Category: Social work

( NOTE: PLEASE VIEW ALL PDF AND Learning contract of everything I did this Advance 1. Please write it no longer than 5 minutes for I can read it in a zoom. Any questions reach out please. This is a full passing grade.) 
Overview
The purpose of this assignment is for you to reflect on and appraise the Advanced Internship Practicum 1 experience. Self-reflection allows for personal and professional growth to demonstrate advanced generalist practice skills. In this assignment, you will begin to review your initial work as an advanced generalist in social work practice, and uncover the opportunities for growth and development through your advanced internship practicum experience.
By successfully completing this assignment, you will demonstrate your proficiency in the following EPAS and specialized practices:
EPAS Competency 1: Demonstrate ethical and professional behavior.
C1.SP.B: Guided by best advanced generalist practice skills, apply professional behavior and leadership skills in oral, written, and electronic communication with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalist practice.
Related Assignment Criterion:
Describe ethical practices used to support the practicum experience and in discussing or sharing client information.
C1.SP.C: Integrate the ethical and effective use of technology at all levels of practice in the specialization of advanced generalist social work with diverse individuals, families, groups, organizations, and communities.
Related Assignment Criterion:
Describe the leadership and technology contexts used in the practicum site to advance social work service delivery.
EPAS Competency 2: Advance human rights and social, economic, and environmental justice.
C2.SP.A: Apply leadership skills, decision making, and ethical use of technology, when engaging in interprofessional collaborative practice to advocate for the advancement of human rights with individuals, families, groups, organizations, and communities to ensure that social resources, rights, and responsibilities are distributed equitably in the specialization of advanced generalist practice.
Related Assignment Criterion:
Describe the stakeholders that support the practicum site’s efforts to advance social and economic justice (for example, local business owner, federal government, et cetera).
EPAS Competency 3: Engage anti-racism, diversity, equity, & inclusion (ADEI) in practice.
C3.SP.A: Demonstrate how diversity and intersectionality shape human experiences and apply anti-racist and anti-oppressive intervention techniques and technologies with diverse individuals, families, groups, organizations, and communities in the specialization of advanced generalized practice.
Related Assignment Criteria:
Describe the client or client systems served by the practicum site, including diversity considerations.
Apply dimensions of diversity in discussing the practicum site and site supervisor, including support you received from your supervisor and other staff.
C3.SP.B: Demonstrate cultural humility by applying leadership skills, ethical use of technology, critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences in the specialization of advanced generalist practice.
Related Assignment Criterion:
Describe social work skills used to actively engage diverse clients or client systems.
EPAS Competency 4: Engage in practice-informed research and research-informed practice.
C4.SP.B: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods.
Related Assignment Criterion:
Describe the research-informed practice used in the practicum (for example, theories used to conduct assessments).
Description
Using Zoom, you will develop a thoughtful video presentation. The presentation should be a reflection of our experience in the first term of the advanced internship practicum experience. The video should be no longer than five minutes.
Instructions
Follow the guidelines below as you create your presentation.
Note: Throughout your reflection, utilize a strengths-based and diversity-focused mindset.
Background information and introduction.
Your name.
Name of practicum site.
Mission of the internship practicum site.
Site overview.
Discuss briefly the client population and their community served by the practicum site, including any diversity considerations.
Name one social work skill used to engage clients or client systems.
Describe the stakeholders that support the practicum site’s efforts to advance social and economic justice (for example, local business owner, federal government, et cetera).
Share briefly the technology used by the site professionals to advance client service delivery.
Share briefly the leadership skills used by professionals to advance client service delivery.
Evaluation.
Review your experience and think about your major responsibilities in the practicum. Briefly discuss in the video the following:
Describe ethical practices used to support the practicum experience.
Discuss what you did well during the practicum this term.
Share the accomplishment of which you are most proud.
Discuss the competencies you have demonstrated in the internship practicum this quarter.
Discuss the competencies you still need to develop and areas where you need more experience or exposure.
Describe the research-based practices used in the practicum site or the practice-informed research used in the practicum site.
Explain how you have integrated courseroom learning in the practice education and how the practicum facilitates preparation for professional practice.
Contributions.
Discuss the support received from the practicum site (that is, site supervisor and other staff).
Discuss the actions you took to ensure a positive learning experience in the practicum site.
