Tag: Clinical & Abnormal Psychology

[Solved] Discussion

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Executive Solution Overview

– 2 years ago **files (2)** – ## week2.docx – ## ldr711A_v12_wk2_source_comparison_matrix.docx **## week2.docx** · Constructive criticism · Integrating feedback · Feedback and empowerment Paraphrase, in your own words, the meaning of each concept. Include a citation and reference for each sourc…

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Assignment Prompt & Instructions

– 2 years ago

**files (2)**

– ## week2.docx

– ## ldr711A_v12_wk2_source_comparison_matrix.docx

**## week2.docx**

· Constructive criticism

· Integrating feedback

· Feedback and empowerment

Paraphrase, in your own words, the meaning of each concept. Include a citation and reference for each source.

What does the ability to receive and integrate feedback say about you as a scholar-practitioner-leader? Explain.

Discussion 2

Review
[Distinguishing Sources by Type](https://multimedia.phoenix.edu/cms/202340283) and watch the accompanying video,
[Locating a Peer-Reviewed Journal](https://library.phoenix.edu/peer_reviewed), from the University Library.

Summarize what you learned about peer-reviewed literature. Explain why the use of peer-reviewed literature is important to the research community and to you as a practitioner leader.

3

· Zimmerman, E. L. (2018). What’s under the hood? The mechanics of leadership versus management.
_Supervision, 79_(10), 13–16.

· Porr, D. (2010). Toward more inclusive leadership pedagogy: Expanding the management versus leadership comparison.
_International Journal of Learning, 17_(5), 133–141.

**## ldr711A_v12_wk2_source_comparison_matrix.docx**

LDR/711A v12

Source Comparison Matrix

LDR/711A v12

Page 2 of 2

## ![](https://www.sweetstudy.com/questions/discussion-20883993)Source Comparison Matrix

Complete all three parts of this assignment the matrix, the reflection question response, and the evaluative discussion paper. This is more than a simple worksheet; be thorough and descriptive.

### Part 1: Matrix

**Complete** the table below. The first row has been completed as an example.

| | | |
| — | — | — |
| **Source Evaluation Criteria** | **Porr Article** | **Zimmerman Article** |
| Use of APA format for in-text citations and references | _Use of in-text citations_ | _No APA in-text citations_ |
| Authors’ credentials and affiliation | | |
| Source publication (Is the source peer-reviewed according to Ulrich’s?) | | |
| Scholarly writing (Comment on author’s use of scholarly writing.) | | |
| Use of supporting evidence | | |
| Value as a doctoral research source | | |

### Part 2: Reflection

Both articles addressed the same topic—leadership versus management. In at least 100 words, write about the insights you can gain from comparing the two sources’ research value. How will you apply these insights in your doctoral research?

Response:

### Part 3: Evaluative Discussion

Provide your response to the prompt using the pre-formatted paper template on the following pages.

Based on the Porr and Zimmerman readings,
**write** a 125-word evaluative discussion about the differences and similarities between management and leadership styles.

**Include** in-text citations and a reference list.

**Title of the Paper**

Your Name

Institution Name

Course Name

Instructor’s Name

Assignment Due Date

**Title of the Paper**

Begin the paper here. Double-space the entire document. Indent the first line by one-tab key (0.5 inches). University of Phoenix accepts one space after a period. The first paragraph is the introduction of every paper and does not contain a subheading. Provide a brief overview of the general topic and end with a preview of the topics discussed in the paper. Unless the paper is a self-assessment analysis or a reflection paper, never write using first-person language: I, me, my, mine, etc. Never write academic papers using second-person language: you, your, yours, etc. Using editorial “we” and “our” is not acceptable. For more information on writing style and grammar, review the APA manual, Chapter 4.

**References**

_Note: References are listed in alphabetical order. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional examples of reference formatting, see Chapter 10 of the APA manual._

**Journal Article Example**

Ainsworth, S., & Purss, A. (2009). Same time, next year?
_Personnel Review, 38_(3), 217–235.
[https://doi.org/10.1108/00483480910943304](https://doi.org/10.1108/00483480910943304)

**Authored Book Example**

Bateman, T. S., & Snell, S. A. (2007).
_Management: Leading and collaborating in a competitive world_(7th ed.). McGraw-Hill/Irwin.

**Chapter in an Edited Book** **Example**

Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.),
_The Sage handbook of qualitative research in psychology_ (pp. 179–195). Sage Publications.
[https://doi.org/10.4135/9781848607927.n11](https://doi.org/10.4135/9781848607927.n11)

**Magazine Article Example**

Kuttner, R. (2003, September 8). The great American pension-fund robbery.
_Business Week_, 24–26. http://www.businessweek.com/

**Dissertation Example**

Lisbon, E. I. (2010).
_A study of leadership preferences by generation._(Publication No. 3455137) [Doctoral dissertation, Our Lady of the Lake University]. ProQuest Dissertations and Theses Global.

**Webpage on a Website Example**

Moore, T. G. (2017, December).
_Self-compassion may improve resiliency_. Mayo Clinic.
[https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/self-compassion](https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/self-compassion)

**Website Example**

World Health Organization (2018, March).
_Questions and answers on immunization and vaccine safety_.
[https://www.who.int/mongolia/health-topics/vaccines/faq](https://www.who.int/mongolia/health-topics/vaccines/faq)

Copyright 2023 by University of Phoenix. All rights reserved.

Copyright 2023 by University of Phoenix. All rights reserved.

## image1.png

**## ldr711A_v12_wk2_source_comparison_matrix.docx**

LDR/711A v12

Source Comparison Matrix

LDR/711A v12

Page 2 of 2

## ![](https://www.sweetstudy.com/questions/discussion-20883993)Source Comparison Matrix

Complete all three parts of this assignment the matrix, the reflection question response, and the evaluative discussion paper. This is more than a simple worksheet; be thorough and descriptive.

### Part 1: Matrix

**Complete** the table below. The first row has been completed as an example.

| | | |
| — | — | — |
| **Source Evaluation Criteria** | **Porr Article** | **Zimmerman Article** |
| Use of APA format for in-text citations and references | _Use of in-text citations_ | _No APA in-text citations_ |
| Authors’ credentials and affiliation | | |
| Source publication (Is the source peer-reviewed according to Ulrich’s?) | | |
| Scholarly writing (Comment on author’s use of scholarly writing.) | | |
| Use of supporting evidence | | |
| Value as a doctoral research source | | |

### Part 2: Reflection

Both articles addressed the same topic—leadership versus management. In at least 100 words, write about the insights you can gain from comparing the two sources’ research value. How will you apply these insights in your doctoral research?

Response:

### Part 3: Evaluative Discussion

Provide your response to the prompt using the pre-formatted paper template on the following pages.

Based on the Porr and Zimmerman readings,
**write** a 125-word evaluative discussion about the differences and similarities between management and leadership styles.

**Include** in-text citations and a reference list.

**Title of the Paper**

Your Name

Institution Name

Course Name

Instructor’s Name

Assignment Due Date

**Title of the Paper**

Begin the paper here. Double-space the entire document. Indent the first line by one-tab key (0.5 inches). University of Phoenix accepts one space after a period. The first paragraph is the introduction of every paper and does not contain a subheading. Provide a brief overview of the general topic and end with a preview of the topics discussed in the paper. Unless the paper is a self-assessment analysis or a reflection paper, never write using first-person language: I, me, my, mine, etc. Never write academic papers using second-person language: you, your, yours, etc. Using editorial “we” and “our” is not acceptable. For more information on writing style and grammar, review the APA manual, Chapter 4.

