SOCW 6101discussions week 9,10,11Discussion 1 - Week 9COLLAPSE.docx

SOCW 6101discussions week 9,10,11
Discussion 1 - Week 9
COLLAPSE
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Discussion 1: Treatment Evaluation
Many social work students dread taking research classes. They
often view the courses as unnecessary to be a good social
worker when, in fact, the opposite is true. How do you really
know that your interventions are working, unless you evaluate
them? As a social worker it is essential to identify in a
quantifiable manner whether a treatment is helping the client or
if it needs to be abandoned for another approach. In the past,
social workers depended on recognizing a client’s progress
through their own observations. Today, with a significant push
both in the field of social work and among insurance companies
to provide evidenced-based practice, social workers now are
expected, more than ever, to evaluate their practice. Selecting
the proper measurement/evaluation tool, based on the clients’
presenting concerns and treatment goals, will provide the
evidence-based practice that is expected by the field.
For this Discussion, review this week’s Learning Resources,
including the course-specific case studies. Select either Abdel
or Pedro from the course-specific case studies provided and
search the Mental Measures Yearbook database to identify
potential scales that could be used to evaluate the treatment.
Select one of the scales you identified and consider why it
might be useful in evaluating treatment. Finally, think about the
validity and reliability of that scale.
Note: The course-specific case study you select should differ
from the case study you selected in Week 6.

Post by Day 3 a description of the scale you might use to
evaluate treatment for the client in the case study you selected
and explain why you selected that scale. Be sure to reference
the case study you selected in your post. Finally, explain the
validity and reliability of that scale.
Support your posts and responses with specific references to the
Learning Resources. Be sure to provide full APA citations for
your references.
Read a selection of your colleagues' posts.
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Discussion 2 - Week 9
COLLAPSE
Top of Form
Discussion 2: Management of Planned and Unplanned
Termination
Ending a client relationship can be just as difficult as ending a
personal relationship. In fact, while much of the literature
addresses when to terminate, a more significant topic is the
feelings that surround termination. Depending on the client and
the length of treatment, saying goodbye can be hard for both of
you. As a result, you should prepare for termination and the
feelings surrounding this step of the GIM process early in the
client-social worker relationship.
While you generally anticipate that successful treatment will
lead to the eventual termination of the client relationship, there
are a variety of other reasons for why this relationship might
come to an end. There might be a set number of sessions the
client’s insurance will allow, or maybe the end of your
internship is quickly approaching. Maybe termination results
from the unexpected, like a new job, an illness, or the client
leaves without notice. Regardless of the cause, you and your

client must be prepared for the end of your working
relationship. Not discussing termination can result in
uncomfortable feelings, including anger and disappointment for
the client. As the social worker, you might feel disappointed
about not being able to see the treatment through to completion.
Even when termination is a planned event, clients might respond
with anger, increased silence, missed sessions, or early
termination. If they feel positive about this next step, they
might express feelings of satisfaction and pride, with an
appropriate amount of sadness about losing this relationship.
While you are involved in a purely working relationship, you
may be surprised at how many emotions or what types of
emotions might surface for both of you when terminating the
relationship.
For this Discussion, review this week’s Learning Resources.
Consider potentially positive and negative feelings that you, as
a social worker, and the client might feel regarding the
termination of a therapeutic relationship. Then, think about how
you might assist the client with the potential negative feelings.
Finally, reflect on how you might help yourself with your own
potentially negative feelings.
Post by Day 4 a brief description of two potential positive and
two potential negative feelings that both you, as the social
worker, and the client might feel, regarding the termination of a
therapeutic relationship. Then, explain a skill you might use to
assist a client with the potential negative feelings. Finally,
explain how you might help yourself with your own potentially
negative feelings.
your references.

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Discussion - Week 10
COLLAPSE
Top of Form
Discussion: Academic Values and Professional Ethics - A
Comparison
The first sentence of the Preamble to the Code of Ethics of the
National Association of Social Workers states that “the primary
mission of the social work profession is to enhance human well-
being and help meet the basic human needs of all people...”
(NASW, 2008). This statement very much aligns with the
Walden University mission that as an institution “…provides a
diverse community of career professionals with the opportunity
to transform themselves as scholar-practitioners so that they can
effect positive social change” (Walden University, 2013). Social
workers are often called change agents as they address the
needs of marginalized and oppressed groups, by enacting
change on many different levels. How might Walden
University’s mission and vision compliment the social work
code of ethics? How might you be able to meld the two together
to become your own social change agent?
Consider the similarities between the NASW’s social work core
values and Walden’s mission and vision. Then select either the
Pedro case or the Debra case and identify a potential ethical
dilemma from the case you selected. Consider the decision you
might make in response to that dilemma and reflect on how the
Walden Mission and Vision as well as the NASW ethical
standards might influence your decision. Finally think about
how the mission and vision and values might inform your role
as a social change agent.
Post by Day 4 an explanation of the similarities between social

