FNP Roles and Scope Insights

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FNP Roles and Scope Insights

(FNP Roles and Scope Insights)

“Professional Roles and Responsibilities”Family nurse practitioners (FNPs) are graduate-educated, nationally-certified and state licensed advanced practice registered nurses (APRNs) who care for medically stable patients across the lifespan, from infants to geriatric patients. Share your thoughts

“Professional Roles and Responsibilities”Family nurse practitioners (FNPs) are graduate-educated, nationally-certified and state licensed advanced practice registered nurses (APRNs) who care for medically stable patients across the lifespan, from infants to geriatric patients. Share your thoughts.

  1. What are the educational requirements to practice as a FNP?
  2. According to the American Association of Colleges of Nursing (AACN), what is the recommended terminal degree to prepare nurse practitioners.
  3. Who determines the scope of practice for FNPs?
  4. Who defines it? Who Credentials and what is the role of a Professional and Political Organization in defining the role?
  5. See rubric

Discussion 3:

Much of the ongoing debate over scope-of-practice (SoP) laws that govern the practice of nurse practitioners (NPs) across the country focuses on the cost of and access to health care and on whether these laws legitimately promote patient safety or are simply anticompetitive restrictions on NPs’ ability to compete with physicians. After completing the following CE activity at Medscape https://www.medscape.org/viewarticle/506277_1 ( sign for the free account), please answer the following questions:Should an NP who is educationally prepared as an acute care NP work in an adult primary care setting?   Is it within the scope for an FNP to diagnose and treat uncomplicated mental health conditions like depression, anxiety, and ADHD?Are there any restrictions for the FNP to treat patients with mood disorders and to prescribe them antipsychotics or SSRIs ?

  Discussion 4:

CS/SB 614 authorizes  an ARNP to prescribe, dispense, administer, or order any drug, which would include controlled substances.ARNP disciplinary sanctions are added to the bill in s. 456.072, F.S., (Section 5) to mirror a physician’s sanctions for prescribing or dispensing a controlled substance other in the course of professional practice or failing to meet practice standards. Additional acts for which discipline may be taken against an ARNP relating to practicing with controlled substances that are added to the Nurse Practice Act (Section 10) include:

 Presigning blank prescription forms.

 Prescribing a Schedule II for office use.

 Prescribing, dispensing, or administering an amphetamine or sympathomimetic amine drug, except for specified conditions.

 Prescribing, dispensing, or administering certain hormones for muscle-building or athletic performance.

 Promoting or advertising a pharmacy on a prescription form unless the form also states that the prescription may be filled at the pharmacy of your choice.

 Prescribing, dispensing, or administering drugs, including controlled substances, other than in the course of his or her professional practice.

 Prescribing, dispensing, or administering a controlled substance to himself or herself.

 Prescribing, dispensing, or administering laetrile.

 Dispensing a controlled substance listed in Schedule II or Schedule III in violation of the requirements for dispensing practitioners in the Pharmacy Practice Act.

 Promoting or advertising controlled substances.After reading the following news article http://c-hit.org/2015/04/06/high-prescribing-nurse-surrenders-drug-licenses/Identify what issues may arise with prescriptive authority of controlled substances and how you may avoid these situations? 

 
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Cyber Bullying Research Plan

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Cyber Bullying Research Plan

(Cyber Bullying Research Plan)

Question description

Assignment 2: Develop the Topic and Plan for Your Applied Research Project Proposal

Review the Unit 6 Final Project Requirements.

As part of this capstone course, your main Assignment is a major Applied Research Project Proposal, due in Unit 6. You will be working on this Project independently over the next 6 weeks and will be checking in with your instructor throughout the course to discuss your progress and receive any necessary guidance.

Your Applied Research Project Proposal needs to address the overarching question that this course asks, which is, how can we collaborate, innovate, and motivate leadership to create homeland security and emergency management policies that will make our country, and the world, safer and more secure?

