Social science - sociology assignment | Sociology homework help

Hasthegroupprocessbeensuccessful.docx

Has the group process been successful? In what way have members become empowered? Have coping skills strengthened or symptoms decreased? These kinds of questions point to the ending evaluation stage, but they should be in the social worker’s mind from the beginning, as they may help in designing the group and articulating its purpose and goals. Similarly, it is helpful to plan the methods for evaluation early on. This is because social workers may want to get a baseline assessment of the group at the start, so they can compare that to the evaluation results later, following many weeks or months of treatment. Social workers may also draw on observational measures to indicate the degree of success and readiness for termination.

In this Assignment, you write the next section of your Treatment Group Proposal by laying out the evaluation methods you would use.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To Prepare

Review the Learning Resources on group termination and evaluation.

Review your Week 8 Assignment, in which you detailed the intervention framework for your proposed group.

Continue to draft your Treatment Group Proposal by focusing on evaluation.

Assignment below

Submit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:

Evaluation Methods

Describe a group assessment tool you would use to evaluate your group’s progress. Explain and justify why it would be useful.

Describe an observational measure you would use to determine group member progress and readiness for termination. Explain why it would be useful.

Use the Learning Resources and any relevant additional literature to support your paper. Make sure to provide APA citations and a reference list.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK9Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

SOCW_6121_Week9_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeSubmit a 1- to 2-page paper covering the following section of your Treatment Group Proposal: ...Evaluation Methods...Describe a group assessment tool you would use to evaluate your group’s progress. Explain and justify why it would be useful.

27 to >24.03 pts

Exceeds Expectation 90-100%

Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.

24.03 to >21.33 pts

Meets Expectation 80-89%

Response fully describes a group assessment tool to evaluate the group’s progress. The explanation for why it would be useful is robust. ... Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.

21.33 to >18.63 pts

Fair 70-79%

Response provides a limited, incomplete, or vaguely developed description of a group assessment tool to evaluate the group’s progress. Explanation for why it would be useful is limited, incomplete, or vague. ... Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.

18.63 to >0 pts

Needs Improvement 0-69%

Response makes little or no attempt to describe a group assessment tool to evaluate the group’s progress. There is little or no attempt to explain why it would be useful. ... Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.

27 pts

This criterion is linked to a Learning OutcomeDescribe an observational measure you would use to determine group member progress and readiness for termination. Explain why it would be useful.

24 to >21.36 pts

Exceeds Expectation 90-100%

Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.

21.36 to >18.96 pts

Meets Expectation 80-89%

Response fully describes an observational measure used to determine group member progress and readiness for termination. The explanation for why it would be useful is robust. ... Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.

18.96 to >16.56 pts

Fair 70-79%

Response provides a limited, incomplete, or vaguely developed description of an observational measure used to determine group member progress and readiness for termination. Explanation for why it would be useful is limited, incomplete, or vague. ... Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.

16.56 to >0 pts

Needs Improvement 0-69%

Response makes little or no attempt to describe an observational measure used to determine group member progress and readiness for termination. There is little or no attempt to explain why it would be useful. ... Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.

24 pts

This criterion is linked to a Learning OutcomeWriting

9 to >8.01 pts

Exceeds Expectation 90-100%

Paper meets length requirements, meets expectations, is generally error-free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. ... Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer). ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

8.01 to >7.11 pts

Meets Expectation 80-89%

Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. ... Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

7.11 to >6.21 pts

Fair 70-79%

Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. ... Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page). ... Occasionally lacks a clear distinction between cited content and original thought.... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

6.21 to >0 pts

Needs Improvement 0-69%

Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. ... Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. ... There is no distinction between cited content and original thought. ... Tone and presentation of ideas reveal bias and subjectivity.

