Capitalism And Socialism: Case Study: Uber

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Week 2 – Discussion

57 57 unread replies. 109 109 replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 

Capitalism   and Socialism: Case Study: Uber

This discussion assignment   requires you to submit at least four posts: an initial post, two reply   posts to fellow students in threads other than your own, and a revised post.

 

Prepare: Your initial post in this discussion must be informed by   the required material for this discussion. The required material for this   discussion will introduce you to what is new about Uber as a business model,   the profit incentive in business, and how laws can make or break innovation   in business. Your preparation should focus on the characteristics of   capitalism and socialism, as well as other business concepts presented in the   required material. Since your initial post in this discussion will examine   the relation between running a business such as Uber and the laws and   economic system of the nation(s) in which it operates, make sure to comb the   material on Uber for laws, regulations, and the economic setting that affect   its operations. You are encouraged to research relevant laws and regulations   to make sure that you have current information. You will also need to review   the material on the three ethical theories employed in the Week One   Discussion as you will draw from that material for this week’s discussion   too.

 

Reflect: Keep in mind that Uber has presented itself into the   market not as a transportation service but as a service that pairs consumers   with ride sharing services by means of a unique phone app. But some   sources—including the taxi industry and one California court finding (details   in the required material), as well as the characterization of Uber presented   in Section 3.4 of the textbook—seem to challenge this branding. According to   these sources, Uber is avoiding laws that apply to the transportation   industry and, thereby, usurping a rightful place that the taxi industry has   carved for itself. Consumers, on the other hand, have shown their preference   for Uber by a high demand for its services in the USA and abroad, including   those countries in which Uber has been banned. Compared to taxis, Uber offers   consumers an efficient system for procuring a ride even in remote areas where   taxis do not frequent, a convenient payment method (no need for cash, and   fares can be split among different users on the same ride), and significantly   cheaper fares compared to taxis. In many instances, Uber cars come equipped   with water, candy, and magazines, all for free. Uber drivers are also better   off because they keep the majority of the fares for the rides that they   service, which is exactly the opposite case of taxi drivers, and they can   choose when they want to work. Clearly, this is a controversial case and thus   very apt for the examination for this discussion.

Keep in mind that a nation’s   economic system is shaped by the laws that are in place. Accordingly, laws   (including state regulations and local ordinances) will give you a clue for   the kind of economic system that exists. Keep in mind also that most nations   have mixed economies and there is probably no economic system that purely   represents socialism or capitalism. So you will find a different combination   of both socialism and capitalism in any nation that you are examining.

 

Write: You have four tasks for your initial post. In order to   present an organized post, address each one of these tasks in a separate   paragraph and in the following order. Your first task is to articulate the   economic system (or combination of characteristics of both socialism and   capitalism) that such laws depict. Your second task is to examine the laws   that either support or limit the operations by Uber. Your third task is to   analyze how your findings from your first and second tasks affect Uber. And   your fourth task is to present your moral position with regard to Uber. For   this latter task, you will need to identify one of the three ethical theories   covered in the Week One (utilitarianism, deontology, or virtue ethics) as   support for the moral position that you are taking. For example, you may hold   the moral position that Uber is morally justifiable because it provides a   good for consumers that fills in a gap that had not been met by the taxi   industry. Or you may take the position that Uber’s positioning in the market   is morally wrong.

 

Revise: Read the feedback provided by your professor to your   initial post, either directly to you or to your fellow students. Use this as   an opportunity to learn from your professor, especially with regard to the   best ways to apply the course material and your research to your analysis. On   the basis of what you have learned in this process, post an improved revision   of your initial post that applies the additional knowledge that you have   gained.

Remember that your grade depends   on the quality of your initial and revised responses, not just on the   submission of an attempt at improvement. It is thus to your advantage to post   the best initial post you can and then to also improve that best effort as   much as you can through revision. Taking this process seriously will help you   develop the skills you need to do well on the Final Project.

 

Requirements for Your Initial Post:

  • Your initial post should be at least 400 words in        length and have citations and references in APA notation. It should        address the prompt in its entirety. This means that you should not split        your response to the prompt in multiple posts. Your examination should        be both thorough and succinct. This is a combination that demands time        and thought, so give yourself sufficient time to draft and revise.
  • Please be advised that until you post, you will not        see what your fellow students are posting. Once you submit your post,        you will be able to view the posts from your other classmates. You can        then proceed to reply to at least two different threads based on the        required material for this discussion.
  • Your list of references for your initial post should        include the video and the other required material for this discussion,        including Section 1.3 of the textbook on Starbucks, as well as the        Instructor Guidance and any other announcements presented to you by your        professor. Use all of the material presented to you in the course and by        your professor, in addition to any other sources that you consulted to        inform yourself about the case (but not Wikipedia or similar sources).
  • Your research should seek scholarly articles or        articles that offer factual or otherwise verifiable information. Your        initial post for this discussion should be submitted no later than        the end of Thursday (11:59 pm, U.S. Mountain time).

