Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] a evans

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    Please see attachment **files (1)** – ## aevansinstuctions.docx **## aevansinstuctions.docx** **Case 1 – Ratios and Financial Planning** [Chapter 3, page 81] In 1969, Tom Warren founded East Coast Yachts. The company’s operations are located near Hilton Head Island, South Carolina, and the company…

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    **files (1)**

    – ## aevansinstuctions.docx

    **## aevansinstuctions.docx**

    **Case 1 – Ratios and Financial Planning**

    [Chapter 3, page 81]

    In 1969, Tom Warren founded East Coast Yachts. The company’s operations are located near Hilton Head Island, South Carolina, and the company is structured as a sole proprietorship. The company has manufactured custom midsize, high-performance yachts for clients, and its products have received high reviews for safety and reliability. The company’s yachts have also recently received the highest award for customer satisfaction. The yachts are primarily purchased by wealthy individuals for pleasure use. Occasionally, a yacht is manufactured for purchase by a company for business purposes.

    The custom yacht industry is fragmented, with a number of manufacturers. As with any industry, there are market leaders, but the diverse nature of the industry ensures that no manufacturer dominates the market. The competition in the market, as well as the product cost, ensures that attention to detail is a necessity. For instance, East Coast Yachts will spend 80 to 100 hours on hand-buffing the stainless steel stem-iron, which is the metal cap on the yacht’s bow that conceivably could collide with a dock or another boat.

    Several years ago, Tom retired from the day-to-day operations of the company and turned the operations of the company over to his daughter, Larissa.

    Because of the dramatic growth at East Coast Yachts, Larissa decided that the company should be reorganized as a corporation and, today, the company is publicly traded under the ticker symbol “ECY.”

    Dan Ervin was recently hired by East Coast Yachts to assist the company with its short-term financial planning and also to evaluate the company’s financial performance. Dan graduated from college five years ago with a finance degree, and he has been employed in the treasury department of a Fortune 500 company since then.

    The company’s past growth has been somewhat hectic, in part due to poor planning. In anticipation of future growth, Larissa has asked Dan to analyze the company’s cash flows. The company’s financial statements are prepared by an outside auditor.

    After Dan’s analysis of East Coast Yachts’ cash flow (at the end of our previous chapter), Larissa approached Dan about the company’s performance and future growth plans. First, Larissa wants to find out how East Coast Yachts is performing relative to its peers. Additionally, she wants to find out the future financing necessary to fund the company’s growth. In the past, East Coast Yachts experienced difficulty in financing its growth plan, in large part because of poor planning. In fact, the company had to turn down several large jobs because its facilities were unable to handle the additional demand. Larissa hoped that Dan would be able to estimate the amount of capital the company would have to raise next year so that East Coast Yachts would be better prepared to fund its expansion plans.

    To get Dan started with his analyses, Larissa provided the following financial statements. Dan then gathered the industry ratios for the yacht manufacturing industry.

    | | |
    | — | — |
    | **East Coast Yachts** **2023 Income Statement** |
    | **Item** | **Income** |
    | Sales | $495,381,600 |
    | Cost of goods sold | $357,466,500 |
    | Selling, general, and administrative | $  59,200,300 |
    | Depreciation | $  16,166,700 |
    | EBIT | $  62,548,100 |
    | Interest expense | $    8,910,000 |
    | EBT | $ 53,638,100 |
    | Taxes (25%) | $ 13,409,525 |
    | Net Income | **$ 40,228,575** |
    | Dividends | $ 17,437,050 |
    | Retained earnings | $ 22,791,525 |

    | | | | |
    | — | — | — | — |
    | **East Coast Yachts** **2023 Balance Sheet** |
    | **Current Assets** | **Amount** | **Current Liabilities** | **Amount** |
    | Cash and equivalents | $    9,096,300 | Accounts payable | $ 36,146,575 |
    | Accounts receivable | $  15,131,900 | Accrued expenses | $   5,151,400 |
    | Inventory | $  16,322,100 | Total current liabilities | $ 41,297,975 |
    | Other | $       949,400 | | |
    | Total current assets | $  41,499,700 | | |
    | Fixed assets | | Long-term debt | $137,200,000 |
    | Property, plant, and equipment | $370,828,800 | Total long-term liabilities | $137,200,000 |
    | Less accumulated depreciation | (92,206,700) | | |
    | Net property, plant, and equipment | $278,622,100 | | |
    | Intangible assets and others | $    6,094,800 | Stockholders' equity | |
    | Total fixed assets | $284,716,900 | Preferred stock | $   1,595,700 |
    | | | Common stock | $ 29,057,000 |
    | | | Capital surplus | $ 24,178,000 |
    | | | Accumulated retained earnings | $131,382,725 |
    | | | Less treasury stock | (38,494,800) |
    | | | Total equity | $ 147,718,625 |
    | Total assets | **$326,216,600** | Total liabilities and shareholders' equity | **$326,216,600** |

    | | | | |
    | — | — | — | — |
    | **Yacht Industry Ratios** |
    | **Ratio** | **Lower Quartile** | **Median** | **Upper Quartile** |
    | Current ratio | .86 | 1.51 | 1.97 |
    | Quick ratio | .43 | .75 | 1.01 |
    | Total asset turnover | 1.10 | 1.27 | 1.46 |
    | Inventory turnover | 12.18 | 14.38 | 16.43 |
    | Receivables turnover | 10.25 | 17.65 | 22.43 |
    | Debt ratio | .32 | .56 | .61 |
    | Debt-equity ratio | .83 | 1.13 | 1.44 |
    | Equity multiplier | 1.83 | 2.13 | 2.44 |
    | Interest coverage | 5.72 | 8.21 | 10.83 |
    | Profit margin | 5.02% | 7.48% | 9.05% |
    | Return on assets | 7.05% | 10.67% | 14.16% |
    | Return on equity | 14.06% | 19.32% | 26.41% |

    **Assignment Directions**

    **Write a case analysis of 2,000 – 2,500 words (8 to 10 pages), content (title page and reference page not included) in proper APA format, covering the following requirements:**

    1. East Coast Yachts uses a small percentage of preferred stock as a source of financing. In calculating the ratios for the company, should preferred stock be included as part of the company’s total equity?

    2. Calculate all of the ratios listed in the industry table for East Coast Yachts for 2023.
    **(Use Excel to do the calculations, then copy and paste them into your paper).**

    3. Compare the performance of East Coast Yachts to the industry as a whole.
    **For each ratio, use decision criteria and comment on why it might be viewed as positive or negative relative to the industry.** Suppose you create an inventory ratio calculated as inventory divided by current liabilities. How would you interpret this ratio? How does East Coast Yachts compare to the industry average for this ratio?

    4. Calculate the sustainable growth rate for East Coast Yachts. Calculate external funds needed (EFN) and prepare pro forma income statements and balance sheets assuming growth at precisely this rate.
    **Recalculate all of the ratios in the previous question given these new criteria.** What does your analysis conclude?
    **(Use Excel to do the calculations, then copy and paste them into your paper).**

    5. As a practical matter, East Coast Yachts is unlikely to be willing to raise external equity capital, in part because the shareholders don’t want to dilute their existing ownership and control positions. However, East Coast Yachts is planning for a growth rate of 20 percent next year.
    **What are your conclusions and recommendations about the feasibility of East Coast’s expansion plans?**

    6. Most assets can be increased as a percentage of sales. For instance, cash can be increased by any amount. However, fixed assets often must be increased in specific amounts because it is impossible, as a practical matter, to buy part of a new plant or machine. In this case, a company has a “staircase” or “lumpy” fixed cost structure. Assume that East Coast Yachts is currently producing at 100 percent of capacity and sales are expected to grow at 20 percent. As a result, to expand production, the company must set up an entirely new line at a cost of $75 million.
    **Prepare the pro forma income statement and balance sheet given these new criteria. What is the new EFN with these assumptions?** What does this imply about capacity utilization for East Coast Yachts next year?
    **(Use Excel to do the calculations, then copy and paste them into your paper).**

    **## aevansinstuctions.docx**

    **Case 1 – Ratios and Financial Planning**

    [Chapter 3, page 81]

    In 1969, Tom Warren founded East Coast Yachts. The company’s operations are located near Hilton Head Island, South Carolina, and the company is structured as a sole proprietorship. The company has manufactured custom midsize, high-performance yachts for clients, and its products have received high reviews for safety and reliability. The company’s yachts have also recently received the highest award for customer satisfaction. The yachts are primarily purchased by wealthy individuals for pleasure use. Occasionally, a yacht is manufactured for purchase by a company for business purposes.

    The custom yacht industry is fragmented, with a number of manufacturers. As with any industry, there are market leaders, but the diverse nature of the industry ensures that no manufacturer dominates the market. The competition in the market, as well as the product cost, ensures that attention to detail is a necessity. For instance, East Coast Yachts will spend 80 to 100 hours on hand-buffing the stainless steel stem-iron, which is the metal cap on the yacht’s bow that conceivably could collide with a dock or another boat.

    Several years ago, Tom retired from the day-to-day operations of the company and turned the operations of the company over to his daughter, Larissa.

    Because of the dramatic growth at East Coast Yachts, Larissa decided that the company should be reorganized as a corporation and, today, the company is publicly traded under the ticker symbol “ECY.”

    Dan Ervin was recently hired by East Coast Yachts to assist the company with its short-term financial planning and also to evaluate the company’s financial performance. Dan graduated from college five years ago with a finance degree, and he has been employed in the treasury department of a Fortune 500 company since then.

    The company’s past growth has been somewhat hectic, in part due to poor planning. In anticipation of future growth, Larissa has asked Dan to analyze the company’s cash flows. The company’s financial statements are prepared by an outside auditor.

    After Dan’s analysis of East Coast Yachts’ cash flow (at the end of our previous chapter), Larissa approached Dan about the company’s performance and future growth plans. First, Larissa wants to find out how East Coast Yachts is performing relative to its peers. Additionally, she wants to find out the future financing necessary to fund the company’s growth. In the past, East Coast Yachts experienced difficulty in financing its growth plan, in large part because of poor planning. In fact, the company had to turn down several large jobs because its facilities were unable to handle the additional demand. Larissa hoped that Dan would be able to estimate the amount of capital the company would have to raise next year so that East Coast Yachts would be better prepared to fund its expansion plans.

