TECA Case Study

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TECA Case Study

(TECA Case Study)

Case Study Sample 1

Introduction 

The child I have chosen to observe is named Amy.  She is a two-year-old who has fair skin, black hair, and dark brown eyes. Her birthday is May 16th.  Amy is a toddler who lives with both her mother and father.  The socioeconomic status of the family is as follows; her dad attended a two-year technical school where he received an Associate’s Degree in Auto Mechanics. He is now employed by the United States Postal Service, as a lead auto technician, and his income is mid-ranged. His mom also attended a technical school and received a Medical Certificate as a Phlebotomist. For personal reasons, his mother chose to work in a different field after having completed the certificate program.  She is now employed by a small family-owned business and holds a secretarial position.

In addition to her parents, Amy has an older brother who is named A.J.  He is eight years old.  The family lives in a two-bedroom apartment in the greater Dallas area.  The children share a bedroom, which is decorated with both dolls and cars to accommodate both genders.  They also have a television in their room that is they use for both watching and video gaming.  I specifically chose this child because of her enormous sense of curiosity.

Physical Development 

Amy can run, walk up stairs with help, and jump off of the floor with both feet. According to the textbook, this is normal large motor development for a two-year-old (Manis, 2017).  During my observation, she used different coloring crayons, picked up small beads (with adult supervision to prevent swallowing), played with blocks and displayed a multitude of other skills which require the workings of the small muscle groups.  She engages in coloring and drawing pictures, and even has a few on display on her parent’s apartment walls!

According to her mother, Amy is a normal, healthy, growing girl.  There were no reports of problems during her infancy.  One complaint her mother had, however, was the fact that Amy periodically wakes during the night and will wander into her parent’s bedroom to sleep.  Feeding time can be a difficult time for the family, according to Mom.  Amy, if given the opportunity according to her parents, would rather eat McDonald’s chicken nuggets day in and day out.

Cognitive Development(TECA Case Study)

Amy is in the Mental Representation Phase of Piaget’s Sensorimotor Stage according to the textbook (Manis, 2017). She can remember where objects were last placed and recall them again after a few minutes have passed.  According to her father, Amy loves to sing.  When her mother presents her with a new song, she listens carefully and intently and watches her mother’s lips as she is singing.

Another example of cognitive learning at work is the fact that her parents are now getting her ready for potty training.  According to Mom, she shows intense curiosity when it’s time “to go” with Mom and observes closely what is being done.  Mom stated that she has been known to lose interest in the task, but responds well when Mom and Dad provide positive reinforcement for voluntarily sitting on the training potty with a diaper still on.

Amy can speak 2-3 word sentences.  She can express what she wants and responds positively when her parents or caregivers need to correct phrasing. She repeats what was said and nods to indicate that she understands. Though Amy can almost completely finish the “Alphabet Song,” she still on occasion needs assistance in completing it in its entirety.

Social and Emotional Development

Currently, at age two, Amy attends daycare and is kept in a room with other two-year-olds.  It has been recorded that Amy is definitely one of the more dominant children in her classroom. According to her caregiver, she often has a hard time sharing and recently has been labeled a “bully” due to her constant efforts to keep all of the toys to herself.  Amy’s parents stated that they found this interesting because she doesn’t seem to have this problem at home with her older brother.

When asked to share, or acknowledge, that another classmate would like to play with a toy, Amy (according to her caregiver) has a tantrum and doesn’t understand the concept of sharing.  Consequently, she spends a lot of time in the time-out chair. According to our textbook, toddlers are becoming more independent, and it is typical for them to show some aggression towards other children (Manis, 2017).

Family or Home Factors(TECA Case Study)

Amy is being reared in a two-parent home with an older brother who is eight. The total household size is four. Because both parents work outside of the home, Amy attends a full-day preschool program at her church. The SES of the family has allowed for many opportunities for both A.J. and Amy.

I observed the parents bicker in front of the children. According to the textbook, it is important for adults to model appropriate social behavior, so this may account for some of Amy’s behavior with her classmates; as children often imitate what their parents say and do (Manis, 2017).

Summary

Part 1:

In summation, I strongly believe that Amy benefits greatly from her family’s SES status. The household income affords the family the ability to go out and explore on many levels; from going to the neighborhood park, the local petting zoo, amusement parks, and her daycare. I believe that a child of Amy’s caliber should continue to be encouraged to do positive things.

As an infant, her parents surrounded her with multiple stimuli which I feel contributed greatly to her physical and cognitive development. Amy was not limited to just a mobile hanging over her bed, but also had building blocks, computer aides, books, markers, crayons, stickers, flash cards, and an equally curious older brother who helped push her along.

