Please Follow Instructions. Follow Rubric. Write 800-1000 Words.

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Write an 800-1,000 word essay on your personal worldview. Briefly discuss the various possible meanings of the term “spirituality,” and your understanding of the concepts of pluralism, scientism, and postmodernism. Primarily, address the following seven basic worldview questions:

  1. What is prime reality?
  2. What is the nature of the world around you?
  3. What is a human being?
  4. What happens to a person at death?
  5. Why is it possible to know anything at all?
  6. How do people know what is right or wrong?
  7. What is the meaning of human history?

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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.

RUBRIC:

Comprehension of Pertinent Terms

Several possible definitions of the term spirituality, including from the text, are clearly articulated and distinguished. Description of how spirituality is broadly defined in the context of scientism and postmodernism is provided and clearly demonstrates a grasp of the meaning of these concepts.

Personal Worldview Analysis

The analysis answers all seven questions thoughtfully and in a detailed manner. The analysis thoroughly explains the interconnection of the questions and their implications.

Thesis Development and Purpose

Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

 
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ASSIGNMENT 5

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PY360 Ethics in Technology

 

Directions:  Be sure to make an electronic copy of your answer before submitting it to

 

Ashworth College for grading.  Unless otherwise stated, answer in complete sentences,

 

and be sure to use correct English spelling and grammar.  Sources must be cited in APA

 

format.  Your response should be a minimum of one (1) single-spaced page to

 

a maximum of two (2) pages in length; refer to the “Assignment Format” page for

 

specific format requirements.

 

Write a short essay for each of the following topics.

 

Part 1:  Provide a detailed description of what worms and Trojan horses are.

 

Part 2:  The example of releasing a worm given in the text is the situation where Morris

 

stated his goal was to see how many Internet computers he could infect with the worm.

 

He was not thinking about the computers he would crash and that data that would be lost.

 

1. Consider the morality of the issue of releasing a worm.  State if Morris’s release of a

 

worm would be morally justifiable according to Kantian ethics.  Provide a discussion

 

of Kantian ethics and fully explain your position regarding Morris’s actions.

 

2. Consider the morality of the issue of releasing a worm.  State if Morris’s release of a

 

worm would be morally justifiable according to Utilitarian ethics.  Provide a

 

discussion of Utilitarianism and fully explain your position regarding Morris’s

 

actions.

 

Total possible points of 100 include ten (10) points for organization and use of language,

 

including grammar and punctuation.

 

THIS IS THE END OF ASSIGNMENT 5.

 
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Please Answer Base In This Answer In APA Format .Write At Least 250 Words , Please Answer The Comments By Number And List Your Answers Please, Thank You

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1-I enjoyed learning more about the family theory and your explanation for choosing it.  I truly believe in change affecting the whole family. For example, my father was recently diagnosed with diabetes and my mother changed her diet as well to accommodate the dietary needs of my dad.  When they came on vacation and stayed with us, I changed my eating habits, just for the time they were here, so we continued my dad’s eating habits from home. I am very sorry regarding your infant nephew.  What a tragic loss. My thoughts and prayers are with you and your family as you continue on the path to healing. Even though I cannot really relate because I am the only child, Bowmen’s Family Systems Theory about birth order being a determinant part of behavior seems very interesting.  My husband could probably relate since they are three brothers and he is the middle child. He has a brother that behaves in ways that makes us think he was raised by different parents; He is a bit of an outcast.  I have one daughter and agree with you that they must be allowed to express themselves, as each day they learn who they are as individuals.  We are learning a lot of great theories, that can be applied not only to our patients, but to our families as well.

 

2-First, so sorry about your families loss. This theory did not feel like it would be appropriate to use for all family types due to the complexities of families today. It seemed very tedious and complicated. I am not sure how well it would work with untraditional type families. I probaly need to more research on this theory but , the reading I did made me feel like this theory was best used on the traditional middle class family that does not have enormous concerns, and looking more for promoting better health behaviors. I agree that when one family member is experiencing health issues, the rest of the family will feel that.

 

3-The family can be a good influence for patients. If families can’t afford the healthier foods, then we as nurses need to help the find resources available to them, such as food banks or the Supplemental nutrition assistance programs in their area. Eating healthy foods leads to better health. If families see that you as a nurse cares, they are also more willing to take advice from you and trust that you know what’s best for them and their family member. If patients and their families  can trust us as nurses, their will be better patient outcomes because they are more likely to follow the our advice.

