative of the topic and create a PowerPoint presentation. The narrative should be no more than 1 page summarizing the key points of your topic of interest and your major findings.

    The PowerPoint presentation should be supported by resources and provide more detailed information about your topic.

    Use data sources to explain the issue and its continuing importance in juvenile justice.  Discuss the impact and outcomes of the selected topic.  As required, provide a written narrative and PowerPoint presentation highlighting your topic and information.

    Use APA style rules in all work, provide outside resources, when necessary, and use double-spaced, Times New Roman font in the narrative.  The PowerPoint presentation should be professional and use best practices in presenting (About 6 slides).

    **## Assignment3.docx**

    Due 6/12/2025

    Use open access sources

    The topic is ACADEMIC PERFORMANCE AND DELINQUENCY

    Write a narrative of the topic and create a PowerPoint presentation. The narrative should be no more than 1 page summarizing the key points of your topic of interest and your major findings.

    The PowerPoint presentation should be supported by resources and provide more detailed information about your topic.

    Use data sources to explain the issue and its continuing importance in juvenile justice.  Discuss the impact and outcomes of the selected topic.  As required, provide a written narrative and PowerPoint presentation highlighting your topic and information.

    Use APA style rules in all work, provide outside resources, when necessary, and use double-spaced, Times New Roman font in the narrative.  The PowerPoint presentation should be professional and use best practices in presenting (About 6 slides).

  • [Solved] week 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    A primary competency for advocacy is communicating with legislators about the social problems and policies you want to change. This means you will need to be well versed in both the social problems that connect with you and the polices that exist to address them. In Week 2, you identified a social p…

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    Assignment Prompt & Instructions

    A primary competency for advocacy is communicating with legislators about the social problems and policies you want to change. This means you will need to be well versed in both the social problems that connect with you and the polices that exist to address them.

    In Week 2, you identified a social problem. You have since worked to narrow your focus and, separately, considered how policies play a major role in the functions of social work agencies and organizations. For the Assignment this week, you start to bring all these pieces together. First, you develop an issue statement to concisely capture your selected social problem through appropriate facts and questions that solicit a response. Then you identify a state or local policy that currently works to address your selected social problem and resolve your issue statement.

    **Submit** a 3- to 5-, addressing the following:

    – **Issue Statement:** Create an issue statement that hooks your audience and concisely communicates the imperative to address your selected social problem. Include the following:

    – In 1 paragraph, define your social problem and the population impacted by it.
    – In 1–2 paragraphs, explain your critical reasons for why the public and decision makers, as well as social workers, need to advocate for change.
    – In 1–2 paragraphs, describe what happens in communities if your goal to alleviate the problem is realized.
    – **Policy Review:** Summarize your selected policy, its relationships to the social problem, and the expected results. Then address the following:

    – Is your selected policy dictated by local or state statute—or a combination thereof?
    – How does the policy address your issue statement? Or what is missing?
    – What are the different sections, or components, of the policy?
    – How long has the current policy been in place?
    – Who supports and who opposes the policy?
    – What changes, or amendments, have been made to the policy?
    – Explain how this policy affects clients you might see in a clinical setting and why, as a clinical social worker, it would be important to advocate for change.
    – Review the _Issue Statement Sample_  document in the Learning Resources this week.
    – Search for and **select** **at least one scholarly article** that deepens your understanding of—or narrows the context for—your social problem.
    – Search for and **select** **at least one source** that explores the population(s) impacted by your selected social problem. This can be a news article or other popular media—for example, you might select a source where someone details their personal story for how they were impacted by the social problem.
    – Search for and **select** **at least one local or state policy** that works to address your selected social problem for the affected populations.

    – **Use the Legislative Proposal Assessment** from the Council on Social Work Education resource in the Learning Resources this week. This worksheet does not have to be submitted for your Assignment, but it is a useful tool to help you search for, select, and evaluate a policy.

    – Jansson, B. S. (2018). _Becoming an effective policy advocate: From policy practice to social justic_ e (8th ed.). Cengage Learning.

    – Chapter 4, “Understanding the Ecology of Policy in Governmental, Electoral, Community, and Agency Settings” (pp. 100–140)
    – Rome, S., Harris, S., & Hoechstetter, S. (2010). [Social work and civic engagement: The political participation of professional social workersLinks to an external site.](http://scholarworks.wmich.edu/jssw/vol37/iss3/7/) _. Journal of Sociology & Social Welfare, 37_ (3), 107–129.
    – Council on Social Work Education. (2018). [_Specialized practice curricular guide for macro social work practice_Links to an external site.](https://www.cswe.org/getmedia/9cab206e-fc2c-415c-b820-29db67478fd2/6859-B_cswe_MacroSW_book_web_rev1_Watermark.pdf). https://www.cswe.org/getmedia/9cab206e-fc2c-415c-b820-29db67478fd2/6859-B_cswe_MacroSW_book_web_rev1_Watermark.pdf

    – Review Appendix 5N, “Legislative Proposal Assessment” (pp. 117–119)

    – [\
    \
    wk2ASSGN_Lewis_T.docx](https://www.sweetstudy.com/files/wk2assgn-lewis-t-docx "wk2ASSGN_Lewis_T.docx")
    – [\
    \
    SOCW_6361_Issue_Statement_Sample_toBuild.pdf](https://www.sweetstudy.com/files/socw-6361-issue-statement-sample-tobuild-pdf-10561049 "SOCW_6361_Issue_Statement_Sample_toBuild.pdf")

  • [Solved] week 4 discussion

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    Managing public opinion and understanding the balance between its influence and your advocacy goals is a delicate matter. It is a task fraught with uncertainty because, as a policy advocate, you must navigate through the territory of politicians, bureaucrats, and lobbyists whose primary goals are to…

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    Assignment Prompt & Instructions

    Managing public opinion and understanding the balance between its influence and your advocacy goals is a delicate matter. It is a task fraught with uncertainty because, as a policy advocate, you must navigate through the territory of politicians, bureaucrats, and lobbyists whose primary goals are to appease and please their constituents.

    The policy advocate must have a plan or a policy road map to help navigate through a complicated system of institutions, legislatures, and funding bodies that provide the ecology of policies in local, state, and national settings. Having a solid plan is the first step in preparation for successfully handling the sensitive issues that may arise when public opinion influences the policy process.

    For this Discussion, you will identify how public opinion influences the process and political approaches involved in addressing the social problem you selected earlier in the course.

    – Review Chapter 4 in the Jansson text.
    – Review the article by Rome and Hoechstetter in the Learning Resources this week.
    – Search for and **select** **at least one scholarly article** that explores the intersection of your selected social problem and the influence of public opinion.

    **Post** a brief reminder of your social problem and address the following:

    – How does public opinion influence political approaches to the problem? Explain.
    – What policy advocacy approaches and skills can you use to address the problem with political leaders?
    – What are the social justice implications of your approach?

    Be sure to cite the article you selected to inform your Discussion this week, as well as additional sources from the Learning Resources this week. Provide full APA-formatted citations for your references.

    – [\
    \
    socialproblemweek3.docx](https://www.sweetstudy.com/files/socialproblemweek3-docx "socialproblemweek3.docx")

  • [Solved] Chapter VI

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) see attached **files (5)** – ## 171-177.pdf – ## 161-170.pdf – ## ChapterVIinstructions.docx – ## 151-160.pdf – ## chapter6swk3375.pptx **## 171-177.pdf** Printed by: 8a284a4371e662f@placeholder.78812.edu. Printin…

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    Assignment Prompt & Instructions

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    see attached

    **files (5)**

    – ## 171-177.pdf

    – ## 161-170.pdf

    – ## ChapterVIinstructions.docx

    – ## 151-160.pdf

    – ## chapter6swk3375.pptx

    **## 171-177.pdf**

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    **## ChapterVIinstructions.docx**

    **In your reflection, address the following:**

    **Part 1: Working Racial/Cultural Identity Development Model**
    A Working Racial/Cultural Identity Development Model is presented. Please discuss the various stages of identity development. In your response, include the attitude toward Self, others within the same racial/cultural group, others in a different racial/cultural group, and the dominant group.