    To get Dan started with his analyses, Larissa provided the following financial statements. Dan then gathered the industry ratios for the yacht manufacturing industry.

    | | |
    | — | — |
    | **East Coast Yachts** **2023 Income Statement** |
    | **Item** | **Income** |
    | Sales | $495,381,600 |
    | Cost of goods sold | $357,466,500 |
    | Selling, general, and administrative | $  59,200,300 |
    | Depreciation | $  16,166,700 |
    | EBIT | $  62,548,100 |
    | Interest expense | $    8,910,000 |
    | EBT | $ 53,638,100 |
    | Taxes (25%) | $ 13,409,525 |
    | Net Income | **$ 40,228,575** |
    | Dividends | $ 17,437,050 |
    | Retained earnings | $ 22,791,525 |

    | | | | |
    | — | — | — | — |
    | **East Coast Yachts** **2023 Balance Sheet** |
    | **Current Assets** | **Amount** | **Current Liabilities** | **Amount** |
    | Cash and equivalents | $    9,096,300 | Accounts payable | $ 36,146,575 |
    | Accounts receivable | $  15,131,900 | Accrued expenses | $   5,151,400 |
    | Inventory | $  16,322,100 | Total current liabilities | $ 41,297,975 |
    | Other | $       949,400 | | |
    | Total current assets | $  41,499,700 | | |
    | Fixed assets | | Long-term debt | $137,200,000 |
    | Property, plant, and equipment | $370,828,800 | Total long-term liabilities | $137,200,000 |
    | Less accumulated depreciation | (92,206,700) | | |
    | Net property, plant, and equipment | $278,622,100 | | |
    | Intangible assets and others | $    6,094,800 | Stockholders' equity | |
    | Total fixed assets | $284,716,900 | Preferred stock | $   1,595,700 |
    | | | Common stock | $ 29,057,000 |
    | | | Capital surplus | $ 24,178,000 |
    | | | Accumulated retained earnings | $131,382,725 |
    | | | Less treasury stock | (38,494,800) |
    | | | Total equity | $ 147,718,625 |
    | Total assets | **$326,216,600** | Total liabilities and shareholders' equity | **$326,216,600** |

    | | | | |
    | — | — | — | — |
    | **Yacht Industry Ratios** |
    | **Ratio** | **Lower Quartile** | **Median** | **Upper Quartile** |
    | Current ratio | .86 | 1.51 | 1.97 |
    | Quick ratio | .43 | .75 | 1.01 |
    | Total asset turnover | 1.10 | 1.27 | 1.46 |
    | Inventory turnover | 12.18 | 14.38 | 16.43 |
    | Receivables turnover | 10.25 | 17.65 | 22.43 |
    | Debt ratio | .32 | .56 | .61 |
    | Debt-equity ratio | .83 | 1.13 | 1.44 |
    | Equity multiplier | 1.83 | 2.13 | 2.44 |
    | Interest coverage | 5.72 | 8.21 | 10.83 |
    | Profit margin | 5.02% | 7.48% | 9.05% |
    | Return on assets | 7.05% | 10.67% | 14.16% |
    | Return on equity | 14.06% | 19.32% | 26.41% |

    **Assignment Directions**

    **Write a case analysis of 2,000 – 2,500 words (8 to 10 pages), content (title page and reference page not included) in proper APA format, covering the following requirements:**

    1. East Coast Yachts uses a small percentage of preferred stock as a source of financing. In calculating the ratios for the company, should preferred stock be included as part of the company’s total equity?

    2. Calculate all of the ratios listed in the industry table for East Coast Yachts for 2023.
    **(Use Excel to do the calculations, then copy and paste them into your paper).**

    3. Compare the performance of East Coast Yachts to the industry as a whole.
    **For each ratio, use decision criteria and comment on why it might be viewed as positive or negative relative to the industry.** Suppose you create an inventory ratio calculated as inventory divided by current liabilities. How would you interpret this ratio? How does East Coast Yachts compare to the industry average for this ratio?

    4. Calculate the sustainable growth rate for East Coast Yachts. Calculate external funds needed (EFN) and prepare pro forma income statements and balance sheets assuming growth at precisely this rate.
    **Recalculate all of the ratios in the previous question given these new criteria.** What does your analysis conclude?
    **(Use Excel to do the calculations, then copy and paste them into your paper).**

    5. As a practical matter, East Coast Yachts is unlikely to be willing to raise external equity capital, in part because the shareholders don’t want to dilute their existing ownership and control positions. However, East Coast Yachts is planning for a growth rate of 20 percent next year.
    **What are your conclusions and recommendations about the feasibility of East Coast’s expansion plans?**

    6. Most assets can be increased as a percentage of sales. For instance, cash can be increased by any amount. However, fixed assets often must be increased in specific amounts because it is impossible, as a practical matter, to buy part of a new plant or machine. In this case, a company has a “staircase” or “lumpy” fixed cost structure. Assume that East Coast Yachts is currently producing at 100 percent of capacity and sales are expected to grow at 20 percent. As a result, to expand production, the company must set up an entirely new line at a cost of $75 million.
    **Prepare the pro forma income statement and balance sheet given these new criteria. What is the new EFN with these assumptions?** What does this imply about capacity utilization for East Coast Yachts next year?
    **(Use Excel to do the calculations, then copy and paste them into your paper).**

  • [Solved] mika

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    **Instructions:** After reading the material for the week, create an educational flyer for patients at a 10-physician outpatient clinic. The information should explain the clinic's patient portal. Be sure to cover what it is, how to register for it, and the features of the portal. List the benefits …

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    **Instructions:** After  reading the material for the week, create an educational flyer for  patients at a 10-physician outpatient clinic. The information should  explain the clinic's patient portal. Be sure to cover what it is, how to  register for it, and the features of the portal. List the benefits of  using the portal. The goal is to convince consumers of the value of  using the portal and increase usage.

    For  some research, you might want to search for resources on a real patient  portal vendor. One of the most widely used vendors is MyChart.

    \_\_\___________________________________________________________________________________________________________________

    ## 2018 AHIMA Entry-Level Competencies Health Information Management Baccalaureate Degree

    **Domain VI. Organizational Management & Leadership**

  • [Solved] Education Homework

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  • [Solved] special education

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  • [Solved] human services

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    **files (1)** – ## number6.docx **## number6.docx** This assignment builds on the previous assignments (see below for the 2 previous assignment) in the course, where you identified a social problem and selected a local, state, or federal policy that affects it. In this assignment, you will analyze t…

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    **files (1)**

    – ## number6.docx

    **## number6.docx**

    This assignment builds on the previous assignments (see below for the 2 previous assignment) in the course, where you identified a social problem and selected a local, state, or federal policy that affects it.

    In this assignment, you will analyze the local, state, or federal policy you chose to address your social justice issue, including providing background on the development of the policy and evaluating its effectiveness and feasibility.

    Remember that the feasibility of a policy relates not only to its economic feasibility but also to its political and social impact. You will also identify the policy constraints that inhibit the policy from most effectively reaching your targeted population.

    Continue to consult the United States Congress website, the Government Accountability Office, public policy analysis research and reports, and other peer-reviewed research to support your analysis. Also, use the NASW Code of Ethics web page—

    Analyze the development of your chosen policy.

    · Analyze the historical background that led to the development of the policy.

    · Define the goals of the policy and how these goals are intended to be met, including services and programs intended to achieve the goals.

    · Evaluate the effectiveness of the policy with respect to the target population.

    · Consider how well the policy has met the needs of your target population and to what extent it improves the social justice problem you initially researched. Does the policy seem to ignore, impede, or strengthen the social functioning of the target population?

    · To what extent does the policy meet or improve the social values of the target population?

    · To what extent does the policy adhere to best practice ethics and best practice standards?

    · If the outcome of your analysis is that best practice ethics and standards are not being adhered to, include that information in your analysis as well.

    · Evaluate the feasibility of the policy.

    · Is the policy politically, economically, and administratively feasible? Provide details and rationale.

    · Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population.

    · Have other constraints arisen since the passage of the policy that have made conditions worse or better for the chosen population?

    **Guidelines**

    · Support your claims and recommendation with clear rationale and support from scholarly, peer-reviewed literature.

    **Additional Requirements**

    The assignment you submit is expected to meet the following requirements:

    ·
    **Written communication:** Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style and formatting standards.

    ·
    **Cited resources:** A minimum of six scholarly sources. Most literature cited should be current, with publication dates within the past five years.

    ·
    **Length of paper:** 5 typed, double-spaced pages.

    ·

    Assignment 1

    **Oppression and Discrimination in Veterans' Mental Health.**

    Veterans are highly vulnerable to mental health disparity. They also go through discrimination, inequity, and lack access to care at the same time. This especially happens to individuals from minorities. Studies have also continuously revealed that Black, Hispanic, and Latinx veterans are more likely to experience the most severe forms of posttraumatic stress disorder (PTSD), depression, and anxiety symptoms than their White counterparts (Nillni et al., 2023).

    Racial discrimination is not the only means of oppression that veterans face. Sexual orientation is a compounding stressor faced by LGBQ+ veterans, such as discrimination in military culture and healthcare environments (Harper et al., 2023). Bisexual veterans in particular report the most psychiatric distress of any group of sexual orientation, and with significantly more acute PTSD, depression, and anxiety than heterosexual veterans (Harper et al., 2023).

    **Ethical Considerations and Implications for Social Work Practice**

    NASW can help people who work with veterans' mental health navigate the intricate ethical climate. The main principle that guides social workers to doubt structural inequality and to advocate equality in terms of access to the services is social justice (NASW, 2021). This responsibility is particularly applicable to veteran care, in which access will be determined by race, income, geography, gender, and sexual orientation. It is the ethical responsibility of social workers to identify and intervene in how these factors contribute to the barriers to mental health treatment.

    Another field of ethical requirement in the NASW Code of Ethics is cultural competence. Social workers should be familiar with the cultures and lives of their veteran clients, with the specifics of military culture that define help-seeking as a sign of weakness (Randles & Finnegan, 2022). The stigma of receiving mental health care, which is based on internalized, envisaged, and externalized stigmatization, is an important ethical obstacle as it makes people unable to obtain the services to which they have the right. Social workers should also undertake the initiative to eliminate the stigma by practicing in a culturally aware manner, engaging in outreach and advocacy (NASW, 2021). Moreover, there is the moral concept of self-determination, which states that the veterans are to be helped to define their needs and the preferred paths of care, as well as the informal channels of help, such as peer networks. The ethical issue has a practice implication of being affirmative, inclusive, and culturally responsive care is not the best practice; it is a duty of the profession. This failure to provide such care endangers to perpetuate the exploitation that social work is meant to eradicate.

    **Current Enacted Policies Addressing Veterans' Mental Health**

    There are also several federal level policies in place to govern mental health care amongst veterans. The VA MISSION Act of 2018 made the veterans more accessible to the community providers of care when inaccessible or unavailable VA facilities (Lafferty et al., 2023). The VA MISSION Act has granted veterans to access outside of the VA Care as long as they meet some of the required eligibility provisions, such that the veterans are not geographically and logistically secluded to access mental health care. The Sergeant First Class Heath Robinson Honoring our Promise to Address Comprehensive Toxics (PACT) Act of 2022 further broadened the VA healthcare eligibility to the individuals who had been exposed to toxic substances (McAndrew et al., 2024).

    The VA operates the Veterans Crisis Line, and funds the National Center on PTSD responsible of conducting research and disseminating evidence-based treatment of PTSD and other associated ailments. The VA has also developed several LGBTQ+ Veteran Care Coordinators within the centers around the country to reduce barriers in care due to identity. The aim of these coordinators is to provide holistic, supportive care to LGBQ+ veterans, who face barriers unique to them, including having faced discrimination in the military and health care facilities (Harper et al., 2023). In addition, there are the collaborative suicide prevention plans by the U.S. Department of Defense and VA, which is a subset of the National Strategy to Prevent Veteran Suicide since mental health crisis among the veterans require a population-specific response.