I chose this child, because of her sense of curiosity and show of an immense amount of courage when it comes to facing new challenges.  Although she is often reluctant to share with other children, she has no problem inquiring about her surroundings and people in them. She would either sit and observe other children at play or sit and observe the “new adult” in the room. But, it wouldn’t be long before she was making her way over to the newcomer and engaging them. It is important that her parents and caregivers work with her on developing positive social skills.

Part 2:

The learning environment I feel best suited for Amy is one that developmentally appropriate and academically challenging. She can learn quickly and retains information for long periods of time.  An environment that has multiple stimuli and visual aids will be conducive to Amy’s development.

The ideal learning environment for Amy should also include adults who can provide role models in the nurturing treatment of the children, and the use of non-threatening communication strategies. That supportive environment is currently lacking in her home and should be improved there. Although her diet may present a challenge from time to time, I observed no signs of developmental delays, but it would be beneficial for her for the family to work on improving her nutrition.  If Amy’s parents and teachers work with her, she has a promising future.

(TECA Case Study)

References

Here you place your APA reference for the textbook (The Dynamic Child)

 
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Review & Research of Childhood Influences

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Review & Research of Childhood Influences

(Review & Research of Childhood Influences)

In M1: Assignment 2, you examined an important factor contributing to a child’s success. Now with your understanding that there are many different areas of impact within the realms of family, peers, school, and community, it is helpful to explore your own experience and reaction to some of these areas of influence. It is very common for our own experiences as a child to significantly impact our interactions with children, if we are not first aware of our beliefs and reactions.

Based on your review of the influences of family, peers, schools, and community, respond to the following:

  • Looking back at your own experiences and influences, analyze which of these influences had the biggest impact on your own development when you were a child or adolescent. Give reasons for your answer.
  • How has this impact (for example, family or peer situation, community influence, or school environment) been influenced by the various adults in your life (parents, teachers, coaches)?
  • Using the module readings, Argosy University online library resources, and the Internet, research your findings further. Respond to the following:
    • Explain how your biggest influence aligns with the research. Incorporate information from at least two academic sources to support your statements and ideas. Academic sources could include your textbook, required readings for this module, or academic journal articles found in the Argosy University online library.
    • Who are the major proponents (theorists past or current) of your chosen influence and how did they reach these conclusions?
  • Ask two adults what or who had the most impact on them. Compare this self-report data with your experience and your research about prominent influences.

Write a 2–3-page paper in Word format. Be sure to include separate title and reference pages. Apply APA standards to citation of sources, including use of in-text citations and full references. Academic sources could include your textbook, required readings for this module, or academic journal articles found in the Argosy University online library.

 
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Outline for Speech2: Informative

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Informative Outline & Speech For Public Speeking.

Outline for Speech2: Informative

(Outline for Speech2: Informative)

Preparation Outline 2: Informative

by

Student’s Name

Specific Purpose: (Example) I want the audience to understand the modes of delivery.

Thesis Sentence: (Example) There are four modes of delivery.

Introduction

Body

  1. Use a full sentence for your first main point.
    1. Use a full sentence for your first 1st-order sub-point.
    2. Use a full sentence for your second 1st-order sub-point.
      1. You may choose to use a full sentence or a word or phrase here for your first 2nd-order sub-point.
      2. If you used a sentence for your first 2nd-order sub-point, also use a sentence for your second 2nd-order sub-point. However, if you used a word or phrase for your first 2nd-order sub-point, use a word or phrase for your second 2nd-order sub-point.
  2. Use a full sentence for your first main point.
    1. Use a full sentence for your first 1st-order sub-point.
    2. Use a full sentence for your second 1st-order sub-point.
      1. You may choose to use a full sentence or a word or phrase here for your first 2nd-order sub-point.
      2. If you used a sentence for your first 2nd-order sub-point, also use a sentence for your second 2nd-order sub-point. However, if you used a word or phrase for your first 2nd-order sub-point, use a word or phrase for your second 2nd-order sub-point.

Conclusion

Bibliography

Speech Guidelines

Speech 2: Informative(Outline for Speech2: Informative)

Purpose

The purpose of the informative speech is to get the audience to understand an idea, concept, process, or procedure. Gain and hold the audience’s attention in an interesting manner. Use your classmates’ introductions to analyze your audience. Choose a topic that you are interested in and that your audience might be interested in.

Length

This speech must be 5-7 minutes long. You will lose points if your speech is less than 5 minutes or is longer than 7 minutes and 15 seconds. You should have at least 3 outside sources of information (6 for maximum credit) for the informative speech. Cite these sources orally in your speech. You may use written sources (books, magazines, newspapers), credible online sources, and personal interviews.

