Unit7Assign1THMS

Due Aug 24th 

Evaluate Service Delivery Models

The three primary service delivery models in human services are the medical model, the public health model and the human service model. Learners created a case study in Unit 3 and identified related theories in Unit 5 and will continue the development of the final course project in this unit with the identification of a service delivery model.

For this assignment, review the theories selected in Unit 5 of the course and critically select the service delivery model that is most complimentary to those theories. Identify one administrative human service role and one direct service role based on the service delivery model selected. Identify the responsibilities of each professional based on the role selected.

Consider the following when selecting an appropriate model:

• What is the general orientation of the model?
• How does this model approach problem identification and resolution?
• How does the model align with the theories selected in Unit 5?
• Evaluate the service delivery model selected.

Refer to the APA Style and Format link in the Resources for guidance on formatting all assignments in this course.

Requirements

• Turnitin: Submit your assignment to Turnitin and upload your Report of Similarity along with your assignment.
• Font: 12-point Times or Times New Roman, double-spaced.
• Writing: Writing should be clear, organized, and free of errors; it should also follow professional standards.
• Research: Use at least four academic sources; at least two of those sources should not be course materials.
• Length: Your paper should be 4–5 pages, not including the cover page or reference page.
• Format: Follow current APA style and formatting guidelines.

Discussion 1

Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual’s net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry.

Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community’s ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011).

Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a “right” way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life.

Post an analysis of how classism has factored into your life. Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients.

Discussion 2

Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients’ realities. For this Discussion, review how classism is represented Here.

Consider this scenario of the Hernandez family. The parents are asked to take parenting classes. The father misses parenting classes as he needs to work overtime. The social worker refers to them as these Mexicans. Knowing their needs to work overtime to make ends meet, they are still asked to take parenting classes. Now it appeared that they have to it again as they missed several classes.

Write

• An explanation of how classism is demonstrated in the Hernandez family
• Identify specific barriers to social services that the Hernandez family experiences because of their class status (e.g., working poor).
• Explain how the intersection of class (e.g., working poor), ethnicity (e.g., Hispanic), and migration history (e.g., move from Puerto Rico to mainland) may further impact the Hernandez’s experience.
• Identity 2-3 strengths in the Hernandez family.
• Provide recommendations for how social workers might address issues of classism present in the Hernandez case.
• Explain how recommendations would address class issues
• please provide references

INTERVENTION

Research question

For nurses taking care of patients in health care settings, how can safety interventions as compared to no intervention reduce medication error?

  

Part II: Intervention Procedures/Obtaining Information Procedures

Quantitative Study

Intervention/Treatment Group

· Describe the intervention contents given to Intervention group

· Describe how the contents were given to Intervention group

· Identify the person who provided Intervention contents to Intervention group

Control Group: If the study has Control Group

· Describe the contents given to Control group

· Describe how the contents were given to Control group

· Identify the person who provided contents to Control group 

OR

Descriptive/Qualitative Study: Obtaining Information Procedure 

· Describe the detailed procedure for obtaining information/data (i.e. made appointment to meet each participant, visited home/met in clinical setting……etc)

 

For some adolescents, experiencing physical pain becomes a regular practice for managing psychological pain. Whether used as a coping mechanism, a way to express anger, or to deal with intense emotional pain, self-harming is often a call for help.

In school settings, faculty and staff are charged with protecting students, but how can they protect those students who choose to harm themselves? The importance of educators understanding the circumstances, causes, and effects of self-harming behavior so they can respond quickly and effectively cannot be overstated. For this Assignment, consider your role as a social worker and think about how you would raise awareness for educators to respond to this increasing maladaptive coping mechanism.

By Day 7

Submit a 5- to 6-slide PowerPoint presentation explaining the indicators of self-harm, appropriate interventions, and follow-up steps for educators needing to respond to those who self-harm

Select one example of a western ethnomedical system and one example of a non-western ethnomedical system. Compare and contrast how they are similar and how they are different.  Respond to at least two classmates’ posts and share whether you agree or disagree.

Your initial post can range between 250-350 words. Be sure to carefully review the grading rubric below to receive full credit.

Textbook link: https://www.slideshare.net/VictorMorell/essentials-of-health-culture-and-diversity-understanding-people-reducing-disparities-76324460 

chapter 3&4