Treat each response to the students post as a separetly work titleeverything

19 Jul Treat each response to the students post as a separetly work titleeverything

In regards to discussion posts I generally follow the guidelines spelled out in Walden’s grading rubric in regards to posts (see the grading rubric outlined in the course information section of blackboard). However, if you do not use APA format or references in at least your initial post, I will deduct at least 5 points for that (so please do that).  This is also the same rules for assignments, that they must follow APA style format. Also, in past courses I have been flexible in certain situations regarding delayed or late posts. I do believe that life sometimes gets in the way when we least expect it to. Please know that I would prefer a late post than no post at all.  However, I will not accept posts that are more than a week late.  If you are not able to post by the required date for whatever reason, just please let me know beforehand. As a rule, however, I do deduct points off the posts if they are late so as to be fair to those who post on time.

 

In addition, I will be following very closely with Walden’s Tunitin Policy, which I posted below. Therefore, any paper that is submitted to me with more than 30% of the paper with improperly cited passages (or to many cited passages) I will return the paper to you and ask for you to re-review it and for a re-write if necessary. You will not lose points if the original paper was submitted on-time, but will be given a limited period of time to review/rewrite the paper (2-3 days).

 

I have provided an outline of what is specifically required for discussion posts and written assignments in this course:

Discussion Posts:

All posts to all discussions require APA citations and references. Each student is to respond to 2 other students’ posts for every discussion throughout the course.  This is the rule for this class; there are discrepancies in this on the Blackboard site. However, going forward,  If you post more than 6 response posts by day 5 you will be eligible for 3 points extra participation credit to make up for any lost points (my class rule).

I will be posting on discussions and I am requiring a response from you so please check throughout the week for when respond to your discussion post (usually by day 5)

All initial posts and response posts are due on the days specified on Blackboard (usually Day Three and Five).  If your post is late for whatever reason please make sure your posts are posted by Day 7.  I am no longer allowed to accept posts after Day 7 as per Walden’s Policy, and any posts. If you know that there is a circumstance that will prevent you for making the post on time or by Day 7, please email me to discuss.

The way a reader (myself and other students) can see that you understand the information, theoretical models, concepts, and words you are discussing is to write about them in your own words as much as possible, tell us what the article authors said by paraphrasing, using your own language. Scholarly does not mean you have to write using multi-syllabic words. Writing a bit like you talk is fine if the reader can understand and if your spelling and grammar are correct.

Read the rubric before and while you write. Let it guide you as to what you write. This is straightforward. In discussion posts you can draft a post in a word document where you have pasted the instructions for each point to be made in the post. You can then write your answer/post right under this instruction and copy and paste the whole thing onto the discussion list. This can help you stay on track.

The idea in discussions is to have as much of a conversation as possible. Notice that the “feedback” rubric score for “excellent” says: RESPONSES  –if you fail to respond at all, the grade for feedback is 0 out of 10 points.  This does not even consider quality of posts, doing nothing causes a loss of 10 points

CITATIONS AND REFERENCES:  Initial posts and the 2 required responses must have citations and references from the professional literature.  Using only the case as a reference/cite is NOT sufficient.  This is a vignette, it is not research that will back up a claim.  Every post should have a claim you are making  (e.g. “I think an eco map is good to use here”,  “Strengths based is best here”, “Women in violent relationships often attempt to leave 9 times before leaving for good).  You then must have a cite/ref. that backs up this claim, e.g. an article that states eco maps are good to use in situations similar to the case under discussion.

 

Written Assignments:

Walden University has a strict policy on written assignments, whereas all papers are required to follow APA format.  The only exception is that they no longer require a running head on the papers.  Most of you already adhere to this format and I have not been as strict in my grading when reviewing your papers on this, but going forward (Week 7 and beyond) I will now follow closely to Walden University requirements and the rubric.  The outline for an APA paper is below, and I have attached a sample for your review.

In addition, as I mentioned in my introductory post at the beginning of the quarter. following very closely with Walden’s Tunitin Policy, which I posted below. Therefore, any paper that is submitted to me with more than 30% of the paper with improperly cited passages (or too many cited passages) I will return the paper to you and ask for you to re-review it and for a re-write if necessary. You will not lose points if the original paper was submitted on-time, but will be given a limited period of time to review/rewrite the paper (2-3 days).

