Psychology homework help

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Psychology homework help

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In the Kohlberg’s pre-conventional stage of individualism and exchange, children recognize that there is only one right view and that is handed down by the authorities.

Select one:

True

False

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Social risk factors in pregnancy that can have a negative effect on development include

Select one:

a. a large family

b. a lack of maternal education

c. the prenatal environment

d. unemployment

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Information processing characterizes thinking as the environment providing input of data, which is then transformed by our senses. The information can be stored, retrieved and transformed using “mental programs”, with the results being behavioral responses.

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True

False

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According to Erickson, infancy is the stage of

Select one:

a. rapid growth and development

b. trust vs. mistrust

c. attachment

d. obtaining object permanence

Question 5

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A person who hates mess, is obsessively tidy, punctual and respectful of authority are examples of a person in ____ stage?

Select one:

a. oral

b. phallic

c. genital

d. anal

Question 6

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Use of which of the following substances leads to the most preventable cause of irreversible developmental disabilities in the Western world?

 

Select one:

a. Herion

b. Alcohol

c. Crack cocaine

d. Cigarettes

 

Question 7

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​Which of the following statements is FALSE about infant communication?

 

Select one:

a. Babies need to hear speech from birth or they will not begin to babble at the appropriate age.

b. Babies prefer adult speech to baby talk.

c. Although all babies eventually develop all forms of speech, babies from different racial and cultural backgrounds develop these forms of speech in different sequences.

d. By the end of the first year, a baby’s expressive language is better than its receptive language.

Question 8

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Which of the following factors does NOT contribute as a barrier to father-infant interactions in an unmarried, non-cohabitated situation?

Select one:

a. Maternal depression

b. Negative relationship with the mother’s family

c. Poverty

d. father’s occupation

Question 9

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Views of others matter, avoidance of blame and seek approval are characteristics of what level of Kohlberg’s theory?

Select one:

a. level 2: conventional morality

b. level 3: post-conventional morality

c. level 1: pre-conventional morality

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Question 10

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During the Erickson’s generativity vs stagnation stage, we contemplate our accomplishments and can develop integrity if we see ourselves as leading a successful life.

Select one:

True

False

Question 11

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Which of the following is NOT true about childbirth?

Select one:

a. Patterned breathing and relaxation can reduce a woman’s perception of pain.

b. Walking and movement during childbirth can shorten the labor.

c. Use of medication during labor and delivery is always a safe option.

d. The presence of a supportive birth attendant during labor can result in the requirement of less medical intervention

Question 12

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Seth’s mother is playing a game with him. She hides his favorite bear under a couch pillow. Seth pushes the pillow aside and picks up his bear. Seth is displaying

Select one:

a. object permanence

b. memory

c. problem solving

d. primary circular reactions

 

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Question 13

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Which of the following statements is TRUE about failure to thrive infants?

 

Select one:

a. Failure to thrive infants start life at a low birth weight.

b. Failure to thrive is often an interaction between biologic and environmental factors.

c. Failure to thrive is usually associated with maternal deprivation.

d. Usually failure to thrive cases can be divided into those with identifiable organic and nonorganic causes.

Question 14

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​It is important for parents of an infant being cared for in the neonatal intensive care unit to

Select one:

a. spend time interacting with their infant

b. avoid touching their infant because of the risk of injury

c. visit with their infant only for brief periods of time.

d. only interact with their infant through a protective plastic barrier

Question 15

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Which of the following statements is FALSE concerning the effects of illegal drugs on prenatal development?

 

Select one:

a. Illegal drug use can increase the risk of low birth weight

b. Illegal drug use results in developmental disabilities and birth defects

c. Illicit drug use during pregnancy can increase the risk of miscarriage.

d. Infants born to addicted mothers can also be addicte

Question 16

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In the psychosexual  _____ stage in life are oral, or mouth orientated, such as sucking, biting, and breastfeeding.

Select one:

a. phallic

b. genital

c. anal

d. oral

Question 17

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All of the following are results of early intervention programs with families EXCEPT

Select one:

a. reduction in delinquent behavior

b. decrease in sexually transmitted diseases

c. improvement of cognitive development

d. improved social adjustment

Question 18

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Infant mortality rates are highest in states that have

Select one:

a. poor literacy rates

b. poor access to health care

c. higher teen birth rates

d. higher rates of obesity

Question 19

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Infant mental health

Select one:

a. involves therapy

b. has never been studied

c. Focuses on the infant’s feeding behaviors

d. refers to the infant’s emotional, social and cognitive functioning

Question 20

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The Apgar test helps determine

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a. the general condition of the newborn immediately after birth

b. the maturity of the infant’s lungs.

c. the expected size of the infant at birth

d. the length of time expected for labor.

Question 21

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Which of the following is a result of high maternal depression during pregnancy?

Select one:

a. Spontaneous abortion

b. Lower vagal tone

c. Small head circumference

d. Slowed growth

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Question 22

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Which of the following has NOT been associated with an increased risk of sudden infant death syndrome?

 

Select one:

a. Placing the infant in the caregiver’s bed to sleep

b. Prematurity

c. Exposure to tobacco smoke

d. Placing the infant on his stomach to sleep

Question 23

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In Erickson’s theory, the child begins to assert control and power over their environment by planning activities, accomplishing tasks and facing challenges in which stage?

Select one:

a. Intimacy vs. Isolation

b. Autonomy vs. Shame and Doubt

c. Initiative vs. Guilt

d. Industry vs. Inferiority

Question 24

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Researchers can determine how babies process information by measuring how long it takes a baby to stop paying attention to the same stimulus. This is called

Select one:

a. categorization

b. boredom

c. dishabituation

d. habituation

 

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Question 25

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Helping the mother identify which of her behaviors has contributed to the infant’s growth and nutrition problem is an appropriate treatment for failure to thrive.

Select one:

True

False

Question 26

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Depression can interfere with parenting an infant in all of the following ways EXCEPT

 

Select one:

a. The depressed parent is less likely to change the infant’s diapers.

b. The depressed parent is less responsive to the infant.

c. The depressed parent is less inclined to play with the infant.

d. The depressed parent makes less eye contact when feeding the infant.

Question 27

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Piaget’s ____ stage is logical reasoning that can only be applied to objects that are real or can be seen.

Select one:

a. pre-operational

b. formal operations

c. concrete operations

d. sensori-motor stage

 

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Question 28

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All of the following might place a baby at risk for attachment failure EXCEPT

Select one:

a. substance abuse by parents

b. maternal depression

c. prematurity

d. high levels of environmental stress

Question 29

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In the psychosexual ____ stage, the child’s energy is channeled into developing new skills and acquiring new knowledge, and play becomes largely confined to other children of the same gender.

Select one:

a. anal

b. phallic

c. genital

d. latency

Question 30

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In this Erickson’s stage, the child’s peer group will gain greater significance and will become a major source of the child’s self-esteem.

Select one:

a. Industry vs. inferiority

b. Autonomy vs. shame and doubt

c. Intimacy vs. isolation

d. Identity vs. role confusion

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Psychology Short Paper – Client Results assignment help

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Psychology Short Paper – Client Results assignment help

Running head: ANALYZING A SAMPLE INTELLIGENCE-ACHIEVEMENT REPORT 1

ANALYZING A SAMPLE INTELLIGENCE-ACHIEVEMENT REPORT 2

Analyzing a Sample Intelligence-Achievement Report

Analyzing a Sample Intelligence-Achievement Report

The Sample Intelligence-Achievement Report articulates Bob’s scores in the Wide Range Achievement Test 4 (WRAT-4) AND Wechsler Abbreviated Scale of Intelligence 2 (WASI-2). In relation to the WASI-2 test, Bob’s Full Scale IQ Score (FSIQ-4) was established to be average. Average scores in the subscales of this test show that the individual shows performance or intellectual abilities that are normal relative to the peers of similar age. Such scores show that the individual should be able to exhibit what is considered normal intellectual performance. Bob’s ability in most of the subscales are average, including his Verbal Comprehension Index, his knowledge of English word definitions and verbal reasoning abilities, his Perceptual Reasoning Index, as well as his nonverbal problem solving abilities. However, Bob’s score in visual spatial skills fall within the low average range. This presents his first weakness. This means that Bob has weakness in positioning himself properly when confronted by differing interfaces. For example, when exposed to different visual environments, he may not perform as other peers of his age.