**References**

_Note: References are listed in alphabetical order. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional examples of reference formatting, see Chapter 10 of the APA manual._

**Journal Article Example**

Ainsworth, S., & Purss, A. (2009). Same time, next year?
_Personnel Review, 38_(3), 217–235.
[https://doi.org/10.1108/00483480910943304](https://doi.org/10.1108/00483480910943304)

**Authored Book Example**

Bateman, T. S., & Snell, S. A. (2007).
_Management: Leading and collaborating in a competitive world_(7th ed.). McGraw-Hill/Irwin.

**Chapter in an Edited Book** **Example**

Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.),
_The Sage handbook of qualitative research in psychology_ (pp. 179–195). Sage Publications.
[https://doi.org/10.4135/9781848607927.n11](https://doi.org/10.4135/9781848607927.n11)

**Magazine Article Example**

Kuttner, R. (2003, September 8). The great American pension-fund robbery.
_Business Week_, 24–26. http://www.businessweek.com/

**Dissertation Example**

Lisbon, E. I. (2010).
_A study of leadership preferences by generation._(Publication No. 3455137) [Doctoral dissertation, Our Lady of the Lake University]. ProQuest Dissertations and Theses Global.

**Webpage on a Website Example**

Moore, T. G. (2017, December).
_Self-compassion may improve resiliency_. Mayo Clinic.
[https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/self-compassion](https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/self-compassion)

**Website Example**

World Health Organization (2018, March).
_Questions and answers on immunization and vaccine safety_.
[https://www.who.int/mongolia/health-topics/vaccines/faq](https://www.who.int/mongolia/health-topics/vaccines/faq)

Copyright 2023 by University of Phoenix. All rights reserved.

Copyright 2023 by University of Phoenix. All rights reserved.

## image1.png

**## week2.docx**

· Constructive criticism

· Integrating feedback

· Feedback and empowerment

Paraphrase, in your own words, the meaning of each concept. Include a citation and reference for each source.

What does the ability to receive and integrate feedback say about you as a scholar-practitioner-leader? Explain.

Discussion 2

Review
[Distinguishing Sources by Type](https://multimedia.phoenix.edu/cms/202340283) and watch the accompanying video,
[Locating a Peer-Reviewed Journal](https://library.phoenix.edu/peer_reviewed), from the University Library.

Summarize what you learned about peer-reviewed literature. Explain why the use of peer-reviewed literature is important to the research community and to you as a practitioner leader.

3

· Zimmerman, E. L. (2018). What’s under the hood? The mechanics of leadership versus management.
_Supervision, 79_(10), 13–16.

· Porr, D. (2010). Toward more inclusive leadership pedagogy: Expanding the management versus leadership comparison.
_International Journal of Learning, 17_(5), 133–141.

**## ldr711A_v12_wk2_source_comparison_matrix.docx**

LDR/711A v12

Source Comparison Matrix

LDR/711A v12

Page 2 of 2

## ![](https://www.sweetstudy.com/questions/discussion-20883993)Source Comparison Matrix

Complete all three parts of this assignment the matrix, the reflection question response, and the evaluative discussion paper. This is more than a simple worksheet; be thorough and descriptive.

### Part 1: Matrix

**Complete** the table below. The first row has been completed as an example.

| | | |
| — | — | — |
| **Source Evaluation Criteria** | **Porr Article** | **Zimmerman Article** |
| Use of APA format for in-text citations and references | _Use of in-text citations_ | _No APA in-text citations_ |
| Authors’ credentials and affiliation | | |
| Source publication (Is the source peer-reviewed according to Ulrich’s?) | | |
| Scholarly writing (Comment on author’s use of scholarly writing.) | | |
| Use of supporting evidence | | |
| Value as a doctoral research source | | |

### Part 2: Reflection

Both articles addressed the same topic—leadership versus management. In at least 100 words, write about the insights you can gain from comparing the two sources’ research value. How will you apply these insights in your doctoral research?

Response:

### Part 3: Evaluative Discussion

Provide your response to the prompt using the pre-formatted paper template on the following pages.

Based on the Porr and Zimmerman readings,
**write** a 125-word evaluative discussion about the differences and similarities between management and leadership styles.

**Include** in-text citations and a reference list.

**Title of the Paper**

Your Name

Institution Name

Course Name

Instructor’s Name

Assignment Due Date

**Title of the Paper**

Begin the paper here. Double-space the entire document. Indent the first line by one-tab key (0.5 inches). University of Phoenix accepts one space after a period. The first paragraph is the introduction of every paper and does not contain a subheading. Provide a brief overview of the general topic and end with a preview of the topics discussed in the paper. Unless the paper is a self-assessment analysis or a reflection paper, never write using first-person language: I, me, my, mine, etc. Never write academic papers using second-person language: you, your, yours, etc. Using editorial “we” and “our” is not acceptable. For more information on writing style and grammar, review the APA manual, Chapter 4.

**References**

_Note: References are listed in alphabetical order. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional examples of reference formatting, see Chapter 10 of the APA manual._

**Journal Article Example**

Ainsworth, S., & Purss, A. (2009). Same time, next year?
_Personnel Review, 38_(3), 217–235.
[https://doi.org/10.1108/00483480910943304](https://doi.org/10.1108/00483480910943304)

**Authored Book Example**

Bateman, T. S., & Snell, S. A. (2007).
_Management: Leading and collaborating in a competitive world_(7th ed.). McGraw-Hill/Irwin.

**Chapter in an Edited Book** **Example**

Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.),
_The Sage handbook of qualitative research in psychology_ (pp. 179–195). Sage Publications.
[https://doi.org/10.4135/9781848607927.n11](https://doi.org/10.4135/9781848607927.n11)

**Magazine Article Example**

Kuttner, R. (2003, September 8). The great American pension-fund robbery.
_Business Week_, 24–26. http://www.businessweek.com/

**Dissertation Example**

Lisbon, E. I. (2010).
_A study of leadership preferences by generation._(Publication No. 3455137) [Doctoral dissertation, Our Lady of the Lake University]. ProQuest Dissertations and Theses Global.

**Webpage on a Website Example**

Moore, T. G. (2017, December).
_Self-compassion may improve resiliency_. Mayo Clinic.
[https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/self-compassion](https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/self-compassion)

**Website Example**

World Health Organization (2018, March).
_Questions and answers on immunization and vaccine safety_.
[https://www.who.int/mongolia/health-topics/vaccines/faq](https://www.who.int/mongolia/health-topics/vaccines/faq)

Copyright 2023 by University of Phoenix. All rights reserved.

Copyright 2023 by University of Phoenix. All rights reserved.

## image1.png

**## week2.docx**

· Constructive criticism

· Integrating feedback

· Feedback and empowerment

Paraphrase, in your own words, the meaning of each concept. Include a citation and reference for each source.

What does the ability to receive and integrate feedback say about you as a scholar-practitioner-leader? Explain.

Discussion 2

Review
[Distinguishing Sources by Type](https://multimedia.phoenix.edu/cms/202340283) and watch the accompanying video,
[Locating a Peer-Reviewed Journal](https://library.phoenix.edu/peer_reviewed), from the University Library.

