SHOULD BE 2 DIFFERENT DOCUMENTS.. 2 PAGES EACH
ASSIGNMENT 1
Topic Paper
[WLO: 2] [CLO: 4]
Prior to beginning work on this assignment, read the
MHHS Case Study
and the
Week 5 Final Project
. You should also read the Dangremond and Romano book chapters, the Goetghebeur & Cellier and Mallinson & O’Hanlon articles. This week you will submit your topic for the Week 5 Final Project. Please review the Week 5 Final Project directions and prepare a two- to three-page paper that describes your topic for this paper. You will need to justify how this project will support what you have learned throughout your degree program. If you are choosing a service-learning project be very clear on what your final project will include.
In your paper,
· Describe your research or service-learning project.
· Justify how the project supports what you have learned throughout your degree program.
The Topic Paper assignment
· Must be two to three double-spaced pages in length (not including title and references) and formatted according to APA Style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
resource.
· Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
· For further assistance with the formatting and the title page, refer to
APA Formatting for Word 2013 (Links to an external site.)
.
· Must utilize academic voice. See the
Academic Voice (Links to an external site.)
resource for additional guidance.
· Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
o For assistance on writing
Introductions & Conclusions (Links to an external site.)
as well as
Writing a Thesis Statement (Links to an external site.)
, refer to the Ashford Writing Center resources.
· Must use at least one scholarly resource.
o The
Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
o To assist you in completing the research required for this assignment, view this
Ashford University Library Quick ‘n’ Dirty (Links to an external site.)
tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
· Must document any information used from sources in APA Style as outlined in the Ashford Writing Center’s
APA: Citing Within Your Paper (Links to an external site.)
guide.
· Must include a separate references page that is formatted according to APA Style as outlined in the Ashford Writing Center. See the
APA: Formatting Your References List (Links to an external site.)
resource in the Ashford Writing Center for specifications.
ASSIGNMENT 2
Outline and References
[WLO: 2] [CLOs: 4, 5]
Prior to beginning work on this assignment, review the materials in the writing center on
Outlining (Links to an external site.)
and Writing a Thesis Statement (Links to an external site.). Create an outline for your Week 5 Final Project. Your outline should include the thesis or central argument, along with any main topics and support to be included in your final project. Include a minimum of three references you plan to use for your final project.
In your paper,
· Create a comprehensive outline that includes headings and subheadings.
· Identify the thesis or central argument in the outline.
· Outline the main topics with support.
· Generate a list of three references you plan to use for your paper.
The Outline and References paper
· Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.) resource.
· Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
· For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
· Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
o For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.
· Must use at least three scholarly sources in addition to the course text.
o The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
o To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.
· Must document any information used from sources in APA Style as outlined in the Ashford Writing Center’s APA: Citing Within Your Paper (Links to an external site.) guide.
· Must include a separate references page that is formatted according to APA Style as outlined in the Ashford Writing Center. See the APA: Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.
Books
· Dangremond, C. K. (2015).
A visual overview of health care delivery in the United States
. In J. R. Knickman & A. R. Kovner (Eds.), Jonas & Kovner’s health care delivery in the United States (11th ed., pp. 13–28). https://doi.org/10.1891/9780826125293.0002
· Forman, S. G. (2015).
Leadership for implementation and change
. In Implementation of mental health programs in schools: A change agent’s guide (pp. 55–69). https://doi.org/10.1037/14597-005
· Forman, S. G. (2015).
Selecting interventions: Intervention characteristics and implementation
. In Implementation of mental health programs in schools: A change agent’s guide (pp. 73–86). https://doi.org/10.1037/14597-006
· Knapp, S. J., VandeCreek, L. D., & Fingerhut, R. (2017).
Ethical decision making
. In Practical ethics for psychologists: A positive approach (3rd ed., pp. 39–50). https://doi.org/10.1037/0000036-003
· Knapp, S. J., VandeCreek, L. D., & Fingerhut, R. (2017).
Foundations of ethical behavior
. In Practical ethics for psychologists: A positive approach (3rd ed., pp. 17–38). https://doi.org/10.1037/0000036-002
· Magnavita, J. J. (2016).
Overview and challenges of clinical decision making in mental health practice
. In J. J. Magnavita (Ed.), Clinical decision making in mental health practice (pp. 3–21). https://doi.org/10.1037/14711-000
· Romano, J. L. (2015).
Social justice and public policy advocacy
. In Prevention psychology: Enhancing personal and social well-being (pp. 65–82). https://doi.org/10.1037/14442-005
· Tummala-Narra, P. (2016).
Recognizing the complexity of cultural identifications
. In Psychoanalytic theory and cultural competence in psychotherapy (pp. 171–197). https://doi.org/10.1037/14800-008
Articles
· Collins, M. E., Garlington, S., & Cooney, K. (2015).
Relieving human suffering: Compassion in social policy (Links to an external site.)