    **Part 2: Black Racial Identity Development**
    Please discuss the model of Black racial identity development outlined in Chapter 6. How can this model be useful in conducting culturally competent social work practice with Black Americans?

    **Part 3: White Racial Identity Development Theory**
    How would you incorporate White Racial Identity Development theory in a social work training program? How would you work with White students who are at the earlier stages of White identity?

    **Assignment Guidelines**

    ·
    **Substantive Reflections:** Ensure your reflections are thorough and offer in-depth analysis.

    ·
    **References:** A minimum of 3 references is required. The general rule is 3 references per every 2 pages submitted.

    ·
    **APA Format:** Follow APA guidelines, including a cover page, in-text citations, and a reference list.

    ·
    **Length:** Submit the assignment as a 2-page (minimum) Word document.

    ·
    **Formatting:** Use double-spacing and 12pt Times New Roman font.

    Textbook Reference: “A Competency-Based Approach to Diversity and Social JucticeSue,Derald Wang/Rasheed, Mikal N /Rasheed, Janice Matthews 2nd edition publisher Wiley”

    **## 151-160.pdf**

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

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    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

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    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

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    **## chapter6swk3375.pptx**

    Chapter 6

    Racial/Cultural Identity Development

    Multicultural Social Work Practice 2ed – Chapter (6)

    Racial/Cultural Identity Development Models

    Created to define processes of identity transformations:

    Cross (1971) Black Identity Development

    Sue and Sue (1971) Chinese American

    Kitano (1982) Japanese American

    Ruiz (1990) Latino/a American

    Multicultural Social Work Practice 2ed – Chapter (6)

    Black Identity Development Model

    From a White to Black frame of reference:

    Preencounter—Idealize Whites

    Encounter—Crisis then shift of worldview

    Immersion-Emersion—Black pride

    Internalization—New and old identities resolved

    Internalization-commitment—Social change

    Multicultural Social Work Practice 2ed – Chapter (6)

    Other Racial/Ethnic Identity Development Models

    Sue and Sue (1971) Chinese Americans:

    Traditionalist, Marginal Person, Asian American

    Kitano (1982) Japanese Americans:

    Positive-Positive, Negative-Positive, Positive-Negative, Negative-Negative

    Multicultural Social Work Practice 2ed – Chapter (6)

    Other Racial/Ethnic Identity Development Models (Cont’d)

    Ruiz (1990) Latino/a Americans:

    Focus on specific Hispanic cultural groups

    Marginal status correlated with maladjustment

    Assimilation destructive to the individual

    Pride correlated with positive mental health

    Multicultural Social Work Practice 2ed – Chapter (6)

    Feminist Identity Theory

    Patriarchy is responsible for women’s problems:

    Passive acceptance—of traditional gender roles

    Revelation—that prejudice exists; becomes angry

    Embeddedness-emanation—develops close relationships with women and finds support

    Synthesis—positive identity is formed

    Active Commitment—making societal changes

    Multicultural Social Work Practice 2ed – Chapter (6)

    A Working Racial/Cultural Identity Development Model

    Understand self in relation to:

    own group,

    dominant group

    and the relationship between two groups

    Multicultural Social Work Practice 2ed – Chapter (6)

    A Working Racial/Cultural Identity Development Model (Cont’d)

    Multicultural Social Work Practice 2ed – Chapter (6)

    Conformity—Idealize White society

    Dissonance—Conflict arises

    Resistance and Immersion—Guilt, shame, anger at conformity—begins to develop positive self identity

    Introspection—Feelings intensify—may become rigid

    Integrative Awareness—Inner sense of security

    Social Work Implications of the R/CID Model

    Sensitize social workers to role that oppression plays in person of color’s development

    Social worker’s role to extend beyond office

    Recognition of difference

    Better prescriptive interventions

    Potentially changing and developmental nature of cultural identity

    Multicultural Social Work Practice 2ed – Chapter (6)

    ## image1.png

    **## chapter6swk3375.pptx**

    Chapter 6

    Racial/Cultural Identity Development

    Multicultural Social Work Practice 2ed – Chapter (6)

    Racial/Cultural Identity Development Models

    Created to define processes of identity transformations:

    Cross (1971) Black Identity Development

    Sue and Sue (1971) Chinese American

    Kitano (1982) Japanese American

    Ruiz (1990) Latino/a American

    Multicultural Social Work Practice 2ed – Chapter (6)

    Black Identity Development Model

    From a White to Black frame of reference:

    Preencounter—Idealize Whites

    Encounter—Crisis then shift of worldview

    Immersion-Emersion—Black pride

    Internalization—New and old identities resolved

    Internalization-commitment—Social change

    Multicultural Social Work Practice 2ed – Chapter (6)

    Other Racial/Ethnic Identity Development Models

    Sue and Sue (1971) Chinese Americans:

    Traditionalist, Marginal Person, Asian American

    Kitano (1982) Japanese Americans:

    Positive-Positive, Negative-Positive, Positive-Negative, Negative-Negative

    Multicultural Social Work Practice 2ed – Chapter (6)

    Other Racial/Ethnic Identity Development Models (Cont’d)

    Ruiz (1990) Latino/a Americans:

    Focus on specific Hispanic cultural groups

    Marginal status correlated with maladjustment

    Assimilation destructive to the individual

    Pride correlated with positive mental health

    Multicultural Social Work Practice 2ed – Chapter (6)

    Feminist Identity Theory

    Patriarchy is responsible for women’s problems:

    Passive acceptance—of traditional gender roles

    Revelation—that prejudice exists; becomes angry

    Embeddedness-emanation—develops close relationships with women and finds support

    Synthesis—positive identity is formed

    Active Commitment—making societal changes

    Multicultural Social Work Practice 2ed – Chapter (6)

    A Working Racial/Cultural Identity Development Model

    Understand self in relation to:

    own group,

    dominant group

    and the relationship between two groups

    Multicultural Social Work Practice 2ed – Chapter (6)

    A Working Racial/Cultural Identity Development Model (Cont’d)

    Multicultural Social Work Practice 2ed – Chapter (6)

    Conformity—Idealize White society

    Dissonance—Conflict arises

    Resistance and Immersion—Guilt, shame, anger at conformity—begins to develop positive self identity

    Introspection—Feelings intensify—may become rigid

    Integrative Awareness—Inner sense of security

    Social Work Implications of the R/CID Model

    Sensitize social workers to role that oppression plays in person of color’s development

    Social worker’s role to extend beyond office

    Recognition of difference

    Better prescriptive interventions

    Potentially changing and developmental nature of cultural identity

    Multicultural Social Work Practice 2ed – Chapter (6)

    ## image1.png

    **## 171-177.pdf**

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
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    **## 161-170.pdf**

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    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

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    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

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    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
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    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## ChapterVIinstructions.docx**

    **In your reflection, address the following:**

    **Part 1: Working Racial/Cultural Identity Development Model**
    A Working Racial/Cultural Identity Development Model is presented. Please discuss the various stages of identity development. In your response, include the attitude toward Self, others within the same racial/cultural group, others in a different racial/cultural group, and the dominant group.