 

Requirements for Replies to Other   Threads:

  • At least two of the four posts required should be in        the form of replies to fellow classmates in threads other than your own.
  • Each of your replies should be at least 200 words, and        informed by the course material.        As such, the replies must have citations and references in APA notation.        Your list of references for each reply should include all of the course        material that has informed your reply, in addition to any research that        you have obtained on your own.
  • Your replies should focus on the specific examination        presented by your fellow students. Address (a) the characteristics of        the relevant economic system as presented by your fellow student, (b)        the analysis of how laws and/or the economic system affect Uber, as        presented by your fellow student, or (c) the moral judgment        presented by your fellow student. For any of these choices, you should        examine whether the examination or analysis was carried out accurately        and successfully. You are encouraged to disagree and challenge what was        presented by your fellow student. This does not constitute an attack on        your fellow student but an attempt to arrive at a better understanding        and application of the material. But you need to provide reasons and        support for your disagreement or challenge and propose a more accurate        or defensible alternative.
  • As mentioned in the Week One discussion, keep in mind        that although the notion of the moral good will vary among ethical        theories, they often produce the same or similar results. So make sure        to distinguish (a) the intent and (b) the consequences of the action        under examination.

 

Requirements for Revising   Your Initial Post:

  • Submit a revision of your initial post by either        replying to your own post or to the feedback provided to you by your        professor.
  • There is no minimum word requirement for your revised        initial post. But you should always explain the reasons for revising        your post so that it is clear what you are doing. If you are revising        only a few words, or an application of an ethical theory, you should        avoid submitting a post with vague language such as: “duty ethics works        better here” or “I did not consider the economic system.” It is        important to recognize that no one can read your mind so you need to        provide the setting for your revision (Why? What prompted it? What        course material informed you?), and it is important to write in clear        language and complete sentences.
  • Your revised initial post is your chance to correct        any oversights or errors in your initial post, or to show your improved        understanding of the material and its applications to the case at hand.        You may, for example, come to the realization that another ethical        theory is better than the one that you initially employed to support your        position. Accordingly, your revision should indicate that you chose        another ethical theory and an explanation why you find the replacement        more suitable. Or, you might have realized that your conclusion did not        take into account important factors necessary for your evaluation of the        situation.
  • You should maximize the improvement of your initial        post by employing your professor’s feedback as a guide. Keep in mind that you may not always receive direct        feedback from your professor. But your professor will have submitted        feedback in the discussion to other posts. So read your professor’s        feedback whether it is addressed to you directly or to other fellow        students. This will give you much to think about and apply to your own        post.
  • If your professor or a fellow classmate responds to        your revised initial post, and on this basis, you find good reason to        submit yet another revision, then by all means do so. The more you        improve your initial post, the more you will benefit both in terms of        your learning and most likely your grade.
 
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Securities Law

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Week 4 – Discussion 1

36 36 unread replies. 51 51 replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 

Securities Law

Private University, a private nonprofit educational institution located in Califor­nia, decides to issue “Shares in Learning” certificates in a one-time offering to the public. These shares will be sold for $500 each and entitle the bearer to redeem each certificate for two undergraduate or one graduate college credit in any of its schools at any time in the future. The shares may also be resold without restric­tion by the initial purchaser. The offering will be made via the Internet.

Will the offering need to be registered with the Securities and Exchange Commission (SEC) under the Securities Act of 1933? Explain. Does your answer differ if “Shares in Learning” are issued by Private College, a proprietary for-profit institution that does business in all 50 states? Why?

Guided Response: Respond to at least two of your fellow students’ posts in a substantive manner. Some ways to do this include the following, though you may choose a different approach, providing your response is substantive:

Agree or disagree with your classmate’s post. Posit facts that might change the outcome of the analysis.

 
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HCA 340 Managing In Health & Human Services WK2-CS1

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Means–Ends Analysis

Another program designed to foster organizational consistency is a means–ends chain. In the system, means are plans, and ends are goals. The ultimate end of an organization—its mission—drives the development of goals at the functional and individual levels, as displayed in Figure 4.1.

As the ends (goals) are finalized, managers then identify the means (plans) needed to reach those goals. The concept of top-down/bottom-up planning becomes the net result of a well-designed means–ends chain. The mission is broken down into smaller and smaller unit goals. At the same time, individual goals build to unit goals, which build to department goals, which ultimately seek to achieve the organization’s mission. The corresponding top-down/bottom-up process helps ensure the consistency of goals and plans at all levels in the organization.

Figure 4.1 A means–ends chain

Figure depicts a means-ends chain, which is a type of program designed to foster organizational consistency. The organizational mission in at the top of the chain and is the ultimate end. Different ends and means are developed at both individual and departmental levels to help accomplish larger functional goals.

Source: Bedeian, A.G. (1986). Management. Chicago: Dryden Press, p. 140..

CASE Proactive Prevention

St. Mary’s Regional Health Center conducts numerous activities as part of its overall strategic approach to healthcare. The main hospital offers emergency services, diagnostics, and treatments of all types. The organization operates several facilities in other locations. Recently, St. Mary’s management team, with the approval of the organization’s board of directors, created a new path.

In the past, patients would travel to the hospital or its other facilities when a health problem emerged. Someone who suspected he or she was experiencing heart or cardiovascular issues would be sent to the heart center, a patient diagnosed with cancer would be referred to the cancer treatment center, and so forth.

The top management team, after many long discussions, decided it was time for St. Mary’s to redefine itself. The concept was that members of the community and potential patients of the system should become partners in the healthcare process. Rather than passively waiting until an illness or injury occurs, citizens of the area should be encouraged to proactively prevent as many health problems as possible.