    **Policy Impact, Limitations and Activism.**

    Despite such policy efforts, massive loopholes still exist in attempting to address the intersectional mental health disparities of the veterans. Research has indicated that the policies targeting access have been unsuccessful in mitigating the underlying social factors like discrimination and income inequality leading to mental health disparities in racial and ethnic minority veterans (Nillni et al., 2023). The VA MISSION Act has expanded access theoretically, but the reality of access like transportation, long wait lines, and doubts about civilian ability to take care of veterans remain barriers to effectiveness, particularly among veterans in marginalized groups (Randles and Finnegan, 2022). Moreover, the policies have tended to be designed in a way that favors the average male veteran and female veterans and LGBTQ+ veterans have been underserved. Particularly, bisexual veterans are less willing to obtain formal assistance of medical practitioners and more willing to rely on internet-based sources, which implies that the existing healthcare-driven policies are not able to access this population (Harper et al., 2023).

    Additional policy constraints include community-based mental health services are not funded, longitudinal research investigations of the long-term effects of discrimination on the well-being of veterans, and the absence of a mandatory cultural competency training among mental health service providers who work with various groups of veterans. Effective advocacy strategies that have demonstrated effectiveness are stigma reduction campaigns that incorporate the personal narratives of veterans who have used mental health services, peer support programs that employ military camaraderie as an agent of help-seeking, and healthcare provider training on veteran-specific and identity-affirming care (Randles & Finnegan, 2022). These strategies comply with NASW ethical standards as they focus on the dignity and value of veterans as individuals.

    The main issue with present advocacy activities is that they tend to primarily work at the organizational level without creating systemic policy change that would help to address the structural determinants of the veteran mental health disparities. The answer to these problems is to initiate macro level advocacy that exerts pressure on laws that require a cultural competency training program, increased funding to facilitate the conduct of intersectional research, and a policy that makes equity the foundation of VA service delivery. Outreach efforts through digital platforms may be particularly helpful among disadvantaged subgroups, such as bisexual veterans, who are likely to be able to find information online (Harper et al., 2023). Lastly, effective promotion of mental health among veterans should be committed towards addressing the discrimination and inequality that the existing policies, despite being in place, has failed to address.

    **References**

    Harper, K. L., Herbitter, C., Livingston, N. A., Vogt, D., Iverson, K., Nillni, Y. I., & Galovski, T. (2023). Experiences of discrimination and mental health treatment seeking among LGBQ+ veterans.
    _Psychology of Sexual Orientation and Gender Diversity_.
    [https://dx.doi.org/10.1037/sgd0000683](https://dx.doi.org/10.1037/sgd0000683)

    Lafferty, M., Govier, D. J., Golden, S. E., Disher, N. G., Hynes, D. M., & Slatore, C. G. (2023). VA-delivered or VA-purchased care: important factors for veterans navigating care decisions.
    _Journal of general internal medicine_,
    _38_(7), 1647-1654.
    [https://doi.org/10.1007/s11606-023-08128-0](https://doi.org/10.1007/s11606-023-08128-0)

    McAndrew, L. M., Burgo-Black, L., Hunt, S. C., Kossoudji, A., Mains, K. C., Shuping, E., & Llorente, M. D. (2026). Exposure-informed care: why it’s important and how the veterans affairs does it.
    _Medical Care_,
    _64_(2S), S103-S110. DOI: 10.1097/MLR.0000000000002238

    National Association of Social Workers. (2021). NASW code of ethics. Retrieved From:
    [https://www.socialworkers.org/About/Ethics/Code-of-Ethics](https://www.socialworkers.org/About/Ethics/Code-of-Ethics)

    Nillni, Y. I., Horenstein, A., McClendon, J., Duke, C. C., Sawdy, M., & Galovski, T. E. (2023). The impact of perceived everyday discrimination and income on racial and ethnic disparities in PTSD, depression, and anxiety among veterans.
    _PLOS ONE, 18_(9), e0291965.
    [https://doi.org/10.1371/journal.pone.0291965](https://doi.org/10.1371/journal.pone.0291965)

    Randles, R., & Finnegan, A. (2022). Veteran help-seeking behaviour for mental health issues: a systematic review.
    _BMJ mil Health_,
    _168_(1), 99-104.
    [https://doi.org/10.1136/bmjmilitary-2021-001903](https://doi.org/10.1136/bmjmilitary-2021-001903)

    Assignment 2

    **Purpose of the Policy**

    The VA MISSION Act of 2018, officially signed into law as Public Law No. 115-182, was developed to enhance access, quality, and coordination of healthcare services to U.S. veterans, and specifically to those who face barriers to care (Congress.gov, n.d). It is a major revision of the system of Veterans Affairs (VA) healthcare, which was sponsored by Senator Johnny Isakson and passed with bipartisan support in the 115th Congress. It is about ensuring that veterans receive quality and timely care by a combination of VA healthcare services and community-based healthcare providers. This is done by instituting a more adaptable and responsive model of healthcare delivery that is responsive to systemic inefficiencies, including long wait times, provider shortages, and geographic barriers.

    The policy is a direct response to inequities in access to care that disproportionately affect marginalized groups of veterans, including racial and ethnic minorities and LGBTQ+ individuals. These groups are more prone to having severe mental health problems and experiencing barriers to receiving treatment (Nillni et al., 2023). The MISSION Act aims to lessen disparities and achieve more favorable health outcomes by expanding eligibility to non-VA care and improving coordination among providers. Continuity of care and the fact that veterans, because of administrative delays or systems failures, should not experience lapses in their services further enhance their patient-centered care commitment.

    **Programs and Services Provided Through the Policy**

    The VA MISSION Act had a broad scope of programs and services that were aimed at enhancing healthcare delivery. It has one of the most important components, the Veterans Community Care Program (VCCP), which offers eligible veterans the opportunity to receive hospital care, medical services, and extended care services by non-VA providers when the VA facilities are unable to adequately meet their needs (Congress.gov, n.d). The eligibility conditions involve cases when the VA fails to provide the necessary services, does not have a full-service facility within the state of the veteran, or is unable to deliver timely services. Such a program is also needed to overcome the access disparities, especially in underserved or rural areas, among veterans.

    The policy along with the VCCP also introduced Veterans Care Agreements (VCAs), which provide the VA with an opportunity to enter into an agreement with community providers, where traditional contracting would not work (Congress.gov, n.d). These types of arrangements consider various factors including travel burden, nature of medical conditions and urgency of care. The policy also granted the option of walk-in care whereby the veterans are given the opportunity to receive certain services but not prior appointments and this is particularly useful in the event of emergency mental health care.

    Telehealth was another area that was extended by the Act through the removal of geographic constraints and allowing VA providers to deliver care across state boundaries. It is an urgent step towards tackling logistical and stigma-related impediments to mental health treatment. Telehealth may allow veterans, especially those who may have some reluctance to seek face-to-face care due to stigma, to access care in a more privative and convenient way (Randles & Finnegan, 2022).

    The next important element is the further development of the Family Caregiver Program that now covers pre-9/11 veterans (Congress.gov, n.d). This program provides caregivers with financial support, training and support services in recognition of the crucial role these caregivers play in recovering and the well-being of veterans. The policy also incorporates education and training programs on both the provider and veteran side, so that veterans are aware of their healthcare options, and providers are prepared to provide high-quality, culturally competent care to the veterans.

    All the eligible veterans are of concern in such programs but specifically of importance to those with discrepancies associated with mental health and systemic discrimination. The minority veterans and LGBTQ+ veterans can have more access points and more adaptable service delivery models that can help alleviate some of the barriers they must incur in traditional healthcare settings.

    **Connection between the Policy and the Social Justice Problem.**

    The VA MISSION Act is directly related to the social injustice of oppression and discrimination within mental health of veterans. This is also a systemic issue and historical inequalities existed which had traditionally limited access to care and was one of the factors contributing to poorer mental health outcomes among marginalized populations. As has been shown, the racial and ethnic minority veterans have an increased risk of developing PTSD, depression, and anxiety that are often worsened by other issues, including discrimination and socioeconomic disadvantage (Merians et al., 2023). On the same note, LGBTQ+ veterans encounter special issues of stigma and exclusion both in the military and in health care (Harper et al., 2023).

    The policy aims at resolving this social justice issue by focusing on structural obstacles to care, especially those involving access and availability of services. The MISSION Act lowers dependency on a centralized system, which could be unable to provide appropriate care to various groups of people (O’Hare et al., 2022). This is an important feature to veterans who might feel sidelined or misinterpreted in conventional VA care.

    Nevertheless, the policy enhances access, but it does not completely address the root causes of discrimination. Such issues as implicit bias, the absence of cultural competence in providers, and the stigmatization of mental health remain. According to Randles and Finnegan (2022), even in the presence of the services, stigma is a major obstacle to help-seeking behavior. Thus, the MISSION Act can be considered a significant yet partial measure in the direction of social justice in the mental health of veterans.

    The social problem in question is a long-standing issue that has been developing over the years, but has not been resolved yet. The fact that, even though several policy interventions have been implemented, the disparities are still present goes to show that perhaps, more multifaceted solutions may be necessary that would address the needs of both structural and interpersonal factors.

    **History and Policymaking**

    The VA MISSION Act has been created as a solution to the existing problems with the VA healthcare system with accessibility and the quality of services. The largest triggering factor of the policy was the 2014 VA scheduling scandal that revealed excessive wait times and systemic inefficiencies that failed to allow veterans to receive timely care (Beaubrun, 2026). This crisis has demonstrated the desperately high need for reform, and it has come along with more public and political pressure to reform the system.

    The bill was introduced in 2018 and passed with a large margin of bipartisanship, reflecting a broad spectrum of agreement on the question of the need to meet the healthcare needs of veterans. Before being signed into law on June 6, 2018, it underwent several procedures, including committee hearings and roll call votes (Congress.gov, n.d). The well-established legislative support is indicative of the acknowledgment of the importance of healthcare access to veterans.

    In the past, the healthcare policies of veterans have been modified to address the new challenges and changes in society. MISSION Act is founded on the earlier legislation, such as the Veterans Access, Choice, and Accountability Act of 2014, but elaborates and narrows down community care options. This evolution provides a shift in the direction of more integrated and more flexible healthcare systems that are more competent to support diversity.

    The historical context also demonstrates that there were long-term inadequacies in addressing the issue of discrimination and inequality. It has been typical that policies have been concerned with improving access, yet without speaking fully to the social determinants of health, like income inequality and systemic bias. Consequently, the marginalized groups still face disparities, although there are improvements in policies.

    These historical aspects have impacted on the implementation of the MISSION Act. Despite the benefits of the policy, such as the rise in access, it is faced with several challenges, which limit its effectiveness, including provider shortages, problems with the coordination of services, and the persistence of the stigma. Furthermore, the tendencies historically inclined on formulating policies based on a generalized group of veterans have led to gaps in services offered to women and LGBTQ+ veterans (Harper et al., 2023).

    **Conclusion**

    In summary, the VA MISSION Act of 2018 is an important policy that can improve access to healthcare and mitigate disparities in mental health of veterans. It continues to be dynamic and continues to dictate how the services are to be provided. However, it has been constrained by historical and structural causes which must be countered and always restructured. Policies that will be implemented to achieve true social justice will have to focus on policies that not only will increase access but also will target the causes of discrimination and inequity in the healthcare system.