 

Please feel free to email me if you have any questions.

 

Dr. Regina

 

APA Format Outline:  In general, your paper should follow these formatting guidelines:

Margin. Although formerly, the required measurement for margins is 1 ½ inch, now, it is required that margins on all sides (top, bottom, left, right) should each just measure one (1) inch.

Font Size and Type. Font for text all throughout the paper should be 12-pt., Times New Roman.

Spacing. Double-space for the whole document, including appendices, footnotes, tables and figures. For spacing after punctuation, space once after commas, colons and semicolons within sentences and space twice after punctuation marks that end sentences.

Text Alignment and Indentation. Alignment should be flush left, or aligned to the left creating uneven right margin.

Active Voice. Traditionally, the APA writing format requires writing in an impersonal form. That is, refraining from using pronouns such as ‘I’ or ‘We’ in your statements. Now, it has changed. Most disciplines require the active voice. An example of this would be, instead of writing “according to the study,” it should be “according to our study.” This way, papers are made to be as active as possible.

Order of Pages and Pagination. The order of pages should follow this format:

Title Page > Abstract > Body > References > Appendices > Footnotes > Tables > Figures

The page number should appear one inch from the right corner of the paper on the first line of each page. The title page will serve as the Page 1 of your paper.

Title Page

The Title Page should contain the title of your paper, your name as its author (including co-authors), your institutional affiliation/s and author note if applicable. In case there’s no institutional affiliation, just indicate your city and state or your city and country instead.

As mentioned earlier, your title page will serve as your Page 1. It should be typed centered on the page. If it requires more than one line, please be reminded to double-space between all lines. Your name appears double-spaced as well, below the paper title.

The author note is where information about the author’s departmental affiliation is stated, or acknowledgements of assistance or financial support are made, as well as the mailing address for future correspondence.

Abstract

The Abstract of your paper contains a brief summary of the entirety of your research paper. It usually consists of just 150-250 words, typed in block format. The Abstract begins on a new page, Page 2. All numbers in your Abstract should be typed as digits rather than words, except those that begin a sentence.

Body

The body of your research paper begins on a new page, Page 3. The whole text should be typed flush-left with each paragraph’s first line indented 5-7 spaces from the left. Also, avoid hyphenating words at ends of line.

Text Citation and References

Text Citations are important to avoid issues of plagiarism. When documenting source materials, the author/s and date/s of the sources should be cited within the body of the paper. The main principle here is that, all ideas and words of others should be properly and formally acknowledged.

The Reference Section lists all the sources you’ve previously cited in the body of your research paper. It states the author/s of the source, the material’s year of publication, the name or title of the source material, as well as its electronic retrieval information, if these were gathered from the Internet.

Appendices

The Appendix is where unpublished tests or other descriptions of complex equipment or stimulus materials are presented.

apaformat.pdf

1. Respond by Day 5 to a colleague’s post by offering two additional ways that he or she could support Diane. Then, add your opinion about what you think are the most important messages marginalized adolescents need to understand. Please use the Learning Resources to support your answer.

A. Catherine Lucas-Maurer

RE: Discussion – Week 4 

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Social expectations have come a long way from when it was a Mom and Dad with the house and the white picket fence and the 2.5 kids, a dog, and a cat. Keeping up with the new norms can be as complicated as the math the 2.5 kids are now studying in school. The times have changed from the 1950s where most mothers stayed at home, and the father was the primary breadwinner. The cost of living has caused it to be necessary to have two incomes and often that is not enough. With jobs being lost due to companies downsizing or other reasons, the concept of being homeless is often a paycheck away.

Being social allows us to learn how to interact with each other. Humans are social creatures; it is instinctual to want to be around others like us. This socialization allows us to develop our ideas and even our opinions. This process of “Socialization continues throughout life, with most of it occurring in childhood” (Zastrow & Kirst-Ashman, 2016).

In the case study this week, Diane is outside the margins of society due to her homeless state. Due to living in a shelter she is faced with multiple issues, such as sharing a bathroom with other families or not having enough food to eat. Because of that, Diane often comes to school tired and unkempt. These factors have caused Diane to become withdrawn, depressed and more aware of her differences from her classmates.

