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  • [Solved] Social Science – Sociology Assignment 1

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) Please see attachment **files (2)** – ## Developinganewtreatmentgroupoftentakesformalandextensiveplanning.docx – ## TRANSCRIPT-ParkerFamily1.pdf **## Developinganewtreatmentgroupoftentakesformalandextensiveplannin…

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

    Please see attachment

    **files (2)**

    – ## Developinganewtreatmentgroupoftentakesformalandextensiveplanning.docx

    – ## TRANSCRIPT-ParkerFamily1.pdf

    **## Developinganewtreatmentgroupoftentakesformalandextensiveplanning.docx**

    Developing a new treatment group often takes formal and extensive planning, including a written proposal to the sponsoring agency. This proposal should answer the basic questions of
    _Why? Who? How?_ Why does the agency and surrounding community need the group? Who will the group be serving, and who will lead it? And how will the group be formed and run?

    For this Assignment, you engage with a client who is experiencing addiction or sexual assault trauma. You then begin to draft a proposal for a treatment group in order to support that client and similar clients. Over the next several weeks, you will write further sections of the proposal and then bring them all together in Week 10 for your Final Project.

    · Review the Learning Resources on planning groups.

    · Navigate through the
    _Addiction and Sexual Assault_ media pieces in which you engage with a client. Select
    **one** client on which to focus the development of a new treatment group.  Attached separately.

    · Consider the unique circumstances and needs of the client in the media—and others in similar situations in your community who may benefit from a treatment group.

    · Review the literature on the client issue you chose (addiction or sexual assault trauma) to develop your statement of need for the group.

    Submit a 2-page paper covering the following sections of your Treatment Group Proposal:

    ·
    **Purpose:** Statement of purpose, specify and justify type of treatment group, qualifications of the group leader

    ·
    **Membership:** Specific population for the group, cultural mix and demographic characteristics, whether involuntary group members will be included.

    ·
    **Statement of Need:** Why is there a need for a group to serve this target population in your area?

    ·
    **Recruitment:** Method to recruit potential members as well as screening and selection procedures.

    Use the Learning Resources and research to support your paper. Make sure to provide APA citations and a reference list.

    **## TRANSCRIPT-ParkerFamily1.pdf**

    1

    © 2022 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

    Sessions: Case histories. Laureate International Universities Publishing.

    Parker Family

    SOCW 6121

    Sara Parker is a 72-year-old widowed Caucasian female who lives in a two-bedroom

    apartment with her 48-year-old daughter, Stephanie, and six cats. Sara and her

    daughter have lived together for the past 10 years since Stephanie returned home after

    a failed relationship and was unable to live independently. Stephanie has a diagnosis of

    bipolar disorder, and her overall physical health is good. Stephanie has no history of

    treatment for alcohol or substance use; during her teens she drank and smoked

    marijuana but no longer uses these substances. When she was 16 years old, Stephanie

    was hospitalized after her first bipolar episode. She had attempted suicide by

    swallowing a handful of Tylenol® and drinking half a bottle of vodka after her first

    boyfriend broke up with her. She has been hospitalized three times in the past 4 years

    when she stopped taking her medications and experienced suicidal ideation.

    Stephanie’s current medications are Lithium, Paxil®, Abilify®, and Klonopin®.

    Stephanie recently had a brief hospitalization as a result of depressive symptoms. She

    attends a mental health drop-in center twice a week to socialize with friends and

    receives outpatient psychiatric treatment at a local mental health clinic for medication

    management and weekly therapy. She is maintaining a part-time job at a local

    supermarket where she bags groceries and is currently being trained to become a

    cashier. Stephanie has active Medicare and receives Social Security Disability (SSD).

    Sara has recently been hospitalized for depression and has some physical issues. She

    has documented high blood pressure and hyperthyroidism, she is slightly underweight,

    and she is displaying signs of dementia. Sara has no history of alcohol or substance

    use. Her current medications are Lexapro® and Zyprexa®. Sara has Medicare and

    receives Social Security benefits and a small pension. She attends a day treatment

    program for seniors that is affiliated with a local hospital in her neighborhood. Sara

    attends the program 3 days a week from 9:00 a.m. to 2:00 p.m., and van service is

    provided free of charge.

    A telephone call was made to Adult Protective Services (APS) by the senior day

    treatment social worker when Sara presented with increased confusion, poor attention

    to daily living skills, and statements made about Stephanie’s behavior. Sara told the

    social worker at the senior day treatment program that, “My daughter is very

    argumentative and is throwing all of my things out.” She reported, “We are fighting like

    cats and dogs; I’m afraid of her and of losing all my stuff.”