 
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Ethical Dilemma

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You began this session considering a moral-ethical dilemma you yourself faced that you either resolved or failed to resolve, but hopefully learned from. You may never have given much thought to ethical theory nor what ethical premises/paradigms you have unconsciously held.

Now that you’ve had an opportunity to explore ethics formally, create a reflective assessment. Revisit your ethical memoir: what ethical theory best applies to your experience? Which significant author you have studied most speaks to your own ethical paradigm as you are (re)forming it now? If you didn’t resolve your ethical dilemma when you experienced it, what would you do now and why?

Additionally, explore your process of transformation in this course. Discuss your experiences of the course, your beginnings, and where you are at now with your team or partners and create an oral presentation that reflectively assesses your learning experience and the collaborations you engaged in throughout this session. Are we a society of learners who greatly benefit from interactions? Or are we islands, whose individual systems and beliefs are exclusive to ourselves? [Note: You may find it useful to write your thoughts out in an essay form, but the essay is not required in the drop box. Instead, focus on visual and audio quality, poise, and grace in the execution of this assignment. Let your content and stylistic choices reign creatively, and let your message be compelling, persuasive, and convincing.]

 
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Self Reflection #1

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You are to write an essay about a peer reviewed journal article of interest to you in psychology. In this essay, you will critique the research design and hypothesis, evaluate the methods and materials, and review the result of the research conducted. You will also analyze how the research could influence your life, for better or worse, from your perspective. Specific questions are provided below for the assignment.

Instructions:

1. Find a peer-reviewed research article, in the field of psychology, published in the last 10 years on a topic of interest to you. Bring in your topic/article for review to class on date: ___________. (5 points)

2. Write a critique of the research paper answering the following questions below.

3. Use APA format to write your paper and properly cite the work you are reviewing, your book and/or any other resources you use to support your argument. (10 points)

4. Be sure to have a clear introduction, middle body, and conclusion.

 

 

Questions to answer in your essay:

1. Why did you choose this topic, and what is the social relevance of this topic, i.e. why is it important to study, in your opinion? (15 points)

2. What is the hypothesis of the research article? Is it causal or predictive? (15 points)

3. What is the research method employed in the article and what are the materials used? Would you choose the same method, why or why not? Is it appropriate for the type of hypothesis? Are there other methods that could have been used instead? (15 points)

4. What was the result of the research? Do you agree with it or disagree with it, why or why not? Is there any bias, limitations in sample size, or other potential issues in the design, materials, or method that you see or that the researchers identify? (15 points)

5. What is the personal relevance of this research to you? Analyze how the results affect or influence your life or the life of others, for better or worse. (15 points)

 

Journal Link:

https://www.questia.com/library/journal/1G1-499492388/walking-on-eggshells-the-lived-experience-of-partners

 
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Evaluation Plan

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Evaluation Plan

A plan for evaluation should be correlated well with the specific program for which it has been developed. As you continue to work on Assignment 4, it is important to bear in mind that an evaluation plan is distinct from–yet aligned with–the program plan and contains its own goals and objectives.

This week you integrate the knowledge and discernment you have developed to formulate a plan for how evaluation could be an integral part of your program (see attached file in file section named “Week 9 Discussion”).

To prepare for this week’s section of Assignment 4:

  • Keep your own program in mind as your      review the information presented in this week’s Learning Resources.
  • Develop an evaluation plan that      includes goals, objectives, and activities. Consider what type of data      will be needed.
  • Review your visual representation of      your program plan design (Week 6      [see attached file named “Assignment 2”]) and incorporate your      evaluation plan.
  • Revise your Gantt chart (Week 6 [see attached file named “Assignment      2”]) to include your evaluation plan.

The full Assignment 4 is due by Wednesday 1/30/19 before midnight of this week. Instructions have been provided in previous weeks to help you prepare.

By Day 3

To complete:

Write a 3- to 5-page paper in APA format with a minimum of 6 scholarly references. Include the level 1 and 2 headers as numbered below that addresses the following (Please make sure to follow the outline exactly as below):

1) Evaluation Methods (developed in Week 9 [see attached file in file section named “Week 9 Discussion”])

a) Identify an evaluation theory or model that is aligned to your program goal(s) and objectives.

b) Exhibit a performance measurement, monitoring, and evaluation timeline that:

o Demonstrates the appropriate use of performance measurement, monitoring, and summative evaluation

o Distinguishes between the long-term effects of impact evaluation versus short and intermediate health outcomes as a result of the implementation of the program.

