Improving Health Literacy

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Nurses Role In Improving Health Literacy

(Improving Health Literacy)

In order to effectively manage their own health, individuals need to have competencies in two areas—basic literacy and basic health literacy. What is the difference? Basic literacy refers to the ability to read, even simple language. Health literacy is defined as, “the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions” (National Coalition for Literacy, 2009). Unfortunately, according to a Department of Education report on health literacy, only 12% of adults aged 16 and older are considered to have a proficient level of health literacy (U.S. Department of Education, 2006). Acquiring health literacy skills has become more complicated with the explosion of online health information, some credible and some misleading.

In this Discussion, you focus on how to help individuals find credible information on the Internet and develop strategies nurses can use to increase the health literacy of their patients.

To prepare:

  • Think about the nurse’s role in improving the health literacy of patients.
  • Consider the many ways patients access health information, including blogs, social media, patient portals, websites, etc.
  • Reflect on experiences you have had with patients who self-diagnose using online medical sources.
  • Using the Internet, the Walden Library, or other trustworthy sources, identify a resource that you could introduce to patients to help them evaluate the credibility of health information found online.
  • What are some strategies you could employ to improve the health literacy of patients?

Post your assessment of the nurse’s role in improving the health literacy of patients. Then, identify the resource you would recommend to patients for evaluating online health information and why it would be beneficial. Describe additional strategies for assisting patients in becoming informed consumers of online health information.

 
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Plagiarism Activity For Examples

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Plagiarism Activity For Examples

(Plagiarism Activity For Examples)

Plagiarism Activity

Read the abstract below and then the example paraphrases below.  Decide whether each one is plagiarism or not and state your reasoning. As you respond, identify each example (e.g., Example 1, 2, 3, 4, or 5) and then type what, if anything, you think is wrong with respective example.  Be sure to think through appropriate use of paraphrasing, quoting and use of in-text citations as you respond to each example.  You do not have to include the examples as written below as you post your response.

Lesch, M.  F., & Hancock, P.  A.  (2004).  Driving performance during concurrent cell-phone use: Are drivers aware of their performance decrements? Accident Analysis & Prevention, 36, 471-480.

Prior research has documented the manner in which a variety of driving performance measures are impacted by concurrent cell-phone use as well as the influence of age and gender of the driver.  This current study examined the extent to which different driver groups are aware of their associated performance decrements.  Subjects’ confidence in dealing with distractors while driving and their ratings of task performance and demand were compared with their actual driving performance in the presence of a cell-phone task.  While high confidence ratings appeared to be predictive of better driving performance for male drivers (as confidence increased, the size of the distraction effects decreased), this relationship did not hold for females; in fact, for older females, as confidence increased, performance decreased.  Additionally, when drivers were matched in terms of confidence level, brake responses of older females were slowed to a much greater extent (0.38 s) than were brake responses of any other group (0.10s for younger males and females and 0.07 s for older males).  Finally, females also rated the driving task as less demanding than males, even though their performance was more greatly affected by distraction.  These results suggest that many drivers may not be aware of their decreased performance while using cell-phones and that it may be particularly important to target educational campaigns on driver distraction towards female drivers for whom there tended to be a greater discrepancy between driver perceptions and actual performance.

Example 1:(Plagiarism Activity For Examples)

This current study examined the extent to which different driver groups are aware of their associated performance decrements.  Subjects’ confidence in dealing with distractors while driving and their ratings of task performance and demand were compared with their actual driving performance in the presence of a cell-phone task (Lesch & Hancock, 2004).

What, if anything, is wrong?
Example 2:

“This current study examined the extent to which different driver groups are aware of their associated performance decrements.  Subjects’ confidence in dealing with distractors while driving and their ratings of task performance and demand were compared with their actual driving performance in the presence of a cell-phone task” (Lesch & Hancock, 2004, p.  471).

What, if anything, is wrong?

Example 3:

This current study looked at associated performance decrements for different driver groups.  The drivers’ actual driving performance in the presence of a cell-phone task was compared with their confidence in dealing with distractors while driving and their ratings of task performance and demand (Lesch & Hancock, 2004).

What, if anything, is wrong?
Example 4:

This study examined how different driver groups were aware of their associated performance decrements.  The actual driving performance with the presence of a cell-phone task was looked at in comparison to the drivers’ confidence rating in dealing with distractors (Lesch & Hancock, 2004).

What, if anything, is wrong?

