This is only for kim woods Need in apa format

Expectations for Class Discussions and assignments:

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

SOCW 6351 response to students posted discussion

Week 5 discussion 1

Respond by Day 5 to at least two colleagues by explaining a strategy for how a social worker might help clients manage these perceptions, given the differences your colleagues described.

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 5

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There are many public assistance programs available to the public. Many of the public assistance programs are designed to help those who are in need. These programs are available to the poor, homeless, elderly and anyone who is in need and meet the qualifications to receive the supplements. Public programs can come in the form or money, food, vouchers, or tangibles. There is a lot of misunderstanding that surround the concept of public assistance programs. Many of the same misunderstandings are towards social security. However social security is a completely separate thing from other public assistance programs.

The Social Security Act was established in 1935 as a response to the Great Depression. It was created to benefit the elderly, those who are minors of the deceased, and retirees (Popple & Leighninger, 2011, p. 167). Now included are the spouses of the retired, the spouses of the disabled and their minor children (Kingson, 1989). Many think that social security is another form of welfare or is just a middle class program (Kingson, 1989). There are many requirements a person has to meet in order to apply and receive social security. For those who retire and receive social security, if they have paid more into it, they will receive more back. Social security is heavily relied more on those who earn a lower income. This is because those who had higher incomes can afford other assets such as real estate, stocks and bonds, or were able to put earnings into a pension plan. There are many misunderstanding about social security and it’s important that the perceptions are changed so that those who benefit from it can continue to get the help they need it and it will continued to be supported and paid into.

References

Kingson, E. R. (1989). Misconceptions Distort Social Security Policy Discussions. Social Work, 34(4), 357-362.

Popple, P. R., & Leighninger, L. (2011). The policy-based profession: An introduction to social welfare policy analysis for social workers. (5th ed.). Upper Saddle River, NJ: Pearson Education.

B. Stacy Rushton-Turner

RE: Discussion 1 - Week 5

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How Social Security is Different from Public Assistance Programs

The Social Security Act of 1935 was a product of the Great Depression and the need it uncovered, that portions of Americans needed assistance (Popple & Leighninger, 2015). The Social Security Act had several programs within it, two of which were social insurances and three public assistance programs (Popple & Leighninger, 2015). One of the social insurance program was a program where people contributed money from their pay checks and that money was put into a federal trust fund which was called the “Old-Age Reserve Account” (Popple & Leighninger, 2015). The money from a person’s pay check was put into the Old-Age account and each year the money needed to cover all of the Old-Age checks would be taken out and dispersed (Popple & Leighninger, 2015). The other social insurance program was for unemployment and that program was funded by employers that paid the states and then the money was given to the federal government who then put the money in an account for each state (Popple & Leighninger, 2015). These programs were not stigmatized as the funds were related to people working and then later needing assistance.

The public assistance part of the Social Security Act of 1935 addressed the assistance needed for dependent children, living with one parent, and for needy blind persons (Popple & Leighninger, 2015). The Aid to Dependent Children (ADC) was not stigmatized when it was first implemented. In 1935 it was thought of as a good thing to have a mother stay home and care for the children. The idea of the ADC program was to care for single, divorced, or widowed women and their children who were living in poverty and was considered a small part of the Social Security Act of 1935 (Popple & Leighninger, 2015). During the 1930’s people were more in favor of giving assistance to children living in poverty. Even though the recipients of ADC did not put money into the system that was providing for them, they were not stigmatized.

General Perception of Social Security

In the current climate of public assistance those that receive public assistance are stigmatized as being lazy, career recipients of welfare, or African-American never married females that continue to have children (Cleaveland, 2008). There is no stigma for recipients of Old Age benefits or even disability benefits. There is however, stigma for recipients of ADC. One stereotype is that most recipients are unwed African–American females that continue to have children to get more benefits (Cleaveland, 2008). The fact is there are more white people in poverty, 44%, than any other race (Cleaveland, 2008). The stigma goes back to the 1960 when the civil rights movement made changes in who would qualify for ADC and with that the number of African–American’s receiving assistance grew quickly (Cleaveland, 2008). This rapid growth lead to those who did not receive assistance to believe that only African–American women were on assistance.

The Old Age benefits are seen as retirement that the individual paid for while they were working. The people on public assistance are seem as free loaders, because they have not paid into the welfare system. It is important that the needy children are cared for, this is the reason for the assistance. The public needs to remember why public assistance is there and who it is designed to help.

Reference

Cleaveland, C. (2008). “A black benefit”: Racial prejudice among white welfare recipients in a

low-income neighborhood. Journal of Progressive Human Services, 19(2), 71 – 91.

doi: 10.1080/10428230802077970

Popple, P. R. & Leighninger, L. (2015). Aging: Social security as an entitlement. In J. Johnston

& J. Peters (Eds.), The policy-based profession: An introduction to social welfare policy

Analysis for social workers (pp. 139 – 163). United States: Pearson Education, Inc.