2) Evaluation Plan (developed this week [see attached file named week 10 discussion”])

c) Develop an evaluation plan that includes goals, objectives, and activities. Specify the type of data needed.

d) Add your evaluation plan to the visual representation (e.g., table or graph) of your program plan design.

e) Add time line information for the evaluation plan to your Gantt chart.

Note: In addition to your paper, be sure to submit the following (which may be contained in a separate document):

  • An updated version of the visual      representation (e.g., table or graph) of your program design that includes      your evaluation plan (See attached file, then revise )
  • An updated version of your Gantt      chart that includes your evaluation plan

Be sure to make revisions to these items based on any feedback you received from your Instructor when you submitted them in Week 6 (see attached file).

Required Readings

Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

· Review Chapter 4, “Program Planning: The Big Picture”

· Review Chapter 5, “Social Marketing, Program Planning, and Implementation”

As you review Chapter 4, focus on the budgeting information presented on pp. 113–115.

· Chapter 6, “The Importance and Use of Theories in Health Education and Health Promotion”

The authors describe various theories, noting that theories are not universally applicable to every program.

· Chapter 10, “Program Evaluation: Background and Basics”

Chapter 10 outlines steps for designing evaluation during program planning.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

· Chapter 2, “The Contribution of Theory to Program Planning”

This chapter examines the application of theory in program planning.

· Review Chapter 10, “Performance Measurement, Monitoring, and Program Evaluation”

· Chapter 11, “Impact Program Evaluation and Hypothesis Testing”

· Review Chapter 10 and read Chapter 11 to examine aspects of evaluation essential to program planning.

· Chapter 12, “Budgeting for Financial Control, Management, and Planning”

· Chapter 13, “Developing Line-Item, Functional, and Program Budgeting Systems”

·  Chapter 10, “Performance Measurement, Monitoring, and Program Evaluation”

As you read this chapter, pay attention to the financial functions associated with these forms of evaluation and the data to be collected.

Chapter 12 introduces budgeting as an important part of the planning process, noting that it also serves essential management and control functions for programs. Chapter 13 addresses three systems of budgeting—line item, functional, and program—each of which has a distinct focus.

Berhane, A., Biadgilign, S., Berhane, A., & Memiah, P. (2015). Male involvement in family planning program in Northern Ethiopia: An application of the Transtheoretical model. Patient Education and Counseling 98, 469–475

Kroelinger, C.D., Rankin, K. M., Chamgers, D.A., Diez Roux, A.V., Huges, K., & Grigorescu, V. (2014). Using the principles of complex systems thinking and implementation sceice to enhance maternal and child health program planning and delivery. Maternal Child Health Journal, 18, 1560–1564. doi 10.1007/s10995-014-1586-9

Silverman, B., Champney, J., Steber, S., & Zubritsky, C. (2015). Collaborating for consensus: Considerations for convening Coalition stakeholders to promote a gender-based approach to addressing the health needs of sex workers. Evaluation and Program Planning 51,17–26 doi.org/10.1016/j.evalprogplan.2014.12.002

Smith, T.L., Barlow, P.b., Peters, J.M., & Skolits, G.J. (2015). Demystifying reflective practice: Using the DATA model to enhance evaluators’ professional activities. Evaluation and Program Planning, 52, 142–147.

Albert, D., Fortin, R., Herrera, C., Riley, B., Hanning, R., Lessio, A., & Rush, B. (2013). Strengthening chronic disease prevention programming: The toward evidence-Informed practice (TEIP) program evidence tool. Preventing Chronic Disease, 10,1–9

Baron, K., Hodgson, A., & Walshe, C. (2015). Evaluation of an advance care planning education programme for nursing homes: A longitudinal study. Nurse Education Today, 35, 689–695.