To help achieve this new strategic vision, the proprietors founded the St. Mary’s Wellness Center. Among the directives for the organization’s new wing were the following:

· Provide low-cost health-screening tools, such as blood pressure tests and weigh-ins.

· Encourage healthy activities by patrons, including watching diet, managing weight, and exercising.

· Offer low-fee programs to help individuals engage in healthy activities, including clubs, exercise groups, and support groups.

· Link physical wellness to mental well-being.

· Establish an immunization program at low cost for flu shots, shingles vaccinations, and other similar preventive steps.

Creating this new partnership required more than public relations activities and a new building. Physicians in the community were contacted directly and asked to talk with their patients about the wellness program when giving routine physicals and when other contacts took place. Advertising the system and its benefits would take place for the next year. The St. Mary’s Wellness Center would sponsor closed-captioning of the news on two local television stations, which would provide daily reminders of its existence to viewers.

When explaining the new program to community members, two points were to be emphasized. First, real wellness, such as lowering blood pressure, eating fewer fatty foods, watching calories, engaging in mild exercise, and working to manage stress, offers direct benefits to the individual. As time passes, a person who actively engages in preventive steps would be far less prone to suffer from diabetes, some forms of cancer, heart problems, and other maladies.

Second, the program should assist in cutting healthcare costs. This benefit extends to both the patient and the hospital. When community members actively work to maintain a healthy lifestyle, they can expect to pay less for healthcare and lose less time to sick days away from work. The hospital benefits by reducing the need for expensive treatments and recoveries from various illnesses. As one board member put it, “This new vision for our organization creates a win-win situation.”

1. Write a mission statement that reflects this new direction for St. Mary’s.

2. Write a vision statement reflecting the new mission statement.

3. What type of strategy did the leadership team at St. Mary’s pursue?

4. Which organizations in the community might view the wellness center as a new form of competition?

5. What factors described in this chapter might affect the implementation of this new strategy?

Means

–

Ends Analysis

 

Another program designed to foster organizational consistency is a means

–

ends chain. In the

system, means are plans, and ends are goals. The ultimate end of an organization

—

its mission

—

drives the development of goal

s at the functional and individual levels, as displayed in Figure

4.1.

 

As the ends (goals) are finalized, managers then identify the means (plans) needed to reach those

goals. The concept of

top

–

down/bottom

–

up planning

 

becomes the net result of a well

–

desi

gned

means

–

ends chain. The mission is broken down into smaller and smaller unit goals. At the same

time, individual goals build to unit goals, which build to department goals, which ultimately seek

to achieve the organization’s mission. The corresponding t

op

–

down/bottom

–

up process helps

ensure the consistency of goals and plans at all levels in the organization.

 

Figure 4.1 A means

–

ends chain

 

 

 

Source: Bedeian, A.G. (1986).

Management

. Chicago: Dryden Press, p. 140..

 

CASE

 

Proactive Prevention

 

St. Mary’s Regional Health Center conducts numerous activities as part of its overall strategic

approach to healthcare. The

main hospital offers emergency services, diagnostics, and treatments

Means–Ends Analysis

Another program designed to foster organizational consistency is a means–ends chain. In the

system, means are plans, and ends are goals. The ultimate end of an organization—its mission—

drives the development of goals at the functional and individual levels, as displayed in Figure

4.1.

As the ends (goals) are finalized, managers then identify the means (plans) needed to reach those

goals. The concept of top-down/bottom-up planning becomes the net result of a well-designed

means–ends chain. The mission is broken down into smaller and smaller unit goals. At the same

time, individual goals build to unit goals, which build to department goals, which ultimately seek

to achieve the organization’s mission. The corresponding top-down/bottom-up process helps

ensure the consistency of goals and plans at all levels in the organization.

Figure 4.1 A means–ends chain

 

 

Source: Bedeian, A.G. (1986). Management. Chicago: Dryden Press, p. 140..

CASE

Proactive Prevention

St. Mary’s Regional Health Center conducts numerous activities as part of its overall strategic

approach to healthcare. The main hospital offers emergency services, diagnostics, and treatments

 
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Creating A Single-System (Subject) Design Study

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The steps at the heart of single-system (subject) research are part of the everyday practice of social work. Each day social workers implement interventions to meet clients’ needs and monitor results. However, conducting proper single-system (subject) research entails far more than these simple day-to-day practices. Proper single-system research requires a high degree of knowledge and commitment. Social workers must fully understand the purpose of single-system (subject) research and the variations of single-system (subject) design. They must develop a hypothesis based upon research and select the right design for testing it. They must ensure the reliability and validity of the data to be collected and know how to properly analyze and evaluate that data. This assignment asks you to rise to the challenge of creating a proposal for a single-subject research study.

To prepare for this Assignment, imagine that you are the social worker assigned to work with Paula Cortez (see the case study, “Social Work Research: Single Subject” in this week’s resources). After an initial assessment of her social, medical, and psychiatric problems, you develop a plan for intervention. You also develop a plan to monitor progress in your work with her using measures that can be evaluated in a single-system research design. As a scholar practitioner, you rely on research to help plan your intervention and your evaluation plan.