9 pts

Total Points: 60

wks8assignmet.docx

1

Intervention Framework for a Caregiver Stress and Family Conflict Support Group

WKS 8ASSIGNMENT

Walden University

April 19, 2026

The Caregiver Stress and Family Conflict Support Group intervention framework will be a psychoeducation, cognitive behavioral therapy (CBT) and mutual aid, problem-solving structure combination. This model can be applied to caregivers of severely mentally ill or demented, or hoarding-affected individuals as they are often confronted with the chronic stress, grief, guilt and family conflict, along with the need to have practical knowledge and coping skills. Caregiver burden influences emotional, social, physical, and financial functioning, which means that the treatment should focus on emotional support and skill development (Liu et al., 2020). It is also discovered that the psychosocial interventions and CBT-based interventions can reduce caregiver distress, improve coping, and improve the quality of life among the caregivers of patients with dementia and severe mental illnesses (Kwon et al., 2017; Sampogna et al., 2023).

Psychoeducation will assist members to appreciate symptoms, the course of the illness, trends of crisis and the effects of being a caregiver on family dynamics. This is critical since more knowledge can help to lessen blame, enhance expectations, and to help in better response to difficult behaviors. CBT strategies such as cognitive restructuring, relaxation, stress management, and behavioral activation will assist the members to recognize unhelpful thoughts, defy guilt and catastrophizing, and engage in more healthier coping behaviors (Kwon et al., 2017). Mutual aid is essential as well because treatment groups are most effective when members can experience a sense of universality, support and learn with other individuals with whom they may have similar struggles (Toseland and Rivas, 2017). Problem-solving and communication rehearsal will also be designed in a way that will help the participants to develop boundaries, crisis response and reduce family conflict. This practice is holistic and adheres to the social work competencies, dignity, and culturally responsive practice (National Association of Social Workers [NASW], 2021).

Topics will be in a sequence where one will be built upon safety first, then insight followed by coping and maintenance. The orientation, group norms, and goals will be focused on in the course of session 1. The second meeting will be on caregiver burden, grief, and ambiguous loss to make sure that group members become aware of their experiences and normalize them. Session 3 will discuss the impact of severe mental illness, dementia and hoarding on family roles, communication and stress. Session 4 will educate about stress reduction skills, such as breathing, grounding, and self-care plans. Session 5 will involve introduction of the coping skills using CBT to re-frame guilt, helplessness, and negative self-talk. Session 6 will be about communication skills, particularly, assertiveness, active listening, and use of I statements. Session 7 will deal with family conflict, setting boundaries as well as problem solving together. Crisis planning, community resources, and help seeking will be included in the eighth session. Session 9 will enhance social support, resilience, and healthy routines. The last session (10) will review progress, restate relapse-prevention skills and end members. Overall, the model of intervention incorporates evidence-based education, emotional support, and practical skills to fit caregivers who are subjected to unremitting stress and family discord.

References

Kwon, O.-Y., Ahn, H. S., Kim, H. J., & Park, K.-W. (2017). Effectiveness of cognitive behavioral therapy for caregivers of people with dementia: A systematic review and meta-analysis. Journal of Clinical Neurology, 13(4), 394–404. https://doi.org/10.3988/jcn.2017.13.4.394

Liu, Z., Heffernan, C., & Tan, J. (2020). Caregiver burden: A concept analysis. International Journal of Nursing Sciences, 7(4), 438–445. https://doi.org/10.1016/j.ijnss.2020.07.012

National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers. https://www.socialworkers.org/about/ethics/code-of-ethics

Sampogna, G., Brohan, E., Luciano, M., Chowdhary, N., & Fiorillo, A. (2023). Psychosocial interventions for carers of people with severe mental and substance use disorders: A systematic review and meta-analysis. European Psychiatry, 66(1), e98. https://doi.org/10.1192/j.eurpsy.2023.2472

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.

Hasthegroupprocessbeensuccessful.docx

Has the group process been successful? In what way have members become empowered? Have coping skills strengthened or symptoms decreased? These kinds of questions point to the ending evaluation stage, but they should be in the social worker’s mind from the beginning, as they may help in designing the group and articulating its purpose and goals. Similarly, it is helpful to plan the methods for evaluation early on. This is because social workers may want to get a baseline assessment of the group at the start, so they can compare that to the evaluation results later, following many weeks or months of treatment. Social workers may also draw on observational measures to indicate the degree of success and readiness for termination.

