Theoretical Perspective on Organization Behavior

Theoretical Perspective on Organization Behavior

(Theoretical Perspective on Organization Behavior)

Question description

Select an organization and analyzed to any of the following topics:

– systems theory. – Individual behavior.

– Communication. – Change.

– Conflict. – Motivation. – Groups and teams. – Making decisions

– Organizational culture. – Leadership.

Week 1.

Assume that the human resources department of you select organization has received disappointing result on a job motivation survey administered to all employees at all levels. The results indicate that employees reported lower-than-industry-average job motivation, and management is concerned. Employee comments on the survey included the following:

– My job is so boring. – My boss micromanages me but never tells me how I’m doing. – I be been in my position for sixteen years, but I am never allowed to provide any input about making the work better.

You have been tasked with writing a paper that reviews the theoretical perspective relevant to the situation in your organization. In particular, you are interested in systems theory and job motivation for this week’s analysis.

Tasks:

Write a paper addressing the following:

– Description: Identify the organization you select and provide a description of it. Cite research from a variety of sources, including the company’s website, social media sites, company blogs, industry and trade sources and other sources. Customer or client base, areas of operation or distribution, history, main competition, and current situation (whether it is an industry leader, a start-up or a well established corporation).

– Analysis: Write a paper that analyzes the factors that affect job motivation and the internal and external consequences of low motivation. At this time, you do not need to propose any solutions. Rather, you are using scholarly literature and data (e.g. observations, discussions, events, outcomes, reports etc) from your organization to analyze factors and consequences related to job motivation.

Submit three to four paper in APA style.

Criteria:

– Describe this organization, including the organization’s products of services, customer or client base, areas of operation or distribution, or client base, areas of operation or distribution, history, main competition and current situation ( whether it is an industry leader, a start-up, or a well established corporation).

– Analyzed factors that affected job motivation in the select organization and given scenario .

– Analyzed the internal and external consequences of low employee job motivation according to systems theory using the factors affecting job motivation you have identified.

– Demonstrated clear writing, a professional vocabulary, and correct spelling grammar and cited sources using APA format.

 
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Discussion Response Unit2Lifespan

Discussion Response Unit2Lifespan

(Discussion Response Unit2Lifespan)

Discussion Response Unit 2 Lifespan

Response Guidelines

Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:

  • The clarity and completeness of your peer’s post.
  • The demonstrated ability to apply theory to practice.
  • The credibility of the references.
  • The structure and style of the written post.

Peer discussion 1

During pregnancy and throughout one’s lifespan eating a well-balanced diet is expected for good health and wellbeing. Studies have shown that food provides the body with the minerals, protein, vitamins, essential fats, and energy to be able to live, grow and function properly. According to Broderick & Blewitt (2014) “when food sources are short on protein or essential vitamins and minerals during prenatal and early postnatal development, an infant’s physical, socioemotional, and intellectual development can be compromised, and epigenetic alterations seem to be at the root of these developmental problems.” (p. 55). Many of the effects of prenatal malnutrition are permanent, though some degree of improvement may be produced by exposure to stimulating and enriched environments.

Therefore, studies has confirmed that poor nutrition has the potential to damage fetal organs particularly the brain that can cause developmental issues far after birth.  Morgane P, et al, (1993) “Prenatal protein malnutrition adversely affects the developing brain in numerous ways, depending largely on its timing in relation to various developmental events in the brain and, to a lesser extent, on the type and severity of the deprivation.” For example, being a mother of three I have read that during the third trimester of pregnancy the brain is developing rapidly and begins to function a full capacity after delivery. Also, the brain gradually matures in the first few years of life with the help of environmental influences.

The benefits of proper nutrition during pregnancy helps in insuring fetal cell growth, tissue and DNA development. Having said that, there is an increase of children being diagnose with Autism Spectrum Disorder (ASD). Although there is no known cause for ASD, but both genetics and environment are believed to play a role. What is known is that ASD is a complex developmental and neurological condition that typically appears during the first three years of life. It affects brain function, particularly in the areas of social interaction and communication skills. My colleagues and I have discussed on several occasions students in our classroom that have been misdiagnose and clearly show signs of ASD. Looking at the demographics of the area where I teach many of the parents of these students are can’t afford adequate health care because of minimum wage jobs. Therefore, in those instances expected mothers would rather feed their families and then receive the much needed prenatal care. So, as educators, we sum the conclusion up to lack of prenatal attention. On a positive note, today there’s evidence showing how nutrition can play a significant role in managing various symptoms that prevent ASD patients from living productively.(Discussion Response Unit2Lifespan)

Reference:

Broderick, P. C., Blewitt, P. (01/2014). Life Span, The: Human Development for Helping Professionals, 4th Edition. [Bookshelf Online]. Retrieved from https://online.vitalsource.com

Morgame PJ., Austin R., Bronzino J., Diaz-Cintra S., Cintra L., Kemper T., Galler JR. Parental malnutrition and development of the brain. Neuroscience Bio-Behavioral, Rev. 1993.Spring; 17(1): 91-128.