    Home Visit

    During the home visit, the APS worker observed that the living room was very cluttered,

    but that the kitchen was fairly clean, with food in the refrigerator and cabinets. Despite

    the clutter, all of the doorways, including the front door, had clear egress. The family

    2

    © 2022 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

    Sessions: Case histories. Laureate International Universities Publishing.

    lives on the first floor of the apartment building and could exit the building without

    difficulty in case of emergency. The litter boxes were also fairly clean, and there was no

    sign of vermin in the home.

    Upon questioning by the APS worker, Sara denied that she was afraid of her daughter

    or that her daughter had been physically abusive. In fact, the worker observed that

    Stephanie had a noticeable bruise on her forearm, which appeared defensive in nature.

    When asked about the bruise, Stephanie reported that she had gotten it when her

    mother tried to grab some items out of her arms that she was about to throw out.

    Stephanie admitted to throwing things out to clean up the apartment, telling the APS

    worker, “I’m tired of my mother’s hoarding.” Sara agreed with the description of the

    incident. Both Sara and Stephanie admitted to an increase in arguing but denied

    physical violence. Sara stated, “I didn’t mean to hurt Stephanie. I was just trying to get

    my things back.”

    The APS worker observed that Sara’s appearance was unkempt and disheveled, but

    her overall hygiene was adequate (i.e., clean hair and clothes). Stephanie was neatly

    groomed with good hygiene. The APS worker determined that no one was in immediate

    danger to warrant removal from the home but that the family needed a referral for

    Intensive Case Management (ICM) services. It was clear there was some conflict in the

    home that had led to physical confrontations. Further, the house had hygiene issues,

    including trash and items stacked in the living room and Sara’s room, which needed to

    be addressed. The APS worker indicated in her report that if not adequately addressed,

    the hoarding might continue to escalate and create an unsafe and unhygienic

    environment, thus leading to a possible eviction or recommendation for separation and

    relocation for both women.

    **## TRANSCRIPT-ParkerFamily1.pdf**

    1

    © 2022 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

    Sessions: Case histories. Laureate International Universities Publishing.

    Parker Family

    SOCW 6121

    Sara Parker is a 72-year-old widowed Caucasian female who lives in a two-bedroom

    apartment with her 48-year-old daughter, Stephanie, and six cats. Sara and her

    daughter have lived together for the past 10 years since Stephanie returned home after

    a failed relationship and was unable to live independently. Stephanie has a diagnosis of

    bipolar disorder, and her overall physical health is good. Stephanie has no history of

    treatment for alcohol or substance use; during her teens she drank and smoked

    marijuana but no longer uses these substances. When she was 16 years old, Stephanie

    was hospitalized after her first bipolar episode. She had attempted suicide by

    swallowing a handful of Tylenol® and drinking half a bottle of vodka after her first

    boyfriend broke up with her. She has been hospitalized three times in the past 4 years

    when she stopped taking her medications and experienced suicidal ideation.

    Stephanie’s current medications are Lithium, Paxil®, Abilify®, and Klonopin®.

    Stephanie recently had a brief hospitalization as a result of depressive symptoms. She

    attends a mental health drop-in center twice a week to socialize with friends and

    receives outpatient psychiatric treatment at a local mental health clinic for medication

    management and weekly therapy. She is maintaining a part-time job at a local

    supermarket where she bags groceries and is currently being trained to become a

    cashier. Stephanie has active Medicare and receives Social Security Disability (SSD).

    Sara has recently been hospitalized for depression and has some physical issues. She

    has documented high blood pressure and hyperthyroidism, she is slightly underweight,

    and she is displaying signs of dementia. Sara has no history of alcohol or substance

    use. Her current medications are Lexapro® and Zyprexa®. Sara has Medicare and

    receives Social Security benefits and a small pension. She attends a day treatment

    program for seniors that is affiliated with a local hospital in her neighborhood. Sara

    attends the program 3 days a week from 9:00 a.m. to 2:00 p.m., and van service is

    provided free of charge.

    A telephone call was made to Adult Protective Services (APS) by the senior day

    treatment social worker when Sara presented with increased confusion, poor attention

    to daily living skills, and statements made about Stephanie’s behavior. Sara told the

    social worker at the senior day treatment program that, “My daughter is very

    argumentative and is throwing all of my things out.” She reported, “We are fighting like

    cats and dogs; I’m afraid of her and of losing all my stuff.”