    **Part 2: Black Racial Identity Development**
    Please discuss the model of Black racial identity development outlined in Chapter 6. How can this model be useful in conducting culturally competent social work practice with Black Americans?

    **Part 3: White Racial Identity Development Theory**
    How would you incorporate White Racial Identity Development theory in a social work training program? How would you work with White students who are at the earlier stages of White identity?

    **Assignment Guidelines**

    ·
    **Substantive Reflections:** Ensure your reflections are thorough and offer in-depth analysis.

    ·
    **References:** A minimum of 3 references is required. The general rule is 3 references per every 2 pages submitted.

    ·
    **APA Format:** Follow APA guidelines, including a cover page, in-text citations, and a reference list.

    ·
    **Length:** Submit the assignment as a 2-page (minimum) Word document.

    ·
    **Formatting:** Use double-spacing and 12pt Times New Roman font.

    Textbook Reference: “A Competency-Based Approach to Diversity and Social JucticeSue,Derald Wang/Rasheed, Mikal N /Rasheed, Janice Matthews 2nd edition publisher Wiley”

    **## 151-160.pdf**

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## chapter6swk3375.pptx**

    Chapter 6

    Racial/Cultural Identity Development

    Multicultural Social Work Practice 2ed – Chapter (6)

    Racial/Cultural Identity Development Models

    Created to define processes of identity transformations:

    Cross (1971) Black Identity Development

    Sue and Sue (1971) Chinese American

    Kitano (1982) Japanese American

    Ruiz (1990) Latino/a American

    Multicultural Social Work Practice 2ed – Chapter (6)

    Black Identity Development Model

    From a White to Black frame of reference:

    Preencounter—Idealize Whites

    Encounter—Crisis then shift of worldview

    Immersion-Emersion—Black pride

    Internalization—New and old identities resolved

    Internalization-commitment—Social change

    Multicultural Social Work Practice 2ed – Chapter (6)

    Other Racial/Ethnic Identity Development Models

    Sue and Sue (1971) Chinese Americans:

    Traditionalist, Marginal Person, Asian American

    Kitano (1982) Japanese Americans:

    Positive-Positive, Negative-Positive, Positive-Negative, Negative-Negative

    Multicultural Social Work Practice 2ed – Chapter (6)

    Other Racial/Ethnic Identity Development Models (Cont’d)

    Ruiz (1990) Latino/a Americans:

    Focus on specific Hispanic cultural groups

    Marginal status correlated with maladjustment

    Assimilation destructive to the individual

    Pride correlated with positive mental health

    Multicultural Social Work Practice 2ed – Chapter (6)

    Feminist Identity Theory

    Patriarchy is responsible for women’s problems:

    Passive acceptance—of traditional gender roles

    Revelation—that prejudice exists; becomes angry

    Embeddedness-emanation—develops close relationships with women and finds support

    Synthesis—positive identity is formed

    Active Commitment—making societal changes

    Multicultural Social Work Practice 2ed – Chapter (6)

    A Working Racial/Cultural Identity Development Model

    Understand self in relation to:

    own group,

    dominant group

    and the relationship between two groups

    Multicultural Social Work Practice 2ed – Chapter (6)

    A Working Racial/Cultural Identity Development Model (Cont’d)

    Multicultural Social Work Practice 2ed – Chapter (6)

    Conformity—Idealize White society

    Dissonance—Conflict arises

    Resistance and Immersion—Guilt, shame, anger at conformity—begins to develop positive self identity

    Introspection—Feelings intensify—may become rigid

    Integrative Awareness—Inner sense of security

    Social Work Implications of the R/CID Model

    Sensitize social workers to role that oppression plays in person of color’s development

    Social worker’s role to extend beyond office

    Recognition of difference

    Better prescriptive interventions

    Potentially changing and developmental nature of cultural identity

    Multicultural Social Work Practice 2ed – Chapter (6)

    ## image1.png

    **## 171-177.pdf**

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## 161-170.pdf**

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## ChapterVIinstructions.docx**

    **In your reflection, address the following:**

    **Part 1: Working Racial/Cultural Identity Development Model**
    A Working Racial/Cultural Identity Development Model is presented. Please discuss the various stages of identity development. In your response, include the attitude toward Self, others within the same racial/cultural group, others in a different racial/cultural group, and the dominant group.

    **Part 2: Black Racial Identity Development**
    Please discuss the model of Black racial identity development outlined in Chapter 6. How can this model be useful in conducting culturally competent social work practice with Black Americans?

    **Part 3: White Racial Identity Development Theory**
    How would you incorporate White Racial Identity Development theory in a social work training program? How would you work with White students who are at the earlier stages of White identity?

    **Assignment Guidelines**

    ·
    **Substantive Reflections:** Ensure your reflections are thorough and offer in-depth analysis.

    ·
    **References:** A minimum of 3 references is required. The general rule is 3 references per every 2 pages submitted.

    ·
    **APA Format:** Follow APA guidelines, including a cover page, in-text citations, and a reference list.

    ·
    **Length:** Submit the assignment as a 2-page (minimum) Word document.

    ·
    **Formatting:** Use double-spacing and 12pt Times New Roman font.

    Textbook Reference: “A Competency-Based Approach to Diversity and Social JucticeSue,Derald Wang/Rasheed, Mikal N /Rasheed, Janice Matthews 2nd edition publisher Wiley”

    **## 151-160.pdf**

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    Printed by: 8a284a4371e662f@placeholder.78812.edu. Printing is for personal, private use only. No part of this book
    may be reproduced or transmitted without publisher's prior permission. Violators will be prosecuted.

    **## chapter6swk3375.pptx**

    Chapter 6

    Racial/Cultural Identity Development

    Multicultural Social Work Practice 2ed – Chapter (6)

    Racial/Cultural Identity Development Models

    Created to define processes of identity transformations:

    Cross (1971) Black Identity Development

    Sue and Sue (1971) Chinese American

    Kitano (1982) Japanese American

    Ruiz (1990) Latino/a American

    Multicultural Social Work Practice 2ed – Chapter (6)

    Black Identity Development Model

    From a White to Black frame of reference:

    Preencounter—Idealize Whites

    Encounter—Crisis then shift of worldview

    Immersion-Emersion—Black pride

    Internalization—New and old identities resolved

    Internalization-commitment—Social change

    Multicultural Social Work Practice 2ed – Chapter (6)

    Other Racial/Ethnic Identity Development Models

    Sue and Sue (1971) Chinese Americans:

    Traditionalist, Marginal Person, Asian American

    Kitano (1982) Japanese Americans:

    Positive-Positive, Negative-Positive, Positive-Negative, Negative-Negative

    Multicultural Social Work Practice 2ed – Chapter (6)

    Other Racial/Ethnic Identity Development Models (Cont’d)

    Ruiz (1990) Latino/a Americans:

    Focus on specific Hispanic cultural groups

    Marginal status correlated with maladjustment

    Assimilation destructive to the individual

    Pride correlated with positive mental health

    Multicultural Social Work Practice 2ed – Chapter (6)

    Feminist Identity Theory

    Patriarchy is responsible for women’s problems:

    Passive acceptance—of traditional gender roles

    Revelation—that prejudice exists; becomes angry

    Embeddedness-emanation—develops close relationships with women and finds support

    Synthesis—positive identity is formed

    Active Commitment—making societal changes

    Multicultural Social Work Practice 2ed – Chapter (6)

    A Working Racial/Cultural Identity Development Model

    Understand self in relation to:

    own group,

    dominant group

    and the relationship between two groups

    Multicultural Social Work Practice 2ed – Chapter (6)

    A Working Racial/Cultural Identity Development Model (Cont’d)

    Multicultural Social Work Practice 2ed – Chapter (6)

    Conformity—Idealize White society

    Dissonance—Conflict arises

    Resistance and Immersion—Guilt, shame, anger at conformity—begins to develop positive self identity

    Introspection—Feelings intensify—may become rigid

    Integrative Awareness—Inner sense of security

    Social Work Implications of the R/CID Model

    Sensitize social workers to role that oppression plays in person of color’s development

    Social worker’s role to extend beyond office

    Recognition of difference

    Better prescriptive interventions

    Potentially changing and developmental nature of cultural identity

    Multicultural Social Work Practice 2ed – Chapter (6)

    ## image1.png

  • [Solved] PowerPoint presentation

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) ## **Week 6Proposal for New Group** ### **Assignment** #### **Purpose** This assignment aims to support your understanding of groups and the necessity of employing (if applicable) evidence-informed, culturally rel…

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    ## **Week 6Proposal for New Group**

    ### **Assignment**

    #### **Purpose**

    This assignment aims to support your understanding of groups and the necessity of employing (if applicable) evidence-informed, culturally relevant engagement strategies to diverse populations.

