PHIL 109 WEEK 1 CHAPTER 3 QUIZ

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•           Question 1

2 out of 2 points

 

Vioxx, Celebrex, and Bextra are painkillers, and all of them are risky for heart patients. It must be the case that all painkillers are risky for heart patients.

 

•           Question 2

2 out of 2 points

 

Radio host Rush Limbaugh argues that America’s foreign policy is a great success. But who is this screwball Limbaugh? He’s nothing but a fascist, sexist, homophobic, drug-addicted moron, who will say anything to stir up the ultra right. Every sane person shuts him off.

 

•           Question 3

2 out of 2 points

 

Every component in this boat is made of rust-proof material. Therefore, the entire boat is rust-proof.

 

•           Question 4

2 out of 2 points

 

Either you buy me a new Rolls Royce or I’ll have to walk to work in the snow. And I’m sure you don’t want me to do that.

 

•           Question 5

2 out of 2 points

 

Either Thomas Edison or Samuel F. B. Morse invented the telegraph. But it wasn’t Edison. Therefore, Morse invented the telegraph.

 

•           Question 6

2 out of 2 points

 

Nobody has ever seen Mr. Albie walk without crutches. We conclude that Mr. Albie needs crutches to walk.

 

•           Question 7

2 out of 2 points

 

Floyd Conway has given us his reasons for unrestricted logging in our national forests. But it’s obvious why he says these things. Floyd is a lumberjack, and he just wants to ensure that he’ll have a job in the years ahead.

 

•           Question 8

2 out of 2 points

 

During the five years that Clarence has worn a Rolex watch, three of his married friends have gotten a divorce. Thus, to prevent any more divorces, it is essential that he stop wearing that watch.

 

•           Question 9

2 out of 2 points

 

Tom is a bit of a dunce when it comes to mathematics, and he hasn’t studied a bit for the next test. Therefore, he probably won’t do very well on that test.

 

•           Question 10

2 out of 2 points

 

The idea that fast food is unhealthy is a lot of hooey. Why, 90% of America eats fast food.

 

•           Question 11

2 out of 2 points

 

We know for certain that no armadillos are aardvarks. It is therefore equally certain that no aardvarks are armadillos.

 

•           Question 12

2 out of 2 points

 

This brick made of 24 caret gold has been sliced into 50 pieces. Therefore, each of the pieces must be 24 caret gold.

 

•           Question 13

2 out of 2 points

 

Movie star Marci Downs says in magazine ads that the new Porsche XKG is the sexiest car on the road. But you shouldn’t take what she says too seriously because she’s paid thousands of dollars to make these ads.

 

•           Question 14

2 out of 2 points

 

Either you buy me a new Rolex watch, or I’ll be late for all my meetings. I’m sure you don’t want me to be late, so you’ll buy me the Rolex. How about that one with diamonds in it?

 

•           Question 15

2 out of 2 points

 

Dr. Williams cheated Medicare by exaggerating expenses, and Dr. Fox cheated by submitting fees for nonexistent patients. Dr. Harris defrauded a dozen insurance companies by requiring unneeded lab tests. The apparent conclusion is that all doctors cheat.

 

 

•           Question 16

2 out of 2 points

 

My dear, you shouldn’t hesitate a minute before buying a new mink coat. Real fur is in right now, and a full mink is the ultimate in fashion. It tells the whole world that you have exquisite taste and the wherewithal to express it.

 

•           Question 17

2 out of 2 points

 

Every ingredient in this new drink concoction is highly alcoholic. Therefore, the drink is highly alcoholic.

 

•           Question 18

2 out of 2 points

 

Renee Richards argues in favor of reducing the patient load of our nurses. But it’s obvious why she says this. Renee is a nurse herself, so of course she wants a reduced patient load. Nobody should pay too much attention to her pleas.

 

•           Question 19

2 out of 2 points

 

Former President Bush argued in favor of privatizing Social Security. But just look at the man. He can’t even pronounce half the words in the English language, he’s a notorious liar, and his face looks like it came off the cover of MAD Magazine. Bush’s arguments are pure trash.

 

•           Question 20

2 out of 2 points

 

A few days after Margi joined the Democratic Party she got pregnant and lost her job. Therefore, it’s important that you never join up with the Democrats.