    Home Visit

    During the home visit, the APS worker observed that the living room was very cluttered,

    but that the kitchen was fairly clean, with food in the refrigerator and cabinets. Despite

    the clutter, all of the doorways, including the front door, had clear egress. The family

    2

    © 2022 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

    Sessions: Case histories. Laureate International Universities Publishing.

    lives on the first floor of the apartment building and could exit the building without

    difficulty in case of emergency. The litter boxes were also fairly clean, and there was no

    sign of vermin in the home.

    Upon questioning by the APS worker, Sara denied that she was afraid of her daughter

    or that her daughter had been physically abusive. In fact, the worker observed that

    Stephanie had a noticeable bruise on her forearm, which appeared defensive in nature.

    When asked about the bruise, Stephanie reported that she had gotten it when her

    mother tried to grab some items out of her arms that she was about to throw out.

    Stephanie admitted to throwing things out to clean up the apartment, telling the APS

    worker, “I’m tired of my mother’s hoarding.” Sara agreed with the description of the

    incident. Both Sara and Stephanie admitted to an increase in arguing but denied

    physical violence. Sara stated, “I didn’t mean to hurt Stephanie. I was just trying to get

    my things back.”

    The APS worker observed that Sara’s appearance was unkempt and disheveled, but

    her overall hygiene was adequate (i.e., clean hair and clothes). Stephanie was neatly

    groomed with good hygiene. The APS worker determined that no one was in immediate

    danger to warrant removal from the home but that the family needed a referral for

    Intensive Case Management (ICM) services. It was clear there was some conflict in the

    home that had led to physical confrontations. Further, the house had hygiene issues,

    including trash and items stacked in the living room and Sara’s room, which needed to

    be addressed. The APS worker indicated in her report that if not adequately addressed,

    the hoarding might continue to escalate and create an unsafe and unhygienic

    environment, thus leading to a possible eviction or recommendation for separation and

    relocation for both women.

    **## Developinganewtreatmentgroupoftentakesformalandextensiveplanning.docx**

    Developing a new treatment group often takes formal and extensive planning, including a written proposal to the sponsoring agency. This proposal should answer the basic questions of
    _Why? Who? How?_ Why does the agency and surrounding community need the group? Who will the group be serving, and who will lead it? And how will the group be formed and run?

    For this Assignment, you engage with a client who is experiencing addiction or sexual assault trauma. You then begin to draft a proposal for a treatment group in order to support that client and similar clients. Over the next several weeks, you will write further sections of the proposal and then bring them all together in Week 10 for your Final Project.

    · Review the Learning Resources on planning groups.

    · Navigate through the
    _Addiction and Sexual Assault_ media pieces in which you engage with a client. Select
    **one** client on which to focus the development of a new treatment group.  Attached separately.

    · Consider the unique circumstances and needs of the client in the media—and others in similar situations in your community who may benefit from a treatment group.

    · Review the literature on the client issue you chose (addiction or sexual assault trauma) to develop your statement of need for the group.

    Submit a 2-page paper covering the following sections of your Treatment Group Proposal:

    ·
    **Purpose:** Statement of purpose, specify and justify type of treatment group, qualifications of the group leader

    ·
    **Membership:** Specific population for the group, cultural mix and demographic characteristics, whether involuntary group members will be included.

    ·
    **Statement of Need:** Why is there a need for a group to serve this target population in your area?

    ·
    **Recruitment:** Method to recruit potential members as well as screening and selection procedures.

    Use the Learning Resources and research to support your paper. Make sure to provide APA citations and a reference list.

    **## TRANSCRIPT-ParkerFamily1.pdf**

    1

    © 2022 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

    Sessions: Case histories. Laureate International Universities Publishing.

    Parker Family

    SOCW 6121

    Sara Parker is a 72-year-old widowed Caucasian female who lives in a two-bedroom

    apartment with her 48-year-old daughter, Stephanie, and six cats. Sara and her

    daughter have lived together for the past 10 years since Stephanie returned home after

    a failed relationship and was unable to live independently. Stephanie has a diagnosis of

    bipolar disorder, and her overall physical health is good. Stephanie has no history of

    treatment for alcohol or substance use; during her teens she drank and smoked

    marijuana but no longer uses these substances. When she was 16 years old, Stephanie

    was hospitalized after her first bipolar episode. She had attempted suicide by

    swallowing a handful of Tylenol® and drinking half a bottle of vodka after her first

    boyfriend broke up with her. She has been hospitalized three times in the past 4 years

    when she stopped taking her medications and experienced suicidal ideation.

