Reading the text  Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Understanding generalist practice (8th ed.). Boston, MA: Cengage Learning. Chapter 5, “Engagement and Assessment in Generalist Practice” (pp. 175–223) 1. Describe the assessment process as related to individuals and families. 2. Briefly identify the types of information it is important to gather. 3. Compare how assessment at the macro level is similar and dissimilar than […]

According to the Council on Social Work Education, Competency 4: Engage In Practice-informed Research and Research-informed Practice: Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that […]

This week your theoretical orientation is feminist theory. You will use the same case study that you chose in Week 2. Use the “Dissecting a Theory and Its Application to a Case Study” worksheet to help you dissect the theory. You do not need to submit this handout. It is a tool for you to use to dissect the theory and then you can employ […]

Describe common mistakes mentors or coaches make when working with a mentee. How could avoiding these mistakes improve the mentor-mentee relationship? How could avoiding these mistakes lead to more significant progress from the mentee achieving agreed-upon goals?

Prior to beginning work on this discussion, read Chapters 7 and 8 in your textbook, and read the standardized guidance (under the “Lectures” tab). In addition, to help you better to know the fallacies, watch the following videos (which are also embedded): The “Red Herring” Fallacy (Links to an external site.) The “Straw Man” Fallacy (Links to an external site.) Fallacies: Slippery Slope (Links to an external site.) […]

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In the Week 1 Presenting Arguments assignment, you objectively and neutrally evaluated reasoning on each side of your question from non-scholarly sources. For this assignment, you will objectively and neutrally evaluate and present the reasoning from scholarly sources on the same question. For an example of how to complete this paper, take a look at the Week Three Example paper (in the classroom). Be sure to incorporate […]

Students will post a substantive reply to my initial post each week (at least 300 words) AND two substantive comments (at least 100 words long each) in response to other students’ posts each week.  See rubric on course syllabus for evaluation criteria.  My Initial Post:  For Unit 6 TD, please read Point/Counterpoint IV (pp. 360-361) and address Critical Thinking Question 1 on p. 361. (ATTACHED) […]

You are to observe a child in the early childhood age range for at least 15 minutes and discuss what’s typical for that age physically, socially, emotionally, and cognitively from the textbook and then discuss what you observed along the same four areas. You also are to comment on what Fowler would say about this stage of spiritual development. You must include a subheading per […]

In at least 2-3 pages, please discuss the following: 1-What are the habits of healthy families? 2-What’s the impact of abuse on children? 3-What factors build resilience in children? 4-How can faith/spirituality offset the impact of mistreatment for children? Include a subheading per discussion question above for organization. Be sure to start with an intro paragraph on what the paper will cover and end with […]