Peer Discussion 2

Teratogens are environmental factors that can affect the genes in the developing fetus.  According to Broderick and Blewitt (2014) “The first principale is that the kind o damage done is related to the stage of development  during which the mother is exposed to the teratogen.”  Substances such as smoking during the pregnancy can cause low birth weight, breathing problems, and prematurity (Broderick and Blewitt; 2014).  Cognitive functioning can be damaged is the mother consumes alcohol, uses cocaine or even smokes small amounts of marijuana during the time that the fetus is developing.   Along with the greater chance of lowering cognitive ability, deformities can occur, such as face and teeth structure, diminutive height, and deformities of the internal organs.

Nutrition during pregnancy as well as the first twelve months after birth are important in maintaining normal growth while in the womb and in the first year of life. Per Li et. al.  (2016) ” Malnutrition alters intelligence by interfering with the child’s energy level, rate of motor development, and overall health.”  Not eating correctly while pregnant can affect the cognition in the developing fetus by not transferring enough nutrients through the umbilical cord.  This can also interfere with neurological abilities.  When their is sufficient nutrition both prenatal and after birth the risk of malnutrition, cognitive function and deformaties is lessoned.  This does not guarantee that the fetus or newborn will be free of complications, which can be related to epigentics, but it does minimize the risk.

Per Broderick and Blewitt (2014) “The hippocampus, are critical for learning and memory formation.” During stressful situations while in utero as well as neglect, including little to no physical or linguistics contact with caregivers, can cause creation of new neurons to form or current neurons to shrink.  This can lead to weakened cognitive responses. The damage can be irriversable.

References

Broderick, P. C., Blewitt, P. (01/2014). Life Span, The: Human Development for Helping Professionals, 4th Edition. [Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781269907422/

Li, C., Zhu, N., Zeng, L., Dang, S., Zhou, J., & Yan, H. (2016). Effect of prenatal and postnatal malnutrition on intellectual functioning in early school-aged children in rural western China. Medicine, 95(31), e4161.

http://doi.org.library.capella.edu/10.1097/MD.0000000000004161

 
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Ethical Legal Dilemma Advanced Practice Nursing Case Study

Case Study Ethical Legal Dilemma Advanced Practice Nursing, health and medicine

 

(Ethical Legal Dilemma Advanced Practice Nursing Case Study)

Question description

Question description

MN506_Unit04_Assignment_Introduction (1).docx

BasicTemplate_to_Use (2).docx

MN506: Unit 4 Assignment

Case Study Ethical Legal Dilemma Advanced Practice Nursing

Course outcomes addressed in this Assignment:

MN506-1: Apply theoretical frameworks and concepts to ethical dilemmas in the advanced practice role.

PC 2.3: Demonstrate integrity through the application of relevant codes of conduct and social responsibility within one’s profession.

Please take a moment to watch this Assignment Introduction, or read the presentation transcript.

Instructions:

Create an ethical legal decision-making dilemma involving an advanced practice nurse in the field of education, informatics, administration, or a nurse practitioner. Apply relevant codes of conduct that apply to the practice of nursing and your chosen field.

Include one ethical principle and one law that could be violated and whether the violation would constitute a civil or criminal act based on facts.

Construct a decision that demonstrates integrity and that would prevent violation of the ethical principle and prevent the law from being violated.

Describe the legal principles and laws that apply to the ethical dilemma.

Support the legal issues with prior legal cases or state or federal statutes.

Analyze the differences between ethical and legal reasoning and apply an ethical-legal reasoning model in the case study to create a basis for a solution to the ethical-legal dilemma.

List three recommendations that will resolve advanced practice nurses’ moral distress in the dilemma you have presented.

Based on the issue you presented and the rules of the law, apply the laws to your case and come up with a conclusion.

Note:

This is a fact-based Assignment that will not include your opinion.

This will require research and support for what is written.

The Assignment should be in your words after reading the scholarly and fact-based publications and have proper citations. There should be no quotations. The professor wants to hear your voice as a masters trained nurse.

Description

In the Unit 2 topic 1 Discussion, you will choose an ethical-legal dilemma that would cause the advanced practice nurse moral distress. You will write the introductory paragraphs for the Unit 4 Assignment in the Unit 2 topic 1 Discussion Board and post it for your peers to comment on.

You will continue working on the topic you have chosen and submit the paper using the most recent version of APA format. A template is provided in the left navigation of the course room for the paper. The paper should have a minimum of seven citations and some of these should be case law or applicable statutes. The Kaplan Library has Westlaw Campus Research database where you can find case laws that relate to your topic. The APA Manual and the textbook have instructions on legal formatting.

 
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Powerpoint: Vargas Family Case Study

Powerpoint: Vargas Family Case Study

(Powerpoint: Vargas Family Case Study)

Details:  Part 1: Read the entire “Vargas Family Case Study” (all eight sections). Consider the progress (or lack thereof) over the past eight sessions. Using the “Discharge Summary Outline” template; include the following in your outline:  1.A brief summary of what was going on with the family 2.A review of the initial treatment goals 3.Theories and interventions used 4.A brief discharge summary for the family treatment 5.Clinical recommendations for sustained improvement or referrals for additional services   Part 2: Review the “Vargas Family Case Study” and the provided literature regarding current trends and integrative models of family therapy. Identify two potential evidence-based or integrative models to which you would consider referring the Vargas family if problems persist. Compose a 6-12-slide PowerPoint presentation to be shared with your class. Be sure to include the following elements for each of the two models:  1.A brief overview of the model 2.The target demographic and presenting concerns the model addresses 3.The research supporting the model 4.Please note: Online students need to include detailed speaker notes of what would be said if giving the presentation in person.  While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.  This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.  You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.  This assignment meets the following CACREP Standard:  5.F.2.e. Human sexuality and its effect on couple and family functioning. PCN521-R-T8DischargeSummaryOutline.docx PCN521-RS-SubmittingMultipleAttachments.pdf PCN521-R-FullCaseStudy.docx PCN521-R-T8CaseStudy.docx(Powerpoint: Vargas Family Case Study)