    Stephanie’s current medications are Lithium, Paxil®, Abilify®, and Klonopin®.

    Stephanie recently had a brief hospitalization as a result of depressive symptoms. She

    attends a mental health drop-in center twice a week to socialize with friends and

    receives outpatient psychiatric treatment at a local mental health clinic for medication

    management and weekly therapy. She is maintaining a part-time job at a local

    supermarket where she bags groceries and is currently being trained to become a

    cashier. Stephanie has active Medicare and receives Social Security Disability (SSD).

    Sara has recently been hospitalized for depression and has some physical issues. She

    has documented high blood pressure and hyperthyroidism, she is slightly underweight,

    and she is displaying signs of dementia. Sara has no history of alcohol or substance

    use. Her current medications are Lexapro® and Zyprexa®. Sara has Medicare and

    receives Social Security benefits and a small pension. She attends a day treatment

    program for seniors that is affiliated with a local hospital in her neighborhood. Sara

    attends the program 3 days a week from 9:00 a.m. to 2:00 p.m., and van service is

    provided free of charge.

    A telephone call was made to Adult Protective Services (APS) by the senior day

    treatment social worker when Sara presented with increased confusion, poor attention

    to daily living skills, and statements made about Stephanie’s behavior. Sara told the

    social worker at the senior day treatment program that, “My daughter is very

    argumentative and is throwing all of my things out.” She reported, “We are fighting like

    cats and dogs; I’m afraid of her and of losing all my stuff.”

    Home Visit

    During the home visit, the APS worker observed that the living room was very cluttered,

    but that the kitchen was fairly clean, with food in the refrigerator and cabinets. Despite

    the clutter, all of the doorways, including the front door, had clear egress. The family

    2

    © 2022 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

    Sessions: Case histories. Laureate International Universities Publishing.

    lives on the first floor of the apartment building and could exit the building without

    difficulty in case of emergency. The litter boxes were also fairly clean, and there was no

    sign of vermin in the home.

    Upon questioning by the APS worker, Sara denied that she was afraid of her daughter

    or that her daughter had been physically abusive. In fact, the worker observed that

    Stephanie had a noticeable bruise on her forearm, which appeared defensive in nature.

    When asked about the bruise, Stephanie reported that she had gotten it when her

    mother tried to grab some items out of her arms that she was about to throw out.

    Stephanie admitted to throwing things out to clean up the apartment, telling the APS

    worker, “I’m tired of my mother’s hoarding.” Sara agreed with the description of the

    incident. Both Sara and Stephanie admitted to an increase in arguing but denied

    physical violence. Sara stated, “I didn’t mean to hurt Stephanie. I was just trying to get

    my things back.”

    The APS worker observed that Sara’s appearance was unkempt and disheveled, but

    her overall hygiene was adequate (i.e., clean hair and clothes). Stephanie was neatly

    groomed with good hygiene. The APS worker determined that no one was in immediate

    danger to warrant removal from the home but that the family needed a referral for

    Intensive Case Management (ICM) services. It was clear there was some conflict in the

    home that had led to physical confrontations. Further, the house had hygiene issues,

    including trash and items stacked in the living room and Sara’s room, which needed to

    be addressed. The APS worker indicated in her report that if not adequately addressed,

    the hoarding might continue to escalate and create an unsafe and unhygienic

    environment, thus leading to a possible eviction or recommendation for separation and

    relocation for both women.

    **## Developinganewtreatmentgroupoftentakesformalandextensiveplanning.docx**

    Developing a new treatment group often takes formal and extensive planning, including a written proposal to the sponsoring agency. This proposal should answer the basic questions of
    _Why? Who? How?_ Why does the agency and surrounding community need the group? Who will the group be serving, and who will lead it? And how will the group be formed and run?

    For this Assignment, you engage with a client who is experiencing addiction or sexual assault trauma. You then begin to draft a proposal for a treatment group in order to support that client and similar clients. Over the next several weeks, you will write further sections of the proposal and then bring them all together in Week 10 for your Final Project.

    · Review the Learning Resources on planning groups.

    · Navigate through the
    _Addiction and Sexual Assault_ media pieces in which you engage with a client. Select
    **one** client on which to focus the development of a new treatment group.  Attached separately.

    · Consider the unique circumstances and needs of the client in the media—and others in similar situations in your community who may benefit from a treatment group.

    · Review the literature on the client issue you chose (addiction or sexual assault trauma) to develop your statement of need for the group.