On the other hand, the WRAT-4 test is used to evaluate fundamental academic skills (Keat & Ismail, 2011). There are specific subscales in this test where Bob exhibits average performance as compared to how his peers of the same age would perform, these include his Word Reading (standard score of 99), sentence comprehension (standard score of 93), and his Reading Composite (standard score of 95). However, Bob’s standard score of 78 in Spelling falls within the borderline range which suggests that he is more likely to perform much worse than his peers. This is clearly a weakness for Bob and reflective of a potentially poor performance in English word spelling tasks. Another weakness for Bob manifests in his Math Computation (standard score of 83). This means that Bob will most likely perform worse as compared to his peers, especially on tasks involving increasingly complex mathematical problems.

As already mentioned, an average score in the subscales of both WASI-2 and WRAT-4 show that Bob depicts normal intellectual ability in relation to his peers. These may not be characterized as strengths because a strength is a subjective characterization. Bob had to depict an ability of above average or higher in any one of the scores to achieve this characterization. However, it is clear that he has weaknesses in specific areas, especially those that require visual-spatial processing skills. Because Bob does not have any strength that can be distinguished from the average scores discussed above, this analysis will outline how his weaknesses may potentially affect his overall functioning. Bob’s comparative scores in the two areas of nonverbal abilities show that he may struggle among his peers. The WRAT-4 has outlined his weaknesses in both spelling and math computation. These weaknesses will definitely affect his functioning in academic environments. This is because spelling and math computation appear repetitively in numerous academic areas. This disadvantage may see him struggle in an academic environment and potentially perform lower than his peers.

Based on this analysis, there are some recommendations that can be advanced to Bob to help his situation. To begin with, there are specific behavioral interventions that can be instituted to help individuals sharpen their visual spatial skills. This can be recommended for Bob to help him improve his abilities in this competency. Additionally, it is possible to improve his spelling skills by embracing behavioral activities that sharpen this particular competency. Similarly, there are specific mathematics interventions that can be used on Bob to improve his computational skills (Codding, et al., 2007).

References

Codding, R. S., Shiyko, M., Russo, M., Birch, S., Fanning, E., & Jaspen, D. (2007). Comparing mathematics interventions: Does initial level of fluency predict intervention effectiveness? Journal of School Psychology, 45(6), 603-617.

Keat, O. B., & Ismail, K. B. (2011). The relationship between cognitive processing and reading. Asian Social Science, 7(10), 44.

 
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HU 2000 Critical Thinking And Problem Solving Assignment Help

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HU 2000 Critical Thinking And Problem Solving Assignment Help

 

Why is it important to follow a process when trying to solve problems?

 

This assignment helps you apply your knowledge from this week’s modules and readings.

 

Decision making is a systematic process of selecting the best among the different alternatives. Making decisions can be difficult but following a process will provide an individual with confidence, accountability and self-awareness. Being an effective decision maker is key to personal and career success.

 

Universal Intellectual Standards
Using the week 2 reading about Universal Standards, answer the questions below.

1. Universal Intellectual Standards guide you through the process of validating information and asking questions to collect accurate data. List the nine (9) Universal Intellectual Standards.

A. Type answer here

B. Type answer here

C. Type answer here

D. Type answer here

E. +

F. Type answer here

G. Type answer here

H. Type answer here

I. Type answer here

2. Decide which of the 9 Universal Intellectual Standards you are demonstrating when you ask the following questions.

 

QUESTIONS

 

STANDARD

 

Could you give more details? Could you be more specific?

 

Type answer here

 

How does your answer address the complexities in the question? How are you taking into account the problems in the question? Is that dealing with the most significant factors?

 

Type answer here

 

Do we need to consider another point of view? Is there another way to look at this question? What would this look like from a conservative standpoint?

 

Type answer here

 

The Good Samaritan
Read the short story, The Good Samaritan, and answer the questions below.

3. After Jim (the main character) found the man in the hallway near his apartment, what problem was immediately identified?

Type answer here

4. If you follow Jim’s actions throughout the night, what did he do to deepen his understanding and gain relevant information about the condition of the stranger?

Type answer here

5. The morning after the incident, Jim’s alarm wakes him up.

a. What options did Jim consider that morning?

Type answer here

b. What were the consequences of these options?

Type answer here

6. A critical thinker scrutinizes the solution and self-corrects. Do you think that Jim’s course of action would have changed because of the new information he learned by opening the man’s bag? Explain.

Type answer here

7. Pretend that the man did not die but will live once he recovers. Also, pretend that you are Jim. Would you call the police or let the man go home since he already suffered a serious medical condition? Explain.

Type answer here

8. Why is the title of the story: The Good Samaritan? Explain.

Type answer here

 

 

Problem Solving

9. Select the answer that correctly fills in the blanks to complete the sentence.

When considering how well a particular solution to a problem is working, the critical thinker is someone who is __________ to new ideas and experiences and __________ enough to change or modify new beliefs.

☐ Neutral; insightful

☐ Open; positive

☐ Receptive; flexible

☐ Open; eager

10. In order to effectively solve problems, you must think carefully and systematically to find a solution.

Your book describes a 5-step problem-solving process. Explain how each step in this process can help a person solve a problem.

 

STEP

 

IMPORTANCE

 

1. What is the problem?

 

Type answer here

 

2. What are the alternatives?

 

Type answer here

 

3. What are the advantages and/or disadvantages of each alternative?

 

Type answer here

 

4. What is the solution?

 

Type answer here

 

5. How well is the solution working?

 

Type answer here

11. Do you view problems as obstacles to success or growth opportunities? Explain your answer.

Type answer here

12. After watching the VIDEO “What the Internet is doing to our Brains,” how would you answer the following questions: Is Google making us stupider? Explain.

Type answer here

 

Reflection
Reflect on what you have learned this week to help you respond to the question below. You may choose to respond in writing or by recording a video!

13. Imagine you are working as a Medical Administrative Assistant at a local hospital in your neighborhood. It’s your first day of work at your new job and you are excited to get to work and learn as much as you can. However, shortly after arriving at work, you discover that there has been a miscommunication with HR about your start date. The office was expecting you to start the following day instead. As a result, your login information for the office’s computer system has not been created just yet, and the person responsible for training you is on Paid Time Off (PTO).

Explain how would you expect a manager to use the 5 Step Process introduced during this week in order to resolve this miscommunication problem. Provide specific reasons for each step and answer as detailed as possible.

