Homeless Youth Essays and Research Papers

Instructions for Homeless Youth College Essay Examples

Title: Subsatnce Abuse Intervention for Homeless Youth

  • Total Pages: 20
  • Words: 6346
  • References:15
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Topic and Rationale:
The topic and rationale includes a detailed description of the client population you have chosen. Briefly discuss the historical and current policy issues that impact services to your chosen population. Examine the impact of substance abuse, addiction, recovery, and relapse on this client population.


Consider the complexities of assessing and treating comorbid, dual diagnosis conditions within the population (Homeless Youth)
Develop a 20 - 25 page paper that examines the impact of substance abuse on this population, along with the theory (including solution-focused brief therapy (SFBT), motivational therapy, and evidence-based approaches to providing treatment services for them), both on an individual (micro) and systems (macro) level. Include any historical and current policy issues that may have prevented or supported treatment-service delivery to this client group. Make some preliminary assessments for enhancing service delivery for this population.


1. Describe and evaluate relevant policy issues related to treating substance abuse in a selected client population.

2. Explore and examine the nature of substance abuse, addiction, recovery, and relapse among this population.

3. Describe and assess evidence-based approaches to treating substance abuse and addiction in various settings in the selected target population.

4. Describe and analyze the current substance abuse treatment system within the context of a changing health care environment for this client group.

5. Discuss the nontraditional approach of motivational therapy and solution-focused brief and group therapies and how they might enhance the current health care environment.

6. Make recommendations for enhancing treatment services to the target population.


Generate at least 10 to 15 articles for the annotated bibliography. You may count no more than 5 articles from the courseroom toward the 15-article requirement. All 15 articles must come from peer-reviewed journals. In addition, you may add courseroom texts:

• Course Text Books

•Berg, I. K., & Miller, S. D. (1992). Working with a problem drinker: A solution-focused approach. New York: W. W. Norton & Company. ISBN: 1340.

Doweiko, H. E. (2012). Concepts of chemical dependency (8th ed.). New York, NY: Brooks/Cole. ISBN: 3901.



The peer-reviewed, scholarly articles you generate should describe the complexities of treatment interventions, including comorbid mental health issues. The articles should also assess the solution-focused, motivational therapy, the medical-model, and evidence-based approaches to treatment, as they apply to various settings for your chosen population. Include references to any historical and current policy issues that may have prevented or supported treatment-service delivery to this client group.


• In your conclusion, provide well-developed and well-referenced recommendations for how to enhance treatment-service delivery for this population. Include the annotated bibliography in your appendix, articles should be current, (dated not older than 2000 to current). Final papers that do not integrate 15 peer-reviewed journal articles, with 10 generated from outside the courseroom, may not receive a grade higher than 70%. The final project should be a polished paper that conforms to APA standards for professionalism and demonstrates excellence in scholarship.



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References

Baer, J., & Garrett, S. (2007). Brief motivational intervention with homeless adolescents: Evaluating effects on substance use and service utilization. Psychology of Addictive Behaviors, 582-586.

Baer, J., & Peterson, P. (2006). Short-term effects of a brief motivational intervention to reduce alcohol and drug risk among homeless adolescents. Psychology of Addictive Behaviors, 254-264.

Bender, K. (2010). Factors associated with trauma and posttraumatic stress disorder among homeless youth in three U.S. cities. Journal of Traumatic Stress, 161 -- 168.

Edidin, E. (2012). The Mental and Physical Health of Homeless Youth: A Literature Review. Child Psychiatry & Human Development, 354-375.

Feldmann, J., & Middleman, a. (2003). Homeless adolescents: Common clinical concerns . Seminars in Pediatric Infectious Diseases, 6 -- 11.

Gomez, R. (2010). actors associated with substance use among homeless young adults. Substance abuse, 24-34.

Grinman, M. (2010). Drug problems among homeless individuals in Toronto, Canada: prevalence, drugs of choice, and relation to health status. BMC Public Health.

Iveson, C. (2002). Solution-focused brief therapy. Advances in Psychiatric Treatment, 149-156.

Mares, a. (2009). Solution-Focused Success Coaching . Alumni Support and Assistance Project, 1-7.

Mate, G. (2007, January). Embraced by the Needle. Retrieved from Globe and Mail: http://drgabormate.com/embraced-by-the-needle/

McManus, H. & . (2008). Trauma Among Unaccompanied Homeless Youth: The Integration of Street Culture into a Model of Intervention. Journal of aggression, maltreatment & trauma, 92-102.

