Respond each colleague by doing all of the following: Identify the stage or stages of the program to which your colleague’s selected question relates.Suggest an additional question or concern that stakeholders may have about program evaluation.Recommend an alternative model for the evaluation. Shalea - first colleagueThe program I selected for this discussion is a support coordination agency that coordinates services for both adults and children with developmental disabilities. This program coordinates, advocates and assist families with program needs and appoints providers to help program participants be able to improve developmental disabilities or function in society with them. The program evaluation I would recommend for agency would be a client satisfaction study. The clients are at the center of the program and are the reason why the program is in place. Dudley (2014) states that client satisfaction studies are especially important when evaluating the implementation of an intervention. By using a questionnaire, it will help evaluate various dimensions of the program. The questionnaire would be given to a number people on support coordinators case load and the providers that work with clients as well.The results from client satisfaction questionnaire will provide helpful insight and other ideas about improving the program or clearing up client’s misconception of program (Dudley, 2014). If will also be able to provide insight clients feelings and views of different topics regarding the program itself. Using this type of program will help stakeholders examine data about program and their outcomes so that better decisions can be made about program design or intervention to address social problem (Logan, et. al., 2010). By using client satisfaction studies such as the one mentioned, there can be concerns by stakeholders such as clients being bias. Clients may not be able to be objective about the providers that are servicing them and can easily blame the providers for their problems which are more of their own (Dudley, 2014). Another concern is the accuracy of their responses. Some clients might put they are more satisfied than they really are. These concerns are valid but the questionnaires themselves can still give great insight to what is working and what is not. One way to address concerns is to give questionnaires out twice a year or when clients leave the program. It can help it be more reliable and accurate in regards to client’s views if the intervention is working.ReferencesDudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.Logan, T. K. & Royse, D. (2010). Program evaluation studies. In B Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 221-240). Thousand Oaks, CA: Sage. (PDF). 2) Andreas - second colleagueProgram SummaryThe program I have selected for this project is the In-Circle Program, part of the Mississippi Department Protective Services. The program is designed for in-home services to prevent removing children from their family home and/or advancing the reuniting process with their family. The central goal of the program is family preservation and reunification solutions. The primary recipients served by the agency are those children and pregnant adolescents who are at potential risk of being removed from their family home and entering into State custody. The program offers critical intervention (e.g., family-focused team meetings, case management, and service coordination, one-on-one and family therapy, trauma-focused cognitive behavioral therapy, active parent, and life skills training, among many other vital services).Recommendation for Program EvaluationThe possible recommendation for the program would include an outcome-based evaluation. The In-Circle Program gives direct accountability to the Department of Child Protective Services and the Canopy Children’s Solution. The focus program evaluation would be on these families receiving in-home services directly from the In-Circle Program (Family Preservation and Reunification., 2018). For example, one might start working with internal employees who are directly involved with the families receiving the services; this way, the evaluation would be more effective since the internal employees would be amicable with the families, staff, and the actual program (Logan & Royce, 2010). The program outcomes would reflect on the families being served ultimately if the program is successful reuniting the family, which is a successful indication. It might be beneficial to have a face-to-face interview with the recipients and/or give them a questionnaire that would ask their opinions on the services they have received. If possible, it might be necessary to review the documents utilized by the works directly going into the homes and offering family services. As indicated above, the program evaluation would essentially show if the program