Example 5:

This study examined how aware people were of their driving performance both with and without the added distraction of a cell phone (Lesch & Hancock, 2004).   The researchers also looked at if age or gender had any impact on driving performance.   Men, of all ages, who were more confident in their ability to deal with distraction were found to be better drivers.   Inversely, older women who said they were confident in dealing with distraction were actually less competent drivers.  The researchers compared the reaction times for drivers with the same confidence ratings and found that older women had the slowest brake times compared to any other group.  Women also thought that the test was easier than men did.   The results tell us that the use of a cell phone while driving may be more distracting than people realize.

What, if anything, is wrong?

APA format times roman 12” double spacing

 
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NRS 410V Week1 Self-Assessment

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NRS 410V Week1 Self-Assessment

(NRS 410V Week1 Self-Assessment)

  1. Question: Which of the following is true of the      biological functions of progesterone?
  2. Question: Which of the following is true of the      biological functions of testosterone?
  3. Question: In performing a physical assessment,      the nurse notes the patient has a â€oebarrel― configuration to the      chest. This is a consequence of:
  4. Question: Which of the following is true of the      biological functions of estrone?
  5. Question: Ausculation of the chest reveals      bilateral fine crackles in the bases bilaterally, indicating:
  6. Question: The signs and symptoms of      anemia ……. pathophysiologic feature of the condition?
  7. Question: What is the function of hemoglobin?
  8. Question: Common manifestations of bacterial      pneumonia include all of the following except:
  9. Question: Patients with chronic renal failure      usually exhibit:
  10. Question: In addition to hypertension,      pre-eclampsia is characterized by:
  11. Question: What is the physiological function of      gluconeogenesis?
  12. Question: List the enzymes whose levels are      elevated in the blood serum following an MI.
  13. Question: The oxyhemoglobin dissociation curve      represents the relationship between the:
  14. Question: The normal pH range for blood is:
  15. Question:A calculated ABG value that indicates      excess or insufficiency of sodium bicarbonate in the system is:
  16. Question: Interpret the following ABG results….pH      7.38 pCOâ‚‚ 38 HCO₃ 24
  17. Question: Interpret the following ABG results….pH      7.33 pCOâ‚‚ 60 HCO₃ 34
  18. Question: The kidneys compensate for acid-base      imbalances by excreting or retaining:
  19. Question: Interpret the following ABG results….pH      7.48 pCOâ‚‚ 42 HCO₃ 30
  20. Question: Interpret the following ABG results….pH      7.48 pCOâ‚‚ 28 HCO₃ 20
  21. Question: How do sulfa drugs selectively kill      bacteria while causing no harm to humans?
  22. Question: The purposes of epinephrine injection      include all of the following except:
  23. Question: …….. glycogen metabolism is      stimulated by insulin?
  24. Question: Your patient is interested in trying      medication to improve low mood / depression. All of the following      medications might be appropriate except:
  25. Question: Therapeutic interventions focused on      increasing the oxygen supplied to the heart and decreasing the heart’s      demand for oxygen include:
 
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Application of Project Management Skills1

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Application of Project Management Skills1

(Application of Project Management Skills1)

Question description

The primary objective of the portfolio project is to help you familiarize yourself with project management skills relevant to the process groups of planning, execution, monitoring and control, and closing. Students will prepare a portfolio of documents representing their understanding of core components and competencies of IT project management, including a project charter, a project scope statement, a work breakdown structure, change management processes, communication management, quality management, and project closure plan.

You may choose a real project in your current organization, or in another organization, or you may choose a fictitious project. You can choose a project in which you play a role or in which there is a role similar to the role you currently play in your work.

The Portfolio Project requires that you create and submit a comprehensive project plan and to deliver on project outcomes that meet stakeholder expectations during Week 8. As you complete your weekly readings, be sure to take notes and apply what you are learning to the development of your Project.

To begin, review the weekly Portfolio Reminders and Milestones. The Portfolio reminders in Module 1, 2, 4, 5, and 7 will guide you through the steps you need to take to complete the assignment. In Module 3 and 6 you will complete a Portfolio Milestone Assignment. Your instructor will grade these assignments. You may apply the work you did in the milestone assignments to your final portfolio, but you will not be graded on these milestones twice.

In your final project, you will revise and compile each part of the final project that you have been working on. Submit your final Portfolio Project with the following components:

  • Project preparation and project charter (Remember you’re your project charter will not be graded again.)
  • Project scope management plan and WBS
  • Communication management plan
  • Project risk and change management plans
  • Quality management plan
  • Project closure plan.

In addition, also include the following elements:

  • An executive summary that offers a high-level description of the project you have developed.
  • A conclusion that includes a self-assessment as a project manager assigned to this IT project. Address key elements you identified in throughout the project, and identify additional areas that you think have benefitted you and contributed to the success of your project.