Summarize what you learned about peer-reviewed literature. Explain why the use of peer-reviewed literature is important to the research community and to you as a practitioner leader.

3

· Zimmerman, E. L. (2018). What’s under the hood? The mechanics of leadership versus management.
_Supervision, 79_(10), 13–16.

· Porr, D. (2010). Toward more inclusive leadership pedagogy: Expanding the management versus leadership comparison.
_International Journal of Learning, 17_(5), 133–141.

**## ldr711A_v12_wk2_source_comparison_matrix.docx**

LDR/711A v12

Source Comparison Matrix

LDR/711A v12

Page 2 of 2

## ![](https://www.sweetstudy.com/questions/discussion-20883993)Source Comparison Matrix

Complete all three parts of this assignment the matrix, the reflection question response, and the evaluative discussion paper. This is more than a simple worksheet; be thorough and descriptive.

### Part 1: Matrix

**Complete** the table below. The first row has been completed as an example.

| | | |
| — | — | — |
| **Source Evaluation Criteria** | **Porr Article** | **Zimmerman Article** |
| Use of APA format for in-text citations and references | _Use of in-text citations_ | _No APA in-text citations_ |
| Authors’ credentials and affiliation | | |
| Source publication (Is the source peer-reviewed according to Ulrich’s?) | | |
| Scholarly writing (Comment on author’s use of scholarly writing.) | | |
| Use of supporting evidence | | |
| Value as a doctoral research source | | |

### Part 2: Reflection

Both articles addressed the same topic—leadership versus management. In at least 100 words, write about the insights you can gain from comparing the two sources’ research value. How will you apply these insights in your doctoral research?

Response:

### Part 3: Evaluative Discussion

Provide your response to the prompt using the pre-formatted paper template on the following pages.

Based on the Porr and Zimmerman readings,
**write** a 125-word evaluative discussion about the differences and similarities between management and leadership styles.

**Include** in-text citations and a reference list.

**Title of the Paper**

Your Name

Institution Name

Course Name

Instructor’s Name

Assignment Due Date

**Title of the Paper**

Begin the paper here. Double-space the entire document. Indent the first line by one-tab key (0.5 inches). University of Phoenix accepts one space after a period. The first paragraph is the introduction of every paper and does not contain a subheading. Provide a brief overview of the general topic and end with a preview of the topics discussed in the paper. Unless the paper is a self-assessment analysis or a reflection paper, never write using first-person language: I, me, my, mine, etc. Never write academic papers using second-person language: you, your, yours, etc. Using editorial “we” and “our” is not acceptable. For more information on writing style and grammar, review the APA manual, Chapter 4.

**References**

_Note: References are listed in alphabetical order. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional examples of reference formatting, see Chapter 10 of the APA manual._

**Journal Article Example**

Ainsworth, S., & Purss, A. (2009). Same time, next year?
_Personnel Review, 38_(3), 217–235.
[https://doi.org/10.1108/00483480910943304](https://doi.org/10.1108/00483480910943304)

**Authored Book Example**

Bateman, T. S., & Snell, S. A. (2007).
_Management: Leading and collaborating in a competitive world_(7th ed.). McGraw-Hill/Irwin.

**Chapter in an Edited Book** **Example**

Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.),
_The Sage handbook of qualitative research in psychology_ (pp. 179–195). Sage Publications.
[https://doi.org/10.4135/9781848607927.n11](https://doi.org/10.4135/9781848607927.n11)

**Magazine Article Example**

Kuttner, R. (2003, September 8). The great American pension-fund robbery.
_Business Week_, 24–26. http://www.businessweek.com/

**Dissertation Example**

Lisbon, E. I. (2010).
_A study of leadership preferences by generation._(Publication No. 3455137) [Doctoral dissertation, Our Lady of the Lake University]. ProQuest Dissertations and Theses Global.

**Webpage on a Website Example**

Moore, T. G. (2017, December).
_Self-compassion may improve resiliency_. Mayo Clinic.
[https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/self-compassion](https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/self-compassion)

**Website Example**

World Health Organization (2018, March).
_Questions and answers on immunization and vaccine safety_.
[https://www.who.int/mongolia/health-topics/vaccines/faq](https://www.who.int/mongolia/health-topics/vaccines/faq)

Copyright 2023 by University of Phoenix. All rights reserved.

Copyright 2023 by University of Phoenix. All rights reserved.

## image1.png

November 5, 2026
[Solved] discussion 3

✓ Verified Academic Solution Available

Executive Solution Overview

**For the week's topics of** **Mood Disorders, analyze the primary arguments presented in either one of additional articles posted on Canvas** _**OR**_ **a relevant empirical, peer-reviewed article of your choosing.** **Discuss how the author's perspective contributes to the broader academic convers…

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Assignment Prompt & Instructions

**For the week's topics of** **Mood Disorders, analyze the primary arguments presented in either one of additional articles posted on Canvas** _**OR**_ **a relevant empirical, peer-reviewed article of your choosing.**

**Discuss how the author's perspective contributes to the broader academic conversation on these subjects. Reflect on the strengths and limitations of the author's arguments, providing specific examples from the text. Include your critical evaluation of the evidence presented and how it supports or contradicts other sources you have encountered or your current knowledge of the study of abnormal child psychology. Ensure you properly cite (APA formatting, 7th edition) the additional articles from Canvas in your discussion.**

**Feel free to let me know if you need any more assistance.**

– [\
\
Miklowitz2020.pdf](https://www.sweetstudy.com/files/miklowitz2020-pdf "Miklowitz2020.pdf")
– [\
\
Benarous2020.pdf](https://www.sweetstudy.com/files/benarous2020-pdf "Benarous2020.pdf")

– 2 years ago

November 5, 2026
[Solved] HUM Week 4 Journal

✓ Verified Academic Solution Available

Executive Solution Overview

see attached – 2 years ago **files (1)** – ## HUM5010Week4Journal.docx **## HUM5010Week4Journal.docx** Week 4 – Journal Working with a Victim of Sexual Offenses or Violent Crime or Offender **Prior to beginning work on this learning activity, read Chapter 13 in the required text**. Locate a job desc…

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

see attached

– 2 years ago

**files (1)**

– ## HUM5010Week4Journal.docx

**## HUM5010Week4Journal.docx**

Week 4 – Journal

Working with a Victim of Sexual Offenses or Violent Crime or Offender

**Prior to beginning work on this learning activity, read Chapter 13 in the required text**. Locate a job description in a local, regional, or national job search engine that advertises a human services-related position working with either victims of sexual offenses or violent crime or working with the offenders of one or both of these crimes. Reflecting on your personality, life experiences, and skill sets, which would you be more comfortable working with (either directly or indirectly) as a human services professional: Victim or offender? Explain your conclusions. This journal should contain between 300 and 500 words. Please include the job posting link and copied and pasted job description with your submission.

Text

Martin, M. E. (2018).
[_Introduction to human services: Through the eyes of practice settings_](https://uagc.instructure.com/courses/141475/modules/items/7219376) (4th ed.). Pearson.

**## HUM5010Week4Journal.docx**

Week 4 – Journal

Working with a Victim of Sexual Offenses or Violent Crime or Offender

**Prior to beginning work on this learning activity, read Chapter 13 in the required text**. Locate a job description in a local, regional, or national job search engine that advertises a human services-related position working with either victims of sexual offenses or violent crime or working with the offenders of one or both of these crimes. Reflecting on your personality, life experiences, and skill sets, which would you be more comfortable working with (either directly or indirectly) as a human services professional: Victim or offender? Explain your conclusions. This journal should contain between 300 and 500 words. Please include the job posting link and copied and pasted job description with your submission.