is being effective or ineffective with its plan.Concerns of Stakeholders About Proposed Evaluation An identified stakeholder are those families who are currently receiving the services. One possible concern with the families is if their personal private information is being shared with other agencies, which is a concern. Some of these families may not want to share any of their information with other organizations or people, especially that they are the recipients of in-home services. It would be essential to clarify to these families that it is the social worker’s responsibility to ensure the confidentiality of all data gathered throughout the services provided. Social workers should be transparent with clients informing them, to the degree conceivable, about the release of classified information and the possible outcomes, when practical before the exposure is made (Ethics & English 2017). Such clearness would increase clients’ confidence in the program, being aware that their information is confidential. Another potential concern is the soundness of the financial responsibilities of the program evaluation. One would need to ensure sufficient funds to direct these program assessments, just as working with child protection services and Canopy Children’s Solutions. Depending on the financial status, there may be a demand to acquire grants and other potential available financial assistance for the program assessment.Stakeholders may question the accuracy of the proposed program about the information that has been gathered for this assessment. Thus, it is crucial to work and evaluate those families who have finished their in-home services treatment plan. The program’s accuracy would give an understanding that the services are indeed useful, or perhaps may require modification in the way the services are being delivered. This program examination provides a visual roadmap or outcomes of the program for better decision-making about the intervention’s execution essentially addressing the immediate social problems (Logan & Royse, 2010). Another concern might be around the timing of the measuring outcomes. It would be essential to measure six months post-intervention and twelve months, post-intervention families. Immediate results, or those measured at the end of each treatment, may or may not have the same results as one would get later in six- or twelve-month follow-up. Outcome effects are usually measured after treatment or post-intervention (Logan & Royce, 2010).ReferencesEthics, C. and English, C. (2017). Code of Ethics: English. [online] Socialworkers.org. Family Preservation and Reunification. (2018). Retrieved October 06, 2020, from https://mycanopy.org/more-solutions/crisis-solutions/family-preservation-reunification/Logan, T. K., & Royse, D. (2010). Program evaluation studies. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 221-240). Thousand Oaks, CA: Sage. (PDF). Bottom of FormBottom of Form

1. A theory of how the Paleo-Indians arrived is that they migrated across the __________ Strait. a. Bering b. Mexcia c. cretaceous d. Archaic 2. Some evidence suggests that the earliest settlers in the Americas arrived a. from ancient Egypt. b. from Peru, where human life is believed to have originated. c. by boat. d. on horseback. 3. Mesoamericans founded organized societies about __________ years ago. a. 5,000 b. 2,000 c. 800 d. 12,000 4. How did most Americans support themselves in the Archaic period? a. sedentary farming b. trading with Asia c. raising livestock d. hunting and gathering 5. Which group ruled most of central Mexico between 1300 and 1500? a. Inca b. Mexica c. Taíno d. Maya 6. A written language, a numerical system, a calendar, and advanced agricultural system, and trade routes were features of which culture? a. Maya b. Taíno c. Inca d. Mexica 7. Which group, located in Peru, created the largest empire in the Americas? a. Inca b. Mexica c. Maya d. Taíno 8. Native Americans in which region of the United States were most mobile? a. Northeast b. Southwest c. South d. Cahokia 9. How did the formation of nation states lead to exploration? a. People fled Europe because kings were cruel. b. Monarchs formed trade relations with Native Americans. c. The Catholic church, which opposed exploration, lost all its authority. d. Monarchs could arrange and finance voyages. 10. Why did the expansion of towns in Europe create a demand for exploration? a. People who lived in towns did not support the Reconquista. b. Monarchs had less control over people in towns. c. Towns gave rise to a merchant class who wanted to trade goods. d. The church had less control over in towns. 