There are two parts to this assignment, both parts must be included in one docum

There are two parts to this assignment, both parts must be included in one document.
Part One

1. In 1 page, double spaced, using APA, & 12 pt. font, identify and describe the population at risk in the community you chose to explore for the Community Assessment. Using information from materials you encountered, describe two interventions targeted at improving the quality of life of the described population from a social justice perspective. Be sure to cite your sources.
2. In 1-2 pages, after you have described two existing interventions, develop a method of advocacy or intervention for the population you are writing about in the Community Assessment (you are to write about what you, specifically, would do in terms of advocating for your chosen population and topic).
Would you say that the interventions that already exist are enough to meet the needs of the population? (be careful as there is usually never enough to meet the need)
Did you discover any gaps in services or resources for the population (explain)?
What will you do to solve the problems you have identified in your research throughout the semester? Try to include unique suggestions for how you would intervene with this population and the issue.
Refer to Chapter 11 and discuss if you might use one of the approaches such as legislative advocacy, research, grassroots approaches, etc. Be creative in with your ideas.
Be sure to use in-text citations for any data or information you include, as well as a full reference for each source on the reference page you will attach at the end of this document.

Content & Format for the Community Assessment Paper: I. Introduction II. Commun

Content & Format for the Community Assessment Paper:
I. Introduction
II. Community Assessment
A. Task I: Target Population(s)/Target System
1. Describe the general population of the community
2. Identify and describe the target population
3. Present needs of the target population.
B. Task 2: Community Characteristics
1. Identify and describe the community
2. Where is the community located? (indicate using a zip code, city, and county)
3. Present and describe the major social/issue/need in the community affecting the
target population and discuss at least 3 factors/roots
4. Identify and discuss dominant values in the community that uphold the prevalence
of the factors/roots causing social problem
5. Identify and describe at least 3 community strengths that can enable macro
interventions with the factors/roots of the problem/issue/need previously described
C. Task 3: Community Structure
1. Examine at least 2 Social Service Organizations in the community: Identify formal,
informal and mediating service delivery units within the community that serve or
should serve the target population experiencing the problem/issue/need identified
For one of the Units, Students may use the Organization they explored in the HSO
Activity.
a) Identify Mission and Vision
b) Identify the population(s) served
c) Present and describe services offered
(1) Service emphasis
(a) And answer: Do the services respond to your target
population’s needs?
(2) Service eligibility
(a) And answer: Is your target population eligible?
(3) Location / accessibility
(a) And answer: Can your target population easily access the
services? (Ex. location, language, waiting lists, …)
2. Analysis: How do these institutions respond to any of the factors/roots of the
problem previously identified? Provide specific examples. How do these institutions
adopt and reproduce predominant values in the community that uphold the
factors/roots causing the social problem? How do these institutions contribute to
changing the system to respond to the target population’s problem/issue/need?
(Note: Support your analysis with professional knowledge-based sources)
D. Task 4: Advocacy
1. Considering what is currently being accomplished either by a social service
organization, service group or advocacy group to improve the services of the target
group or community. In your assessment, are these current responses to the
community need adequate? Why or why not?
2. Propose a response to the current experience of the community regarding your
chosen issue. You may expand on what is currently being offered or develop your
own unique response. A unique solution to meeting the community need is
encouraged.
3. Describe in detail your approach to advocacy using the advocacy tactics in course
text Chapter 11. Discuss if you might use one of the approaches (Grassroots,
Legislative, Research, etc.). Discuss if you or your group developed a creative
Social Work solution to any issue you identified.
III. Conclusion
IV. Reference Page

