Sources and Annotated Bibliography

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Sources and Annotated Bibliography: Anxiety Disorder

(Sources and Annotated Bibliography)

For the course project task this week, thoroughly review the sources you selected. You are to submit an annotated bibliography, referencing all of your sources.

For each of the chosen sources, write a two- to three-paragraph annotation and description

Anxiety Disorder

Andrews, G. Basu, A. Cuijpers, P. Craske, M,G. McEvoy, P. English, C,L. & Newby, J.M. (2018). Computer therapy for the anxiety and depression disorders is effective, acceptable and practical health care: An updated meta-analysis. Elsevier, Journal of Anxiety Disorders. Volume 55. From: https://www.sciencedirect.com/science/article/pii/S0887618517304474

This is a will be a key source I my research to help provide information about the nature of the disorder and computer therapy solutions of this new age.

Asmundson, G. (2018). Journal of Anxiety Disorders. Elsevier. From: https://www.journals.elsevier.com/journal-of-anxiety-disorders

This journal is another primary source which will be significant in providing deep insight into the disorder the causes, symptoms, risk factors and also how it can be handled effectively for all ages.

Barlow, D. (2002). Anxiety and its disorders: the nature and treatment of anxiety and panic. New York: Guilford Press.

This book provide deep information about the disorder and will specifically be significant s it will help give information on the different types of this disorder.

Behar, E, DiMarco, D, I, Hekler, E, B, Mohlman, J & Staples, A. (2009). Current theoretical models of generalized anxiety disorder (GAD): Conceptual review and treatment implications. Elsevier, Journal of Anxiety Disorders. Volume 23. From: https://www.sciencedirect.com/science/article/abs/pii/S0887618509001339

This journal specifically talks about one of the most common anxiety disorder and it will help provide insight on generalized anxiety disorder using a model to help understand its nature and solutions.

Bluett, E,J. Homan, K, J. Morrison, K,L. Levin, M,E. &Twohig, M,P. (2014). Acceptance and commitment therapy for anxiety and OCD spectrum disorders: An empirical review. Elsevier, Journal of Anxiety Disorders. Volume 28. From: https://www.sciencedirect.com/science/article/abs/pii/S0887618514000917

This is a key source that will not only help provide details about the nature of the disorder but more significantly give the value of two major treatments to the disorder that is anxiety and commitment therapy.(Sources and Annotated Bibliography)

Carleton, N.R. (2016). Fear of the unknown: One fear to rule them all? Elsevier, Journal of Anxiety Disorders. Volume 41. From: https://www.sciencedirect.com/science/article/pii/S0887618516300469

This source is significant as it will help provide more clarification on the types of unhealthy fears that can be classified as anxiety to help an individual better identify the disorder.

Clark, D. & Beck, A. (2011). Cognitive therapy of anxiety disorders: science and practice. New York: Guilford Press.

This source is significant as it provides a comprehensive background of the disorder and how cognitive therapy can be used in its treatment.

Daitch, C. (2011). Anxiety disorders: the go-to guide for clients and therapists. New York: W.W. Norton & Company.

This is one primary source for this research and it is significant since it serves as an atlas for the anxiety disorder. Anything one needs to know is answered in this book.

Kodal, A, Fjermestad, K, Bjelland, I, Gjestad, R, Öst, L, Bjaastad, J, F, Haugland, B, Havik, O,E, Heiervang, E &  JanneWergeland, G. (2018). Long-term effectiveness of cognitive behavioral therapy for youth with anxiety disorders. Elsevier, Journal of Anxiety Disorders. Volume 53. From: https://www.sciencedirect.com/science/article/pii/S0887618517304280

This is a source that helps to explain the nature of the disorder and this makes it very insightful for the research and further tries to assess how well cognitive therapy helps the disorder.

Pine, D., Rothbaum, B. & Ressler, K. (2015). Anxiety disorders: translational perspectives on diagnosis and treatment. Oxford New York: Oxford University Press.

This is a book that is very instrumental in this research as it helps to provide a guide to diagnosis of the disorder and treatment and this is information that is much needed for this paper.

Starcevic, V. (2010). Anxiety disorders in adults: a clinical guide. Oxford New York: Oxford University Press.