 

•           Question 21

2 out of 2 points

 

Professor Wilson argues that it is absolutely wrong for students to plagiarize their work. But who is she to talk? I have it on good evidence that Wilson plagiarized her own work when she was a student.

 

•           Question 22

2 out of 2 points

 

After returning from a two-week vacation, Robert turned the key in his usually reliable Camry, but nothing happened. Apparently the car has a dead battery.

 

•           Question 23

2 out of 2 points

 

The fallacy in which the arguer misinterprets an opponent’s argument for the purpose of more easily attacking it is:

 

•           Question 24

2 out of 2 points

 

It’s never a good idea to allow your teenage kids to have a sip of champagne on New Year’s Eve.  Next thing you know they’ll be drinking beer during TV football games.  Then it’ll be wine every night at dinner.  Then bloody Mary’s every morning.  Soon they’ll be raging alcoholics, and the costs for rehab will be enormous.

 

•           Question 25

2 out of 2 points

 

Hugo lost an arm in a car accident last year.  But surely he will get it back.  Most lost things turn up sooner or later.

 

 

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Discussion Board 4 Applied Behavioral Analysis 2

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Antecedent control strategies: Misapplications and generalization

Part 1: After reading the chapter on antecedent control procedures, turn to page 351 in the Miltenberger digital text, and select one of the six “misapplications” cases. In your main post, briefly recap the case and discuss the reason the antecedent control procedure is not being used effectively. Provide an alternative plan that includes at least one antecedent control strategy from your reading.

Part 2: Using the alternative plan that you have created, select one of the methods of promoting generalization discussed in Chapter 28 of Cooper, Heron, and Heward, and discuss how you would incorporate this method of generalization into your corrected behavior management plan.

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Psychological First Aid test

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Psychological First Aid Online

I have completed all of the required PFA Online course materials on my own to obtain this Certificate of Completion.

Select one:

True

False

Which of the following describes Psychological First Aid?

Select one or more:

 a. An evidence-informed, flexible, modular intervention

b. Typically provided at the end of the recovery period

c. Designed to reduce the initial distress caused by traumatic events

d. Foster short – and long-term adaptive functioning and coping

e. Applies only to adults

What are the basic objectives of Psychological First Aid?

Select one:

a. Keep people from needing social support after a disaster

b. Establish a human connection with people even if it means forcing yourself into their environment

c. Provide survivors with tools and assistance they need to manage their immediate situation

d. Make people share their stories so that they will not have long-term mental health problems

Choose the answer that fits the description:

An individual of any age or gender, with different cultural, religious, or ethnic background who has been affected by a disaster, including disaster responders.

Select one:

a. Survivor

b. PFA Provider

c. Core Actions

d. Disaster

e. Service Delivery Sites and Settings

Choose the answer that fits the description:

Any disaster response worker who provides early assistance to affected children, families, and adults as part of an organized disaster response effort.

Select one:

a. Survivor

b. PFA Provider

c. Core Actions

d. Disaster

e. Service Delivery Sites and Settings

Choose the answer that fits the description:

Eight strategies PFA providers can use flexibly to address the needs of survivors in the immediate aftermath of a disaster.

Select one:

a. Survivor

b. PFA Provider

c. Core Actions

d. Disaster

e. Service Delivery Sites and Settings

QUIZ NAVIGATION

Finish attempt …

Psychological First Aid

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Home / Courses / Psychological First … / Psychological First … / PFA Online Post-test…

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Information

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Choose the answer that fits the description:

Any emergency event, including natural disasters (earthquakes, tornadoes, hurricanes), accidents, terrorist’s attacks, pandemic, school shooting, and arson.

Select one:

a. Survivor

b. PFA Provider

c. Core Actions

d. Disaster

e. Service Delivery Sites and Settings

Choose the answer that fits the description:

General population shelters, schools, special needs shelters, field hospitals and medical triage areas, acute care facilities, hotlines, or public health emergency settings.

Select one:

a. Survivor

b. PFA Provider

c. Core Actions

d. Disaster

e. Service Delivery Sites and Settings

Which of the following are early-intervention principles of Psychological First Aid?

Select one or more:

 a. Safety and calmness

b. Persistence and stabilization

c. Hope and connectedness

d. Self and community efficacy

e. Resistance and Resilience

As a Psychological First Aid provider, it is important to ensure that all survivors receive the same type and level of care.