Schmitt, C.L., Glasgow, L., Lavinghouze, S.R., Ricker, P.P., Fulmer, E., McAleer, K., & Rogers, T. (2016). Measuring infrastructure: A key step in program evaluation and planning. Evaluation and Program Planning, 56, 50–56 doi.org/10.1016/j.evalprogplan.2016.03.007

Gaskin, J., Rennie, C., & Coyle, D. (2015). Reducing periconceptional methylmercury exposure: Cost-utility analysis for a proposed screening program for women planning a pregnancy in Ontario, Canada. Environmental Health Perspectives, 123(12), 1337–1344 doi.org/10.1289/ehp.1409034.

Palumbo, M.V., Sikorski, E.A. & Liberty, B.C. (2013). Exploring the cost-effectiveness of unit-based health promotion activities for nurses. Workplace Health & Safety, 61(12), 514–520.

U.S. Small Business Administration. (n.d.). Writing a business plan. Retrieved December 12, 2011, from http://www.sba.gov/category/navigation-structure/starting-managing-business/starting-business/writing-business-plan

The “Writing a Business Plan” section of this website introduces elements of a good business plan, which is an essential document for any program. Investigate the information presented. In addition, see the “Preparing Your Finances” section for information on break-even analysis and other budgeting-related matters.

Robbins, L.B., Pfeiffer, K.A., Weolek, S.M., & Lo, Y. (2014). Process evaluation for a school-based physical intervention for 6th and 7th grade boys: Reach, dose, and fidelity. Evaluation and Program Planning, 42, 21–31 doi.org/10.1016/j.evalprogplan.2013.09.002

Schalock, R.L., Lee, t., Verdugo, M., Swart, K., Claes, C., van Loon, J., & Lee, C. (2014). An evidence-based approach to organization evaluation and change in human service organizations evaluation and program planning. Evaluation and Program Planning, 45, 110–118.

Moore, H.K., Preussler, J., Denzen, E.M., Payton, T.J., Thao, V., Murphy, E.A. & Harwood, E. (2014). Designing and operationalizing a customized internal evaluation model for cancer treatment support programs, Journal Cancer Education, 29, 463–372 doi10.1007/s13187-014-0644-8

Redwood, D., Provost, E., Lopez, E.D., Skewes, M., Johnson, R., Christensen, C., Sacco, F., & Haverkamp, D. (2016). A process evaluation of the Alaska Native colorectal cancer family outreach program. Health Education & Behavior, 43(1), 35–42 doi: 10.1177/1090198115590781

Robbins, L.B., Pfeiffer, K.A., Weolek, S.M., & Lo, Y. (2014). Process evaluation for a school-based physical intervention for 6th and 7th grade boys: Reach, dose, and fidelity. Evaluation and Program Planning, 42, 21–31 doi.org/10.1016/j.evalprogplan.2013.09.002

Optional Resources

Ahmad, F., Roy, A., Brady, S., Belgeonne, S., Dunn, L., & Pitts, J. (2007). Care pathway initiative for people with intellectual disabilities: Impact evaluation. Journal of Nursing Management, 15(7), 700–702.

This article is an example of an impact evaluation.

Gard, C. L., Flannigan, P. N., & Cluskey, M. (2004). Program evaluation: An ongoing systematic process. Nursing Education Perspectives, 25(4), 176–179.

This article discusses the use of accreditation standards and site visits as a plan for ongoing evaluation for a nursing program.

Graff, J. C., Russell, C. K., & Stegbauer, C. C. (2007). Formative and summative evaluation of a practice doctorate program. Nurse Educator, 32(4), 173–177.

Milne, L., Scotland, G., Tagiyeva-Milne, N., & Hussein, J. (2004). Safe motherhood program evaluation: Theory and practice. Journal of Midwifery & Women’s Health, 49(4), 338–344.

This article identifies and evaluates the different approaches to program evaluation related to safe motherhood.

Centers for Disease Control and Prevention. (2007). Chronic disease indicators [Data set]. Retrieved from https://www.cdc.gov/cdi/.

This site allows you to search and compare different regions for specific chronic disease indicators.

Hulton, L. J. (2007). An evaluation of a school-based teenage pregnancy prevention program using a logic model framework. Journal of School Nursing, 23(2), 104–110.

This article describes the use of the logic model to develop, implement, and evaluate a nursing intervention in a school setting.

Johnson, S. S., Driskell, M., Johnson, J. L., Prochaska, J. M., Zwick, W., & Prochaska, J. O. (2006). Efficacy of a transtheoretical model-based expert system for antihypertensive adherence. Disease Management, 9(5), 291–301.