    **References**

    Congress.gov. (n.d). S.2372 – VA MISSION Act of 2018. Retrieved from:
    [https://www.congress.gov/bill/115th-congress/senate-bill/2372](https://www.congress.gov/bill/115th-congress/senate-bill/2372)

    Merians, A. N., Gross, G., Spoont, M. R., Bellamy, C. D., Harpaz-Rotem, I., & Pietrzak, R. H. (2023). Racial and ethnic mental health disparities in US Military Veterans: Results from the National Health and Resilience in Veterans Study.
    _Journal of psychiatric research_,
    _161_, 71-76.
    [https://doi.org/10.1016/j.jpsychires.2023.03.005](https://doi.org/10.1016/j.jpsychires.2023.03.005)

    O’Hare, A. M., Butler, C. R., Laundry, R. J., Showalter, W., Todd-Stenberg, J., Green, P., … & Carey, E. (2022). Implications of cross-system use among US veterans with advanced kidney disease in the era of the MISSION act: A qualitative study of health care records.
    _JAMA Internal Medicine_,
    _182_(7), 710-719. doi:10.1001/jamainternmed.2022.1379

    Beaubrun, F. L. O. (2026).
    _Strategies to Reduce Diagnostic Wait Times in VHA Facilities_ (Doctoral dissertation, Walden University).

    Harper, K. L., Herbitter, C., Livingston, N. A., Vogt, D., Iverson, K., Nillni, Y. I., & Galovski, T. (2023). Experiences of discrimination and mental health treatment seeking among LGBQ+ veterans.
    _Psychology of Sexual Orientation and Gender Diversity_.
    [https://dx.doi.org/10.1037/sgd0000683](https://dx.doi.org/10.1037/sgd0000683)

    Nillni, Y. I., Horenstein, A., McClendon, J., Duke, C. C., Sawdy, M., & Galovski, T. E. (2023). The impact of perceived everyday discrimination and income on racial and ethnic disparities in PTSD, depression, and anxiety among veterans.
    _PLOS ONE, 18_(9), e0291965.
    [https://doi.org/10.1371/journal.pone.0291965](https://doi.org/10.1371/journal.pone.0291965)

    Randles, R., & Finnegan, A. (2022). Veteran help-seeking behaviour for mental health issues: A systematic review.
    _BMJ Military Health, 168_(1), 99–104.
    [https://doi.org/10.1136/bmjmilitary-2021-001903](https://doi.org/10.1136/bmjmilitary-2021-001903)

    **## number6.docx**

    This assignment builds on the previous assignments (see below for the 2 previous assignment) in the course, where you identified a social problem and selected a local, state, or federal policy that affects it.

    In this assignment, you will analyze the local, state, or federal policy you chose to address your social justice issue, including providing background on the development of the policy and evaluating its effectiveness and feasibility.

    Remember that the feasibility of a policy relates not only to its economic feasibility but also to its political and social impact. You will also identify the policy constraints that inhibit the policy from most effectively reaching your targeted population.

    Continue to consult the United States Congress website, the Government Accountability Office, public policy analysis research and reports, and other peer-reviewed research to support your analysis. Also, use the NASW Code of Ethics web page—

    Analyze the development of your chosen policy.

    · Analyze the historical background that led to the development of the policy.

    · Define the goals of the policy and how these goals are intended to be met, including services and programs intended to achieve the goals.

    · Evaluate the effectiveness of the policy with respect to the target population.

    · Consider how well the policy has met the needs of your target population and to what extent it improves the social justice problem you initially researched. Does the policy seem to ignore, impede, or strengthen the social functioning of the target population?

    · To what extent does the policy meet or improve the social values of the target population?

    · To what extent does the policy adhere to best practice ethics and best practice standards?

    · If the outcome of your analysis is that best practice ethics and standards are not being adhered to, include that information in your analysis as well.

    · Evaluate the feasibility of the policy.

    · Is the policy politically, economically, and administratively feasible? Provide details and rationale.

    · Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population.

    · Have other constraints arisen since the passage of the policy that have made conditions worse or better for the chosen population?

    **Guidelines**

    · Support your claims and recommendation with clear rationale and support from scholarly, peer-reviewed literature.

    **Additional Requirements**

    The assignment you submit is expected to meet the following requirements:

    ·
    **Written communication:** Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style and formatting standards.

    ·
    **Cited resources:** A minimum of six scholarly sources. Most literature cited should be current, with publication dates within the past five years.

    ·
    **Length of paper:** 5 typed, double-spaced pages.

    ·

    Assignment 1

    **Oppression and Discrimination in Veterans' Mental Health.**

    Veterans are highly vulnerable to mental health disparity. They also go through discrimination, inequity, and lack access to care at the same time. This especially happens to individuals from minorities. Studies have also continuously revealed that Black, Hispanic, and Latinx veterans are more likely to experience the most severe forms of posttraumatic stress disorder (PTSD), depression, and anxiety symptoms than their White counterparts (Nillni et al., 2023).

    Racial discrimination is not the only means of oppression that veterans face. Sexual orientation is a compounding stressor faced by LGBQ+ veterans, such as discrimination in military culture and healthcare environments (Harper et al., 2023). Bisexual veterans in particular report the most psychiatric distress of any group of sexual orientation, and with significantly more acute PTSD, depression, and anxiety than heterosexual veterans (Harper et al., 2023).

    **Ethical Considerations and Implications for Social Work Practice**

    NASW can help people who work with veterans' mental health navigate the intricate ethical climate. The main principle that guides social workers to doubt structural inequality and to advocate equality in terms of access to the services is social justice (NASW, 2021). This responsibility is particularly applicable to veteran care, in which access will be determined by race, income, geography, gender, and sexual orientation. It is the ethical responsibility of social workers to identify and intervene in how these factors contribute to the barriers to mental health treatment.

    Another field of ethical requirement in the NASW Code of Ethics is cultural competence. Social workers should be familiar with the cultures and lives of their veteran clients, with the specifics of military culture that define help-seeking as a sign of weakness (Randles & Finnegan, 2022). The stigma of receiving mental health care, which is based on internalized, envisaged, and externalized stigmatization, is an important ethical obstacle as it makes people unable to obtain the services to which they have the right. Social workers should also undertake the initiative to eliminate the stigma by practicing in a culturally aware manner, engaging in outreach and advocacy (NASW, 2021). Moreover, there is the moral concept of self-determination, which states that the veterans are to be helped to define their needs and the preferred paths of care, as well as the informal channels of help, such as peer networks. The ethical issue has a practice implication of being affirmative, inclusive, and culturally responsive care is not the best practice; it is a duty of the profession. This failure to provide such care endangers to perpetuate the exploitation that social work is meant to eradicate.

    **Current Enacted Policies Addressing Veterans' Mental Health**

    There are also several federal level policies in place to govern mental health care amongst veterans. The VA MISSION Act of 2018 made the veterans more accessible to the community providers of care when inaccessible or unavailable VA facilities (Lafferty et al., 2023). The VA MISSION Act has granted veterans to access outside of the VA Care as long as they meet some of the required eligibility provisions, such that the veterans are not geographically and logistically secluded to access mental health care. The Sergeant First Class Heath Robinson Honoring our Promise to Address Comprehensive Toxics (PACT) Act of 2022 further broadened the VA healthcare eligibility to the individuals who had been exposed to toxic substances (McAndrew et al., 2024).

    The VA operates the Veterans Crisis Line, and funds the National Center on PTSD responsible of conducting research and disseminating evidence-based treatment of PTSD and other associated ailments. The VA has also developed several LGBTQ+ Veteran Care Coordinators within the centers around the country to reduce barriers in care due to identity. The aim of these coordinators is to provide holistic, supportive care to LGBQ+ veterans, who face barriers unique to them, including having faced discrimination in the military and health care facilities (Harper et al., 2023). In addition, there are the collaborative suicide prevention plans by the U.S. Department of Defense and VA, which is a subset of the National Strategy to Prevent Veteran Suicide since mental health crisis among the veterans require a population-specific response.

    **Policy Impact, Limitations and Activism.**

    Despite such policy efforts, massive loopholes still exist in attempting to address the intersectional mental health disparities of the veterans. Research has indicated that the policies targeting access have been unsuccessful in mitigating the underlying social factors like discrimination and income inequality leading to mental health disparities in racial and ethnic minority veterans (Nillni et al., 2023). The VA MISSION Act has expanded access theoretically, but the reality of access like transportation, long wait lines, and doubts about civilian ability to take care of veterans remain barriers to effectiveness, particularly among veterans in marginalized groups (Randles and Finnegan, 2022). Moreover, the policies have tended to be designed in a way that favors the average male veteran and female veterans and LGBTQ+ veterans have been underserved. Particularly, bisexual veterans are less willing to obtain formal assistance of medical practitioners and more willing to rely on internet-based sources, which implies that the existing healthcare-driven policies are not able to access this population (Harper et al., 2023).

    Additional policy constraints include community-based mental health services are not funded, longitudinal research investigations of the long-term effects of discrimination on the well-being of veterans, and the absence of a mandatory cultural competency training among mental health service providers who work with various groups of veterans. Effective advocacy strategies that have demonstrated effectiveness are stigma reduction campaigns that incorporate the personal narratives of veterans who have used mental health services, peer support programs that employ military camaraderie as an agent of help-seeking, and healthcare provider training on veteran-specific and identity-affirming care (Randles & Finnegan, 2022). These strategies comply with NASW ethical standards as they focus on the dignity and value of veterans as individuals.

    The main issue with present advocacy activities is that they tend to primarily work at the organizational level without creating systemic policy change that would help to address the structural determinants of the veteran mental health disparities. The answer to these problems is to initiate macro level advocacy that exerts pressure on laws that require a cultural competency training program, increased funding to facilitate the conduct of intersectional research, and a policy that makes equity the foundation of VA service delivery. Outreach efforts through digital platforms may be particularly helpful among disadvantaged subgroups, such as bisexual veterans, who are likely to be able to find information online (Harper et al., 2023). Lastly, effective promotion of mental health among veterans should be committed towards addressing the discrimination and inequality that the existing policies, despite being in place, has failed to address.