Complete the Cortez Family interactive media in this week’s resources. Conduct a literature search related to the chronic issues related to HIV/AIDS and bipolar mental disorder. Search for additional research related to assessing outcomes and theoretical frameworks appropriate for this client. For example, your search could include terms such as motivational interviewing and outcomes and goal-oriented practice and outcomes. You might also look at the NREPP database identified in Week 1, to search for interventions related to mental health and physical health.

Assignment

Submit a 5- to 7-page proposal/research plan for single-system (subject) evaluation for your work with Paula Cortez. Identify the problems that you will target and the outcomes you will measure, select an appropriate intervention or interventions (including length of time), and identify an appropriate evaluation plan.

Include a description of:

· The problem(s) that are the focus of treatment

· The intervention approach, including length of time, so that it can be replicated

o A summary of the literature that you reviewed that led you to select this intervention approach

· The purpose for conducting a single-system (subject) research evaluation

· The measures for evaluating the outcomes and observing change including:

o Evidence from your literature search about the nature of the measures

o The validity and reliability of the measures

o How baseline measures will be obtained

o How often follow-up measures will be administered

· The criteria that you would use to determine whether the intervention is effective

· How the periodic measurements could assist you in your ongoing work with Paula

APA Format

Use attached resources

 
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Final Case Assignment: Application Of The Problem-Solving Model And Theoretical Orientation-JAKE LEVY

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Helen Perlman. Her seminal 1957 book, Social Casework: A Problem-Solving Process, described the problem-solving model and the 4Ps. Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.

Because models are blueprints and are not necessarily theories, it is common to use a model and then identify a theory to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.

In this Final Case Assignment, using the same case study that you chose in Week 2, you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study.

You will prepare a PowerPoint presentation consisting of 11 to 12 slides, and you will use the Personal Capture function of Kaltura to record both audio and video of yourself presenting your PowerPoint presentation.

To prepare:

  • Review and focus on the case study that you chose in Week 2. (JAKE LEVY CASE)
  • Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook.
  • In addition, review this article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638

By Day 7

Upload your Kaltura video of you presenting your PowerPoint presentation that addresses the following:

  • Identify the theoretical orientation you have selected to use.
  • Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the theoretical orientation in mind in this assessment stage.
  • Discuss the problem definition and formulation based on the theoretical orientation you have selected.
  • Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the theoretical orientation you are utilizing.
  • Describe how you would implement the solution. Remember to keep the theoretical orientation in mind.
  • Describe the extent to which the client is able to mobilize the solutions for change.
  • Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind.
  • Evaluate how well the problem-solving model can be used for short-term treatment of this client.
  • Evaluate one merit and one limitation of using the problem-solving model for this case.

Your 11- to 12-slide PowerPoint presentation should follow these guidelines:

  • Each slide should be written using bullet points, meaning no long paragraphs of written text should be in the slides.
  • Include a brief narration for each slide (i.e., the narration takes the place of any written paragraphs, while the bullet points provide context and cues for the audience to follow along).
  • Record both audio and video for presentation.

Be sure to:

  • Identify and correctly reference the case study you have chosen.
  • Use literature to support your claims.
  • Use APA formatting and style.
  • Include the reference list on the last slide.
  • Speak clearly.
  • Dress professionally.
 
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Assignment: Conducting A Diagnostic Interview With A Mental Status Exam

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Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.

The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.

When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.

To prepare:

  • Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview.
  • Review the Morrison (2014) reading on the elements of a diagnostic interview.
  • Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.
  • Review the case example of a diagnostic summary write-up provided in this Week’s resources.
  • Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.

By Day 7

Submit a 2- to 3-page case presentation paper in which you complete both parts outlined below:

Part I: Diagnostic Summary and MSE

Provide a diagnostic summary of the client, Carl. Within this summary include:

  • Identifying Data/Client demographics
  • Chief complaint/Presenting Problem
  • Present illness
  • Past psychiatric illness
  • Substance use history
  • Past medical history
  • Family history
  • Mental Status Exam (Be professional and concise for all nine areas)
    • Appearance
    • Behavior or psychomotor activity
    • Attitudes toward the interviewer or examiner
    • Affect and mood
    • Speech and thought
    • Perceptual disturbances
    • Orientation and consciousness
    • Memory and intelligence
    • Reliability, judgment, and insight

Part II: Analysis of MSE

After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:

  • Identify any areas in your MSE that require follow-up data collection.
  • Explain how using the cross-cutting measure would add to the information gathered.
  • Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?
  • Would you discuss a possible diagnosis with Carl at time point in time? Why?

Support Part II with citations/references. The DSM 5 and case study do not need to be cited.  Utilize the other course readings to support your response.