Self-reflection.
Explain how the learning contract has been used to support your demonstration of the core competencies.
Discuss how the practicum experience is preparing you as a professional.
Share insight on your support system (those that cheer you on during graduate studies).
Final thoughts.
Share any additional reflections as desired.
Conclusion.
Share what you hope to gain in your Advanced Internship Practicum 2 experience.
Additional Requirements
Your assignment should also meet the following requirements:
Length of video presentation: No more than 5 minutes.
View Rubric
Advanced Self-Reflection Video Presentation
Advanced Self-Reflection Video Presentation
Criteria Ratings Pts
Describe ethical practices used to support the practicum experience and in discussing or sharing client information. (C1.SP.B)
40 to >34 pts
DISTINGUISHED
Explains ethical practices used to support the practicum experience and provides relevant examples.
34 to >28 pts
PROFICIENT
Describes ethical practices used to support the practicum experience.
28 to >0 pts
BASIC
Identifies ethical practices used to support the practicum experience.
0 pts
NON_PERFORMANCE
Does not identify ethical practices used to support the practicum experience.
/ 40 pts
Describe the leadership and technology contexts used in the practicum site to advance social work service delivery. (C1.SP.C)
30 to >25.5 pts
DISTINGUISHED
Describes the leadership and technology contexts used in the practicum site to advance social work service delivery and provides relevant examples.
25.5 to >21 pts
PROFICIENT
Describes the leadership and technology contexts used in the practicum site to advance social work service delivery.
21 to >0 pts
BASIC
Identifies the leadership and technology contexts used in the practicum site to advance social work service delivery.
0 pts
NON_PERFORMANCE
Does not identify the leadership and technology contexts used in the practicum site to advance social work service delivery.
/ 30 pts
Describe the stakeholders that support the practicum site’s effort to advance social and economic justice. (C2.SP.A)
30 to >25.5 pts
DISTINGUISHED
Describes the stakeholders that support the practicum site’s effort to advance social and economic justice, and makes relevant connections to the community served by the agency.
25.5 to >21 pts
PROFICIENT
Describes the stakeholders that support the practicum site’s effort to advance social and economic justice.
21 to >0 pts
BASIC
Identifies the stakeholders that support the practicum site’s effort to advance social and economic justice.
0 pts
NON_PERFORMANCE
Does not identify the stakeholders that support the practicum site’s effort to advance social and economic justice.
/ 30 pts
Describe the client or client systems served by the practicum site, including diversity considerations. (C3.SP.A)
30 to >25.5 pts
DISTINGUISHED
Describes the client or client systems served by the practicum site, including diversity considerations and makes relevant connections to the community served by the agency.
25.5 to >21 pts
PROFICIENT
Describes the client or client systems served by the practicum site, including diversity considerations.
21 to >0 pts
BASIC
Identifies the client or client systems served by the practicum site.
0 pts
NON_PERFORMANCE
Does not identify the client or client systems served by the practicum site.
/ 30 pts
Apply dimensions of diversity in discussing the practicum site and site supervisor, including support you received from your supervisor and other staff. (C3.SP.A)
30 to >25.5 pts
DISTINGUISHED
Applies dimensions of diversity in discussing the practicum site and site supervisor, including support you received from your supervisor and other staff, and makes relevant connections to the community served by the agency.
25.5 to >21 pts
PROFICIENT
Applies dimensions of diversity in discussing the practicum site and site supervisor, including support you received from your supervisor and other staff.
21 to >0 pts
BASIC
Inconsistently applies dimensions of diversity in discussing the practicum site and site supervisor, including support you received from your supervisor and other staff.
0 pts
NON_PERFORMANCE
Does not apply dimensions of diversity in discussing the practicum site and site supervisor, including support you received from your supervisor and other staff.
/ 30 pts
Describe social work skills used to actively engage client or client systems. (C3.SP.B)
30 to >25.5 pts
DISTINGUISHED
Describes social work skills used to actively engage client or client systems and provides relevant examples.
25.5 to >21 pts
PROFICIENT
Describes social work skills used to actively engage client or client systems.
21 to >0 pts
BASIC
Identifies social work skills used to actively engage client or client systems.
0 pts
NON_PERFORMANCE
Does not identify social work skills used to actively engage client or client systems.
