The Stages of Change Model (also referred to as the “Transtheoretical Model” or “TTM”) is a widely accepted and empirically supported process construct that describes both the manner and mechanisms of change. It is not a substitute for treatment theory, but rather an overlay to a chosen clinical approach that can aid the counselor in client conceptualization and effective treatment delivery. It can also help clinicians adapt interventions to align with the client’s stage in the change process and offers insights into how to enhance motivation and engagement.

In this Assignment, you will analyze the Stages of Change Model and how you can operationalize it as an overlay to your own preferred treatment theory.

Complete a 3- to 4-page paper in which you do the following:

• Provide an overview of the stages of change model. Include ways to determine a client’s stage in the change process.
• Identify at least one challenge and one potential intervention for each of the stages of change, based on a theoretical approach of your choice.
• Justify your response with specific references to this week’s Learning Resources and the current literature.

Readings to use to complete the assignment

Readings

• Van Wormer, K., & Davis, D. R. (2018). Addiction treatment: A strengths perspective (4th ed.). Boston, MA: Cengage.
  • Chapter 4, “Substance Misuse with a Co-occurring Mental Disorder or Disability” (pp. 151-190)
• Drapalski, A., Bennett, M., & Bellack, A. (2011). Gender differences in substance abuse, consequences, motivation to change, and treatment seeking in people with serious mental illness. Substance Use & Misuse, 46(6), 808–818.
  Retrieved from the Walden Library databases.
• Kennedy, K., & Gregoire, T. K. (2009). Theories of motivation in addiction treatment: Testing the relationship of the transtheoretical model of change and self-determination theory. Journal of Social Work Practice in the Addictions, 9(2), 163–183.
  Retrieved from the Walden Library databases.
• Kerfoot, K., Petrakis, I. L., & Rosenheck, R. A. (2011). Dual diagnosis in an aging population: Prevalence of psychiatric disorders, comorbid substance abuse, and mental health service utilization in the Department of Veterans Affairs. Journal of Dual Diagnosis, 7(1/2), 4–13.
  Retrieved from the Walden Library databases.
• Lachman, A. (2012). Dual diagnosis in adolescence—An escalating risk. Journal of Child & Adolescent Mental Health, 24(1), pv–vii.
  Retrieved from the Walden Library databases.
• Torrey, W. C., Tepper, M., & Greenwold, J. (2011). Implementing integrated services for adults with co-occurring substance use disorders and psychiatric illnesses: A research review. Journal of Dual Diagnosis, 7(3), 150–161.
  Retrieved from the Walden Library databases.
• Woods, M. R., & Drake, R. E. (2011). Treatment of a young man with psychosis and polysubstance abuse. Journal of Dual Diagnosis, 7(3), 175–185.
  Retrieved from the Walden Library databases.

Link to Walden Library: https://academicguides.waldenu.edu/library username and password: shanice.edmonds@waldenu.edu/ Naurelton88

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

APA FORMAT, 350-400 WORDS

To prepare:

• Select one of the behavioral risk factors from the Healthy Population 2010 Objectives (listed in Table 7.1 on p. 122 of the course text) that is of interest to you.
• Using the Walden Library and other credible websites, research how this risk factor is affecting your community or state.
• With your selected risk factor in mind, review the information on the Population-Based Intervention Model on pp. 132-137 in the course text, Health Care Delivery in the United States. In particular, focus on the concept of downstream, midstream, and upstream interventions. Consider at least one intervention that could be put into place at each stage.

By DAY 3. Post a description of the behavioral risk factor you selected and how this factor is impacting your community or state. Using the Population-Based Intervention Model, suggest at least one intervention that could be put into place at each stage (downstream, midstream, and upstream) to ensure that a health prevention program addressing the behavioral risk factor would have a greater chance at succeeding. Justify why each intervention you identified would be effective

Week 5: Population Health, Part 2

The whole is greater than the sum of its parts.

—Aristotle

The proper implementation of policy that addresses population health issues frequently can stimulate change in individual behaviors. Consider, for example, cigarette smoking. The Robert Wood Johnson Foundation reported that the number of adults living in smoke-free homes increased from 43% in 1992 to 79% in 2007 (RWJF, 2009). During that time period, many states were adopting the Indoor Clean Air Act and prohibiting smoking in public places. These actions may have made cigarette smoking less socially acceptable, thus encouraging many adult smokers to quit. How can such initiatives affect population health?

Policy-driven initiatives and government-funded programs increasingly focus on prevention to address potentially problematic behaviors at the population level, thereby reducing costs associated with acute and chronic care. As noted in Week 4, one of the advantages of focusing on population health versus individual health is the ability to concentrate on specific problems that affect large groups. This week, you will examine strategies for addressing behavioral risk factors in a particular population. You will also consider characteristics of effective health care prevention programs.