Sources

You should have at least 3 outside sources of information (6 for maximum credit) for the informative speech. Cite these sources orally in your speech, where you use them in the body of speech. You may use written sources (e.g., books, magazines, newspapers), credible online sources, and personal interviews.

Organization

The introduction to the informative speech should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech.

The body of the informative speech must contain 2-5 main points using patterns of organization covered in the textbook; other patterns of organization must have prior approval by the instructor. Each main point must be well supported by 2-5 1st-order sub-points (what the textbook calls “subpoints”) designed to illustrate the main points (examples, illustrations, facts, quotations, etc.) Don’t overload the audience with information. Move from simple to complex ideas. Move from familiar to unfamiliar ideas. Define your terms.

The conclusion of the informative speech should restate or summarize the main points and communicate a sense of finality (verbally or nonverbally indicate that you have finished talking). You may end the speech with a story or quotation.

Transitions between major sections of the informative speech (introduction, body, conclusion) and the main points should be carefully planned and used while delivering the speech. Use transitions to move the audience’s attention from section to section and from main point to main point in the body of the speech.

Delivery

You must use an extemporaneous method of delivery (not manuscript, memorized, impromptu). Try to use eye contact, facial expressions, posture, gestures, appropriate volume, pronunciation, articulation, and vocal variety effectively. Think about delivery when you are rehearsing the speech. During the speech, concentrate on the message and the importance of communicating the message to the audience.

You can use 1 or 2 note cards; if you use more than two (2) note cards or a sheet or sheets of paper for delivery notes, you will lose points. You must display your notes on camera before you begin speaking.

You should be looking at the audience about 85% of the time. You will lose points if you look at your notes too frequently or for too long at one time.

COMM 110: Introduction to Speech

 
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Capstone Project Proposal Overview

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Capstone Project Proposal Overview

Evidence-Based Practice Proposal.

(Capstone Project Proposal Overview)

The proposed capstone project aims to explore the integration and impact of Meaningful Use (MU) core criteria within nursing practices, national health policies, patient outcomes, and overall population health. The Meaningful Use program, initiated to enhance the adoption of electronic health records (EHRs), is pivotal in improving healthcare quality, safety, and efficiency. This project will investigate how these criteria have influenced nursing workflows, care delivery, and health policy development.

Through a mixed-methods approach, the study will gather quantitative data from healthcare institutions implementing MU standards and qualitative insights from nursing professionals. Key focus areas include the evaluation of MU’s effect on patient care efficiency, data management, and the potential challenges faced by nurses in adapting to these criteria. Additionally, the project will assess the broader implications of MU on policy-making and population health metrics, aiming to provide comprehensive recommendations for enhancing EHR utilization.

The ultimate goal is to identify best practices and areas for improvement, ensuring that the integration of MU criteria leads to optimal patient outcomes and robust health policies. This project will contribute valuable insights for healthcare professionals, policymakers, and stakeholders in advancing the effective use of health information technology.

ASSIGNMENT 1

In collaboration with your approved course mentor, you will identify a specific evidence-based practice proposal topic for the capstone project. Consider the clinical environment in which you are currently working or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a quality improvement suggestion, a leadership initiative, or an educational need appropriate to your area of interest as well as your practice immersion (practicum) setting. Examples of the integration of community health, leadership, and an EBP can be found on the “Educational and Community-Based Programs” page of the Healthy People 2020 website.

Write a 500-750 word description of your proposed capstone project topic. Make sure to include the following:

  1. The problem, issue, suggestion, initiative, or educational need that will be the focus of the project
  2. The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed.
  3. A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need.
  4. Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes.
  5. Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing.
  6. A proposed solution to the identified project topic

You are required to retrieve and assess a minimum of 8 peer-reviewed articles. Plan your time accordingly to complete this assignment.

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

 
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Ethical Autobiography Report.

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Assignment 2: RA: Ethical Autobiography Report.

(Ethical Autobiography Report.)

Counselors have an ethical responsibility to provide professional services that demonstrate respect for the cultural worldviews, values, and traditions of culturally diverse clients. To the extent that counselors are focused on the values of the dominant culture and insensitive to variations among groups and individuals, they are at risk for practicing unethically. However, how do you know that you are on your way to becoming a culturally competent professional? This assignment will help uncover your multicultural background as well as any potential challenges you may face in counseling clients from diverse backgrounds.