Type answer here

 
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Nursing Paper Example on Septicemia: A Neurological Disorder

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Nursing Paper Example on Septicemia: A Neurological Disorder

Septicemia, also known as sepsis, is a critical neurological disorder that arises from the body’s exaggerated response to infection. It is a life-threatening condition that demands immediate medical attention due to its potential to cause severe complications and mortality. This disorder occurs when pathogens, such as bacteria, viruses, or fungi, enter the bloodstream, triggering a systemic inflammatory response. Despite advances in medical science, septicemia remains a significant public health concern globally, contributing to a substantial burden of morbidity and mortality. Understanding the causes, signs, and symptoms, as well as the etiology and pathophysiology of septicemia, is crucial for effective diagnosis and management. This paper explores the multifaceted aspects of septicemia, including its causes, clinical manifestations, diagnostic criteria, treatment regimens, patient education, and concludes with insights into ongoing challenges and future directions in managing this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Nursing Paper Example on Septicemia: A Neurological Disorder

Causes of Septicemia

Septicemia stems from various infections infiltrating the bloodstream, leading to a systemic inflammatory response. Bacterial infections are the primary culprits, with gram-positive bacteria like Staphylococcus aureus and Streptococcus pneumoniae being common offenders. Gram-negative bacteria such as Escherichia coli and Pseudomonas aeruginosa also contribute significantly to septicemia cases. Additionally, viral infections, including influenza and herpes, and fungal infections like Candida albicans can provoke septicemia, albeit less frequently.

The source of infection varies, encompassing a spectrum of conditions ranging from respiratory tract infections like pneumonia and urinary tract infections to abdominal infections such as appendicitis and peritonitis. Even seemingly innocuous skin infections, if not adequately treated, can escalate into septicemia.

Moreover, invasive medical procedures and devices, such as urinary catheters, intravenous lines, and surgical interventions, pose a risk of introducing pathogens into the bloodstream, precipitating septicemia. Immunocompromised individuals, including those with HIV/AIDS, cancer undergoing chemotherapy, or recipients of organ transplants, are particularly susceptible to developing septicemia due to their compromised immune systems.

Furthermore, certain underlying medical conditions can predispose individuals to septicemia. Chronic diseases like diabetes, kidney disease, and liver cirrhosis impair the body’s ability to fight infections, making affected individuals more prone to developing septicemia.

Septicemia arises from diverse sources of infection, predominantly bacterial, but also viral and fungal. Respiratory, urinary, and abdominal infections are common origins, along with compromised skin barriers and invasive medical procedures. Additionally, underlying medical conditions and immunocompromised states increase susceptibility to septicemia. Understanding these multifaceted causes is vital for early recognition, prompt treatment, and effective management of this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Signs and Symptoms

Septicemia manifests through a constellation of signs and symptoms, reflecting the body’s systemic inflammatory response to infection. The presentation can vary widely, ranging from subtle early indicators to severe, life-threatening manifestations.

Nursing Paper Example on Septicemia: A Neurological Disorder

Early signs often include fever, characterized by an elevated body temperature above 100.4°F (38°C), accompanied by chills and rigors. The heart rate accelerates, a condition known as tachycardia, as the body attempts to compensate for decreased blood pressure. Similarly, rapid breathing, or tachypnea, occurs in response to the increased metabolic demands and decreased oxygen levels.

As septicemia progresses, patients may experience altered mental status, ranging from confusion and disorientation to lethargy and coma. This neurological impairment stems from inadequate oxygen delivery to the brain due to compromised blood flow.

The circulatory system undergoes significant changes, leading to low blood pressure, or hypotension, which can manifest as dizziness, light-headedness, and fainting. Additionally, peripheral vasoconstriction occurs, causing cool extremities and reduced urine output due to decreased renal perfusion.

Furthermore, patients may exhibit gastrointestinal symptoms such as nausea, vomiting, and abdominal pain. The liver and spleen may become enlarged as part of the immune response, contributing to discomfort in the upper abdomen.

In severe cases, septicemia progresses to septic shock, characterized by profound hypotension and organ dysfunction, including acute kidney injury, liver failure, and respiratory failure. Septic shock is a medical emergency requiring immediate intervention to prevent irreversible organ damage and death.

The signs and symptoms of septicemia encompass a wide array of manifestations, including fever, tachycardia, altered mental status, hypotension, gastrointestinal symptoms, and ultimately, septic shock. Recognizing these clinical features promptly is essential for initiating timely treatment and improving patient outcomes in this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Etiology of Septicemia

The etiology of septicemia revolves around the intricate interplay between infectious agents, the immune system, and various predisposing factors. Septicemia primarily originates from bacterial, viral, or fungal infections infiltrating the bloodstream, triggering a dysregulated immune response.

Bacterial infections are the most common etiological agents of septicemia. Gram-positive bacteria, including Staphylococcus aureus and Streptococcus pneumoniae, are frequently implicated, along with gram-negative bacteria like Escherichia coli and Pseudomonas aeruginosa. These pathogens possess virulence factors that enable them to evade host defenses and disseminate into the bloodstream, initiating the cascade of events leading to septicemia.

Viral infections, although less common, can also precipitate septicemia. Influenza viruses, herpes simplex viruses, and human immunodeficiency virus (HIV) are among the viral pathogens associated with septicemia. These viruses can directly infect immune cells or induce a cytokine storm, exacerbating the systemic inflammatory response.

Fungal infections, particularly those caused by Candida species, represent another etiological factor contributing to septicemia, especially in immunocompromised individuals. Candida albicans, in particular, can colonize indwelling medical devices like urinary catheters and intravenous lines, serving as a nidus for bloodstream invasion.

Moreover, certain host factors predispose individuals to septicemia. Immunocompromised states, such as HIV/AIDS, cancer chemotherapy, and immunosuppressive therapy post-organ transplantation, impair the body’s ability to mount an effective immune response against invading pathogens. Additionally, chronic medical conditions like diabetes mellitus, chronic kidney disease, and liver cirrhosis compromise host defenses, increasing susceptibility to septicemia.

The etiology of septicemia encompasses various infectious agents, primarily bacteria, followed by viruses and fungi. Understanding these underlying factors is crucial for targeted interventions aimed at preventing, diagnosing, and managing septicemia in this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Pathophysiology of Septicemia

The pathophysiology of septicemia involves a complex cascade of events orchestrated by the host immune system in response to invading pathogens in the bloodstream. This dysregulated immune response leads to widespread inflammation and organ dysfunction, culminating in the clinical manifestations of septicemia.

The initial phase of septicemia begins with the invasion of pathogens into the bloodstream, often originating from localized infections in various body sites. These pathogens release pathogen-associated molecular patterns (PAMPs) and toxins, triggering the activation of pattern recognition receptors (PRRs) on immune cells such as macrophages and neutrophils.

Subsequently, a robust immune response ensues, characterized by the release of pro-inflammatory cytokines, including tumor necrosis factor-alpha (TNF-α), interleukin-1 (IL-1), and interleukin-6 (IL-6). These cytokines amplify the inflammatory cascade, recruiting more immune cells to the site of infection and promoting vascular permeability.

The ensuing endothelial dysfunction and increased vascular permeability lead to systemic microvascular leakage, impairing tissue perfusion and oxygen delivery. Concurrently, activation of the coagulation cascade occurs, resulting in disseminated intravascular coagulation (DIC), a hallmark feature of severe sepsis.

As septicemia progresses, the dysregulated immune response transitions from a pro-inflammatory to an anti-inflammatory state, characterized by the release of anti-inflammatory cytokines like interleukin-10 (IL-10). This immunosuppressive phase contributes to immune paralysis and secondary infections, further exacerbating organ dysfunction.

Ultimately, the combined effects of widespread inflammation, microvascular dysfunction, coagulopathy, and immunosuppression culminate in multi-organ dysfunction syndrome (MODS) and septic shock. This life-threatening condition requires prompt recognition and aggressive management to mitigate organ damage and improve patient outcomes in septicemia, a critical neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

DMS-5 Diagnosis

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), does not explicitly categorize septicemia as a neurological disorder. However, it recognizes the cognitive and neurological manifestations that may occur in severe cases of sepsis, a condition closely related to septicemia.

In the DSM-5, sepsis-related encephalopathy is characterized by alterations in consciousness, attention, cognition, or perception resulting from sepsis-induced systemic inflammation. These cognitive changes can range from mild confusion and disorientation to delirium, coma, and even death in severe cases.