/ 30 pts
Describe the research-informed practice used in the practicum site (for example, theories used to conduct assessments). (C4.SP.B)
30 to >25.5 pts
DISTINGUISHED
Describes the research-informed practice used in the practicum (for example, theories used to conduct assessments), and provides relevant examples.
25.5 to >21 pts
PROFICIENT
Describes the research-informed practice used in the practicum (for example, theories used to conduct assessments).
21 to >0 pts
BASIC
Identifies the research-informed practice used in the practicum (for example, theories used to conduct assessments).
0 pts
NON_PERFORMANCE
Does not identify the research-informed practice used in the practicum (for example, theories used to conduct assessments).
/ 30 pts
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
30 to >25.5 pts
DISTINGUISHED
Communicates with exceptional clarity in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
25.5 to >21 pts
PROFICIENT
Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
21 to >0 pts
BASIC
Communicates in a manner that is professional and consistent with expectations for members of the social work profession.
0 pts
NON_PERFORMANCE
Does not communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
/ 30 pts
Total Points: 0
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PreviousWeek 10 Assignment 1: E-journalSubmit Assignment

As a component of the Signature Assignment to create a toolkit for cultural competency, you will now assemble the media resources for the toolkit. These resources may include websites such as professional, non-profit, or governmental agencies, videos or podcasts, and instructional sessions such as Ted Talks or lectures, which provide you with information on culturally competent practice. Be certain that the media resources you choose are research-based and that you can articulate the process by which the research findings are translated into culturally competent practice. Select one primary area of focus for the assignment and create the media resources toolkit using a variety of instructional materials. 
Include a minimum of six to eight resources and provide a brief introduction to each media piece. You should include at least one governmental resource for policy analysis as related to social work and then focus on ethical considerations for social workers as advocates for their clients.
Points will be awarded for creativity, relevance to the topic selected, and comprehensiveness of the media toolkit. Also, be sure to include these resources in the Signature Assignment.

For this assignment, identify a social policy that is relevant to the practice situation described in the Client Overview Order Number 7740096. 
Policy Selected
Provide an overview of the policy and describe how it applies to the practice situation. This policy should be an existing current state or federal policy (e.g., laws, court decisions, or regulations), rather than an agency policy. Make sure to cite the policy. Do not use an agency, organization or internal hospital policy.
Here are a few ideas for Social Policies:
secularization-separation of church and state
funding of faith-based organizations
policies related to discrimination
poverty
child support policies
TANF
Supplemental Social Security (disabled adults, children with severe disabilities)
working poor, minimum wage
general assistance programs,
food stamps, free lunch programs, emergency food program assistance program, summer food
service program, special milk program, school breakfast program
Farming policy; dumping of toxic waste
Social Insurance
Unemployment, SS Disability
Medicare
Social Security
Workers Compensation
Assets for Independence Act (individual development accounts for low income)
Tax policy—federal and state, Fiscal Cliff
Health care policy
Affordable Care Act implementation
Medicare reforms
Medicaid
State Children’s Health Insurance Program (S-Chips)-federal/state partnership to cover uninsured children
reimbursement rates
nursing home, hospitals
health maintenance organizations (HMOs), managed care
underinsured, uninsured, COBRA
Corrections
Drug policies
Gun Control
Mental Health
The Community Mental Health Centers Act
deinstitutionalization
substance abuse
Mental Health Parity Act
Licensing of social workers
Sex offender registry
Child Welfare policy
CAPTA, AACWA, McKinney-Vento Act, Chafee Act  
Child care policies
foster care, adoption, Head Start
No Child Left Behind, Race to the Top
WIC
Housing Policy
HUD
Section 8
International/global policies
UN Convention on the Rights of Children
Policy Analysis Model
Identify and describe a policy analysis model to be used to evaluate the policy and include a brief analysis of the policy using the model selected. Please make sure to cite the model used. Provide an overview of the policy and describe how it applies to the practice situation.
Here are a few helpful resources in this area:
American Association for Policy Analysis and ManagementLinks to an external site.
McNutt, J. G. & Hoefer, R. (2016).  Chapter 6: Policy Analysis-Tools for Building Evidence-Based Social Policy.  In Social Welfare Policy: Responding to a Changing World. Oxford University Press.