The Diagnostic Interview: The Mental Status Exam, Risk and Safety Assessments The Diagnostic Interview: The Mental Status Exam, Risk and Safety Assessments Program Transcript [INTRO MUSIC PLAYING] DIANE RANES: As you will quickly realize, professional diagnosis is far more than just linking a person with a diagnostic label. In fact, linking an individual to a diagnostic label without a complete professional process is directly in violation of many social work ethical codes. Professional diagnosis is a broad and a continuous process that is actually closer to developing a working hypothesis than to labeling. Professionals form their initial diagnostic hypothesis, and they continue to refine it using evidence-based tools or validating it over time in the treatment process. The professional diagnostic process starts with very good data gathering, including a number of different kinds of elements that you might not be familiar with. Diagnosis starts with a particular type of interview called a diagnostic or psychiatric interview. And that interview uses many elements from a biopsychosocial assessment. But it also includes some unique parts like the mental status exam, which is a structured way of assessing mental functions such as memory, speech, thought processes, affect, and orientation. The psychiatric interview also includes details of symptom occurrence and any other psychiatric or family histories of psychiatric issues. Gathering complete information is followed by a careful analysis, which is called a differential diagnosis. That aspect of diagnostic thinking is about carefully considering each of the many possible conditions that a client might have in weighing the most likely possibilities. Especially in diagnosis, you are searching for patterns of symptoms and other distinguishing features which best explain an illness. So the logical process of decision making that you use to narrow down choices is this decision tree, which is simply a way of step-by-step considering alternative diagnoses that might have similar symptoms. Sometimes the decision trees are based on preexisting models done by psychiatric experts. These are especially helpful when you’re new to the process. So within a decision tree process, you’re simply comparing and contrasting the symptoms and the observations from your mental status exam to the DSM V’s knowledge base, criteria by criteria. And often you’re looking at several possibilities. A decision tree simply helps you not miss any important steps by going through the options one at a time. The logical process of analysis with or without a decision tree helps the diagnostician avoid error, especially familiarity bias and to generally keep an open mind. That is especially important when you have an early idea about a diagnosis that you think might be accurate. Not jumping to conclusions too © 2018 Laureate Education, Inc. 1                                         The Diagnostic Interview: The Mental Status Exam, Risk and Safety Assessments quickly guards against making mistaken diagnoses, which can be very harmful. And these are called false positives. Remember too, that diagnosis is continuous. While a professional diagnosis starts at a particular moment in time, when the client comes to you for help, it’s not a static process. That initial moment is like taking a photograph. It represents only a small sample of an individual’s total functioning. In diagnosis, we look in depth at the last 12 months of a person’s functioning. But the story does not end there. Past information can help to confirm a diagnosis, as in a bipolar disorder where a person sometimes has 10 years of mistaken diagnosis before a correct one is made. Current and ongoing functioning is even more reliable than past history in validating a diagnosis. If a person responds well to the treatment plan, more confirmatory information should emerge. If not, the entire process should be reviewed. If we believe that individuals change and that they are impacted by everything around them, then it’s easy to recognize that many initial diagnoses might need regular reevaluation. That matters even when an illness has more enduring features as in schizophrenia, which is a lifelong disorder. Even here, the person may be reaching a phase of partial remission. And we’ll need that milestone added to the diagnosis to understand the cycles. Even in the short-term conditions such as an adjustment disorder, the DSM will have guideline information as to what might occur in treatment response. In adjustment disorder, a person should be substantially recovered within six months’ time. Viewing diagnosis in this continuous, ongoing and integrated way will avoid error. You’ll find that quality treatment requires tracking progress. And treatment plans often need adjusting for all kinds of unforeseen events. Diagnosis can be changed when new information comes into the picture. A diagnostic interview also uses evidence-based tools to ask about risk situations, whether those are caused by violence, general safety, or the risk of death by suicide. You probably already know that the World Health Organization has identified depression as the leading mental health problem worldwide. Nearly one in 10 people worldwide has a mental disorder. And within those who are ill, the World Health Organization considers clinical depression and suicide risk as the top priorities worldwide. Here in the United States, the National Institute of Mental Health tell us that the classic form of depression, which is major depressive disorder, impacts about 16 million adults aged 18 or older in one year alone– only one year, and that is only one of the unipolar depressive illnesses, and only one cause of suicide. Suicide risk is on the rise in the United States overall and within many special © 2018 Laureate Education, Inc. 2                       The Diagnostic Interview: The Mental Status Exam, Risk and Safety Assessments populations. While most nonprofessionals think of suicide as an inherent part of a mood disorder, suicidality is very common in many other types of mental disorders. Suicide attempts are common in borderline disorders, in bipolar disorders, in PTSD, in schizophrenia, and in many other conditions and situations. And risk escalates even further in all situations if substance use is involved. Some individuals will also develop the desire to kill themselves as part of receiving an intractable physical illness diagnosis. Suicide risk is obviously on a wide continuum, ranging from recurrent vague wishes to be dead to direct plans and very overt suicidal behaviors. Even chronic self-harm without suicide intention can easily escalate to a direct attempt to die. We also know that the risk of suicide is very high in the six months after a person has seen a medical provider, and even after they have been admitted to suicidal ideation treatments. Suicide risk remains very high after discharge from hospital stays and from other forms of active treatment. Sadly, few states and few mental health professionals have been adequately trained in suicide prevention in response

 

Required Readings

Morrison, J. (2014). Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). New York, NY: Guilford Press.
Chapter 10, “Diagnosis and the Mental Status Exam” (pp. 119–126)
Chapter 17, “Beyond Diagnosis: Compliance, Suicide, Violence” (pp. 271–280)

American Psychiatric Association. (2013s). Use of the manual. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.UseofDSM5

American Psychiatric Association. (2013b). Assessment measures. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.AssessmentMeasures

Focus on the “Cross-Cutting Symptom Measures” section.

Chu, J., Floyd, R., Diep, H., Pardo, S., Goldblum, P., & Bongar, B. (2013). A tool for the culturally competent assessment of suicide: The Cultural Assessment of Risk for Suicide (CARS) measure. Psychological Assessment, 25(2), 424–434. doi:10.1037/a0031264

Osteen, P. J., Jacobson, J. M., & Sharpe, T. L. (2014). Suicide prevention in social work education: How prepared are social work students?. Journal of Social Work Education, 50(2), 349-364.