The diagnosis of sepsis-related encephalopathy is typically made based on clinical assessment, which includes evaluating the patient’s level of consciousness, cognitive function, and neurological signs. Laboratory tests, such as blood cultures to identify the causative pathogen and inflammatory markers like C-reactive protein (CRP) and procalcitonin, may support the diagnosis.

Neuroimaging studies, such as computed tomography (CT) or magnetic resonance imaging (MRI) of the brain, may be performed to rule out other neurological conditions or identify complications of sepsis, such as cerebral edema or infarction.

Additionally, electroencephalography (EEG) may be utilized to assess for abnormal electrical activity in the brain, which can occur in severe cases of sepsis-related encephalopathy.

Overall, while septicemia itself is not a formal diagnosis in the DSM-5, the cognitive and neurological sequelae of sepsis-related encephalopathy are recognized within the diagnostic framework of the manual. Early recognition and appropriate management of sepsis-related encephalopathy are crucial for optimizing patient outcomes in this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Treatment Regimens and Patient Education

The management of septicemia requires a comprehensive approach aimed at eradicating the underlying infection, stabilizing hemodynamics, and providing supportive care to prevent organ dysfunction and complications. Additionally, patient education plays a crucial role in empowering individuals to recognize early signs of infection, seek prompt medical attention, and adhere to prescribed treatment regimens.

Treatment Regimens:

  1. Antibiotic Therapy: Prompt initiation of broad-spectrum antibiotics is paramount in treating septicemia. Empirical antibiotic therapy is initiated based on the suspected source of infection and local antimicrobial resistance patterns. Once the causative pathogen is identified through blood cultures, antibiotic therapy is adjusted accordingly to target the specific organism.
  2. Fluid Resuscitation: Intravenous fluid administration is essential to restore intravascular volume and improve tissue perfusion. Balanced crystalloids are preferred for fluid resuscitation, while caution is exercised to avoid fluid overload, especially in patients with pre-existing cardiac or renal conditions.
  3. Vasopressor Therapy: In patients with persistent hypotension despite fluid resuscitation, vasopressor agents such as norepinephrine or vasopressin may be administered to maintain adequate mean arterial pressure and tissue perfusion.
  4. Supportive Care: Patients with septicemia often require intensive care unit (ICU) admission for close monitoring and supportive care. This may include mechanical ventilation for respiratory support, renal replacement therapy for acute kidney injury, and monitoring of hemodynamic parameters.
  5. Source Control: Surgical intervention may be necessary to remove the source of infection, such as drainage of abscesses or debridement of infected tissue.

Patient Education:

  1. Recognition of Symptoms: Educating patients about the signs and symptoms of infection, including fever, chills, rapid heart rate, and confusion, enables early recognition and timely medical intervention.
  2. Importance of Antibiotic Adherence: Emphasizing the importance of completing the full course of antibiotics as prescribed to eradicate the infection and prevent recurrence or antibiotic resistance.
  3. Follow-Up Care: Encouraging patients to follow up with healthcare providers for ongoing monitoring of their condition, including repeat blood cultures and assessment of organ function.
  4. Preventive Measures: Advising patients on preventive measures to reduce the risk of infection, such as hand hygiene, vaccination, and avoiding known sources of infection.
  5. Awareness of Complications: Educating patients about the potential complications of septicemia, including organ dysfunction and long-term sequelae, promotes early recognition of worsening symptoms and prompt medical intervention.

A multidisciplinary approach to the treatment of septicemia, including antibiotic therapy, fluid resuscitation, and supportive care, is essential for optimizing patient outcomes. Equally important is patient education, which empowers individuals to recognize symptoms, adhere to treatment regimens, and adopt preventive measures to mitigate the risk of recurrent infections in this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

Conclusion

Septicemia, a neurological disorder triggered by systemic infection, presents a significant medical challenge requiring prompt recognition and intervention. This essay has highlighted the multifaceted nature of septicemia, exploring its causes, signs and symptoms, etiology, pathophysiology, DSM-5 diagnosis, treatment regimens, and patient education. By elucidating the complex interplay between infectious agents, immune responses, and predisposing factors, a deeper understanding of septicemia’s pathophysiology emerges. Moreover, the importance of early recognition and aggressive management, including antibiotic therapy, fluid resuscitation, and supportive care, cannot be overstated. Furthermore, patient education plays a crucial role in empowering individuals to recognize symptoms, adhere to treatment regimens, and adopt preventive measures. Through a comprehensive approach encompassing both medical interventions and patient education, healthcare professionals can effectively manage septicemia, thereby improving patient outcomes and reducing the burden of this neurological disorder. (Nursing Paper Example on Septicemia: A Neurological Disorder)

References

https://www.ncbi.nlm.nih.gov/books/NBK537054/

 
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PHI 103 Week 3 Assignment

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PHI 103 Week 3 Assignment

Counterargument Paper

This paper assignment expands upon your Week One Assignment and prepares you for the Final Paper. The expansion is to learn to improve one’s argument after investigating and fairly representing the opposite point of view. The main new tasks are to revise your previous argument created in Week One, to present a counterargument (an argument for a contrary conclusion), and to develop an objection to your original argument.

Here are the steps to prepare to write the counterargument paper:

  • Begin reviewing your previous paper paying particular attention to suggestions for improvement made by your instructor.
  • Revise your argument, improving it as much as possible, accounting for any suggestions and in light of further material you have learned in the course. If your argument is inductive, make sure that it is strong. If your argument is deductive, make sure that it is valid.
  • Construct what you take to be the strongest possible argument for a conclusion contrary to the one you argued for in your Week One paper. This is your counterargument. This should be based on careful thought and appropriate research.
  • Consider the primary points of disagreement between the point of view of your original argument and that of the counterargument.
  • Think about what you take to be the strongest objection to your original argument and how you might answer the objection while being fair to both sides. Search in the Ashford University Library for quality academic sources that support some aspect of your argument or counterargument.

In your paper,

  • Present a revised argument in standard form, with each premise and the conclusion on a separate line.
  • Present a counterargument in standard form, with each premise and the conclusion on a separate line.
  • Provide support for each premise of your counterargument. Clarify the meaning of the premise and supporting evidence for the premise.
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments, or other ways of demonstrating the truth of the premise (for more ideas about how to support the truth of premises take a look at the instructor guidance for this week). This section should include at least one scholarly research source. For guidance about how to develop a conclusion see the Ashford Writing Center’s Introductions and Conclusions.
  • Explain how the conclusion of the counterargument follows from its premises. [One paragraph]
  • Discuss the primary points of disagreement between sincere and intelligent proponents of both sides. [One to two paragraphs]
    • For example, you might list any premises or background assumptions on which you think such proponents would disagree and briefly state what you see as the source of the disagreement, you could give a brief explanation of any reasoning that you think each side would find objectionable, or you could do a combination of these.
  • Present the best objectionto your original argument. Clearly indicate what part of the argument your objection is aimed at, and provide a paragraph of supporting evidence for the objection. Reference at least one scholarly research source. [One to two paragraphs]
    • See the “Practicing Effective Criticism” section of Chapter 9 of your primary textbook for more information about how to present an objection.

For further instruction on how to create arguments, see the How to Construct a Valid Main Argument and Tips for Creating an Inductively Strong Argument documents as well as the video Constructing Valid Arguments.

For an example of how to complete this paper, take a look at the following Week Three Annotated Example. Let your instructor know if you have questions about how to complete this paper.

Writing Help Image  

In this class, you have three tutoring services available: Paper Review, Live Chat, and Tutor E-mail. Click on the Ashford Writing Center (AWC) tab in the left-navigation menu to learn more about these tutoring options and how to get help with your writing.

