Day: July 15, 2019

Sanjon has worked for the South Insurance Company for the past 23 years. He graduated with a top-notch accounting degree and also has his MBA. Bar none, Sanjon is considered by everyone in his organization to be a brilliant accountant. At issue is that Sanjon’s brilliance may be coupled with just a little too much “creativity” when one considers his approach to maximizing the company’s profits.

 

At the end of every quarter, Sanjon calls up the supervisors of each of South’s insurance branches and asks them to estimate their outstanding insurance claims. These insurance claims represent money that the company likely owes its customers—that is, claims are estimates of money owed at the end of the quarter to South’s customers who are likely to file a claim in the near future, but who have not yet done so. (The total money owed—but still outstanding—is referred to as a “claims lag,” since there is a lag between the date of an insurable event and the date that South becomes aware that a customer has filed a valid claim).

 

For instance, based on historical experience, at the end of each quarter, Division 1 of South Insurance estimates that 20% of all claims for that quarter are still outstanding (i.e., an insurable event has occurred, but has not yet been reported to Division 1). This is the number (20%) reported to Sanjon. Being the “brilliant” accountant that he is, and in light of his sheer eagerness to maximize profits for the quarter (and because his quarterly bonus is based on each quarter’s profits), Sanjon reduces the outstanding claims reported by all of South’s insurance divisions by 10%. In doing so, he has effectively reduced the company’s quarterly claims expenses by this same 10%—and voila!— Sanjon has also managed a creative increase in his own quarterly bonus.

 

Sanjon sees nothing wrong in reducing the divisions’ company claims estimates, reasoning, “Look, they’re all a bunch of estimates anyhow!” Sanjon further opines, “Besides, I have a duty to this company and to its stockholders—to maximize profits!”

 

Consider this situation from a virtue ethics perspective. What virtues are at stake?

 

Does Sanjon appear to be rationalizing his behavior as a “duty” to others?

 

On a scale of unethical (1) to ethical (5), where would you rate Sanjon’s practice? Why?

A process recording is a written tool used by field education experience students, field instructors, and faculty to examine the dynamics of social work interactions in time. Process recordings can help in developing and refining interviewing and intervention skills. By conceptualizing and organizing ongoing activities with social work clients, you are able to clarify the purpose of interviews and interventions, identify personal and professional strengths and weaknesses, and improve self-awareness. The process recording is also a useful tool in exploring the interpersonal dynamics and values operating between you and the client system through an analysis of filtering the process used in recording a session.

 

 

 

For this Assignment, you will submit a process recording of your field education experiences specific to this week.

 

The Assignment (2–4 pages):

 

• Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.
• Explain your interpretation of what occurred in the dialogue, including social work practice theories, and explain how it might relate to diversity or cultural competence covered this week.
• Describe your reactions and/or any issues related to your interaction with a client during your field education experience.
• Explain how you applied social work practice skills when performing the activities during your process recording.

 

 

 

By Day 7

 

Submit your Assignment

 

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

 

Note: You should also share your process recordings with your field instructor during your individual supervision.

 

Note: Adherence to confidentiality is required during your process recordings. Do not include real names of clients, supervisors, or social workers with whom you may come into contact during your social work field education experience. Omit any personal identifiers when detailing the interaction with your social work clients.

 

 

 

Required Readings

 

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson.
Chapter 11, “Professional Social Work” (pp. 125-135)

 

Ganzer, C. (2007). The use of self from a relational perspective. Clinical Social Work Journal, 35(2), 117–123.
Note: Retrieved from Walden Library databases.

 

Osteen, P. J. (2011). Motivations, values, and conflict resolution: Students’ integration of personal and professional identities. Journal of Social Work Education, 47(3), 423–444.
Note: Retrieved from Walden Library databases.

 

Required Media

 

Laureate Education. (Producer). (2013). Use of self [Audio file]. Retrieved from https://class.waldenu.edu

Note:  This audio introduction is located in the “Introduction and Objectives” section. The approximate length of this media piece is 1 minute.

Optional Resources

 

Click the following link to access the MSW home page, which provides resources for your social work program.

 

MSW home page

Do you believe that the government should establish a national energy policy? If so, how would you construct this policy? Would you emphasis non-renewable energy (oil, natural gas, coal) or renewable energy (solar, hydro, thermal)? If not, how would you address our current energy issues? Again, would you emphasis non-renewable energy (oil, natural gas, coal) or renewable energy (solar, hydro, geothermal)?

 

Your paper should be 2-3 pages in length and all citations must use APA formatting. Please refer to the Course Project overview for a list of all requirements for this paper. 

Resources: Week 1 readings and activities, University Library, internet

 

This week was an introduction to mythology and how it is viewed academically and in popular culture. The activities this week have focused on myths in different cultures around the world. In this assignment you will share what you learned.

 

Write a 525- to 700-word paper in which you answer the following questions:

 

• How is the word myth used in popular culture?
• For example, what does the statement, “It’s a myth” mean? In contrast, how is the word myth used in the academic context?
• After considering the definition in your readings and course materials, write a definition in your own words.
• What are the most common mythological themes across different cultures?
• Why do myths from different cultures around the world address such similar or universal themes? Do we see these same themes in today’s myths?
• Think about how myths explain the unknown and the tribulations of humankind.

 

Include citations and references throughout your paper. APA formatting is preferred but not required.

Involving families and communities in the classroom learning will improve both student engagement and outcomes. One of the ways that families and communities can be involved in students’ learning is to inform them of the importance of various texts that support literacy development and how they can support learning at home.