Tasks:

In a3 page Microsoft Word document, respond to the following:

  • Autobiography: Develop an autobiographical report detailing your multicultural background and the development of your personal values and beliefs.
    • Identify and include significant ethical and cultural milestones and use these to differentiate distinct stages of your professional ethical development during your academic, career, and social development.
    • Identify and include no less than three values that are a significant part of who you are as a person and as a professional.
    • Synthesize how you think these personal values are related to your family or cultural systems.
  • Reflection: Reflect and address the following:
    • Explain how this ethical autobiography relates to your identity as a professional counselor.
    • Given your ethical value system, determine any potential conflicts in values that might emerge between you (as a professional counselor) and your clients. Describe how you will manage these conflicts in counseling.
    • Determine what, if any, values might impact your ability to effectively apply professional codes of ethics (e.g., ACA, the NBCC, the American Mental Health Counselors Association [AMHCA], etc.) or relevant laws (identify specific codes/laws). Explain what risk management strategies you will apply to be able to overcome these values conflicts.
    • Explain what risk management strategies you will apply to be able to overcome these values conflicts. Be sure to articulate clearly how you know that you are addressing your client’s presenting problems in a clinically effective way.

Integrate and apply the most recent peer-reviewed literature and empirical research in your responses.

Your final product will be in a Microsoft Word document and be approximately 3 pages in length. Utilize three to five sources from professional literature in your research (do not include relevant codes of ethics and laws). Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu or .gov).

 
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Week2: Humanistic/Existential Theories

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Week2: Humanistic/Existential Theories

(Week2: Humanistic/Existential Theories)

Introduction

Consider your thoughts about the following statements:

·         People are generally good, trustworthy, productive, and able to make positive changes.

·         The responsibility for change and growth lies with the client.

·         We should focus on the “here and now,” not so much on the “then and there.”

These statements reflect humanistic and existential theories developed by theorists such as Carl Rogers, Rollo May, Victor Frankl, and Fritz Perlz. This week, you explore the key components of humanistic and existential theories. You are also introduced to Deidre, a client depicted in media throughout several weeks of this course. Each week that Deidre’s case is presented, you will use theories to propose effective interventions that could help her to reach her goals.

Objectives

Students will: Apply humanistic/existential interventions

·         Evaluate humanistic/existential theories

·         Apply concepts related to humanistic/existential theories

Please proceed to the Resources.

Week 2 Discussion(Week2: Humanistic/Existential Theories)

Applying Humanistic and Existential Theories

A common element of this week’s theories is the focus on client emotion. The central tenet of these theories is that clients are at the center of the counseling process. When counselors use these approaches, they ask clients to not only assess their emotions, but also how they perceive these emotions to influence their lives.

During this process, counselors who often use humanistic and existential approaches partner alongside the client as a nonjudgmental ally, prompting the clients to reconnect with themselves and increase their own self-awareness. Theorists in these paradigms believe that it is not the interpretation of the counselor that helps clients, but rather the interpretation of the clients themselves. In fact, prominent humanistic and existential theorists cast aside the dominant, all-knowing presence of the counselor illustrated by some behavioral and psychoanalytic approaches.

In this Discussion, you consider how each of this week’s theories, existential, person-centered, and Gestalt, provides a different counseling approach. You also reflect upon how theoretical approaches influence the interventions that you might employ with your case study client, Deidre. Before watching the Deidre media, review this week’s Learning Resources to review how the Capuzzi and Gross text used each theoretical approach with the client in “The Case of Maria.”

Posting Directions: In the subject line of your post, use the following title format: “Title of Discussion: The theory you selected for this Discussion.” Your initial post must be at least 200 words in length.

Post by Day 3 a brief description of the humanistic or existential theory you selected. Then, based on this theoretical approach, describe two interventions you could employ with Deidre and explain why. Finally, explain how each of these interventions would help Deidre move toward her goals.

DUE BY 12/9/15 @ 5PM Eastern Standard Time

 Week 2 Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources.

Required Resources

Readings

·    Capuzzi, D., & Gross, D. R. (Ed.). (2011). Counseling and psychotherapy: Theories and interventions (5th ed.). Alexandria, VA: American Counseling Association.

o    Chapter 6, “Existential Theory” (pp. 119–142)

o    Chapter 7, “Person-Centered Theory” (pp. 143–166)

o    Chapter 8, “Gestalt Theory” (pp. 167–191)

Media

·         Laureate Education, Inc. (Executive Producer). (2012). Deidre [Multimedia]. Baltimore, MD: Author.