NCH. (2007). Homeless Youth. Retrieved from August: http://www.nationalhomeless.org/publications/facts/youth.pdf

NCH. (2009, July). Substance Abuse and Homelessness. Retrieved from Nationalhomeless.org: http://www.nationalhomeless.org/factsheets/addiction.pdf

Nn4youth.org. (n.d.). Unaccompanied Youth Fast Facts. Retrieved from Nn4youth.org: http://www.nn4youth.org/system/files/FactSheet_Unacompanied_Youth_0.pdf

Oldtimer. (2011, May 11). Homeless Youth and Drugs -- in a Street Kid's Own Words. Retrieved from Wordpress.com: http://oldtimer.wordpress.com/2007/05/11/homeless-youth-and-drugs-in-a-street-kids-own-words/

Slesnick, N. (2000). Bleak and hopeless no more Engagement of reluctant substance-abusing runaway youth and their families. Journal of Substance Abuse Treatment, 150-222.

Slesnick, N. (2004). Our runaway and homeless youth: a guide to understanding. Westport: Praeger Publishers.

Thompson, S. (2010). Estrangement factors associated with addiction to alcohol and drugs among homeless youth in three U.S. cities. Evaluation and Program Planning, 418 -- 427.

Urbina, I. (2009, October 25). Recession Drives Surge in Youth Runaways. Retrieved from Nytimes.com: http://www.nytimes.com/2009/10/26/us/26runaway.html?pagewanted=all

Vardakou, I. (2011). Drugs for youth via Internet and the example of mephedrone. Toxicology Letters, 1-15.

Wyman, J. (1997, June). Drug Abuse Among Runaway and Homeless Youths Calls for Focused Outreach Solutions. Retrieved from Drugabuse.gov: http://archives.drugabuse.gov/NIDA_Notes/NNVol12N3/Runaway.html

Zerger, S. (2002, June). Substance Abuse Treatment . Retrieved from Samsa.gov: http://homeless.samhsa.gov/ResourceFiles/bqmqhxpf.pdf

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Title: models as related to a given organization

  • Total Pages: 15
  • Words: 4990
  • Works Cited:4
  • Citation Style: APA
  • Document Type: Research Paper
Essay Instructions: *************************************
I need assistance with the following:
1) An outline—1-2 pages due Oct 21
2) Paper—15 pages due Nov 15
The Instructions for the outline:
Goal of an Outline
**********************************






This is what was initially requested from me.


Exercise: Developing Your Initial Leadership Case Statement

1-2 pages, double spaced.

Describe a situation or public problem in which you are currently involved or
interested and which calls for inspiring and mobilizing others to pursue the
common good. The situation or problem may involve an organization, network of
organizations, neighborhood, city, region, state, nation, or the world.

1. Write 2?3 paragraphs explaining the situation or problem. What are its origins?
Whom does it affect? Why is it important? Include some factual material, not just
your opinions.

2. Write 2?3 paragraphs outlining the leadership challenges connected to the case.
Be as specific as possible.
1. What is preventing beneficial change in the situation?
2. What are the opportunities for initiating beneficial change?
3. Who might take on leadership responsibilities in this case?
This is what I submitted in response to the above.

Homeless Youth in Minnesota
Every three years, Wilder Research Center conducts a one-day study of the number of people experiencing homelessness throughout Minnesota. It is the largest and most comprehensive study of its kind in the nation. The Center conducted its latest study on October 26, 2006.2 It concluded that on any given night, nearly 9,000 Minnesotans are homeless, and almost 11,000 more are “precariously housed”—mostly doubled up with friends or relatives. In addition to the 2,700 children experiencing homelessness with their parents, more than 600 youth (17 or younger) are homeless and on their own. (Wilder Research, 2007). Young people on their own are some of the least visible and most vulnerable homeless individuals. They are less likely than adults to stay in shelters. More often, they stay temporarily with friends or in places not intended for habitation.
Homelessness is a composite of many conditions and events, such as poverty; changes in residence, schools, and services; loss of possessions; disruptions in social networks; and exposure to extreme hardship. Many youths experiencing homelessness have had to face serious and challenging situations from an early age. They are often troubled by conflicts with parents, abusive relationships, unreliable housing, and mental health issues. Over one third of homeless youth (35%) reported their parents neglected to provide food, shelter, or medical care, or consistently ignored their physical or emotional needs. Over half of homeless youth (54%) have been physically and/or sexually abused. Nearly one third (32%) of these youth reported having stayed in an abusive situation because they had no other housing options. (Wilder Research, 2007).
There are a lot of myths surrounding homelessness, but the reality is that–unless we start acting today–the concerns and impact of the issues associated with homelessness will only grow larger (and more costly). Beyond the toll homelessness takes on the youth themselves, the cost to the community is substantial. The financial liabilities alone include the costs associated with of out-of-home placements, juvenile corrections, child protection services, lost future work force, and a lost tax base to the community. And yet, the Family Housing Fund found that the cost of supportive housing for a chronically homeless family (a step toward alleviating the problem) is less than half the cost of the aforementioned public services required if these youth remain homeless. (Hart-Shegos, 1999).