Select one:

True

False

Read the Scenario and Answer the following two questions:

You arrive at the shelter – a coliseum a few miles from where the hurricane directly hit. It’s late morning and survivors are just starting to arrive at the shelter. They are confused, frightened, and overwhelmed. Members of your PFA response team are giving survivor’s water, food, and blankets.

You observe a number of survivors who need assistance. As a provider, what is the best way to make initial contact with them?

Select one:

a. Explain that others are in need of help too

b. Explain the importance of maintaining faith and hope

c. Observe first and make connections in a non-intrusive, kind, and helpful way

d. Reassure survivors that everything happens for the best

e. Provide them with information on coping

You observe an elderly man that is looking confused and overwhelmed. You want to provide support to him. Which of the following ways would NOT be best to make initial contact with him?

Select one:

a. Speak calmly

b. Give a hug to comfort him

c. Use language that is easy to understand

d. Give the man your full attention

 

 

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e. Refrain from looking around or being distracted

You observe a man who is shivering and appears famished. What type of support should you provide to make his environment more comfortable?

Select one:

a. Observe him for a while to see if he stops shivering

b. Tell him where the blankets are located

c. Give him a blanket and show him where the eating area is located

d. Suggest to him that he should find some food

e. Encourage him to walk around to warm himself up

You observe a young man who is visibly upset. You ask if you can help him and he accepts your offer. The man tells you that he has been separated from his wife during the tornado and is really worried about her.

Which of the following types of support can you provide?

Select one or more:

a. Tell him he is not the only person who is missing a loved one

b. Ask him if he and his wife identified a way to touch base if separated

 c. Inform him of current response efforts to locate missing survivors

d. Assure him that his wife is safe

e. Ask him if he would like to go outside to find his wife

A single mother and her male child are sitting alone watching a news report that is showing the damage from the storm. You observe the child getting more nervous and upset.

What steps can you take to protect the child from additional distress?

Select one or more:

a. Encourage the mom to check in with her son to make sure he understands what is happening

b. Force him away from the TV

c. Inform the mom that watching too much TV news coverage may be upsetting her son

d. Tell the mom that routines are helpful to children’s recovery

 e. All of the above are correct

Which of the following is NOT a sign that a survivor may need stabilization?

Select one:

a. Excessive talking

b. Glassy and vacant eyes

c. Strong emotional responses

d. Uncontrollable physical reactions

e. Frantic searching behavior

What stabilizing technique is used to help orient and calm overwhelmed survivors when the initial techniques are unsuccessful?

Select one:

a. Socializing

b. Grounding

c. Yoga

d. Interviewing

e. Prescription medications

When gathering information from survivors, what should the provider do?

Select one:

a. Take a detailed medical history

b. Focus on the immediate needs and concerns

c. Seek detailed information from the survivor about her traumatic experiences to ensure appropriate referral

d. Gather all information at the time of initial contact so interventions can be planned and implemented immediately

e. Ask the survivor to retell what happened during the disaster

 

 

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There has been a terrorist attack at a state government building. You arrive at the family assistance center and observe a young couple who are looking distressed.

For this type of situation, what is NOT the best method for identifying their immediate needs and concerns?

Select one:

a. Conduct a standardized assessment interview

b. Use the Survivor Current Needs Form if it is available to help direct you in gathering information about their needs and concerns

c. Gather information about their needs and concerns through natural conversation

d. Ask the couple if they would like to talk with you and ask how you can help

Survivors who are optimistic, confident, and have resources are more likely to have favorable outcomes after a disaster?

Select one:

True

False

Which of the following steps should you NOT follow when providing practical assistance?

Select one:

a. Clarify the needs

b. Identify most immediate needs

c. Discuss personal financial matters

d. Discuss an action plan

e. Act to address the needs

What type of support would NOT be most helpful to a survivor who has become socially isolated?

Select one:

a. Encourage the survivor to take small steps towards interacting with others in a way that is comfortable

b. Help the survivor make a plan for approaching another person

c. Help the survivor consider who might be friendly, approachable, or helpful

d. Remind the survivor that they are not the only ones feeling isolated

e. Reinforce any efforts the survivor has made to gain social support

Choose the answer that fits the supportive response:

“It sounds like you’re saying…..” or “From what you are saying, I can see how you would be….”