Note: Please click on the following link for the transcript: Transcript (PDF)

Optional Resources

·         Association for the Advancement of Gestalt Therapy. (2012). Retrieved from http://www.aagt.org/

·         Association for the Development of the Person Centered Approach. (2011).  Retrieved fromhttp://www.adpca.org/

·         Association for Humanistic Psychology. (2012). Retrieved from http://www.ahpweb.org/

·         Existential-Humanistic Institute. (n.d.). Retrieved from http://www.ehinstitute.org/

·         World Association for Person Centered and Experiential Psychotherapy and Counseling. (2012). Retrieved from http://www.pce-world.org/

Please proceed to the Discussion.Return to top

THIS IS A QUIZ DUE BY 12/12/15@ 5pm EASTERN STANDARD TIME

QUESTION 1(Week2: Humanistic/Existential Theories)

1.      In order to be genuine, counselors:

[removed] a. Have to practice using a “poker face”
[removed] b. Have to know themselves
[removed] c. Must use reflections of feeling
[removed] d. Should avoid analysis of transference

2 points   

QUESTION 2

1.       Heidegger’s notions of choice, that each choice one makes represents the loss of an alternative, includes all of the following except:

[removed] a. The past becomes important in terms of lost opportunities.
[removed] b. Future choices are limited due to past choices and the time remaining to fulfill them.
[removed] c. We have the freedom to choose but must balance this with responsibility.
[removed] d. Some choices are irrational and we need to train ourselves not to make them with rewards and punishments.

2 points   

QUESTION 3

1.      Consider a client who feels that he is unlikable by others in his life. When the counseling discussion turns to how likeable the client is to the counselor or therapist, this is an example of:

 

[removed] a. Distracting the client
[removed] b. Empathic understanding
[removed] c. Immediacy
[removed] d. Self-actualization

2 points   

QUESTION 4

1.       The three people credited for the development of Gestalt therapy are:

[removed] a. Perls, Burber, and Nitche
[removed] b. Perls, Perls, and Goodman
[removed] c. Rogers, Glassman, and Goodman
[removed] d. Perls, Kohler, and Koffka

2 points   

QUESTION 5

1.      As a person becomes more congruent, which of the following changes is most likely to be seen?

[removed] a. Elimination of negative thoughts
[removed] b. Eradication of problem behaviors
[removed] c. Greater self-empowerment
[removed] d. Success in a failing relationship

2 points   

(Week2: Humanistic/Existential Theories)

QUESTION 6

1.       All of the following are existential philosophers except:

[removed] a. Sartre
[removed] b. Heidegger
[removed] c. Tillich
[removed] d. Bion

2 points   

 

QUESTION 7

1.      Accurate _______ means that the counselor is able to both understand the client’s words, feelings, and perceptions of the world and communicate that understanding successfully.

[removed] a. empathy
[removed] b. congruence
[removed] c. unconditional positive regard
[removed] d. genuineness

2 points   

 

QUESTION 8

1.       In existential counseling, the client is

[removed] a. An existential partner with the counselor
[removed] b. A student learning from a teacher
[removed] c. Analyzed by the counselor
[removed] d. None of the above

2 points   

 

QUESTION 9

1.       Which of the following is descriptive of what “closure” means in existential counseling?

[removed] a. Facing the end of the helping relationship is the final confrontation with reality.
[removed] b. It means stopping therapy at the end of the semester at a counseling center.
[removed] c. It is when counselors close out all of their files.
[removed] d. It is a relatively unimportant part of counseling.

2 points   

(Week2: Humanistic/Existential Theories)

QUESTION 10

1.      According to person-centered theory, for someone to be continuously believed and trusted by a client they must:

[removed] a. years of professional experience
[removed] b. be genuine
[removed] c. know the right questions to ask
[removed] d. not make mistakes

2 points   

 

QUESTION 11

1.      A criticism of person-centered counseling or therapy is:

[removed] a. Its deterministic stance
[removed] b. Rigid steps in the counseling or therapy process
[removed] c. Too few specifics regarding actions for the new counselor or therapist
[removed] d. Overly confrontational

2 points   

 

QUESTION 12

1.      Perls:

[removed] a. Had a passionate belief in the holistic nature of humankind
[removed] b. Believed that human beings had the capacity and strength to grow, develop, and to become the persons that they desired
[removed] c. Asked clients to focus on why they behaved in certain ways
[removed] d. Both “a” and “b” above

2 points   

 

QUESTION 13

1.      The word Gestalt is a German term that means:

[removed] a. Counselor/client working alliance
[removed] b. Existential anxiety
[removed] c. The integration of parts into a perceptual whole
[removed] d. The phenomenological field

2 points   

 

QUESTION 14

1.      Active listening includes which of the following?

[removed] a. Making good eye contact
[removed] b. Leaning toward the client
[removed] c. Facing the client
[removed] d. All of the above

2 points   

 

QUESTION 15

1.      The study of human experience through attending to the subjective observations of individuals is:

[removed] a. Retroflection
[removed] b. Empty chair
[removed] c. Boundary disturbance
[removed] d. Phenomenology

