Describe one example, from the movie Joe the King, of how the biological, psychological, and societal systems interact for Joe’s family. Consider whether or not there were cultural influences, such as messages from family, community, or ethnic group, on these three systems.

Biological Factors

You are the social worker for Joe’s family and are tasked with completing a family assessment.

• What are all of the biological factors in play for each family member?
• How might these biological factors influence family dynamics?
• How might these biological factors interact with relevant psychological or societal systems?
• Be between 250-750 words and be written in third person as much as possible. However, the third person should not be used as a way to still refer to yourself. Try to keep your response neutral and focused on the key components relative to your discussion.
• Be free of grammatical and spelling errors.
• Contain at least one academic reference and citation to support your analysis.

Psychology Assignment 1

write a role-play that demonstrates engagement skills. You take on the role of the social worker, while a friend, family member, or colleague takes on the role of the client. Although this is a role-play scenario, you should demonstrate your professionalism in demeanor, appearance, and behavior. Please dress professionally, Your role-play should include:

• A demonstration of the interaction between you, as the social work intern, and the client based on the scenario you selected that reflects the Engagement step in the Generalist Intervention Model. The scene should include the following:
  • A demonstration of effective attending skills
  • A discussion of agency services and client expectations
  • A decision of whether or not the agency and worker can help
  • An offer of agency and worker services to the client
  • An orientation for the client to the helping process, including:
    • A discussion of confidentiality
    • A discussion of a social work intern’s role

(THIS IS THE CLIENT) Client David, a 12-year-old student in the seventh grade, has come to you as the school social worker to report a bullying incidence. David has ADHD and struggles to connect with other students.

* Student provides client with an in-depth and detailed orientation to the helping process that includes:… 1) A discussion of confidentiality… 2) A discussion of a social work intern’s role … Discussion of confidentiality and social work intern’s role is complete and accurate information. Student confirms that client understands confidentiality and social work intern role.

* Student provides a detailed and effective offer of agency and worker services to the client. Student provides the client the opportunity to accept or reject services. If client in involuntary, student provides explanation of consequence if services are not completed.

* Student provided a clear discussion about whether the agency can or cannot meet client expectations and what services can be provide help the client. Student offers referral for services not available and confirms the client understands what services and what are not.

* Student effectively discusses agency services and provides in-depth explanation of how services may benefit client. … Student clarifies and confirms the expectations of the client.

* Student clearly demonstrates five or more of the following skills: … Listening skills… Appropriate eye contact… Body positioning… Non-verbal behavior… Focus on client’s thoughts and feelings… Open-ended questions… Appropriate use of silence

DESIGNING QUALITATIVE RESEARCH

As you recall from earlier weeks, various philosophical orientations hold unique epistemological and ontological assumptions. These assumptions return to the forefront of attention when considering how to evaluate the rigor or quality of various qualitative research designs.

Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lincoln & Guba, 1985). Generalizability, a marker of reliability, is typically not a main purpose of qualitative research because the researcher rarely selects a random sample with a goal to generalize to a population or to other settings and groups. Rather, a qualitative researcher’s goal is often to understand a unique event or a purposively selected group of individuals. Therefore, when speaking of reliability, qualitative researchers are typically referring to research that is consistent or dependable (Lincoln & Guba, 1985), i.e., the extent to which the findings of the study are consistent with the data that was collected.

Reference:

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

For this Discussion, you will explain criteria for evaluating the quality of qualitative research and consider the connection of such criteria to philosophical orientations. You will also consider the ethical implications of designing qualitative research.

Post an explanation of two criteria for evaluating the quality of qualitative research designs. Next, explain how these criteria are tied to epistemological and ontological assumptions underlying philosophical orientations and the standards of your discipline. Then, identify a potential ethical issue in qualitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a qualitative approach.

RESOURCES/REFERENCES

• Golafshani, N. (2003). Understanding reliability and validity in qualitative researchLinks to an external site.. The Qualitative Report, 8(4), 597–606. Retrieved from http://nsuworks.nova.edu/tqr/vol8/iss4/6
• Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H.  (Eds.). (2020). Research designs and methods: An applied guide for the scholar-practitioner. Thousand Oaks, CA: Sage.
  • Chapter 12, “Quality Considerations”
  • Chapter 13, “Ethical Considerations”
• Smith, J. K. (1984). The problem of criteria for judging interpretive inquiry Download The problem of criteria for judging interpretive inquiry. Educational Evaluation and Policy Analysis, 6(4), 379–391.
  ​The problem of criteria for judging interpretive inquiry by Smith, J. K. in Educational evaluation and policy analysis, 6(4), 379-391. Copyright 1984 by Sage Publications-Journals. Used with permission of Sage Publications-Journals via the Copyright Clearance Center.
• Document: Trustworthiness (PDF)Download Trustworthiness (PDF)
• Walden University Office of Research and Doctoral Services (2018). Research ethics & complianceLinks to an external site.: Documents and FAQs. Retrieved from https://academicguides.waldenu.edu/researchcenter/orec/documents

  Download the “Research Ethics Planning Worksheet”. Read this document to understand the ethical standards that researchers must address during the research planning process.

• Walden University Office of Research and Doctoral Services. (2015c). Research resources: Research planning & writingLinks to an external site.. Retrieved from http://academicguides.waldenu.edu/researchcenter/resources/planning

  Download the “Litmus Test” document.

• Walden University. (n.d.). Essential elements for writing annotated bibliographiesLinks to an external site.. Walden University Quick Answers. https://academicanswers.waldenu.edu/faq/358634
• Walden University. (2015a). How do I find an article that reports on research that uses a specific methodologyLinks to an external site.? Retrieved from http://academicanswers.waldenu.edu/faq/72633
• Walden University: Writing Center. (2015). Common Course Assignments: Annotated BibliographiesLinks to an external site.. Retrieved from http://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies
• Document: Annotated Bibliography Template with Example (Word document) 

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.