Karger, H., & Stoesz, D. (2010). American social welfare policy: A pluralist approach.
Bardach, E., & Patashnik, E. M. (2015). A practical guide for policy analysis: The eightfold path to more effective problem solving. CQ press.
Policy Recommendations
Based on your review, provide recommendations for policymakers regarding a policy review, application, formulation, and/or revision of the policy.
Social Justice Implications
Discuss the social justice implications for the client situation based on the selected policy and provide an advocacy plan at the micro, mezzo, and macro level. For example, if the policy discriminates against the population related to your practice situation, provide a plan for how you might advocate for change for your individual client(s), the agency, or at the legislative level.
Ethical Challenge and/or Value Conflict
Identify and describe one or more potential ethical or values conflict(s) related to the policy as it applies to this practice situation.
Paper
Follow APA style. Remember, this section of the paper should be written in 3rd person.
This paper should be 3-4 pages in the body of the paper, excluding the cover and reference page(s).

SOCIAL ISSUE REPORT AND PRESENTATION ASSIGNMENT – WMST 2010
Value: 25% of final grade (report = 20%, presentation = 5%)
Instructions:
In this assignment, you will explore a current event or social issue in Canada related to gender and
critically examine how it is understood by 1) popular media, 2) gender studies scholars and 3) your social
network. You will write a report between 1250-1500 words long and using either MLA or APA format,
then share the key take away from your report in a brief 5-7 minute presentation to the class.
Your report should provide a brief explanation of the issue and why it is currently relevant in a Canadian
context. You will then discuss the issue using a minimum of three critical articles (course readings, case
studies, lectures, and/or library research) and three mainstream media sources (magazine articles,
newspaper articles, credible online media).
Come up with an arguable thesis about how your chosen issue impacts Canadians and what should be
done about it. Think critically about the following questions: How is the issue portrayed in the media?
Compare how the media versus our course readings deal with the issue. Are there differences?
Similarities? What might the social and political implications of the various representations be?
Topics : You can choose any topic related to content covered in this course, but you must have your
topic approved by me before proceeding. Please submit your planned topic in the Topic Approval
dropbox on Moodle. Try to choose a topic that is specific and focused. For example, transgender rights is
too broad a topic; barriers to accessing gender-affirming care is the right size of topic.
Part 1 – The Report:
Your report should be 1250-1500 words long and use either MLA or APA format. Be sure to properly cite
all paraphrases and quotations. Include a proper reference or works cited page listing your scholarly and
popular. Your report should make an argument about how your chosen issue is impacting people, and
what needs to change to either support or change that impact.
Part 2 – The Presentation:
Prepare a brief 5-7 minute presentation including: essential information about your issue or event; your
argument for what needs to change; key findings from your sources.
Your presentation can be either a Powerpoint with recorded video or voiceover, OR a podcast-style
voice recording. Upload your file along with your presentation to the drop box.

You will use this scenario to complete the Mock Case File. All the forms must be completely filled out. All information needed for the forms not found within the scenario needs to be made up by you. It needs to make sense and relate back to the scenario.

To complete this assignment, students will:
1. Construct a cover page with your name, course title, the title of the assignment, instructor’s name, and date submitted.
2. Write a 2‐3 page, 1 ½ or double spaced, typed essay discussing your reasons for seeking professional social work education. The statement should examine your beliefs about social welfare values and the social work profession, and the qualifications needed for social work education and professional practice. Your paper should be written and organized around the following subheadings and questions:
a. Introduction: Briefly summarize (1 paragraph) what this essay is about.
b. Life Experience: How do your life experiences influence your potential for success in social work education (or, if you are not a social work major, your success in your chosen field of study)?
c. Career Plans: How will you use your social work education after graduation? (If you are not a social work major, discuss how this social work class will help you in your education at Wayne State)
d. Personal Strengths and Challenges: In choosing the social work profession (or, for non-social work majors, in choosing to take this course), how do you see your values, strengths, and weaknesses reflected in:
i. Your concern for social problems;
ii. Your relationships;
iii. Capacity to be self‐critical;
iv. Your attitudes toward people different from you in race, religion, and culture;
v. Your attitudes toward ideas and perspectives different from your own;
vi. Your ability to work under pressure.
e. Strategies for Success: What strategies will you utilize in order to meet the rigors and challenges of being a student in the Social Work program at Wayne State University? (If you are not a social work major, discuss how you intend to meet the rigors and challenges of your academic pathway at Wayne State).
f. Leadership and Service: Part of the mission of the School of Social Work is to provide innovative leadership and service to the urban community and the profession. How do you plan to use your social work education to do this? (If you are not a social work major, discuss how you see yourself contributing to your community and your chosen profession after graduation.)
g. Conclusion: Briefly summarize your key points, including what you learned by writing this essay.