2 points   

(Week2: Humanistic/Existential Theories)

QUESTION 16

1.      The most important factor in the therapeutic alliance is the:

[removed] a. Quality and nature of the relationship between counselor or therapist and client
[removed] b. Counselor’s or therapist’s skills
[removed] c. Client’s willingness to work hard
[removed] d. Depth of the problems being experienced

2 points   

 

QUESTION 17

1.       A phenomenological perspective:

[removed] a. Describes the concept that all persons view the world in a similar manner
[removed] b. Describes the concept that all persons have a unique perspective
[removed] c. Describes the concept of the “I-Thou” relationship
[removed] d. None of the above

2 points   

 

QUESTION 18

1.       Which of the following is not one of the three approaches to existential counseling?

[removed] a. Dynamic existentialism
[removed] b. Humanistic existentialism
[removed] c. Cognitive/behavioral existentialism
[removed] d. Transpersonal existentialism

2 points   

 

QUESTION 19

1.       Which of the following is not a goal of existential counseling:

[removed] a. Confronting anxieties about the givens of existence
[removed] b. Developing meaning from everyday life
[removed] c. Confronting irrational thoughts that lead to difficult emotions
[removed] d. Developing inner strength

2 points   

(Week2: Humanistic/Existential Theories)

QUESTION 20

1.      One of the views that Gestalt theory holds regarding the individual is that he or she is:

[removed] a. Fully responsible for his/her behavior
[removed] b. Shaped by forces in the environment
[removed] c. Motivated by unconscious drives
[removed] d. Not able to become aware of himself or herself in the here and now

2 points   

 

QUESTION 21

1.      The founder of person-centered counseling is:

[removed] a. Carl Rogers
[removed] b. Victor Frankl
[removed] c. Fritz Perls
[removed] d. Rollo May

2 points   

 

QUESTION 22

1.       Which of the following are major constructs of existentialism?

[removed] a. Death
[removed] b. Freedom
[removed] c. Isolation
[removed] d. All of the above

2 points   

 

QUESTION 23

1.      Which statement is most descriptive of Buber’s “I-Thou ” relationship?

[removed] a. People speak about others, but seldom to them.
[removed] b. This relationship embodies a holy respect for the other person.
[removed] c. This relationship has little meaning, because there is little sense of self.
[removed] d. It shows a relationship that is condescending and not respectful.

2 points   

QUESTION 24

1.      Awareness is the key to Gestalt therapy. Through awareness, the organism/person naturally proceeds toward:

[removed] a. Growth
[removed] b. Integration
[removed] c. Differentiated unity
[removed] d. All of the above

2 points   

(Week2: Humanistic/Existential Theories)

QUESTION 25

1.      Change during Gestalt counseling and psychotherapy comes about as clients become more aware of themselves through:

[removed] a. Using a continuum of awareness focused on how, what, and where
[removed] b. Using questions rather than statements
[removed] c. Using the third-person pronoun “they”
[removed] d. Addressing others indirectly

2 points   

 
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Advanced Nursing Practice Philosophy

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Advanced Nursing Practice Philosophy

(Advanced Nursing Practice Philosophy)

Question description

Personal Philosophy of Advance Nursing Practice Narrative

This Assignment addresses this course outcome:

-1:Formulate a professional nursing philosophy based upon the role and responsibilities of the advanced nurse.

IntroductionThe purpose of this Assignment is for you to present your views, values, and beliefs about the four concepts of the nursing metaparadigm (i.e., person, nursing, health, and environment) and their interrelationship to one another as they guide yourcurrentnursing practice. The process of identifying a personal nursing philosophy of advanced nursing practice and continuously examining, affirming, and validating this philosophy through caring for patients, families, communities, populations, and/or systems can foster professional and personal growth that builds advanced practice expertise.

DirectionsIn this Assignment, you will develop the first draft of your personal philosophy of advanced practice nursing. You will continue to work on this document throughout the course, with new drafts reflecting your growing sophistication as you reflect on each week’s lesson.

A philosophical statement includes these elements:

  • An introduction that presents your thought processes used to articulate a philosophy of advanced practice nursing. Note that APA does not use a heading for the introduction, because it is assumed that the first few paragraphs of a manuscript are the introduction.
  • Valued personal concepts, such as:
    • Metaparadigm concepts such as person/client, nursing, health, and environment
    • Additional concepts you may find valuable to advanced practice, such as IOM Future of Nursing, accountability, interprofessional collaborative practice, social justice, and professionalism
    • Definition of each concept selected
    • Relationships between and among concepts within your personal philosophy as applied to your current practice. A diagram with should be used to graphically depict these interrelationships.