Your well-written project should meet the following requirements:

  • Project length: ten to twelve pages, with an additional title or cover page and a reference page.
  • Any tables and figures must have appropriate captions.
  • Include at least three references in addition to the course textbook. The CSU-Global Library is a good place to find these references.
  • Format according to CSU-Global APA guidelines.
 
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Special Considerations In Testing

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Special Considerations In Testing

(Special Considerations In Testing)

Our psychologist, Keith, has been asked to conduct a psychoeducational evaluation on 8-year old Melanie. Melanie’s teacher and parents are concerned because she is having significant difficulty reading and comprehending information. She also has a hard time paying attention and is always talking out in class. She is a sweet girl and gets along well with others, but her challenges are negatively impacting her grades and interrupting the learning of those around her.

As Keith plans his assessment of Melanie’s difficulties, what issues does he need to consider in order to increase the validity of the assessment?

    • Remember to consider Melanie’s age and testing with students who might have special needs.
    • Explain what testing accommodations Keith might need to make given Melanie’s challenges and why.
    • What impact could making accommodations have on standardization and, as a result, interpretation of the results?
    • What test format would best meet Melanie’s needs (e.g., type of test, group vs. individual, etc.)? Why?
  • Reflect on what you have learned about the history of assessment. How might Keith’s decisions differ today compared to the beginnings of psychological assessment?
    • Describe how the impact of assessment results has changed over time.

By Monday, July 11, 2016, write your results in a 3-5 page, APA formatted paper. Remember to include a cover page and reference list. Resources can include readings from your textbook and course overviews, as well as the APA’s Ethical Principles and Code of Conduct Standard 9: Assessment.

Assignment 1 Grading Criteria

Maximum Points

Discussed issues related Melanie’s age and testing with students who might have special needs.

32

 

Explained what testing accommodations Keith might need to make given Melanie’s challenges and why.

36

 

Described the impact making accommodations have on standardization and, as a result, interpretation of the results.

32

 

Described the test format that would best meet Melanie’s needs (e.g., type of test, group vs. individual, etc.)

32

 

Special Considerations In Testing

36

 

Reflected on the history of assessment and how Keith’s decisions might differ today compared to the beginnings of psychological assessment.

32

 

Explained how the impact of assessment results has changed over time.

36

 

Style (8 points): Tone, audience, and word choice

Organization (16 points): Introduction, transitions, and conclusion

Usage and Mechanics (16 points): Grammar, spelling, and sentence structure

APA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style

64

 
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Approaches In Leadership & Management

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Benchmark – Effective Approaches In Leadership & Management

(Approaches In Leadership & Management)

Effective approaches in leadership and management often hinge on a combination of timeless principles and contemporary strategies. Firstly, fostering open communication channels is paramount. Leaders should encourage transparency, active listening, and clarity in conveying expectations. This promotes trust and alignment within teams. Secondly, embracing a flexible and adaptive mindset is crucial. In today’s dynamic environment, leaders must be agile, able to pivot strategies swiftly, and embrace change as an opportunity for growth. Thirdly, leading by example sets the tone for organizational culture. Authenticity, integrity, and empathy resonate with teams and inspire dedication. Furthermore, effective delegation is key. Empowering team members with autonomy while providing guidance fosters ownership and accountability. Additionally, a focus on continuous learning and development cultivates a culture of innovation and resilience. Leaders should prioritize both personal and professional growth, encouraging their teams to do the same. Lastly, recognizing and celebrating achievements fuels morale and reinforces desired behaviors. By acknowledging and rewarding progress, leaders reinforce the organization’s values and motivate continued excellence. In essence, effective leadership and management require a holistic approach that balances interpersonal skills, strategic vision, and a commitment to growth and development.

Approaches In Leadership & Management

In this assignment, you will be writing a 1,000-1,250-word essay   describing the differing approaches of nursing leaders and managers to   issues in practice. To complete this assignment, do the following:

  1. Select an issue from the following list: nursing shortage and     nurse turn-over, nurse staffing ratios, unit closures and     restructuring, use of contract employees (i.e., registry and travel     nurses), continuous quality improvement and patient satisfaction,     and magnet designation.
  2. Compare and contrast how you would     expect nursing leaders and managers to approach your selected issue.     Support your rationale by using the theories, principles, skills,     and roles of the leader versus manager described in your   readings.
  3. Identify the approach that best fits your personal     and professional philosophy of nursing and explain why the approach     is suited to your personal leadership style.
  4. Identify a     possible funding source that addresses your issue. Consider looking     at federal, state, and local organizations. For example: There are     many grants available through the CDC, HRSA, etc.
  5. Use at     least two references other than your text and those provided in the   course.

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

This assignment uses a rubric. Please review the rubric prior to   beginning the assignment to become familiar with the expectations for   successful completion.