Text

Martin, M. E. (2018).
[_Introduction to human services: Through the eyes of practice settings_](https://uagc.instructure.com/courses/141475/modules/items/7219376) (4th ed.). Pearson.

November 5, 2026
[Solved] HUM Week 4 Discussion Forum

✓ Verified Academic Solution Available

Executive Solution Overview

See attached – 2 years ago **files (1)** – ## HUM5010Week4DB.docx **## HUM5010Week4DB.docx** **Week 4 – Discussion Forum** | | | — | | **Ethics** | **Prior to beginning work on this discussion forum, read Chapter 3 in the assigned text.** Imagine you are a human service professional bound by gener…

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$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

See attached

– 2 years ago

**files (1)**

– ## HUM5010Week4DB.docx

**## HUM5010Week4DB.docx**

**Week 4 – Discussion Forum**

| |
| — |
| **Ethics** |

**Prior to beginning work on this discussion forum, read Chapter 3 in the assigned text.**

Imagine you are a human service professional bound by general ethical principles, but also by the agency policies of your employer. Your agency only provides career assistance; all other assistance is a referral to other resources. The client is in a situation where they cannot afford clothes for interviews, and your agency provides no monetary assistance. Other options have been exhausted, and you are contemplating paying for an outfit yourself because this client is sincerely trying to become self-sufficient.

Utilize the four assumptions of Kitchener’s model of ethical decision-making and, following a National Organization of Human Services (NOHS) ethical principle, arrive at a rationale for paying or not paying for an outfit for the client. Your initial post should be at least 350 words.

Text

Martin, M. E. (2018).
[_Introduction to human services: Through the eyes of practice settings_](https://uagc.instructure.com/courses/141475/modules/items/7219376) (4th ed.). Pearson.

**## HUM5010Week4DB.docx**

**Week 4 – Discussion Forum**

| |
| — |
| **Ethics** |

**Prior to beginning work on this discussion forum, read Chapter 3 in the assigned text.**

Imagine you are a human service professional bound by general ethical principles, but also by the agency policies of your employer. Your agency only provides career assistance; all other assistance is a referral to other resources. The client is in a situation where they cannot afford clothes for interviews, and your agency provides no monetary assistance. Other options have been exhausted, and you are contemplating paying for an outfit yourself because this client is sincerely trying to become self-sufficient.

Utilize the four assumptions of Kitchener’s model of ethical decision-making and, following a National Organization of Human Services (NOHS) ethical principle, arrive at a rationale for paying or not paying for an outfit for the client. Your initial post should be at least 350 words.

Text

Martin, M. E. (2018).
[_Introduction to human services: Through the eyes of practice settings_](https://uagc.instructure.com/courses/141475/modules/items/7219376) (4th ed.). Pearson.

November 5, 2026
[Solved] HUM Week 4 Learning Activity

✓ Verified Academic Solution Available

Executive Solution Overview

see attached – 2 years ago **files (1)** – ## HUM5010Week4LearningActivity.docx **## HUM5010Week4LearningActivity.docx** Week 4 – Learning Activity Domestic Violence **Prior to beginning work on this learning activity, read Chapter 13** in the required text. Select a type of violence that you explor…

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Assignment Prompt & Instructions

see attached

– 2 years ago

**files (1)**

– ## HUM5010Week4LearningActivity.docx

**## HUM5010Week4LearningActivity.docx**

Week 4 – Learning Activity

Domestic Violence

**Prior to beginning work on this learning activity, read Chapter 13** in the required text. Select a type of violence that you explored in the text and recommended resources (intimate partner violence, rape, sexual assault, hate crimes involving the LGBTQ+ population, and gang activity). Create a three- to five-slide PowerPoint with notes (see
[_How to Make a PowerPoint Presentation_ Links to an external site.](https://writingcenter.uagc.edu/how-make-powerpoint-presentation) for assistance) explaining the type of violence and the most effective treatment for the offender, with at least two scholarly, peer-reviewed or other credible sources. The
[_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. In addition, look up statistics in your area detailing the prevalence of the crime and including this in your slide presentation.

Text

Martin, M. E. (2018).
[_Introduction to human services: Through the eyes of practice settings_](https://uagc.instructure.com/courses/141475/modules/items/7219376) (4th ed.). Pearson.

**## HUM5010Week4LearningActivity.docx**

Week 4 – Learning Activity

Domestic Violence

**Prior to beginning work on this learning activity, read Chapter 13** in the required text. Select a type of violence that you explored in the text and recommended resources (intimate partner violence, rape, sexual assault, hate crimes involving the LGBTQ+ population, and gang activity). Create a three- to five-slide PowerPoint with notes (see
[_How to Make a PowerPoint Presentation_ Links to an external site.](https://writingcenter.uagc.edu/how-make-powerpoint-presentation) for assistance) explaining the type of violence and the most effective treatment for the offender, with at least two scholarly, peer-reviewed or other credible sources. The
[_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. In addition, look up statistics in your area detailing the prevalence of the crime and including this in your slide presentation.

Text

Martin, M. E. (2018).
[_Introduction to human services: Through the eyes of practice settings_](https://uagc.instructure.com/courses/141475/modules/items/7219376) (4th ed.). Pearson.

November 5, 2026
[Solved] The Client Records

✓ Verified Academic Solution Available

Executive Solution Overview

Scenario: You are a case manager at a community mental health center. Your client, Maria, is a 35-year-old woman seeking counseling for anxiety and depression. Maria has disclosed sensitive information about her family history, current living situation, and personal struggles. During one of your ses…

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Assignment Prompt & Instructions

Scenario: You are a case manager at a community mental health center. Your client, Maria, is a 35-year-old woman seeking counseling for anxiety and depression. Maria has disclosed sensitive information about her family history, current living situation, and personal struggles. During one of your sessions, Maria confides that she is experiencing domestic violence at home but is afraid to leave due to financial dependency and fear for her safety.

As her case manager, you are responsible for maintaining her confidentiality while ensuring her safety. Additionally, you are required to document her case details accurately and securely in both physical and digital records. One day, while discussing Maria's case with a colleague in a semi-private setting, another client overhears part of the conversation. This incident raises concerns about maintaining confidentiality and the integrity of your professional conduct. You also realize that the digital records system recently had a security breach, potentially exposing client information.

Using the described scenario:

· Briefly summarize the scenario, Including at least two key ethical issues that arise.

· Discuss the importance of maintaining client confidentiality, particularly in Maria’s situation.

· Reflect on the potential impact of the overheard conversation on Maria’s trust and willingness to share information.

· Consider strategies to prevent breaches of confidentiality in similar situations.

· Discuss how the incident of discussing Maria's case in a semi-private setting could be perceived as a lapse in integrity.

· Propose ways to uphold integrity in all client interactions and communications.

· Discuss the importance of securing client records, especially in light of the recent digital security breach.

· Reflect on the potential consequences of exposed client information for Maria and other clients.

· Finally, explain how adhering to NOHS ethical standards 3, 8, and 9 contributes to professional excellence and client trust.

· Consider any personal insights or lessons learned from reflecting on this scenario.

See attachment for further instructions.