RUBRIC

1  Unsatisfactory  0.00%     2  Less than Satisfactory  74.00%     3  Satisfactory  79.00%     4  Good  87.00%     5  Excellent  100.00%     100.0 %Content      30.0 % Part One: Discharge Summary Outline   The discharge summary outline is not present or not discernible to the reader.   The discharge summary outline is incomplete or flawed.   The discharge summary outline is accurate and complete.   The discharge summary outline is thorough and well-reasoned.   The discharge summary outline is thorough and well-reasoned. Information provided is fully supported and rich in detail.    10.0 % Part Two: Brief Overview of Model   The presentation does not include an overview of two potential evidence-based or integrative models for the Vargas family.   The presentation vaguely includes an overview of two potential evidence-based or integrative models for the Vargas family.   The presentation fully includes an overview of two potential evidence-based or integrative models for the Vargas family.   The presentation provides an advanced inclusion of an overview of two potential evidence-based or integrative models for the Vargas family.

The presentation provides a comprehensive inclusion of an overview of two potential evidence-based or integrative models for the Vargas family.    15.0 % Part Two: Target Demographic and Presenting Concerns   The presentation does not include the target demographic and presenting concerns of two potential evidence-based or integrative models for the Vargas family.   The presentation vaguely includes the target demographic and presenting concerns of two potential evidence-based or integrative models for the Vargas family.   The presentation fully includes the target demographic and presenting concerns of two potential evidence-based or integrative models for the Vargas family.   The presentation provides an advanced inclusion of the target demographic and presenting concerns of two potential evidence-based or integrative models for the Vargas family.   The presentation provides a comprehensive inclusion of the target demographic and presenting concerns of two potential evidence-based or integrative models for the Vargas family.    15.0 % Part Two: Research Supporting the Model   The presentation does not include research supporting the model of two potential evidence-based or integrative models for the Vargas family.   The presentation vaguely research supporting the model of two potential evidence-based or integrative models for the Vargas family.   The presentation fully includes research supporting the model of two potential evidence-based or integrative models for the Vargas family.   The presentation provides an advanced inclusion of research supporting the model of two potential evidence-based or integrative models for the Vargas family.(Powerpoint: Vargas Family Case Study)

The presentation provides a comprehensive inclusion of research supporting the model of two potential evidence-based or integrative models for the Vargas family.    10.0 % Presentation of Content   The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.   The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.   The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.   The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.    5.0 % Layout   The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.   The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.   The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.    (Powerpoint: Vargas Family Case Study)

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.   The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.    5.0 % Language Use and Audience Awareness (includes sentence construction, word choice, etc.)   Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.   Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.    Language is appropriate to the targeted audience for the most part.   (Powerpoint: Vargas Family Case Study)

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.   The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.    5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)   Slide errors are pervasive enough that they impede communication of meaning.   Frequent and repetitive mechanical errors distract the reader.   Some mechanical errors or typos are present, but are not overly distracting to the reader.   Slides are largely free of mechanical errors, although a few may be present.   Writer is clearly in control of standard, written academic English.    5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)   Sources are not documented.   Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.   Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.   Sources are documented, as appropriate to assignment and style, and format is mostly correct.    Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.    100 % Total Weightage

 
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Freud’s Influence and Theories

Freud’s Influence and Theories PSYCHOLOGY DISCUSSSION QUESTIONS

(Freud’s Influence and Theories)

DISCUSSION #1.Freud was a very controversial figure who influenced the field of psychology in many significant ways. In a well-written post, describe at least two ways in which Freud contributed to the field in a positive way. Then provide at least one example of how the psychoanalytic approach can be used to understand the development of children.

Discussion #2.Original members of the Vienna Psychoanalytic Society, Alfred Adler and Carl Jung, both split from Freud and left the group. In a well-written post, describe the major components of Adler’s and Jung’s theories and how these theories differed from Freud’s theory. Briefly describe which of the three theories (Freud’s, Adler’s, or Jung’s) makes the most sense to you and why?

Discussion #3. (Statistics).Describe a study you would like to explore in your future or current career. To help design the study, answer the following questions:

1. What is the independent variable?

2. What is the dependent variable?

Also, list the following:

· Null hypothesis.

· Research or alternative hypothesis.