This source is significant since it provides information about the disorder specifically tailored to adults and helps to differentiate how the disorder uniquely affects adults and this is information which is significant for effective management of the disorder.

Velotis, C. (2005). Anxiety disorder research. New York: Nova Science.

This source is one primary source for this assignment since it helps to provide a lot of evidence on the disorder from research.

 
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Structural Family Therapy

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Structural Family Therapy

(Structural Family Therapy)

I need this paper to be reworded. Plagiarism Free!!!

 

Abstract:

Anorexia Nervosa can becharacterized as distorting the body image along withdeliberately maintained low body weight. The long term prognosis’sof a patient suffering from this condition is often poor, with severe medical, developmental and psychosocial complications, high rates of relapse and mortality (Wiley). This condition is mainly seen in adolescent females from ages 12-25. According to the National Eating Disorder Association, twenty million women worldwide suffer from Anorexia Nervosa and 40-60% of middle school girls start to show signs of Anorexia Nervosa.

In Judy’s case I would use Structural Family Therapy. Gladding defines Structural Family Therapy as, “An individual’s symptoms are sum of its units, parts, or members because of the dynamic interaction of each with the others, for example, an engine.” One of the founding therapists in Structural Family Therapy was, Salvador Minuchin. “Minuchin  outlined a practical guide for conducting structural family therapy… followed this publication later in the decade with a complementary coauthored text entitled Psychosomatic Families: Anorexia Nervosa in Context which showcased in a dramatic way the power of the therapy he had created” (Gladding).  Structural Family is used to see a circular view of the family, with anorexia nervosa the therapist is able to consider the friction within the whole family. The social pressures a young woman who is displaying symptoms of the disorder is examined in a much broader interactive context with not only the person who has the disorder but with their family and the therapist as well (Gladding). “Psychosomatic disorders, substance abuse, and juvenile anorexia nervosa can be treated successfully with a modified version of structural family therapy” (Wiliey).

Some causes for this condition could be genetically related, most females who have this condition have a sibling or parent that has an eating disorder. People who suffer from Anorexia Nervosa often suffer from low self-esteem which could be cause from neglect as a child. Compulsive personality traits and perfectionism is also traits that people with this condition also suffer from.  Some research indicates that low levels of serotonin within the brain may also trigger Anorexia Nervosa along with depression (Fisherman).

Case Study:(Structural Family Therapy)

Judy Jones (age 14) has lost 30 pounds in the last year, and now weighs a very unhealthy 85 pounds.  Her primary care doctor has ruled out physical causes, and given her a diagnosis of anorexia nervosa.  The doctor has referred the family to you, the best family therapist in town, for therapy.

As previously stated I would use Structural Family Therapy with Judy. Although there is no right way to treat someone with Anorexia Nervosa, research has shown with family treatment, rather than blaming the individual family member with the condition, are essential in understanding and treating the disorder. Judy is an only child and comes to her first session with her mother, Tammy and her father, Kyle. With Structural Family Therapy it is important that the whole family is present at the sessions and is able to understand and power the family member on their road to recovery. “The major principles of this therapy include the acknowledgment that the adolescent lacks control over their weight and eating habits, work to address cognitive distortions andproblems with the family structure, as well as work to overcomecognitive distortions of the patient, and in later stages, to promote autonomy” (Robin).

There are three basic phases in trying to recover someone with Anorexia Nervosa; the first is focus on positive weight gain. This can be achieved by placing responsibility for Judy’s eating habits in the hands of her parents. I would suggest that both Tammy and Kyle see a nutritionist to help them establish a safe and healthy diet plan for Judy. It is necessary for Judy and her parents to develop a positive and supportive way in which food, weight, and body image are not attached to negative comments. To do so Tammy and Kyle need to have the least amount of food rules possible, they shouldn’t discourage Judy for not eating everything on her plate but rather praise her for the amount she did consume. In addition, Wiley states that, providing healthy food and positive mealtime experiences, and cooking together should provide the best positive outcome in weight gain. Every night the family should have a sit down meal with no distractions. Mealtime should be a family experience filled with laughter and positive feedback from all.(Structural Family Therapy)