Select one:

a. Reflective

b. Clarifying

c. Supportive

d. Empowering

Choose the answer that fits the supportive response:

“Am I right when I say…..?” or “Tell me if I’m wrong, but it sounds like you are saying….”

Select one:

a. Reflective

b. Clarifying

c. Supportive

d. Empowering

Choose the answer that fits the supportive response:

“No wonder you feel…..” or “I’m really sorry this is such a tough time for you.”

Select one:

a. Reflective

b. Clarifying

c. Supportive

d. Empowering

 

 

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Choose the answer that fits the supportive response:

“What have you done in the past to make yourself feel better when things get difficult?”

Select one:

a. Reflective

b. Clarifying

c. Supportive

d. Empowering

You identify the needs and concerns of an elderly couple. They are celebrating their 50 wedding anniversary in a couple of days. They are having a party and expecting out-of-town guests to join them. They are feeling anxious and sad about the possibility of the disaster interrupting their celebration.

What can you do to help them feel better?

Select one or more:

 a. Try to increase their appreciation of the years they have spent

b. Try to help them forget about it

 c. Help them develop an alternative plan for the celebration

d. Help them contact their out of town guests

e. Tell the couple your real job is as a party planner and you’ll help them for a fee

You are in a shelter set up for survivors of an earthquake. You are assigned to speak to a family who lost their home. After explaining that individuals react to and cope with stress differently, you explain adaptive coping actions.

Which of the following is NOT true of adaptive coping strategies?

Select one:

a. Help reduce anxiety

b. Lessen distressing reactions

c. Avoid addressing problems

d. Create a sense of empowerment

e. Help family members support one another

When making a referral, summarize your discussion with the survivor for accuracy.

Select one:

True

False

What information should you know when you are ready to connect survivors to available ancillary services?

Select one:

a. Location

b. Office hours

c. Type of services provided and availability

d. Individuals that survivors can talk to

e. All the above

What consideration is particularly important for you to think about before deciding to participate in this disaster response?

Select one:

a. Your Comfort Level

b. Your Health

c. Your Family

d. Your Religion

e. Your Work

You have been working 6 hours straight and are feeling mentally and emotionally exhausted. Which of the following actions is NOT a good choice for taking care of yourself?

Select one:

th

 

 

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a. Recognize your limitations and needs

b. Take a break to remove yourself from the commotion

c. Check in with your supervisor or colleague to let them know you need a break

d. Practice a brief relaxation technique

e. Drink caffeine to keep you alert

What can you do to help yourself readjust to life after your relief work?

Select one or more:

 a. Increase experiences that have spiritual or philosophical meaning to you

 b. Be patient with yourself

 c. Let go of what you cannot control

d. Make big life changing decision

 e. Increase leisure activities and exercise

Which of the following is a guideline for delivering Psychological First Aid:

Select one:

a. focus solely on providing psychological care and let others provide practical assistance (for example, food, water, blankets)

b. ask survivors how you can help even if you think you know what they need

c. answer all survivors’ questions even if you are not sure of the answers

d. when communicating with a survivor through a translator, speak slowly and look at the translator so you are sure he/she understands what you are saying

e. quickly get as many details as possible from survivors about their traumatic experiences and losses so that you can help address their PTSD

When delivering Psychological First Aid to a group of survivors, you should:

Select one:

a. focus on the shared needs and concerns of survivors

b. allow the most distressed individual to talk as long as he/she needs to as a way of demonstrating that you care

c. allow people to complain as long as they feel a need to do so

d. discourage questions even if they address issues of concern to most of the survivors

e. avoid telling the group that you do not know the answer to a question so they will not lose confidence in your ability to assist

When preparing to deliver Psychological First Aid, you should be concerned with which of the following:

Select one:

a. the setting in which you will be delivering Psychological First Aid since delivery may change with setting

b. learning about cultural, socioeconomic, and spiritual differences in survivors

c. the needs of your own family even if the needs of survivors seem to be greater

d. your own needs even if the needs of survivors seem to be greater

e. all of the above

When providing information about disaster response activities and services, it is generally appropriate to tell adult survivors:

Select one:

a. what is being done to assist them

b. what is currently known about the unfolding event

c. what to expect next if known

d. what services are available

e. all of the above

In assisting survivors with missing family members, the Psychological First Aid provider should:

Select one:

a. explain the importance of maintaining faith and hope

b. encourage survivors to pray for missing loved ones

c. reassure survivors that everything happens for the best

 

 

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d. recognize cultural differences in the grieving process

e. do all of the above

In stabilizing a distressed survivor, the Psychological First Aid provider should generally:

Select one:

a. intervene quickly and let the survivor know the gravity of the situation

b. insist on talking directly to the survivor

c. be calm, quiet, and available

d. tell the survivor to calm down

e. provide detailed information about the disaster so the survivor can put his/her reactions in perspective

Psychological First Aid interventions should be:

Select one:

a. adapted to the specific needs of survivors

b. delivered in a uniform fashion to avoid discrimination

c. designed to meet immediate and long term needs of survivors

d. enacted only after all physical health needs are addressed

e. both a and d above

Social engagement in the aftermath of a disaster should generally be:

Select one:

a. discouraged

b. discouraged among individuals who are obsessing about the disaster

c. discouraged among children but encouraged among adults

d. encouraged among children only if their parents are missing

e. encouraged when individuals are coping adequately

In gathering information from disaster survivors, the Psychological First Aid provider should:

Select one:

a. take a formal medical history

b. focus on immediate needs and concerns

c. seek detailed information from the survivor about traumatic experiences to ensure appropriate referral

d. gather all information upon initial contact so interventions can be planned and implemented immediately

e. do all of the above

Survivors with pre-existing medical conditions:

Select one:

a. are unlikely to benefit from Psychological First Aid

b. are likely to do well in disaster situations because they know how to deal with adversity

c. may experience a worsening of their symptoms as a result of a disaster

d. are likely to recover fairly quickly from disaster-related distress because they know how to deal with adversity

e. should be referred immediately to a physician

In assisting an individual who has lost a pet in a tornado in which there were many physical injuries and deaths, the Psychological First Aid provider should:

Select one:

a. avoid making contact with the individual

b. explain that others are in greater need of help

c. recognize that the lost pet may be of great importance to the individual

d. hand the individual information on coping with loss and move directly to those with physical injuries

e. do b, c, and d above

Youth are most likely to benefit from practical assistance that helps them to:

Select one:

 

 

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a. forget their disaster experiences

b. relive their disaster experiences

c. clarify their needs and concerns

d. consider only one course of action

e. avoid problem solving

Social support in the aftermath of a disaster can come in many forms including:

Select one:

a. emotional support

b. information about services

c. physical assistance

d. material assistance

e. all of the above

Connecting adolescents with social supports may appropriately involve helping them to do all of the following EXCEPT:

Select one:

a. share with others

b. engage in enjoyable activities with other youth

c. spend time with younger siblings

d. help with chores to support family and community

e. avoid thinking about how they have handled problems in the past

Which of the following is likely to be most beneficial to withdrawn or socially isolated survivors in the immediate aftermath of a disaster:

Select one:

a. insisting they talk to others as a way of dealing with their own disaster experiences

b. encouraging them to help others so they take the focus off of themselves and their problems

c. discouraging interaction with others until their own concerns are fully addressed

d. helping them to think about the type of support that would be helpful to them

e. reminding them to avoid contact with other survivors if they are not ready to engage in conversation

Positive reactions to disaster:

Select one:

a. are rarely observed in survivors

b. are rarely observed in loved ones of survivors

c. may include an increased appreciation of life

d. generally include a decrease in spiritual beliefs

e. are characterized by all of the above

Intrusive reactions, avoidance and withdrawal, and physical arousal in disaster survivors:

Select one:

a. indicate severe psychological disturbance

b. indicate severe physical injury

c. are common indicators of distress in the immediate aftermath of a disaster

d. require the immediate assistance of a mental health professional

e. can be dismissed because they are not associated with severe psychological problems

You are delivering Psychological First Aid in a shelter that is filled to capacity. A mother shows up at the door with a toddler and is refused admission by the supervisor in charge. The mother is frantic and asks that her child be allowed to stay in the shelter.

Which of the following should you NOT do?