Answer the following questions:(Freud’s Influence and Theories)

  • Are your hypotheses directional or nondirectional?
  • What kind of sampling would you choose and why?
  • How did Freud’s influence shape the early landscape of psychology, both positively and negatively?
  • Explore a contemporary application of psychoanalytic concepts in therapeutic practices. Provide an example.
  • Discuss the criticisms surrounding Freud’s theories and their impact on the evolution of psychology.
  • Compare and contrast Freudian psychoanalysis with modern psychodynamic approaches. Highlight key differences.
  • How has Freud’s emphasis on the unconscious mind influenced cognitive psychology and neuroscience?
  • Evaluate the enduring impact of Freud’s concepts on popular culture, literature, or art.
  • Analyze the role of gender in Freud’s theories and discuss its relevance in contemporary psychology.
  • Explore the integration of psychoanalytic principles in other therapeutic modalities, such as cognitive-behavioral therapy.
  • Discuss the ethical considerations related to applying psychoanalytic techniques in therapy today.
  • Examine the role of dreams in Freudian psychoanalysis and its relevance in modern dream research.
  • Evaluate the cross-cultural applicability of Freud’s theories. Are there cultural biases inherent in his concepts?
  • Compare and contrast Freud’s view on sexuality with modern perspectives within the field of psychology.
  • Discuss the impact of Freudian concepts on personality assessment tools, such as the Rorschach test.
  • Explore the connections between Freud’s theories and the development of psychosomatic medicine.
  • Analyze how Freud’s concept of defense mechanisms is reflected in contemporary psychology and coping strategies.
  • Discuss the intersection of Freudian psychoanalysis with existential and humanistic psychology.
  • Reflect on the influence of Freud’s theories on literature and analyze a literary work through a psychoanalytic lens.
  • Examine the role of early childhood experiences in shaping personality, drawing from both Freudian and contemporary perspectives.
  • Discuss the challenges and opportunities in integrating psychoanalytic principles into evidence-based therapeutic practices.
  • Explore the ongoing debates within the field regarding the scientific status of psychoanalytic concepts.
  • Analyze the impact of Freud’s ideas on the understanding and treatment of mental health disorders.
  • Discuss the role of symbolism in Freudian dream analysis and its parallels in modern cognitive theories of dreaming.
  • Examine the contributions of Freud’s daughter, Anna Freud, to the field of psychoanalysis and child psychology.
  • Discuss the influence of Freudian concepts in the field of forensic psychology.
  • Evaluate the relevance of Freudian psychoanalysis in understanding and addressing addiction.
  • Discuss the cultural and historical factors that may have influenced Freud’s development of psychoanalytic theories.
  • Explore the connections between Freud’s theories and the field of organizational psychology.
  • Discuss the impact of Freud’s psychosexual stages on contemporary theories of human development.
  • Analyze the representation of Freudian concepts in popular media (movies, TV shows) and its impact on public perception of psychology.
  • Explore the intersections between Freudian psychoanalysis and the study of creativity.
  • Discuss the role of introspection in Freud’s work and its relation to contemporary methods of psychological research.
  • Analyze the role of therapeutic transference in modern psychotherapeutic practices.
  • Discuss the integration of psychoanalytic principles in the treatment of trauma and PTSD.
  • Explore the parallels between Freud’s ideas on humor and modern theories of laughter and humor in psychology.
  • Discuss the impact of Freud’s theories on the development of psychopharmacology and biological approaches to mental health.
  • Analyze the historical context of Freud’s time and its influence on the development of his theories.
  • Discuss the role of free association in psychoanalytic therapy and its adaptations in modern therapeutic approaches.
  • Explore the ethical considerations in conducting research inspired by Freudian psychoanalytic principles.
  • Discuss the influence of Freud’s theories on the understanding of abnormal behavior in psychology.
  • Analyze the role of psychoanalysis in understanding and addressing psychosocial factors in chronic illnesses.
  • Discuss the criticism of Freud’s emphasis on sexuality and its impact on the perception of psychoanalysis.
  • Explore the connections between Freudian psychoanalysis and the study of attachment in developmental psychology.
  • Analyze the role of cultural and societal factors in shaping the acceptance or rejection of Freudian concepts.
  • Discuss the relevance of Freudian psychoanalysis in addressing issues related to identity and self-discovery.
  • Explore the intersections between Freud’s theories and the study of consciousness in contemporary psychology.
  • Discuss the challenges in empirically validating psychoanalytic concepts and the potential avenues for future research.
  • Reflect on the overall impact of Freud’s theories on the trajectory of psychology as a scientific discipline.
 
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educational session on risk management

Nursing outline for an “in-service”-style educational session on risk management

(educational session on risk management)

In this assignment, groups will develop an outline for an “in-service”-style educational session on risk management, which will form the basis for a CLC slide presentation in Topic 5. Before starting the assignment, you are required to submit your proposed presentation topic to the instructor for approval. You will select one risk management topic relevant to and chosen from the points analyzed in the Risk Management Program Analysis Part One assignment in Topic 1.

The approval step is required so that each group will profile a different risk management topic in order to enhance the depth of learning and contribute to the body of knowledge of each student. Submit your group’s proposed topic as early as possible after your group members have been selected, but no later than Day 7 of Topic 1 for full assignment credit. Once you receive instructor approval, only then should you initiate work on this assignment. (Note: Work submitted on an unapproved topic will receive zero credit.)

Once your topic has been approved by the faculty, you will develop a 500-750 word comprehensive outline that communicates the approved risk management topic. The outline is required to include a minimum of three objectives to discuss what your group considers to be key or core risk management elements that pertain to the point, or element, you selected to profile.