The Counterargument Paper

 

  • Must be 500 to 800 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (for more information about using APA style, take a look at the APA Essay Checklist for Students webpage).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least two scholarly sources in addition to the course text.
  • The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
  • Must document all sources in APA style as outlined in the Ashford Writing Center (for more information about how to create an APA reference list, take a look at the APA References List webpage).
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
 
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Psychology Core Concepts homework help

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Psychology Core Concepts homework help

Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7TH EDITION (978-0-205183463) I cant found the text online maybe you can

 

Or You can access The Discovering Psychology video series on the internet for free!

 

  1. Go to www.learner.org
  2. Click on the blue tab near the top that reads “view programs”
  3. Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.
  4. All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!

     

    Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length) AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).

     

    ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).

    THE COVER PAGE SHOULD INCLUDE YOUR NAME, DATE, VIDEO NUMBERS, AND A NUMBER YOU CAN BE REACHED.

     

    Objectives 1

     

    After viewing the television program and completing the assigned readings, you should be able to:

     

    1. Define Psychology.

    2. Distinguish between the micro, molecular, and macro levels of analysis.

    3. Describe the major goals of psychology.

    4. Describe what psychologists do and give some examples of the kinds of questions they may be interested in investigating.

    5. Summarize the history of the major theoretical approaches to psychology.

    6. Describe seven current psychological perspectives.

    7. Describe how the concerns of psychologists have evolved with the larger culture.

     

     

    Objectives 2

    After viewing the television program and completing the assigned readings, you should be able to:

     

    1. Explain the concept of observer bias and cite some techniques experimenters use to eliminate personal bias.

    2. Define placebo effect and explain how it might be avoided.

    3. Define reliability and validity and explain the difference between them.

    4. Describe various psychological measurement techniques, such as self report, behavioral, and physiological measures.

    5. Define correlational methods and explain why it does not establish a cause-and-effect relationship.

    6. Summarize the American Psychological Association’s ethical guidelines for the treatment of humans and animals in psychological experiments, and explain why they are necessary.

    7. Discuss some ways to be a wiser consumer of research.

    8. Describe how a hypothesis leads to a particular experimental design.

     

    9. Discuss how job burnout develops, how it can be studied, and how psychologists can intervene to prevent or combat it.

 
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Psychology homework help

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Psychology homework help

According to Cohen and Swerdlik (2018), Reliability means to be consistent. In psychometric terms, the meaning of reliability is based on when something is said to be consistent. The book defines “a reliability coefficient is an index of reliability, a proportion that indicates the ratio between the true score variance on a test and the total variance” (Cohen & Swerdlik, 2018, p. 141). Moreover, in testing and assessment there exist three sources of error variance such as test construction, test administration, and test scoring and interpretation. The text state that a measurement error is everything that is associated with the process of the variable being measured instead of the variable being measured (Cohen & Swerdlik, 2018).

Internal consistency reliability coefficient = .92

According to Cohen and Swerdlik (2018), states that internal consistency reliability is when a one can obtain an estimation of a test being reliable without creating a different form of the test nor administering the same test twice to the same individual (Cohen & Swerdlik, 2018). Furthermore, a test that has an Internal consistency reliability coefficient = .92 means that the item on the test must relate to one another and it also means that there exists a strong relationship between the content of the test. As I mentioned at the beginning of the post reliability means to be consistent. The higher the coefficient, the more reliable the test is. A .92 means that the test has excellent reliability and it is acceptable.

Alternate forms reliability coefficient = .82

According to Cohen and Swerdlik (2018), states that alternate forms are different types of test that are built to be parallel. Hence, the reliability of the alternate forms refers to “an estimate of the extent to which these different forms of the same test have been affected by item sampling error, or other error” (Cohen & Swerdlik, 2018, p. 149). An example we can use is when a person is given two different versions of the same test at a different time.

Test-retest reliability coefficient = .50

According to Cohen and Swerdlick (2018), A test-retest reliability is when a test is administered twice at two different points of time. Moreover, one we have to evaluate the reliability of a test-retest that purport to measure is fairly stable over time (Cohen & Swerdlik, 2018).

The higher the coefficient, the more reliable the test is. .92 means that the test has excellent reliability and it is acceptable the higher, the greater. An Alternate forms reliability coefficient = .82 is still high reliability, and it is also acceptable. A test-retest is a correlation of the same test over two administrator which relates to stability that involves scores. The book states that the more extended time has, the higher the chances that the reliability coefficient will be lower. Therefore, the passage of time may be an error of variance (Cohen & Swerdlik, 2018). Thus, depending on what the individual has been through some traumatic event it may also create an error variance which will impact their score variance and which will change, and the reliability will be lower than if that individual did not have any traumatic event. Therefore, if it is below .50 is not considered to be a reliable test nor acceptable. The book also states that “If we are to come to proper conclusions about the reliability of the measuring instrument, evaluation of a test-retest reliability estimate must extend to a consideration of possible intervening factors between test administrations” (Cohen & Swerdlik, 2018, p. 146).

Reference

Cohen, R. J., Swerdlik, M. (2018). Psychological Testing and Assessment. [Capella]. Retrieved from https://capella.vitalsource.com/#/books/1260303195/

 

 
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Psychology homework help for 302 Case Study

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Psychology homework help for 302 Case Study

ARTICLE HBR CASE STUDY Can You Fix a Toxic Culture Without Firing People? A CFO wonders how to turn around a struggling division. by Francesca Gino

REPRINT R1806X PUBLISHED IN HBR NOVEMBER–DECEMBER 2018

For the exclusive use of H. Hu, 2019.

This document is authorized for use only by Haixin Hu in Psyc 302 taught by JANELLE GILBERT, California State University – San Bernardino from Jun 2019 to Dec 2019.

 

 

“Oh, sorry—water, no ice, please,” said Noelle Freeman, the CFO of Franklin Climate Systems. Watching the clouds out her window at 30,000 feet, she’d been deep in thought. She was on her way home from two days in Arkansas visiting her company’s largest facility. Franklin was in the business of designing, engineering, and manufac- turing climate control systems for cars and SUVs. It was a division of FB Holdings, a manufacturing company based in Aurora, Illinois, and it had the unfortunate distinction of having been the group’s poorest-performing unit for nearly a decade.

As CFO, Noelle was, of course, concerned about the numbers. But after spending time in Little Rock, she worried they might be facing a bigger problem. She’d gone to Arkansas to review operational plans and financial projections for the rest of the year with the team on the ground. FB Holdings had made it through the financial crisis of 2008 without losing money—but the climate control systems divisions, a Tier 1 automotive

supplier, had not fared as well. Franklin had finally returned to profitability, but she and Cameron Koren, a turnaround specialist who’d been brought in as CEO five years earlier to right the ship, were still working hard to keep the busi- ness on track. She knew the Little Rock plant had been through years of belt-tightening and turn- over, so she hadn’t expected a warm welcome, but the negative vibe she’d felt from the employees had been even worse than she’d expected. The word that kept popping into her mind was “toxic.”1

Doug Lee, the company’s head of HR, had warned her and Cameron about the plant’s “bad mood,” as he called it. He’d been very vocal about his concerns that although Franklin was now on stable financial ground, a less quantifiable prob- lem was still dampening performance: extremely low morale and widespread disengagement,2 especially in Little Rock.

Noelle had listened to Doug’s concerns, but as a numbers person, she’d assumed that once the

The flight attendant had to ask her twice, “Anything to drink, ma’am?”

FRANCESCA GINO is a behavioral scientist

and the Tandon Family Professor of Business Administration at Harvard Business School.