Assignment: Conversation with an Older Adult Length: 3-4 pages Plea

Assignment: Conversation with an Older Adult
Length: 3-4 pages
Please converse with an older adult.
You can frame your exploratory questions based on the assignment criteria below:
Section 1: Description of your older person.
Include brief physical description, and presentation of them (speaking, listening, and insight). Provide their age, and summarize general functioning level. Provide any additional information that is relevant such as the person’s history if known
Section 2: Summary of the older adult’s situation.
Provide a brief summary of their life situation, including the major themes of their situation, such as personal history, family, relationships, life transitions, values etc. These are examples only – your task is to condense the contents of the interview into more abstract themes or concepts. For each theme, summarize the major points and give examples, if appropriate.
Section 3: Analysis of this older adult.
Based upon your impressions of this older person, what are some tentative conclusions about this person’s life? For this section, take the information about this person as a whole and try to arrive at an understanding about whom this older person is. Pay specific attention to the impact of ageism and issues of diversity (gender, etc.) on the person’s life.
Section 4: Analysis of you.
For this final section, summarize your own (i.e. Feelings) involvement writing this analysis. What was it like for you? What is your reaction to this older person? How did you feel? What did you learn?

Assignment Description For this assignment, review the scenario in the Case Stud

Assignment Description
For this assignment, review the scenario in the Case Studies: Ethics media piece in which a social worker under your supervision is using technology inappropriately in his or her work, and is violating the NASW Code of Ethics. After viewing the case study, analyze the case. Identify the unethical use of technology, diversity issues, and any other ethical issues by considering advanced generalist social work practice with individuals, families, groups, organizations, and communities. Be sure to consult the NASW Code of Ethics, the NASW, ASWB, CSWE, and CSWA Standards for Technology in Social Work Practice, and the NASW Standards and Indicators for Cultural Competence in Social Work Practice, and use information from those documents to support your work.
Assignment Instructions
Write a paper using current APA format:
Issue Analysis:
Identify the unethical use of technology and other ethical and diversity issues in the case.
Demonstrate your critical thinking skills through analysis of the issues (as opposed to a superficial statement of the issues).
Plan:
Develop a plan that assures your supervision addresses client, social worker, and agency safety and incorporates known best practices. Be sure your plan addresses the issues you identified in the section above.
Describe leadership behaviors and social work supervision standards used to address the issue. What leadership behaviors and social work supervision standards should be used? How would you apply advanced generalist social work best practices to address these issues?
Apply leadership skills when working with a supervisee as you develop your plan. Which transformational leadership skills would you apply when dealing with your supervisee?
Apply leadership skills and the use of technology to inform evidence-based research practice through the application of transformational leadership theory. How could you apply transformational leadership theory to advance and improve social work practices when addressing this issue? Include any use of technology and evidence-based research you would use to support your choices.
Demonstrate cultural competence through the application of leadership skills with diverse populations. Are there any cultural or diversity aspects that need to be addressed? How would you implement best practices with diverse individuals to address these issues? Demonstrate your cultural competence through use of leadership skills regarding diversity issues in your analysis and plan.
Demonstrate professional use of self in your role as supervisor. How might you discuss this issue with your supervisee and how might you work with the supervisee to design your plan of action?
Complete and submit your assignment by Sunday night of the unit.
Your instructor provides feedback on your assignments. The feedback you receive may be valuable for future assignments in this course.
Additional Requirements
The assignment you submit is expected to meet the following requirements:
Written communication: Communicate in a professional manner that is scholarly, professional, and consistent with the expectations of the social work profession. Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style and formatting standards. Include a title page, reference page, headers, and appendices as applicable.
Cited resources: Minimum of three scholarly sources. All literature cited should be current, with publication dates within the past five years.
Length of paper: Minimum of three double-spaced pages.
Font and font size: Times New Roman, 12 point

Submit a 1-2 page paper in which you: 1. Identify the agencies funding sources

Submit a 1-2 page paper in which you:
1. Identify the agencies funding sources
2. Identify state and federal policies that impact the agency’s funding.
3. Explain in specific detail, the impact of the policies identified and how they impact the agency’s funding.
4.. Discuss potential threats to the agency’s funding as a result of the current policies.
grading rubic:
1. Paper addressed each point of the assignment.
2. Paper demonstrated ability to evaluate the implication of policies and policy change in the lives of clients/constituents.
3. Paper demonstrated critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
THE WRITER CAN GET ALL INFORMATION NEEDED BY GOOGLE. THE WRITER WILL USE VERMILION BEHAVIORAL HOSPITAL IN LAFAYETTE, LOUISIANA