You are required to submit this assignment to Turnitin. Please refer   to the directions in the Student Success Center.

 
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NR 507 Week 8 Final Exam

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NR 507 Week 8 Final Exam (Version 3 Solutions)

(NR 507 Week 8 Final Exam)

1. Question: Which hormone prompts increased anxiety, vigilance, and arousal during a stress response?

2. Question: Idiopathic thrombocytopenic purpura (ITP) is an autoimmune process involving antibodies attacking which type of cells?

3. Question: When renin is released, it is capable of which action?

4. Question: Which of the following are formed elements of the blood that are not cells but are disk-shaped cytoplasmic fragments essential for blood clotting?

5. Question: In a full-term infant, the normal erythrocyte life span is _____ days, whereas the adult erythrocyte life span is _____ days.

6. Question: Graves disease is a result of:

7. Question: What is the most commonly reported symptom of cancer treatment?

8. Question: In which structure does B lymphocytes mature and undergo changes that commit them to becoming B cells?

9. Question: Chvostek and Trousseau signs indicate which electrolyte imbalance?

10. Question: On average, what percent of cardiac output do the kidneys receive?

11. Question: Which substance is used to correct the chronic anemia associated with chronic renal failure?

12. Question: When the maternal immune system becomes sensitized against antigens expressed by the fetus, what reaction occurs?

13. Question: Which statement is true regarding pain and cancer?

14. Question: During an infection, why do lymph nodes enlarge and become tender?

15. Question: Which statement best describes cystic fibrosis?

16. Question: Carcinoma refers to abnormal cell proliferation originating from which tissue origin?

17. Question: What local complication of a gonococcal infection is diagnosed in approximately 10% of affected women?

18. Question: Which terms represent the correct nomenclature for benign and malignant tumors of adipose tissue, respectively?

19. Question: What provides the best estimate of the functioning of renal tissue?

20. Question: Children with phenylketonuria (PKU) are unable to synthesize:

21. Question: Which of the following causes condylomata acuminata or genital warts?

22. Question: Cystic fibrosis is caused by which process?

23. Question: The area of the kidneys that contains the glomeruli and portions of the tubules is called the:

24. Question: The concentration of the final urine is determined by antidiuretic hormone (ADH), which is secreted by which gland?

25. Question: The ability of the pathogen to invade and multiply in the host is referred to as:

26. Question: In 95% of children of delayed puberty, the problem is caused by:

27. Question: Which substance is a water-soluble protein hormone?

28. Question: Having ejected a mature ovum, the ovarian follicle develops into a(n):

29. Question: The most critical aspect in correctly diagnosing a seizure disorder and establishing its cause is:

30. Question: The two most important risk factors for type 2 diabetes are:

31. Question: It is true that myasthenia gravis:

32. Question: What term is used to identify an interlacing bundle of dense, white fibrous tissue that is richly supplied with nerves, blood vessels, and lymphatic vessels?

33. Question: The mucosal secretions of the cervix secrete which immunoglobulin?

34. Question: Clinical manifestations that include irregular or heavy bleeding, the passage of large clots, and the depletion of iron stores support which diagnosis?

35. Question: What is the first indication of nephrotic syndrome in children?

36. Question: What is the most common opportunistic infection associated with acquired immunodeficiency syndrome (AIDS)?

37. Question: What part of the brain provides the emotional response to pain?

38. Question: What directly causes ovulation during the menstrual cycle?

39. Question: Transcription is best defined as a process by which:

40. Question: Considering the mediating factors of premenstrual syndrome (PMS), which medication may be used either continually or only during the menstrual period as a treatment for the condition?

41. Question: Pinkeye is characterized by inflammation of which structure?

42. Question: Atrial fibrillation, rheumatic heart disease, and valvular prosthetics are risk factors for which type of stroke?

43. Question: Clinical manifestations of Parkinson disease are caused by a deficit in which of the brain’s neurotransmitters?

44. Question: Which hormone is linked to an increase in appetite during puberty?

45. Question: Which change is a result of puberty and defends the vagina from infection?

46. Question: Which hormone is involved in the regulation of serum calcium levels?

47. Question: Which medication compensates for the deficiency that occurs as a result of cystic fibrosis?

48. Question: It is true that Guillain-Barré syndrome (GBS):

49. Question: An infant suddenly develops abdominal pain, becomes irritable (colicky), and draws up the knees. Vomiting occurs soon afterward. The mother reports that the infant passed a normal stool, followed by one that looked like currant jelly. Based on these data, which disorder does the nurse suspect?