Required sections to include in your outline are listed below. If your topic requires additional sections, include them as well:

  1. Introduction.
  2. Objectives: Three objectives you intend to address in the proposed risk management educational session.
  3. Rationale: Rationale for each objective (i.e., Why are these three objectives key or core to the risk management issue?).
  4. Supportive Data: Data to support the need for the proposed educational session.
  5. Implementation Strategies: How will you implement the proposed educational session?
  6. Evaluation Strategies: What tools will you use to evaluate the proposed educational session?
  7. Challenges and Opportunities: Ideas or suggestions about areas of focus regarding risk management the organization could or should address moving forward into the future?

It may be helpful to preview the requirements for the Topic 3 assignment (Risk Management Program Analysis Part Two) and the Topic 4 assignment (Organizational Risk Management Interview), as the information may contribute to and enhance your final group presentation in Topic 5. It is highly encouraged that you also preview the Topic 5 assignment (Educational Program on Risk Management Part Two: Slide Presentation) to ensure your outline addresses all required elements for that final CLC submission.

For assistance on developing a solid outline, “Four Main Components for Effective Outlines” and related material regarding outlines can be found on the Purdue Online Writing Lab (OWL) website at https://owl.english.purdue.edu/owl/resource/544/01/.

(Note: You are required to incorporate all instructor feedback from this assignment into the Topic 5 assignment, CLC – Educational Program on Risk Management Part Two – Slide Presentation. To save time later in the course, consider addressing any feedback soon after this assignment has been graded and returned to you.)

A minimum of six citations from the literature or appropriate websites is required to support your statements.

While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

 
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Discussion: Psychosocial Theory And Diverse Groups

Discussion: Psychosocial Theory And Diverse Groups

(Discussion: Psychosocial Theory And Diverse Groups)

Psychosocial theory, primarily developed by Erik Erikson, emphasizes the importance of social and psychological factors in human development. It outlines a series of psychosocial stages, each associated with a specific challenge or crisis that individuals must navigate to achieve healthy development. When considering diverse groups, it’s crucial to explore how psychosocial theory applies to people from various backgrounds, cultures, and identities.

 

There will be times when a social worker is presented with a case where they are not familiar with the surrounding psychosocial issues. Because social workers are on a continual journey in learning, it is important to read pertinent literature. This Discussion provides an opportunity to visit Walden Library and strengthen your skills in identifying and locating an empirical research article.

To prepare:

  • Select one of these three groups: (1) an immigrant individual from a racial or ethnic minority group, (2) a gay, lesbian, bisexual, or transgender (LGBT) individual, OR (3) an individual who is physically disabled.
  • Review the Walden Library resources listed in the Learning Resources.
  • Then conduct a library search for an empirical study focused on one of the groups above and the unique psychosocial factors or issues a social worker should be aware of when working with that group.

 

By Day 3

Post:

  • Post the APA-style reference for the article you found in the library.
  • Describe four specific psychosocial factors that should be taken into account in order to understand the psychosocial context when working with the group you selected. (Two of these factors should be psychologically related and two of these factors should be socially related).
  • Identify and explain a psychosocial intervention that addresses one of the four specific psychosocial factors you described above.
  • Identify 1 to 2 outcomes you might measure if you were to evaluate the effectiveness of the intervention.
  • Evaluate one advantage of using a psychosocial framework in social work practice with the group you chose.

 

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 26: The Psychosocial Framework of Social Work Practice (pp. 411–419)
Chapter 30: Role Theory and Concepts Applied to Personal and Social Change in Social Work (pp. 452–470)

Blakely, T. J., & Dziadosz, G. M. (2008). Case management and social role theory as partners in service delivery. Care Management Journals, 9(3), 106–112. doi:10.1891/1521-0987.9.3.106

Note: You will access this article from the Walden Library databases.

Dulin, A. M. (2007). A lesson on social role theory: an example of human behavior in the social environment theory. Advances in Social Work, 8(1), 104–112. Retrieved from https://advancesinsocialwork.iupui.edu/index.php/advancesinsocialwork/article/view/134

Document: Worksheet: Dissecting a Theory and Its Application to a Case Study (Word document)

Walden Library. (n.d.-a). Library webinar archives: Webinars on library skills. Retrieved December 8, 2017, from http://academicguides.waldenu.edu/library/webinararchives/libraryskillswebinars

Browse this site to view webinars that introduce you to the Walden Library, including “Introduction to the Library” and “Search Strategies for New Students”

Walden Library. (n.d.-b). Searching and finding information in the library databases: Overview. Retrieved December 8, 2017, from http://academicguides.waldenu.edu/library/searchingfinding

Walden University: Academic Skills Center. (n.d.-a). Microsoft PowerPoint resources: Quick guide. Retrieved December 8, 2017, from http://academicguides.waldenu.edu/ASC/software/PPT/quickguide

Use this resource to learn skills for creating your PowerPoint presentation.

Document: Theory Into Practice: Four Social Work Case Studies (PDF)

Document: Guide for Creating and Uploading a PowerPoint Presentation (PDF)

Required Media

Laureate Education. (2017a). Theories knowledge check, part 1 [Interactive media]. Baltimore, MD: Author.