Discusion 2 SOCW 6351

Respond by Day 6 to at least two colleagues by explaining a strategy social workers might use to advocate for fair benefits within this program for the populations your colleagues selected.

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

Stacy Rushton-Turner

RE: Discussion 2 - Week 5

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Individuals with disabilities are able to apply for Social Security Disability Insurance (SSDI) and/or Supplemental Security Income (SSI) if they have a qualifying disability (Popple, & Leighninger, 2015). A qualifying disability could be a physical disability or a mental disability. Poverty is at a higher rate for those with disabilities (Brucker & Houtenville, 2014).

Persons with disabilities that are relying on SSDI and/or SSI to live, have been unsure for how long they will be able to receive their current benefits. There have been reports in the past that the SSDI and SSI may receive a 20% decrease of their monthly benefits (Popple & Leighninger, 2015). Also, Brucker and Houtenville, (2014) reported that “research has suggested that the provision of services and supports to this population is fragmented among a multitude of public agencies that have different organizational goals” (p. 209). Meaning, those that are receiving SSDI/SSI are also receiving other benefits such as health insurance (Medicare/Medicaid), public housing, or Supplemental Nutrition Assistance Program (SNAP) to supplement their living needs (Brucker & Houtenville, 2014). These programs are not guaranteed to be available to everyone and could change their policies at any time to exclude certain populations.

The government is continually trying to rearrange where monies are going. There have been scare tactics by the politicians who say the Social Security fund will be gone soon and they will need to cut the money going into the fund to pay for something else. There becomes a scare and then at the last moment money is found to take care of everything. When the people that depend on the SSDI and the SSI hear that there will be cuts they get scared they will not be able to pay rent or their utilities. It becomes disheartening when the politicians use this tactic without understanding what it does to the people that depend on this insurance.

References:

Brucker, D. L. & Houtenville, A. J. (2014). Living on the edge: Assessing the economic

impacts of potential disability benefit reductions for Social Security disability

beneficiaries. Journal of Vocational Rehabilitation, 41, 209 – 223.

doi: 10.3233/JVR-140714

Popple, P. R. & Leighninger, L. (2015). Aging: Social security as an entitlement. In J. Johnston

& J. Peters (Eds.), The policy-based profession: An introduction to social welfare policy

Analysis for social workers (pp. 139 – 163). United States: Pearson Education, Inc.

B. Tikeela Dorrell

RE: Discussion 2 - Week 5

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The group that I chose to discuss that are at a disadvantage by the social security program are the disabled. According to Palmer people with disabilities account for ten to fifteen percent of the population (Palmer, 2013). Many individuals with disabilities are disabled to no fault of their own. The term disabled is a broad term and can implicit many things. A disability can be physical or mental. Those who are on social security for being disable are usually not able to maintain employment. Without employment they can’t afford health insurance or ever rehabilitation services. Those who are disabled are a protected class.

The American with Disabilities Act (ADA) was created in the year of 1990, (Obama, 2019). The act was passed to stop discrimination on those with disabilities. Many organizations had to accommodate those who had a disability. This made sense. Why turn down a person who has a disability when if accommodated a little they could do the job just as good as someone who did not have the disability. This saves many from having to use disability benefits. The Affordable Care Act made is so that people who did have a disability could not be turned down for health care insurance plans (Obama, 2016). Now more than ever those applying for social security because of a disability are being scrutinized.

It can take a person multiple appeals in order to receive social security because of their disability. Society doesn’t realize how many individuals suffer from a disability that impairs their ability to support themselves or their families. It important that these individuals be protected. According to Palmer those with disabilities have a high correlation with being poor. (Palmer, 2016). The Rehabilitation Act of 1973 made it so that those with a disability could not be discriminated upon when applying for assistance programs such as social security, (ASHE, 2013). Although there is a lot of education on the disabled there is still a stigmatism on what a disability is and this is why this population has to continuously be examined and protected so that they can continue to receive social security benefits.

References

OBAMA, B. (2016). Proclamation 9471–Anniversary of the Americans with Disabilities Act, 2016. Daily Compilation Of Presidential Documents, 1-2.

Palmer, M. (2013). Social Protection and Disability: A Call for Action. Oxford Development Studies, 41(2), 139-154. doi:10.1080/13600818.2012.746295

The Future of Equity and Inclusion: Creating Meaningful Change. (2013). ASHE Higher Education Report, 39(5), 1-11. doi:10.1002/aehe.20011

SOCW 6200 wk 5 response to students posted discussion

Respond by Day 5 to a colleague’s post by explaining why you agree or disagree with the concepts/values that he or she is trying to reinforce with Eboni. Please use the Learning Resources to support your answer.

Please use the Learning Resources to support your answer.