11. Which country first designed ships for international exploration? a. Spain b. Portugal c. France d. England 12. How did the Reconquista encourage exploration? a. After the defeat of the Puritans, they wanted a new place to live. b. After forcing the Moors from Spain, the monarch was eager to spread Christianity. c. After winning in the Crusades, Spain wanted to encourage travel to the Holy Land. d. The kings of Europe tightened control of the nation states. 13. The objective of Christopher Columbus was to reach a. Asia. b. the Holy Land. c. Africa. d. Baffin Island. 14. Which statement about the encomienda system is true? a. It was based in wage labor. b. It bound workers to a landlord for seven years. c. It organized Native Americans into a labor force. d. It allowed the Mexica to extend their rule into South America. 15. How did the encomienda system differ from European feudalism? a. The encomienda system bound workers to an individual. b. In the encomienda system, workers did not do agricultural labor. c. Race was not a factor in determining social class under the encomienda system. d. Race was not a factor in determining social class under feudalism. 16. Which idea is consistent with mercantilism? a. Buying goods leads to prosperity. b. A country should sell goods instead of buying them. c. There is no limit to the world’s wealth. d. Trade among nations benefits everyone. 17. Mercantilism increased __________ among European nations. a. competition b. trade c. military alliances d. cooperation 18. Which statement best describes the beliefs of Bartolome de Las Casas? a. The Native Americans should be free to practice their own religious beliefs. b. The Native Americans must be subdued by force. c. Europe should trade with the Native Americans but not live in the Americas. d. Kindness is the best way to spread Christianity among Native Americans. 19. “I obey, but I do not execute” was a policy that established a. rebellion among Native Americans against Spanish rule. b. an independence movement in Spain’s colonies. c. local control in the Spanish colonies. d. illegal trade between Spain, France, and Britain. 20. The Europeans introduced Native Americans to which crop? a. beans b. corn c. squash d. sugar 21. The Native Americans introduced Europeans to a. corn b. sugar c. bananas d. cattle 22. Europeans first became involved in the African slave trade because they wanted a. soldiers to serve in the crusades. b. a labor force to cultivate sugarcane. c. a labor force to mine gold. d. crews for fishing boats. 23. In the New World, slavery and the encomienda system were different because a. slavery filled a need for labor. b.the encomienda system involved agricultural labor. c. in slavery, race was associated with status. d. the encomienda system relied on Native American labor. 24. Under mercantilist theory, colonies provided __________ for a mother country. a. military bases b. slaves c. laborers d. raw materials 25. French colonization in North America centered on a. labor-intensive crops such as sugar. b. livestock production. c. mining gold and silver. d. the fur trade. 26. The most devastating aspect of the Columbian exchange for Native Americans was a. disease. b. slavery. c. the defeat of the Taíno, which allowed the Incas to take control of Mexico. d. marketing of corn to Europe, which depleted supplies of grain. 27. Which European nation took the lead in importing slaves from Africa to the New World? a. Spain b. France c. Portugal d. England 28. How did the Virginia Company attract English settlers to migrate to Jamestown? a. It offered stock in the company to planters who would migrate. b. It promised religious freedom for Puritans and Quakers. c. It sent a fleet of artisans to build new homes for settlers. d. It paid Native American groups to take care of the settlers. 29. Which crop allowed Jamestown to prosper economically? a. rice b. beans c. corn d. tobacco 30. Which system encouraged families to migrate to Jamestown? a. indentured servitude b. the headright system c. slavery d. “I obey, but I do not execute” 31. Which statement best described Bacon’s Rebellion? a. It was an attempt to protect the rights of Native Americans. b. Governor Berkeley rebelled against Parliament. c. Planters in western Virginia rebelled against the tidewater aristocrats. d. Governor Berkeley rebelled against the king of England. 32. Which statement best describes Governor Berkeley’s position in Bacon’s Rebellion? a. He wanted to control Virginia’s interactions with Native American groups. b. He wanted to allow all white men to vote. c. “I obey, but I do not execute.” d. He wanted to allow planters in western Virginia to serve in the House of Burgesses. 33. How did the system of indentured servitude affect Bacon’s Rebellion? a. It prevented many workers from taking up arms. b. Former servants rallied behind Governor Berkeley. c. As workers finished their indentures, they wanted land, which caused conflict with Indians. d. Governor Berkeley used the threat of mob violence to scare Parliament into granting concessions. 