The second phase should focus on family problem solving and issues that lead to Judy’s condition. In her sessions Judy confesses that she feels neglected, parents work full time jobs and get home late, leaving Judy home alone most of the time. Judy is using starvation as a way to seek attention from her parents. It is imperative that Tammy and Kyle set aside more time for their family. I would recommend a family game night or some sort of activity they all can do together as team. Also communication within the family is something that needs to be addressed and perfected. Family meal time should be a time where they are able to discuss their events from the day and positive feedback from one another.  During this phase it is also important that Judy takes responsibility of her eating habits and is continuing to gain weight. Exercise is another aspect that Judy needs to be incorporating in her recovery.Tammy and Kyle should continue to provide positive feedback however should allow Judy to decide what and how much to eat. I would also recommend at this phase that Judy is seeing a dietitian to ensure she is aware of good eating habits.(Structural Family Therapy)

The third phase is centered more from the psychological issues within the family. Typically this is achieved by working with the individual (Judy) separately from the parents (Tammy and Kyle). Phase three can only be accomplished when parental monitoring is no longer needed in Tammy’s eating habits. Judy’s eating habits and weight is in an acceptable healthy range. At this time I would focus more on the psychological issues within Judy. Most people who suffer from Anorexia Nervosa also suffer from depression, Judy is no exception. Judy expresses her concern over her parents’ marriage and how they fight all the time. She is afraid that her parents will soon one day decide to get a divorce. Judy blames a lot of the stress her parents have upon herself and her disorder. Judy must understand that she cannot take fault for her parent’s actions. While working with Kyle and Tammy I inform them how there fighting is affecting Judy. Both were unaware that it was affecting her to this point. I would continue to work with Kyle and Tammy on their marriage and relationship problems in effort to help establish a better relationship between them and Judy. With working with Judy and her parents separately I am able to better repair the psychological issues within the marriage, Judy’s relationship with her parents, and help them all build better communication techniques.

As with any dependency or condition there is always the fear or relapse. Kyle and Tammy need to continue be supportive and positive in Judy’s recovery. Judy also needs to believe in herself and herself image. With tools provided in the therapy sessions Judy along with her family should be set on a successful road to recovery.

 

 

 
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Development Throughout the Lifespan

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Assignment 2: LASA 1: Development Throughout the Lifespan

(Development Throughout the Lifespan)

Erikson and Freud are two of the few theorists who have developed a lifespan approach to development. Freud’s approach to development was psychosexual while Erikson’s was psychosocial. Even though Freud’s theory is better known, Erikson’s theory remains a leading and very much applied model in personality and developmental psychology today.

When considering these two stage-oriented theories, you can directly compare the majority of their stages. These are matched in the following table:

Approximate AgeFreud’s Stages of Psychosexual DevelopmentErikson’s Stages of Psychosocial developmentInfancy (Birth to 1 year)Oral stageTrust versus mistrustEarly childhood (1–3 years)Anal stageAutonomy versus doubtPreschool (3–6 years)Phallic stageInitiative versus guiltSchool age (7–11 years)Latent periodIndustry versus inferiorityAdolescence (12–18 years)Genital stageIdentity versus role confusionYoung adulthood (19–40 years) Intimacy versus isolationMiddle adulthood (40–65 years) Generativity versus stagnationOlder adulthood (65–death) Integrity versus despair

When considering Erikson’s eight stages of development, the way a person moves through each stage directly affects their success in the next stage. Their personality is being built and shaped with each stage. At each stage, there is a turning point, called a crisis by Erikson, which a person must confront.

In this assignment, you will observe or interview two different people, each at a different stage of development. For a third observation, take a look at yourself and the stage that you are in (this stage must be different from your other two observations).

  • Record your three observations in a template. Include the following information:
    • Name
    • Age
    • Gender
    • Current developmental stage
    • Status within the stage (i.e., identity achievement or role confusion)
    • Events that have lead to this status

Download a Development Template to record your observations.

  • Summarize what you have learned about psychosocial development through these observations/interviews.
  • Summarize the trends you see in your observations/interviews regarding psychosocial development.
  • How does movement through Erikson’s stages influence personality development? Again, be specific.
  • How do Erikson’s stages of development compare to Freud’s stages? How are they similar? How are they different?
  • Between these two theories, which one do you feel best explains your own personality development? Justify your answers with specific examples.