– [\
\
Week2-Assignment.docx](https://www.sweetstudy.com/files/week2-assignment-docx-10190245 "Week2-Assignment.docx")

– 2 years ago

November 5, 2026
[Solved] Substance abuse disorder presentation

✓ Verified Academic Solution Available

Executive Solution Overview

Power Presentation: a substance use disorder topic of your choice that you present to your peers and instructor. Title Slide Epidemiology Risk factors The common and uncommon subjective and objective findings The differentials to consider for your topic and the diagnostic workup needed to determine …

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Assignment Prompt & Instructions

Power Presentation: a substance use disorder topic of your choice that you present to your peers and instructor.

Title Slide

Epidemiology

Risk factors

The common and uncommon subjective and objective findings

The differentials to consider for your topic and the diagnostic workup needed to determine the diagnosis

The potential abnormal findings of your chosen topic

A plan of care including pharmacologic, non-pharmacologic interventions, education, health promotion and maintenance, psychosocial needs, and referrals

Reference list in APA format

– 2 years ago

November 5, 2026
[Solved] Psychology Dobson 4-MAT Book Review Assignment

✓ Verified Academic Solution Available

Executive Solution Overview

Please see the attached Instructions and Reading for the Agency – 2 years ago **files (5)** – ## Avnerchapter3.docx – SireChapter1and21.docx – Sirechapter3-4.docx – Sire2009Chapters5-6.docx – AudioTranscriptModule6.docx **## Avnerchapter3.docx** **_Avner chapter 3: Sustaining The Cycle Of Advocacy: …

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Assignment Prompt & Instructions

Please see the attached Instructions and Reading for the Agency

– 2 years ago

**files (5)**

– ## Avnerchapter3.docx

– SireChapter1and21.docx
– Sirechapter3-4.docx
– Sire2009Chapters5-6.docx
– AudioTranscriptModule6.docx

**## Avnerchapter3.docx**

**_Avner chapter 3: Sustaining The Cycle Of Advocacy: Expanding Impact Through Civic Engagement_**

Avner, M. (2013).
_The Lobbying and Advocacy Handbook for Nonprofit Organizations_ (2nd ed.). Turner Publishing.
[https://mbsdirect.vitalsource.com/books/9781618588555](https://mbsdirect.vitalsource.com/books/9781618588555)

ONTRIBUTOR, JEFF NARABROOK

You have created your advocacy campaign and are ready to go. Congratulations! We hope you are ready to win and that you are in it for the long haul. While specific policy initiatives may be focused on a single legislative session or local-government budget cycle, major social change takes years if not decades to realize. That is why your ongoing advocacy work will be strongest if you adopt a cyclical (rather than linear) model of change. This not only helps insulate your efforts from the vagaries of political fortunes but, done well, even allows you to create favorable conditions to advance your issues.

This Handbook has emphasized attention to sustained work on the Cycle of Advocacy, above. Civic engagement in elections follows a complementary path, the Cycle of Elections. The cycle of civic engagement reflects the ongoing process of engaging voters as part of the approach to improving policies. In our democracy, we elect representatives and hold them accountable for their policy choices in an ongoing sequence of elections. Nonprofits have an impact on policy choices through advocacy and, in elections, through promoting voter participation. Civic engagement may already be a part of your campaign, such as mobilizing community-based support for your position or hosting public discussions on issues. Nonpartisan voter engagement is a particularly powerful form of civic engagement that can advance your cause for the long term.

Advocacy campaigns benefit immensely from an informed voting public that shapes candidates, elects them, and holds them accountable once in office. Your organization can and should play a part in that process. While a 501(c)(3) nonprofit organization may not support or oppose, explicitly or implicitly, a candidate or party for public office, there are dozens of legal and effective ways to educate and mobilize voters. When you do this, you not only keep the spotlight on your issues but also build a base of voters to tap later for grassroots activism.

Many organizations advocate for and with people who are disproportionately on the margins of the political process, are less likely to know how to participate and vote at lower rates. Young people, those who are in poverty, and people with only a high school education or less vote at much lower rates. Such disparities can weaken your advocacy campaign. When the lack of voter participation severs the connection between communities and elected officials, fewer of their issues will be heard, and legislators will be less responsive to community needs. Elected officials feel accountable to those who show up at the polls.

The good news is that nonprofits already have the skills and assets needed to be successful at voter engagement. Your organization already interacts with potential voters who are clients, constituents, staff, volunteers, or board members. When trusted organizations engage voters, they tend to be more willing and interested in participating. Moreover, as nonpartisan entities, you can promote issues that matter to voters without wading into partisan electoral politics. All these conditions position your organization for success in voter registration, voter education, and voter mobilization.

Voter registration is required to vote in nearly every state and is an important first step. When planning voter-engagement activities, consider the kind of contact you already have with your constituents, members, and volunteers. How can you maximize these interactions as an opportunity for voter registration? Registration drives should educate the public about the importance of voting, and activities cannot show bias for or against any candidate or party. Nonprofits can target areas in nonpartisan ways. For instance, you may target low-turnout areas, low-income populations, minority populations, students, and the areas or people you serve.

Once your nonprofit registers a voter, there are many opportunities to educate him or her about issues and the voting process and to make sure they get to the polls on Election Day. You may choose to host or co-sponsor a candidate forum to help your community familiarize itself with candidates and where they stand on the issues. Likewise, you can create and distribute nonpartisan candidate questionnaires or voter guides. These activities must be open to all candidates, be conducted in a balanced way, and include a broad range of nonpartisan questions for the candidates.

Many organizations also create fact sheets and information on the key issues that affect their organization or the people they serve. During an election year, these may be included as a part of your voter-education efforts. Organizations can demystify the voting process by explaining where, when, and how to vote. You can also provide information about who is on the ballot and any ballot-measure questions in play by providing sample ballots.

Voter-mobilization activities help motivate and assist potential voters to get to their polling places and cast their ballot. In the days and months leading up the election, having conversations with voters can be very effective. Remind them to vote and ask if they know where and when to vote. You can do this through face-to-face conversations at your office, organized community door-knocks, or phone banks to supporters and participants of your organization. You may also decide to host an Election Day celebration in the community to tap into the social nature of civic participation. Some organizations distribute door-hangers, send direct-mail pieces, and pass out leaflets and other handouts with basic information about polling-place hours and where to call for assistance in locating their polling place. Nonprofits can also provide transportation for voters to the polls.

In addition to connecting candidates to voters, you can make presentations on your organization's issue to political-party platform committees, campaign staff, candidates, media, and the public. Just as elected officials rely on community knowledge and expertise to inform their policy work, so too do candidates rely on organizations to brief them on important issues in their community. Consider sending an informational packet to the slate of candidates running for a particular office. After the election, you can loop back to the winners and continue building their knowledge and your relationship with them.

Nonprofits can ask voters to support or oppose ballot-measure questions, which the IRS classifies as direct lobbying and not electioneering (IRS guidelines regulating your total amount of lobbying still pertain). You can adopt an organizational position for or against a question; educate staff, board, donors, volunteers, and program participants about what it means; or connect to a ballot-measure campaign to provide resources, such as space, staff time, e-mail lists, or funding.

Your voter-engagement work connects back to your legislative advocacy in a powerful way. To maximize your impact, find ways to gather contact information for those you engage (if you do not have it already) so that, after the election, you can match those lists to the public voting roles. When your issues are up for action in the legislature, call upon this unique set of voters who have a stake in the issue and bring with them the power of their constituency.