Select one:

a. See if the mother and child need food or water and explain where the nearest open shelter is

b. Ask if she needs transportation to the nearest open shelter

c. Tell the supervisor that this mother and child should be allowed admission to this shelter because she is tired

 

 

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d. Explain to the mother that she and her child should stay together, and discuss options to solve the problem

Post-disaster reminders:

Select one:

a. may include situations in which positive things remind survivors of how life has changed

b. are generally unrelated to the specific type of disaster

c. are generally unrelated to the hardships faced by survivors

d. are rare in most disasters

e. are generally indicators of psychological health because they indicate that survivors are reviewing their experiences

Maladaptive coping actions used by disaster survivors include:

Select one:

a. keeping a journal

b. maintaining a normal schedule to the extent possible

c. participating in a support group

d. working longer hours than normal

e. avoiding risky behavior

When a parent expresses concern that his child cries when left for even brief periods of time, the Psychological First Aid provider could appropriately tell the parent all of the following EXCEPT:

Select one:

a. separations may remind children of separations experienced during the disaster

b. children who cannot yet say how they feel may show fear by clinging or crying

c. children may experience bodily reactions to separations

d. it is likely that children use crying to manipulate parents

e. parents can help children by limiting separations in the immediate aftermath of a disaster

Post-disaster distress in adolescents may be expressed by which of the following:

Select one:

a. abrupt shifts in interpersonal relationships

b. radical changes in attitude

c. detachment, shame, and guilt

d. self-consciousness about their fears

e. all of the above

Points of Dispensing (POD) centers are generally established to:

Select one:

a. distribute medications or vaccinations

b. provide information via phone banks and hotlines

c. coordinate the activities of community outreach teams

d. provide a variety of community services and referrals in a central location

e. do all of the above

Most survivors who have been in a terrorist attack will need stabilization?

Select one:

True

False

Reassuring survivors that they will have community members available to them in case they need help is what type of support?

Select one:

a. Emotional

b. Physical

c. Reliable

 

 

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d. Reassurance of self worth

e. Advice and information

What should a PFA provider do with the survivor before making a referral?

Select one:

a. Refer the survivor to services he/she used before the disaster

b. Give the survivor written information about services but not make an appointment

c. Encourage the survivor to postpone seeking help for at least two weeks after the disaster

d. Summarize discussion you had with the survivor about his/her needs and concerns

You are manning a telephone hotline in a city experiencing an outbreak of pandemic flu. You have been given a set of questions to ask callers (for example, do you have a fever?) and information to provide depending on the expressed concerns of callers.

A woman calls in a panic and can’t calm down. What do you do?

Select one:

a. Yell until the caller is listening to you

b. Tell her to call back when she has calm down and then hang up

c. Remain calm yourself, give her a few minutes to calm down, and ask her what her current concerns are

d. Read off the list of questions and try to get the answers to all the questions

All of the following are appropriate when making referrals for children and adolescents EXCEPT:

Select one:

a. insisting that adolescents participate in private, rather than family, counseling

b. obtaining parental consent for services other than immediate emergency care

c. making interactions with children and adolescents positive to help them to develop a positive attitude toward future care providers

d. recommending that follow-up services for the family include at least a brief evaluation of child and adolescent adjustment

e. helping to minimize the number of times that children and adolescents will have to retell the story of their experiences

Next

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SOCW 6311 & 6070 Wk 10 Discussions

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Discussion 1: Use of Group Designs in Program Evaluation

Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design.

For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program.

To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in 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 , and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information.”

· Post your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: “Planning a Program Evaluation” case study and why.

· Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.

References (use 3 or more)

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

· Chapters 9, “Is the Intervention Effective?” (pp. 213–250)

· Chapter 10, “Analyzing Evaluation Data” (pp. 255–275)

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

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

Read the following section:

“Social Work Research: Planning a Program Evaluation”

Social Work Research: Planning a Program Evaluation

Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.

The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.

Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.

Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.

Discussion 2:  Assessing Outcomes

How do you determine the “success” of a human services program? Part of your role as an administrator is to collaborate with your staff to determine how a particular program’s effectiveness will be measured. The outcomes must be clear, realistic, and feasible, and how the outcomes will be assessed must be clear also.

For this Discussion, you will address the “Social Work Research: Program Evaluation” case study in Social Work Case Studies: Foundation Year. Assume the role of an administrator in the case study to evaluate what has occurred in the program and how you might improve it.

· Post an evaluation of the success of the CALWORKS program based on the information presented in the case study. 