Criteria for Success. Success in this assignment will depend primarily on the extent and level of personal insight and thoughtfulness in addressing the different required elements, as well as the quality of the writing, coherence, and overall organization and flow of the essay.

Replay to two colleagues separately by critiquing their strategies for applying psychoeducation and providing suggestions for how to approach the situation differently. Additionally, share at least one community resource in your area that could help Marcus and his family.
REPLAY 1 KIZZY
Post an analysis of how the social environment has contributed to Marcus’s psychological functioning. In what ways has trauma impacted Marcus’s daily functioning? Describe how you as the social worker would integrate elements of psychoeducation with Marcus and his family. How would you adapt psychoeducation for the cognitive level of the family member?
Marcus experienced a significant decline in his psychological well-being due to the traumatic situations he faced during his military service. This had a profound impact on his ability to lead a fulfilling life, both emotionally and physically. Marcus grappled with ongoing feelings of restlessness, frustration, anger, and a pervasive sense of worthlessness, all of which hindered his daily functioning (Zastrow et al., 2019).
Due to the cognitive and physical distortions Marcus has been facing, his ability to pursue his ambitions and achieve his goals has been significantly hindered. As a result, carrying out even the simplest daily tasks has become a major challenge for him. These difficulties have not only taken a toll on his personal well-being but have also put a significant strain on his relationships with his wife and son. His inability to effectively address these issues has led to emotional and physical exhaustion, as well as strained communication within his marriage. Moreover, Marcus has begun to display a noticeable lack of interest in fulfilling his role as a father (Walden University, LLC., 2021).
In my role as a social worker, it is essential to approach the intricate and multifaceted issues that arise with a holistic perspective. This means carefully considering the broader impact on the entire family unit, recognizing the interconnectedness of the family members and their individual needs. By taking a person-centered approach I would be able to recognize the inimitable challenges and circumstances of each family member, we can develop tailored interventions that not only provide comprehensive support for Marcus but also effectively address the collective well-being of the entire family.
It may be necessary to offer counseling services to help them cope with the emotional toll of the situation. This can provide a safe space for Marcus, his wife, and his son to process their feelings, build resilience, and strengthen their relationships. Additionally, exploring community resources and support networks for Marcus, such as support groups can help alleviate some of the stress and strain on Marcus as he creates a new norm filled with the positives of life rather than the life he had while serving in the military (Herzog et al., 2020).  
REPLAY 2 DESROY
Marcus’s social environment has played a significant role in his psychological functioning, mainly through his military experiences and the challenges of reintegration into civilian life. His multiple deployments exposed him to intense combat situations and the trauma of explosions, leading to physical injuries and a mild traumatic brain injury (TBI). These experiences have left lasting impacts on his mental health, manifesting as post-traumatic stress disorder (PTSD). According to Zastrow et al. (2019), post-traumatic stress disorder is defined as the long-term psychological distress suffered by someone who has experienced a terrifying, uncontrollable event. People with PTSD may have flashbacks to the traumatic experience, disturbing dreams, emotional numbing, and nervousness. This disorder may persist for years. The person may also develop fears of situations connected with the traumatic event (p. 548). Upon returning home, Marcus faced difficulties reconnecting with his family and adjusting to a non-military lifestyle. His struggle to find an emotional connection with his wife and son, lack of motivation to pursue employment or education, and the persistent intrusive memories from his combat experiences illustrate how the social environment of both his military service and civilian life has contributed to his psychological state. The isolation and lack of purposeful engagement have exacerbated his symptoms of PTSD, such as nightmares, loss of appetite, irritability, and hypervigilance. According to the U.S. Department of Veterans Affairs (2022), Marcus would have met the DSM-5 Criteria for PTSD. The criteria specify symptoms such as direct exposure, emotional distress after exposure to traumatic reminders, and trauma-related thoughts or feelings. In this case, trauma has significantly impacted Marcus’s daily functioning. His PTSD symptoms have interfered with his ability to sleep, maintain a healthy weight, and manage his temper. he also experienced intrusive memories of combat experiences, leading to episodes of dissociation, where he spends long periods staring into space, disconnected from his surroundings. This disconnection affects his ability to be present and attentive to his family, contributing to feelings of emotional numbness and difficulties in personal relationships (U.S. Department of Veterans Affairs, 2022).