Your Assignment for Unit 1 is to create a timeline for completing your Applied Research Project Proposal within the timeframe of the course and to present your proposed research topic along with initial plans for completing the components of the Project as listed below. This Assignment should be a minimum of 4 pages in length and contain scholarly references to support your choice of research topic. This will be your action plan for completing your capstone research Project for your homeland security program and will be submitted in Unit 6 of this course. Your professor will review your plan and approve it (with revisions, if necessary). Once you hear back from your instructor, it will be your responsibility to update this plan as needed and continue a dialogue with your instructor throughout the term as you work to complete your Final Project. In Unit 3 there is a mandatory progress report as part of your weekly discussion activity.

Note that the final Project is a research proposal. As such, while you will detail proposed research methods, including plans for data collection and analysis, you will not actually go out and collect data. The paper must comply with APA guidelines for research papers; among other things, this includes proper formatting, both title and reference pages, and any relevant appendices (such as sample survey or interview questions).

Compose your paper in Microsoft Word and save it in the following format: Last name First name Assignment. (Example: SmithJohn_Unit1_Assignment2). Submit your Assignment by selecting Unit 1: Assignment 2 in the Dropbox by the end of Unit 1.

 
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Navigating Death in Nursing

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Navigating Death in Nursing

(Navigating Death in Nursing)

Nursing Staff, week 4 discussion help

Question description

Please do a paragraph about this post with this instruction . post most have 4 or more sentences . you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the readings I have been in nursing for many years now, close on to 35 years and been in different types of nursing settings. After my training I worked in large teaching hospital and furthered my training by specializing in critical care nursing as well as in midwifery. But my most recent experiences have been in the critical care setting in a CCU/CVICU for many years, in fact in the same unit for now close on to 27 years, and have had to deal with some rather dire situations. I will always recall my first encounter with death as a student nurse, of a young gentleman who had the misfortune of having had cancer and expired from that. It was very difficult for me at that time as I was new to nursing and felt so sad for the patient and the family and it made me realize that life can be taken away whether you be young or old.

In my midwifery days, my encounter with an infant demise was extremely difficult and questioned the Lord as to why this should happen to such and innocent child. It took a lot of soul searching and found peace by talking to the chaplain of the facility.

(Navigating Death in Nursing)

I have found over the years that debriefing after incidences that have been difficult have made those encounters easier to deal with. Today, in the critical care setting, we have death occurring fairly frequently in our unit and it has had me think about my own mortality and of the life hereafter. Our facility has a debriefing session for difficult cases called “Teatime for the Soul”. We can call on our chaplains at any time to help us through these difficult moments and our unit staff have always found it of great relief once we all talk it through. The main purpose of these sessions is make death more acceptable and offers hope and promise for staff. For the family members, our facility has a chaplain available to them twenty four hours of the day and every day of the week. It is very helpful to have them help the family members through the grieving process.

(Navigating Death in Nursing)

Sometimes we are so busy trying to save a life that we as the nurses do not have time to talk to the family, such as during code situations and the chaplain comes to assist with the family, while we are trying to resuscitate the patient. I feel comforted that the family are not abandoned at the time they most need someone. When patients are placed on comfort care, we have members of the hospital who volunteer time, who function as companions to the patient if they have no one available to be with them during this time. This program is called “No one dies alone”. I find that most comforting that no one in our facility dies alone. As a nurse, quite a few patients have passed away.

I have learned to take care of the patient as well as myself spiritually. Death, I know is inevitable, but sometimes it is unexpected. When it is unexpected, that is when it is most difficult. My view on death has changed from the beginning of my nursing career till now. Death is no longer scary for me. My view is that my body is here on earth to do good and help others and that at death, I have something to look forward to. I believe that my soul lives on after the death of my body and believe that how you live life today impacts your soul in the hereafter. I believe in “karma”.