Blackboard. (2018). Collaborate Ultra help for moderators. Retrieved from https://help.blackboard.com/Collaborate/Ultra/Moderator

Note: Beginning in Week 4, you will be using a feature in your online classroom called Collaborate Ultra. Your Instructor will assign you a partner and then give you moderator access to a Collaborate Ultra meeting room. This link provides an overview and help features for use in the moderator role.

Document: Case Collaboration Meeting Guidelines (Word document)

Document: Collaborating With Your Partner (PDF)

Document: Diagnostic Summary Example (Word document)

Note: This is an example of a diagnostic summary that can be used as a template for Part I of the Assignment.    

Required Media

Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptLaureate Education (Producer). (2018b). Psychopathology and diagnosis for social work practice podcast: The diagnostic interview, the mental status exam, risk and safety assessments [Audio podcast]. Baltimore, MD: Author.

MedLecturesMadeEasy. (2017, May 29). Mental status exam [Video file]. Retrieved from https://youtu.be/RdmG739KFF8 

Sommers-Flanagan, J., & Sommers-Flanagan, R. (Producers). (2014). Clinical interviewing: Intake, assessment and therapeutic alliance [Video file].

Note: You will access this e-book from the Walden Library databases.
Watch the “Suicide Assessment Interview” segment by clicking the applicable link under the chapters tab. This is the interview with Tommi, which will be used for the Discussion.
Watch the “Mental Status Examination” segment by clicking the applicable link under the chapters tab. This is the case of Carl, which will be used for the Application.

Optional Resources

First, M. B. (2014). Handbook of differential diagnosis. Washington, DC: American Psychiatric Association

Chapter 1, “Differential Diagnosis Step by Step” (pp. 14–24)

 
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Social Work Research- Assignment: Planning A Needs Assessment II

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One of the many reasons social workers conduct needs assessment is to provide support for new programs. Social workers have many methods available to collect necessary data for a needs assessment.

Social workers can use existing data from a wide range of sources, including local and national reports by government and nonprofit agencies, as well as computerized mapping resources. Social workers can gather new data through interviews and surveys with individuals and focus groups. This data can provide the evidence that supports the need for the program.

To prepare for this Assignment, review the needs assessment plans that you and your classmates generated for this week’s Discussion. Also, review the logic models that you created in Week 7 and any literature on needs of caregivers that you used to generate them. Consider the following to stimulate your thinking:

  • Getting information about the needs of the target population:
    • Who would informants be?
    • What is your purpose for interacting with them?
    • What questions would you ask?
    • What method would you use (interview, focus group, questionnaire)?
  • Finding potential clients:
    • Who would informants be?
    • What is your purpose for interacting with them?
    • What questions would you ask?
    • What method would you use?
  • Interacting with the target population:
    • Who would informants be?
    • What is your purpose for interacting with them?
    • What questions would you ask?
    • What method would you use?

By Day 7

Submit a 2- to 3-page paper outlining a hypothetical needs assessment related to the support group program for caregivers. Include the following:

  • The resources needed to operate this service
  • The program activities
  • The desired outcomes
  • A plan for gathering information about the population served
  • Justifications for your plans and decisions
  • A one-paragraph conclusion describing how you might conduct a follow-up to the needs assessment at the implementation stage of the program evaluation
 
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Discussion: Sex, Sexuality, Sexual Identity, And Values

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In 2011, 47% of high school students had sexual intercourse, and 15% of them reported having more than four partners. In 2009, an estimated 8,300 young people ages 13–24 were diagnosed with HIV/AIDS (CDC, 2013). More than 1 in 4 teens who give birth are ages 15–17 (CDC, 2014). In 2005, 1 in 4 sexually active teens contracted a sexually transmitted disease, 29% of teens felt pressure to have sex, and 1 in 10 high school students reported having been forced to have sex (Kaiser Family Foundation, 2005). New studies are being developed to estimate current levels of sexual activity in adolescents. There are some indications that adolescents are waiting longer to have sex; by age 19, seven out of 10 adolescents have had sexual intercourse (Centers for Disease Control and Prevention, 2010).

Sex is a prevalent issue among teens today, and many young people struggle with the vast issues that can evolve around sex. Clinicians must be familiar with the current trends and issues related to adolescent sexual behavior and must be able to address them effectively. In addition to sexual activity, sexual identity can be an issue among children and adolescents.

For this Discussion, review the case studies located in this week’s resources and select one case study from Case 1 and Case 2. Consider how the values of sex, sexuality, and sexual identity can adversely affect the child or adolescent in the case study.

With these thoughts in mind:

By Day 3

Post a brief description of the sex and sexuality case study you selected (Case 1 or Case 2). Then, identify two potential parent/guardian, school, or community values related to sex, sexuality, or sexual identity that might adversely affect the child or adolescent, and explain how. Explain one way you might support the child or adolescent in the case study. Finally, explain one way you would ensure that your personal values would not interfere with the counseling process. Be specific and use examples to illustrate your points.

Be sure to support your postings and responses with specific references to the week’s resources.