The social worker, in this case, did an excellent job in addressing the needs the student had up front. I believe that I might have gone a step further. Providing I was allowed in my role at the school I might have attempted to see if there were ways to link the family up with other programs or resources. Helping them get out of the shelter into apartments or perhaps a smaller shelter type environment might be a step in the right direction.  The social worker mentioned how she prioritized the needs Diane brought up. I believe that perhaps along with the psychological needs, some work regarding the witnessing of abuse of her mother could have been addressed.

Diane’s social development was influenced by the fact that she witnessed her mother be abused so many times. The case does not mention at what age this violence began. This would be an essential factor to know. It would also be important to know if Diane was abused herself.

If the abuse began at an early age, Diane’s low self-esteem could be related to the poverty issue. “Sometimes neglect is related to poverty” (Zastrow & Kirst-Ashman, 2016). Due to the situation with Diane’s mother; there could be other issues with her development. Diane mentioned to the worker that she did not have any friends. It is stated that she is new at the school the worker is. It is possible that Diane may not know how to begin friendships. This is another example of how the abuse affected Diane’s social development, as this would be a skill practiced at an early age.

 

References:

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social

environment (10th ed.). Boston, MA:  Cengage Learning.

B. Jaime Carson

RE: Discussion – Week 4 

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Diane is a 15 year old girl who is having trouble “fitting in” at school. Diane is at an age where kids can be very cruel. In this day and age, the kids of this generation care more about likes and memes and appearance. Diane is coming in this new environment with a bullet on her back; she’s new, she’s disheveled, and she has an odor. Those characteristics alone place Diane outside the margins of society.

Social Development

Diane and her mother are living in a homeless shelter provide to them by a church who helped Diane’s mother escape an abusive situation. Although Diane’s mother was the one who was being abused, Diane witnessed this abuse. Not only is she emotionally traumatized by these events it seems that her mother may often lean on Diane as her comforter rather than vice versa. Zastrow & Kirst-Ashman (2016) state that the attainment of primary social developmental milestones and the significant life events that usually accompany them have tremendous impacts on the developing individual and that individual’s transactions with the environment (p. 179).

Social development starts from infancy, and from what we learn from Diane, her mother didn’t show her a lot of attention due to her involvement with abusive men. As she grew older, the only example of socialization that Diane knew was abuse hence her timid behavior around other people. What we did learn is that Diane recognizes that she is “odd” and wants to make changes in her life. Because the social worker used empathy, Diane felt comfortable sharing her feelings and open to receive help.

Different Plan

To be honest, I don’t feel I would have done anything different in this situation. I feel the social worker devised an excellent care plan that Diane felt comfortable with, and will help improve Diane’s outlook on life. If I had to do something different, I guess I would have included her mother more in the care plan. Diane is still under age, so her mother is still an influential part of her developing years. Working with her mother, as far as helping her deal with self esteem issues and her issues of abuse could help empower her, and help her be a better role model for Diane.

Resource

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

SOCW 6351 week 4

Response to discussion 1 wk 4

2. Respond by Day 5 to at least two colleagues by explaining a change for which you might advocate with regard to the policy your colleague described. Then, explain what responsibility Eboni’s social worker has to identify lapses in services and advocate for policy changes.

Support your response with specific references to the resources. Be sure to provide full APA citations for your references

A. Tikeela Dorrell

RE: Discussion 1 – Week 4 

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Eboni is a 16year old high school student who is pregnant. She is trying to figure out if she wants to keep her unborn child or have an abortion. Eboni’s mother is concerned about her and Eboni’s ability to financially be able to support a child. (Plummer, Makris, & Brocksen, 2014). Having a child at such a young age will have its challenges for Eboni. Many teen moms end up dropping out of high school. The earning potential of teen moms is low. Teen moms usually have a lower educational level. The abuse of alcohol and substances is high among teen moms (Health Communities, 2017).There are means-tested programs that Eboni could quality for. Each state’s requirements are different.