HBR’s fictionalized case studies present problems faced by leaders in real companies and offer solutions from experts. This one is based on the HBS Case Study “Webasto Roof Systems Americas: Leadership Through Change” (case no. 917015-PDF-ENG), by Francesca Gino and Paul Green, which is available at HBR.org.

CASE STUDY CAN YOU FIX A TOXIC CULTURE WITHOUT FIRING PEOPLE? A CFO WONDERS HOW TO TURN AROUND A STRUGGLING DIVISION. BY FRANCESCA GINO

Harvard Business Review  November–December 2018 2

FOR ARTICLE REPRINTS CALL 800-988-0886 OR 617-783-7500, OR VISIT HBR.ORG

For the exclusive use of H. Hu, 2019.

This document is authorized for use only by Haixin Hu in Psyc 302 taught by JANELLE GILBERT, California State University – San Bernardino from Jun 2019 to Dec 2019.

 

 

division was out of the red, the people problems would go away. As the plane descended into Aurora, Noelle won- dered if she was wrong. This may be a problem a spreadsheet just can’t fix, she thought.

TWO DAYS EARLIER It was Noelle’s third scheduled meeting to review financials, and again she was alone in a conference room waiting for people to show up.

When one of the plant supervisors popped his head into the room, she asked, “Are you joining?”

“I guess so,” he said noncommittally and took a seat at the opposite end of the table.

Noelle leaned toward him, hoping to demonstrate her eagerness to engage.

He leaned back. “I don’t even know if I’m supposed to be here,” he said. “I got an invite, but it was forwarded to me by someone else.”

Noelle had been hearing things like that all day. It was clear that people weren’t communicating across depart- ments or even with colleagues on their own teams. No one seemed interested in hearing a financial update—the few who had shown up in previous meetings were just short of hostile. When she’d walked into the building earlier that day, it had been dead silent. On the plant floor and in the offices people kept to themselves; when she walked by, no one even looked up. There was no bustle, no camaraderie.

“Can I ask you a favor, Marshall?” Noelle asked. “It is Marshall, right?”

He nodded.

“It doesn’t look like anyone else is coming to this meeting,” she said, look- ing at the clock, which now read 11:20. “Can you tell me what’s going on here?”

Marshall sat quietly for a minute and then shrugged. “I guess I have nothing to lose at this point,” he said. “This just isn’t a good place to work anymore. I have people quitting or threatening to quit all the time.3 People don’t like coming to work. They clock in and clock out. I’ve been here for 18 years, and it hasn’t always been like this. We used to have fun at work, and we’d hang out together after. Now all I hear is ‘I just want to do my job and get out of here.’ There’s no sense of community.”

“Because of the cuts?” she asked, knowing the answer before she even finished the question.

“Yes, exactly. Everyone knows that the company hit hard times. But all the ‘belt-tightening’”—he used air quotes here, and Noelle winced, realizing how stupid the euphemism sounded—“has taken a toll. The perks that used to bring teams together—on-site lunches and dinners; bonuses, even small ones—they meant a lot to our people. Now we don’t do anything for them. And making $15 an hour isn’t cutting it for them.”

“I appreciate your being candid

with me,” Noelle said. “I imagine it can’t be easy.”

“Like I said, nothing to lose.” Marshall smiled ruefully. “But it’s sad. I remember when it felt like the company noticed me, even cared about me. But now it’s like nobody trusts anybody.”

“Is there any way the company can regain your faith?”

“Honestly, I’m not sure. The feeling is that Aurora is focused on the bottom line. Everything that’s been done over the past few years has been about the penny, not the people. The message has become ‘Just be glad you have a job.’ And I haven’t seen any signs that things will be changing anytime soon.”

BACK IN AURORA The morning after Noelle returned from Little Rock, she found herself in another empty conference room, this time waiting for Cameron and Doug. A few minutes later, they walked in together.

“How was your trip?” Cam asked. “Bleak,” she said. She recounted her

meeting with Marshall. Cam shook his head impatiently.

“These are tough times for everyone. Our other sites have felt the pinch, but none has turned as sour as Little Rock.”

CLASSROOM NOTES

1. When is calling a culture “toxic” appropriate? How bad do things need to be to earn that label?

2. This is not uncommon. Gallup’s 2017 State of the Global Workplace report found that 67% of employees are

“not engaged” and 18% are “actively disengaged” at work.

3. Downsizing a workforce by 1% leads to a 31% increase in voluntary turnover the next year, research shows.

4. Studies show that when employees feel valued by their companies, they are more committed and satisfied in their jobs and show fewer signs of stress and burnout.

“The feeling is that Aurora is focused on the bottom line. Everything that’s been done over the past few years has been about the penny, not the people.”

3 Harvard Business ReviewNovember–December 2018

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For the exclusive use of H. Hu, 2019.

This document is authorized for use only by Haixin Hu in Psyc 302 taught by JANELLE GILBERT, California State University – San Bernardino from Jun 2019 to Dec 2019.

 

 

He paused. “You know we’re still under intense scrutiny from FB. Layoffs might be our best option to keep things moving in the right direction.”

Noelle exchanged a quick glance with Doug. She knew he was adamantly against more layoffs now that they were on better financial footing.

“I realize that personnel cuts are not necessary from a financial perspective. But culturally, it might be time for a purge,” Cam continued. “We can’t have people like Marshall—a supervisor— spreading doom and gloom across the entire facility. We need people who are positive about the company’s future, not holding on to an unattainable past.”

Doug spoke up. “Respectfully, I dis- agree with you, Cam.” He had never been one to tell the CEO only what he wanted to hear. “These employees have stuck with us through the worst of it, and with the right initiatives, we can bring them back around. Additional layoffs—especially now that we’re making money again— would just make things worse. And who wants to join a company that treats its peo- ple like that?4 How would we find enough people to replace the experienced—albeit disengaged—staff we’d be letting go? And remember the research I showed you: Companies that lay off large numbers of employees are twice as likely to file for bankruptcy as companies that don’t.”

“But your engagement surveys—not to mention the anecdotal stories like Noelle’s—show that things are just getting worse,” Cam responded. “So I’m struggling to find a way to make this work. We’re still not where we need to be operationally and

financially, and maybe that’s because we have too many people holding us back.5 It’s like we’re surgeons who have a patient bleeding out on the operating table. Do we join hands and sing ‘Kumbaya’? Or pull out our scalpels?”

Doug stood firm. “I think—and correct me if I’m wrong, Noelle—that the bleeding has stopped. So now it’s more like we have a patient in the ICU who needs help getting better.”

He and Cam sat back and looked at her, waiting for her response.

“You’re right that we’ve stabilized, Doug,” she said. “But given what I saw in Arkansas, the patient is definitely not out of the woods.”

HIT THE RESET BUTTON The following Saturday, Noelle met her friend Joss at the reservoir near their houses. The two women had gone to business school together and had both ended up in Aurora, so they often turned to each other for work advice. Having executed a successful turnaround as COO of a construction company, Joss had been especially helpful to Noelle during her time at Franklin.

Now, as they started out on their five-mile loop, Noelle described the situation in Little Rock and Cameron and Doug’s most recent debate. “We talked a lot about ‘excising the bad seeds,’ and as you know, we’ve already laid off a lot of people. But the crazy thing is that even once the worst offenders were gone, morale stayed just as low.”

“It’s not the people who are toxic,” Joss said, “it’s the culture.6 So even

though it’s hard, you have to fix that first. I gave you the name of the consul- tants we worked with, right?”

“Yes, Doug and I even had an explor- atory call with them. But whenever we’ve floated the idea of working with them to Cameron, he has shot it down, saying we can’t afford it right now. And he’s right. Our bottom line will look better if we keep reducing overhead7 rather than spending more money to try to fix the problem.”