50. Question: Which condition is considered a clinical cause of amenorrhea?

51. Question: Which anatomic structure secretes follicle stimulating hormone (FSH) and luteinizing hormone (LH)?

52. Question: Which medical diagnosis is described as a chronic inflammatory joint disease characterized by stiffening and fusion of the spine and sacroiliac joints?

53. Question: How can glaucoma cause blindness?

54. Question: Which virus is a precursor for developing cervical intraepithelial neoplasia (CIN) and cervical cancer?

55. Question: Which type of diarrhea results from lactose intolerance?

56. Question: Which pain theory proposes that a balance of impulses conducted from the spinal cord to the higher centers in the central nervous system (CNS) modulates the transmission of pain?

(NR 507 Week 8 Final Exam)

57. Question: Obesity acts as an important risk factor for type 2 diabetes mellitus by:

58. Question: A blunt force injury to the forehead would result in a coup injury to which region of the brain?

59. Question: The secretion of adrenocorticotropic-stimulating hormone (ACTH) will result in the increased level of which hormone?

60. Question: Bacteria gain access to the female urinary tract by which means?

61. Question: The failure of bones to ossify, resulting in soft bones and skeletal deformity, characterizes which disorder?

62. Question: What is the cause of familial hypercholesterolemia (FH)?

63. Question: Which characteristic is true of type II (white fast-motor) muscle fibers?

64. Question: The presence of a zygote having one chromosome with the normal complement of genes and one with a missing gene is characteristic of which genetic disorder?

65. Question: What term is used to identify the condition that exists when the urethral meatus is located on the undersurface of the penis?

66. Question: Which hormone stimulates gonads to produce both male and female hormones?

67. Question: Which term is used to describe an intestinal obstruction caused by the invagination of the ileum into the cecum and part of the ascending colon by collapsing through the ileocecal valve?

68. Question: Where is the usual site of cervical dysplasia or cancer in situ?

69. Question: Which statement is true regarding the major difference between male and female sex hormone production?

70. Question: Using a fan to reduce body temperature is an example of which mechanism of heat loss?

71. Question: In scoliosis, curves in the thoracic spine greater than how many degrees result in decreased pulmonary function?

72. Question: What is the second most commonly recognized genetic cause of mental retardation?

73. Question: Which risk factor for hypertension is influenced by genetic factors and lifestyle?

74. Question: Prolonged high environmental temperatures that produce dehydration, decreased plasma volumes, hypotension, decreased cardiac output, and tachycardia cause which disorder of temperature regulation?

75. Question: Saliva contains which immunoglobulin (Ig)?

 
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Neurological and Cardiovascular

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Neurological and Cardiovascular

(Neurological and Cardiovascular)

Question description

Assignment 1

Select one of the following neurological disorders: headaches, seizure disorders, sleep disorders, depression, or dementia. Consider the types of drugs that would be prescribed to patients to treat symptoms associated with this disorder.

 

  • Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how this factor might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.
  • Post a description of the neurological disorder you selected including types of drugs that would be prescribed to patients to treat associated symptoms. Then, explain how the factor you selected might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

 

Assignment 2

Reflect on differences between types of diabetes including type 1, type 2, gestational, and juvenile diabetes.

 

  • Select one type of diabetes.
  • Consider one type of drug used to treat the type of diabetes you selected including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.
  • Think about the short-term and long-term impact of the diabetes you selected on patients including effects of drug treatments.
  • Write a 2- to 3- page paper that addresses the following:
    • Explain the differences between types of diabetes including type 1, type 2, gestational, and juvenile diabetes.
    • Describe one type of drug used to treat the type of diabetes you selected including proper preparation and administration of this drug. Include dietary considerations related to treatment.
    • Explain the short-term and long-term impact of this diabetes on patients including effects of drugs treatments.

    Assignment 3

  • In this Discussion, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.Case 1: Nose Focused Exam
    Richard is a 50-year-old male with nasal congestion, sneezing, rhinorrhea, and postnasal drainage. Richard has struggled with an itchy nose, eyes, palate, and ears for 5 days. As you check his ears and throat for redness and inflammation, you notice him touch his fingers to the bridge of his nose to press and rub there. He says he’s taken Mucinex OTC the past two nights to help him breathe while he sleeps. When you ask if the Mucinex has helped at all, he sneers slightly and gestures that the improvement is only minimal. Richard is alert and oriented. He has pale, boggy nasal mucosa with clear thin secretions and enlarged nasal turbinates, which obstruct airway flow but his lungs are clear. His tonsils are not enlarged but his throat is mildly erythematous.

 

 
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Week 5 Discussion 2 Response

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Week 5 Discussion 2 Response

(Week 5 Discussion 2 Response)

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 12/31/17 at 3pm. Respond to my colleagues by using the following approaches:

· Select a colleague from Discussion A. Validate his or her perspective or suggest an alternative perspective of the identified influences. Support your response by citing your own authentic observations (from your own life or from working with clients) and the current literature.