    #### **Course Outcomes**

    This assignment enables students to meet the following outcomes:

    – CO 2: Use a global perspective to advance human rights for oppressed and marginalized populations (Competency 2).
    – CO 3: Employ decolonizing practices to challenge oppressive thinking and colonized systems of care (Competency 2, 5).
    – CO 5: Apply non-White, non-U.S.-centric strategies and perspectives when engaging individuals, family, groups, organizations, and communities (Competency 3).

    #### **Due Date**

    Students must upload their video file to Canvas by Sunday at 11:59 p.m. MT.

    #### **Late Assignment Policy**

    Students are expected to submit assignments by the due date. Assignments submitted after the due date and time will receive an automatic deduction. Please review the course syllabus regarding Chamberlain University’s late work policy.

    #### **Total Points Possible**

    This assignment is worth 150 points.

    #### **Preparing the Assignment**

    Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.

    **Directions**

    Complete this assignment following the steps below.

    **Section 1: Format**

    1. You are to propose a new group to serve a population served by your practicum agency.
    2. The proposal must be a recorded slide show with narration for your practicum instructor to review. Your slide deck (e.g., PowerPoint) will organize your presentation.
    3. The recording must be between 5 and 7 minutes.
    4. Your practicum instructor will review the video and will be asked to answer three questions:
    1. Briefly describe the feasibility of the proposal.
    2. In what ways was the proposal research-informed?
    3. Briefly comment on the implementation plan and recruitment strategy.
    5. You are expected to have at least 7-10 slides. Organize your slide deck using the title headings identified below. The only exception is slide 1, for which you will choose the title of your presentation. Immediately following each title heading (e.g., About the Organization, Population, Group), follow the instructions. Please remember this is a video narration where you are using the slides to make your key points versus reading each slide. Each slide should have no more than 40 words.

    **Section 2: Organization and Delivery**

    1. Organize your slide deck (PowerPoint presentation) using the following format:
    1. The title slide (first slide) should include your name and the date in the subtitle.
    2. **About the Organization**. During the presentation of your second slide, describe your practicum site. Briefly describe its purpose, mission, and population served. Briefly describe the service array and setting.
    3. **Population**. With your third slide, identify and describe a population served by your practicum that would benefit from a group modality. Briefly describe the population.
    4. **Group**. The fourth slide identifies the type of group work you propose to use and why. The rationale for choosing the group type must be evidence-based and not based on conjecture.
    5. **Implementation Plan**. The fifth slide describes how the group would be implemented, including information regarding its intensity, frequency, and duration.
    6. **Recruitment**. The sixth slide describes information regarding recruitment strategies that are evidence-informed and culturally relevant.
    7. **Engagement**. The seventh slide highlights specific engagement strategies that would be used and why.
    8. **Summary**. The eighth slide summarizes the main points and takeaways.
    9. **References**. The ninth slide includes all references using APA format.
    2. You must use at least three outside, academic, and relevant sources for this assignment.
    3. Sources should be no more than three years old unless they are historical references.
    4. You must correctly cite and use in-text citations.
    5. Follow grammar, spelling, word usage, and punctuation rules consistent with formal, professional writing.
    6. Abide by Chamberlain University’s academic integrity policy.

    Once you complete the recording, please check the quality of the video to make sure the picture is clear and the sound is audible. You must upload the video file to My Media in Canvas. Links to online video-sharing platforms will not be accepted. Go to My Media in Canvas and click Media Upload. Drag and drop the file or choose the file to upload. All standard video formats (e.g., MP4) are accepted. This will save your video to Kaltura Media. When you are ready to submit your assignment, click “Start Assignment.” Next, click Text Entry. In the Rich Content Editor, click Embed Kaltura Media. Locate your video and click Embed. After you have embedded your video, click Submit Assignment.

    ## Rubric

    **MSW543 W6 Proposal for New Group Assignment** MSW543 W6 Proposal for New Group AssignmentCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeSection 1: Format1. Uploaded a 3- to 5-minute presentation. The requirement is not met if more than five minutes and less than three.

    2. Utilized a slide deck (i.e. PowerPoint) to organize the presentation.

    3. At least seven slides were used. The requirement was not met if fewer than seven slides were used.

    4. The headings for each slide aligned with the instructions. The requirement was not met if students used different title headings. **20** **ptsExcellentAll requirements met.18** **ptsVery Good3 requirements met.16** **ptsSatisfactory2 requirements met.10** **ptsNeeds Improvement1 requirement met.0** **ptsUnsatisfactoryNo requirements met.** 20 pts

    This criterion is linked to a Learning OutcomeSection 2: Organization and Delivery1. The title slide includes the name of the student.

    2. About the organization: This slide described the organization, its mission, the population served, and its setting.

    3. Population: The population is identified and described.

    4. Group. The type of group is described. The rationale for proposing this type of group is evidence-informed.

    5. Implementation Plan. An implementation plan is proposed and includes, at minimum, the intensity, frequency, and duration.

    6. Recruitment. An evidence-informed and culturally relevant recruitment plan is presented.

    7. Engagement. Engagement strategies are discussed and the rationale for each strategy is clear and evidence informed.

    8. Summary. The main points and takeaways are discussed.

    9. References. All references using APA format were presented. **100** **ptsExcellentAll requirements met.90** **ptsVery Good7 requirements met.80** **ptsSatisfactory5 requirements met.50** **ptsNeeds Improvement3 or less requirements met.0** **ptsUnsatisfactoryNo requirements met.** 100 pts

    This criterion is linked to a Learning OutcomeSection 3: Format1. Answered all questions/criteria with explanation and detail.