“For our company, it was the best money we ever spent,” Joss said. “Ardu- ous, yes. Time-consuming, yes. Most of the time it felt like I was living in a Dilbert parody. But employees’ attitudes have really improved, and so have the numbers.”

“I’ve got more than enough to do with the financials—I don’t know why I’m even getting involved.8 But I hate feeling that the executive team is letting our people down—and using my num- bers to justify it.”

“Bringing the company back to a high level of operational performance will take the focus and energy of hundreds of employees,” Joss said. “Cameron is kidding himself if he thinks he can rely on a few good people who somehow—miraculously—manage to stay engaged through another round of cuts.”

“I just keep looking around for the reset button,” Noelle said.

“Unfortunately, when it comes to culture, no such thing exists.”

5. In the U.S. layoffs are straightforward from a legal standpoint. In other countries they are highly regulated, and in some regions companies are required to justify the reductions to authorities.

6. Is Joss right in saying that getting rid of toxic people won’t change the culture?

7. Is this viewpoint too narrow? In a 2012 review of 20 studies of companies that had conducted layoffs, Deepak Datta of the University of Texas at Arlington found that staff reductions had a neutral to negative effect on stock prices in the days after the announcement and that most of the companies eventually suffered declines in profitability.

8. Should a CFO be getting involved in HR issues?

Reprint Case only R1806X

Harvard Business Review  November–December 2018 4

SHOULD NOELLE SUPPORT THE LAYOFFS OR ADVOCATE FOR CULTURE CHANGE?

FOR ARTICLE REPRINTS CALL 800-988-0886 OR 617-783-7500, OR VISIT HBR.ORG

For the exclusive use of H. Hu, 2019.

This document is authorized for use only by Haixin Hu in Psyc 302 taught by JANELLE GILBERT, California State University – San Bernardino from Jun 2019 to Dec 2019.

 

 

Please make sure that you carefully address each question including details to support your answers.  Each answer should connect back to information from the book or discussion videos.  Please use detail from the class to answer each question.  The strongest answers will have specific detail regarding topics from the book and lectures.

You will use the 2 case studies from Harvard Business Publishing to complete the paper. Please note that there are strict copyright rules for the use of this case.

Please address each question separately.  Label the question with the number below, and organize your document by question.

Questions for “The Team that Wasn’t”

  1. How effective has this team been?
  2. What norms have emerged?
  3. What is the culture of the group? How would you evaluate their interpersonal processes using concepts from the book?
  4. What leadership theories apply either as leadership you see as present or leadership concepts that are not present, but you feel would be useful?

Questions for “Can you fix a toxic culture”

  1. Create a fishbone diagram to analyze possible root causes of problems in the organization. Include an actual diagram.
  2. What is the culture of the organization? What type of work attitudes are relevant to this case?
  3. What leadership elements (or lack of) and theories do you see operating in this case?
  4. What plan of action would you create in this scenario?
  5. What ethical issues are raised by this case?
  6. What elements of psychological contracts may exist for employees in this case?

This is your culminating project in place of a final exam.  All work should be completed independently, without consulting other students, faculty, or others.  The work must be your own, do not copy material from the internet.  More thorough answers will receive more points.

 
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Psychology homework help

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Psychology homework help

Competencies

In this project, you will demonstrate your mastery of the following competencies:

Interpret psychological data using quantitative and qualitative methods

Apply the principles of statistical methods to inform a research problem

Scenario

You work for a market research company that supplies information to non-profit organizations throughout the nation. Your supervisor has asked you to provide an objective description of the data that will provide information regarding how to target different audiences in ways that bring about empathy. This will help your business support non-profit organizations in obtaining donations. You will create a short memorandum that includes graphical representations of your data in order to communicate this information.

Directions:

For this project you will submit a memorandum as a Word file. You will complete your memo using the templates on this page. Your memorandum must be a minimum of 1–2 pages (not including graphs). For more details on how you’ll be graded, refer to the Project One Guidelines and Rubric page in Brightspace.

Introduction: Describe the purpose of your memo and the plan to address the scenario in 1 to 3 sentences.

Conclusions: Describe your findings in an executive summary of 4 to 6 sentences. Include the following in your conclusions:
• The main points you want to convey to your audience
• Rationale for your points in the form of data summaries

Main Analysis: Describe the summary statistics and frequency distributions, taking into account the scale of measurement for your data. Refer to the graphs you created. Your main analysis section should be about 2 to 5 sentences.

Graph One: Create a graphical representation of the qualitative (nominal and often ordinal) data to support your main analysis and upload it here as a JPG or PNG file. Ensure your graph meets the following criteria:
• You include a narrative to introduce your graph into your memo.
• Your graph is accurate and objective.
• Your graph appropriately represents the data.
• You use the appropriate type of graph for the data.
• Your graph is labeled appropriately.

Graph Two: Create a graphical representation of the quantitative (interval and/or ratio) data to support your main analysis and upload it here as a JPG or PNG file. Ensure your graph meets the following criteria:
• You include a narrative to introduce your graph into your memo.
• Your graph is accurate and objective.
• Your graph appropriately represents the data.
• You use the appropriate type of graph for the data.
• Your graph is labeled appropriately.

Recommendations: Describe the actions you believe your audience should take in 2 to 5 sentences.

Limitations: Describe the limitations of both your data and your summaries in 1 to 3 sentences.

 
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Week 10 Exam Psychology homework help

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Week 10 Exam Psychology homework help

This week, you will be assessed on the use of diagnosis, assessment, and intervention in a multiple-choice final exam. This exam is modeled in the National Clinical Mental Health Counseling Exam (NCMHCE) format that is used in many states as their licensure exam and for the Certified Clinical Mental Health Counselor (CCMHC) national certification. As opposed to other exams where you are asked to recall specific facts, this exam is based on case scenarios where you will apply your clinical problem-solving ability to assess, diagnose, and treat crisis and trauma situations. You will focus on identifying “the best answer”—as opposed to the “correct” answer. This means that each question contains more than one correct answer, but only one answer is the best. As “best answer” exams require a great deal of discernment, be sure to read each question carefully, look for the correct answers, and then discern the “best” answer. Taking a comprehensive exam in this format will pay off in the end when you sit for the NCMHCE in the future. I need this completed by 11/02/18 at 7pm. .

QUESTION 1

1. Case #1 – Jenna

Jenna is a six-year-old Caucasian female who currently resides with her foster parents, her older biological sister, and two foster brothers. Jenna and her siblings were taken from her biological parents because of suspected sexual abuse and neglect. It is reported that Jenna lived in a home without food, water, and utilities. Jenna’s foster parents report that her biological mother “may have some disabilities and has never had the financial means to take care of her children.” Jenna’s biological brother is in a separate foster home. He is suspected of sexually abusing both Jenna and her older sister. It has been reported that he sexually abused Jenna, while her sister was helplessly told to watch. Jenna has expressed this trauma with agitated behavior. The traumatic event is re-experienced by repetitive play where she stimulates herself on furniture. Jenna avoids the stimuli associated with the trauma by avoiding conversations associated with sexual abuse. Jenna avoids activities, places, and people associated with the trauma except for her sister who was also a victim. Jenna also has a sense of a foreshortened future. She frequently brings up death with her foster parents. Jenna has persistent symptoms of increased arousal that were not present before the trauma as indicated by irritability and outbursts of anger nearly every day with her biological sister and her foster father. Jenna is also hyper vigilant and does not want her foster father around. The disturbances have lasted for over a month and have caused clinically significant social impairment to the point she is unable to attend a full day of school due to emotional breakdowns.

1) What intake information should be obtained and assessed to formulate a provisional DSM-5 diagnosis? Select AS MANY as you consider essential.

 

a.

History of learning disabilities.

 

b.