    **References**

    Harper, K. L., Herbitter, C., Livingston, N. A., Vogt, D., Iverson, K., Nillni, Y. I., & Galovski, T. (2023). Experiences of discrimination and mental health treatment seeking among LGBQ+ veterans.
    _Psychology of Sexual Orientation and Gender Diversity_.
    [https://dx.doi.org/10.1037/sgd0000683](https://dx.doi.org/10.1037/sgd0000683)

    Lafferty, M., Govier, D. J., Golden, S. E., Disher, N. G., Hynes, D. M., & Slatore, C. G. (2023). VA-delivered or VA-purchased care: important factors for veterans navigating care decisions.
    _Journal of general internal medicine_,
    _38_(7), 1647-1654.
    [https://doi.org/10.1007/s11606-023-08128-0](https://doi.org/10.1007/s11606-023-08128-0)

    McAndrew, L. M., Burgo-Black, L., Hunt, S. C., Kossoudji, A., Mains, K. C., Shuping, E., & Llorente, M. D. (2026). Exposure-informed care: why it’s important and how the veterans affairs does it.
    _Medical Care_,
    _64_(2S), S103-S110. DOI: 10.1097/MLR.0000000000002238

    National Association of Social Workers. (2021). NASW code of ethics. Retrieved From:
    [https://www.socialworkers.org/About/Ethics/Code-of-Ethics](https://www.socialworkers.org/About/Ethics/Code-of-Ethics)

    Nillni, Y. I., Horenstein, A., McClendon, J., Duke, C. C., Sawdy, M., & Galovski, T. E. (2023). The impact of perceived everyday discrimination and income on racial and ethnic disparities in PTSD, depression, and anxiety among veterans.
    _PLOS ONE, 18_(9), e0291965.
    [https://doi.org/10.1371/journal.pone.0291965](https://doi.org/10.1371/journal.pone.0291965)

    Randles, R., & Finnegan, A. (2022). Veteran help-seeking behaviour for mental health issues: a systematic review.
    _BMJ mil Health_,
    _168_(1), 99-104.
    [https://doi.org/10.1136/bmjmilitary-2021-001903](https://doi.org/10.1136/bmjmilitary-2021-001903)

    Assignment 2

    **Purpose of the Policy**

    The VA MISSION Act of 2018, officially signed into law as Public Law No. 115-182, was developed to enhance access, quality, and coordination of healthcare services to U.S. veterans, and specifically to those who face barriers to care (Congress.gov, n.d). It is a major revision of the system of Veterans Affairs (VA) healthcare, which was sponsored by Senator Johnny Isakson and passed with bipartisan support in the 115th Congress. It is about ensuring that veterans receive quality and timely care by a combination of VA healthcare services and community-based healthcare providers. This is done by instituting a more adaptable and responsive model of healthcare delivery that is responsive to systemic inefficiencies, including long wait times, provider shortages, and geographic barriers.

    The policy is a direct response to inequities in access to care that disproportionately affect marginalized groups of veterans, including racial and ethnic minorities and LGBTQ+ individuals. These groups are more prone to having severe mental health problems and experiencing barriers to receiving treatment (Nillni et al., 2023). The MISSION Act aims to lessen disparities and achieve more favorable health outcomes by expanding eligibility to non-VA care and improving coordination among providers. Continuity of care and the fact that veterans, because of administrative delays or systems failures, should not experience lapses in their services further enhance their patient-centered care commitment.

    **Programs and Services Provided Through the Policy**

    The VA MISSION Act had a broad scope of programs and services that were aimed at enhancing healthcare delivery. It has one of the most important components, the Veterans Community Care Program (VCCP), which offers eligible veterans the opportunity to receive hospital care, medical services, and extended care services by non-VA providers when the VA facilities are unable to adequately meet their needs (Congress.gov, n.d). The eligibility conditions involve cases when the VA fails to provide the necessary services, does not have a full-service facility within the state of the veteran, or is unable to deliver timely services. Such a program is also needed to overcome the access disparities, especially in underserved or rural areas, among veterans.

    The policy along with the VCCP also introduced Veterans Care Agreements (VCAs), which provide the VA with an opportunity to enter into an agreement with community providers, where traditional contracting would not work (Congress.gov, n.d). These types of arrangements consider various factors including travel burden, nature of medical conditions and urgency of care. The policy also granted the option of walk-in care whereby the veterans are given the opportunity to receive certain services but not prior appointments and this is particularly useful in the event of emergency mental health care.

    Telehealth was another area that was extended by the Act through the removal of geographic constraints and allowing VA providers to deliver care across state boundaries. It is an urgent step towards tackling logistical and stigma-related impediments to mental health treatment. Telehealth may allow veterans, especially those who may have some reluctance to seek face-to-face care due to stigma, to access care in a more privative and convenient way (Randles & Finnegan, 2022).

    The next important element is the further development of the Family Caregiver Program that now covers pre-9/11 veterans (Congress.gov, n.d). This program provides caregivers with financial support, training and support services in recognition of the crucial role these caregivers play in recovering and the well-being of veterans. The policy also incorporates education and training programs on both the provider and veteran side, so that veterans are aware of their healthcare options, and providers are prepared to provide high-quality, culturally competent care to the veterans.

    All the eligible veterans are of concern in such programs but specifically of importance to those with discrepancies associated with mental health and systemic discrimination. The minority veterans and LGBTQ+ veterans can have more access points and more adaptable service delivery models that can help alleviate some of the barriers they must incur in traditional healthcare settings.

    **Connection between the Policy and the Social Justice Problem.**

    The VA MISSION Act is directly related to the social injustice of oppression and discrimination within mental health of veterans. This is also a systemic issue and historical inequalities existed which had traditionally limited access to care and was one of the factors contributing to poorer mental health outcomes among marginalized populations. As has been shown, the racial and ethnic minority veterans have an increased risk of developing PTSD, depression, and anxiety that are often worsened by other issues, including discrimination and socioeconomic disadvantage (Merians et al., 2023). On the same note, LGBTQ+ veterans encounter special issues of stigma and exclusion both in the military and in health care (Harper et al., 2023).

    The policy aims at resolving this social justice issue by focusing on structural obstacles to care, especially those involving access and availability of services. The MISSION Act lowers dependency on a centralized system, which could be unable to provide appropriate care to various groups of people (O’Hare et al., 2022). This is an important feature to veterans who might feel sidelined or misinterpreted in conventional VA care.

    Nevertheless, the policy enhances access, but it does not completely address the root causes of discrimination. Such issues as implicit bias, the absence of cultural competence in providers, and the stigmatization of mental health remain. According to Randles and Finnegan (2022), even in the presence of the services, stigma is a major obstacle to help-seeking behavior. Thus, the MISSION Act can be considered a significant yet partial measure in the direction of social justice in the mental health of veterans.

    The social problem in question is a long-standing issue that has been developing over the years, but has not been resolved yet. The fact that, even though several policy interventions have been implemented, the disparities are still present goes to show that perhaps, more multifaceted solutions may be necessary that would address the needs of both structural and interpersonal factors.

    **History and Policymaking**

    The VA MISSION Act has been created as a solution to the existing problems with the VA healthcare system with accessibility and the quality of services. The largest triggering factor of the policy was the 2014 VA scheduling scandal that revealed excessive wait times and systemic inefficiencies that failed to allow veterans to receive timely care (Beaubrun, 2026). This crisis has demonstrated the desperately high need for reform, and it has come along with more public and political pressure to reform the system.

    The bill was introduced in 2018 and passed with a large margin of bipartisanship, reflecting a broad spectrum of agreement on the question of the need to meet the healthcare needs of veterans. Before being signed into law on June 6, 2018, it underwent several procedures, including committee hearings and roll call votes (Congress.gov, n.d). The well-established legislative support is indicative of the acknowledgment of the importance of healthcare access to veterans.

    In the past, the healthcare policies of veterans have been modified to address the new challenges and changes in society. MISSION Act is founded on the earlier legislation, such as the Veterans Access, Choice, and Accountability Act of 2014, but elaborates and narrows down community care options. This evolution provides a shift in the direction of more integrated and more flexible healthcare systems that are more competent to support diversity.

    The historical context also demonstrates that there were long-term inadequacies in addressing the issue of discrimination and inequality. It has been typical that policies have been concerned with improving access, yet without speaking fully to the social determinants of health, like income inequality and systemic bias. Consequently, the marginalized groups still face disparities, although there are improvements in policies.

    These historical aspects have impacted on the implementation of the MISSION Act. Despite the benefits of the policy, such as the rise in access, it is faced with several challenges, which limit its effectiveness, including provider shortages, problems with the coordination of services, and the persistence of the stigma. Furthermore, the tendencies historically inclined on formulating policies based on a generalized group of veterans have led to gaps in services offered to women and LGBTQ+ veterans (Harper et al., 2023).

    **Conclusion**

    In summary, the VA MISSION Act of 2018 is an important policy that can improve access to healthcare and mitigate disparities in mental health of veterans. It continues to be dynamic and continues to dictate how the services are to be provided. However, it has been constrained by historical and structural causes which must be countered and always restructured. Policies that will be implemented to achieve true social justice will have to focus on policies that not only will increase access but also will target the causes of discrimination and inequity in the healthcare system.

    **References**

    Congress.gov. (n.d). S.2372 – VA MISSION Act of 2018. Retrieved from:
    [https://www.congress.gov/bill/115th-congress/senate-bill/2372](https://www.congress.gov/bill/115th-congress/senate-bill/2372)

    Merians, A. N., Gross, G., Spoont, M. R., Bellamy, C. D., Harpaz-Rotem, I., & Pietrzak, R. H. (2023). Racial and ethnic mental health disparities in US Military Veterans: Results from the National Health and Resilience in Veterans Study.
    _Journal of psychiatric research_,
    _161_, 71-76.
    [https://doi.org/10.1016/j.jpsychires.2023.03.005](https://doi.org/10.1016/j.jpsychires.2023.03.005)

    O’Hare, A. M., Butler, C. R., Laundry, R. J., Showalter, W., Todd-Stenberg, J., Green, P., … & Carey, E. (2022). Implications of cross-system use among US veterans with advanced kidney disease in the era of the MISSION act: A qualitative study of health care records.
    _JAMA Internal Medicine_,
    _182_(7), 710-719. doi:10.1001/jamainternmed.2022.1379

    Beaubrun, F. L. O. (2026).
    _Strategies to Reduce Diagnostic Wait Times in VHA Facilities_ (Doctoral dissertation, Walden University).

    Harper, K. L., Herbitter, C., Livingston, N. A., Vogt, D., Iverson, K., Nillni, Y. I., & Galovski, T. (2023). Experiences of discrimination and mental health treatment seeking among LGBQ+ veterans.
    _Psychology of Sexual Orientation and Gender Diversity_.
    [https://dx.doi.org/10.1037/sgd0000683](https://dx.doi.org/10.1037/sgd0000683)

    Nillni, Y. I., Horenstein, A., McClendon, J., Duke, C. C., Sawdy, M., & Galovski, T. E. (2023). The impact of perceived everyday discrimination and income on racial and ethnic disparities in PTSD, depression, and anxiety among veterans.
    _PLOS ONE, 18_(9), e0291965.
    [https://doi.org/10.1371/journal.pone.0291965](https://doi.org/10.1371/journal.pone.0291965)

    Randles, R., & Finnegan, A. (2022). Veteran help-seeking behaviour for mental health issues: A systematic review.
    _BMJ Military Health, 168_(1), 99–104.
    [https://doi.org/10.1136/bmjmilitary-2021-001903](https://doi.org/10.1136/bmjmilitary-2021-001903)

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    k 6 Summative Assessment: ELP Strategies Integrated Instruction Lesson **files (1)** – ## sei506_v4_wk6_integrated_instruction_lesson_template1.docx **## sei506_v4_wk6_integrated_instruction_lesson_template1.docx** SEI/506 v4 Integrated Instruction Lesson Template SEI/506 v4 Page 2 of 2 …

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    k 6 Summative Assessment: ELP Strategies Integrated Instruction Lesson

    **files (1)**

    – ## sei506_v4_wk6_integrated_instruction_lesson_template1.docx

    **## sei506_v4_wk6_integrated_instruction_lesson_template1.docx**

    SEI/506 v4

    Integrated Instruction Lesson Template

    SEI/506 v4

    Page 2 of 2

    ## ![](https://www.sweetstudy.com/questions/k-6-summative-assessment-elp-strategies-integrated-instruction-lesson)Integrated Instruction Lesson Template

    **Use** this template to complete the Wk 6 – Integrated Instruction Lesson assignment.

    | | |
    | — | — |
    | Grade Level | |
    | **Content Area Selected**<br>(Social Studies, Math, or Science) | |
    | **Title of Lesson** | |
    | **ELP Standard Coding**<br>(Refer to p.13 of the <br>[_2019 English Language Proficiency Standards Guidance Document_](https://www.azed.gov/sites/default/files/2020/09/2019%20ELPS%20Guidance%20Document.pdf) for format. Include the grade, standard number, sub-skill, and verbiage.) | |
    | **ELA Standard Coding**<br>(Include the grade, ELA strand, standard number, and verbiage.) | |
    | **Learning Objective** | |
    | **Differentiation Strategies and Supports** | |
    | **Resources or Materials**<br>(e.g., technology, reading passages, visuals) | |
    | **Lesson Outline: Explicit Instruction**<br>(What step-by-step procedures will you model in the instructional portion of this lesson?) | |
    | **Lesson Outline: Guided Instruction**<br>(What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?) | |
    | **Lesson Outline: Independent Practice**<br>(What learning activity will the students do individually that allows them to practice and apply what they have learned?) | |
    | **Lesson Outline: Assessment and Feedback**<br>(What formative assessment will you use to evaluate students? How will you provide feedback to students?) | |

    Copyright 2022 by University of Phoenix. All rights reserved.