    Submit a 2-page paper covering the following sections of your Treatment Group Proposal:

    ·
    **Purpose:** Statement of purpose, specify and justify type of treatment group, qualifications of the group leader

    ·
    **Membership:** Specific population for the group, cultural mix and demographic characteristics, whether involuntary group members will be included.

    ·
    **Statement of Need:** Why is there a need for a group to serve this target population in your area?

    ·
    **Recruitment:** Method to recruit potential members as well as screening and selection procedures.

    Use the Learning Resources and research to support your paper. Make sure to provide APA citations and a reference list.

    **## TRANSCRIPT-ParkerFamily1.pdf**

    1

    © 2022 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

    Sessions: Case histories. Laureate International Universities Publishing.

    Parker Family

    SOCW 6121

    Sara Parker is a 72-year-old widowed Caucasian female who lives in a two-bedroom

    apartment with her 48-year-old daughter, Stephanie, and six cats. Sara and her

    daughter have lived together for the past 10 years since Stephanie returned home after

    a failed relationship and was unable to live independently. Stephanie has a diagnosis of

    bipolar disorder, and her overall physical health is good. Stephanie has no history of

    treatment for alcohol or substance use; during her teens she drank and smoked

    marijuana but no longer uses these substances. When she was 16 years old, Stephanie

    was hospitalized after her first bipolar episode. She had attempted suicide by

    swallowing a handful of Tylenol® and drinking half a bottle of vodka after her first

    boyfriend broke up with her. She has been hospitalized three times in the past 4 years

    when she stopped taking her medications and experienced suicidal ideation.

    Stephanie’s current medications are Lithium, Paxil®, Abilify®, and Klonopin®.

    Stephanie recently had a brief hospitalization as a result of depressive symptoms. She

    attends a mental health drop-in center twice a week to socialize with friends and

    receives outpatient psychiatric treatment at a local mental health clinic for medication

    management and weekly therapy. She is maintaining a part-time job at a local

    supermarket where she bags groceries and is currently being trained to become a

    cashier. Stephanie has active Medicare and receives Social Security Disability (SSD).

    Sara has recently been hospitalized for depression and has some physical issues. She

    has documented high blood pressure and hyperthyroidism, she is slightly underweight,

    and she is displaying signs of dementia. Sara has no history of alcohol or substance

    use. Her current medications are Lexapro® and Zyprexa®. Sara has Medicare and

    receives Social Security benefits and a small pension. She attends a day treatment

    program for seniors that is affiliated with a local hospital in her neighborhood. Sara

    attends the program 3 days a week from 9:00 a.m. to 2:00 p.m., and van service is

    provided free of charge.

    A telephone call was made to Adult Protective Services (APS) by the senior day

    treatment social worker when Sara presented with increased confusion, poor attention

    to daily living skills, and statements made about Stephanie’s behavior. Sara told the

    social worker at the senior day treatment program that, “My daughter is very

    argumentative and is throwing all of my things out.” She reported, “We are fighting like

    cats and dogs; I’m afraid of her and of losing all my stuff.”

    Home Visit

    During the home visit, the APS worker observed that the living room was very cluttered,

    but that the kitchen was fairly clean, with food in the refrigerator and cabinets. Despite

    the clutter, all of the doorways, including the front door, had clear egress. The family

    2

    © 2022 Walden University, LLC. Adapted from Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014).

    Sessions: Case histories. Laureate International Universities Publishing.

    lives on the first floor of the apartment building and could exit the building without

    difficulty in case of emergency. The litter boxes were also fairly clean, and there was no

    sign of vermin in the home.

    Upon questioning by the APS worker, Sara denied that she was afraid of her daughter

    or that her daughter had been physically abusive. In fact, the worker observed that

    Stephanie had a noticeable bruise on her forearm, which appeared defensive in nature.

    When asked about the bruise, Stephanie reported that she had gotten it when her

    mother tried to grab some items out of her arms that she was about to throw out.

    Stephanie admitted to throwing things out to clean up the apartment, telling the APS

    worker, “I’m tired of my mother’s hoarding.” Sara agreed with the description of the

    incident. Both Sara and Stephanie admitted to an increase in arguing but denied

    physical violence. Sara stated, “I didn’t mean to hurt Stephanie. I was just trying to get

    my things back.”

    The APS worker observed that Sara’s appearance was unkempt and disheveled, but

    her overall hygiene was adequate (i.e., clean hair and clothes). Stephanie was neatly

    groomed with good hygiene. The APS worker determined that no one was in immediate

    danger to warrant removal from the home but that the family needed a referral for

    Intensive Case Management (ICM) services. It was clear there was some conflict in the

    home that had led to physical confrontations. Further, the house had hygiene issues,

    including trash and items stacked in the living room and Sara’s room, which needed to

    be addressed. The APS worker indicated in her report that if not adequately addressed,

    the hoarding might continue to escalate and create an unsafe and unhygienic

    environment, thus leading to a possible eviction or recommendation for separation and

    relocation for both women.