We all die at some point and how we live our lives and treat others is what reward be can hope for when we die. Our body dies but our souls are immortal. My only fear is how my children will cope with my passing. I try to keep my house in order, so that they won’t have deal with too much! To me dying is easy, but what is left behind is what is difficult.

 
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Analyzing Magazine Age Stereotypes

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Analyzing Magazine Age Stereotypes

(Analyzing Magazine Age Stereotypes)

Magazines often perpetuate age stereotypes through their content, imagery, and advertisements, impacting societal perceptions and expectations of different age groups. Young people, particularly those in their teens and twenties, are frequently depicted as vibrant, attractive, and adventurous, reflecting ideals of beauty and vitality. These portrayals emphasize physical appearance and social status, reinforcing the notion that youth is synonymous with desirability and success.

Conversely, older adults, especially those over fifty, are often portrayed in a more negative light. They may be depicted as frail, out of touch with modern trends, or in need of medical products and services, reinforcing stereotypes of decline and dependency. This narrow representation can marginalize older adults, overlooking their diverse experiences and contributions to society.

Middle-aged individuals are commonly shown in roles related to family and work, often emphasizing the stresses and responsibilities of this life stage. These portrayals can perpetuate the stereotype of middle age as a period of burden rather than opportunity or fulfillment.

Such age-based stereotypes in magazines contribute to a limited and often biased understanding of different life stages, influencing public attitudes and potentially affecting the self-perception and opportunities of individuals across the lifespan. To foster a more inclusive society, it is essential to challenge and diversify these representations.

Gender & Age Roles in Magazine Advertisements(Analyzing Magazine Age Stereotypes)

In this project, you will investigate gender and age stereotypes in magazines. Look at one widely circulated magazine, and evaluate how ads depict males and females of various ages (adolescence, and early, middle, and late adulthood). You should evaluate physical appearance, personality, and behaviors as they are depicted in the magazine ads. You must use the data sheet provided below to help organize your impressions. After completing the data collection, write a brief report that answers the questions that follow.

Questions:

• Are all age groups represented in advertisements?

• Who is underrepresented and overrepresented? Why do you think this is so?

• Compare the various groups in terms of the characteristics used to portray them. What generalizations about age and gender do these portrayals convey? Write a well thought analysis (about 200 words) on the comparison.

Data Sheet for Gender and Age Roles in Magazine Advertisements(Analyzing Magazine Age Stereotypes)

Magazine Title _____

Issue Date _____

Number of Ads _____

ADOLESCENTS

BOYS

GIRLS

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality

Other:

YOUNG ADULTS

MEN

WOMEN

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

MIDDLE ADULTS(Analyzing Magazine Age Stereotypes)

MEN

WOMEN

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

OLD ADULTS

MEN

WOMEN

Physical appearance:

Body message:

Clothes:

Facial expressions:

Personality:

Intelligence:

Activities:

Verbal comments:

Sexuality:

Other:

 
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Healthcare Interoperability Terminology Analysis

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Healthcare Interoperability Terminology Analysis

(Healthcare Interoperability Terminology Analysis)

Healthcare interoperability refers to the ability of different health information systems, devices, and applications to access, exchange, integrate, and cooperatively use data in a coordinated manner within and across organizational boundaries. This facilitates the delivery of optimal health care for individuals and communities. Key terms in healthcare interoperability include:

  1. EHR (Electronic Health Record): Digital version of a patient’s paper chart, making information available instantly and securely to authorized users.
  2. HIE (Health Information Exchange): The electronic movement of health-related information among organizations according to nationally recognized standards.
  3. FHIR (Fast Healthcare Interoperability Resources): A standard describing data formats and elements (known as “resources”) and an API for exchanging electronic health records.
  4. HL7 (Health Level Seven): A set of international standards for the transfer of clinical and administrative data between software applications used by various healthcare providers.
  5. Interoperability Levels:
    • Foundational: Basic data exchange without context.
    • Structural: Data exchange with preserved context.
    • Semantic: Data exchange with shared meaning.
  6. APIs (Application Programming Interfaces): Software intermediaries that allow different applications to communicate.
  7. CDA (Clinical Document Architecture): An HL7 standard for the structure of clinical documents (e.g., discharge summaries).