· Select a colleague from Discussion B. Validate his or her perspective or suggest an alternative perspective of the identified influences. Support your response by citing your own authentic observations (from your own life or from working with clients) and the current literature.

1. (A. Wit-Discussion B)

Many factors influence the development of sexual orientation. In this post, I will examine the how biology, culture, socialization, and age are a part of the sexual orientation process.  There is debate amongst the scientific and general population of whether sexual orientation is inborn or a response to social influences and choice (Morandini, Blaszczynsk, Costa, Godwin, & Dar-Nimrod, 2017).

Role of biology in sexual orientation(Week 5 Discussion 2 Response)

The development of sexual attraction begins in the human body as a glandular response to sex hormones (Broderick & Blewitt, 2015).  A series of chemical reactions starting in the brain, stimulate the onset of puberty, including the development of sexual characteristics (Broderick & Blewitt, 2015).  Half of all adolescents have had sexual experiences with members of the same sex (Broderick & Blewitt, 2015). As sexuality develops, so too does sexual orientation.  Many researchers agree that sexual orientation may be related to genetics (Broderick & Blewitt, 2015).  Increased prenatal exposure to masculinizing hormones in girls, and delayed exposure to masculinizing hormones in boys is associated with higher rates of homosexual behavior and fantasies (Broderick & Blewitt, 2015). Some research points to traits such as handedness and digit ratio as predictors of homosexual or heterosexual orientation (Broderick & Blewitt, 2015).  In a study of adult lesbian women, individuals who believe their “gayness” is an inborn trait, as opposed to environmental, display higher levels of psychological well-being (Morandini, Blaszczynski, Costa, Godwin, & Dar-Nimrod, 2017).

Role of culture and socialization in sexual orientation

The role of culture and socialization have been identified as factors that contribute to sexual orientation.  Many cultures and religions frown upon relationships that are not heterosexual.  Unlike the research on biological factors influencing sexual orientation, the research on environmental factors is less conclusive (Broderick & Blewitt, 2015).  Children raised by homosexual partners show no increased likelihood of same-sex orientation (Broderick & Blewitt, 2015).  Differences in values and beliefs may be a social factor that influences sexual orientation.  Research has shown that highly valued partner traits in heterosexual men are prioritized by intelligence, good looks, humor, honesty, face attractiveness, and kindness (Lippa, 2007).  Partner traits valued by homosexual men were ranked in slightly different order: intelligence, humor, good looks, honesty, face attractiveness, and kindness (Lippa, 2007).  The same study suggests that family roles, marital roles, gender roles, and social roles of heterosexual and homosexual individuals can affect sexual orientation (Lippa, 2007).

Role of age in sexual orientation(Week 5 Discussion 2 Response)

Sexuality and sexual attraction are evident in children by around age 10 (Broderick & Blewitt, 2015).  Regardless of sexual orientation, most people agree that heterosexual or homosexual orientation is “natural” as opposed to chosen (Broderick & Blewitt, 2015).  Some studies suggest that for one in five adolescents, sexual orientation is fluid and subject to change (Broderick & Blewitt, 2015).

Summary

Whereby factors including biology, culture, and social influence contribute to sexual orientation, most people agree that homosexuality and heterosexuality are natural attractions and not categories of choice.  There is research supporting the importance of genetics and environment as on sexual orientation (Broderick & Blewitt, 2015).  Homosexuals that accept their sexual orientation as “inborn” are likely to have a greater sense of well-being than those who reject their sexuality (Morandini, Blaszczynski, Costa, Godwin, & Dar-Nimrod, 2017).

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Lippa, R.A. (2007). The preferred traits of mates in a cross-national study of heterosexual and homosexual men and women: an examination of biological and cultural influences. Archive of Sexual Behavior, 36(2), 193-208

Morandini, J., Blaszczynski, A., Costa, D., Godwin, A., & Dar-Nimrod, I., (2017). Born this way: sexual orientation beliefs and their correlates in lesbian and bisexual women.Journal of Counseling Psychology, 64(5). 560-573

2. (H. Men-Discussion A)(Week 5 Discussion 2 Response)

Biology

Sexuality refers to people’s sexual interest in and attraction to others; it can also be view as social life of humans.  Sexuality also has to do with one’s gender identity that they choose. Faced with their increased sexual interest, most adolescents begin to explore their sexuality. (Broderick & Blewitt, 2015). Biology however, plays a role in influencing sexuality.   Sexuality begins during infancy, as young children discover their genitals through touch.  As their sense of self begins to develop, children also begin to form a sexual identity. It is also during this time that children develop an interest in the process of reproduction and formulate questions regarding sexuality.

