Helping Skills


Application Analysis: Understanding Counseling skills in Addictions

This week you will write a paper based on the role of an addictions counselor teaching life and coping skills to aid in the recovery of clients.

Answer the following questions:

What are common life skills missing from clients with substance use disorder?
What are common coping skills missing from clients with substance use disorder?
Describe one example of how you would teach a vital life skill, and coping skill, for a client with substance use disorder and provide an example of how you would assess effectiveness.
Assignment Expectations:

1200 -words; answers must thoroughly address the questions in a clear, concise manner
Include a title page and reference page in APA style
Use at least 3 scholarly or career-field sources.

Child Development



Step 1: This week you have researched the topic of moral development in early childhood. Your task is:

Create 10 open-ended interview questions that are directly related to this week’s topic, and you will use these questions in interviewing an early childhood professional.
Your objective is to find out how parents and professionals go about positively influencing moral development in children.
Seek out information about the following topics: How parents involve children in decision-making, how they discipline, how religion and values are nurtured, and other ways that children are taught moral development.
You may want to ask follow-up questions to ensure that you get detailed information. You will submit your questions and the detailed interview answers.
Step 2: Your task is to analyze what you have learned from your interview and your research this week to write an essay to include:

Key points from this week’s reading on Moral Development
Your essay should be 1200 words and should include at least three (3) citations.

Discussion: Characteristics, Challenges, And Opportunities Of Evidence-Based Design

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Consider the following quotation: “Often times, potential users of research knowledge are unconnected to those who do the research, and consequently a huge gap ensues between research knowledge and practice behaviors” (Barwick, M., Boudell, K., Stasiulis, E., Ferguson, H., Blase, K., & Fixsen, D., 2005). Social workers must work to close the gap perceived by the authors of this quote.

In your previous research course, you addressed the concept of evidence-based practice. However, it is important not to fall into a habit of using the term “evidence-based practice” without a clear understanding of its meaning. In particular, it is important to understand what standards of evidence must exist to classify an intervention or a program as evidence based. In this assignment, you are to clarify your understanding of the nature of evidence-based practice and analyze the challenges and opportunities for implementing evidence-based practice in your current social work practice.

To prepare for this Discussion, read the Learning Resources that provide information about different aspects of the evidence-based practice concept. As you read, consider how evidence-based practice or evidence- based programs might be used in a social work agency where you work or where you had a practicum experience.

By Day 3
Post a description of the distinguishing characteristics of evidenced-based practice. Then provide an evaluation of factors that might support or impede your efforts in adopting evidence-based practice or evidence-based programs.

By Day 5
Respond to at least two colleagues by noting the similarities and differences in the factors that would support or impede your colleague’s implementation of evidence-based practice as noted in his or her post to those that would impact your implementation of evidence-based practice as noted in your original post. Offer a solution for addressing one of the factors that would impede your colleague’s implementation of evidence-based practice.

Required Readings
Document: Thyer, B. (2010). Introductory principles of social work research. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp.1–8). Thousand Oaks, CA: SAGE. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
Document: Cooney, S. M., Huser, C. M., Small, S., & O’Connor, C. (2007). Evidence-based programs: An overview. What Works, Wisconsin —Research to Practice Series, (6), 1–8. Retrieved from (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Document: O’Connor, C., Small, S. A., & Cooney, S. M. (2007). Program fidelity and adaptation: Meeting local needs without compromising program effectiveness. What Works, Wisconsin —Research to Practice Series, (4), 1–6. Retrieved from (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Document: Small, S. A., Cooney, S. M., Eastman G. & O’Connor, C. (2007). Guidelines for selecting an evidence-based program: Balancing community needs, program quality, and organizational resources. What Works, Wisconsin —Research to Practice Series, (3), 1–6. Retrieved from (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
University of Wisconsin Extension. (2007). Research to practice report briefs. Retrieved from
Document: Small, S. A., Reynolds, A. J., O’Connor, C., & Cooney, S. M. (2005). What works, Wisconsin: What science tells us about cost-effective programs for juvenile delinquency prevention. Retrieved from (PDF)
Madison, WI: University of Wisconsin Madison/Extension.
Substance Abuse and Mental Health Services Administration. (2018). Evidence-based practices resource center. Retrieved from
The California Evidence-Based Clearinghouse for Child Welfare. (2018). Program registry. Retrieved from
Social Work Policy Institution (2018). Evidence-based practice. Retrieved from
Whittaker, J. (2009). Evidence-based intervention and services for high-risk youth: A North American perspective on the challenges of integration for policy, practice, and research. Child & Family Social Work, 14(2), 166–177.
Required Media
Laureate Education (Producer). (2013d). MSW homepage [Interactive media]. Retrieved from
Laureate Education (Producer). (2013a). Bradley family episode 4 [Video file]. In Sessions. Retrieved from

Note: The approximate length of this media piece is 2 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Leadership And Management: What Is The Difference?

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Leadership and management in social agencies are about starting things up, getting them done, and keeping them moving.
—Armand Lauffer
Leadership and management are two terms that are used interchangeably but represent different roles that have different functions. Understanding the differences and similarities is essential for social work administrators as they develop leadership strategies within organizations. Understanding the functions associated with leadership and management roles can influence how social workers supervise and work with colleagues in administrative practice. As you prepare for this Discussion, consider how your understanding of leadership and management roles might affect you when you assume a supervisory position.

By Day 3
Post an analysis of the similarities and differences of leadership and management roles as they relate to human services organizations. Include how your understanding of these roles may affect you as you assume a supervisory position.

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

By Day 5
Read a selection of your colleagues’ posts.