Course outcome assessed/addressed in this Assignment:

HI530-1: Apply healthcare terminologies, vocabularies, and ontologies for health information systems.

Instructions

Imagine you are an EHR Business Analyst for large hospital system conducting a root cause analysis of an interoperability issue. Using the knowledge gained from your unit 1 Reading, write-up an analysis that applies the appropriate healthcare terminologies, vocabularies, and ontologies for a health information system used in a hospital setting.

Requirements

  • Write a 3-page analysis that includes the below information:
    • Definitions of appropriate healthcare terminologies, vocabularies, and ontologies
    • Explanation of how each healthcare terminology, vocabulary, and ontology should be utilized
    • Explanation of how future interoperability issues can be avoided

Imagine that you are an EHR Business Analyst for a large hospital system. You are conducting a root cause analysis of an interoperability issue. Think of the various healthcare terminologies, vocabularies, and ontologies that have been used for health information systems over the past 10 years. Which terminologies, vocabularies, and ontologies would be appropriate for a hospital setting? As you picture yourself in the role of an EHR Business Analyst, reflect and answer the questions outlined in your Unit 1 Writing Assignment. E

Submitting Your Work

Put your responses in a Microsoft Word document. Save it in a location and with the proper naming convention: username-CourseName-section-Unit 1_Assignment.doc (section is your course section and 1 is your unit number).

 
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Opponent-Process Theory.

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Opponent-Process Theory.

Opponent-process theory suggests that we often experience emotions in opposing pairs such as fear and relief or pleasure and pain. When we experience one end of the spectrum, the other end is temporarily suppressed and thus we rarely experience the two at the same time. However, there are times when we experience both emotions before the first emotion fades. When this happens, the experience can be uncomfortable or even strangely enjoyable.

A good example of this process is skydiving, which was the basis of the primary research into this theory. When a person skydives for the very first time, the jump elicits high levels of fear and relatively low levels of pleasure, even upon landing. However, as the skydiver gains more experience, the level of fear decreases while pleasure increases. Often, the skydiver feels both at the same time, resulting in high levels of excitement.

Another example is shopping and the guilt that often follows. For example, a woman finds a new dress that she loves but not having the money, she charges the new dress. She immediately feels excitement and pleasure with her new purchase. However, soon after getting home, she begins to feel guilt for charging a dress that she wanted, but did not really need.

Now, read the following article:

Based on your analysis of the article, explain in detail how the opponent-process theory works. Be sure to address the following:

  • How does the opponent-process theory explain why drug addiction is so difficult to break?
  • With this understanding, what can a person do to affect their emotions in a way that helps them break their addiction?

Write your initial response in 3–4 paragraphs. Apply APA standards to citation of sources.

 
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Roles of Families & Community

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Roles of Families & Community

(Roles of Families & Community)

One responsibility of professionals when working with children is offering support for families by sharing information with them about developmentally appropriate strategies for their children and the availability of resources in their community. Recall that during Week Two you developed a flyer that taught the families that you work with about the role of working memory, attention, and executive function in learning and development. Now, imagine the principal of a local school district saw your flyer and has invited you to submit a proposal for an upcoming district-wide professional development conference. Your proposal will need to analyze the role that families and communities play in promoting optimal cognitive development for a specific age group of children. Before starting your assignment, review the Week Three Instructor Guidance for additional information, resources, and support. Additionally, review the Grading Rubric for this assignment to understand how you will be evaluated and contact your instructor using the “Ask Your Instructor” discussion before the due date with questions.