Sarkhel et al. (2020) defined psychoeducation as the process of teaching clients with mental illness and their family members about the nature of the illness, including its etiology, progression, consequences, prognosis, treatment, and alternatives. As a social worker in the case of Marcus, integrating psychoeducation into Marcus’s treatment plan will involve educating both Marcus and his family about PTSD, its symptoms, and its impact on daily life. This includes providing Marcus and his family with information about PTSD, how it develops, and its common symptoms, which can help them understand Marcus’s behaviours and emotional responses. It will be essential to teach Marcus coping strategies to manage his symptoms, such as grounding techniques for dealing with intrusive thoughts, relaxation exercises for reducing anxiety, and healthy sleep hygiene practices, is crucial. Sarkhel et al. (2020) highlight the value of familial involvement in supporting Marcus and the value of educating Marcus’s wife, Tamika, and son, Jayson, about how they can help Marcus by teaching them to recognize his triggers and respond in a supportive and understanding manner. For Tamika, using clear, straightforward language to explain PTSD and its effects, providing written materials or resources that she can read at her own pace, and encouraging open communication where she can ask questions and express concerns are effective strategies.

Select a client problem of your choice. Provide a brief description of the client system and problem.
2. Choose two theories from this course to explain the behavior/challenge and the factors that will influence your/other’s change efforts.
3. In a narrative format, provide a description of the individual’s behavior and the factors influencing it (use the core concepts of the theory as bolded subheadings). Example: Within cognitive theory, you would include a subheading for self-efficacy, and provide a narrative assessment of the individual’s self-efficacy in relation to the behavior. Complete these descriptions/assessments for all of the major concepts in the theory.
4. Next, draw from the theory to make recommendations for fostering the individual’s change (e.g. enhancing self-efficacy, altering problem-saturated narratives, increasing knowledge of risk, etc.).
5. Repeat steps three and four with the second theory.
6. Compare and contrast the differences and similarities in these theories in terms of how the relevant behaviors are explained.
7. What are the strengths and limitations of each theory in providing a valid explanation?
8. In what ways are the assumptions of each theory consistent with the NASW Code of Ethics? In what ways are they inconsistent? Provide examples of each.

Questions to think about while completing the paper:
What is the proposed/currently enacted social policy?
Who introduced the policy? What was the intent or purpose?
Who does it impact/effect?
Based on your professional “social worker” opinion, does the proposed/enacted policy have a positive or negative effect on those impacted? Why? How so?
How is the proposed/enacted policy relevant to social work and social workers?
Why should social workers be aware of this social policy?
What should social workers know about this social policy
How can social workers educate clients about the policy?
What should clients know about this social policy?
This assignment is designed to familiarize students with current events related to social welfare policies covered in the news/media.  Using a recently covered social welfare policy-related issue or event, you will be expected to produce a 2-3 page paper addressing why the issue/event is relevant, who the issue/event affects and why, why social workers should be aware of the issue/event, and how social workers can educate their clients related to the issue/event. You will receive up to 100 points for each “Social Welfare Policy in the News Papers.”
Social Welfare Policy in the News Papers is worth 100 points of your overall grade.
FYI… As APA guidelines suggest, please use headers to break up your thoughts. Please do not use the questions above as direct headers–combine some of the questions as headers to create a well-written paper. “Recently covered” social welfare policy-related issue or event means within the last 6 months. Please include the source for the issue or event in the paper and in the reference section. 

What have you learned that surprised you or that you didn’t know? 
Why do you think you didn’t know these things or why did they surprise you?
Why is it important for social workers to know about the “rule of thumb”, the myths about “real rape” and the private vs. public issue debate surrounding interpersonal violence?
no ai or plagrism please only use the information given. no outside sources