34. Which statement best describes predestination? a. People can earn their way to heaven with good works. b. God signs a holy covenant with people explaining requirements for salvation. c. All people have an “inner light,” or a spark of God’s goodness. d. God determines each person’s ultimate fate before birth. 35. In 1620, the Separatists from Scrooby were retrying to reach a. Massachusetts. b. Virginia. c. Plymouth. d. Pennsylvania. 36. Who created the Massachusetts Bay Company? a. King James I b. King Charles I c. Puritan merchants d. Quakers 37. The Mayflower Compact was a. an attempt a self-government in America. b. a treaty with Native Americans. c. a revision of Puritan religious teaching. d. an agreement to boycott the Virginia Company. 38. What did Roger Williams, Anne Hutchinson, and John Wheelwright have in common? a. They were Quakers. b. They challenged the Puritan establishment. c. They remained loyal to traditional Puritan doctrine. d. They emphasized good relations with Native Americans. 39. Who helped the English settlers win King Philip’s War? a. Metacomet b. Oliver Cromwell c. the Narragansett d. the Mohawk 40. Which concept is central to Quakerism? a. God decides who will be saved before they are born. b. People can earn salvation with good works. c. Animals, like people, have souls. d. All people have divinity within them. 41. Which of the following did NOT contribute to Pennsylvania’s success? a. William Penn’s planning b. slavery c. William Penn’s recruiting d. fertile lands 42. Which colony had the best relations with Native Americans? a. Massachusetts b. Virginia c. New Spain d. Pennsylvania 43. The Glorious Revolution had what effect on the American colonies? a. Representative assemblies in the colonies were abolished, and the colonists lost the right to vote. b. Planters from western Virginia rose up against the leadership of the tidewater aristocrats. c. England became less strict in enforcing the Navigation Acts, but the colonies remained valuable to the empire. d. Sir Edmund Andros became governor of New England and united the colonies under his leadership. 44. Which statement about women in Puritan New England is TRUE? a. Women were not considered important in society. b. Women were expected to obey their husbands, but their roles were highly valued. c. Women did most of the farming while men did most of the hunting. d. Puritan teaching stressed that men and women should be equal in society. 45. What happened in 1697 that led to an expansion of slavery in the English colonies? a. the discovery of tobacco b. the discovery of gold c. the end of the Royal African Company’s monopoly on the slave trade d. the division of Massachusetts into a number of different colonies 46. What formed the legal basis for slavery in the English colonies? a. slave codes b. royal charters c. the Mayflower Compact d. the Dominion of New England 47. The Great Awakening of the 1730s and 1740s was a. a conflict between Quakers and Puritans. b. a conflict between old and new religious traditions. c. an emphasis on science and logic. d. a push for people learn how to read. 48. The Enlightenment emphasized a. natural laws. b. religious teachings. c. emotion. d. Catholic traditions. 49. Which colony developed a large class of landowners? a. New Jersey b. West Jersey c. East Jersey d. New York 50. The Dutch governor of New Netherland, from whom England acquired New York, was a. James Oglethorpe. b. Oliver Cromwell. c. King Philip. d. Peter Stuyvesant.

Answering these questions is the requirements:Assessment & DiagnosisMake an argument for what disorder(s) you believe this child has. For each disorder, please list each of the specific DSM diagnostic criteria for the disorder(s) (covered in class and in your textbook) and explain how the child’s symptoms fit or do not fit that particular criterion based on the case study.List and explain at least three etiological factors (aka causes) that might have placed this child at increased risk for their disorder(s). You may provide examples of diatheses [vulnerabilities], stressors [events], or maintaining factors [events/circumstances that reinforce symptoms] for a total of at least 3 factors. These can be factors described in the case study as well as factors we discussed in class that could apply to this child (even if the case study does not mention them specifically, such as biological factors).Treatmenta) What treatment options would you recommend to this child’s parents? Make sure to give the name of your first-choice evidence-based psychological treatment. You can also include a biological treatment if you would recommend it.b) Justify your first-choice psychological treatment in terms of how it would target this child’s specific current symptoms at the time they entered treatment (i.e., relate the components of the treatment to the specific problems they are having).