In this Assignment, you write the next section of your Treatment Group Proposal by laying out the evaluation methods you would use.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To Prepare

Review the Learning Resources on group termination and evaluation.

Review your Week 8 Assignment, in which you detailed the intervention framework for your proposed group.

Continue to draft your Treatment Group Proposal by focusing on evaluation.

Assignment below

Submit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:

Evaluation Methods

Describe a group assessment tool you would use to evaluate your group’s progress. Explain and justify why it would be useful.

Describe an observational measure you would use to determine group member progress and readiness for termination. Explain why it would be useful.

Use the Learning Resources and any relevant additional literature to support your paper. Make sure to provide APA citations and a reference list.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK9Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

SOCW_6121_Week9_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeSubmit a 1- to 2-page paper covering the following section of your Treatment Group Proposal: ...Evaluation Methods...Describe a group assessment tool you would use to evaluate your group’s progress. Explain and justify why it would be useful.

27 to >24.03 pts

Exceeds Expectation 90-100%

Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.

24.03 to >21.33 pts

Meets Expectation 80-89%

Response fully describes a group assessment tool to evaluate the group’s progress. The explanation for why it would be useful is robust. ... Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.

21.33 to >18.63 pts

Fair 70-79%

Response provides a limited, incomplete, or vaguely developed description of a group assessment tool to evaluate the group’s progress. Explanation for why it would be useful is limited, incomplete, or vague. ... Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.

18.63 to >0 pts

Needs Improvement 0-69%

Response makes little or no attempt to describe a group assessment tool to evaluate the group’s progress. There is little or no attempt to explain why it would be useful. ... Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.

27 pts

This criterion is linked to a Learning OutcomeDescribe an observational measure you would use to determine group member progress and readiness for termination. Explain why it would be useful.

24 to >21.36 pts

Exceeds Expectation 90-100%

Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.

21.36 to >18.96 pts

Meets Expectation 80-89%

Response fully describes an observational measure used to determine group member progress and readiness for termination. The explanation for why it would be useful is robust. ... Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.

18.96 to >16.56 pts

Fair 70-79%

Response provides a limited, incomplete, or vaguely developed description of an observational measure used to determine group member progress and readiness for termination. Explanation for why it would be useful is limited, incomplete, or vague. ... Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.

16.56 to >0 pts

Needs Improvement 0-69%

Response makes little or no attempt to describe an observational measure used to determine group member progress and readiness for termination. There is little or no attempt to explain why it would be useful. ... Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.

24 pts

This criterion is linked to a Learning OutcomeWriting

9 to >8.01 pts

Exceeds Expectation 90-100%

Paper meets length requirements, meets expectations, is generally error-free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. ... Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer). ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

8.01 to >7.11 pts

Meets Expectation 80-89%

Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. ... Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

7.11 to >6.21 pts

Fair 70-79%

Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. ... Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page). ... Occasionally lacks a clear distinction between cited content and original thought.... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

6.21 to >0 pts

Needs Improvement 0-69%

Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. ... Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. ... There is no distinction between cited content and original thought. ... Tone and presentation of ideas reveal bias and subjectivity.

9 pts

Total Points: 60

wks8assignmet.docx

1

Intervention Framework for a Caregiver Stress and Family Conflict Support Group

WKS 8ASSIGNMENT

Walden University

April 19, 2026

The Caregiver Stress and Family Conflict Support Group intervention framework will be a psychoeducation, cognitive behavioral therapy (CBT) and mutual aid, problem-solving structure combination. This model can be applied to caregivers of severely mentally ill or demented, or hoarding-affected individuals as they are often confronted with the chronic stress, grief, guilt and family conflict, along with the need to have practical knowledge and coping skills. Caregiver burden influences emotional, social, physical, and financial functioning, which means that the treatment should focus on emotional support and skill development (Liu et al., 2020). It is also discovered that the psychosocial interventions and CBT-based interventions can reduce caregiver distress, improve coping, and improve the quality of life among the caregivers of patients with dementia and severe mental illnesses (Kwon et al., 2017; Sampogna et al., 2023).