work core values and the Walden Mission and Vision. Describe
the potential ethical dilemma you identified from the course-
specific case study you selected. Then explain the decision you
might make in response to that ethical dilemma. Include an
explanation of how the Walden Mission and Vision and the
principles you selected from the NASW ethical standards
influenced your decision. Finally, explain how the mission,
vision, and values might inform your role as a social change
agent.
your references.
Bottom of Form
Discussion - Week 11
COLLAPSE
Top of Form
Discussion: Social Change
Advocacy might conjure images of speaking at a congressional
hearing or soliciting petition signatures at library entrances.
Yet, social workers engage in advocacy as an agent of social
change in numerous ways. The scenarios presented in this
week’s introduction are examples of three types of advocacy:
· Case advocacy—When a social worker addresses the lack of
services, or resources at the micro level, educates the client
about available resources and programs, or fights for clients’
rights.
· Legislative advocacy—When a social worker addresses a
policy gap at the macro level, and provides information and
suggestions to legislators, in order to close that gap.

· Community advocacy—When a social worker represents the
needs of a community at the mezzo level by engaging in group-
oriented activities, such as holding a town meeting to educate
the neighborhood about a particular issue they are facing.
Another type of advocacy, not represented by the earlier
scenarios, is agency advocacy. For example, you might conduct
agency advocacy as a social worker when you identify a gap in
services at your agency and pursue additional services for a
particular population the agency serves. Or, you might pursue a
change in current policy that you deem to be unfair to some of
your clients.
How do you envision becoming an agent of social change
through the use of advocacy?
Think about whether advocacy is a vital aspect of social work.
Then, consider what section within the NASW code of ethics
requires advocacy of social workers. Finally, search for a local,
state, or federal legislative website for a pending law that
relates to an issue and a population that social workers
encounter. Consider the importance of passing this legislation to
the population, to the community, and to social work practice.
Post by Day 4 an explanation of whether you think advocacy is
a vital aspect of social work. Be sure to reference this week’s
readings to support your position. Then, explain what section
within the NASW code of ethics requires advocacy of social
workers. Finally, describe the pending law you selected and
explain why its passage might be important to the population
effected by the issue, the broader community, and social work
practice.

your references.
Bottom of Form
Required readings SOCW 6101
Week9 required readingsRequired
· Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding
generalist practice (6th ed.). Stamford, CT: Cengage Learning.
· Chapter 8, "Evaluation, Termination, and Follow-Up in
Generalist Practice" (pp. 289–329)
·
HYPERLINK
"http://search.ebscohost.com.ezp.waldenulibrary.org/login.aspx
?authtype=ip%2cuid&profile=ehost&defaultdb=mmt" o
"Walden Mental Measures Yearbook Database" t "_blank"
Walden Mental Measures Yearbook Database
· Note: Search this database in the Walden Library for
assessment measures you might use to evaluate treatment in
Discussion 1.
equired
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.).
(2014). Social work case studies: Foundation year. Baltimore,
MD: Laureate International Universities Publishing. [Vital
Source e-reader].
· Working with Immigrants and Refugees: The Case of Abdel
· Working with Clients with HIV/AIDS: The Case of Pedro

· Steketee G., Frost, R. O., Tolin, D. F., Rasmussen, J., &
Brown, T. A. (2010). Waitlist-controlled trial of cognitive
behavior therapy for hoarding disorder. Depression and
Anxiety, 27(5), 476–484.
Retrieved from the Walden Library databases.
Required
· Siebold, C. (2007). Everytime we say goodbye: Forced
termination revisited, a commentary. Clinical Social Work
Journal, 35(2), 91–95.
equired
·
HYPERLINK
"http://asp6new.alexanderstreet.com.ezp.waldenulibrary.org/psy
c/psyc.browse.session.transcripts.aspx?byLetter=all" t "_blank"
Walden Library: Counseling and Psychotherapy Transcripts,
Client Narratives, and Reference Works Database
· Note: Search this database in the Walden Library for examples
of video transcripts you might use as a model for your own role
play video transcript.
Wee 10 required readings
Required
· Chapter 11, "Values, Ethics, and the Resolution of Ethical
Dilemmas" (pp. 395-441)
Required
· Furman, R., Ackerman, A. R., Loya, M., Jones, S., & Negi, N.
(2012). The criminalization of immigration: Value conflicts for

the social work profession. Journal of Sociology and Social
Welfare, 39(1), 169–185.
· National Association of Social Workers. (2008). Code of
ethics. Washington DC: Author. Retrieved from
http://www.naswdc.org/pubs/code/code.asp
· Walden University. (n.d.). Mission and vision. Retrieved June
16, 2013, from http://waldenu.edu/about/social-change/mission-
and-visionRequired
· Mishna, F., Bogo, M., Root J., Sawyer, J. L., & Khoury-
Kassabri, M. (2012). It just crept in: The digital age and
implications for social work practice. Clinical Social Work
Journal, 40(3), 277–286.
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.).
(2014). Social work case studies: Foundation year. Baltimore,
MD: Laureate International Universities Publishing. [Vital
Source e-reader].
· Working with Survivors of Domestic Violence: The Case of
Debra
· Working with Clients with HIV/AIDS: The Case of Pedro
Week 11 required readings
Required
· Chapter 14, "Advocacy" (pp. 513-537)
· Ezell, R. (2001). Understanding advocacy. In M. Ezell (Ed.),