This article introduces the use of the transtheoretical model and stages of change as applied to interventions aimed at medication adherence for patients with hypertension.

Rogers, L. Q., Shah, P., Dunnington, G., Greive, A., Shanmugham, A., Dawson, B., & Courneya, K. S. (2005). Social cognitive theory and physical activity during breast cancer treatment. Oncology Nursing Forum, 32(4), 807–815.

The social cognitive theory is utilized to examine associations with physical activity in breast cancer patients. This article posits that the social cognitive theory can be used as a mediator for intervention evaluation with this population.

W. K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation, and action: Logic model development guide. Battle Creek, MI: W. K. Kellogg Foundation. Retrieved from http://www.wkkf.org/resource-directory/resource/2006/02/wk-kellogg-foundation-logic-model-development-guide.

This report offers a guide for the use of the logic model in program planning and outcome-oriented evaluation for nonprofit projects.

Dirubbo, N. E. (2006). Break-even analysis: Can I afford to do this? Nurse Practitioner, 31(7), 11.

This article briefly explains break-even analysis and its use in initiating new programs.

McBryde-Foster, M. J. (2005). Break-even analysis in a nurse-managed center. Nursing Economic$, 23(1), 31–34

This article explains how break-even analysis can be used in a nursing environment and how to apply it for program proposals.

U.S. National Library of Medicine. (2008). HTA 101: IV. Cost analysis methods. Retrieved from http://www.nlm.nih.gov/nichsr/hta101/ta10106.html

· Published by the National Institutes of Health, this site offers an explanation of the types of cost analysis including comparison of cost-utility, cost-effectiveness, and cost-benefits.

Required Media

Laureate Education (Producer). (2011). Design and evaluation of programs and projects [Video file]. Baltimore, MD: Author.

“Performance Measurement, Monitoring, and Evaluation” (featuring Dr. Donna Shambley-Ebron, Dr. Melissa Willmarth, and Dr. Debora Dole)

You may view this course video by clicking the link or on the course DVD, which contains the same content. Once you’ve opened the link, click on the appropriate media piece.

 
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Nursing

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Esther Jackson is a 56-year-old black female who is 1-day post-op following a left radical mastectomy. During morning rounds, the off-going nurse shares with you during bedside report that the patient has been experiencing increased discomfort in her back throughout the night and has required frequent help with repositioning. She states that the patient was medicated for pain approximately 2 hours ago but is voicing little relief and states that you might want to mention that to the doctor when he rounds later this morning. With the patient appearing to be in no visible distress, you proceed on to the next patient’s room for report.

Approximately 1 hour later, you return to Ms. Jackson’s room with her morning pills and find her slumped over the bedside stand in tears. The patient states, “I don’t know what is wrong, I don’t feel right. My back hurts and I’m just so tired. What is wrong with me?” The patient refuses to take her medications at this time stating that she is starting to feel sick to her stomach.

Just then the nursing assistant comes into the patient’s room to record Ms. Jackson’s vital signs, you take this opportunity to quickly research the patient’s medication record to determine if she has a medication ordered for nausea. Upon return, the nursing assistant hands you the following vital signs: T 37, R 18, and BP 132/54, but states she couldn’t get the patient’s pulse because “it is all over the place.”

Please address the following questions related to the scenario.

What do you suspect is the cause of the patient’s symptoms?

Describe the course of action that you will take to confirm this suspicion and prevent further decline.

What further assessments, lab values, and tests will likely be ordered for this patient and how often? If testing is to be completed more than once, please explain the rationale for doing so.

While you are caring for this patient, how will you ensure that the needs of your other patients are being met?

 
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Psychology Question 4

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answers must be your own words. When I ask for examples, you must create your own examples. Examples from the internet, textbook, class activities, study guides, other students, etc. are not acceptable. Do not use direct quotes in any of your answers. Please make sure to fully answer each question to receive full points. As a guideline, I expect 10 point questions to take at least 1 paragraph (8-10 sentences) to answer the question fully. I want you to answer the question concisely, focusing only on relevant information. Be clear, precise, and thorough in your answers. Do NOT search the internet for answers!!! The point of this exam is to demonstrate your own thinking about the topics you have learned thus far in the course. How well you do on this exam is based on the level of thought and detail evident in your responses.

 

 


Read the following transcript of an interview with an actual client, Samantha. Then answer the questions that follow (questions 4a-4g).