Confronting the issue of homeless Youth in Minnesota: The Leadership Challenges
Long-term homelessness is especially harmful for individuals and communities, as well as costly in public services. Hence, solutions should include a strong focus on housing and human services, a combination consistently shown to help individuals and reduce social costs for communities. Beneficial change is on-going, but like so many public policy issues, obstacles are present. A comprehensive strategy must incorporate proactive initiatives at numerous intervention points in order to prevent homelessness. First, as a community, we need to educate ourselves and others. We can only end homelessness if we cast away the stigmas and prejudices associated with it and seek to understand its causes challenges and consequences. Businesses, clubs, places of worship—all have the opportunity to invite speakers and facilitate discussions. Educators can access materials and lesson plans in downloadable formats via the web. Second, as individuals and as community members, we need to actively engage in public policy discourse and become advocates for those currently not in a position to do for themselves. Third, leaders in the community need to secure resources. Beyond time and energy, financial capital is needed to begin program implementation strategies. People, businesses and groups should be encouraged to not only donate money to organizations but also household goods, services and foodstuffs to shelters and organizations serving those experiencing homelessness. Fourth, leaders need to mobilize volunteers. As individuals, we can volunteer and support efforts to alleviate the problem. Individuals and communities need to know that small acts have far-reaching effects. Serving meals at a shelter, assisting someone moving into transitional housing, reading books to children, and spending time with youth in safe environments are efforts that have shown to increase the self-esteem and sense of self in youth, especially those between the ages 11 and 16. (Wilder Research, 2007). Finally, Homeless Management Information Systems (HMIS) require further development. HMIS are client-level data bases that combine information from different homeless service providers. Increased effort here will assist in the coordinating of services--internally among agency programs and externally with other providers, tracking client outcomes, identifying service gaps, and facilitating a forum for addressing community-wide issues. (Wilder Research, 2006).
It is by no means an understatement to remark that an entire generation faces truly unacceptable risks that may jeopardize their future potential. In the long run, the monetary costs of neglecting the needs of our youth are likely to substantially exceed the costs of combating poverty and homelessness. Our cities and our nation must develop an appropriate and effective response.



References

Hart-Shegos, E. (1999). Homelessness and its effects on children. Minneapolis, Minnesota: Family Housing Fund

Wilder Research (2006). Minnesota’s HMIS: Managing information to help end homelessness. St. Paul, Minnesota:
Downloaded September 20, 2009 from http://hmismn.org/about/index.php

Wilder Research. (2007). Overview of homelessness in Minnesota 2006: Key facts from the statewide survey. (April
2007). St. Paul, Minnesota: Downloaded September 20, 2009 from http://www.wilderresearch.org.html
?




Footnotes

Homeless: Any adult whose primary nighttime residence is a supervised, publically-or privately-operated temporary living accommodation, including emergency shelters, transitional housing, and battered women’s shelters, or whose nighttime residence is not meant for human habitation, such as under bridges or in cars. This is based on a definition by the U.S. Congress. By law, this definition is expanded for youth age 17 or younger to include those who stay temporarily in other people’s homes, with or without their parents, because they have nowhere else to live.

2 Since 1991, Wilder Research Center has conducted a statewide study every three years to ascertain the causes, circumstances, and effects of homelessness, and to promote efforts toward permanent safe housing for all Minnesotans. On a single night in October of 2006, more than 950 trained volunteers conducted face to face interviews with over 3,700 of the 6,292 people in emergency shelters and transitional housing programs that evening. The children experiencing homelessness with their parents that evening numbered 2,726. An additional 1,421 homeless people that were not staying in any formal shelter were identified and interviewed. Also interviewed were 151 of an estimated 600 unaccompanied youth (under 18), the youngest of which was 11 years old.