. Journal of Sociology & Social Welfare, 42(1), 95–120. Retrieved from http://www.wmich.edu/socialworkjournal
· Goetghebeur, M. M., & Cellier, M. S. (2018).
Can reflective multicriteria be the new paradigm for healthcare decision-making? The EVIDEM journey
. Cost Effectiveness and Resource Allocation, 16, 7–17. https://doi.org/10.1186/s12962-018-0116-9
· Jongen, C., McCalman, J., & Bainbridge, R. (2018).
Health workforce cultural competency interventions: A systematic scoping review
. BMC Health Services Research, 18(1), 232. https://doi.org/10.1186/s12913-018-3001-5
· Mallinson, D. J., & O’Hanlon, E. (2017).
Between the patient and politics—A ready-to-use simulation for human service practitioners
. Simulation & Gaming, 48(6), 855–870. https://doi.org/10.1177/1046878117734260
· Murphy, K., & Barry, S. (2016).
Feed-forward: Students gaining more from assessment via deeper engagement in video-recorded presentations
. Assessment & Evaluation in Higher Education, 41(2), 213–227. https://doi.org/10.1080/02602938.2014.996206
· Williams, D. E., & Surakanti, S. (2016).
Developing oral case presentation skills: Peer and self-evaluations as instructional tools
. The Ochsner Journal, 16(1), 65–69. Retrieved from http://www.ochsnerjournal.org/
Multimedia
· ClickView/VEA (Producer). (2015).
Presentation basics
[Series episode]. In The great orator [Streaming video]. Retrieved from Films On Demand database.
· Gregg Learning. (2018, October 23).
Cultural competence (Links to an external site.)
[Video file]. Retrieved from https://youtu.be/jlaCa8y-LiM
· Osmosis. (2018, November 13).
Shared decision making (Links to an external site.)
[Video file]. Retrieved from https://youtu.be/4ueDJEFytMI
Web Pages
· National Organization for Human Services. (n.d.).
Ethical standards for human services professionals (Links to an external site.)
. Retrieved from https://www.nationalhumanservices.org/ethical-standards
· U.S. Department of Health & Human Services. (2014, July 16).
HHS A to Z index (Links to an external site.)
. Retrieved from http://www.hhs.gov/az
· U.S. Department of Health & Human Services, Office of Population Affairs. (2018, August 28). Cultural competence (Links to an external site.). Retrieved from https://www.hhs.gov/ash/oah/resources-and-training/tpp-and-paf-resources/cultural-competence/index.html
Case Study
Metropolitan Health and Human Services
History
Metropolitan Health and Human Services (MHHS) is a mid-sized community-based health and human services organization operating in two suburbs of a large city. MHHS has been in business as at non-profit 501 (C) 3 for the past 25 years. The organization was founded by a group of three retired physicians who wanted to address some of the issues in their community. In the early years of the organization they focused on providing financial assistance to clients unable to pay for medical bills. At that time, the organization was managed and staffed by the three retired physicians who quickly realized that they were unable to fulfill their dreams for the organization without help. Within five years of its inception, the organization was incorporated with its own board of Directors and the first CEO was hired. This CEO ran the organization for the next 10 years, and grew the organization from one program to a multi-service organization.
The Mission of MHHS is provide services needed to strengthen families and communities.
The vision is to known as a major catalyst and resource for promoting family and community strengths.
Current Programs of MHHS include:
Financial Assistance: Provides financial assistance to individuals and families that have suffered a financial crisis and need assistance with paying bills. This program employs one director and one case manager and represents 5% of the budget expenses. The program is funded through federal and state grants. The program has been operating at a loss for the past five years.
Medical/Dental Clinic: Provides free preventative medical/dental services to individuals and families that are either at poverty level or experiencing a financial crisis. The clinic is staffed by volunteer physicians and dentists. This program employs one director and one case manager and represents 10% of the budget expenses. There are six active volunteers. The program is funded largely through grants and community support. The program has been breaking even for the past five years.
Transitional Housing: Provides transitional housing to formerly homeless individuals and families in community-based apartments and homes. This program employs one director and five case managers, and represents 10% of the budget expenses. The program is funded largely through federal grants. The program has been operating at a loss for the past five years.
Counseling: Provides counseling services to any individual or family needing assistance. This program employs one director and five counselors, and represents 5% of the budget expenses. The program is funded through client and insurance payments as well as payments from other programs within the organization. The program provides services to all the programs within the organization and has been operating at surplus for the past five years.
Educational Services: Provides an alternative education to adolescents unable to attend their own school due to behavioral or emotional issues. This program employs one principal, two teachers and two teacher aides and represents 5% of the budget expenses. The program is funded by tuition payments. The program was previously operating with a surplus but in the last five years it has declined and is operating at a significant loss.
Foster Care: Contracts with the State to license and provide foster care services to wards of the State. This program employs one director, 10 supervisors, 80 case managers, and 10 case aides, and represents 55% of the budget expenses. The program is funded by the State. The program is considered the “cash cow” of the organization and is operating at a surplus.