Here in Oklahoma Eboni would be able to apply for TANF, (Temporary Assistance for Needy Families). The purpose of TANF as explained by Oklahoma’s Department of Human Services (OKDHS), “Is to provide temporary support in meeting basic needs, training leading to employment, employment services and childcare assistance for qualified families with children” (OKDHS, 2017). TANF is a federally funded program. Eboni would also be able to apply for SNAP (Supplemental Nutrition Assistance Program). SNAP is also a federally funded program that provides food for families with children (Helping Americans find Help, 2017). Eboni would also be eligible to apply for Public Housing in the state of Oklahoma, which allows low income families to pay less for rent (Helping Americans find Help, 2017). Soonercare is a medial program her in the state of Oklahoma that Eboni may be eligible for. It pays for Medicaid related expenses for low income families (Helping Americans find Help, 2017). If Eboni were to keep her child, she would be able to find the help and support she needs through public assistance programs.

References

Assistance Programs, Local Agencies, Charities, Food, Housing, Cash Assistance Bills,     Health Education, and Employment. (n.d.). 2017. Retrieved March 21, 2017 from             https://helpingamericansfindhelp.org/oklahoma/

Plummer, S. -B., Makris, S., & Brocksen, S. (Eds.). (2014). Sessions: Case histories. Baltimore:     MD: Laureate International Universities Publishing. [Vital Source e-reader].

Teen Pregnancy, Consequences of Teenage Pregnancy. (n.d.). 2017. Retrieved March 21, 2017,    from http://www.healthcommunities.com/teen-pregnancy/children/overview-of-teen-      pregnancy.shtml

Temporary Assistance for Needy Families (TANF). (n.d.). OKDHS. Retrieved March 21, 2017,   from http://www.okdhs.org/services/tanf/Pages/TANFHome.aspx

 

B. Genia Baker

RE: Discussion 1 – Week 4 

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In the case of 16 year old soon to be mother Eboni, there are a few options in the State of California for her to receive assistance. The first option for her is the Cal-Fresh program, known federally as Supplemental Nutritions Assistance Program or SNAP, which “provides monthly assistance to low income households in purchasing the food they need to maintain adequate nutritional level. These benefits are for food or food products for human consumption”(Benefits.gov). To attain these benefits Eboni would need to be a resident of the state of California. Another option for Eboni would be the California Work Opportunity and Responsibility to Kids (CalWorks) program, “the CalWorks program gives cash aid and services to eligible needy California families. The program assists families that has little or not cash and needs housing, utilities, clothing or medical care, they may be eligible for immediate short term help. Families that apply and qualify for ongoing assistance receive money each month to help pay for housing, food and other necessary expenses”(CDSS,2017). Eboni is also eligible for the Supplemental Nutrition Program for Women, Infant, and Children (WIC). This program will provide supplemental food for infants not being breast fed, referrals for women to health care, and nutrition education.

If Eboni remains in California and attends her meetings with the various programs, she would be allowed to remain on the WIC program until her child is 5 years of age. As for the CalWorks and CalFresh programs, Eboni will remain eligible as long as she meets the income requirements for the program. She will be eligible to sustain housing, health-care, and energy assistance to lower her bills as well. California offers great support to single parents and if the parent cooperates can manage to use the welfare system to attain a degree and job skills needed to help provide a job for herself.

The state public assistance policies are in place to aid families to not feel like their life is over once they have have children. The guidelines will help Eboni to finish school and look to further her education on find employment.

References

California Department of Social Services. (2017).California Work Opportunity and Responsibility to Kids. www.cdss.ca.gov

Your Path to Government Benefits. www.benefits.gov

Discussion 2 wk 4

3. Respond by Day 6 to at least two colleagues by explaining how social workers might help to alleviate the stigma based on the explanations your colleagues provided.

Support your response with specific references to the resources. Be sure to provide full APA citations for your references.

A. Tikeela Dorrell

RE: Discussion 2 – Week 4 

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Means-tested programs are a necessary for those who truly need them. For many who lose their job, have a disability, or who have just fallen on hard times, means-tested programs are a good thing to have in those times of need. There are individuals who abuse the programs. I have had individuals who were my clients in child welfare say to me that they did not want to work and would not work. These individuals were fully capable of working.

Sometimes means-tested programs can create a dependency. From personal experience how means-tested programs are viewed depends on an individual’s culture.

