human service advocacy

“Supporting LGBTQ+ Youth in Crisis: A Case Study of Michelle and Suicide”

Prior to starting the discussion, take time to watch this video: The Suicide Crisis Line: An Education in Listening | Dylan Gunaratne | TEDxCalStateLA
TEDxTalks, director. The Suicide Crisis Line: An Education in Listening | Dylan Gunaratne | TEDxCalStateLA. YouTube, YouTube, 5 June 2017. Accessed 13 Nov. 2021. (10:50, captioned.)
Please choose one of two case studies, both focusing on suicide. The first case study, Trevor, discusses a 54-year-old white identified male who has a history of depression and has been struggling for the past few years with employment. The second case study, Michelle, focuses on a 15-year old female who is struggling with her identity. For your initial post, answer the questions for the case study you chose. Use information from the video and your readings to help support your thoughts. One of the two responses to classmates should be to the opposite case study. In this response, take the time to compare similarities and differences you noticed based on the age and situation of the client

Case Study #2: Michelle
Michelle is an African-American born-female 15-year-old who is experiencing bullying in school while questioning her identity. She is a sophomore in high school and lives with her mom and two younger brothers. Her mom is a single mom who works two jobs to support the family. Michelle describes her mom as very loving and supportive, but she feels bad bothering her because she works so hard and juggles so much. Michelle tends to keep her feelings to herself. During freshman year, she was a straight A student and the number two player on the girl’s tennis team. During her freshman year, Michelle started questioning her sexuality. She never “felt quite right” but ignored those feelings. But now she is having a hard time ignoring them. She finds herself more interested in girls and while she does not know if she identifies with boys, she always thought of herself as a “tom boy,” but generally comfortable as a girl. As a sophomore, her grades are dropping and two months ago she quite the tennis team. Her mom keeps asking her if she is ok and her mother is very worried about her, but doesn’t know what to do to help. Michelle does not want to burden her mom with her problems and is afraid of how her mom will react if she tells her she likes girls, not boys. She is thinking it would be best if she had never been born.
Michelle feels scared, alone, confused and helpless and like no one will understand. She is terrified of kids finding out what she is struggling with so she has withdrawn and in recent months started thinking about ending her life. She attempted to cut her wrists, but survived the attempt. A teacher whom she trusts and connects with, Ms. Rausch, discovered this and has been supporting Michelle. Ms. Rausch has referred her to the school social worker. You are the school social worker doing the initial assessment.
1. How would you assess Michelle’s suicide? What are the appropriate assessment questions to ask her? How would you address her fear and confusion while assessing where she is with his feelings of suicide?
2. Develop a crisis intervention plan and immediate next steps. Who is involved with this?
3. Consider a long-term action and goals plan for Michelle after she recovers from the immediate crisis.

human service advocacy

“The Evolution of England’s Poor Laws and Their Impact on Modern Social Welfare Programs”

rewrite in my own words answering the following questions:
discuss whether there is any evidence that initial “poor laws” and programs designed to help the poor were evidence-based?
If so, please state your case with facts. If not, what were they based on? Provide an analysis on this.
The set of legislation that led to the creation of the Poor Law signified a change in how the impoverished in England were treated. The nation had previously relied on private charity to help the underprivileged. But as the impoverished population increased dramatically during the 16th century, this strategy was no longer effective. Many workers’ standards of living drastically declined, particularly in the countryside, as a result of factors such as population growth, poor harvests, rising food prices, and a decline in agricultural jobs. As the number of vagrants roaming the streets increased, it was evident that government intervention was necessary due to the severity of the issue. It established different classes for the impoverished and dictated how they were to be treated.
Those who were too young, too old, or too ill to work were considered the “deserving poor.” The people who were willing and able to work but couldn’t find employment were known as the “deserving unemployed.” The government decided these two groups deserved assistance. The third group, known as the “undeserving poor,” consisted of people who were able to work but chose to live a life of prostitution or crime instead. These individuals were subjected to severe penalties, such as public whippings. For over 200 years, England’s poor relief program was based on the Poor Law. Its maintenance costs were high despite the services it offered. The government’s obligation to help those in need financially was established by the Poor Laws, and social welfare programs like Medicaid, food stamps, and unemployment benefits still operate on this tenet today.
Having worked in the human services sector for a while, I can comprehend how the Poor Laws classified people according to their social class. That is comparable to our social class and welfare system as well as the world of today. The distinction lies in the fact that individuals who are deemed “undeserving poor” today might actually be undiagnosed cases of mental illness.
English poor laws. (2016, December 1). Social Welfare History Project.
Lane, S. R., Palley, E. S., & Shdaimah, C. S. (2019). Social welfare policy in a changing world. SAGE Publications.
The National Plan to End Poverty. (2020, August 21). The Poor Law of 1601 – the National Plan to End Poverty.

human service advocacy

Title: Macro Policy Advocacy Fact Sheet Project

You will be developing a one-page “Fact Sheet” which a macro policy advocate may distribute to elected and unelected governmental officials to utilize in educating them on an issue of macro policy change. For this assignment write one paragraph which describes the macro policy advocacy issue you will be researching as you begin to work on this fact sheet/final project. Your final fact sheet will include no less than five scholarly sources to support your “facts.”
Read Writing Effective Fact Sheets and Action Alerts to get a better understanding of how to be successful in completing this final project.
For this assignment, you must include an annotated bibliography of at least three sources that you will use as you develop your final course project, the “Fact Sheet.” For information on writing an annotated bibliography, refer to this SUNY Empire Library Subject Guide: Annotated Bibliographies. You will be graded on each of the 3 Parts of this project. Your instructor will prove a grade/feedback and you should be applying that feedback to the project to make continuous improvements.