    Copyright 2022 by University of Phoenix. All rights reserved.

    ## image1.png

    **## sei506_v4_wk6_integrated_instruction_lesson_template1.docx**

    SEI/506 v4

    Integrated Instruction Lesson Template

    SEI/506 v4

    Page 2 of 2

    ## ![](https://www.sweetstudy.com/questions/k-6-summative-assessment-elp-strategies-integrated-instruction-lesson)Integrated Instruction Lesson Template

    **Use** this template to complete the Wk 6 – Integrated Instruction Lesson assignment.

    | | |
    | — | — |
    | Grade Level | |
    | **Content Area Selected**<br>(Social Studies, Math, or Science) | |
    | **Title of Lesson** | |
    | **ELP Standard Coding**<br>(Refer to p.13 of the <br>[_2019 English Language Proficiency Standards Guidance Document_](https://www.azed.gov/sites/default/files/2020/09/2019%20ELPS%20Guidance%20Document.pdf) for format. Include the grade, standard number, sub-skill, and verbiage.) | |
    | **ELA Standard Coding**<br>(Include the grade, ELA strand, standard number, and verbiage.) | |
    | **Learning Objective** | |
    | **Differentiation Strategies and Supports** | |
    | **Resources or Materials**<br>(e.g., technology, reading passages, visuals) | |
    | **Lesson Outline: Explicit Instruction**<br>(What step-by-step procedures will you model in the instructional portion of this lesson?) | |
    | **Lesson Outline: Guided Instruction**<br>(What learning activity will the students do in a group setting that allows them to practice and apply what they have learned?) | |
    | **Lesson Outline: Independent Practice**<br>(What learning activity will the students do individually that allows them to practice and apply what they have learned?) | |
    | **Lesson Outline: Assessment and Feedback**<br>(What formative assessment will you use to evaluate students? How will you provide feedback to students?) | |

    Copyright 2022 by University of Phoenix. All rights reserved.

    Copyright 2022 by University of Phoenix. All rights reserved.

    ## image1.png

  • [Solved] Education Homeworkers

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  • [Solved] Chfd3403

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    **files (4)** – ## Genogram.docx – ## FamilyPatternsandGenogramResearch.docx – IMG_1725.png – IMG_1726.png **## Genogram.docx** **Genogram** ![C:UsersHPX360Downloadsfamilytree.png](https://www.sweetstudy.com/questions/chfd3403) **image1.png** **## FamilyPatternsandGenogramResearch.docx** 2 **F…

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    **files (4)**

    – ## Genogram.docx

    – ## FamilyPatternsandGenogramResearch.docx

    – IMG_1725.png
    – IMG_1726.png

    **## Genogram.docx**

    **Genogram**

    ![C:UsersHPX360Downloadsfamilytree.png](https://www.sweetstudy.com/questions/chfd3403)

    **image1.png**

    **## FamilyPatternsandGenogramResearch.docx**

    2

    **Family Patterns and Genogram**

    Student’s Name

    Institution

    Course number and name

    Assignment due date

    Family Patterns and Genogram

    **Part 1: Genogram Research Summary**

    Family systems are not as easy to understand as they appear on the outside. A genogram can help represent complicated family dynamics in a visual format and can reflect patterns over many generations. Unlike a simple family tree, a genogram is a representation of familial relationships, along with emotional features such as patterns of behavior and interactions. Genograms became widely popular in the 1970, mostly used by family therapists (Joseph et al., 2023). This was especially through the work of family systems theorists like Murray Bowen. They focused on how emotional patterns move through generations. Rather than viewing individuals in isolation, genograms encourage people to look at the family as an interrelated system where one person’s experiences often affect everyone else.

    Genograms are used in various professional settings. In counselling and social work settings they can be widely applied in assisting to uncover communication problems, trauma, addiction behaviors, or emotional derailments in families. Healthcare practitioners also rely on them when investigating inherited disorders like diabetes, hypertension, cancer or mental illness (Joseph et al., 2023). Genograms are just like maps. They make it easier to notice some patterns, as they are placed visually. These patterns are hard to identify when they are scattered through conversations and memories.

    A genogram is created by gathering family information from members of the family and using symbols and lines to show it. Squares are typically used for males, and circles for females. Relationships like marriage, separation, conflict, or emotional closeness can be shown with different types of lines. Other notes could be ages, health issues, or major life events. While easy on the surface, it may also involve some emotional challenges because not all families are willing to speak of their pasts openly. Some family members might not discuss difficult situations and some people remember events differently. This alone is enough to show how conflict and memory are handled within families.

    There are advantages to creating a genogram. It assists individuals to be more aware of their recurring patterns, relationship styles, and communication patterns that are otherwise not noticed. It can also enhance family understanding, as some things will start to make more sense in relation to their historical background. Genograms offer clues to family dynamics and may enable individuals to see through the patterns that could be passed down to subsequent generations unless acknowledged (Rigazio‐DiGilio & Kang, 2021). Studying genograms was an eye-opening experience for me in understanding how familial relationships influence identity, emotional development, and long-term behaviors within the family. The process demonstrates that family history is more than names and dates. It is also centered on patterns, habits, strengths, and struggles that continue to impact the lives of people.

    **Part 2: Family Genogram Reflection**

    Just as I was reviewing the completed genogram, there was one thing that instantly struck me, the separation between my parents. My dad (YLE) and my mom (BRL) are no longer together, and that change in relationships had more of an effect on the family dynamics than I knew. Over time, family events become so normal that people fail to understand how they have helped to form communication patterns, routines, and emotional relationships. A visual representation of all of this made the separation seem less like a single event and more like a turning point that impacted all involved.

    I also noticed that the family structure in the genogram was small. The diagram mainly focuses on immediate family relationships between my parents, my brother, myself, and my son. Patterns were still discernible, even in the smaller structure. The genogram presented an interesting overlap of my role as a daughter and parent, as it showed a visualization of responsibility and emotional relationships that span across generations. It was easier to imagine generational influence when I saw my son under me, than it was when I was reading about it in a book.

    Getting the information was not that hard, but at times, I found myself uncomfortable. It is not usual to talk about separation and relationships between family members. Some bits are easier to talk about than others. This process, however, helped foster more open communication than was characteristic. It is not unusual for families to talk about what is happening now but not discuss experiences from earlier periods that may still have emotional impact. The genogram brought those experiences into the open and with a structured and organized sense.

    One patterns that emerged was the significance of roles within the family following the separation. My brother and I seem to be connected to both parents, but the structure illustrates how children may sometimes adapt differently when the nuclear family is separated. Family systems theory states that children adapt to their family's transitions in a variety of ways, including developing coping mechanisms, roles, or emotional boundaries (Paley & Hajal, 2022). The separation line generally indicates the existence of a significant emotional shift in the family system, even if there is no major conflict depicted on the chart.

    Creating a genogram can also be useful for couples to improve their relationships, as it can facilitate conversations that may not otherwise occur. People tend to carry communication styles, parenting styles, reactions, or emotions that they had learned in their own childhood experiences to their adult relationships without being aware of it (Lee et al., 2023). Couples may be more aware of patterns that they want to maintain or modify if they have discovered them early. Parents can also teach children about family history and how to develop healthy relationships using genograms. The genogram presents family experiences in a different way and allows family events to be seen within a broader context instead of individual experiences. These conversations can help children gain insight into identity, culture, resiliency, and family systems of support.

    This assignment introduced me to a whole new perspective of family relationships. Even the simplest of genogram diagrams can discover emotional patterns, communication methods, and long-standing impacts that are easy to miss out on in everyday life. More significantly, it demonstrated that an appreciation of family history can help subsequent generations to develop healthy and more purposeful relationships.

    **References**

    Joseph, B., Dickenson, S., McCall, A., & Roga, E. (2023). Exploring the therapeutic effectiveness of genograms in family therapy: A literature review.
    _The Family Journal_,
    _31_(1), 21-30.

    Lee, A. T., Chin, P., Nambiar, A., & Hill Haskins, N. (2023). Addressing intergenerational trauma in Black families: Trauma‐informed socioculturally attuned family therapy.
    _Journal of marital and family therapy_,
    _49_(2), 447-462.

    Paley, B., & Hajal, N. J. (2022). Conceptualizing emotion regulation and coregulation as family-level phenomena.
    _Clinical child and family psychology review_,
    _25_(1), 19-43.

    Rigazio‐DiGilio, S. A., & Kang, H. (2021). Using community genograms to position culture and context in family therapy.
    _Foundations of Couples, Marriage, and Family Counseling 2nd Edition_, 23-46.

    **IMG_1725.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1725-png-10551405)

    **IMG_1726.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1726-png-10551407)

    **IMG_1726.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1726-png-10551407)

    **## Genogram.docx**

    **Genogram**

    ![C:UsersHPX360Downloadsfamilytree.png](https://www.sweetstudy.com/questions/chfd3403)

    **image1.png**

    **## FamilyPatternsandGenogramResearch.docx**

    2

    **Family Patterns and Genogram**

    Student’s Name

    Institution

    Course number and name

    Assignment due date

    Family Patterns and Genogram

    **Part 1: Genogram Research Summary**

    Family systems are not as easy to understand as they appear on the outside. A genogram can help represent complicated family dynamics in a visual format and can reflect patterns over many generations. Unlike a simple family tree, a genogram is a representation of familial relationships, along with emotional features such as patterns of behavior and interactions. Genograms became widely popular in the 1970, mostly used by family therapists (Joseph et al., 2023). This was especially through the work of family systems theorists like Murray Bowen. They focused on how emotional patterns move through generations. Rather than viewing individuals in isolation, genograms encourage people to look at the family as an interrelated system where one person’s experiences often affect everyone else.