Violence Prevention Programs: The programs provided prevention education services that target the prevention of child abuse, domestic violence and sexual assault. The program employs one director and three prevention educators. They also use volunteers and interns. The program represents 10% of the budget expenses. The program is funded through State and Federal grants and some community-based fundraising. The program is operating at a surplus.
Administrative Expenses are 10% of the organizations budget expenses.
About the community:
MHHS operates in two communities and has offices in both locations. Their main headquarters is in a large middle to upper middle-class suburban community about 30 miles from the large City.
Demographics:
· White – 76%
· Asian – 15%
· Hispanic or Latino – 4%
· Black -5%
· Median Age: 35
· Median Family Income: $127,000
· Median Household Income: $109,000
· Housing Value: $378,000
· Average Contract Rent: $1,300
· Persons in Poverty: 4%
The second location for MHHS is in a neighboring, lower middle-class community about 40 miles from the City.
Demographics:
· White – 27%
· Asian – 3%
· Hispanic or Latino -40%
· Black -20%
· Median Age: 33
· Median Family Income: $50,000
· Median Household Income: $42,000
· Housing Value: $150,000
· Average Contract Rent: $900.00
· Persons in Poverty: 22%
Demographics of Clients Served:
· 30% White
· 40% Hispanic of Latino
· 28% Black
· 2% Asian
The current organizational chart for MHHS is attached.
Current Size of Organization
The organization has an operating budget of eight million dollars. The main office is located in the upper to middle-class community and houses all of the administrative staff. Some of the services provided out of this office include financial assistance and counseling.
The remaining services are provided out of the office in the second location.
A new CEO has been recently hired and has identified some of the major issues the organization is facing.
Current Issues
1. In the past 10-years the organization has changed leadership 4 times. Only one CEO has stayed longer than three years. The other three have left within one year of hire. The new CEO is the first female the organization has ever had in a leadership role.
2. The board of directors is unclear of what their role is and often gets involved in day to day issues within the organization
3. There has been a decline in funding for financial assistance the organization.
4. The Medical/Dental clinic director has difficulty getting volunteers for the program and is unable to meet the needs of the clients being referred to the program. He has stated he just does not know how to recruit physicians and dentists to work in the program.
5. A client in the transitional housing program burglarized several apartments in his building and this has created a crisis for the CEO who must now respond to the community.
6. The Educational Services Director has just been informed that the schools referring to his program will not be using their program next year as they plan to offer these services within their setting. They have asked the organization leadership to assist them in getting started.
7. The State leadership has told MHHS leadership that they can no longer use foster care surpluses to fund other programs within the organization.
8. Case load sizes for foster care workers exceed 25 clients and case workers are starting to complain that it is impossible to do an effective job even with the assistance of the case aides.
9. The Director of the Violence Prevention Programs has been very successful at raising funds for her programs due to coordinating two major special events a year. She is frustrated that the surplus money she raises is being used elsewhere in the organization.
10. The CEO believes the organization should be restructured allowing for fewer direct reports to her.
11. The organization operates in Silos with very little interaction between programs (other than the counseling program)
12. The organization relies heavily on government funding.
13. The organization is facing a budget shortfall for the second year in a row.
14. There is no training program in the organization and as a result staff in programs all do things their way rather than in a consistent manner.
15. Record keeping of client services within programs is inconsistent. There are no policies and procedures on how records should be kept nor are there forms available to staff to use when providing services to their clients.
16. The staff lacks diversity with 90% of the staff being white, 5% African American and 5% Hispanic. 75% of the staff are females yet 90% of the directors (other than the CEO) are males. There is no training on cultural diversity.
17. About 10% of the clients serve speak only Spanish and the organization does not have any Spanish speaking staff. They rely on the client’s children or other relatives to translate for them.
18. A parent of a child being served In the educational program has complained to the Principal that her child is being bullied because he is gay. The school staff are dismissing the complaint stating the child is just overly sensitive.
The organization has been provided an anonymous gift of 300,000 to address the challenges they face.
You will be selecting a project to do during the duration of this class. You can propose your own project or use one of the suggested ideas below.
Possible Project ideas:
· Reorganize/restructure the organization with a clear designation of roles and responsibilities from the top down. Include an organizational chart using a program like Pingboard. Suggest what programs might be eliminated and/or merged. Re-create vision and mission statements and suggest and justify training for each role within the organization.
· Develop a comprehensive fund development plan/program. Include how this program will be managed and led
· Develop of comprehensive training program including orientation to the organization and program specific training.
· Choose a program and develop a program specific record keeping plan with forms and explanations of how to use the forms.
· From a human services provider perspective analyze the challenges you would face in working in one of the programs in this organization. Include the program you would work in and the challenge you would face at all levels on both a professional and personal level. Develop a plan to address these challenges.
· Develop a comprehensive plan to implement culturally sensitive practices within the organization. Include in the plan a recruitment and retention strategy for a more diverse workforce.
· Suggest a project of your own based on the case study.