    2. Included at least three academic and relevant references.

    3. Included in-text citations. **20** **ptsExcellentAll requirements met.16** **ptsSatisfactory2 requirements met.10** **ptsNeeds Improvement1 requirement met.0** **ptsUnsatisfactoryNo requirements met.** 20 pts

    This criterion is linked to a Learning OutcomeCitation and Reference FormationUse the current APA Style standards to format citations and references and is free of errors. **5** **ptsExcellent0-1 errors.4** **ptsVery Good2-3 errors.3** **ptsSatisfactory4-5 errors.2** **ptsNeeds Improvement6-7 errors.0** **ptsUnsatisfactoryMore than 7 errors.** 5 pts

    This criterion is linked to a Learning OutcomeWriting RequirementsCommunicate with minimal English grammar, spelling, syntax, and punctuation errors. **5** **ptsExcellent0-1 errors.4** **ptsVery Good2-3 errors.3** **ptsSatisfactory4-5 errors.2** **ptsNeeds Improvement6-7 errors.0** **ptsUnsatisfactoryMore than 7 errors.** 5 pts

    This criterion is linked to a Learning OutcomeLate Deduction **0** **ptsNo Points DeductedSubmitted on time0** **ptsPoints DeductedNot Submitted on Time – Points Deducted (5% deduction per day) Score of 0 if more than 7 days late** 0 pts

    Total Points: 150

    – [\
    \
    Insimpleterms.docx](https://www.sweetstudy.com/files/insimpleterms-docx "Insimpleterms.docx")

  • [Solved] reflection 4

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    **files (2)** – ## FIELDPLACEMENT.docx – ## SOCW_6510_WeeklyReflection.docx **## FIELDPLACEMENT.docx** FIELD PLACEMENT: Mentally Fit substance abuse counseling Intake process: Assessment on substance abuse Recommendations: Counseling **## SOCW_6510_WeeklyReflection.docx** **Field Experience Refl…

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    **files (2)**

    – ## FIELDPLACEMENT.docx

    – ## SOCW_6510_WeeklyReflection.docx

    **## FIELDPLACEMENT.docx**

    FIELD PLACEMENT: Mentally Fit substance abuse counseling

    Intake process: Assessment on substance abuse

    Recommendations: Counseling

    **## SOCW_6510_WeeklyReflection.docx**

    **Field Experience Reflection**

    _This reflection is an opportunity for students to review their field learning and experience. This will be used as an assessment and evaluation tool for both the student and faculty. Completion is mandatory. Failure to complete the form will result in the grade of -0- until complete._

    **Please respond to 2 of the following questions that apply to your field work this week:**

    1. What did I learn this week that expanded my understanding of social work practice or the impact of social work on clients?

    | |
    | — |
    | |

    2. How did my physical needs affect my experience, and what adjustments helped?

    | |
    | — |
    | |

    3. What moments stood out emotionally, professionally, or personally?

    | |
    | — |
    | |

    4. What advocacy or systemic insights did I gain from the environment?

    | |
    | — |
    | |

    5. How can I apply this week’s experience to my long-term professional development?

    | |
    | — |
    | |

    **Synchronous Meeting Reflection**

    Describe what you contributed to the class discussion or small-group discussion in the Synchronous Meeting this week.

    | |
    | — |
    | |

    **## SOCW_6510_WeeklyReflection.docx**

    **Field Experience Reflection**

    _This reflection is an opportunity for students to review their field learning and experience. This will be used as an assessment and evaluation tool for both the student and faculty. Completion is mandatory. Failure to complete the form will result in the grade of -0- until complete._

    **Please respond to 2 of the following questions that apply to your field work this week:**

    1. What did I learn this week that expanded my understanding of social work practice or the impact of social work on clients?

    | |
    | — |
    | |

    2. How did my physical needs affect my experience, and what adjustments helped?

    | |
    | — |
    | |

    3. What moments stood out emotionally, professionally, or personally?

    | |
    | — |
    | |

    4. What advocacy or systemic insights did I gain from the environment?

    | |
    | — |
    | |

    5. How can I apply this week’s experience to my long-term professional development?

    | |
    | — |
    | |

    **Synchronous Meeting Reflection**

    Describe what you contributed to the class discussion or small-group discussion in the Synchronous Meeting this week.

    | |
    | — |
    | |

    **## FIELDPLACEMENT.docx**

    FIELD PLACEMENT: Mentally Fit substance abuse counseling

    Intake process: Assessment on substance abuse

    Recommendations: Counseling

    **## SOCW_6510_WeeklyReflection.docx**

    **Field Experience Reflection**

    _This reflection is an opportunity for students to review their field learning and experience. This will be used as an assessment and evaluation tool for both the student and faculty. Completion is mandatory. Failure to complete the form will result in the grade of -0- until complete._

    **Please respond to 2 of the following questions that apply to your field work this week:**

    1. What did I learn this week that expanded my understanding of social work practice or the impact of social work on clients?

    | |
    | — |
    | |

    2. How did my physical needs affect my experience, and what adjustments helped?

    | |
    | — |
    | |

    3. What moments stood out emotionally, professionally, or personally?

    | |
    | — |
    | |

    4. What advocacy or systemic insights did I gain from the environment?

    | |
    | — |
    | |

    5. How can I apply this week’s experience to my long-term professional development?

    | |
    | — |
    | |

    **Synchronous Meeting Reflection**

    Describe what you contributed to the class discussion or small-group discussion in the Synchronous Meeting this week.

    | |
    | — |
    | |

    **## FIELDPLACEMENT.docx**

    FIELD PLACEMENT: Mentally Fit substance abuse counseling

    Intake process: Assessment on substance abuse

    Recommendations: Counseling

    **## SOCW_6510_WeeklyReflection.docx**

    **Field Experience Reflection**

    _This reflection is an opportunity for students to review their field learning and experience. This will be used as an assessment and evaluation tool for both the student and faculty. Completion is mandatory. Failure to complete the form will result in the grade of -0- until complete._

    **Please respond to 2 of the following questions that apply to your field work this week:**

    1. What did I learn this week that expanded my understanding of social work practice or the impact of social work on clients?

    | |
    | — |
    | |

    2. How did my physical needs affect my experience, and what adjustments helped?

    | |
    | — |
    | |

    3. What moments stood out emotionally, professionally, or personally?

    | |
    | — |
    | |

    4. What advocacy or systemic insights did I gain from the environment?

    | |
    | — |
    | |

    5. How can I apply this week’s experience to my long-term professional development?

    | |
    | — |
    | |

    **Synchronous Meeting Reflection**

    Describe what you contributed to the class discussion or small-group discussion in the Synchronous Meeting this week.

    | |
    | — |
    | |

  • [Solved] week 4 field

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Process recordings can help you build a variety of skills as an emerging practitioner. By conceptualizing, organizing, and documenting ongoing activities with clients, you are able to clarify the purpose of interviews and interventions, identify professional strengths and weaknesses, and improve sel…

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    Assignment Prompt & Instructions

    Process recordings can help you build a variety of skills as an emerging practitioner. By conceptualizing, organizing, and documenting ongoing activities with clients, you are able to clarify the purpose of interviews and interventions, identify professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client.

    Because process recordings play a large role in this course and in future field experience courses, you must familiarize yourself with the steps and elements involved. For this Assignment, you have the opportunity to practice completing a process recording.

    – Review this week’s resources on process recordings.
    – Access the Process Recording Template for Foundation Year in the Learning Resources and use it for this Assignment.
    – Recall the interactive media from last week ( _Using Theory to Inform Assessment_ ) in which you engaged with a client during an intake session. Imagine that you have just met with this client and need to complete a process recording of your session.

    ### **By Day 7**

    – Using the Process Recording Template for Foundation Year, complete a practice process recording based on your engagement with the client in the Week 3 interactive media. Specifically:
    – Complete the agency and client information section.
    – Provide a transcript of your dialogue with the client.
    – Identify your application of specific theories, tools, and skills within the interaction.
    – Analyze the interaction by interpreting the client’s verbal and nonverbal responses.
    – Describe your reactions, including what you were thinking and feeling, and/or any issues related to the client interaction.