  • [Solved] Social Science – Sociology Assignment 5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) see attachment below **files (1)** – ## Whileitmaybeeasytomeasureprogram.docx **## Whileitmaybeeasytomeasureprogram.docx** While it may be easy to measure program _outputs_ (such as how many people attended progra…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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

    see attachment below

    **files (1)**

    – ## Whileitmaybeeasytomeasureprogram.docx

    **## Whileitmaybeeasytomeasureprogram.docx**

    While it may be easy to measure program
    _outputs_ (such as how many people attended program events), it may be more difficult to measure
    _outcomes_ . And while you may be able to look at someone and observe change over time, how do you really know change has occurred? The goal of validated measurement instruments is to make this somewhat vague or mysterious process more scientific. Tools such as client satisfaction surveys, scales, assessments, and inventories like the Beck Depression Inventory provide specific information with which to measure outcomes.

    In this Assignment, you research and select the instruments that you would use for measurement of your program outcomes.

    · Review Chapter 9 of the course text to learn about methods for measuring outcomes.

    · Consider the outcomes that you have crafted for your proposed program and how you might measure the extent to which the program is achieving those outcomes.

    · Use the Walden Library link in the Learning Resources to explore databases for tests and measures (i.e., instruments) pertaining to your refined outcomes.

    ASSESSMENT

    **Submit** a 1- to 2-page paper in which you:

    · Describe how you would measure the outcomes that you identified in Discussion. ATTACHED BELOW

    · Specifically, identify the
    **two** best measurement instruments that you would use and explain why.

    · Include strengths and limitations, and consider criteria such as usefulness, validity, reliability, precision, feasibility, and cost.

    · Describe how you would collect the data and what you would expect to learn from it.

    Use the Learning Resources and peer-reviewed scholarly journal articles to support your paper. Make sure to include appropriate APA citations and a reference list.

    **SOCW_6311_Week6_Assignment_Rubric**

    | | | |
    | — | — | — |
    | SOCW_6311_Week6_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSubmit a 1- to 2-page paper in which you:…Describe how you would measure the outcomes that you identified in Discussion….Specifically, identify the two best measurement instruments that you would use and explain why. …Include strengths and limitations, and consider criteria such as usefulness, validity, reliability, precision, feasibility, and cost. | **25 to >22.25 ptsExceeds Expectation 90%-100%** Response meets expectations and exceeds through additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.<br> <br>**22.25 to >19.75 ptsMeets Expectation 80%–89%** Response fully describes plans for measuring the outcomes identified in Discussion. Response identifies two measurement instruments and fully explains why these would be the most appropriate. Response addresses both strengths and limitations and shows evidence of considering a range of criteria (usefulness, validity, reliability, precision, feasibility, cost). … Response demonstrates clear connection to the Learning Resources.<br> <br>**19.75 to >17.25 ptsFair 70%–79%** Response provides a limited, incomplete, or vaguely developed description of plans for measuring the outcomes identified in Discussion. Response identifies two measurement instruments and vaguely or incompletely explains why these would be the most appropriate. Response addresses strengths and limitations but shows limited evidence of considering a range of criteria (usefulness, validity, reliability, precision, feasibility, cost). … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.<br> <br>**17.25 to >0 ptsNeeds Improvement 0%–69%** Response makes little or no attempt to describe plans for measuring the outcomes identified in Discussion. Response identifies one or no measurement instruments. There is little or no attempt to address strengths or limitations and no evidence of considering a range of criteria (usefulness, validity, reliability, precision, feasibility, cost). … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. | 25 pts |
    | This criterion is linked to a Learning OutcomeDescribe how you would collect the data and what you would expect to learn from it. | **17.5 to >15.58 ptsExceeds Expectation 90%-100%** Response meets expectations and exceeds through additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.<br> <br>**15.58 to >13.83 ptsMeets Expectation 80%–89%** Response fully describes data collection and expected learning from the data. … Response demonstrates clear connection to the Learning Resources.<br> <br>**13.83 to >12.08 ptsFair 70%–79%** Response provides a limited, incomplete, or vaguely developed description of data collection and expected learning from the data. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.<br> <br>**12.08 to >0 ptsNeeds Improvement 0%–69%** Response makes little or no attempt to describe data collection and expected learning from the data. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. | 17.5 pts |
    | This criterion is linked to a Learning OutcomeWriting | **7.5 to >6.68 ptsExceeds Expectation 90%-100%** Paper meets length requirements, meets expectations, is generally error-free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas.   … Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer).   … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**6.68 to >5.93 ptsMeets Expectation 80%–89%** Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas.   … Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought.   … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**5.93 to >5.18 ptsFair 70%–79%** Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus.   …  Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page).  … Occasionally lacks a clear distinction between cited content and original thought.   … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**5.18 to >0 ptsNeeds Improvement 0%–69%** Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus.   … Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. … There is no distinction between cited content and original thought.  … Tone and presentation of ideas reveal bias and subjectivity. | 7.5 pts |