 

Digital Brochure

 

Create a digital brochure to be introduced at curriculum night to promote literacy in the home as well as a resource for families and the community to inform them of the various texts that will be implemented in the classroom to promote literacy.

 

Your tri-fold digital brochure should present the process of examining texts, as well as at-home technology tools and digital resources to advance student literacy development.

 

Your digital brochure should include the following:

 

• Engaging front cover that identifies the grade level and content area
• The importance of multiple texts to meet the specific needs and abilities of all students
• Two examples of fiction and two examples of non-fiction texts with brief rationales describing the complexity and purpose for each, and how they will be implemented in the content area
• Explanation of how texts are selected through quantitative and qualitative measures
• One example of media and one example of technology, examining how each will creatively support literacy development
• Two resources for families to support literacy development at home, and directions for how families can utilize them.

 

The brochure should be visually appealing with color, graphic elements, and variations in text.

 

Support your findings with a minimum of three resources.

 

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 Extra credit will be available based on extra posts (over the 5 required ones) to the Blackboard Discussion Board on topics announced and approved in class. Posting about topics that are not approved in class will not earn extra credit. These bonus posts must be at least 150 words. Approved museum trips require evidence, like a picture of you at the venue. We will discuss all of these assignments and more extra credit options in detail during class. Some extra credit options I can announce right away include visits to the following museums: Norton Simon Museum, Pasadena(free for students with ID, free parking, https://www.nortonsimon.org/);  

As you might recall from Week 5, there are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in group settings and family settings, consider challenges of using this approach with your own groups.

Learning Objectives

Students will:

• Compare the use of cognitive behavioral therapy for groups to cognitive behavioral therapy for families
• Analyze challenges of using cognitive behavioral therapy for groups
• Recommend effective strategies in cognitive behavioral therapy for groups

To prepare:

• Reflect on your practicum experiences with CBT in group and family settings.

Post an explanation of how the use of CBT in groups compares to its use in family settings. Provide specific examples from your own practicum experiences. Then, explain at least two challenges counselors might encounter when using CBT in the group setting. Support your response with specific examples from this week’s media.

 

 

Social change can require a large movement, or a small intervention, depending on the type of change you are trying to implement. This assignment helps you apply what you have learned this week to a situation in your community where social change may be necessary.

 

 

 

Review the Microsoft® PowerPoint® resources to enhance your presentation.

 

 

 

Create a 6- to 10-slide Microsoft® PowerPoint® presentation on social change in your community.

 

Include the following:

 

• Description of a social problem in your community
• Examples include graffiti in parks, destruction of community property, property theft, parking violations, speeding, improper disposal of pet waste, and improper landscaping.
• A theoretical perspective on social movements to apply to this problem
• Include a description of how this perspective proposes to address this problem and create social change.
• The possible social influences or agents for change to address the problem in your community

 

Include detailed speaker notes for each slide

 

There is never enough practice for implementing activities. Each time a lesson is taught, a teacher learns something new about effective teaching practices through self-reflection, especially when implementing multiple content areas in one lesson for cross-disciplinary instruction.

 

Allocate at least 5 hours in the field to support this field experience.

 

Part 1: Implementation

 

For this field experience, you will deliver the literacy activity you created in Topic 2, or a lesson of your mentor’s choice, to a small group of students that your mentor teacher has selected. Remember to focus on:

 

• Instructional strategies for literacy development.
• Differentiation, including accommodations to meet the diverse needs of students.
• Creating engagement and promoting discussion.

 

Part 2: Mentor Feedback

 

After your implementation, ask your mentor teacher the following:

 

• How effectively did I integrate literacy into the activity?
• Were students engaged?
• How effectively did I meet the needs of all students?
• What did I do well and what can I do better?

 

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

 

Part 3: Personal Reflection

 

• How did I integrate literacy in the activity?
• Did students demonstrate the concepts of the activity? How?
• How did I differentiate by using resources and/or technology to make necessary accommodations in the activity?
• What do I feel went well in the class and what might have gone better?
• How did I know if the students met the learning objective of the activity?
• What would my next steps be for my future practice?

 

Write a reflection of 250-500 words summarizing your implementation experience, mentor’s feedback, and your personal reflection.

 

APA format is not required, but solid academic writing is expected.

 

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Learning Objectives

 

Students will:

 

• Develop effective documentation skills for group therapy sessions *
• Develop diagnoses for clients receiving group psychotherapy *
• Evaluate the efficacy of cognitive behavioral therapy for groups *
• Analyze legal and ethical implications of counseling clients with psychiatric disorders *

 

 

 

Select two clients you observed or counseled this week during a group therapy session. Note: The two clients you select must have attended the same group session.

 

Then, in your Practicum Journal, address the following:

 

• Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
• Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for each client.
• Explain whether cognitive behavioral therapy would be effective with this group. Include expected outcomes based on this therapeutic approach.
• Explain any legal and/or ethical implications related to counseling each client.
• Support your approach with evidence-based literature.gnment 1: Practicum – Week 8 Journal Entry

 

Learning Objectives

 

Students will:

 

• Develop effective documentation skills for group therapy sessions *
• Develop diagnoses for clients receiving group psychotherapy *
• Evaluate the efficacy of cognitive behavioral therapy for groups *
• Analyze legal and ethical implications of counseling clients with psychiatric disorders *

 

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.

 

Select two clients you observed or counseled this week during a group therapy session. Note: The two clients you select must have attended the same group session.

 

Then, in your Practicum Journal, address the following:

 

• Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
• Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for each client.
• Explain whether cognitive behavioral therapy would be effective with this group. Include expected outcomes based on this therapeutic approach.
• Explain any legal and/or ethical implications related to counseling each client.
• Support your approach with evidence-based literature.