    – [\
    \
    Process_Recording_Template_Foundation.docx](https://www.sweetstudy.com/files/process-recording-template-foundation-docx "Process_Recording_Template_Foundation.docx")
    – [\
    \
    TRANSCRIPT-ProcessRecording.pdf](https://www.sweetstudy.com/files/transcript-processrecording-pdf "TRANSCRIPT-ProcessRecording.pdf")
    – [\
    \
    FIELDPLACEMENT.docx](https://www.sweetstudy.com/files/fieldplacement-docx-10562161 "FIELDPLACEMENT.docx")

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  • [Solved] Movie case review reaction

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) **Movie case review reaction:** Please choose from the movies, documentaries, or series below. Please watch the selection and write a one-page reaction. Most of these are available through various online services-…

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    **Movie case review reaction:** Please choose from the movies, documentaries, or series below. Please watch the selection and write a one-page reaction. Most of these are available through various online services-some free, some requiring a subscription, some have rental or purchase fees associated. I tried to give you a variety for these reasons. I don’t want you to have to pay for anything related to internship.

    **General:**

    The Theory of Everything

    Rain Man

    Diffability Hollywood

    The Ringer

    Radio

    Crash

    Sling Blade

    CODA

    Speechless

    Sound of Metal

    Love on the spectrum

    Bates Motel (Family dynamics around mental health)

    **Youth Services:**

    Lean on me

    Crip Camp: A Disability Revolution

    Asperger’s Are Us

    Stand and Deliver

    The Healing Powers of Dude

    Out of My Mind

    The Way He Looks

    Darius Goes West

    **Veteran Services:**

    To Be of Service

    Coming Home

    The Best Years of our Lives

    Born on the Fourth of July

    Music Within

    Murderball

    Debt of Honor: Disabled Veterans in American History

    American Veteran

    **Addiction:**

    Roll With Me

    Anonymous People

    The Shift

    Clean and Sober

    Basketball Diaries

    **Independent Living/Housing Assistance:**

    Same Kind of Different as Me

    The Fundamentals of Caring

    Atypical

    Feeling Through

    Time Out of Mind

    The Lady in the Van

    I am Sam

    Invisible People

    Down and Out: Surviving the Homelessness Crisis

    Building Hope: Ending Homelessness

    **LBGTQ+:**

    Special

    Sex Education

    This Close

    Margarita with a Straw

    By Hook or By Crook

    The Way He Looks

    Unidentified Objects

    **Victim Services/Trafficking:**

    Jeffrey Epstein: Filthy Rich

    Murder to Mercy: The Cyntoia Brown Story

    Unbelievable

    Sean Combs: The Reckoning

    That’s it for this week. I want you all to concentrate on getting linked up with staff for client interactions.

  • [Solved] SWK 5001| Week 10: Becoming a Research-Minded

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) Please see attached. **files (2)** – ## SWK5001-Week5-LackofAccessibleAffordableTreatmentServices.docx – InstructionsWeek10Assignment_BecomingaResearch-MindedSocialWorker.pdf **## SWK5001-Week5-LackofAccessibleAf…

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    Please see attached.

    **files (2)**

    – ## SWK5001-Week5-LackofAccessibleAffordableTreatmentServices.docx

    – InstructionsWeek10Assignment_BecomingaResearch-MindedSocialWorker.pdf

    **## SWK5001-Week5-LackofAccessibleAffordableTreatmentServices.docx**

    2

    **Lack of Accessible, Affordable Treatment Services**

    Tierainie C. Johnson, MS, MCAP

    Capella University

    SWK 5001- Research in Social Work

    Dr. Selina Matis

    May 14, 2026

    **Lack of Accessible, Affordable Treatment Services**

    **Problem Statement**

    **Relevance to Social Work**

    The issue of lack of accessible and affordable treatment services is a social problem that has a significant impact on the social work profession. Financial, provider, and systemic inequities prevent millions of Americans from accessing timely and sufficient care for mental health and substance use disorders (Coombs et al., 2021). Social workers, who are at the intersection of individual need and institutional systems, regularly meet with clients who fall through critical gaps of the treatment continuum. This issue is directly related to social work's central purpose of improving human well-being and fulfilling basic human needs. Clients without access to affordable and accessible services experience poorer outcomes, longer suffering, and greater cycles of poverty and social marginalization.

    **Connection to the NASW Code of Ethics**

    The National Association of Social Workers (NASW) Code of Ethics is based on human dignity, service, and justice. Geography, cost, and insurance pose real barriers to accessing the required care, undermining a person's human dignity and reflecting structural injustice. These conditions are the ethical responsibility of the social worker to address, lobby for systemic change, and dismantle barriers to client access to services. This moral duty is reflected in all aspects of practice. The ethical framework of the profession requires that those working in the field acknowledge systemic factors that are barriers to well-being and take action through direct practice, interdisciplinary collaboration, and policy advocacy (NASW, 2021).

    **Core Values and Ethical Standards**

    This issue relates to two core NASW values. One is social justice, which means that social workers are committed to actively working for systemic change on behalf of vulnerable and oppressed individuals and groups (NASW, 2021, Section 6.01). The disparity in treatment according to the income, race, or geographical location is a basic social injustice that the profession must confront. The second, dignity and worth of the person, is concerned with treating each individual with dignity and respect, and promoting meaningful self-determination (NASW, 2021, Section 1.02). If treatment is not available, clients are denied the conditions that enable them to make choices and to sustain recovery, and thereby denied the opportunity for lasting well-being

    **Literature Review Summary**

    To estimate the magnitude of barriers to mental health care access among adults with mental health conditions in the United States, Coombs et al. (2021) performed a cross-sectional, population-based analysis of 2017-2018 National Health Interview Survey data of 50,103 adults. 95.6% of the respondents reported at least one barrier, the most common being lack of insurance and cost. Adults experiencing high levels of psychological distress were significantly more likely to be without a care provider, which deepens the understanding of how financial inequities are leaving the most vulnerable out. The study demonstrates limited cultural responsiveness as it does not account for racial and ethnic disparities in access to treatment. This is a serious issue for social work practice, especially because the populations most impacted by access barriers are disproportionately communities of color, and the findings of the study fail to reflect the unique experiences of these communities. However, it was published in a peer-reviewed journal, SSM: Population Health, and the large, nationally representative data set carries a high level of credibility. It provides a direct focus on cost, insurance, and structural barriers, making it very relevant to social workers involved in advocacy, policy change and equitable services delivery planning with underserved communities.

    Cernasev et al. (2021) systematically reviewed literature from the United States (U.S.) that focused on barriers and facilitators to access to medications for opioid use disorder (MOUD) from a patient perspective. Four electronic databases were searched and stigma, financial cost, limited provider availability, and inadequate transportation were the most commonly reported. The findings add to the understanding of the issue by foregrounding the lived patient experience and by revealing the interplay between structural and attitudinal barriers that deter ongoing treatment. Racially and ethnically diverse groups were underrepresented in included studies, which raises concerns for cultural responsiveness as a significant limitation. In the practice of social work, this restricts the applicability of the findings for designing interventions that are equitable and community-focused and take into account the diversity of populations routinely served by workers. However, the open-access, peer-reviewed article published in Exploratory Research in Clinical and Social Pharmacy follows strict methodological standards. It clearly has a patient-centred perspective, and because of its direct applicability to access to opioid use disorder treatment, it is also relevant to social work advocacy and design of culturally competent interdisciplinary treatment programs.

    Farhoudian et al. (2022) conducted a systematic review of 12 systematic reviews to determine barriers and facilitators to SUD treatment while using AMSTAR criteria to assess methodological quality. Stigma, treatment unaffordability, insurance shortcomings, and waitlist wait times were identified as the most common barriers, while peer support and integrated models of care were identified as key facilitators. The findings support the notion that treatment access barriers are ubiquitous and of a structural concern pertinent to social workers and social work knowledge. A major limitation is that most of the reviews included did not specifically address the experiences of culturally diverse and/or marginalized groups, potentially raising concerns for social work practice. This negatively impacts the ethical utility of outcomes when translating practical applications for those communities most affected by inequities in treatment. However, it is a peer-reviewed overview published in Substance Abuse (SAGE Journals) that makes it credible and comprehensive. These financial and structural barriers are supported by several independent reviews and directly relevant to social work practice, which focuses on equity goals, interdisciplinary treatment planning and systemic policy advocacy.