 

ASSESSMENT INTERVIEW TRANSCRIPT

Assessment Clinician: What types of things do you worry about?

 

Samantha: I worry about tons of things. Um, well, I mean I worry about the general things that I think people worry about… like… you know… like… well, maybe that’s not true. Um, I guess the future… I’m big in the future – I’m not a really “present” person much… something I try to work on. Um, I always worry about the future – how I’m doing, how far I’m getting in life – if I’m succeeding.

 

Um, and then there’s worrying about… well not worry, but I have a lot of work, or am I going to get my school work done on time, or maybe financially like am I okay financially, like those kinds of thing.

 

Assessment Clinician: What does it feel like when your anxiety takes over?

 

Samantha: Sometimes I just feel like I get foggy… like really foggy. Uh, like today I was working at the clinic, shadowing for the first time, and I hit a point when I was like… you know, for me, I like to think biologically, like, maybe I’m low blood sugar. I didn’t feel like eating this morning, probably because I was nervous, you know, so maybe my not eating was kicking in. But then, um, then I couldn’t concentrate.

 

And then, I kind of freeze for a second, and I’m thinking “If I have to fill out this form – and there’s like, so many forms – I don’t know if I can fill it out.” And then all of a sudden… it’s like I can’t see as well. I’m going to zone out. At the wall! I’m going to not look into space per se, but it’s like I literally can’t even focus in with my eyes. My vision is fine – I mean I wear contacts, but it’s not an actual vision problem. And then, to follow it, I get a tiredness… you know? Like… yeah, tired? But then, trying to figure out how to rev it up, try to clear up. It’s like if you were waking up from anesthesia I guess or something… like you’ve been drugged I guess! I guess! I don’t know! And then I can’t … I want to be clear – I want to be clear minded, but I can’t. I mean I guess I… um… feel confused, lost, and scared. And then… like I don’t know why I feel this way.

 

And there’s times when I’m, like foggy, or I’m tired or whatever, where… I could just drink coffee. I could just drink shots of espresso and I wouldn’t wake up, it just wouldn’t happen. And maybe my body would start pounding and my heart would start racing, but my brain, like, won’t go… I can’t rev it up but like… my body is really revved up. Um, and like… I have these thoughts running through my head, um… like… I want to get out of my skin, but I can’t, um… like I’m stuck. Yeah, and… like I was so revved up in my body that I couldn’t sleep for three days straight and, um,…wasn’t eating and like couldn’t really focusing on anything.

 

Assessment Clinician: When did these issues begin with you?

 

Samantha: My parents said I was always worried and nervous– since birth! So, I always … I was … always curious about what was going on near me. I had a real desire to learn how to read because I wanted to be able to read notes that people wrote people. And I wanted to know what was going on. I was really afraid to not know what was going on. And that was around the time when my parents got divorced, so I had a lot of anxiety then and I tried … you know, I’m the oldest, so I tried to … watch out for my brothers. My dad was really depressed about it and I had to see him go through that and so, I was constantly trying to keep tabs on everything, you know? Make sure everyone was feeling fine all the time. That kind of thing.

 

Assessment Clinician: When did you first know that your worry and anxiety were a problem?

 

Samantha: Well when, puberty hit, you know. And I think that’s when anxiety came on even stronger. Um, I would say like, up until 6th grade, I think I worried a lot more than most kids, but I wouldn’t say that I felt that first true impact of an anxiety attack. Um, and I would think that first attack came right when puberty really hit. And… I think that’s when I started to feel like this kind of fear. Also guilt, guilt comes up in it a lot … which is weird… you know, I don’t really know what I’m feeling guilty about… but it’s like guilt mixed with fear.

***************************************************************************

 

Many of the mental disorders you have learned about so far in class share similar features and symptoms or are different variations of the same symptoms. This creates one of the most common, yet difficult, challenges in clinical psychology—differential diagnosis. Differential diagnosis requires doctors to determine from which disorder the patient is suffering by considering and ruling out other disorders that have similar features and symptoms. This requires understanding the many subtle similarities and differences among disorders.

 

Engage in differential diagnosis for the patient, Samantha, based on the brief interview transcript presented above. Answer the following questions in the process of your differential diagnosis. The following 7 questions are worth a total of 20 points. See individual point values for each question below.