Document: Theories Knowledge Check, Part 1 Transcript (PDF)

Optional Resources

Healy, K. (2016). After the biomedical technology revolution: Where to now for a bio-psycho-social approach to social work? British Journal of Social Work, 46(5), 1446–1462. https://doi.org/10.1093/bjsw/bcv051

 
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Legal and Ethical Dilemmas: Correll’s Case

Legal and Ethical Dilemmas: Correll’s Case

(Legal and Ethical Dilemmas: Correll’s Case)

please respond to the two post below(discussion)

Question description

respond to the post below and use scholarly sources as well as the Bible to back your response.

classmate #1- reply to this in at least 260 words

On January 14, 2005, Shirley P. Correll was accused of murder by purposely neglecting her sick and injured mother; the mother ended up dying because of the lack of care. The court claimed that Ms. Correll was aware that her mother was sick and willfully did not take care of her. Because of the neglect, her mother had serious bodily injury. The defendant claimed that she did not know her mother was sick because there wasn’t enough evidence; she also argued that there isn’t enough evidence as well to prove that she willfully and knowingly neglecting her mothers’ health.

The court decided that there was beyond sufficient evidence. The evidence showed that Ms. Correll was aware of the severe condition of her mother, yet willfully and knowingly decided to neglect her mother and not provide medical treatment for her. Her mother was incapacitated. A medical doctor confirmed that the mother’s undernutrition was very severe and concluded that there was no way that her condition worsened between 2 days. Her mother suffered through malnutrition, yet Ms. Correll failed to seek treatment for her mother; the doctor even instructed Ms. Correll to bring her mother to his office if she experienced any further problems. The doctor concluded that the mother died of pneumonia, which was a predictable consequence of chronic starvation.

Ms. Correll’s punishment was two years in jail but suspended after 30 days in prison. Ms. Correll appealed. The court chose this punishment because I believe they considered this case to be more of a Class 4-6 felony. I agree with the court’s belief that there was sufficient evidence that Ms. Correll was aware of her mother’s health. Her mother, Mrs. Paxton, suffered from her health since the early 1990s. She survived a stroke, her hip bone breaking, early signs of Parkinson’s disease, loss of weight, and bad nutrition. Ms. Correll became her mother’s legal caretaker for a reason. Even Ms. Correll’s estranged sister, Carol Gray, noticed the decline of her mother’s health over time. Back in 2000, Dr. Salama told Ms. Correll for him to have checkups with Mrs. Paxton every 6 months or less. By the time Ms. Correll called for emergency and made an appointment with Dr. Salama, it was basically too late for her mother. I wish that Dr. Salama had home care provided for Mrs. Paxton to receive continual checkups from home, however homecare has been lacking in service and needs to be improved (Mason, 2016).

As for the punishment of serving 2 years in jail, I believe Ms. Correll should have had a harsher penalty because it was murder. As far back in 1994, the estimated time to be served in prison for murder was 127, or about 10 years (Currie, 1998). Even though 1994 was 11 years before this trial, why change the punishment of 10 years to 2 years for Ms. Correll? That is such a drastic change. Any responsible person [in the state of Virginia] who abuses or neglects an incapacitated adult in violation of this section and the abuse or neglect results in the death of the incapacitated adult is guilty of a Class 3 felony. For Class 3 felonies, a term of imprisonment of not less than five years nor more than 20 years and […] a fine of not more than $100,000 (Code of Virginia, 2004). I don’t agree with the court going against the code.

As the Bible states in Exodus 23:7, “have nothing to do with a false charge and do not put an innocent or honest person to death, for [God] will not acquit the guilty.” Ms. Correll deserved a harsher punishment.(Legal and Ethical Dilemmas: Correll’s Case)

References

Code of Virginia. (2004). Title 18.2. Crimes and Offenses Generally. Retrieved from https://law.lis.virginia.gov/vacode/title18.2/chap…

Currie, E. (1998). Crime and punishment in America. New York, NY: Metropolitan Books.

Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (2016). Policy & Politics in Nursing and Health Care (7th ed.). St. Louis, MO: Elsevier Inc.

classmate #2- reply in at least in 260 words

The case of Shirley P. Correll v. Commonwealth of Virginia, 269 Va. 3 is a case from the Virginia Supreme Court. Shirley P. Correll was indicted by a Bedford County grand jury for the murder and felonious abuse or neglect that resulted in serious bodily injury or disease of her incapacitated mother, Nellie S. Paxton. In 1991, Paxton began losing weight, which was attributed to a possible right sided, right hemisphere stroke, per CT. She also reported episodes of confusion six months prior to her visit with Nolan. She was seen by a Neurologist (Dr. Nolan), who then referred her to an Internal Medicine MD due to her physical appearance. Paxton was treated at a hospital for weight loss and anemia, she improved and gained weight.

The following year, Dr. Nolan suggested that Paxton started to show signs of Parkinson’s Disease and experienced hallucinations. Throughout his oversight of the member, Dr. Nolan never addressed Paxton’s nutritional status. Shirley Correll was appointed as Paxton’s legal guardian in 1997. Paxton suffered a fall and sustained a broken hip. Shirley and her sister were educated on the precautions to reduce Paxton’s risk for pneumonia and decubiti. Paxton continued to lose weight between 1997 through February 2000. Dr. Salama (Internal Medicine) diagnosed Paxton with advanced Parkinsonism, multi-infarct dementia, hypertension, atrial fibrillation, osteoarthritis, and early stage decubiti. The decubiti had one stage 2 decubitus (which is a breakdown in the skin layers that could involve the epidermis and dermis) on her lower back. A prescription was prescribed and Correll was informed of Paxton’s treatment plan and the risk for skin breakdown.