    **References**

    Cernasev, A., Hohmeier, K. C., Frederick, K., Jasmin, H., & Gatwood, J. (2021). A systematic literature review of patient perspectives of barriers and facilitators to access, adherence, stigma, and persistence to treatment for substance use disorder.
    _Exploratory Research in Clinical and Social Pharmacy_,
    _2_, 100029. https://doi.org/10.1016/j.rcsop.2021.100029

    Coombs, N. C., Meriwether, W. E., Caringi, J., & Newcomer, S. R. (2021). Barriers to healthcare access among U.S. adults with mental health challenges: A population-based study.
    _SSM – Population Health_,
    _15_(2), 1–8. https://doi.org/10.1016/j.ssmph.2021.100847

    Farhoudian, A., Razaghi, E., Hooshyari, Z., Noroozi, A., Pilevari, A., Mokri, A., Mohammadi, M. R., & Malekinejad, M. (2022). Barriers and facilitators to substance use disorder treatment: An overview of systematic reviews.
    _Substance Abuse: Research and Treatment_,
    _16_(16). https://doi.org/10.1177/11782218221118462

    NASW. (2021).
    _Social Workers’ Ethical Responsibilities to the Broader Society_. NASW – National Association of Social Workers. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English/Social-Workers-Ethical-Responsibilities-to-the-Broader-Society

    **InstructionsWeek10Assignment_BecomingaResearch-MindedSocialWorker.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/instructionsweek10assignment-becomingaresearch-mindedsocialworker-pdf-10562903)

    **InstructionsWeek10Assignment_BecomingaResearch-MindedSocialWorker.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/instructionsweek10assignment-becomingaresearch-mindedsocialworker-pdf-10562903)

    **## SWK5001-Week5-LackofAccessibleAffordableTreatmentServices.docx**

    2

    **Lack of Accessible, Affordable Treatment Services**

    Tierainie C. Johnson, MS, MCAP

    Capella University

    SWK 5001- Research in Social Work

    Dr. Selina Matis

    May 14, 2026

    **Lack of Accessible, Affordable Treatment Services**

    **Problem Statement**

    **Relevance to Social Work**

    The issue of lack of accessible and affordable treatment services is a social problem that has a significant impact on the social work profession. Financial, provider, and systemic inequities prevent millions of Americans from accessing timely and sufficient care for mental health and substance use disorders (Coombs et al., 2021). Social workers, who are at the intersection of individual need and institutional systems, regularly meet with clients who fall through critical gaps of the treatment continuum. This issue is directly related to social work's central purpose of improving human well-being and fulfilling basic human needs. Clients without access to affordable and accessible services experience poorer outcomes, longer suffering, and greater cycles of poverty and social marginalization.

    **Connection to the NASW Code of Ethics**

    The National Association of Social Workers (NASW) Code of Ethics is based on human dignity, service, and justice. Geography, cost, and insurance pose real barriers to accessing the required care, undermining a person's human dignity and reflecting structural injustice. These conditions are the ethical responsibility of the social worker to address, lobby for systemic change, and dismantle barriers to client access to services. This moral duty is reflected in all aspects of practice. The ethical framework of the profession requires that those working in the field acknowledge systemic factors that are barriers to well-being and take action through direct practice, interdisciplinary collaboration, and policy advocacy (NASW, 2021).

    **Core Values and Ethical Standards**

    This issue relates to two core NASW values. One is social justice, which means that social workers are committed to actively working for systemic change on behalf of vulnerable and oppressed individuals and groups (NASW, 2021, Section 6.01). The disparity in treatment according to the income, race, or geographical location is a basic social injustice that the profession must confront. The second, dignity and worth of the person, is concerned with treating each individual with dignity and respect, and promoting meaningful self-determination (NASW, 2021, Section 1.02). If treatment is not available, clients are denied the conditions that enable them to make choices and to sustain recovery, and thereby denied the opportunity for lasting well-being

    **Literature Review Summary**

    To estimate the magnitude of barriers to mental health care access among adults with mental health conditions in the United States, Coombs et al. (2021) performed a cross-sectional, population-based analysis of 2017-2018 National Health Interview Survey data of 50,103 adults. 95.6% of the respondents reported at least one barrier, the most common being lack of insurance and cost. Adults experiencing high levels of psychological distress were significantly more likely to be without a care provider, which deepens the understanding of how financial inequities are leaving the most vulnerable out. The study demonstrates limited cultural responsiveness as it does not account for racial and ethnic disparities in access to treatment. This is a serious issue for social work practice, especially because the populations most impacted by access barriers are disproportionately communities of color, and the findings of the study fail to reflect the unique experiences of these communities. However, it was published in a peer-reviewed journal, SSM: Population Health, and the large, nationally representative data set carries a high level of credibility. It provides a direct focus on cost, insurance, and structural barriers, making it very relevant to social workers involved in advocacy, policy change and equitable services delivery planning with underserved communities.

    Cernasev et al. (2021) systematically reviewed literature from the United States (U.S.) that focused on barriers and facilitators to access to medications for opioid use disorder (MOUD) from a patient perspective. Four electronic databases were searched and stigma, financial cost, limited provider availability, and inadequate transportation were the most commonly reported. The findings add to the understanding of the issue by foregrounding the lived patient experience and by revealing the interplay between structural and attitudinal barriers that deter ongoing treatment. Racially and ethnically diverse groups were underrepresented in included studies, which raises concerns for cultural responsiveness as a significant limitation. In the practice of social work, this restricts the applicability of the findings for designing interventions that are equitable and community-focused and take into account the diversity of populations routinely served by workers. However, the open-access, peer-reviewed article published in Exploratory Research in Clinical and Social Pharmacy follows strict methodological standards. It clearly has a patient-centred perspective, and because of its direct applicability to access to opioid use disorder treatment, it is also relevant to social work advocacy and design of culturally competent interdisciplinary treatment programs.

    Farhoudian et al. (2022) conducted a systematic review of 12 systematic reviews to determine barriers and facilitators to SUD treatment while using AMSTAR criteria to assess methodological quality. Stigma, treatment unaffordability, insurance shortcomings, and waitlist wait times were identified as the most common barriers, while peer support and integrated models of care were identified as key facilitators. The findings support the notion that treatment access barriers are ubiquitous and of a structural concern pertinent to social workers and social work knowledge. A major limitation is that most of the reviews included did not specifically address the experiences of culturally diverse and/or marginalized groups, potentially raising concerns for social work practice. This negatively impacts the ethical utility of outcomes when translating practical applications for those communities most affected by inequities in treatment. However, it is a peer-reviewed overview published in Substance Abuse (SAGE Journals) that makes it credible and comprehensive. These financial and structural barriers are supported by several independent reviews and directly relevant to social work practice, which focuses on equity goals, interdisciplinary treatment planning and systemic policy advocacy.