To begin, choose which age group your proposal will focus on:

  • Option 1: Infants and Toddlers (Ages 0-2)
  • Option 2: Preschoolers (Ages 3-5)
  • Option 3: School-Aged (Ages 6-8)

Then, complete The Role of Families and the Community Proposal Template to address each of the following:

  • Influence of Theory (2 points): Explain how theory can influence the choices families make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed thus far in the course.
  • Home Environment (1.5 points): Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage families to use to foster this type of environment.
  • Families and Executive Functions (2 points): Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest families use to help foster the development of executive functions.
  • Families and Memory Development (2 points): Examine the role that family plays in memory development for your chosen age group. Provide at least two strategies families can use to support memory development.
  • Families and Conceptual Development (2 points): Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week Three Discussion 1 forum to provide at least two strategies families can use to support development in this area.
  • Community Resources (1 point): Explain at least two community resources that you would suggest families use to support the cognitive development of their children for your chosen age group.
  • Supporting Families (2 points): Analyze the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group.

The template:

  • A title page is not necessary for this assignment due to the layout of the required template.
  • Length (.25 points): Your completed The Roles of Families and the Community template must be 6 to 8 double-spaced pages in length (not including the reference page).
  • Source Requirement (.75 points): Reference at least two scholarly sources in addition to the text.
  • APA Formatting (.25 points): Use APA formatting consistently throughout the assignment, which includes citations in the body of the assignment and references list.
  • Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
 
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Public Health Approach to Prediabetes

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Public Health Approach to Prediabetes

(Public Health Approach to Prediabetes)

Please Do Ten Pages Only My Health Issue Is Pre Diabetes Do As Soon As Possible

n Week 1 Project, you selected a particular health issue or health disease (for example, heart disease, cancer, or obesity) to act as a main theme or topic in this course. In each week of this course you completed assignments related to your selected health issue or health disease topic. Your assignments were supported by appropriate available data sources.

In this Project, you will assume the role of a public health educator presenting information about a health issue or health disease (preferably the topic that you have been discussing throughout the course).

Review your previous assignments, analyze your data and its findings, combine your information, and develop a 15–20 page research paper on your selected health issue or health disease that you studied throughout this course.

Using the readings for the week, the South University Online Library, and the Internet for research, select scholarly references to support your assertions. You have selected scholarly references for your previous assignments in this course. By now, you should have at least 7–10 scholarly references in support of your research paper.

Include the following components in your presentation:

Describe your program objectives and goals, the need, target audience, address the health problem, and any intervention strategies.

Introduce your planning strategies, implementation process, and research method. Explain, using scholarly information, why you have selected the research method and design.

Your research paper should include a developed budget plan and summary to justify your budget needs.

Include two public health models, explain the selected models, and conclude with pertinent information to address why these models are aligned with your public health evaluation program and evaluation processes.

Be sure to state major points clearly and support with specific details, examples, or analysis.

Support your statements by using scholarly literature and evidence-based information from at least 7 to 10 authoritative resources.

The CDC Self-Study Guide is an excellent resource tool to guide your work.

Submission Details:

  • Write a 15–20-page, double-spaced paper in Word format. Apply APA standards to citation of sources.
  • Use the following file naming convention: LastnameFirstInitial_W5_A2.doc.
  • Submit your document to the Submissions Area by the due date assigned
 
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Ethics of Mandated Therapy

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Ethics of Mandated Therapy

(Ethics of Mandated Therapy)

Prior to beginning work on this discussion forum, be certain to have read all the required resources for this week. The use of mandated, or legally coerced, treatment is widespread. Yet research demonstrating the efficacy of this type of treatment is limited, and mandating mental health treatment is one of the most contested issues in the field of psychology. To justify the continued use of mandated treatment, policymakers, practitioners, and researchers are obligated to demonstrate the effectiveness and limitations of such treatment programs.