Sexually transmitted infections (STIs), and HIV/AIDS in particular, are physical

Sexually transmitted infections (STIs), and HIV/AIDS in particular, are physical health conditions that can have a profound impact on a client’s psychological and relationship functioning. For example, a psychological impact may be that the client feels shame or guilt for having acquired the infection. An example of a relationship impact may be that a client’s disclosing to his or her partner that he or she has the infection may lead to suspicion or mistrust within the couple’s relationship.
Helping professionals also may hold certain biases and assumptions or have particular emotional responses to clients with STIs, specifically HIV/AIDS. These may relate to the client’s prognosis for meeting treatment goals, the helping professional’s level of hope for the client to have a satisfying life, and/or stereotypes about how these infections are acquired. Left unexamined, these biases, assumptions, and emotional reactions can impact a helping professional’s ability to work effectively with a client with an STI, including HIV/AIDS.
AASIGNMENT:
1. Two potential helping professional reactions to a client who has HIV/AIDS.
2. Explain how each reaction might influence the helping professional’s perceptions of the psychological and relational impact of HIV/AIDS when working with the client.
GRADING RUBIC:
1. Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts.
2. Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
3. Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors
RESOURCES:
)
Golin, C., Davis, R., Przybyla, S., Fowler, B., Parker, S., Earp, J., & … Grodensky, C. (2010). SafeTalk, a multicomponent, motivational interviewing-based, safer sex counseling program for people living with HIV/AIDS: A qualitative assessment of patients’ views. AIDS Patient Care & STDs, 24(4), 237–245.
Horan, S. M. (2016). Further understanding sexual communication: Honesty, deception, safety, and risk. Journal of Social and Personal Relationships, 33, 449–468.
Required Media
Medline. (2017). Sexually transmitted diseases. Retrieved from https://medlineplus.gov/sexuallytransmitteddiseases.html