 

Question 4a (worth 3 points):

Which symptoms are suggestive of a mental health disorder?

 

Question 4b (worth 1 point):

What disorders are you considering as possible explanations for her symptoms?

 

Question 4c (worth 7 points):

Compare and contrast the symptoms and risk factors of at least three disorders/conditions that might explain Samantha’s symptoms.

 

Question 4d (worth 1 point):

What is your provisional diagnosis for Samantha?

 

Question 4e (worth 2 points):

How did you rule out other diagnoses you were considering?

 

Question 4f (worth 1 point):

What treatment would you provide Samantha based on her diagnosis?

 

Question 4g (worth 5 points):

Why did you choose that specific type of treatment? Be sure to link the type of treatment you chose to the specific information you have about Samantha and her symptoms.

 

 
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Ethical Profile Paper

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Ethical Profile Paper

Directions:

You are to write an ethical profile paper that recognizes the formative influence of your family, heroes, and personal style on you as an ethical professional. This paper will provide a profile of you in regards to your ethical and professional practice. You will be required to include information on who you are as an ethical professional, how this course has shaped your unique ethical decision-making style, and the areas in which you feel still need further development.

Include the following four sections in your paper:

  1. Ethical Autobiography: First, explain how you think through and determine what is “right” and “wrong” (personally and professionally) in your own daily life. Second, identify four examples of ethical behaviors and explain how your cultural heritage has shaped your values. Third, describe the nature of the four ethical behaviors you see in yourself.
  2. Professional/Ethical Hero: First, identify an ethical “hero,” an individual that has most impressed you and serves as your role model because of their professional/ethical presence (i.e., sensitivity, appropriate boundaries, and respect for privacy, ethical commitment, and ethical courage). Elaborate on his or her ethical characteristics. Discuss how this person can (or does) serve as a role model for others in the helping profession. Second, describe how this “hero” has influenced your value system. Click here to read an article on ethical hero.
  3. Ethical Decision-Making Style: This section will articulate your implicit style in terms of ethical decision making. Although there are specific models that help facilitate ethical decision making, everyone has his or her own unique style. Taking into consideration the ethical decision-making models presented in this course, identify the style that reflects your early and ongoing experiences with moral values and issues that has been influenced and shaped by your parents, relatives, peers, and valued adults in your life, such as a teacher or coach. Use what you have written from your autobiography to supplement this discussion. In summary, explain your implicit ethical decision-making style, including how this course and your cultural heritage have served as influential factors.
  4. Professional and Ethical Development: Ethical development is, for most, a career-long process. In the last section of your paper, please identify at least two areas discussed in this module/course where you feel you would benefit from more development. Lastly, suggest ways in which you can acquire your further development.

Please include information from two or more external scholarly references using APA formatting for all citations.

Your paper should be approximately 6–8 pages in length, be double-spaced, in 12 point, Times New Roman font with normal 1” margins; be written in APA style; and be free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.

 
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Benchmark – Major Counseling Theories Comparison Paper

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Details:

Throughout the course, you have studied and written about a number of counseling theories that are used as the basis for the counseling profession. In this paper, choose a theory and compare it against each of the following three theories:

  1. Cognitive behavior therapy (CBT)
  2. Solution-focused
  3. Psychoanalysis

Choose a theory that you have studied in this course. Do not choose one of the three theories listed above.

Compare your selected theory against the three theories listed above.

Write a 1,500-2,000-word paper discussing your theory comparisons. Include the following in your paper:

Part 1: Selected Theory

  1. Founding theorist(s) for the selected theory
  2. Standard interventions for the selected theory
  3. At least three main concepts of the selected theory

Part 2: Cognitive Behavior Theory (CBT)

  1. Founding theorist(s) for CBT
  2. Standard interventions for CBT
  3. Similarities and differences between your selected theory and CBT

Part 3: Solution-Focused Theory

  1. Founding theorist(s) for solution-focused theory
  2. Standard interventions for solution-focused theory
  3. Similarities and differences between your selected theory and solution-focused theory

Part 4: Psychoanalysis

  1. Founding theorist(s) for psychoanalysis
  2. Standard interventions for psychoanalysis
  3. Similarities and differences between your selected theory and psychoanalysis

Include at least three scholarly references in your paper in addition to the course textbook.

Prepare this assignment according to the guidelines 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.

 
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