*************************************
I need assistance with the following:
1) An outline—1-2 pages due Oct 21
2) Paper—15 pages due Nov 15
The Instructions for the outline:
Goal of an Outline
**********************************

The purpose of this assignment is for you to demonstrate that you are thinking through the components of your Leadership Case. (This outline is not a commitment to stay with this format; rather, to press yourself to completing an essential step toward your final assignment.) Following the instructions in "Developing an Outline," your outline should reflect the essential components of the Leadership Case Analysis -- your final paper. Review sample outlines for guidance – keep in mind these were shared by former students and may not comply with formatting rules perfectly.When in doubt, follow the Owl guidelines.

• Introduction: a sentence that states a specific issue or challenge (or set of issues/challenges) facing the individual or organization described in your leadership case.
• To be used in framing your analysis of the issue or challenge, name in separate headings each of the four aspects of leadership or leadership perspectives covered in the course (leadership in context, personal, team, organizational, visionary, political, integrative or ethical leadership) that you imagine using in your case. Mention citations for each. Examples: Gerzon, Bryson and Crosby, Parks....other citations from the course bibliography or bibliography to be used in memo assignments or case analysis.
Instructions for the paper:


Leadership Case Analysis -- Final Paper
Two of the purposes of Leadership for the Common Good are to understand theories, tools, strategies of leadership, and to apply them to actual cases. The Leadership Case Analysis demonstrates your ability to achieve these objectives. You will be graded on your understanding of leadership theories and on your ability to apply them to your case.

Be sure to do the following in the paper:
• select a specific issue or challenge (or set of issues/challenges) facing the individual or organization described in your leadership case. This should be something with which you are familiar, either from careful study and observation, or from reading. The more specific the issues, the easier it will be for you to write the paper.
• Analyze your case from the perspective of at least four of the aspects of leadership covered in the course (leadership in context, personal, team, organizational,visionary, political, integrative or ethical leadership).
• Begin with a brief description of the organization or individual and the challenges which you will be discussing in the paper. We say ‘brief’ because you are not being asked to write a paper about these issues, but rather, a paper about leadership which draws examples from your case.
• Analyze your case from a leadership perspective, referring to theories in the articles and books you have read, as well as in the course text and the assigned readings. Note that at least three of these sources need to be different from the ones assigned in class. However, they can be the articles or books which you used for the Annotation assignments. This is the most important part of the paper, and it should be the bulk of what you write. Please define and explain the leadership concepts (such as visionary leadership, charisma, ethical leadership) that you use.
• In the last section, discuss your conclusions about how organizational (or ethical or personal etc.) leadership was or was not exhibited in the case. If you are writing about a case that is still developing, your conclusions should point to how leadership could be exhibited in the future.
• Cite specific examples wherever possible along the way to illustrate your points (eg.,examples of ways in which people in your case applied or did not apply, or might have applied leadership principles and theories).
• Before you begin, we suggest that you read examples of high quality papers from previous semesters – on file outside the instructors’ offices or on the web site.
• Completed papers should be 20-25 double-spaced pages in length.
• References should be cited in the text in the form of (author, date, and, if
• appropriate, page number). The bibliography must be in an accepted format, preferably APA style. See “Citing Your Sources” under CourseLib link on website home page.


Regarding sources, please use
Leadership for the Common Good: Tackling Public Problems in a Shared-Power World, 2nd ed. by Barbara Crosby and John Bryson, Jossey-Bass, 2005.

Additionally, there are a few articles that I would like cited. I will forward that information ASAP once I know this project is underway.

Also, I can send sample outlines for a point of reference

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REFERENCES

About HMIS (2006). Amherst H. Wilder Foundation. Retrieved October 20, 2009 from http://www.hmismn.org/about/index.php

Bansal, P.C. (2008). Team leadership: Concepts, roles, strategies & attributes. Indian Journal of Industrial Relations. Shri Ram Centre for Industrial Relations and Human Resources.