Dr. Salama examined Paxton in January 2000 and did not observe any signs or symptoms of malnourishment. An albumin level was taken, which was within normal limits and indicated a “good nutritional status”. A follow up appointment for July 2000 was cancelled. Correll scheduled an appointment with Dr. Salama’s office on September 18, 2000, because she was “very concerned about Paxton’s condition”, so an appointment was scheduled for 2:30pm. Ten minutes after the appointment was made, Correll summoned emergency medical personnel to transport Paxton to the hospital. EMS reported that Paxton was severely dehydrated and unresponsive, only responding to painful stimuli. Paxton’s eyes and cheeks were very sunken, blood pressure and pulse were low, and was said to be “pretty close to going in shock”.

The hospital Nurse indicated that Paxton had a decubitis on her right hip and the information provided by Correll was not consistent with the physical assessment of the member. Dr. Salama cared for Paxton in the hospital and agreed that Paxton’s condition could not have started over the weekend. Paxton suffered from moderate to severe dehydration, stage 3 and early stage 4 decubiti, and bacteremia. Paxton’s albumin level upon admission to the hospital was 2.6. Albumin needs 21 days to make a change, so a couple of days of no water or food would not have this type of effect on the albumin levels. The decubiti were reported to be “black in appearance and had hardened”. Paxton’s oral mucous membranes were dry, and her tongue was cracked. Correll advised to Martha Anderson (geriatric clinical nurse) that she did not know how to use the Duoderm patch correctly. Jones (wound care nurse) advised that nutrition is essential to wound healing and Paxton’s decubiti were preventable. Paxton’s decubiti started to heal after being in the hospital for four days and her nutritional status improved. Paxton was discharged from the hospital to a nursing home, where she could not feed herself. Paxton readmitted to the hospital after three days and expired because of pneumonia.

The evidence of the case established beyond a reasonable doubt that Paxton’s daughter, Correll, knowingly and willfully failed to provide medical treatment to her incapacitated mother. Paxton’s medical condition was explained to her daughter in January 2000 and she was advised to bring Paxton back to the doctor’s office if her condition worsened. Correll failed to seek treatment for Paxton, which ultimately resulted in her death.(Legal and Ethical Dilemmas: Correll’s Case)

I do not totally agree with the court’s decision to hold Paxton’s daughter accountable for the abuse/neglect of her mother because I do not have all of the information available to make that determination of Correll’s mental ability to care for another person. I feel that there was not enough information to determine if Correll was capable of taking care of her mother. The qualifications to be a guardian are very minimal. There is no information on Correll’s mental status and it could have been a situation where she became the legal guardian for financial reasons or because the courts are inundated with legal guardian cases. The quality and content of clinical documentation and evidence of functional deficits for guardianship procedures in the United States is lacking (Moye, Wood, Edelstein, Armesto, Bower, Harrison, & Wood, 2007). The is a need to collaboration between clinical and legal professionals to advance the reform of guardianship across the United States to protect the rights and dignity of the elderly. I also feel that the Physicians that were involved in her care in the community hold some responsibility. Dr. Nolan never thoroughly evaluated Paxton’s nutritional status and only assumed that this is the way she was. Dr. Salama did not perform the necessary assessments to help him discern if there were any social concerns that would place Paxton at risk for abuse. The rationale for Paxton’s weight loss was never evaluated and there was no information given in reference to statements made by Paxton. All healthcare workers are mandated reporters of abuse and neglect. According to Orfila, Coma-Solé, Cabanas, Cegri-Lombardo, Moleras-Serra, & Pujol-Ribera (2018), “The detection of elder mistreatment is emerging as a public health priority; however, abusive behaviors exercised by caregivers are little known and rarely detected among primary health care professionals. The risk factors were there, 82.8% of caregivers are women, access to limited social support, and the recipient of care had known cognitive deficits. The case mentioned that Correll’s sister was estranged from her. There was joint responsibility of the caregiver and the medical professionals in ensuring that Paxton was receiving the care that she needed. Psalm 71:9 states, “Do not cast me off in the time of old age; forsake me not when my strength is spent.” We must be the eyes and the ears of vulnerable people and make sure we do not ignore things that we think are normal.

References:

Mason, D. J., Gardner, D. B., Outlaw, F.H., & O’Grady, E. T. (2016). Policy & politics in

nursing and health care (Seventh ed.). St. Louis, MO: Elsevier.

Moye, J., Wood, S., Edelstein, B., Armesto, J. C., Bower, E. H., Harrison, J. A., & Wood, E.

(2007). Clinical evidence in guardianship of older adults is inadequate: Findings from a

tri-state study. The Gerontologist, 47(5), 604-612. doi:10.1093/geront/47.5.604

Orfila, F., Coma-Solé, M., Cabanas, M., Cegri-Lombardo, F., Moleras-Serra, A., & Pujol-Ribera,

E. (2018). Family caregiver mistreatment of the elderly: Prevalence of risk and associated

factors. BMC Public Health, 18(1), 167. doi:10.1186/s12889-018-5067-8

PDF: Correll v. Commonwealth, 269 Va. 3

 
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DRO Contingency Worksheet

DRO Contingency Worksheet

(DRO Contingency Worksheet)

Decide which of the following concepts are most applicable to each scenario: differential reinforcement of other behavior, avoidance contingency, punishment by prevention of reinforcer, punishment by loss of reinforcer, or avoidance of loss.