Advocacy in the human services (1st ed., pp. 20–36). Belmont,
CA: Thomson Brooks Cole.
Required
· Hoefer, R. (2012). Social justice and advocacy practice. In R.
Hoefer (Ed.), Advocacy practice for social justice (2nd ed., pp.
25–41). Chicago, IL: Lyceum.
Advocacy Practice for Social Justice, 2nd Edition by Richard
Hoefer.
Copyright 2012 by Lyceum Books, Inc. Reprinted by permission
of Lyceum Books, Inc. via the Copyright Clearance Center.
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Error Details
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1
Unsatisfactory
0.00%
2
Less Than Satisfactory
74.00%
3
Satisfactory
79.00%
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Good
87.00%
5
Excellent
100.00%
70.0 %Content
20.0 %Describe Needed Competencies for a Leadership Coach
and Include a Rationale For Why These Competencies are
Important.
Discussion of the needed competencies for a leadership coach is
not present.
present but incomplete.
present but done in a perfunctory manner. Rationales are
present but not consistent.
present and insightful. Rationales for why the competencies are
important are present but not as complete as they should be.
Some support may not be within the last 5 years.

present and comprehensive. Rationales for why the
competencies are important are complete. Support is current
within the last 5 years.
20.0 %Depict Three Types of Difficult Leaders and How You
Would Handle the Challenges of Coaching Them
Identification of the three types of difficult leaders and
discussion of how to handle challenges of coaching difficult
leaders is not present.
Identification of the three types of difficult leaders and
discussion of how to handle challenges of coaching difficult
leaders is present but incomplete.
Identification of the three types of difficult leaders is present.
Discussion of how to handle challenges of coaching difficult is
present but done in a perfunctory manner.
Discussion of how to handle challenges of coaching difficult
leaders is present and thoughtful. Some support may not be
Discussion of how to handle challenges of coaching difficult
leaders is present and comprehensive. Support is current within
the last 5 years.
10.0 %How Does a Leader's Style Influence how Challenges are
Handled?
Discussion of how a leader's style influences how challenges are
handled is not present.
handled is present but incomplete.
handled is present but done in a perfunctory manner.
handled is present and insightful. Some support may not be

handled is present and comprehensive. Support is current within
the last 5 years.
10.0 %Discuss How You Would Handle a Toxic Leader
Discussion of how you would handle a toxic leader is not
present.
Discussion of how you would handle a toxic leader is present
but incomplete.
but done in a perfunctory manner.
and insightful. Some support may not be within the last 5 years.
and comprehensive. Support is current within the last 5 years.
10.0 %Synthesis and Argument
No synthesis of source information is evident. Statement of
purpose is not followed to a justifiable conclusion. The
conclusion does not support the claim made. Argument is
incoherent and uses non-credible sources.
Synthesis of source information is attempted, but is not
successful. Sufficient justification of claims is lacking.
Argument lacks consistent unity. There are obvious flaws in the
logic. Some sources have questionable credibility.
Synthesis of source information is present, but pedantic.
Argument is orderly, but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose. Sources
used are credible. Introduction and conclusion bracket the
thesis.
Synthesis of source information is present and meaningful.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.
Synthesis of source information is present and scholarly.

Argument is clear and convincing, presenting a persuasive claim
in a distinctive and compelling manner. All sources are
authoritative. The synthesis and argument in the paper are of
publication caliber.
20.0 %Organization and Effectiveness
20.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or
vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to
purpose.
Thesis and/or main claim are clear and forecast the development
of the paper. They are descriptive and reflective of the
arguments and appropriate to the purpose.
Thesis and/or main claim are clear and comprehensive; the
essence of the paper is contained within the thesis. The
development indicated by the thesis and/or main claim is
acceptable for publication.
10.0 %Format
5.0 %Mechanics of Writing
Mechanical errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence
structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.

Writer is clearly in command of standard, written, academic
English.
5.0 %APA Format
Required format is rarely followed correctly. An appropriate
number of topic-related scholarly research sources and related
in-text citations is not present. No reference page is included.
No citations are used.
Required format is attempted, but some elements are missing or
mistaken. A lack of control with formatting is apparent. Some
included sources are not scholarly research or topic-related.
Reference page is present. Citations are inconsistently used.
Required format is used correctly, although some minor errors
may be present. Scholarly research sources are present and
topic-related, but the source and quality of some references is
questionable. Reference page is included and lists sources used
in the paper. Sources are appropriately documented, although
some errors may be present.
Required format is fully used. There are virtually no errors in
formatting style. Scholarly research accounts for the majority of
sources presented and is topic-related and obtained from
reputable professional sources. Reference page is present and
fully inclusive of all cited sources. Documentation is
appropriate and citation style is usually correct.
The document is correctly formatted to publication standards.
All research presented is scholarly, topic-related, and obtained
from highly respected, professional, original sources. In-text
citations and a reference page are complete and correct. The
documentation of cited sources is free of error. The paper could
readily be accepted for publication.
100 %Total Weightage
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