Organization of Your PaperYour final paper is to be written in APA format (including organization, documentation, and references) and be no more than two pages in length. The paper should include a title page and reference list, however, these pages are not included in the final page count.

Course materials, except textbook, may be used and must be supplemented by current literature from peer-reviewed nursing journals no older than 5 years.

Additional resources to support this Assignment include:

  • Reflection: Readings
  • IOM Future of Nursing
  • Interprofessional collaborative practice

Evaluation CriteriaTo view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home.

Assignment Requirements

Before finalizing your work, you should:

  • be sure toread the Assignment description carefully(as displayed above);
  • consult the Grading Rubric(under the Course Home) to make sure you have included everything necessary; and
  • utilizespellingandgrammar checkto minimize errors.

Your writing Assignment should:

  • follow the conventions ofStandard American English(correct grammar, punctuation, etc.);
  • bewell ordered,logical,andunified, as well asoriginal and insightful;
  • displaysuperior content, organization, style,andmechanics; and
  • useAPA 6thEditionformat.

Reading

Textbook Readings

Philosophies and theories for advanced nursing practice

  • Chapter 3: “The Essentials of the Doctor of Nursing Practice: A Philosophical Perspective”
Journal Readings:

Calwell, L., & Grobbel, C. C. (2013). The importance of reflective practice in nursing.International Journal of Caring Sciences,6(3), 31-326.

Disch, J. (2013). Interprofessional education and collaborative practice.Nursing Outlook, 61(1), 3-4.

American Association of Colleges of Nursing. (2011). Core competencies for interprofessional collaborative practice. Retrieved fromhttp://www.aacn.nche.edu/education-resources/ipecreport.pdf

Institute of Medicine of the National Academies. (2010).The future of nursing: Leading change, advancing health.Retrieved from http://iom.nationalacademies.org/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx

Jayatilleke, N., & Mackie, A. (2012). Reflection as part of continuous professional development for public health professions: A literature review.Journal of Public Health, 35(2), 308-312. Retrieved from http://jpubhealth.oxfordjournals.org/content/early/2012/10/16/pubmed.fds083.full

 
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Qualitative Study on HIV

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Qualitative Study on HIV

(Qualitative Study on HIV)

Final Project: Developing a Qualitative Research Plan – HIV Among  African Teen








Please note: 



This is not meant to be a full research plan in that you will not be constructing data collection instruments or generating data to use. The final project is meant to develop understanding about the relationships between research questions, research design, and data organization and analysis. For this project, you will consider more the design and methodology of the qualitative research you propose.

 Some, but not all, course assignments lead into the final project.

 The Final Project should include the following:

Title

E.  Qauitative  Research question(s)

for HIV Among  African Teen








a.    Central question(s)

b.    Subquestions (where applicable)

F.    Theoretical or conceptual framework

a.    Theoretical or conceptual basis and origin of, or source for, theory or describe concepts

b.    Where and how theory has been applied or concepts evidenced previously

c.     The major propositions or hypotheses of the theory, if used

d.    How the theory relates to the present study or state how the concepts are important to the present study and provide a lens for it; rationale for that theoretical expectation or conceptual lens

G.   Nature of the study

a.    Design

i.     Paradigm (qualitative)

ii.     Design (select and apply one of the following: narrative, grounded theory, ethnography, case study, phenomenology)

iii.     Rationale for the design, with explanations why other likely choices would be less effective

b.    Methodology

i.     Participants

ii.     Site

iii.     Researcher’s role in data collection procedures

iv.     Sampling

1.    Type of sampling

2.    How the sample will be drawn

3.    Sample size and why chosen in relation to population size

v.     Data collection procedures (interviews focus groups, observations, etc.)

vi.     Data analysis and interpretation plan: indicate what analytical tools and procedures will be applied to each set of data collected.

c.     Limitations

i.     Potential design and/or methodological weaknesses of the study

ii.     Explain how the weaknesses will be addressed

iii.     Threats to quality and how they will be potentially addressed in the study

d.    Ethical Concerns

i.     Describe your proposed procedure for providing informed consent and any ethical concerns with which you may need to deal.

H.   Significance of the study

a.    Practical contributions of the study

b.    For whom the study is important

c.     Implications for social change

 
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Meaningful Use: Nurse Implications

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Meaningful Use: Nurse Implications

(Meaningful Use: Nurse Implications)

Question description

understand the implications for nurses, nursing, national health policy-making

Meaningful Use for Nurses:

Implications and Recommendations

Guidelines with Scoring Rubric

Purpose

This assignment is designed to help students

·  understand the implications for nurses, nursing, national health policy-making, patient outcomes, and population health associated with the collection and use of Meaningful Use core criteria.

