Piedra and Engstrom (2009) noted how the life model “remains general  and unspecific regarding factors that affect immigrant families” (p.  272). Recall that there will never be one theory  or a model that can fully explain a phenomenon or lay out all the steps  and procedures when working with complex issues that clients present to  social workers. Recognizing this, Piedra and Engstrom selected another  theory in the immigration literature—segmented assimilation theory. They  identified concepts from segmented assimilation theory to “fill in” the  gaps that the life model does not address.

In this Discussion, you examine gaps in the life model by applying it to your field experience.

To prepare:

• Review the life model.
• Review this article in the Learning Resources: Piedra, L.  M., & Engstrom, D. W. (2009). Segmented assimilation theory and the  life model: An integrated approach to understanding immigrants and  their children. Social Work, 54(3), 270–277.  http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270

Post:

Using an example from your fieldwork experience and a  diverse population you encountered at the agency (for example, in Piedra  and Engstrom’s article, it was immigrant families), respond to the  following:

1. Identify and describe the diverse population and the  unique characteristics and/or the distinctive needs of the population in  3 to 4 brief sentences.
2. Explain how the life model can be applied for the population.
3. Explain where the gaps are in applying the life model for this population.
4. When looking at the gaps, explain which theory might be helpful in filling the gaps of the life model when working with this population.
5. Identify other potential gaps in the life model as applied to the population your colleague identified.
6. Offer another potential theory for filling the gaps of the life model when working with the population identified.

Support your posts with specific references to the Learning Resources. Be sure to provide full APA citations for your references.

References (use 3 or more)

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 18: Life Model and Social Work Practice (pp. 287–301)
Chapter 24: Problem-Solving and Social Work (pp. 387–397)

Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children. Social Work, 54(3), 270–277. http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270

Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638

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Social workers can apply knowledge and skills learned from conducting one type of evaluation to others. Moreover, evaluations themselves can inform and complement each other throughout the life of a program. This week, you apply all that you have learned about program evaluation throughout this course to aid you in program evaluation.

To prepare for this Assignment, review “Basic Guide to Program Evaluation (Including Outcomes Evaluation)” from this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , especially the sections titled “Outcomes-Based Evaluation” and “Contents of an Evaluation Plan.” Then, select a program that you would like to evaluate. You should build on work that you have done in previous assignments (see attachment), but be sure to self-cite any written work that you have already submitted. Complete as many areas of the “Contents of an Evaluation Plan” as possible, leaving out items that assume you have already collected and analyzed the data.

Assignment

Submit a 4- to 5-page paper that outlines a plan for a program evaluation focused on outcomes. Be specific and elaborate. Include the following information:

· The purpose of the evaluation, including specific questions to be answered

· The outcomes to be evaluated

· The indicators or instruments to be used to measure those outcomes, including the strengths and limitations of those measures to be used to evaluate the outcomes

· A rationale for selecting among the six group research designs

· The methods for collecting, organizing and analyzing data

McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation). Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742

McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249

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Required Resources
Read/review the following resources for this activity:

• Minimum of 5 scholarly sources (This includes the sources from the annotated bibliography. Additional sources may be included as appropriate.)

Instructions
The paper should include the following:

• Create  4-6 paragraph “dilemma” based on the controversial topic “Gun violence”
  • Summarize the dilemma.
  • Identify the key points of the dilemma.
  • Define the key terms associated with the dilemma.
  • Analyze the conflicts or controversies involved in the dilemma.
  • Provide an original point of view relative to the dilemma and the issue it signals.
• Apply Kant’s Categorical Imperative to the dilemma.
• Apply one other method you have encountered in lecture material and the readings.
• State which of the two methods you selected you prefer and why.
• Use the 5 articles from your annotated bibliography. (Additional academic scholarly research from the past 5 years can be included as well.)

Note:  Include a reference page at the end of your paper in APA format that includes your bibliography with the annotations removed and any other sources used in your final paper.