Write a 2-3-page paper in Word format. Insert your chart at the end of your paper. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc.

By the due date assigned, deliver your assignment to the Submissions Area.

Course Project Grading Criteria and Rubric

Assignment 2 Grading CriteriaMaximum
PointsChart identifies general characteristics of people being observed Chart identifies each person
’s Erikson’s stage of development (Course Objective [CO] 2)20Explains which events of this developmental stage influence this outcome (CO 2)24Summarizes learning about psychosocial development, applies observations (CO 2)24Explains the connection between Erikson’s stages of development and personality development (CO 2)28Compares and contrasts Erikson and Freud’s stages of development (CO 1)32Determines which theory best fits own personality development, applies self-observations (CO 1, 2)28Presentation Components:
Organization (12)
Usage and Mechanics (12)
APA Elements (16)
Style (4)44Total:200

 
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Major Counseling Theories Comparison Paper

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Major Counseling Theories Comparison Paper

(Major Counseling Theories Comparison Paper)

In the realm of counseling, various theoretical approaches offer distinct perspectives on understanding and treating psychological issues. A comparison of major counseling theories reveals both their unique contributions and areas of overlap.

Psychoanalytic theory, pioneered by Freud, emphasizes unconscious conflicts and early childhood experiences. Humanistic theories, such as Person-Centered Therapy by Carl Rogers, prioritize self-actualization and the client’s subjective experience. Cognitive-Behavioral Therapy (CBT), developed by Aaron Beck and Albert Ellis, focuses on identifying and changing dysfunctional thought patterns and behaviors.

Existential therapy, influenced by philosophers like Sartre and Kierkegaard, centers on exploring the individual’s search for meaning and authenticity. Family systems theory views individuals within the context of their family dynamics, seeking to understand relational patterns and interactions.

While these theories diverge in their theoretical foundations and techniques, they share common goals of promoting psychological well-being and personal growth. Integrative approaches, which combine elements from multiple theories, acknowledge the complexity of human experience and tailor interventions to meet the unique needs of each client. Ultimately, the effectiveness of counseling lies in the therapist’s ability to flexibly apply theory and techniques in alignment with the client’s goals and preferences.

(Major Counseling Theories Comparison Paper)

Throughout the course, you have studied and written about a number of  counseling theories that are used as the basis for the counseling  profession. In this paper, choose a theory and compare it against each  of the following three theories:

  1. Cognitive behavior therapy (CBT)
  2. Solution-focused
  3. Psychoanalysis

Choose a theory that you have studied in this course. Do not choose  one of the three theories listed above.

Compare your selected theory against the three theories listed above.

Write a 1,500-2,000-word paper discussing your theory comparisons.  Include the following in your paper:

Part 1: Selected Theory

  1. Founding theorist(s) for the selected theory
  2. Standard    interventions for the selected theory
  3. At least three main    concepts of the selected theory

Part 2: Cognitive Behavior Theory (CBT)

  1. Founding theorist(s) for CBT
  2. Standard interventions    for CBT
  3. Similarities and differences between your selected    theory and CBT

Part 3: Solution-Focused Theory

  1. Founding theorist(s) for solution-focused theory
  2. Standard interventions for solution-focused theory
  3. Similarities and differences between your selected theory and    solution-focused theory

Part 4: Psychoanalysis

  1. Founding theorist(s) for psychoanalysis
  2. Standard    interventions for psychoanalysis
  3. Similarities and    differences between your selected theory and psychoanalysis

Include at least three scholarly references in your paper in  addition to the course textbook.

Prepare this assignment according to the guidelines found in the APA  Style Guide

MUST PASS TURN IT IN WITH LESS THAN 5%

 
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Information System Capstone

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Information System Capstone

(Information System Capstone)

PROJECT DELIVERABLE 6: FINAL PROJECT PLAN

Due Week 10 and worth 200 points

This assignment consists of four (4) sections: a written project plan, a revised business requirements document, a project plan PowerPoint presentation, and the finalized project plan. You must submit the four (4) sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment it is written for. Additionally, you may create and / or assume all necessary assumptions needed for the completion of this assignment.