Cultural and socialization

Unfortunately, the media has influenced how people look at themselves and others. People tend to teach what they want children to do instead of letting them learn difference experiences. Children must be allowed to go through their tween ages. The tween is one of the primary phases of development where we see lots of specks in gender identity, sexuality, sexual orientation; we’re discovering our bodies becoming more aware of our bodies, becoming more embarrass of our bodies and everything externally is really changing (Laureate Education, 2013).  While people are suppressed by their culture beliefs not be who they want to be, society also causes people to want to fit in. Clearly, there are differences across cultures in the specifics of gender-appropriate behavior, but most cultures do place restrictions on what the genders should and should not do (Broderick & Blewitt, 2015).  For instance, no one wants to be different due to the fear of being made fun of or rejected. Under normal circumstances, the society as a whole expect girls to be girly and weak, and boys to be strong and manly.

Age

By age 3, most children know something about gender-related preferences for toys and activities, and 4- to 6-year-olds have gendered expectations about people and their behaviors (Broderick & Blewitt, 2015). Freud also argued that at about age 3, children begin to have vague sexual needs. (Broderick & Blewitt, 2015). These needs create a family triangle that plays out somewhat differently for boys versus girls.

References:

Laureate Education (Producer). (2013g). Perspectives: The ‘tween years’ [Video file]. Retrieved from https://class.waldenu.edu

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

3. (S. Mor-Discussion B)(Week 5 Discussion 2 Response)

Adolescents continuously experience changes to their bodies that do not occur overnight, but with this process of change there is a sexual maturity which occurs over a span of several years (Broderick & Blewitt, 2015). Involved with this sexual maturity the roles of biology, culture, socialization, and age will impact a person’s sexual orientation.

Biology in Sexual Orientation

Biology in sexual orientation is determined normally when a child is born differentiating between a baby being male or female, based on physicians visualization (Lev, 2004). However sexual orientation through a biological lens is not so cut and dry, but actually quite complex. The complexity involves contributing factors which involve “genetics, hormones, morphological, chromosomal, gonadal, biochemical, and anatomical” which affect our bodies and the way our brains signals us to act as a male or a female (Lev, 2004). I am reminded of how adults determine what their child plays with when it comes to their gender roles, cars and trucks for boys while dolls are only for girls. The sexual orientation of a child is determined during conception but what causes the differentiation is the presence of masculine hormones produce gonads allowing the genitalia to be external (Lev, 2004). The female will not have the presence of male hormones allowing female gonads to dominate and produce internal genitalia (Lev, 2004).  The debate regarding sexual orientation as either a choice or this is the way I was born plays a significant role in the biological sense of a person’s life. On one hand if someone says they were born heterosexual, but then say being a homosexual is a choice there is a major disconnect that is placing judgment instead of biological facts on a group of people because they are unlike the majority. Personally it does not have to so complex with trying to understand if someone is born straight or gay, but the simplicity should be we were born to love.

Culture and Socialization in Sexual Orientation

Culture and socialization engage parents and children in different ways, and I do not think many cultures realize the significant role it plays in sexual orientation. Cultures that promote sexual activity in their young people may be unheard of, but I think it is because adults understand the dynamics behind being sexually active. The relationships between boys and girls is allowed up to a certain age, and then adults begin to act weird by not allowing their child to continue playing with the friend they played with for years. Many cultures influence their children’s sexual orientation by showing examples teaching boys how to behave like men, and girls how to behave like ladies (Broderick & Blewitt, 2015). Times are changing and society has begun to accept people for who they are and not what everyone says they should be. The struggle is still present and we have a long way to go, but we are not where we used to be. I overheard a mother express herself to a friend about her son’s sexual orientation and what I heard made a lot of sense. The son let his mom know he was gay which she accepted and actually told him she already knew he was from a small age. The mom did not have a problem with her son’s sexual orientation, but her fear is the way society will treat her son who she loves dearly. Just like parents are aware of the responsibilities becoming sexually active entail, this mom knew the persecution and judgment her son will face because he is gay. Support him no matter what would have been my advice to this mom, but again I overheard a conversation, and I remained quiet. In many cultures girls are expected to babysit, cook, or clean; while boys play rough house with their father’s. Children normally are taught gender differences by their parents or the environment that they live in teaches them how boys act versus how girls should act (Broderick & Blewitt, 2015).