Course Outcomes

Through this assignment, the student will demonstrate the following ability.

(CO 3) Examine the ethical/legal issues arising in NI practice while using, designing, managing, upgrading, and building information systems. (POs 4, 6)

Requirements:

Provide an overview of the Meaningful Use program and an analysis of the implications for nurses, nursing, national health policy, patient outcomes, and population health associated with the collection and use of Meaningful Use core criteria. Recommend additional core criteria not presently identified for Meaningful Use collection in Stages 1 or 2 (lists of criteria may be found at cms.gov) that you feel would be beneficial for nurses, nursing, monitoring population health, setting national health policies, and/or improvements in patient outcomes or population health, providing your evidence for your recommendations. If you feel that no additional criteria are necessary, provide your evidence-based rationale for your argument. Conclude with insights gained from this assignment. A minimum of three outside scholarly resources are required—texts may be cited but are NOT included among the minimum of three outside scholarly resources.

Preparing the paper

1. Required texts may be used as references, but a minimum of three sources must be from outside course readings.

2. All aspects of the paper must be in APA format as expressed in the 6th edition.

3. The paper (excluding the title page and reference page) is 5–7 pages in length.

4. Ideas and information from professional sources must be cited correctly.

5. Grammar, spelling, punctuation, and citations are consistent with formal academic writing.

Category Points % Description
Introduction 55 15 Introduction establishes the purpose of the paper and names parts of the paper.
Overview of Meaningful Use 55 15 Provides an overview of the Meaningful Use program.
Analysis 65 20 Analyzes the implications of Meaningful Use core criteria.
Meaningful Use Recommendations 65 20 Provides evidence-based recommendations for the collection of additional criteria OR for why no additional criteria are felt to be necessary.
Conclusion 55 15 Concluding statements summarize the analysis and recommendations as well as the insights gained during the assignment.
APA Style 10 5 Text, title page, and reference page(s) are completely consistent with APA format.
Citations 10 5 Ideas and information from other sources are cited correctly.
Writing Mechanics 10 5 Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work, and page restrictions are met.
 
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Interactive Assignment.

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Interactive Assignment.

(Interactive Assignment.)

In this interactive assignment, you will create a story for children to educate them about psychological assessment. To begin, select a targeted developmental or reading level pre-K through grade 6. Review the elements required for each section of your storybook below. Visit the Storybird website (Links to an external site.)Links to an external site. to familiarize yourself with this technology. You may review the Storybird Quick-Start Guide (Links to an external site.)Links to an external site. for additional assistance with using this platform.

Your username will become the professional author name for your book. Therefore, when you register for your Storybird account it is recommended that you use the following format for your username: first initial followed by last name (e.g., JSmith). If you receive a message that your username has been taken, it is recommended you include your middle initial (e.g., JASmith). Do not use Internet handles and/or other unprofessional appearing pseudonyms.

Review the information in Chapter 5 of your textbook corresponding to the assessments appropriate for the age group you selected and review the Mental Health Assessment (Links to an external site.)Links to an external site. (2013) article for examples of information provided to the public about psychological testing. You may choose any appropriate title for your story. Be sure to address each of the following questions in your storybook in an age-appropriate manner:

  • Why is the character in the story being referred for testing?
  • Who will conduct the assessment?
  • What is being measured?
  • How long will testing take?
  • Who will be present during the assessment process? If not in the room, where will parents and/or guardians be while the character in the story is being tested?
  • How will the results be used? Who will have access to the results (e.g., medical doctor, family, the court, teachers), and why? This will vary depending on the character and plot in your story.
  • How will the tests be taken?
  • What will be the outcome of the assessment? How will the information be used? How might this information impact the life of the character in your story?

Include content to address any developmentally appropriate fears that individuals of the age group you selected may have. For example, young children commonly associate going to the doctor with getting a shot.

Be sure to include all the required material from the instructions above in your online storybook. Once you have created your storybook, include the link in your initial post. In your initial post, note the age or grade level for the target audience of the story. Briefly analyze and comment on the challenges and benefits related to explaining psychological assessment concepts using language that is developmentally appropriate for children. Compare at least two assessment instruments used to assess intelligence or achievement for the age group you selected. Include in-text citations and references for all sources used.

Note: It is highly recommended you complete all written work in a separate document first and then cut and paste the required content into your online storybook. This will allow you to edit and save your work separately from the online storybook, should any technical failures occur. This approach will also allow you to work on your content without having to remain connected to the Internet, which will make it easier to develop and edit your content prior to publishing it to your online storybook.

 
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