Psychoeducation will assist members to appreciate symptoms, the course of the illness, trends of crisis and the effects of being a caregiver on family dynamics. This is critical since more knowledge can help to lessen blame, enhance expectations, and to help in better response to difficult behaviors. CBT strategies such as cognitive restructuring, relaxation, stress management, and behavioral activation will assist the members to recognize unhelpful thoughts, defy guilt and catastrophizing, and engage in more healthier coping behaviors (Kwon et al., 2017). Mutual aid is essential as well because treatment groups are most effective when members can experience a sense of universality, support and learn with other individuals with whom they may have similar struggles (Toseland and Rivas, 2017). Problem-solving and communication rehearsal will also be designed in a way that will help the participants to develop boundaries, crisis response and reduce family conflict. This practice is holistic and adheres to the social work competencies, dignity, and culturally responsive practice (National Association of Social Workers [NASW], 2021).

Topics will be in a sequence where one will be built upon safety first, then insight followed by coping and maintenance. The orientation, group norms, and goals will be focused on in the course of session 1. The second meeting will be on caregiver burden, grief, and ambiguous loss to make sure that group members become aware of their experiences and normalize them. Session 3 will discuss the impact of severe mental illness, dementia and hoarding on family roles, communication and stress. Session 4 will educate about stress reduction skills, such as breathing, grounding, and self-care plans. Session 5 will involve introduction of the coping skills using CBT to re-frame guilt, helplessness, and negative self-talk. Session 6 will be about communication skills, particularly, assertiveness, active listening, and use of I statements. Session 7 will deal with family conflict, setting boundaries as well as problem solving together. Crisis planning, community resources, and help seeking will be included in the eighth session. Session 9 will enhance social support, resilience, and healthy routines. The last session (10) will review progress, restate relapse-prevention skills and end members. Overall, the model of intervention incorporates evidence-based education, emotional support, and practical skills to fit caregivers who are subjected to unremitting stress and family discord.

References

Kwon, O.-Y., Ahn, H. S., Kim, H. J., & Park, K.-W. (2017). Effectiveness of cognitive behavioral therapy for caregivers of people with dementia: A systematic review and meta-analysis. Journal of Clinical Neurology, 13(4), 394–404. https://doi.org/10.3988/jcn.2017.13.4.394

Liu, Z., Heffernan, C., & Tan, J. (2020). Caregiver burden: A concept analysis. International Journal of Nursing Sciences, 7(4), 438–445. https://doi.org/10.1016/j.ijnss.2020.07.012

National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers. https://www.socialworkers.org/about/ethics/code-of-ethics

Sampogna, G., Brohan, E., Luciano, M., Chowdhary, N., & Fiorillo, A. (2023). Psychosocial interventions for carers of people with severe mental and substance use disorders: A systematic review and meta-analysis. European Psychiatry, 66(1), e98. https://doi.org/10.1192/j.eurpsy.2023.2472

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.

Hasthegroupprocessbeensuccessful.docx

Has the group process been successful? In what way have members become empowered? Have coping skills strengthened or symptoms decreased? These kinds of questions point to the ending evaluation stage, but they should be in the social worker’s mind from the beginning, as they may help in designing the group and articulating its purpose and goals. Similarly, it is helpful to plan the methods for evaluation early on. This is because social workers may want to get a baseline assessment of the group at the start, so they can compare that to the evaluation results later, following many weeks or months of treatment. Social workers may also draw on observational measures to indicate the degree of success and readiness for termination.

In this Assignment, you write the next section of your Treatment Group Proposal by laying out the evaluation methods you would use.

Resources

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To Prepare

Review the Learning Resources on group termination and evaluation.