    **References**

    Cernasev, A., Hohmeier, K. C., Frederick, K., Jasmin, H., & Gatwood, J. (2021). A systematic literature review of patient perspectives of barriers and facilitators to access, adherence, stigma, and persistence to treatment for substance use disorder.
    _Exploratory Research in Clinical and Social Pharmacy_,
    _2_, 100029. https://doi.org/10.1016/j.rcsop.2021.100029

    Coombs, N. C., Meriwether, W. E., Caringi, J., & Newcomer, S. R. (2021). Barriers to healthcare access among U.S. adults with mental health challenges: A population-based study.
    _SSM – Population Health_,
    _15_(2), 1–8. https://doi.org/10.1016/j.ssmph.2021.100847

    Farhoudian, A., Razaghi, E., Hooshyari, Z., Noroozi, A., Pilevari, A., Mokri, A., Mohammadi, M. R., & Malekinejad, M. (2022). Barriers and facilitators to substance use disorder treatment: An overview of systematic reviews.
    _Substance Abuse: Research and Treatment_,
    _16_(16). https://doi.org/10.1177/11782218221118462

    NASW. (2021).
    _Social Workers’ Ethical Responsibilities to the Broader Society_. NASW – National Association of Social Workers. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English/Social-Workers-Ethical-Responsibilities-to-the-Broader-Society

    **InstructionsWeek10Assignment_BecomingaResearch-MindedSocialWorker.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/instructionsweek10assignment-becomingaresearch-mindedsocialworker-pdf-10562903)

    **## SWK5001-Week5-LackofAccessibleAffordableTreatmentServices.docx**

    2

    **Lack of Accessible, Affordable Treatment Services**

    Tierainie C. Johnson, MS, MCAP

    Capella University

    SWK 5001- Research in Social Work

    Dr. Selina Matis

    May 14, 2026

    **Lack of Accessible, Affordable Treatment Services**

    **Problem Statement**

    **Relevance to Social Work**

    The issue of lack of accessible and affordable treatment services is a social problem that has a significant impact on the social work profession. Financial, provider, and systemic inequities prevent millions of Americans from accessing timely and sufficient care for mental health and substance use disorders (Coombs et al., 2021). Social workers, who are at the intersection of individual need and institutional systems, regularly meet with clients who fall through critical gaps of the treatment continuum. This issue is directly related to social work's central purpose of improving human well-being and fulfilling basic human needs. Clients without access to affordable and accessible services experience poorer outcomes, longer suffering, and greater cycles of poverty and social marginalization.

    **Connection to the NASW Code of Ethics**

    The National Association of Social Workers (NASW) Code of Ethics is based on human dignity, service, and justice. Geography, cost, and insurance pose real barriers to accessing the required care, undermining a person's human dignity and reflecting structural injustice. These conditions are the ethical responsibility of the social worker to address, lobby for systemic change, and dismantle barriers to client access to services. This moral duty is reflected in all aspects of practice. The ethical framework of the profession requires that those working in the field acknowledge systemic factors that are barriers to well-being and take action through direct practice, interdisciplinary collaboration, and policy advocacy (NASW, 2021).

    **Core Values and Ethical Standards**

    This issue relates to two core NASW values. One is social justice, which means that social workers are committed to actively working for systemic change on behalf of vulnerable and oppressed individuals and groups (NASW, 2021, Section 6.01). The disparity in treatment according to the income, race, or geographical location is a basic social injustice that the profession must confront. The second, dignity and worth of the person, is concerned with treating each individual with dignity and respect, and promoting meaningful self-determination (NASW, 2021, Section 1.02). If treatment is not available, clients are denied the conditions that enable them to make choices and to sustain recovery, and thereby denied the opportunity for lasting well-being

    **Literature Review Summary**

    To estimate the magnitude of barriers to mental health care access among adults with mental health conditions in the United States, Coombs et al. (2021) performed a cross-sectional, population-based analysis of 2017-2018 National Health Interview Survey data of 50,103 adults. 95.6% of the respondents reported at least one barrier, the most common being lack of insurance and cost. Adults experiencing high levels of psychological distress were significantly more likely to be without a care provider, which deepens the understanding of how financial inequities are leaving the most vulnerable out. The study demonstrates limited cultural responsiveness as it does not account for racial and ethnic disparities in access to treatment. This is a serious issue for social work practice, especially because the populations most impacted by access barriers are disproportionately communities of color, and the findings of the study fail to reflect the unique experiences of these communities. However, it was published in a peer-reviewed journal, SSM: Population Health, and the large, nationally representative data set carries a high level of credibility. It provides a direct focus on cost, insurance, and structural barriers, making it very relevant to social workers involved in advocacy, policy change and equitable services delivery planning with underserved communities.

    Cernasev et al. (2021) systematically reviewed literature from the United States (U.S.) that focused on barriers and facilitators to access to medications for opioid use disorder (MOUD) from a patient perspective. Four electronic databases were searched and stigma, financial cost, limited provider availability, and inadequate transportation were the most commonly reported. The findings add to the understanding of the issue by foregrounding the lived patient experience and by revealing the interplay between structural and attitudinal barriers that deter ongoing treatment. Racially and ethnically diverse groups were underrepresented in included studies, which raises concerns for cultural responsiveness as a significant limitation. In the practice of social work, this restricts the applicability of the findings for designing interventions that are equitable and community-focused and take into account the diversity of populations routinely served by workers. However, the open-access, peer-reviewed article published in Exploratory Research in Clinical and Social Pharmacy follows strict methodological standards. It clearly has a patient-centred perspective, and because of its direct applicability to access to opioid use disorder treatment, it is also relevant to social work advocacy and design of culturally competent interdisciplinary treatment programs.

    Farhoudian et al. (2022) conducted a systematic review of 12 systematic reviews to determine barriers and facilitators to SUD treatment while using AMSTAR criteria to assess methodological quality. Stigma, treatment unaffordability, insurance shortcomings, and waitlist wait times were identified as the most common barriers, while peer support and integrated models of care were identified as key facilitators. The findings support the notion that treatment access barriers are ubiquitous and of a structural concern pertinent to social workers and social work knowledge. A major limitation is that most of the reviews included did not specifically address the experiences of culturally diverse and/or marginalized groups, potentially raising concerns for social work practice. This negatively impacts the ethical utility of outcomes when translating practical applications for those communities most affected by inequities in treatment. However, it is a peer-reviewed overview published in Substance Abuse (SAGE Journals) that makes it credible and comprehensive. These financial and structural barriers are supported by several independent reviews and directly relevant to social work practice, which focuses on equity goals, interdisciplinary treatment planning and systemic policy advocacy.

    **References**

    Cernasev, A., Hohmeier, K. C., Frederick, K., Jasmin, H., & Gatwood, J. (2021). A systematic literature review of patient perspectives of barriers and facilitators to access, adherence, stigma, and persistence to treatment for substance use disorder.
    _Exploratory Research in Clinical and Social Pharmacy_,
    _2_, 100029. https://doi.org/10.1016/j.rcsop.2021.100029

    Coombs, N. C., Meriwether, W. E., Caringi, J., & Newcomer, S. R. (2021). Barriers to healthcare access among U.S. adults with mental health challenges: A population-based study.
    _SSM – Population Health_,
    _15_(2), 1–8. https://doi.org/10.1016/j.ssmph.2021.100847

    Farhoudian, A., Razaghi, E., Hooshyari, Z., Noroozi, A., Pilevari, A., Mokri, A., Mohammadi, M. R., & Malekinejad, M. (2022). Barriers and facilitators to substance use disorder treatment: An overview of systematic reviews.
    _Substance Abuse: Research and Treatment_,
    _16_(16). https://doi.org/10.1177/11782218221118462

    NASW. (2021).
    _Social Workers’ Ethical Responsibilities to the Broader Society_. NASW – National Association of Social Workers. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English/Social-Workers-Ethical-Responsibilities-to-the-Broader-Society

    **InstructionsWeek10Assignment_BecomingaResearch-MindedSocialWorker.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/instructionsweek10assignment-becomingaresearch-mindedsocialworker-pdf-10562903)