The following checklist comes from Nonprofit VOTE, a national nonprofit that assists nonprofits in helping the people they serve to vote. Find more factsheets, toolkits, and state-specific rules at www.nonprofitvote.org.

Getting started with voter engagement: A CHECKLIST

Contributed by Josh Wise

Get started

Before you begin, think about why this work is important. Make a list of the benefits to your organization, your community, and the individuals you serve. This might include advancing your issues, building clout, or empowering your clients by promoting engaged and active citizenship.

Capacity

Get buy-in from your Executive Director or other leadership

Choose a staff lead who can involve and motivate other staff and volunteers

Consider ways to engage the people you serve in your election activities

Identify assistance and resources from a community partner, your local or state elections office

Knowledge

Understand the guidelines for 501(c)(3)s on how to stay nonpartisan

Learn about voting in your state—deadlines, how to register, and early voting options

Find out what's on the ballot in your locality and state for the upcoming election

Plans

Choose your target audience—clients, constituents, staff, your local community, or others

Select appropriate opportunities for engagement: as part of daily services, in classes, at trainings or events, as a project for a youth group, or incorporated into community outreach

Create a specific timeline for your plan

Voter registration

Decide on your approach. Some nonprofits actively register voters, while others focus on promoting registration by announcing deadlines, making forms available, or helping voters register online. If you plan to conduct voter registration make sure to:

Familiarize yourself with your state's voter registration procedures at www.canivote.org.

Set concrete and attainable goals and tie them to deadlines

Target pre-existing opportunities—as part of services, tabling in your lobby, at events, or in the community at citizenship ceremonies, graduations, or other events

Enlist volunteers and staff to enhance your efforts

Engaging candidates

Plan at least one activity that engages local candidates on your issues.

Identify a race that's important to your community—city council, mayor, state representative, congressional representative, or others

Choose from five main candidate engagement options: Candidate Forums, Candidate Appearances, Sharing Research, Candidate Questionnaires, or Asking Questions at events

Be familiar with nonpartisan guidelines for candidate work, which requires equal treatment of all candidates in the same race

Ballot measures

The majority of states ask voters to weigh in on laws, referendums, constitutional amendments, local bond issues for public programs, and other issues.

Find out if any ballot measures, amendments, or other questions are on the ballot

Learn what 501(c)(3) nonprofits can do to influence passage and educate the public

Decide your approach: Will you take a position for or against the issue? Or will you stay neutral and share nonpartisan information highlighting both sides of the issue?

Voter education

There are two kinds of voter education. The first covers the when, where, and how of voting, while the second identifies what's on the ballot.

Identify voter-education opportunities at your events, classes, and in your communications

Develop an internal and external communications plan for the election

Get out the vote and Election Day

Don't forget that some of the most important work happens near and on Election Day when you encourage, help, and mobilize your community to vote. The final push takes preparation and a clear understanding of the payoff: research shows that the most effective messages come from trusted messengers—people of similar interests and backgrounds—made in-person or through peer-to-peer social media. You can activate voters simply by:

Promoting early voting by mail or in person

Providing personal reminders

Giving out information to help your community vote—help lines or polling hours and locations

Linking the election to the future of your issue or nonprofit services

Making Election Day special by treating it as a holiday for democracy!

See the sample materials on the following page for Voter Registration Drives. For additional materials and ongoing updates, go to
[www.mnparticipationproject.org](http://www.mnparticipationproject.org/).

**SireChapter1and21.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sirechapter1and21-docx)

**Sirechapter3-4.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sirechapter3-4-docx-10200013)

**Sire2009Chapters5-6.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sire2009chapters5-6-docx-10200009)

**AudioTranscriptModule6.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/audiotranscriptmodule6-docx)

**AudioTranscriptModule6.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/audiotranscriptmodule6-docx)

**## Avnerchapter3.docx**

**_Avner chapter 3: Sustaining The Cycle Of Advocacy: Expanding Impact Through Civic Engagement_**

Avner, M. (2013).
_The Lobbying and Advocacy Handbook for Nonprofit Organizations_ (2nd ed.). Turner Publishing.
[https://mbsdirect.vitalsource.com/books/9781618588555](https://mbsdirect.vitalsource.com/books/9781618588555)

ONTRIBUTOR, JEFF NARABROOK

You have created your advocacy campaign and are ready to go. Congratulations! We hope you are ready to win and that you are in it for the long haul. While specific policy initiatives may be focused on a single legislative session or local-government budget cycle, major social change takes years if not decades to realize. That is why your ongoing advocacy work will be strongest if you adopt a cyclical (rather than linear) model of change. This not only helps insulate your efforts from the vagaries of political fortunes but, done well, even allows you to create favorable conditions to advance your issues.

This Handbook has emphasized attention to sustained work on the Cycle of Advocacy, above. Civic engagement in elections follows a complementary path, the Cycle of Elections. The cycle of civic engagement reflects the ongoing process of engaging voters as part of the approach to improving policies. In our democracy, we elect representatives and hold them accountable for their policy choices in an ongoing sequence of elections. Nonprofits have an impact on policy choices through advocacy and, in elections, through promoting voter participation. Civic engagement may already be a part of your campaign, such as mobilizing community-based support for your position or hosting public discussions on issues. Nonpartisan voter engagement is a particularly powerful form of civic engagement that can advance your cause for the long term.

Advocacy campaigns benefit immensely from an informed voting public that shapes candidates, elects them, and holds them accountable once in office. Your organization can and should play a part in that process. While a 501(c)(3) nonprofit organization may not support or oppose, explicitly or implicitly, a candidate or party for public office, there are dozens of legal and effective ways to educate and mobilize voters. When you do this, you not only keep the spotlight on your issues but also build a base of voters to tap later for grassroots activism.

Many organizations advocate for and with people who are disproportionately on the margins of the political process, are less likely to know how to participate and vote at lower rates. Young people, those who are in poverty, and people with only a high school education or less vote at much lower rates. Such disparities can weaken your advocacy campaign. When the lack of voter participation severs the connection between communities and elected officials, fewer of their issues will be heard, and legislators will be less responsive to community needs. Elected officials feel accountable to those who show up at the polls.

The good news is that nonprofits already have the skills and assets needed to be successful at voter engagement. Your organization already interacts with potential voters who are clients, constituents, staff, volunteers, or board members. When trusted organizations engage voters, they tend to be more willing and interested in participating. Moreover, as nonpartisan entities, you can promote issues that matter to voters without wading into partisan electoral politics. All these conditions position your organization for success in voter registration, voter education, and voter mobilization.

Voter registration is required to vote in nearly every state and is an important first step. When planning voter-engagement activities, consider the kind of contact you already have with your constituents, members, and volunteers. How can you maximize these interactions as an opportunity for voter registration? Registration drives should educate the public about the importance of voting, and activities cannot show bias for or against any candidate or party. Nonprofits can target areas in nonpartisan ways. For instance, you may target low-turnout areas, low-income populations, minority populations, students, and the areas or people you serve.

Once your nonprofit registers a voter, there are many opportunities to educate him or her about issues and the voting process and to make sure they get to the polls on Election Day. You may choose to host or co-sponsor a candidate forum to help your community familiarize itself with candidates and where they stand on the issues. Likewise, you can create and distribute nonpartisan candidate questionnaires or voter guides. These activities must be open to all candidates, be conducted in a balanced way, and include a broad range of nonpartisan questions for the candidates.