Reference:
Good Reads. (2012). Quotable quotes: Aristotle. Retrieved from
http://www.goodreads.com/quotes/show/20103

Learning Objectives

Students will:

• Evaluate interventions for addressing at-risk behaviors using the Population-Based Intervention Model

Photo Credit: [Plume Creative]/[DigitalVision]/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials section of your Syllabus.

Required Readings

Knickman, J. R., & Kovner, A. R. (Eds.). (2015).
Health care delivery in the united states (11th ed.). New York, NY: Springer Publishing.

• Chapter 7, “Health and Behavior” (pp. 119–144)

  This chapter discusses the role of behavior on health and describes behavioral risk factors and potential community-based interventions.

Backer, E. L., Geske, J. A., McIlvain, H. E., Dodendorf, D. M., & Minier, W. C. (2005). Improving female preventive health care delivery through practice change: An Every Woman Matters study.
Journal of the American Board of Family Practice, 18(5), 401–408.

Retrieved from the Walden Library databases.

This article informs the Assignment as an example of a health program that was not successful. You will conduct additional research on this topic to determine current advocacy programs that have been more effective.

Hancock, C., & Cooper, K. (2011). A global initiative to tackle chronic disease by changing lifestyles.
Primary Health Care, 21(4), 24–26.

Retrieved from the Walden Library databases.

This article details the efforts of the C3 Collaborating for Health charity. In particular, C3 focuses on minimizing the risk factors of poor dieting, smoking, and low physical activity.

Schwartz, S. M., Ireland, C., Strecher, V., Nakao, D., Wang, C., & Juarez, D. (2010). The economic value of a wellness and disease prevention program.
Population Health Management, 13(6), 309–317.

Retrieved from the Walden Library databases.

The authors of this article detail a study that sought to determine the economic consequences of a disease prevention program conducted by the Hawaii Medical Service Association.

Tengland, P. (2010). Health promotion and disease prevention: Logically different conceptions?
Health Care Analysis, 18(4), 323–341.

Retrieved from the Walden Library databases.

This article investigates the differences and causal connections between health promotion and disease prevention.

Discussion: Addressing Behavioral Risk Factors

“It is unreasonable to expect that people will change their behavior easily when so many forces in the social, cultural, and physical environment conspire against such change”

(Kovner and Knickman, p. 139).

When seeking to lessen behavioral risk factors in different populations, one of the greatest challenges is addressing the systemic issues within the population that enable the risky behavior to occur in the first place. Consider the health risks of school-age children not being immunized or drug users sharing needles. As Dr. Beilenson discussed in the Week 4 media program, these risky behaviors led to increases in individual and population health problems. Thus, when planning health prevention programs, it is important to consider how to effectively address risky behaviors at both the individual and the population level.

The Discussion this week focuses on the use of the Population-Based Intervention Model outlined in the course text Health Care Delivery in the United States, as well as how this model can be applied to strengthen advocacy programs.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

hi this is my discussion and i want you to answer it as much as you can, and follow my professor instructions.

D4: Good Manager, Bad Manager

Mary Barra, CEO of General Motors, has proven to be an effective leader. There are many articles about her. Here is a short article.

Questions:

Have you worked for a great manager. Identify and describe a great manager. What makes him or her stand out from the crowd?

Or, if you can’t think of one, have you ever worked for a bad manager? Describe the causes and the consequences of their ineffectiveness.

Or, if you have never had a manager or supervisor, think about what type of leader you would like to work for.

Finally, what type of leader do you want to be?

Does the type of job and responsibilities impact or influence your answer?

Remember, there are no right or wrong answers. This is simply a conversation.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

please complete lab6 worksheet hoemwork

Senior Management

• Ultimately responsible for all organizational risk, including information technology (IT) risk
• Develops strategic initiatives associated with risk and risk assessment
• Ensures necessary resources are applied effectively
• Assigns and manages vulnerability assessment responsibilities throughout the organization
• Assesses and incorporates results of vulnerability and risk assessment into decision making

IT Management

• Supports the institution’s information systems
• Responsible for planning, budgeting, and performance of information systems security
• Works with all other individuals and organizations to ensure vulnerability assessment is properly implemented
• Adheres to vulnerability and risk assessment plan

Functional Management and Employees

• Be consulted during the vulnerability assessment
• Alert IT of perceived vulnerabilities
• Report changes in the workplace

Contractors/Vendors

• Be consulted during the vulnerability assessment
• Provide valuable information on systems and applications
• Participate in vulnerability assessment activities as necessary

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.

To prepare:

• Review the information in Figure 6–1 in Nursing Informatics and the Foundation of Knowledge.
• Develop a clinical question related to your area of practice that you would like to explore.
• Consider what you currently know about this topic. What additional information would you need to answer the question?
• Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
  • Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
  • Once you have identified useful databases, how would you go about finding the most relevant articles and information?
  • Consider how you would extract the relevant information from the articles.
  • How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?

By Day 7 of Week 4

Write a 3- to 4-page paper that addresses the following:

• Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
  • Identify the databases and search words you would use.
  • Relate how you would take the information gleaned and turn it into useable knowledge.
• Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page.

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!