Required Readings

Kar, S. K., Choudhury, A., & Singh, A. P. (2015). Understanding normal development of adolescent sexuality: A bumpy ride. Journal of Human Reproductive Sciences, 8(2), 70-74. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4477452/

Getz, L. (2013). Relational resilience in treating adolescent substance use. Social Work Today. Retrieved from http://www.socialworktoday.com/archive/012113p36.shtml

Harris, N., Brazeau, J. N., Rawana, E. P., Brownlee, K., & Klein, R. (2017). Self-Perceived Strengths Among Adolescents With and Without Substance Abuse Problems. Journal of Drug Issues, 47(2), 277-288.

Mallon, G. (2011). The home study assessment process for gay, lesbian, and transgender prospective foster and adoptive families. Journal of GLBT Family Studies, 7, 9-29.

Reeves, T., Horne, S. G., Rostosky, S. S., Riggle, E. D. B.,Baggett, L. R., & Aycock, R. A. (2010). Family members’ support for GLBT issues: The role of family adaptability and cohesion. Journal of GLBT Family Studies, 6(1), 80–97.

As you review this article, focus on how family might support GLBT issues.

Ryan, C., Russell, S. T., Huebner, D., Diaz, R., & Sanchez, J. (2010). Family acceptance in adolescence and the health of LGBT young adults. Journal of Child and Adolescent Psychiatric Nursing, 23(4), 205–213.

As you review this article, focus on how family acceptance is critical to the development of adolescents.

Piehler, T. F., & Winters, K. C. (2017). Decision-making style and response to parental involvement in brief interventions for adolescent substance use. Journal of Family Psychology, 31(3), 336-346.

Document: DSM-5 Bridge Document: Sex, Sexuality, and Substance Abuse (PDF)
Use this document to guide your understanding of sex, sexuality, and substance abuse for this week’s Discussion and Assignment.

Castellanos-Ryan, N., O’Leary-Barrett, M., & Conrod, P. J. (2013). Substance-use in childhood and adolescence: A brief overview of developmental processes and their clinical implications. Journal of the Canadian Academy of Child & Adolescent Psychiatry, 22(1), 41–46.

The case study

Child and Adolescent Counseling Cases: Sex, Sexuality, and Substance Abuse © 2014 Laureate Education, Inc.

Page 1 of 2 Week 9: Case 1, Sexuality Loretta is a 17-year-old white female. She is a student in a partial-day treatment center focusing on vocational and social skill development. Loretta has a wide range of disabilities related, at least in part, to a brain injury she suffered as a toddler. She has specific learning disabilities in the areas of writing and reading. Despite her challenges, Loretta is a hard worker. Because of her positive attitude and work ethic within the day treatment setting, Loretta has a good reputation for being dependable and trustworthy. However, over the past 6 months, Loretta has decided she likes sex. She has been caught having sexual contact at the treatment center and also at home in the evenings and on the weekends. This behavior is concerning to Loretta’s parents. They are worried about her sexual safety, potential pregnancy, sexually transmitted diseases, and Loretta’s behavior is outside their comfort zone. They have tried lecturing, grounding her, and other threats and punishments. Loretta does not see anything wrong with her behavior. Apparently, the pleasure she associates with sex more than offsets the consequences she has gotten from her parents, and she seems relatively oblivious to the additional potential consequences of sexually transmitted diseases and pregnancy.

Week 9: Case 2, Sexual Orientation Patrick is a 9-year-old African American boy enrolled in the fourth grade in a private Christian school. Patrick is exceptionally intelligent and very academically successful. However, based on reports from his parents and from his teachers, he has always struggled in the social domain. Most recently, Patrick has been causing a disturbance in the classroom by telling teachers and students that one of the other male students in the class is his boyfriend and insisting that he loves boys, not girls. This behavior has been extremely difficult for his parents to accept as they hold a rather traditional Christian perspective. The thought of their son being gay is very disturbing for them. You initially were contacted by Patrick’s parents, who made it clear to you they think Patrick is acting out in an effort to gain attention from his peers. They also make it clear that they are either unwilling or unable to consider the possibility that Patrick might be gay. When the three of them show up in your office, the parents dominate the conversation and tell Patrick he needs to work with you to get things straightened out. Their goal is for you to work with Patrick so he will put a stop to his silly and disturbing claims of having romantic feelings for boys. Patrick refuses to offer any goals for counseling. When you meet with him alone, he slowly opens up and you end up somewhat convinced that this boy really does feel he is gay and likely needs to explore his sexual orientation, and yet you are at a loss as to how to work effectively with him and his parents.

 
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Essay 10 Pages

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Department of Language Studies 
 Education Studies

EDS100H5: Introduc2on to Educa2on Studies

Written/ Whiteboard Animation Essay You are invited to develop a logical argument that integrates comparative evidence from research in at least two disciplines to answer one of the following questions:

a. Should psychological or sociological considerations play a greater role in education practice? b. Does politics or economics have a more detrimental impact on education practice? c. Are qualitative or quantitative methods better suited to education studies? d. What discipline(s) of education studies should be foundational for teacher training? e. Should historical perspective or comparative analysis inform digital educational practice? f. What role does education play in shaping society?