Length of time problematic behaviors have   persisted.

 

c.

Changes in sleeping patterns.

 

d.

Substance use.

 

e.

Attention problems.

 

f.

Details of sexual trauma.

 

g.

Hypervigilance or increased arousal.

2 points   

QUESTION 2

1. What assessment tools might offer meaningful information on this client? Select the ONE most appropriate option. (Refer to Case #1)

 

a.

Beck Anxiety Inventory

 

b.

Attachment Questionnaire for Children (AQC)

 

c.

Clinician Administered PTSD Scale for Children   and Adolescents (CAPS-CA)

 

d.

Child and Adolescent Needs and Strengths (CANS)

2 points   

QUESTION 3

1. Based on the available information, what would appear to be the most appropriate provisional DSM-5 diagnosis? Select the ONEmost appropriate primary diagnosis. (Refer to Case #1)

 

a.

Disruptive Mood Dysregulation Disorder (296.99)

 

b.

Postttraumatic Stress Disorder (309.81)

 

c.

Acute Stress Disorder (308.3)

 

d.

Adjustment Disorder with Mixed Disturbance of   Emotions and Conduct (309.4)

2 points   

QUESTION 4

1. Based on the provisional diagnosis, what interventions might work best as you begin to work with this client? Select AS MANY as you consider indicated. (Refer to Case #1)

 

a.

Group Therapy

 

b.

Behavioral Rehearsal

 

c.

Grounding Techniques

 

d.

Play Therapy

 

e.

Flooding Techniques

 

f.

Medical Referral for Anxiety Medication

 

g.

Assertiveness Training

2 points   

QUESTION 5

1. In developing a collaborative treatment plan with the client, identify immediate goals to be addressed. Select AS MANY as you consider correct and necessary. (Refer to Case #1)

 

a.

Reunification with Biological Family

 

b.

Addressing Sexualized Behaviors

 

c.

Increasing Emotional Regulation

 

d.

Preventing Revictimization

 

e.

Reenactment of Traumatic Events

2 points   

QUESTION 6

1. Case #2 – Morgan

Morgan is staying at a local shelter after she experienced a natural disaster that destroyed her home three days ago. She is a 25-year-old lesbian female who was living with her partner. She has a flat affect and makes no eye contact as she talks about having to vacate her home in the middle of the night as the waters were filling her condo. Her partner did not make it out and drowned in the storm. She has not made contact with any of her other relatives who she says she has been distant from for “many years.” She mentions that before the storm she was taking “some meds to help with my moods” but is not sure of the medication name. Since she arrived at the shelter, she has laid in her cot, not taken any showers, eaten very little food, and avoided any contact with shelter workers or other families. She has a significant startle response when approached and has difficulty remembering basic information. She cries herself to sleep and has moments where she screams out at night after having “nightmares about drowning.”

What intake information should be obtained and assessed to formulate a provisional DSM-5 diagnosis? Select AS MANY as you consider important.

 

a.

Substance abuse history

 

b.

Medical history

 

c.

Educational history

 

d.

Military history

 

e.

Quality of family relationships

 

f.

Psychiatric history

 

g.

Employment history

 

h.

Threat to self or others

2 points   

QUESTION 7

1. What assessment tools might offer meaningful information on this client? Select the ONE most appropriate option for your work while she is at the shelter. (Refer to Case #2)

 

a.

Beck Depression Inventory

 

b.

Inventory of Complicated Grief

 

c.

Triage Assessment Form

 

d.

The Behavioral Assessment Rating Scales

2 points   

QUESTION 8

1. Based on the available information, what is the most appropriate provisional DSM-5 diagnosis? Select the ONE most appropriate primary diagnosis. (Refer to Case #2)

 

a.

Major Depressive Disorder, Single episode, Mild   (296.21)

 

b.

Posttraumatic Stress Disorder (309.81)

 

c.

Generalized Anxiety Disorder (300.02)

 

d.

Acute Stress Disorder (308.3)

 

e.

Adjustment Disorder with Depressed Mood (309.3)

2 points   

QUESTION 9

1. Based on the intake data, identify immediate potential issues to be addressed as a crisis counselor while the client is in the shelter. Select AS MANY as are correct and necessary. (Refer to Case #2)

 

a.

Hygiene

 

b.

Impulse Control

 

c.

Family Relationships

 

d.

Housing

 

e.

Suicidality

 

f.

Medication compliance

 

g.

Employment issues

 

h.

Stress management

2 points   

QUESTION 10

1. Based on the provisional diagnosis, what theories or models will likely work best for the client? Select AS MANY as you consider correct and appropriate in working with the client while she is at the shelter. (Refer to Case #2)

 

a.

Group Therapy

 

b.

Psychological First Aid

 

c.

Existential Therapy

 

d.

Grief Therapy

 

e.

Maslow’s Hierarchy of Needs

2 points   

QUESTION 11

1. Case #3 – Bob

Bob is a 45 year old African American man. He was recently medically discharged from the US Navy due to extensive injuries he sustained during his last time in combat. He is separated from his wife and has two teenage children. He has a prescription for an opioid pain medication and discloses that he has been engaging in daily marijuana use and drinks about 5-6 beers a day “to cope.” He has an extensive history of childhood physical and emotional trauma. His mother was alcoholic and his father was physically abusive to him and his siblings. He says that he is struggling over the past few months with “what could have been” if he was not so “damaged.” He sounds very agitated, stating that the pain is unbearable and he “can’t stand it anymore.” He mentions that he might be better off dead.

Based on the available information, what would appear to be the most appropriate provisional DSM-5 diagnosis? Select the ONEmost appropriate.

 

a.

Adjustment Disorder with Mixed Disturbance of   Emotions and Conduct (309.4)

 

b.

Substance-Induced Anxiety Disorder (292.89)

 

c.

Posttraumatic Stress Disorder (309.81)

 

d.

Acute Stress Disorder (308.3)

 

e.

Generalized Anxiety Disorder (300.02)

2 points   

QUESTION 12

1. To better determine the client’s current level of functioning and behavioral problems, what additional data may be helpful? Select AS MANY as are necessary. (Refer to Case #3)

 

a.

Collateral contact with the medical provider.

 

b.

Collateral contact with his spouse and children.

 

c.

Military record review.

 

d.

Substance abuse screening.

 

e.

Legal history review.

2 points   

QUESTION 13

1. Which of the following risk factors are present in the case description? Select AS MANY as you consider indicated. (Refer to Case #3)

 

a.

History of previous attempts.

 

b.

Specific plan.

 

c.

History of drug and/or alcohol use.

 

d.

Cut off from others.

 

e.

Lack of belongingness.

 

f.

Feelings of helplessness.

 

g.

Financial loss.

 

h.

Access to firearms.

 

i.

Radical shifts in behaviors and mood.

2 points   

QUESTION 14

1. Indicate the responses that would be most appropriate for addressing potential suicidal ideation. Select AS MANY as you consider correct. (Refer to Case#3)

 

a.

You say you are suicidal, but what’s really   bothering you?

 

b.

You can tell me. I’m a professional and have been   trained to be objective about these things.

 

c.

It seems like you’ve been suffering so much that   hurting yourself seems like the only way you can make the pain go away.

 

d.

You have so much to live for, think about your   wife and children.

 

e.

Tell me more about your suicidal feelings.

 

f.

You seem to be somewhat upset.

2 points   

QUESTION 15

1. Based on the provisional diagnosis, what interventions and referrals might work best for the client? Select AS MANY as you consider indicated. (Refer to Case #3)

 

a.

Suicide Safety Plan

 

b.

Create a No Harm Contract

 

c.

Family Counseling

 

d.

Medication Review

 

e.

Cognitive Reframing

 

f.

Vocational / Job Training

 
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