    Total Points: 50

    · DISCUSSION POST THIS WEEK

    · Briefly describe the overarching aim/goal of your proposed program.

    · Select two outcomes from your program-level logic model and write them in a sentence format that includes performance, conditions, and criteria.

    · Explain how these outcomes would support the overarching aim/goal of the program.

    Note discussion assignment : The main goal of my proposed program at Still Waters Professional Counseling is to help mandated substance use clients become more engaged and internally motivated in their treatment. A lot of clients attend because they have to, not because they want to, so this program focuses on creating a more structured and interactive environment where they can build skills and start making real changes. This connects with what Dudley (2020) explains about making sure program goals clearly address the main problem.

    The first outcome is: After completing four Motivational Interviewing sessions, clients will verbally identify at least one personal treatment goal and participate in session discussions for at least 10 minutes each session. In this outcome, the performance is identifying a goal and participating in discussion, the condition is after four sessions, and the criteria are at least one goal and 10 minutes of participation. This follows Dudley’s (2020) idea that outcomes should be specific and observable so we can actually measure progress.

    The second outcome is: During weekly check-ins over a four-week period, clients will demonstrate the use of at least two coping skills, documented through goal-tracking worksheets. Here, the performance is using coping skills, the condition is during weekly check-ins, and the criteria are using at least two skills over four weeks. Dudley (2020) points out that outcomes should clearly show how often and how well a behavior happens.

    These outcomes support the overall goal by first helping clients get more involved in their treatment, which is really important for people who may not want to be there at first (Dudley, 2020). Then, the second outcome helps them actually use coping skills in real life, which can reduce substance use over time. Together, these steps help move clients from just showing up to actually making meaningful changes.

    **References**
    Dudley, J. R. (2020).
    _Social work evaluation: Enhancing what we do_ (3rd ed.). Oxford University Press.

    **## Whileitmaybeeasytomeasureprogram.docx**

    While it may be easy to measure program
    _outputs_ (such as how many people attended program events), it may be more difficult to measure
    _outcomes_ . And while you may be able to look at someone and observe change over time, how do you really know change has occurred? The goal of validated measurement instruments is to make this somewhat vague or mysterious process more scientific. Tools such as client satisfaction surveys, scales, assessments, and inventories like the Beck Depression Inventory provide specific information with which to measure outcomes.

    In this Assignment, you research and select the instruments that you would use for measurement of your program outcomes.

    · Review Chapter 9 of the course text to learn about methods for measuring outcomes.

    · Consider the outcomes that you have crafted for your proposed program and how you might measure the extent to which the program is achieving those outcomes.

    · Use the Walden Library link in the Learning Resources to explore databases for tests and measures (i.e., instruments) pertaining to your refined outcomes.

    ASSESSMENT

    **Submit** a 1- to 2-page paper in which you:

    · Describe how you would measure the outcomes that you identified in Discussion. ATTACHED BELOW

    · Specifically, identify the
    **two** best measurement instruments that you would use and explain why.

    · Include strengths and limitations, and consider criteria such as usefulness, validity, reliability, precision, feasibility, and cost.

    · Describe how you would collect the data and what you would expect to learn from it.

    Use the Learning Resources and peer-reviewed scholarly journal articles to support your paper. Make sure to include appropriate APA citations and a reference list.