While taking all business and project parameters into consideration, make quality assumptions to support the following requirements.

Section 1: Written Project Plan(Information System Capstone)

You are now in the final stage of the project plan development. All previous documentation should be combined into one (1) document that will serve as the statement of work for the project. Your goal is to have the project approved by the executive team. The project plan should be very detailed, which is appropriate to accomplish the monumental task of implementation; however, the executive team is only interested in a thirty (30) minute summation. Therefore, you also must create a compelling executive summary that is supported by your detail that convinces the executive team that it should move forward with your solution.

Develop a thirty to forty (30-40) page project plan in which you:

  • Write a five to ten (5-10) page executive summary in which you provide a high-level technical overview of your project where you address the following:
  1. Describe the scope of the project and control measures.
  2. Describe the goals and objectives of the project.
  3. Give a detailed, realistically estimated cost analysis of the entire project, including technical resources (human capital) that may be needed to complete the project.
  4. Relate the value of the project plan solution to the competitive advantage that information technology will afford the organization.
  5. Provide all aspects of the information technology implementation into the project plan.
  6. Recommend solution providers who can assist with development and implementation. Include a cost analysis of at least three (3) providers.
  • Combine all previous documentation for Project Deliverables 1-5 in which you:
  1. Provide all aspects of the information technology implementation into the project plan.
  2. Revise the documentation based on feedback from the earlier evaluation of the deliverable.
  • Use at least five (5) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
  • Include charts or diagrams created in MS Visio and MS Project as appendix of the Word document. Make reference of these files in the body of the Word document.

Section 2: Revised Business Requirements Document(Information System Capstone)

  • Document all revisions made to the written project plan in the Document Control section of the business requirements document from Project Deliverable 2: Business Requirements. Note: This documentation must outline the revisions made to the previous deliverables required in Section 1: Written Project Plan.

Section 3: Project Plan PowerPoint Presentation

  • Additional to your detailed executive summary you must present your findings to the executive team and the venture capital group that along with the executive summary will convince the group that your solution is optimal.
  • Create a ten to fifteen (10-15) slide PowerPoint presentation in which you:
  1. Illustrate the concepts from the executive summary in Section 1 of this assignment.
  2. Create bulleted speaking notes for your presentation to the executive board in the Notes section of the PowerPoint. Note: You may create or assume any fictitious names, data, or scenarios that have not been established in this assignment for a realistic flow of communication.
  3. Use a professional technically written style to graphically convey the information.

Section 4: Finalized Project Plan

  • Use Microsoft project to:
  1. Finalize your project plan from Project Deliverable 5: Network Infrastructure and Security to include all necessary changes in assumptions, tasks, and / or subtasks

here are the files for all previous documentation

 
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Comprehensive Strategy and Professional Reflect

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create a Product Launch Comprehensive Strategy and Professional Reflection

(Comprehensive Strategy and Professional Reflect)

Question description

Overview For the capstone assessment, you will create a Product Launch Comprehensive Strategy and Professional Reflection. The capstone represents the final stage in your goal to obtain a Master’s Degree in Operations and Project Management. This final course will allow you to demonstrate proficiency in all areas of operations and project management. You will develop an overall, comprehensive strategy to bring a new product from design to mass production within a manufacturing or service environment. Along the way you will complete three critical stages of the development process that will require competent skills in project and operations management. You will also complete the three stages of product launch, demonstrating that the product or service has gone successfully from conception to high-volume manufacturing or full-service integration.(Comprehensive Strategy and Professional Reflect)

Additionally, you will self-reflect on project and operations management as a career focus or on future aspirations if you already work in the discipline. Evaluation of Capstone The capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are four separate components that will be submitted at different times during the course; however, they operate together to compose the entire capstone experience and are not assessed separately. You will be evaluated on all four components as a unit to determine whether you have demonstrated proficiency in each outcome. All four components must be completed at the highest levels; the strengths of one cannot “make up for” the weaknesses in another. Your work is expected to meet the highest professional standards.