The format of the argument will either be (a) a 2500-3000 word essay (excluding endnotes/footnotes and the bibliography) or (b) a 5 minute whiteboard animation, with submitted transcript and a bibliography. Your argument is expected to be analytical (not descriptive), well structured and suitability formatted to the medium (visual or written) Your thesis must be clearly stated, concise and engaging. The arguments used are expected to be logical, and balanced (multiple perspectives) and supported by evidence that is accurate, relevant and verifiable (properly cited). Your writing/ prose should be articulate, grammatically correct and error free. Research for your paper should be robust (5+ sources beyond required readings).

Scale: 5 – excellent, 4 – good, 3 – satisfactory, 2 – undeveloped, 1 –incomplete

5 4 3 2 1

Research: is accurate, extensive & balanced (incorporates contrasting positions)

Thesis: is clear and concise and engaging.

Arguments: are logical, relevant and sufficient

Evidence: is appropriate, convincing & verifiable (cited or replicable)

Conclusion: is analytical (criteria), thoughtful (considers long-term implication/ counterexamples) and plausible (given the evidence presented)

References: are sufficient (each stat, quote and point of analysis), correctly APA formatted

Writing: is clear (error free), well structured (consistent, good transition, effective paragraphs) and concise (avoids repetition and ambiguity)

Comments

 

 
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Epidemiology: (PUBH – 6035 – 2) Module 4 Quiz

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Question 1 

  1. A study that compares the prevalence of high blood      pressure among current Massachusetts Turnpike toll booth collectors with      the current prevalence of high blood pressure of current Turnpike office      workers. What type of study is this?

 

a.

Case report

 

b.

Case series

 

c.

Cohort study

 

d.

Cross-sectional study

1.7 points

Question 2 

  1. A strength of BOTH cross-sectional and an ecological      studies is:

 

a.

good for early stage of knowledge

 

b.

good for individual- level effects

 

c.

temporal sequence is   maintained

 

d.

exposure and effect occur in the   same person

1.7 points

Question 3 

  1. The Health Professionals Cohort Study began in 2005 in      order to evaluate a series of hypotheses about men’s health relating      nutritional factors to the incidence of serious illnesses such as cancer,      heart disease, and other vascular diseases. Every two years, members of      the study will receive surveys with questions about diseases and      health-related topics like smoking, physical activity, and medications      taken. The surveys that ask detailed dietary information will be      administered in four-year intervals. What kind of cohort study is      this?

 

a.

Retrospective

 

b.

Prospective

 

c.

Ambidirectional

1.6 points

Question 4 

  1. An analysis that includes all subjects who were      randomized to the treatment and comparison groups, regardless of whether      they received or completed their assigned study protocol.

 

a.

Run-in period

 

b.

Efficacy Analysis

 

c.

Comparability

 

d.

Intent-to-treat analysis

1.7 points

Question 5 

  1. What is the primary objective of any case-control or      cohort study?

 

a.

A well-designed experimental   study.

 

b.

Accurate randomization of the   intervention.

 

c.

Adjustment for the time sequence   of events.

 

d.

A valid result.

1.7 points

Question 6 

  1. Which study design is most appropriate to study      multiple outcomes from a single exposure?

 

a.

Cross-sectional

 

b.

Cohort

 

c.

Case-control

 

d.

Ecological

1.7 points

Question 7 

  1. A case-control study is most efficient design for      studying the health effects of rare exposures.

True

False

1.6 points

Question 8 

  1. The ecological fallacy states that associations seen on      the group level will not necessarily be present on the individual level.

True

False

1.6 points

Question 9 

  1. A major advantage of a randomized clinical trial is      that it rules out self-selection of patients to the different treatment      groups.

True

False

1.6 points

Question 10 

  1. An experimental study was conducted among adults with      Type 2 diabetes in order to determine if a new medication was more      effective in reducing blood glucose levels than the currently used      medication. What type of experimental study is this?

 

a.

Individual preventive

 

b.

Individual therapeutic

 

c.

Community preventive

 

d.

Community therapeutic

1.7 points

Question 11 

  1. Which of the following techniques used in experimental      studies can be directly applied in cohort studies (choose all that apply)?

 

a.

Randomization

 

b.

Placebos

 

c.

Blinding

 

d.

Run-in period

1.7 points

Question 12 

  1. A study was done to determine whether the amount of      money spent on soft drinks was related to mortality from diabetes. The      investigators collected data on per capita (average per person) soft drink      consumption in ten US states and examined its relationship to mortality      rates from diabetes in those ten states. In order to calculate per capita      sales they gathered annual data on soft drink sales from commerce records      and then divided these figures by the state’s population from the most      recent census. The mortality data were gathered from the vital records      department in each state. What type of study is this?

 

a.

Ecological Study

 

b.

Case-control study

 

c.

Cross-sectional study

 

d.

Cohort study

1.7 points

Question 13 

  1. What sources can be used to identify controls for a      case-control study?

 

a.

General population

 

b.

Hospital/clinic patients

 

c.

Friends and relatives

 

d.

All of the above

1.7 points

Question 14 

  1. When is it desirable to use a case-control study      (choose all that apply)?

 

a.

When the disease is rare

 

b.

When little is known about the   disease

 

c.

When the disease has a short   latent period

1.7 points

Question 15 

  1. What is the purpose of the control group in a      case-control study?

 

a.

To provide information on the   disease distribution in the population that gave rise to the cases

 

b.

To provide information on the   exposure distribution in the population that gave rise to the cases

 
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