· Be sure to define what success would be for the program and how you, as an administrator of the program, might evaluate whether success has been achieved. 

· Finally, make one recommendation for improving the program’s effectiveness.

Reference (use 3 or more)

Benton, A. D., & Austin, M. J. (2010). Managing nonprofit mergers: The challenges facing human service organizations. Administration in Social Work, 34(5), 458–479.

King, D., & Hodges, K. (2013). Outcomes-driven clinical management and supervisory practices with youth with severe emotional disturbance. Administration in Social Work, 37(3), 312–324.

Lawrence, C., Strolin-Goltzman, J., Caringi, J., Claiborne, N., McCarthy, M., Butts, E., & O’Connell, K. (2013). Designing evaluations in child welfare organizations: An approach for administrators. Administration in Social Work, 37(1), 3–13.

Lynch-Cerullo, K., & Cooney, K. (2011). Moving from outputs to outcomes: A review of the evolution of performance measurement in the human service nonprofit sector. Administration in Social Work, 35(4), 364–388.

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014c). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].

· “Social Work Research: Program Evaluation” (pp. 66–68)

Social Work Research: Planning a Program Evaluation

Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.

The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.

Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.

Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.

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Forum 1

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 Discovering Sociology 7 unread of 7 messagesView Full Description

Choose one of the following questions:
1. Social life can be interpreted from one of the three major theoretical frameworks or perspectives. Describe the major points of each framework/perspective and discuss which perspective you think provides a more accurate or complete view of the social world and why.
2.  What does it mean to have a “sociological imagination?”  How does this relate to what Mills refers to as private troubles and public issues?  Share an example of an issue that might be considered by sociologists to be both a private trouble as well as a public issue. [Hint: How do media and/or culture link private troubles and public issues, OR make private troubles become public issues? Look to chapter 3 for support]
The Week 1 Forum meets the following course objectives:
  • Apply a sociological perspective to the social world
  • Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
  • Describe culture and socialization.

 

 

Instructions for all Forums:

Each week, learners will post one initial post per week.  This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world.  Learners will engage with the instructor and peers throughout the learning week.  To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week.  All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required.  Quotes should not be used at all, or used sparingly.  If you quote a source quotation marks should be used and an APA formatted citation and reference provided.

 

 

 

Points

  

Exemplary (100%)

 

  

Accomplished (85%)

 

  

Developing (75%)

  

Beginning (65%)

  

Not Participating (0%)

 
Comprehension of course materials

 

4

 Initial post demonstrates rich comprehension of course materials.  Detailed use of terminology or examples learned in class.  If post includes opinion, it is supported with evaluated evidence. Initial post demonstrates clear comprehension of course materials.  Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence. Initial post demonstrates some comprehension of course materials.  Specific terminology or examples learned in class may be incorrect or incomplete.  Post may include some opinion without evaluated evidence. Initial post does not demonstrate comprehension of course materials.  Specific terminology or examples learned in class are not included.  Post is opinion based without evaluated evidence. No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of comprehension. Post may be plagiarized, or use a high percentage of quotes that prevent demonstration of student’s comprehension.
Real world application of knowledge

 

2

 Initial post demonstrates that the learner can creatively and uniquely apply the concepts and examples learned in class to a personal or professional experience from their life or to a current event. Initial post demonstrates that the learner can apply the concepts and examples learned in class to a  personal or professional experience from their life or to a current event. Initial post does not clearly demonstrate that the learner can apply the concepts and examples learned in class. Unclear link between the concepts and examples learned in class to personal or professional experience or to a current event. Initial post does not demonstrate that the learner can apply the concepts and examples learned in class. No link to a personal or professional experience or to a current event is made in the post. No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of application. Post may be plagiarized, or use a high percentage of quotes that prevent demonstration of student’s ability to apply comprehension.
Active Forum Engagement and Presence

3

 Learner posts 4+ different days in the learning week.

 

Replies to at least one response from a classmate or instructor on the learner’s initial post to demonstrate the learner is reading and considering classmate responses to their ideas.

 

Posts two or more 100+ word responses to initial posts of classmates.  Posts motivate group discussion and contributes to the learning community by doing 2+ of the following:

  • offering advice or strategy
  • posing a question,
  • providing an alternative point-of-view,
  • acknowledging similar experiences
  • sharing a resource
 Learner posts 3 different days in the learning week.