Many organizations also create fact sheets and information on the key issues that affect their organization or the people they serve. During an election year, these may be included as a part of your voter-education efforts. Organizations can demystify the voting process by explaining where, when, and how to vote. You can also provide information about who is on the ballot and any ballot-measure questions in play by providing sample ballots.

Voter-mobilization activities help motivate and assist potential voters to get to their polling places and cast their ballot. In the days and months leading up the election, having conversations with voters can be very effective. Remind them to vote and ask if they know where and when to vote. You can do this through face-to-face conversations at your office, organized community door-knocks, or phone banks to supporters and participants of your organization. You may also decide to host an Election Day celebration in the community to tap into the social nature of civic participation. Some organizations distribute door-hangers, send direct-mail pieces, and pass out leaflets and other handouts with basic information about polling-place hours and where to call for assistance in locating their polling place. Nonprofits can also provide transportation for voters to the polls.

In addition to connecting candidates to voters, you can make presentations on your organization's issue to political-party platform committees, campaign staff, candidates, media, and the public. Just as elected officials rely on community knowledge and expertise to inform their policy work, so too do candidates rely on organizations to brief them on important issues in their community. Consider sending an informational packet to the slate of candidates running for a particular office. After the election, you can loop back to the winners and continue building their knowledge and your relationship with them.

Nonprofits can ask voters to support or oppose ballot-measure questions, which the IRS classifies as direct lobbying and not electioneering (IRS guidelines regulating your total amount of lobbying still pertain). You can adopt an organizational position for or against a question; educate staff, board, donors, volunteers, and program participants about what it means; or connect to a ballot-measure campaign to provide resources, such as space, staff time, e-mail lists, or funding.

Your voter-engagement work connects back to your legislative advocacy in a powerful way. To maximize your impact, find ways to gather contact information for those you engage (if you do not have it already) so that, after the election, you can match those lists to the public voting roles. When your issues are up for action in the legislature, call upon this unique set of voters who have a stake in the issue and bring with them the power of their constituency.

The following checklist comes from Nonprofit VOTE, a national nonprofit that assists nonprofits in helping the people they serve to vote. Find more factsheets, toolkits, and state-specific rules at www.nonprofitvote.org.

Getting started with voter engagement: A CHECKLIST

Contributed by Josh Wise

Get started

Before you begin, think about why this work is important. Make a list of the benefits to your organization, your community, and the individuals you serve. This might include advancing your issues, building clout, or empowering your clients by promoting engaged and active citizenship.

Capacity

Get buy-in from your Executive Director or other leadership

Choose a staff lead who can involve and motivate other staff and volunteers

Consider ways to engage the people you serve in your election activities

Identify assistance and resources from a community partner, your local or state elections office

Knowledge

Understand the guidelines for 501(c)(3)s on how to stay nonpartisan

Learn about voting in your state—deadlines, how to register, and early voting options

Find out what's on the ballot in your locality and state for the upcoming election

Plans

Choose your target audience—clients, constituents, staff, your local community, or others

Select appropriate opportunities for engagement: as part of daily services, in classes, at trainings or events, as a project for a youth group, or incorporated into community outreach

Create a specific timeline for your plan

Voter registration

Decide on your approach. Some nonprofits actively register voters, while others focus on promoting registration by announcing deadlines, making forms available, or helping voters register online. If you plan to conduct voter registration make sure to:

Familiarize yourself with your state's voter registration procedures at www.canivote.org.

Set concrete and attainable goals and tie them to deadlines

Target pre-existing opportunities—as part of services, tabling in your lobby, at events, or in the community at citizenship ceremonies, graduations, or other events

Enlist volunteers and staff to enhance your efforts

Engaging candidates

Plan at least one activity that engages local candidates on your issues.

Identify a race that's important to your community—city council, mayor, state representative, congressional representative, or others

Choose from five main candidate engagement options: Candidate Forums, Candidate Appearances, Sharing Research, Candidate Questionnaires, or Asking Questions at events

Be familiar with nonpartisan guidelines for candidate work, which requires equal treatment of all candidates in the same race

Ballot measures

The majority of states ask voters to weigh in on laws, referendums, constitutional amendments, local bond issues for public programs, and other issues.

Find out if any ballot measures, amendments, or other questions are on the ballot

Learn what 501(c)(3) nonprofits can do to influence passage and educate the public

Decide your approach: Will you take a position for or against the issue? Or will you stay neutral and share nonpartisan information highlighting both sides of the issue?

Voter education

There are two kinds of voter education. The first covers the when, where, and how of voting, while the second identifies what's on the ballot.

Identify voter-education opportunities at your events, classes, and in your communications

Develop an internal and external communications plan for the election

Get out the vote and Election Day

Don't forget that some of the most important work happens near and on Election Day when you encourage, help, and mobilize your community to vote. The final push takes preparation and a clear understanding of the payoff: research shows that the most effective messages come from trusted messengers—people of similar interests and backgrounds—made in-person or through peer-to-peer social media. You can activate voters simply by:

Promoting early voting by mail or in person

Providing personal reminders

Giving out information to help your community vote—help lines or polling hours and locations

Linking the election to the future of your issue or nonprofit services

Making Election Day special by treating it as a holiday for democracy!

See the sample materials on the following page for Voter Registration Drives. For additional materials and ongoing updates, go to
[www.mnparticipationproject.org](http://www.mnparticipationproject.org/).

**SireChapter1and21.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sirechapter1and21-docx)

**Sirechapter3-4.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sirechapter3-4-docx-10200013)

**Sire2009Chapters5-6.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sire2009chapters5-6-docx-10200009)

**AudioTranscriptModule6.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/audiotranscriptmodule6-docx)

**## Avnerchapter3.docx**

**_Avner chapter 3: Sustaining The Cycle Of Advocacy: Expanding Impact Through Civic Engagement_**

Avner, M. (2013).
_The Lobbying and Advocacy Handbook for Nonprofit Organizations_ (2nd ed.). Turner Publishing.
[https://mbsdirect.vitalsource.com/books/9781618588555](https://mbsdirect.vitalsource.com/books/9781618588555)

ONTRIBUTOR, JEFF NARABROOK

You have created your advocacy campaign and are ready to go. Congratulations! We hope you are ready to win and that you are in it for the long haul. While specific policy initiatives may be focused on a single legislative session or local-government budget cycle, major social change takes years if not decades to realize. That is why your ongoing advocacy work will be strongest if you adopt a cyclical (rather than linear) model of change. This not only helps insulate your efforts from the vagaries of political fortunes but, done well, even allows you to create favorable conditions to advance your issues.

This Handbook has emphasized attention to sustained work on the Cycle of Advocacy, above. Civic engagement in elections follows a complementary path, the Cycle of Elections. The cycle of civic engagement reflects the ongoing process of engaging voters as part of the approach to improving policies. In our democracy, we elect representatives and hold them accountable for their policy choices in an ongoing sequence of elections. Nonprofits have an impact on policy choices through advocacy and, in elections, through promoting voter participation. Civic engagement may already be a part of your campaign, such as mobilizing community-based support for your position or hosting public discussions on issues. Nonpartisan voter engagement is a particularly powerful form of civic engagement that can advance your cause for the long term.