Writing Requirements (APA format)

• Length: 8-10 pages (not including title page or references page)

Reference used for bibliography.

References

Davidson, O. G. (2008). Under fire: The NRA and the battle for gun control. Iowa City:University of Iowa Press. Database: eBook Collection (EBSCOhost)

DeGrazia, D. (2014) Kennedy Institute of Ethics Journal; Mar2014, Vol. 24 Issue 1, p1-25, 25p

Publisher: Johns Hopkins University Press., Database: Complementary Index

Lott, J. R. (2013). More guns, less crime: Understanding crime and gun control laws. University of Chicago Press.

Peters, J. A., Cook, P. J., & Ludwig, J. (2005). Gun Crime and Gun Control: The Hawaiian

Experience. U. Chi. Legal F., 55.

Spitzer, R. J. (1998). The Politics of Gun Control. Edition: 2nd ed. New York, N.Y.: Chatham House Publishing. 1998. eBook., Database: eBook Collection (EBSCOhost).

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A diagnosis is powerful in the effect it can have on a person’s life and treatment protocol. When working with a client, a social worker must make important decisions—not only about the diagnostic label itself but about whom to tell and when. In this Discussion, you evaluate the use and communication of a diagnosis in a case study.

To prepare: Focus on the complex but precise definition of a mental disorder in the DSM-5 and the concept of dimensionality both there and in the Paris (2015) and Lasalvia (2015) readings. Also note that the definition of a mental disorder includes a set of caveats and recommendations to help find the boundary between normal distress and a mental disorder.

Then consider the following case:

Ms. Evans, age 27, was awaiting honorable discharge from her service in Iraq with the U.S. Navy when her colleagues noticed that she looked increasingly fearful and was talking about hearing voices telling her that the world was going to be destroyed in 2020. With Ms. Evans’s permission, the evaluating [social worker] interviewed one of her closest colleagues, who indicated that Ms. Evans has not been taking good care of herself for several months. Ms. Evans said she was depressed.

The [social worker] also learned that Ms. Evans’s performance of her military job duties had declined during this time and that her commanding officer had recommended to Ms. Evans that she be evaluated by a psychiatrist approximately 2 weeks earlier, for possible depression.

On interview, Ms. Evans endorsed believing the world was going to end soon and indicated that several times she has heard an audible voice that repeats this information. She has a maternal uncle with schizophrenia, and her mother has a diagnosis of bipolar I disorder. Ms. Evans’s toxicology screen is positive for tetrahydrocannabinol (THC). The evaluating [social worker] informs Ms. Evans that she is making a tentative diagnosis of schizophrenia.

Source: Roberts, L. W., & Trockel, M. (2015). Case example: Importance of refining a diagnostic hypothesis. In L. W. Roberts & A. K. Louie (Eds.), Study guide to DSM-5 (pp. 6–7). Arlington, VA: American Psychiatric Publishing.

Study Guide to DSM-5(r), by Roberts, M.; Louie, A.; Weiss, L. Copyright 2015 by American Psychiatric Association. Reprinted by permission of American Psychiatric Association via the Copyright Clearance Center.

Post a 300- to 500-word response in which you address the following:

• Why is making a “tentative” diagnosis problematic?
• Discuss how the social worker should have approached the diagnosis. In your analysis, consider the following questions:
  • Identify the symptoms or “red flags” in the case study that may be evaluated for a possible mental health disorder.
  • Should the social worker have shared this suspected diagnosis based on the limited assessment with Ms. Evans at this time?
  • Explain the potential impact of this diagnosis immediately and over time if the “tentative” diagnosis is a misdiagnosis.
•  Lasalvia, A. (2015). DSM-5 two years later: Facts, myths and some key open issues. Epidemiology and Psychiatric Sciences, 24(3), 185–187. doi:10.1017/S2045796015000256

Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press. Retrieved from http://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edspub&AN=edp4333170&site=eds-live&scope=site

• Chapter 3, “How Diagnostic Manuals Are Made” (pp. 33–55)

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