Retrieved October 20, 2009 from HighBeam Research:

http://www.highbeam.com/doc/1G1-185430728.html

Branscome, G.C. (2008). Ethical leadership. Public Management. International City-County

Management Association. Retrieved October 20, 2009 from HighBeam Research:

http://www.highbeam.com/doc/1G1-184299013.html

Crosby, Barbara C. And Bryson, John M. 2005. Leadership for the Common Good. 2nd ed. San

Francisco: Jossey-Bass. (Wilson Library)

Crosby, B.C. & Kiedrowski, J (2007). Integrative Leadership: Observations from a University of Minnesota seminar series. Retrieved October 19, 2009 from https://moodle.umn.edu/mod/resources/view.php?id=349037

____ (2008). Integrative Leadership: Observations from a University of Minnesota seminar series. Retrieved November 19, 2009 from http://www.integralleadershipreview.com/archives/2008-06/2008-06-article-crosby.php

Developing an outline. (2009) by the Writing Lab & the OWL at Purdue and Purdue

University. Retrieved October 20, 2009 from http://owl.english.purdue.edu/owl/resource/544/01/

Gerzon, Mark (2007). Leading through conflict: How successful leaders transform differences into opportunities. http://moodle.umn.edu/mod/resource/view.php?id=341633

Hart-Shegos, E. (1999). Homelessness and its effects on children. Minneapolis, Minnesota:

Family Housing Fund.

Hoyle, J. (2006). Leadership and futuring: Making visions happen. Corwin Press. Retrieved October 20, 2009 from http://books.google.com/books?id=DSxaPaeld9QC&pg=PA100&dq=visionary+leaders ei=IRLeSq3UCozyMv7-xNcF#v=onepage&q=visionary%20leaders&f=false Kidd, S.A. &

http://www.highbeam.com/Search.aspx?q=author:%22+Davidson%2c+Larry%22

Research and Policy Homeless. Canadian Journal of Public Health. Canadian Public

Health Association. 2006. HighBeam Research. Retrieved November 18, 2009 from http://www.highbeam.com. The Myers & Briggs Foundation (N.d.). MBTI Basics. Retrieved November 18, 2009 from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics

Overview: Bryson-type Model. (N.d.). University of Wisconsin-Extension ... Retrieved

November 18, 2009 from www.uwex.edu/ces/strategicplanning/about/.../summation.ppt

Practical Tools for Reducing Conflict. (2009). CPP, Inc. Retrieved November 18, 2009 from https://www.cpp.com/products/tki/index.aspx

Rath, Tom & Conchie, Barry. (2008). Strengths-based leadership: Great leaders, teams, and why people follow. New York, NY: Gallup Press.

Strengthstest 2009, StrengthsTest.com. Retrieved November 18, 2009 from http://www.strengthstest.com/theme_summary.php

Runaway and Homeless Youth: Demographics, Programs, and Emerging Issues. (2007). Library

of Congress. Congressional Research Service. Retrieved October

20, 2009 from https://www.policyarchive.org/handle/10207/3056

Youth. (2009). National Alliance to End Homelessness. Retrieved October

20, 2009 from http://www.endhomelessness.org/section/policy/focusareas/youth

Wilder Research. (2006). Minnesota's HMIS: Managing information to help end homelessness.

St. Paul, Minnesota. Retrieved September 20, 2009 from http://hmismn.org/about/index.php

Wilson, Kirt Hubert H. Humphrey Institute of Public Affairs Center for Intercrated Leadership.

Integrative communication and leadership. Podcast retrieved October 19, 2009, from http://www.hhh.umn.edu/centers/cil/events.html

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Title: Assessment Tools Analysis Purpose assignment provide student opportunity examine assessment tools evaluate physical measures Applying Watsons Theory Human caring integrates mind body spirit dimensions

  • Total Pages: 4
  • Words: 1561
  • Bibliography:3
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Assessment Tools Analysis

Purpose of this assignment is to provide the student with the opportunity to examine assessment tools that evaluate on-physical measures. Applying Watson?s Theory of Human caring integrates the mind-body-spirit dimensions. Nurses should be knowledgeable in tools to expand the abilities of nurses to assess and evaluate clients in various stages and states of health, illness, stress and life.

? Prepare and submit a 1,050 ? 1,400 word, APA-formatted paper, which includes:
o A selection of three assessment tools below
o Using the Online Library, research the selected tools
o Describe each tool and the population for which it might be useful. State data about tool such as cost, length, and ease in using tool, for what populations it is best designed, and validity of information gained
o Describe how this tool could enhance the assessment phase of the nursing process and impact quality of health care delivered by the nurse
? Apply these tools to the vulnerable population described in the Vulnerable Population and Self-Awareness assignment of Week Two