I come from a family who values working for a living. My family will use means-tested programs as a last resort. If a family is used to using means-tested programs then it is more than likely that the following generations will not have an issue doing the same. For them it’s normal. For those who are uneducated and who don’t fully understand what means tested programs are for and who all can benefit from it, are likely to have negative perceptions of the programs. I do understand the programs and how they can benefit individuals.

It is because I have an understanding of means-tested programs, that I feel my own perceptions of the program will have no effect on my work as a social worker. I do feel that the government should make those who are welfare recipients and who are capable of working, to do so. Sometimes it’s a quick fix to use means-tested programs. As stated by Spalding, “Under a culture of dependency, poverty becomes a trap, and recipients get stuck” (Spalding, 2012).

 

References

Spalding, M. (n.d). 2012. Why the U.S. has a culture of dependency. Retrieved March 22,            2017, from http://www.cnn.com/2012/09/21/opinion/spalding-welfare-state-    dependency/index.html

 

 

Means-tested programs are a necessary for those who truly need them. For many who lose their job, have a disability, or who have just fallen on hard times, means-tested programs are a good thing to have in those times of need. There are individuals who abuse the programs. I have had individuals who were my clients in child welfare say to me that they did not want to work and would not work. These individuals were fully capable of working.

Sometimes means-tested programs can create a dependency. From personal experience how means-tested programs are viewed depends on an individual’s culture.

I come from a family who values working for a living. My family will use means-tested programs as a last resort. If a family is used to using means-tested programs then it is more than likely that the following generations will not have an issue doing the same. For them it’s normal. For those who are uneducated and who don’t fully understand what means tested programs are for and who all can benefit from it, are likely to have negative perceptions of the programs. I do understand the programs and how they can benefit individuals.

It is because I have an understanding of means-tested programs, that I feel my own perceptions of the program will have no effect on my work as a social worker. I do feel that the government should make those who are welfare recipients and who are capable of working, to do so. Sometimes it’s a quick fix to use means-tested programs. As stated by Spalding, “Under a culture of dependency, poverty becomes a trap, and recipients get stuck” (Spalding, 2012).

 

References

Spalding, M. (n.d). 2012. Why the U.S. has a culture of dependency. Retrieved March 22,            2017, from http://www.cnn.com/2012/09/21/opinion/spalding-welfare-state-     dependency/index.html

 

B. judith tertus

RE: Discussion 2 – Week 4 

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Judith Tertus

Discussion 2 Week-4

 

State welfare was introduced to help prevent starvation, disease and misery within the poor of the land. It has worked very well, but perhaps too well. We should be proud of the way we look after the vulnerable in this country. There are many cases where our fellow citizens would be in misery if we did not help them and I am very happy to help them through paying my taxes. But we now have a situation where it is preferable for a significant minority to live on welfare than to work. Welfare has not just eased the lot of the poor and unfortunate but has created a welfare class who have characteristics detrimental to themselves and to society as a whole. Not only that, it has created a schism between those who give and those who receive.

Until the 1800’s there was no national state involvement in the welfare of the poor. This was mostly supplied by the local church, friendly societies and mutually owned organisations. Local provision to local recipients. Back even further, rules within a group afforded some welfare e.g. the brother of a dead man took on familial responsibilities. There were probably other mechanisms or expectations of behaviour within the group to give ‘welfare’ to unfortunates. This will have occurred within small groups, the beneficiaries being well known by the benefactors.

To some extent, I believe that the system of benefits discourages people from working. Interactions between benefits and Tax Credits makes the transition to work risky and uncertain; the financial incentives to enter work at less than 16 hours are relatively low and the rate at which benefits and Tax Credits are withdrawn, as earnings increase, means that some people see no more than a few pence for every extra $1 earned – resulting in the perception that work does not pay. The worst consequence of the welfare system on the individual is that it robs some folk of the experience and benefits of work. Work provides a cornucopia of good things; the pride of earning a wage and spending it, the fellowship of workmates, getting up in the morning, getting to work and doing your job gives individuals the self-discipline needed to survive and thrive in society, a job can give you a sense of purpose – once out of the prison of the house you can dare to be ambitious and seek improvement, even in small ways.

References:

www.dhs.pa.gov/citizens/cashassistance/tanfandmovingtoindependence

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