Advocacy campaigns benefit immensely from an informed voting public that shapes candidates, elects them, and holds them accountable once in office. Your organization can and should play a part in that process. While a 501(c)(3) nonprofit organization may not support or oppose, explicitly or implicitly, a candidate or party for public office, there are dozens of legal and effective ways to educate and mobilize voters. When you do this, you not only keep the spotlight on your issues but also build a base of voters to tap later for grassroots activism.

Many organizations advocate for and with people who are disproportionately on the margins of the political process, are less likely to know how to participate and vote at lower rates. Young people, those who are in poverty, and people with only a high school education or less vote at much lower rates. Such disparities can weaken your advocacy campaign. When the lack of voter participation severs the connection between communities and elected officials, fewer of their issues will be heard, and legislators will be less responsive to community needs. Elected officials feel accountable to those who show up at the polls.

The good news is that nonprofits already have the skills and assets needed to be successful at voter engagement. Your organization already interacts with potential voters who are clients, constituents, staff, volunteers, or board members. When trusted organizations engage voters, they tend to be more willing and interested in participating. Moreover, as nonpartisan entities, you can promote issues that matter to voters without wading into partisan electoral politics. All these conditions position your organization for success in voter registration, voter education, and voter mobilization.

Voter registration is required to vote in nearly every state and is an important first step. When planning voter-engagement activities, consider the kind of contact you already have with your constituents, members, and volunteers. How can you maximize these interactions as an opportunity for voter registration? Registration drives should educate the public about the importance of voting, and activities cannot show bias for or against any candidate or party. Nonprofits can target areas in nonpartisan ways. For instance, you may target low-turnout areas, low-income populations, minority populations, students, and the areas or people you serve.

Once your nonprofit registers a voter, there are many opportunities to educate him or her about issues and the voting process and to make sure they get to the polls on Election Day. You may choose to host or co-sponsor a candidate forum to help your community familiarize itself with candidates and where they stand on the issues. Likewise, you can create and distribute nonpartisan candidate questionnaires or voter guides. These activities must be open to all candidates, be conducted in a balanced way, and include a broad range of nonpartisan questions for the candidates.

Many organizations also create fact sheets and information on the key issues that affect their organization or the people they serve. During an election year, these may be included as a part of your voter-education efforts. Organizations can demystify the voting process by explaining where, when, and how to vote. You can also provide information about who is on the ballot and any ballot-measure questions in play by providing sample ballots.

Voter-mobilization activities help motivate and assist potential voters to get to their polling places and cast their ballot. In the days and months leading up the election, having conversations with voters can be very effective. Remind them to vote and ask if they know where and when to vote. You can do this through face-to-face conversations at your office, organized community door-knocks, or phone banks to supporters and participants of your organization. You may also decide to host an Election Day celebration in the community to tap into the social nature of civic participation. Some organizations distribute door-hangers, send direct-mail pieces, and pass out leaflets and other handouts with basic information about polling-place hours and where to call for assistance in locating their polling place. Nonprofits can also provide transportation for voters to the polls.

In addition to connecting candidates to voters, you can make presentations on your organization's issue to political-party platform committees, campaign staff, candidates, media, and the public. Just as elected officials rely on community knowledge and expertise to inform their policy work, so too do candidates rely on organizations to brief them on important issues in their community. Consider sending an informational packet to the slate of candidates running for a particular office. After the election, you can loop back to the winners and continue building their knowledge and your relationship with them.

Nonprofits can ask voters to support or oppose ballot-measure questions, which the IRS classifies as direct lobbying and not electioneering (IRS guidelines regulating your total amount of lobbying still pertain). You can adopt an organizational position for or against a question; educate staff, board, donors, volunteers, and program participants about what it means; or connect to a ballot-measure campaign to provide resources, such as space, staff time, e-mail lists, or funding.

Your voter-engagement work connects back to your legislative advocacy in a powerful way. To maximize your impact, find ways to gather contact information for those you engage (if you do not have it already) so that, after the election, you can match those lists to the public voting roles. When your issues are up for action in the legislature, call upon this unique set of voters who have a stake in the issue and bring with them the power of their constituency.

The following checklist comes from Nonprofit VOTE, a national nonprofit that assists nonprofits in helping the people they serve to vote. Find more factsheets, toolkits, and state-specific rules at www.nonprofitvote.org.

Getting started with voter engagement: A CHECKLIST

Contributed by Josh Wise

Get started

Before you begin, think about why this work is important. Make a list of the benefits to your organization, your community, and the individuals you serve. This might include advancing your issues, building clout, or empowering your clients by promoting engaged and active citizenship.

Capacity

Get buy-in from your Executive Director or other leadership

Choose a staff lead who can involve and motivate other staff and volunteers

Consider ways to engage the people you serve in your election activities

Identify assistance and resources from a community partner, your local or state elections office

Knowledge

Understand the guidelines for 501(c)(3)s on how to stay nonpartisan

Learn about voting in your state—deadlines, how to register, and early voting options

Find out what's on the ballot in your locality and state for the upcoming election

Plans

Choose your target audience—clients, constituents, staff, your local community, or others

Select appropriate opportunities for engagement: as part of daily services, in classes, at trainings or events, as a project for a youth group, or incorporated into community outreach

Create a specific timeline for your plan

Voter registration

Decide on your approach. Some nonprofits actively register voters, while others focus on promoting registration by announcing deadlines, making forms available, or helping voters register online. If you plan to conduct voter registration make sure to:

Familiarize yourself with your state's voter registration procedures at www.canivote.org.

Set concrete and attainable goals and tie them to deadlines

Target pre-existing opportunities—as part of services, tabling in your lobby, at events, or in the community at citizenship ceremonies, graduations, or other events

Enlist volunteers and staff to enhance your efforts

Engaging candidates

Plan at least one activity that engages local candidates on your issues.

Identify a race that's important to your community—city council, mayor, state representative, congressional representative, or others

Choose from five main candidate engagement options: Candidate Forums, Candidate Appearances, Sharing Research, Candidate Questionnaires, or Asking Questions at events

Be familiar with nonpartisan guidelines for candidate work, which requires equal treatment of all candidates in the same race

Ballot measures

The majority of states ask voters to weigh in on laws, referendums, constitutional amendments, local bond issues for public programs, and other issues.

Find out if any ballot measures, amendments, or other questions are on the ballot

Learn what 501(c)(3) nonprofits can do to influence passage and educate the public

Decide your approach: Will you take a position for or against the issue? Or will you stay neutral and share nonpartisan information highlighting both sides of the issue?

Voter education

There are two kinds of voter education. The first covers the when, where, and how of voting, while the second identifies what's on the ballot.

Identify voter-education opportunities at your events, classes, and in your communications

Develop an internal and external communications plan for the election

Get out the vote and Election Day

Don't forget that some of the most important work happens near and on Election Day when you encourage, help, and mobilize your community to vote. The final push takes preparation and a clear understanding of the payoff: research shows that the most effective messages come from trusted messengers—people of similar interests and backgrounds—made in-person or through peer-to-peer social media. You can activate voters simply by:

Promoting early voting by mail or in person

Providing personal reminders

Giving out information to help your community vote—help lines or polling hours and locations

Linking the election to the future of your issue or nonprofit services

Making Election Day special by treating it as a holiday for democracy!

See the sample materials on the following page for Voter Registration Drives. For additional materials and ongoing updates, go to
[www.mnparticipationproject.org](http://www.mnparticipationproject.org/).

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