Assessment Tools:
Adult Life Stress Measurement
Beck Depression Inventory
Calgary Family Assessment Model
Coping Resources Inventory for Stress
Daily Hassles Scale
Derogatis Stress Profile
Dysfunctional Attitude Scale
Family Adaptability and Cohesion Scale
Family Hardiness Index
Feetham Family Functioning Survey
Hassles and Uplifts Inventory
Health-Promoting Lifestyle Profile (HLPL-II)
Health Self-Determination Index (HSDI)
Health Self-Determination Index for Children (HSDI-C)
Index of Core Spiritual Experiences
Mini-Mental State Exam
Perceived Stress Scale
Schoolager?s Coping Strategies Inventory
Social Support Questionnaire
Spiritual Involvement & Beliefs Scale
Spiritual Perspective Scale
Spiritual Well-Being Scale
State-Trait Anxiety Inventory
Stress Warning Signals Inventory
Ways of Coping Questionnaire
Well Being Picture Scale

Assessment Tools Analysis

Purpose of this assignment is to provide the student with the opportunity to examine assessment tools that evaluate on-physical measures. Applying Watson?s Theory of Human caring integrates the mind-body-spirit dimensions. Nurses should be knowledgeable in tools to expand the abilities of nurses to assess and evaluate clients in various stages and states of health, illness, stress and life.

? Prepare and submit a 1,050 ? 1,400 word, APA-formatted paper, which includes:
o A selection of three assessment tools below
o Describe each tool and the population for which it might be useful. State data about tool such as cost, length, and ease in using tool, for what populations it is best designed, and validity of information gained
o Describe how this tool could enhance the assessment phase of the nursing process and impact quality of health care delivered by the nurse
? Apply these tools to the vulnerable population- HOMELESS YOUTH
Assessment Tools:
Adult Life Stress Measurement
Beck Depression Inventory
Calgary Family Assessment Model
Coping Resources Inventory for Stress
Daily Hassles Scale
Derogatis Stress Profile
Dysfunctional Attitude Scale
Family Adaptability and Cohesion Scale
Family Hardiness Index
Feetham Family Functioning Survey
Hassles and Uplifts Inventory
Health-Promoting Lifestyle Profile (HLPL-II)
Health Self-Determination Index (HSDI)
Health Self-Determination Index for Children (HSDI-C)
Index of Core Spiritual Experiences
Mini-Mental State Exam
Perceived Stress Scale
Schoolager?s Coping Strategies Inventory
Social Support Questionnaire
Spiritual Involvement & Beliefs Scale
Spiritual Perspective Scale
Spiritual Well-Being Scale
State-Trait Anxiety Inventory
Stress Warning Signals Inventory
Ways of Coping Questionnaire
Well Being Picture Scale

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References

Caudill, M. (2009). Managing pain before it manages you. New York: Guilford Press.

Watson, J. (1985). Nursing science and human care: A theory of nursing. London: Jones & Bartlett publishers.

Srivastava, R. (2007). The healthcare professional's guide to clinical cultural competence.

Toronto: Mosby Elsevier.

Wright, M., Creed, P., & Zimmer-Gembeck, M. (2010). "The development and Initial Validation

of a brief Daily hassles scale suitable for use with Adolescents." European Journal of Psychological Assessment, 26(3), 220-226. doi:http://dx.doi.org/10.1027/1015-

5759/a000029

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Title: cHILD aBUSE AND NEGLECT RESOURCES

  • Total Pages: 4
  • Words: 1026
  • Sources:4
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: I am a social work Grad student living in California, therefore I have to write a paper about the resources(community organizations) in my community in California that help victims of child abuse and neglect. I am going to attach the instructions in the resource files that explains the assignment. Please follow the guidelines and the structure of the paper that they are asking for. APA format, proper spelling of words, grammar, and sentence structure is a must. also in the instructions it is asking for my placement settings in order to begin the paper. I am currently working at a transitional living program for homeless youth ages 18-21 y.o.
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Works Cited

Academy, C.T. (N.d.). About Child Trauma Academy. Retrieved from Child Trauma Academy: http://childtrauma.org/

CTA. (N.d.). About ChildTrauma Academy. Retrieved from ChildTrauma Academy: http://childtrauma.org/about-childtrauma-academy/

Kempe Foundation. (N.d.). About Kempe. Retrieved from Kempe Foundation: http://www.kempe.org/aboutkempe

Kempe Foundation. (N.d.). Mission. Retrieved from Kempe Foundation: http://www.kempe.org/missionhistory

SafeHouse. (N.d.). SafeHouse of the Desert. Retrieved from SafeHouse: http://safehouseofthedesert.com/

The Future of Children. (N.d.). About. Retrieved from The Future of Children: http://www.futureofchildren.org/futureofchildren/about/

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