    **SOCW_6311_Week6_Assignment_Rubric**

    | | | |
    | — | — | — |
    | SOCW_6311_Week6_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSubmit a 1- to 2-page paper in which you:…Describe how you would measure the outcomes that you identified in Discussion….Specifically, identify the two best measurement instruments that you would use and explain why. …Include strengths and limitations, and consider criteria such as usefulness, validity, reliability, precision, feasibility, and cost. | **25 to >22.25 ptsExceeds Expectation 90%-100%** Response meets expectations and exceeds through additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.<br> <br>**22.25 to >19.75 ptsMeets Expectation 80%–89%** Response fully describes plans for measuring the outcomes identified in Discussion. Response identifies two measurement instruments and fully explains why these would be the most appropriate. Response addresses both strengths and limitations and shows evidence of considering a range of criteria (usefulness, validity, reliability, precision, feasibility, cost). … Response demonstrates clear connection to the Learning Resources.<br> <br>**19.75 to >17.25 ptsFair 70%–79%** Response provides a limited, incomplete, or vaguely developed description of plans for measuring the outcomes identified in Discussion. Response identifies two measurement instruments and vaguely or incompletely explains why these would be the most appropriate. Response addresses strengths and limitations but shows limited evidence of considering a range of criteria (usefulness, validity, reliability, precision, feasibility, cost). … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.<br> <br>**17.25 to >0 ptsNeeds Improvement 0%–69%** Response makes little or no attempt to describe plans for measuring the outcomes identified in Discussion. Response identifies one or no measurement instruments. There is little or no attempt to address strengths or limitations and no evidence of considering a range of criteria (usefulness, validity, reliability, precision, feasibility, cost). … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. | 25 pts |
    | This criterion is linked to a Learning OutcomeDescribe how you would collect the data and what you would expect to learn from it. | **17.5 to >15.58 ptsExceeds Expectation 90%-100%** Response meets expectations and exceeds through additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.<br> <br>**15.58 to >13.83 ptsMeets Expectation 80%–89%** Response fully describes data collection and expected learning from the data. … Response demonstrates clear connection to the Learning Resources.<br> <br>**13.83 to >12.08 ptsFair 70%–79%** Response provides a limited, incomplete, or vaguely developed description of data collection and expected learning from the data. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.<br> <br>**12.08 to >0 ptsNeeds Improvement 0%–69%** Response makes little or no attempt to describe data collection and expected learning from the data. … Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. | 17.5 pts |
    | This criterion is linked to a Learning OutcomeWriting | **7.5 to >6.68 ptsExceeds Expectation 90%-100%** Paper meets length requirements, meets expectations, is generally error-free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas.   … Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer).   … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**6.68 to >5.93 ptsMeets Expectation 80%–89%** Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas.   … Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought.   … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**5.93 to >5.18 ptsFair 70%–79%** Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus.   …  Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page).  … Occasionally lacks a clear distinction between cited content and original thought.   … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**5.18 to >0 ptsNeeds Improvement 0%–69%** Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus.   … Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. … There is no distinction between cited content and original thought.  … Tone and presentation of ideas reveal bias and subjectivity. | 7.5 pts |

    Total Points: 50

    · DISCUSSION POST THIS WEEK

    · Briefly describe the overarching aim/goal of your proposed program.

    · Select two outcomes from your program-level logic model and write them in a sentence format that includes performance, conditions, and criteria.

    · Explain how these outcomes would support the overarching aim/goal of the program.

    Note discussion assignment : The main goal of my proposed program at Still Waters Professional Counseling is to help mandated substance use clients become more engaged and internally motivated in their treatment. A lot of clients attend because they have to, not because they want to, so this program focuses on creating a more structured and interactive environment where they can build skills and start making real changes. This connects with what Dudley (2020) explains about making sure program goals clearly address the main problem.

    The first outcome is: After completing four Motivational Interviewing sessions, clients will verbally identify at least one personal treatment goal and participate in session discussions for at least 10 minutes each session. In this outcome, the performance is identifying a goal and participating in discussion, the condition is after four sessions, and the criteria are at least one goal and 10 minutes of participation. This follows Dudley’s (2020) idea that outcomes should be specific and observable so we can actually measure progress.

    The second outcome is: During weekly check-ins over a four-week period, clients will demonstrate the use of at least two coping skills, documented through goal-tracking worksheets. Here, the performance is using coping skills, the condition is during weekly check-ins, and the criteria are using at least two skills over four weeks. Dudley (2020) points out that outcomes should clearly show how often and how well a behavior happens.

    These outcomes support the overall goal by first helping clients get more involved in their treatment, which is really important for people who may not want to be there at first (Dudley, 2020). Then, the second outcome helps them actually use coping skills in real life, which can reduce substance use over time. Together, these steps help move clients from just showing up to actually making meaningful changes.

    **References**
    Dudley, J. R. (2020).
    _Social work evaluation: Enhancing what we do_ (3rd ed.). Oxford University Press.

  • [Solved] Discussion

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