You have been called in to consult on cases that may require mandated treatment. After reviewing the PSY699 The ethics of mandated treatment scenarios (Links to an external site.)Links to an external site., choose two to discuss in your initial post. Begin your research with the required resources for this week. Using the specific situations presented in each of the scenarios you have chosen, conduct further research to help inform your recommendations for each individual. A minimum of one resource per scenario, beyond those already required for the assignment, must be included in your initial post.

In your post, construct clear and concise arguments using evidence-based psychological concepts and theories to present your recommendations as to whether or not treatment should be mandated for the individuals in each of the scenarios. As you write your recommendations, be certain to provide insights into the following questions.

  • What are the ethical principles and implications raised by legally mandating clients into treatment?
  • What evidence exists regarding the effectiveness of treatment with and without coercion for this type of situation?
  • What would be the challenges in evaluating the effectiveness of mandated treatment?
  • How might mandated treatment impact your clinical decision making as the mental health professional assigned to these cases?
  • What client factors might limit or augment the potential benefits of treatment if it were mandated?
 
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Unconscious in Psychoanalytic Theory

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Unconscious in Psychoanalytic Theory

(Unconscious in Psychoanalytic Theory)

Assignment 2: Case of Anna O

One of the very first cases that caught Freud’s attention when he was starting to develop his psychoanalytic theory was that of Anna O, a patient of fellow psychiatrist Josef Breuer. Although Freud did not directly treat her, he did thoroughly analyze her case as he was fascinated by the fact that her hysteria was “cured” by Breuer. It is her case that he believes was the beginning of the psychoanalytic approach.

Through your analysis of this case, you will not only look deeper into Freud’s psychoanalytic theory but also see how Jung’s neo-psychoanalytic theory compares and contrasts with Freud’s theory.

Review the following:

The Case of Anna O.

One of the first cases that inspired Freud in the development of what would eventually become the Psychoanalytic Theory was the case of Anna O. Anna O. was actually a patient of one of Freud’s colleagues Josef Breuer. Using Breuer’s case notes, Freud was able to analyze the key facts of Anna O’s case.

Anna O. first developed her symptoms while she was taking care of her very ill father with whom she was extremely close. Some of her initial symptoms were loss of appetite to the extent of not eating, weakness, anemia, and development a severe nervous cough. Eventually she developed a severe optic headache and lost the ability to move her head, which then progressed into paralysis of both arms. Her symptoms were not solely physical as she would vacillate between a normal, mental state and a manic-type state in which she would become extremely agitated. There was even a notation of a time for which she hallucinated that the ribbons in her hair were snakes.

Toward the end of her father’s life she stopped speaking her native language of German and instead only spoke in English. A little over a year after she began taking care of her father he passed away. After his passing her symptoms grew to affect her vision, a loss of ability to focus her attention, more extreme hallucinations, and a number of suicidal attempts (Hurst, 1982).

Both Freud and Jung would acknowledge that unconscious processes are at work in this woman’s problems. However, they would come to different conclusions about the origin of these problems and the method by which she should be treated.

Research Freud’s and Jung’s theories of personality using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:

  • Compare and contrast Freud’s view of the unconscious with Jung’s view and apply this case example in your explanations.
  • On what specific points would they agree and disagree regarding the purpose and manifestation of the unconscious in the case of Anna?
  • How might they each approach the treatment of Anna? What might be those specific interventions? How might Anna experience these interventions considering her history?

Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A3.doc.

Hurst, L. C. (1982). What was wrong with Anna O? Journal of the Royal Society of Medicine,75(2), 129–131.

By Wednesday, July 22, 2015, deliver your assignment to the M2: Assignment 2 Dropbox.

Assignment 2 Grading Criteria Maximum Points
Compared and contrasted Freud’s view of the unconscious with Jung’s view and applied Anna’s example in explanations. 32
Identified points of agreement and disagreement between the two theorists regarding the purpose and manifestation of the unconscious with examples from the case study. 28
Analyzed how Freud and Jung would approach Anna’s treatment with specific interventions and discussed how these would affect Anna. 20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 20
Total: 100
 
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