 

Defend your answer 175 words each, using citations as needed.

Use peer reviewed articles and APA Guidelines. Worksheet is attached.

 

  1. Sally, a 13-year-old teenager, is tired of having her mom nag her about her bedroom. Her mom nags about the clothes on the floor, the bed being unmade, and the trashcan spilling over in her bathroom.  Sally comes home from school in a bad mood and the last thing she wants to hear is her mom’s nagging voice. To get around the expected response from her mom, she cleans her room, makes her bed, and empties her trashcan.

 

 

  1. Sally makes the 7th-grade track team by finishing before another girl by less than 0.05 seconds in her event—the 400 meter relay.  Sally is proud of making the team but needs to work harder in the practices that follow. The first track meet does not go well. Out of the four girls on the relay team, she has the slowest time, so her track coach removes her from the team, and makes her sit as an alternate.

 

  1. In the weeks that follow being pulled from the track team, Sally listens to her coach’s direction and works hard to qualify for the next meet. Running her fastest time ever, Sally is excited when she qualifies to run the relay for the third track meet. Now that she has earned her spot on the team, she continues to work hard every week to keep her place.

 

  1. Chad is a 45-year-old man going back to school while working full time. A self-proclaimed procrastinator, his job as a computer programmer can handle his laid back style and ever-changing deadlines.  In school, however, he is having difficulty turning his homework in on time. The teacher has told him that success is impossible if he does not turn his papers in on time, yet he fails to do so week after week.

 

5. Chad continues to stay in school and is a B-minus student due to the procrastination aspect of his work ethic. He has been complaining lately about school and thinking about withdrawing. His comments about the teacher, the class, the work and his grades are starting to get annoying so his mom decides to only reinforce his verbal behavior every 5 minutes he talks to her without making a negative comment about school.

 
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Psychiatric Diagnosis

Psychiatric Diagnosis

(Psychiatric Diagnosis)

For this assignment, students will investigate and propose a psychiatric diagnosis based on the case study from the Gorenstein and Comer (2015) textbook Case Studies in Abnormal Psychology, chosen in the Week One “Initial Call” discussion. This paper will include an in-depth overview of the disorder(s) within the diagnosis, treatment options for the diagnosis, and a sound rationale that explains why this diagnosis was made. Note that the diagnosis may include more than one psychiatric disorder.

The paper must present a thorough overview of each disorder within the diagnosis. Assume the audience has no prior knowledge of the disorder(s) within the diagnosis, and provide relevant and easy to understand explanations of each for the readers. When writing the paper, it is critical to convey all the necessary information in a straightforward manner using non-technical language. (Reference the Professional Voice and Writing resource provided by the Ashford Writing Center for assistance.) Support the analysis with at least five peer-reviewed sources published within the last ten years in addition to the course text.

The Psychiatric Diagnosis topical paper must include the following:

  • Explain psychological concepts in the patient’s presentation using professional terminology. Identify symptoms and behaviors exhibited by the patient in the chosen case study.
  • Match the identified symptoms to potential disorders in a diagnostic manual.
  • Propose a diagnosis based on the patient’s symptoms and the criteria listed for the disorder(s) in the diagnostic manual.
  • Analyze and explain how the patient meets criteria for the disorder(s) according to the patient’s symptoms and the criteria outlined in the diagnostic manual.
  • Justify the use of the chosen diagnostic manual (i.e., Why was this manual chosen over others?).
  • Summarize general views of the diagnosis from multiple theoretical orientations and historical perspectives. Include a discussion on comorbidity if the diagnosis includes more than one disorder.
  • Evaluate symptoms within the context of an appropriate theoretical orientation for this diagnosis.
  • Use at least two peer-reviewed articles to assess the validity of this diagnosis, and describe who is most likely to have the diagnosis with regard to age, gender, socioeconomic status, sexual orientation, and ethnicity. Provide a brief evaluation of the scientific merit of these peer-reviewed sources in the validity assessment.
  • Summarize the risk factors (i.e., biological, psychological, and/or social) for the diagnosis. If one of the categories is not relevant, address this within the summary.
  • Compare evidence-based and non-evidence-based treatment options for the diagnosis.
  • Evaluate well-established treatments for the diagnosis, and describe the likelihood of success or possible outcomes for each treatment.
  • Create an annotated bibliography of five peer-reviewed references published within the last ten years to inform the diagnosis and treatment recommendations. In the annotated bibliography, write a two- to three-sentence evaluation of the scientific merit of each of these references. For additional assistance with this portion of the assignment, access the Ashford Writing Center’s Sample Annotated Bibliography.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Psychiatric Diagnosis topical paper, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Psychiatric Diagnosis topical paper to the portfolio. (Use the Pathbrite Quick-Start Guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbritewebsite for information and further instructions on using this portfolio tool.(Psychiatric Diagnosis)

The Psychiatric Diagnosis

  • Must be 8  double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources published within the last 10 years in addition to the course text.
  • Must include a separate annotated bibliography page.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 
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