THIS IS A DISCUSSION QUESTION RESPONSE. THIS IS A LITTLE BACKGROUND FOR THE DISC

THIS IS A DISCUSSION QUESTION RESPONSE.
THIS IS A LITTLE BACKGROUND FOR THE DISCUSSION:
Sexually transmitted infections (STIs), and HIV/AIDS in particular, are physical health conditions that can have a profound impact on a client’s psychological and relationship functioning. For example, a psychological impact may be that the client feels shame or guilt for having acquired the infection. An example of a relationship impact may be that a client’s disclosing to his or her partner that he or she has the infection may lead to suspicion or mistrust within the couple’s relationship.
Helping professionals also may hold certain biases and assumptions or have particular emotional responses to clients with STIs, specifically HIV/AIDS. These may relate to the client’s prognosis for meeting treatment goals, the helping professional’s level of hope for the client to have a satisfying life, and/or stereotypes about how these infections are acquired. Left unexamined, these biases, assumptions, and emotional reactions can impact a helping professional’s ability to work effectively with a client with an STI, including HIV/AIDS.
HERE IS THE ASSIGNMENT:
Respond by to your colleagues’ postings, sharing or validating an insight gained from your reading using your professional experiences.
HERE IS THE DISCUSSION QUESTION THAT YOU WILL BE RESPONDING TO:
Potential Responses to a Client with HIV/AIDS
Socially held stigmas associate a diagnosis of HIV or AIDS with promiscuity, extramarital sex, or other undesirable, censured behavior (Centers for Disease Control and Prevention [CDC], 2022a). The Centers for Disease Control and Prevention (2022b) recommend that people with HIV/AIDS take steps to protect others by choosing sexual activities that are less risky than vaginal or anal intercourse, using appropriate protective barriers and disclosing their status to partners. When a client reveals that they have HIV or AIDS, a helping professional can respond with empathy or with judgment and stigmatized attitudes (Golin et al., 2010).
Professionals responding judgmentally may conceptualize behavior as ‘good’ or ‘bad’ and make moral judgments about clients based on the types of behavior in which a client engages (Golin et al., 2010). Due to their stigmatized attitudes, professionals responding judgmentally may believe clients internalize stigmas about individuals with HIV/AIDS and that the diagnosis causes them to experience shame and embarrassment. According to Horan (2015), individuals with higher numbers of sexual partners are less comfortable talking about safe sex practices. A judgmental professional may think that the diagnosis does not impact that person’s relationships because they do not disclose the information to potential partners. Some providers believe health issues become more important than issues related to sexuality when a person has a serious illness (Levine et al., 2016). A professional with stigmatizing, judgmental beliefs may think that the impacts that a diagnosis of HIV or AIDS has on a person’s intimate relationships do not matter to them.
A provider responding to a client with HIV or AIDS empathetically respects their client’s autonomy and self-determination and recognizes that each person’s experience is unique (Golin et al., 2010). They understand that clients have a choice in what they disclose and the types of sexual activity in which they participate and may choose to use motivational interviewing techniques to explore the psychological and relational impact of the diagnosis (Golin et al., 2010). A diagnosis of HIV or AIDS is a traumatic, stressful, life-changing event that may cause a person to think differently about themselves or become depressed (CDC, 2022a). With that said, the trauma of diagnosis and illness can be long-lasting; providers can work with patients to process the grief associated with the diagnosis and associated life changes (Levine et al., 2016). However, participants in a study conducted by Golin et al. (2010) suggested that people with HIV or AIDS can feel otherwise; they suggested images in a safer sex training course be more visible and appear less embarrassed. Changes in sexual functioning or an inability to engage in previously enjoyed sexual activities can cause feelings of loss and sadness and impact relationship dynamics (Levine et al., 2016). When a couple no longer participates in the sexual activities they once did, other relationship issues can become heightened; however, the relationship does not have to be destroyed (Levine et al., 2016). Different types of sexual activities can satisfy needs for emotional and physical intimacy (Levine et al., 2016). Similarly, psychotherapeutic interventions and enhancing affectionate communication can improve relationship dynamics (Horan, 2015).
References
Centers for Disease Control and Prevention. (2022a, June 2). Facts about hiv stigma. https://www.cdc.gov/hiv/basics/hiv-stigma/index.html
Centers for Disease Control and Prevention. (2022b, June 9). Protecting others. https://www.cdc.gov/hiv/basics/livingwithhiv/protecting-others.html
Golin, C. E., Davis, R. A., Przybyla, S. M., Fowler, B., Parker, S., Earp, J., Quinlivan, E., Kalichman, S. C., Patel, S. N., & Grodensky, C. A. (2010). Safetalk, a multicomponent, motivational interviewing-based, safer sex counseling program for people living with hiv/aids: A qualitative assessment of patients’ views. AIDS Patient Care and STDs, 24(4), 237–245. https://doi.org/10.1089/apc.2009.0252
Horan, S. M. (2015). Further understanding sexual communication. Journal of Social and Personal Relationships, 33(4), 449–468. https://doi.org/10.1177/0265407515578821
Levine, S. B., Risen, C. B., & Althof, S. E. (Eds.). (2016). Handbook of clinical sexuality for mental health professionals (3rd ed.). Routledge

Assignment: 1. Post a blog post that includes: An explanation of how you have a

Assignment:
1. Post a blog post that includes:
An explanation of how you have addressed intervention or how you might address intervention in your field education experience.
grading rubic:
1. The blog is well organized. The format is easy to follow, flows smoothly from one idea to another, and logically conveys key ideas. Blog contains very few or no writing and/or spelling errors and uses proper grammar.
2. Content includes excellent answers specific to the questions asked. The blog includes a reflection on the field placement experience and provides an example(s) specific to one’s agency.
BACKGROUND:
My agency is Vermillion Behavioral Health, it is an inpatient adolescent treatment program