Respond to at least two colleagues by explaining whether you agree or disagree with your colleague’s analysis of the similarities and differences of leadership and management and their application to a potential supervisory position in a human services organization. Provide support for your position.

Return to this Discussion to read the responses to your initial post. Note what you have learned and/or any insights you gained as a result of the comments your colleagues made.

Learning Resources
Required Readings
Lauffer, A. (2011). Understanding your social agency (3rd ed.). Washington, DC: Sage.
Chapter 1, “Where Your Agency Came From and Where It’s Going” (pp. 2–31)
Prequel to Chapter 2, “Meet the Staff Members” (pp. 35–37)
Chapter 2, “Concepts, Theories, and Classifications” (pp. 38–65)
Chapter 7, “Organizational Culture” (pp. 210–240)
Chapter 8, “Leadership, Management, and Governance” (pp. 243–280)
Mulroy, E. A. (2004). Theoretical perspectives on the social environment to guide management and community perspectives: An organization-in-environment approach. Administration in Social Work, 28(1), 77–96.

Arts In Education

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Education Policy – Enhancing Foundational Learning Through Art
Due to the perceived need to bolster STEM learning in schools, one of the lost elements for many students has been a satisfactory art education. Art has been shunted aside to make time for additional study of math, science and advanced language skills. However, experts and policy makers have begun to recognize that a lack of art will give children an incomplete education, at best. Research has found that participation in the arts helps children learn to think critically and draw upon their innate creativity to solve problems and work in teams.

Read the policy report posted below and answer the following questions.

The article states that including art in education can help children develop deeper learning skills? What are those skills? (hint: there are 6 of them)
What is the name and date of the federal law that was passed to help make art a priority in education? What does the law do?
Using the table on pages 3 & 4 list at least three of the “Effects on Student Achievement” findings that have been demonstrated in research studies.
Based on the article and the studies cited there AND based on your own experience, do you think a revitalized focus on the arts could be helpful in our nation’s schools? Why?

Child Welfare

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There are two parts to this assignment:

Part 1 – Current Challenges in Our Child Welfare Policies
Read the case study in the text beginning on page 83 entitled “Children Who Are Not Headliners”. This is a very stark case study based on a real family. I found myself asking many questions such as, “Why were the children not removed from their family and placed into foster care?” I have worked with families similar to this one, and I remember that one of the realities is that often families who are in the child welfare ‘system’ have experienced generations of neglect, trauma and chaotic living. Basically, our efforts must be multi-faceted so that we can help both parents and children when they are embedded in these kinds of troubles. To demonstrate your understanding of the application of this chapter’s concepts to the case, please answer the following questions.
Based on what you have learned in this chapter about the current policy challenges in the child welfare system, what policy changes might make the system more useful to this family? (Hint: These policy challenges begin on page 76 of the chapter.) Be sure to tell WHY these policy changes might be effective.
What is ONE way that risk could be reduced for this family?
What is ONE way that protective factors could be enhanced for this family?
Part 2 – Effective Communication & Engagement in Child Welfare

Imagine that the family you just read about in the text experienced the unthinkable – some type of serious harm has come to one of their children while Child Welfare was still involved in the case. The media is reporting on the case. How should the agency handle communication with the media and with the public? Answer the following questions using the article posted below to guide you.

First, take a look at the “Confidentiality Laws” section on page 5 of the pdf (page 221 of the journal). Explain the difference between “presumptively open” and “presumptively closed” in dependency courts. There is a pretty even split in the states between those who have courts open to the media and those who are closed to the media.
Which do you think acts in the best interests of children? Presumptively open? Or presumptively closed? Why?
The article outlines six ways agencies can best manage a crisis situation. What are those six elements?
What are two other ways (mentioned in the article) that agencies can be proactive in communicating with and educating the public?
Child Welfare Communication.pdf(194.1 KB)

Communication Climates

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Q1. In Chapter 12, what is the most helpful thing you learned about conflict? Give an example of how you would imagine this concept would apply in your life. Identify benefits (outcomes) you would expect to experience if practiced in an ideal fashion. Be specific.

Q2. Describe a situation in your life where you have experienced a conflict with a close friend, roommate, sibling, or romantic partner. How did you handle it then? Now that you have read through Chapter 11 and Chapter 12, what could/should you have done differently?


Write a personal reflection applying the topic at hand to your personal life. Give an example or discuss putting this concept to use and describe expected benefits.
Met 150 word minimum per question

Cited at least (1) vocabulary term from text per question.
Vocabulary term is highlighted in BOLD

Emotional And Psychological Impact Of Illness On Patients And Families

Illness can lead to emotional instability and permanent or temporary physical disability. Patients might also experience reduced levels of independence and/or modifications of their roles in family and society. These changes may also have significant effects on family members and caregivers’ lifestyles and quality of life. Chronic exposure to stressors, such as medical treatments, side effects, complications, or hospital admissions, can deplete the internal and external coping resources of a patient and his or her family system.

Medical social workers confront the challenges posed by illness every day. In addressing these concerns, medical social workers focus attention on the impact of illness on patients and families. Through ongoing assessment, they consider how and if this impact might change with the progression of illness, whether positive or negative.

To prepare for this Discussion:

Review this week’s resources. Consider the experience of illness by patients and families. Think about emotional or psychological factors associated with illness and the impact of illness on patients and families.

By Day 3
Post a description of three major emotional or psychological factors that influence both patients and their families. Then, explain patients’ and their families’ experiences in dealing with illness and associated disability. Explain one of these factors that might be challenging for a medical social worker to address. Then, explain strategies that a medical social worker might employ to address the factor.

Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style.