 

Posts two 100+ word responses to initial posts of classmates.  Posts motivate group discussion and contribute to the learning community by doing  2+ of the following:

 

  • offering advice or strategy
  • posing a question,
  • providing an alternative point-of-view,
  • acknowledging similar experiences
  • sharing a resource
 Learner posts 2 different days in the learning week.

 

Posts one 100+ word response to initial post of classmate.  Post motivates group discussion and contributes to the learning community by doing 1 of the following:

 

  • offering advice or strategy
  • posing a question,
  • providing an alternative point-of-view,
  • acknowledging similar experiences
  • sharing a resource
 Learner posts 1 day in the learning week.

 

Posts one 100+ word response to initial post of classmate.  Post does not clearly motivate group discussion or clearly contribute to the learning community.

 

Responses do not:

  • offering advice or strategy
  • posing a question,
  • providing an alternative point-of-view,
  • acknowledging similar experiences
  • sharing a resource
 Learner posts 1 day in the learning week, or posts are not made during the learning week and therefore do not contribute to or enrich the weekly conversation.

 

No peer responses are made.  One or more peer responses of low quality (“good job, I agree”) may be made.
Writing skills

1

 Post is 250+ words.  All posts reflect widely accepted academic writing protocols like using capital letters, cohesive sentences, and no texting language. Dialogue is also polite and respectful of different points of view. Post is 250+ words.  The majority of posts reflect widely-accepted academic writing protocols like using capital letters, cohesive sentences, and no texting language. Dialogue is polite and respectful of different points of view. Post is 175+ words.  The majority of posts reflect widely-accepted academic writing protocols like using capital letters (“I am” not “i am”), cohesive sentences, and no texting language. Dialogue may not be respectful of different points of view. Post is 150+ words.  The majority of the forum communication ignores widely-accepted academic writing protocols like capital letters, cohesive sentences, and texting; Dialogue may not be respectful of different points of view. No posting, post is off topic and does not meet minimum criteria for demonstrating beginning level of comprehension.

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American TV show “Shameless” and psychology

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I’m writing a case study about Fiona Gallagher from the American TV show shameless. I need someone to take the paper that I was writing edited and resubmit it to me.  The American TV show shameless is not to be confused with the British TV show shameless. I’m looking for someone who enjoys watching the show and can easily edit my paper to reflect a case study related to Fiona.

 

in a private message tell me something about Fiona and why you should write the paper

 

i’ve already been screwed over twice so I will be very selective. Make your personal message unique or it will be skipped over! If you do not like following directions do not message me!!!

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Knowledge Worker and Nursing Informatics

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The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

To Prepare:

  • Review the concepts of informatics as presented in the Resources.
  • Reflect on the role of a nurse leader as a knowledge worker.
  • Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

  • Explain the concept of a knowledge worker.
  • Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
  • Develop a simple infographic to help explain these concepts.NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.
  • Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.

A good example of a scenario that would benefit from access to data is a case where a healthcare centre wants to know the number of patients visiting on a daily basis so as to establish whether the available staff is enough.  Data of this nature can be collected by registering all the patients that come to seek medical services on a daily basis for a period of one month. Upon registering the patient, the data might be stored in the computer and retrieved when needed. The only people that will be allowed to access such information are the staff members (McGonigle, 2017).

The specific knowledge that will be derived from the data on a number of the patient visit is information on whether there is a shortage of labour force. In any case, the health facility will, for instance, establish that the number of patients visiting the facility is too high when compared to the available number of nurses; this will be taken to mean that there is a staff shortage. It will also be interpreted to mean that the current staff is being overworked and so the quality of health services being provided is more likely to be compromised (Sweeney, 2017).

A nurse leader can use clinical reasoning and judgment in the formation of knowledge from this experience to approximate the overall performance of the health facility being managed. The nurse leader could for example reason that since the health facility is understaffed, it may not be performing well. The nurse leader could judge that the patient feedback is more likely to be negative suggesting poor performance. This is due to the fact that feedback from the patients is one of the tools used to tell whether a health facility is performing well or not (McGonigle, 2017).

References

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Sweeney, J. (2017). Healthcare Informatics. Online Journal of Nursing Informatics, 21(1).

**Attached is an example of one presentation**

(8 to 10 slides)

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