    Genograms are used in various professional settings. In counselling and social work settings they can be widely applied in assisting to uncover communication problems, trauma, addiction behaviors, or emotional derailments in families. Healthcare practitioners also rely on them when investigating inherited disorders like diabetes, hypertension, cancer or mental illness (Joseph et al., 2023). Genograms are just like maps. They make it easier to notice some patterns, as they are placed visually. These patterns are hard to identify when they are scattered through conversations and memories.

    A genogram is created by gathering family information from members of the family and using symbols and lines to show it. Squares are typically used for males, and circles for females. Relationships like marriage, separation, conflict, or emotional closeness can be shown with different types of lines. Other notes could be ages, health issues, or major life events. While easy on the surface, it may also involve some emotional challenges because not all families are willing to speak of their pasts openly. Some family members might not discuss difficult situations and some people remember events differently. This alone is enough to show how conflict and memory are handled within families.

    There are advantages to creating a genogram. It assists individuals to be more aware of their recurring patterns, relationship styles, and communication patterns that are otherwise not noticed. It can also enhance family understanding, as some things will start to make more sense in relation to their historical background. Genograms offer clues to family dynamics and may enable individuals to see through the patterns that could be passed down to subsequent generations unless acknowledged (Rigazio‐DiGilio & Kang, 2021). Studying genograms was an eye-opening experience for me in understanding how familial relationships influence identity, emotional development, and long-term behaviors within the family. The process demonstrates that family history is more than names and dates. It is also centered on patterns, habits, strengths, and struggles that continue to impact the lives of people.

    **Part 2: Family Genogram Reflection**

    Just as I was reviewing the completed genogram, there was one thing that instantly struck me, the separation between my parents. My dad (YLE) and my mom (BRL) are no longer together, and that change in relationships had more of an effect on the family dynamics than I knew. Over time, family events become so normal that people fail to understand how they have helped to form communication patterns, routines, and emotional relationships. A visual representation of all of this made the separation seem less like a single event and more like a turning point that impacted all involved.

    I also noticed that the family structure in the genogram was small. The diagram mainly focuses on immediate family relationships between my parents, my brother, myself, and my son. Patterns were still discernible, even in the smaller structure. The genogram presented an interesting overlap of my role as a daughter and parent, as it showed a visualization of responsibility and emotional relationships that span across generations. It was easier to imagine generational influence when I saw my son under me, than it was when I was reading about it in a book.

    Getting the information was not that hard, but at times, I found myself uncomfortable. It is not usual to talk about separation and relationships between family members. Some bits are easier to talk about than others. This process, however, helped foster more open communication than was characteristic. It is not unusual for families to talk about what is happening now but not discuss experiences from earlier periods that may still have emotional impact. The genogram brought those experiences into the open and with a structured and organized sense.

    One patterns that emerged was the significance of roles within the family following the separation. My brother and I seem to be connected to both parents, but the structure illustrates how children may sometimes adapt differently when the nuclear family is separated. Family systems theory states that children adapt to their family's transitions in a variety of ways, including developing coping mechanisms, roles, or emotional boundaries (Paley & Hajal, 2022). The separation line generally indicates the existence of a significant emotional shift in the family system, even if there is no major conflict depicted on the chart.

    Creating a genogram can also be useful for couples to improve their relationships, as it can facilitate conversations that may not otherwise occur. People tend to carry communication styles, parenting styles, reactions, or emotions that they had learned in their own childhood experiences to their adult relationships without being aware of it (Lee et al., 2023). Couples may be more aware of patterns that they want to maintain or modify if they have discovered them early. Parents can also teach children about family history and how to develop healthy relationships using genograms. The genogram presents family experiences in a different way and allows family events to be seen within a broader context instead of individual experiences. These conversations can help children gain insight into identity, culture, resiliency, and family systems of support.

    This assignment introduced me to a whole new perspective of family relationships. Even the simplest of genogram diagrams can discover emotional patterns, communication methods, and long-standing impacts that are easy to miss out on in everyday life. More significantly, it demonstrated that an appreciation of family history can help subsequent generations to develop healthy and more purposeful relationships.

    **References**

    Joseph, B., Dickenson, S., McCall, A., & Roga, E. (2023). Exploring the therapeutic effectiveness of genograms in family therapy: A literature review.
    _The Family Journal_,
    _31_(1), 21-30.

    Lee, A. T., Chin, P., Nambiar, A., & Hill Haskins, N. (2023). Addressing intergenerational trauma in Black families: Trauma‐informed socioculturally attuned family therapy.
    _Journal of marital and family therapy_,
    _49_(2), 447-462.

    Paley, B., & Hajal, N. J. (2022). Conceptualizing emotion regulation and coregulation as family-level phenomena.
    _Clinical child and family psychology review_,
    _25_(1), 19-43.

    Rigazio‐DiGilio, S. A., & Kang, H. (2021). Using community genograms to position culture and context in family therapy.
    _Foundations of Couples, Marriage, and Family Counseling 2nd Edition_, 23-46.

    **IMG_1725.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1725-png-10551405)

    **IMG_1726.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1726-png-10551407)

    **## Genogram.docx**

    **Genogram**

    ![C:UsersHPX360Downloadsfamilytree.png](https://www.sweetstudy.com/questions/chfd3403)

    **image1.png**

    **## FamilyPatternsandGenogramResearch.docx**

    2

    **Family Patterns and Genogram**

    Student’s Name

    Institution

    Course number and name

    Assignment due date

    Family Patterns and Genogram

    **Part 1: Genogram Research Summary**

    Family systems are not as easy to understand as they appear on the outside. A genogram can help represent complicated family dynamics in a visual format and can reflect patterns over many generations. Unlike a simple family tree, a genogram is a representation of familial relationships, along with emotional features such as patterns of behavior and interactions. Genograms became widely popular in the 1970, mostly used by family therapists (Joseph et al., 2023). This was especially through the work of family systems theorists like Murray Bowen. They focused on how emotional patterns move through generations. Rather than viewing individuals in isolation, genograms encourage people to look at the family as an interrelated system where one person’s experiences often affect everyone else.

    Genograms are used in various professional settings. In counselling and social work settings they can be widely applied in assisting to uncover communication problems, trauma, addiction behaviors, or emotional derailments in families. Healthcare practitioners also rely on them when investigating inherited disorders like diabetes, hypertension, cancer or mental illness (Joseph et al., 2023). Genograms are just like maps. They make it easier to notice some patterns, as they are placed visually. These patterns are hard to identify when they are scattered through conversations and memories.

    A genogram is created by gathering family information from members of the family and using symbols and lines to show it. Squares are typically used for males, and circles for females. Relationships like marriage, separation, conflict, or emotional closeness can be shown with different types of lines. Other notes could be ages, health issues, or major life events. While easy on the surface, it may also involve some emotional challenges because not all families are willing to speak of their pasts openly. Some family members might not discuss difficult situations and some people remember events differently. This alone is enough to show how conflict and memory are handled within families.

    There are advantages to creating a genogram. It assists individuals to be more aware of their recurring patterns, relationship styles, and communication patterns that are otherwise not noticed. It can also enhance family understanding, as some things will start to make more sense in relation to their historical background. Genograms offer clues to family dynamics and may enable individuals to see through the patterns that could be passed down to subsequent generations unless acknowledged (Rigazio‐DiGilio & Kang, 2021). Studying genograms was an eye-opening experience for me in understanding how familial relationships influence identity, emotional development, and long-term behaviors within the family. The process demonstrates that family history is more than names and dates. It is also centered on patterns, habits, strengths, and struggles that continue to impact the lives of people.

    **Part 2: Family Genogram Reflection**

    Just as I was reviewing the completed genogram, there was one thing that instantly struck me, the separation between my parents. My dad (YLE) and my mom (BRL) are no longer together, and that change in relationships had more of an effect on the family dynamics than I knew. Over time, family events become so normal that people fail to understand how they have helped to form communication patterns, routines, and emotional relationships. A visual representation of all of this made the separation seem less like a single event and more like a turning point that impacted all involved.

    I also noticed that the family structure in the genogram was small. The diagram mainly focuses on immediate family relationships between my parents, my brother, myself, and my son. Patterns were still discernible, even in the smaller structure. The genogram presented an interesting overlap of my role as a daughter and parent, as it showed a visualization of responsibility and emotional relationships that span across generations. It was easier to imagine generational influence when I saw my son under me, than it was when I was reading about it in a book.

    Getting the information was not that hard, but at times, I found myself uncomfortable. It is not usual to talk about separation and relationships between family members. Some bits are easier to talk about than others. This process, however, helped foster more open communication than was characteristic. It is not unusual for families to talk about what is happening now but not discuss experiences from earlier periods that may still have emotional impact. The genogram brought those experiences into the open and with a structured and organized sense.

    One patterns that emerged was the significance of roles within the family following the separation. My brother and I seem to be connected to both parents, but the structure illustrates how children may sometimes adapt differently when the nuclear family is separated. Family systems theory states that children adapt to their family's transitions in a variety of ways, including developing coping mechanisms, roles, or emotional boundaries (Paley & Hajal, 2022). The separation line generally indicates the existence of a significant emotional shift in the family system, even if there is no major conflict depicted on the chart.

    Creating a genogram can also be useful for couples to improve their relationships, as it can facilitate conversations that may not otherwise occur. People tend to carry communication styles, parenting styles, reactions, or emotions that they had learned in their own childhood experiences to their adult relationships without being aware of it (Lee et al., 2023). Couples may be more aware of patterns that they want to maintain or modify if they have discovered them early. Parents can also teach children about family history and how to develop healthy relationships using genograms. The genogram presents family experiences in a different way and allows family events to be seen within a broader context instead of individual experiences. These conversations can help children gain insight into identity, culture, resiliency, and family systems of support.

    This assignment introduced me to a whole new perspective of family relationships. Even the simplest of genogram diagrams can discover emotional patterns, communication methods, and long-standing impacts that are easy to miss out on in everyday life. More significantly, it demonstrated that an appreciation of family history can help subsequent generations to develop healthy and more purposeful relationships.

    **References**

    Joseph, B., Dickenson, S., McCall, A., & Roga, E. (2023). Exploring the therapeutic effectiveness of genograms in family therapy: A literature review.
    _The Family Journal_,
    _31_(1), 21-30.

    Lee, A. T., Chin, P., Nambiar, A., & Hill Haskins, N. (2023). Addressing intergenerational trauma in Black families: Trauma‐informed socioculturally attuned family therapy.
    _Journal of marital and family therapy_,
    _49_(2), 447-462.

    Paley, B., & Hajal, N. J. (2022). Conceptualizing emotion regulation and coregulation as family-level phenomena.
    _Clinical child and family psychology review_,
    _25_(1), 19-43.

    Rigazio‐DiGilio, S. A., & Kang, H. (2021). Using community genograms to position culture and context in family therapy.
    _Foundations of Couples, Marriage, and Family Counseling 2nd Edition_, 23-46.