Catherine Lucas-Maurer

RE: Discussion - Week 5 - Instructors Hint

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((I am not sure why my post did not post correctly. When I posted it on the proper day, it did not show up under cheraldo post. I am very confused as to what happened. I am reposting now. ))

The case study for this week presents a teen faced with a life changing choice. Eboni’s response to the situation regarding her developmental stage is very typical. She is a young lady faced with a serious adult decision. Her response demonstrates the conflict a teenager would feel. Eboni wants to be a good daughter and make the right decision to please both parents. Zastrow & Kirst-Ashman (2016) discuss this adolescent period as one that should be an age where they are growing in life skills. They continue by saying it is a time to complete education goals, learn how to socialize properly and date. For Eboni, she is now faced with making a decision on if she is going to be a mother or not. Eboni is full of confusion and uncertainty, and her responses demonstrate this. They are replies to the situation that would be expected of a young lady her age.

As a social worker on this case, it would be important to draw from the Code of Ethics portion regarding dignity and self-worth. This principle states that “Social workers treat each person in a caring and respectful fashion” (National Association of Social Workers, 2008 rev.). As the social worker, in this case, it is critical to understand that this adolescent is a person and as such a relationship of trust and respect should be strived for. To create this relationship and be able to do the best work; countertransference should be monitored by the social worker. Using it as a personal indicator to further help Eboni and not place additional pressure or personal feelings on her.

Eboni will need to be able to feel that she is being respected and that she is being heard by the worker. It would be the goal that Eboni take away from the experience that she has caring and compassionate people around her during a confusing and frightening time. Further, the concepts and values to be reinforced during the relationship building process are that Eboni is given dignity and worth. It would be hoped that during this time Eboni would be able to move forward with a decision that was of her own with her families support. For this to happen, the worker would need to provide useful information and be able to answer or get answers to all of Eboni’s questions.

One way to help Eboni with her questions is to connect her with services. These services would help provide additional support and guidance. Most communities have support agencies that Eboni could reach out to. Giving her information to any and all resources would be substantial. Planned Parenthood, adoption agencies, and even clinics if she chose to terminate. Additionally, support groups for teen mothers or pregnant teens would be beneficial to giving her other adolescents who faced the same decision she has.

References:

National Association of Social Workers. (2008,rev). Code of ethics of the National Association

of Social Workers. Washington, DC. NASW Press.

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

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

Jaime Carson

RE: Discussion - Week 5

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This week’s discussion focuses on Eboni again. I believe the social worker in this case started the session off right by apologizing to Eboni for what may have came off as insensitive to Eboni’s situation during the last session they had. I feel that in this stage of Eboni’s life, she knows and understands that some “adult” decisions will have to be made when it comes to what she is planning to do with the baby. I feel Eboni’s response to her situation is one of an adolescent; she understands her situation, but she’s still unsure of the right decision to make.

Developmental Stage

The United States has one of the highest rates of teenage pregnancy among Western industrialized nations (Zastrow & Kirst-Ashman, 2016 p. 307). Eboni is not an unruly child; from what the social worker described both her parents are involved in her life, she gets good grades, she’s involved in school activities, and she has goals of attending college upon graduation. In regard to structure, adolescents in single-parent families were shown to become sexually active earlier than those in two-parent families, even when controlling for age, ethnicity-race, religiosity, and socioeconomic status (Caputo, 2009).

Eboni, like most teens who start feeling those “feelings” got caught up and caught off guard while being intimate with her boyfriend. I believe the social worker gave Eboni a good starting point when she stated she wanted her to work on the things she could control; I feel that by being empathetic to Eboni and her situation, it eased Eboni’s worries a little.

Message

It is important that the social worker help Eboni understand all of her options and resources available for her use. She also needs to understand the consequences if she decides to keep the baby. Pregnancies are marked by increased physical risks to both the child and mother at such a young age, teens are less likely to finish school, and adolescent mothers are often poor and dependent on social services (Zastrow & Kirst-Ashman, 2016, p. ). If Eboni decides she is going to keep the baby, the social worker in this case needs to be honest and upfront about what it means to be a teenage mother. She is going to also have to speak with the baby’s father as he is a teen himself so his opinion of how to proceed with the pregnancy is just as important as Eboni’s. As Zastrow & Kirst-Ashman tell us, teenagers need to be at least intellectually aware of the impacts of motherhood (p. 308).

Concepts and Values

Regardless of whatever decision Eboni makes, ultimately it is her decision to make. Whatever that decision is, it is the job of the social worker to give Eboni all the tools she needs in order to succeed at motherhood. NASW (2017) emphasizes self determination. Social workers respect and promote the right of clients to self-determination and assist clients in their efforts to identify and clarify their goals. Social workers may limit clients’ right to self-determination when, in the social workers’ professional judgment, clients’ actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others.

Resources

Caputo, R. K. (2009). Adolescent sexual debut: A multisystem perspective of ethnic and racial differences. Journal of Human Behavior in the Social Environment, 9(4), 330–358.
Retrieved from the Walden Library databases

National Association of Social Workers (2017). Code of Ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org

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

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