Review your Week 8 Assignment, in which you detailed the intervention framework for your proposed group.

Continue to draft your Treatment Group Proposal by focusing on evaluation.

Assignment below

Submit a 1- to 2-page paper covering the following section of your Treatment Group Proposal:

Evaluation Methods

Describe a group assessment tool you would use to evaluate your group’s progress. Explain and justify why it would be useful.

Describe an observational measure you would use to determine group member progress and readiness for termination. Explain why it would be useful.

Use the Learning Resources and any relevant additional literature to support your paper. Make sure to provide APA citations and a reference list.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

To submit your completed assignment, save your Assignment as WK9Assgn_LastName_Firstinitial

Then, click on Start Assignment near the top of the page.

Next, click on Upload File and select Submit Assignment for review.

Rubric

SOCW_6121_Week9_Assignment_Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeSubmit a 1- to 2-page paper covering the following section of your Treatment Group Proposal: ...Evaluation Methods...Describe a group assessment tool you would use to evaluate your group’s progress. Explain and justify why it would be useful.

27 to >24.03 pts

Exceeds Expectation 90-100%

Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.

24.03 to >21.33 pts

Meets Expectation 80-89%

Response fully describes a group assessment tool to evaluate the group’s progress. The explanation for why it would be useful is robust. ... Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.

21.33 to >18.63 pts

Fair 70-79%

Response provides a limited, incomplete, or vaguely developed description of a group assessment tool to evaluate the group’s progress. Explanation for why it would be useful is limited, incomplete, or vague. ... Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.

18.63 to >0 pts

Needs Improvement 0-69%

Response makes little or no attempt to describe a group assessment tool to evaluate the group’s progress. There is little or no attempt to explain why it would be useful. ... Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.

27 pts

This criterion is linked to a Learning OutcomeDescribe an observational measure you would use to determine group member progress and readiness for termination. Explain why it would be useful.

24 to >21.36 pts

Exceeds Expectation 90-100%

Response meets expectations and exceeds through insightful connection to social work practice and/or additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.

21.36 to >18.96 pts

Meets Expectation 80-89%

Response fully describes an observational measure used to determine group member progress and readiness for termination. The explanation for why it would be useful is robust. ... Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.

18.96 to >16.56 pts

Fair 70-79%

Response provides a limited, incomplete, or vaguely developed description of an observational measure used to determine group member progress and readiness for termination. Explanation for why it would be useful is limited, incomplete, or vague. ... Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.

16.56 to >0 pts

Needs Improvement 0-69%

Response makes little or no attempt to describe an observational measure used to determine group member progress and readiness for termination. There is little or no attempt to explain why it would be useful. ... Response does not demonstrate connection to the Learning Resources. No resources are used to support the response.

24 pts

This criterion is linked to a Learning OutcomeWriting

9 to >8.01 pts

Exceeds Expectation 90-100%

Paper meets length requirements, meets expectations, is generally error-free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. ... Paper appropriately paraphrases sources, using one or fewer quotes. Presents polished APA Style. Citations, reference list, and paper formatting are generally error-free (two or fewer). ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

8.01 to >7.11 pts

Meets Expectation 80-89%

Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. ... Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. ... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

7.11 to >6.21 pts

Fair 70-79%

Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (5–10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. ... Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student’s own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page). ... Occasionally lacks a clear distinction between cited content and original thought.... Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.

6.21 to >0 pts

Needs Improvement 0-69%

Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (11+), and interfere with the message. The paper is not organized or lacks focus. ... Paper relies excessively on quoting (five or more short quotes or three or more long quotes [over 40 words]) and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt has been made to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. ... There is no distinction between cited content and original thought. ... Tone and presentation of ideas reveal bias and subjectivity.

9 pts

Total Points: 60

Social Science - Sociology Assignment

wks8assignmet.docx

Hasthegroupprocessbeensuccessful.docx

wks8assignmet.docx

Hasthegroupprocessbeensuccessful.docx

wks8assignmet.docx