Age in Sexual Orientation

Adolescents’ progress at different rates where girl’s growth process normally begins two years earlier than boys, and the level of maturity begins earlier than boys (Broderick & Blewitt, 2015). In the state of Georgia the consensual age of sex is 16 years old, regardless if a parent feels their child is ready for sexual activity. The reality of today allows adolescents the freedom to be sexually free and to explore their own sexuality. It is no longer taboo to walk in a high school and see two females or two males holding hands. Age in sexual orientation has not changed over time, but it has allowed adolescents to be confident in embracing their sexual orientation.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Lev, A. I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Binghampton, NY: Routledge.

Readings(Week 5 Discussion 2 Response)

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)

o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)

Best, D. L. (2009). Another view of the gender-status relation. Sex Roles, 61(5/6),341–351.
Retrieved from the Walden Library databases.

Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum. Journal of Feminist Family Therapy, 21(2),77–97.
Retrieved from the Walden Library databases.

Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships. Sex Roles, 64(1/2),90–102.
Retrieved from the Walden Library databases.

Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men. Journal of Gay & Lesbian Social Services, 22(3), 287–315.
Retrieved from the Walden Library databases.

Lev, A. I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Binghampton, NY: Routledge.

o Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the Walden Library databases.

McCabe, J., Tanner, A. E., & Heiman, J. R. (2010). The impact of gender expectations on meanings of sex and sexuality: Results from a cognitive interview study. Sex Roles, 62(3/4), 252–263.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2013g). Perspectives: The ‘tween years’ [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter discusses how individuals in the in between, or ‘tween’ age can feel uncomfortable about their gender, their bodies, and their sexuality. Strategies for working with tweens are also discussed. It is highly recommended that you view this presentation before posting to this week’s Discussion boards.

 
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Foundations Of Mental Health Counseling2

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Foundations Of Mental Health Counseling2 – First Session

(Foundations Of Mental Health Counseling2)
I need this back on Feb 2nd by 2pm.  2 referencesIn Module 4, you learned about the direct and indirect functions performed by clinical mental health counselors before, during, after, and outside the counseling relationship. You were taught that counseling is a process that occurs in stages. At each stage, clinical mental health counselors engage in a variety of activities that are purposeful and intentional. Some of the activities performed by counselors during those stages include building the relationship and establishing rapport, gathering information, conceptualizing the case, and performing assessment and diagnosis where appropriate, with the end goal and activity being the collaborative development of an appropriate treatment plan. As you think about the counseling process and the role of the clinical mental health counselor, consider the following scenario:
Scenario:Aalia is a 17-year-old Muslim female from Pakistan. Her family has been in the United States for 7 years. Aalia was referred to a counselor by her family doctor because she has experienced several behavioral changes over the past 2 months. She takes less interest in school and community activities and has started to isolate herself in her room at home. Her siblings describe her as irritable and moody. Aalia has had occasional crying spells over the past month and she reported unexplained weight loss over the past 2 months. She does not have a formal diagnosis. As you plan for your first session with Aalia, think about what you will do.

Tasks:In a minimum of 200 words, respond to the following:

  • Describe three objectives you hope to accomplish in the first session with Aalia and explain why these objectives are important to accomplish in the early stages of the counseling relationship.
  • Discuss any additional information you want to confirm or gather from the doctor, Aalia, and her parents and siblings and describe how you will go about gathering the additional information.
  • Discuss what kind of assessment you will want or need to conduct.
  • Explain how what you learned in Module 4 will contribute to your professional growth as a new counselor-in-training.
  • Your discussion should clearly reflect your thoughtful and logical analysis of the information.

Support your rationale and analysis by using at least two resources from professional literature in your response. Professional literature may include peer-reviewed journal articles you can access through the Argosy University online library resources; relevant textbooks; and websites created by professional organizations, agencies, or institutions (websites ending in .edu or .gov).

Be sure to read all of your classmates’ original posts and respond to more than two of your classmates’ posts. Your responses should be substantive, meaning they should encourage further dialogue and discussion, encourage your classmates to think about other aspects of the topic, compare your response to your classmates’ responses, or ask a relevant question, to better assist you with your understanding. Responses such as “I like/I agree” or “I don’t like/I don’t agree” are not complete enough.

Your discussion posts and all written assignments should reflect graduate-level writing skills and appropriate use of APA style, including in-text citations and references.

Submission Details:

  • By the due date assigned, post your responses to the Discussion Area.
  • Through the end of the module, respond to more than two of your classmates’ posts. While responding, describe how your objectives for the session are similar to and different from the objectives discussed by your classmates. Critique the additional information your classmates would like to obtain and how they would go about obtaining the information. Explain what you might do differently, or do in the same way, and why.

Grading CriteriaMaximum PointsQuality of initial posting, including fulfillment of assignment instructions8Quality of responses to classmates6Frequency of responses to classmates2Reference to supporting readings and other materials2Language and grammar2Total:20

 
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