Remember, you are selling yourself as a competent operations and project management professional as much as you are selling your product launch strategy. The capstone project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final submission for Capstone Component 1 is due in Module Seven, Capstone Component 2 is due in Module Eight, Capstone Component 3 is due in Module Nine, and Capstone Component 4 is due in Module Ten. This assessment will evaluate your mastery with respect to the following outcomes:(Comprehensive Strategy and Professional Reflect)

 Recommend strategies for optimizing production of goods and services based on a detailed analysis of existing processes, resources, and business goals

 Identify and recommend total quality management (TQM) principles and methods appropriate to a given context

 Create, evaluate, and assess project plans to ensure desired project outcomes

 Recommend inventory management strategies and techniques for improving the efficiency of a supply chain

 Evaluate operational and environments using quantitative tools and techniques

 Manage cross-functional environments to ensure the achievement of operational and project management goal

 
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MN566 Journal – Narrative

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MN566 Journal – Narrative

(MN566 Journal – Narrative)

No Plegarism please, assignment will be checked with Turnitin. 

Will need minimum of 300 words, APA Style, double spaced, times new romans, font 12. 

 

(MN566 Journal – Narrative)

Writing about one’s personal experience encourages self-reflection and improves self-awareness. In this activitystudents are invited to reflect, in writing, on their experiences related to managing clinical risks for patients. Students to write about an event they observed or were involved in during their nursing profession that they feel might have placed a patient at risk. Alternatively, students may want to write about an event that occurred to them as recipients of healthcare, or as an observer to their friends’ or family members’ experiences. The event may be one that they feel related to any of anticipation, recognition, or management of a patient safety risk. Safe patient care and reducing medical-legal risk requires nurse practitioners to be aware of potential risks and how to avoid them.

The narrative should include:

a description of the event

an explanation of how this event placed a patient at risk

the student’s reflections on the event including:

if and how the event was recognized

why and how the event occurred, for example, was the event due to

* action or inaction by an individual healthcare provide

*system failure(s)

*a combination of systems failure(s) and individual provider performance issue

what changes or improvements they would make, if any

how they felt at the time

how they currently feel about the even

Were you personally involved in the event? Discuss.

What, if any, workplace factors contributed to the event? (e.g., Was it during a handover? Did it involve a medication?)

How aware was the healthcare provider(s) of what was going on around them? (situational awareness)

How did the health care provider(s) recognize the safety problem, and how did they respond?

How did this event affect you?

What did you take away that you will use in the future?

I would do something differently next time because

 
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Cystocele Patient: Comprehensive Assessment

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Cystocele Patient: Comprehensive Assessment

(Cystocele Patient: Comprehensive Assessment)

For this assessment the patient will be a 63 year old female with a cystocele, and chief complaint urinary incontinence. The rest of the info can be made up such as medical history meds labs just make it believable to the pt age and diagnosis.

Comprehensive Patient Assessment

When completing practicum requirements in clinical settings, you and your Preceptor might complete several patient assessments in the course of a day or even just a few hours. This schedule does not always allow for a thorough discussion or reflection on every patient you have seen. As a future advanced practice nurse, it is important that you take the time to reflect on a comprehensive patient assessment that includes everything from patient medical history to evaluations and follow-up care. For this Assignment, you begin to plan and write a comprehensive assessment paper that focuses on one female patient from your current practicum setting.

By Day 7 of Week 9

This Assignment is due. It is highly recommended that you begin planning and working on this Assignment as soon as it is viable.

To prepare

· Reflect on your Practicum Experience and select a female patient whom you have examined with the support and guidance of your Preceptor.

· Think about the details of the patient’s background, medical history, physical exam, labs and diagnostics, diagnosis, treatment and management plan, as well as education strategies and follow-up care.