    **IMG_1725.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1725-png-10551405)

    **IMG_1726.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1726-png-10551407)

  • [Solved] Education Assignment 3 AM

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    **files (1)** – ## Assignment3AM.docx **## Assignment3AM.docx** Assignment 3 Literature Review For this assignment, you will review the literature related to the topic _“Literacy instruction for diverse elementary students.”_ The literature review is a description of the literature relevant to a par…

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    **files (1)**

    – ## Assignment3AM.docx

    **## Assignment3AM.docx**

    Assignment 3 Literature Review

    For this assignment, you will review the literature related to the topic
    _“Literacy instruction for diverse elementary students.”_ The literature review is a description of the literature relevant to a particular topic. This process includes reading, analyzing, evaluating, and summarizing scholarly materials about the topic. Your essay should include the following:

    · Introduction: Introduces the paper; provides a statement that reflects the purpose of the paper

    · Body: Include in-text citations from at least
    **three** journal articles or other academic resources available for the topic. (You may use the course textbook as one of the three resources for this assignment.)

    · Conclusion: Make precise conclusions based on the review. The conclusion must demonstrate analytic, evaluative, and reflective thinking.

    · Reference list in proper APA format (7th edition)

    **Rubric for Literature review**

    | | | | |
    | — | — | — | — |
    | ## Element | ## Not Met | ## Met | ## Exceeded |
    | Topic<br>(2 points) | Weakly organized with no logical sequencing or structure. | Well organized with sequencing or structure. | Well organized, demonstrates logical sequencing and structure. |
    | Understanding of the topic<br>(3 points) | The depth of understanding is underdeveloped by a lack of citations from historical or theoretical background resources. | The depth of understanding was developed as demonstrated through the citation of a substantial number of historical and theoretical background resources available for the topic. | The depth of understanding was exemplary as demonstrated through the exhaustive citation of historical and theoretical background resources available for the topic. |
    | Content/ Relevancy<br>(4 points) | Major sections of pertinent content have been omitted or greatly run-on. The topic is of little significance to the course. | All major sections of the pertinent content are included. Sources are cited and significance to the course is evident. | The appropriate content in consideration is covered in depth without being redundant. Sources are cited when specific statements are made. Significance to the course is unquestionable. |
    | Body of the Essay<br>(4 points) | The summary and analysis appear to have no direction, with subtopics appearing disjointed. | The summary and analysis are included. Transitions tie sections together. | The summary, analysis goes from general ideas to specific conclusions. Transitions tie sections together, as well as adjacent paragraphs. |
    | Conclusion<br>(4 points) | There is no indication the candidate tried to synthesize the information or make a conclusion based on the literature under review. | The candidate was able to make conclusions based on the review. Conclusions are supported in the review. | The candidate was able to make precise conclusions based on the review. Conclusions are strongly supported in the review. |
    | Citations/References:<br>Proper APA format<br>(3 points) | Citation for the review did not follow APA format and was missing essential information. | Citation for the review did follow APA format; however; a few (2) errors in essential information were evident. | Citation for the review did follow APA format. Essential information was accurate and complete. |

    **## Assignment3AM.docx**

    Assignment 3 Literature Review

    For this assignment, you will review the literature related to the topic
    _“Literacy instruction for diverse elementary students.”_ The literature review is a description of the literature relevant to a particular topic. This process includes reading, analyzing, evaluating, and summarizing scholarly materials about the topic. Your essay should include the following:

    · Introduction: Introduces the paper; provides a statement that reflects the purpose of the paper

    · Body: Include in-text citations from at least
    **three** journal articles or other academic resources available for the topic. (You may use the course textbook as one of the three resources for this assignment.)

    · Conclusion: Make precise conclusions based on the review. The conclusion must demonstrate analytic, evaluative, and reflective thinking.

    · Reference list in proper APA format (7th edition)

    **Rubric for Literature review**

    | | | | |
    | — | — | — | — |
    | ## Element | ## Not Met | ## Met | ## Exceeded |
    | Topic<br>(2 points) | Weakly organized with no logical sequencing or structure. | Well organized with sequencing or structure. | Well organized, demonstrates logical sequencing and structure. |
    | Understanding of the topic<br>(3 points) | The depth of understanding is underdeveloped by a lack of citations from historical or theoretical background resources. | The depth of understanding was developed as demonstrated through the citation of a substantial number of historical and theoretical background resources available for the topic. | The depth of understanding was exemplary as demonstrated through the exhaustive citation of historical and theoretical background resources available for the topic. |
    | Content/ Relevancy<br>(4 points) | Major sections of pertinent content have been omitted or greatly run-on. The topic is of little significance to the course. | All major sections of the pertinent content are included. Sources are cited and significance to the course is evident. | The appropriate content in consideration is covered in depth without being redundant. Sources are cited when specific statements are made. Significance to the course is unquestionable. |
    | Body of the Essay<br>(4 points) | The summary and analysis appear to have no direction, with subtopics appearing disjointed. | The summary and analysis are included. Transitions tie sections together. | The summary, analysis goes from general ideas to specific conclusions. Transitions tie sections together, as well as adjacent paragraphs. |
    | Conclusion<br>(4 points) | There is no indication the candidate tried to synthesize the information or make a conclusion based on the literature under review. | The candidate was able to make conclusions based on the review. Conclusions are supported in the review. | The candidate was able to make precise conclusions based on the review. Conclusions are strongly supported in the review. |
    | Citations/References:<br>Proper APA format<br>(3 points) | Citation for the review did not follow APA format and was missing essential information. | Citation for the review did follow APA format; however; a few (2) errors in essential information were evident. | Citation for the review did follow APA format. Essential information was accurate and complete. |

  • [Solved] Education Assignment 2 AM

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    **files (1)** – ## Assignment2AM.docx **## Assignment2AM.docx** Assignment 2 The purpose of this assignment is to provide an opportunity to reflect on personal practices in designing an interdisciplinary unit and lessons for teaching reading to elementary students. To integrate the most effective th…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Assignment2AM.docx

    **## Assignment2AM.docx**

    Assignment 2

    The purpose of this assignment is to provide an opportunity to reflect on personal practices in designing an interdisciplinary unit and lessons for teaching reading to elementary students. To integrate the most effective theoretical models and best teaching practices into this reading unit and lesson planning, you will need to include the following components in sequential order:

    ·
    **Topic**, problem or issue;

    ·
    **Grade** level; 1st, 2nd, or 3rd grade, please choose only one grade

    · Developmental or curriculum
    **model** used; (Here is a good resource for curriculum models:
    [https://files.eric.ed.gov/fulltext/ED443597.pdfLinks to an external site.](https://files.eric.ed.gov/fulltext/ED443597.pdf))

    ·
    **Length** of unit; (varies according to grade level and topic, problem, issue, etc.)

    · Instructional and assessment
    **strategies** (e.g. grouping, teaching style, such as lecture, demonstration, etc.);

    · Unit’s concepts and skills

    · Reading and ESOL standards

    Each of the
    **three lesson plans** should contain the following components:

    · O
    **bjectives** (should reflect unit's goals; at least one from the cognitive, affective,
    **and** psychomotor areas) correlated with the state’s curriculum standards

    ·
    **Materials** and equipment;

    ·
    **Activities** (greater detail of the overall activities identified in the unit);

    ·
    **Modifications** for special populations: culturally and linguistically diverse students, ESOL/LEP, students with other special needs, gifted students);

    ·
    **Evaluation**(How will it be determined that the lesson's objectives have been met?)

    Do not forget to:

    · Identify in the reading lesson plans instructional strategies used to address the following: the reading process, phonemic awareness, systematic phonics, comprehension skills, vocabulary development and expansion, reading fluency, informational and literary text structures, multiple representations of information for a variety of purposes, critical thinking skills, response to literature

    · Select age-appropriate, multicultural, quality literature for activities involving children’s literature

    · Design readiness
    activities that reflect the various developmental levels found in elementary classrooms

    · Include instructional strategies that provide opportunities for a variety of group and individual reading experiences

    · Select instructional materials for students that are developmentally appropriate and show evidence of integrating electronic and multimedia resources

    · Include evidence of a variety of procedures for providing feedback on reading progress and personal growth to students and their parents

    If possible, share the unit with a fellow teacher for feedback. Include in your final concluding paragraph any strengths and weaknesses of the unit, or any other suggestions offered by the fellow teacher. If you are unable to share with a fellow teacher, do your own honest analysis and include comments in your
    **final paragraph**.

    The first part of Assignment Two is a "brief paper" that describes your chosen topic, grade level, curriculum model, etc.

    This part is easily just a single page, and it is NOT a formal paper, just a brief overview of the lesson plans.

    Then, be sure to include the following in each of the three lesson plans:

    · O
    **bjectives**

    ·
    **Materials and equipment**

    ·
    **Activities**

    ·
    **Modifications for special populations**

    ·
    **Evaluation**

    **## Assignment2AM.docx**

    Assignment 2

    The purpose of this assignment is to provide an opportunity to reflect on personal practices in designing an interdisciplinary unit and lessons for teaching reading to elementary students. To integrate the most effective theoretical models and best teaching practices into this reading unit and lesson planning, you will need to include the following components in sequential order:

    ·
    **Topic**, problem or issue;

    ·
    **Grade** level; 1st, 2nd, or 3rd grade, please choose only one grade

    · Developmental or curriculum
    **model** used; (Here is a good resource for curriculum models:
    [https://files.eric.ed.gov/fulltext/ED443597.pdfLinks to an external site.](https://files.eric.ed.gov/fulltext/ED443597.pdf))

    ·
    **Length** of unit; (varies according to grade level and topic, problem, issue, etc.)

    · Instructional and assessment
    **strategies** (e.g. grouping, teaching style, such as lecture, demonstration, etc.);

    · Unit’s concepts and skills

    · Reading and ESOL standards

    Each of the
    **three lesson plans** should contain the following components:

    · O
    **bjectives** (should reflect unit's goals; at least one from the cognitive, affective,
    **and** psychomotor areas) correlated with the state’s curriculum standards

    ·
    **Materials** and equipment;

    ·
    **Activities** (greater detail of the overall activities identified in the unit);

    ·
    **Modifications** for special populations: culturally and linguistically diverse students, ESOL/LEP, students with other special needs, gifted students);

    ·
    **Evaluation**(How will it be determined that the lesson's objectives have been met?)

    Do not forget to:

    · Identify in the reading lesson plans instructional strategies used to address the following: the reading process, phonemic awareness, systematic phonics, comprehension skills, vocabulary development and expansion, reading fluency, informational and literary text structures, multiple representations of information for a variety of purposes, critical thinking skills, response to literature

    · Select age-appropriate, multicultural, quality literature for activities involving children’s literature

    · Design readiness
    activities that reflect the various developmental levels found in elementary classrooms

    · Include instructional strategies that provide opportunities for a variety of group and individual reading experiences

    · Select instructional materials for students that are developmentally appropriate and show evidence of integrating electronic and multimedia resources

    · Include evidence of a variety of procedures for providing feedback on reading progress and personal growth to students and their parents

    If possible, share the unit with a fellow teacher for feedback. Include in your final concluding paragraph any strengths and weaknesses of the unit, or any other suggestions offered by the fellow teacher. If you are unable to share with a fellow teacher, do your own honest analysis and include comments in your
    **final paragraph**.

    The first part of Assignment Two is a "brief paper" that describes your chosen topic, grade level, curriculum model, etc.

    This part is easily just a single page, and it is NOT a formal paper, just a brief overview of the lesson plans.

    Then, be sure to include the following in each of the three lesson plans:

    · O
    **bjectives**

    ·
    **Materials and equipment**

    ·
    **Activities**

    ·
    **Modifications for special populations**

    ·
    **Evaluation**