To complete

Write an 8- to 10-page comprehensive paper that addresses the following:

· Age, race and ethnicity, and partner status of the patient

· Current health status, including chief concern or complaint of the patient

· Contraception method (if any)

· Patient history, including medical history, family medical history, gynecologic history, obstetric history, and personal social history (as appropriate to current problem)

· Review of systems

· Physical exam

· Labs, tests, and other diagnostics

· Differential diagnoses

· Management plan, including diagnosis, treatment, patient education, and follow-up care

 
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Substance Abuse Assessments Across The Lifespan

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Assignment 1: LASA 2—Substance Abuse Assessments Across the Lifespan

(Substance Abuse Assessments Across The Lifespan)

Substance abuse assessments have very different purposes for different populations. For instance, an assessment for treatment of victims will look different from a court-mandated assessment relating to criminal behavior. For another example, an assessment for an adolescent would likely emphasize peer influence more so than it would for an adult. These demographic factors significantly influence the assessment as it relates to treatment planning or other recommendations.

 

Use the module readings and the Argosy University online library resources to research types of substance abuse assessments for different demographics.

Select three substance abuse assessments for use in this assignment. Your choices should represent three different age populations such as the elderly, adults, adolescents, or children.

Review the American Society of Addiction Medicine (ASAM) patient placement criteria for the treatment of substance-related disorders at the following:

 

Complete the following:

(Substance Abuse Assessments Across The Lifespan)

  1. Describe the ASAM patient placement criteria for the treatment of substance-related disorders.
  2. Describe the three selected types of substance abuse assessments that you might use. Be sure that your choices represent three different age populations such as the elderly, adults, adolescents, or children.
  3. Compare and contrast the information being collected in each of the three assessments and describe the areas of concern. Ask, for example, does it include client presentation and functioning, current use and history, high-risk behavior, first exposure, consequences of addiction, culture, life skills, work, vocation, education, health, recreation, or spirituality? Present the comparison of the three types of substance abuse assessments in a table.
  4. Explain special considerations, including ethical issues, which would apply to the different populations selected.
  5. Evaluate the importance of having assessment tools for clients in each developmental life stage.

Create an 8–10 slide PowerPoint presentation to present your findings to other substance abuse counselors. Include the table comparing the three types of substance abuse assessments. Apply APA standards to citation of sources in your slides. Use the speaker notes in the slide show to further discuss the topics on each slide. In addition, make sure you have a title slide and a slide with references (in APA format).

Use the following file naming convention: LastnameFirstInitial_M5_A1.ppt.

 

By Week 5, Day 5, deliver your assignment to the M5: Assignment 1 Dropbox.

Course Project Grading Criteria and Rubric

Assignment 1 Grading Criteria
Maximum Points
Described the ASAM patient placement criteria for the treatment of substance-related disorders.
32
Described three assessments, each representing a different age population.
48
Compared and contrasted the information collected from each of the three assessments and identified the areas for concern.
68
Explained the special issues to be considered, which apply to the different populations selected.
52
Evaluated the importance of having assessment tools for clients in each developmental life stage.
36
Presentation Components:
Organization (16)
Style (8)
Usage and Mechanics (16)
APA Elements (24)
64
Total:
300

 

 
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Diabetic Gastroparesis: Diagnosis and Management

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Diabetic Gastroparesis: Diagnosis and Management

(Diabetic Gastroparesis: Diagnosis and Management)

Diabetic gastroparesis is a complication of diabetes characterized by delayed gastric emptying due to damage to the nerves controlling stomach muscles. Diagnosis involves a thorough medical history, physical examination, and tests such as gastric emptying studies and upper endoscopy to rule out other conditions. Symptoms include nausea, vomiting, bloating, early satiety, and abdominal pain.

Management focuses on symptom relief, glycemic control, and nutritional support. Dietary modifications, such as small, frequent meals low in fat and fiber, can help alleviate symptoms. Medications like prokinetics (e.g., metoclopramide, domperidone) aid in improving stomach emptying, while antiemetics control nausea and vomiting. Glycemic control through insulin therapy or oral medications is crucial to prevent worsening gastroparesis.

In severe cases refractory to medical therapy, interventions like gastric electrical stimulation or botulinum toxin injections may be considered. Patients should be educated about potential complications like malnutrition, dehydration, and exacerbation of diabetes. A multidisciplinary approach involving gastroenterologists, endocrinologists, dietitians, and nurses is essential for comprehensive management and improving quality of life for individuals with diabetic gastroparesis. Regular monitoring and adjustment of treatment based on symptom severity and response are necessary to optimize outcomes and minimize complications.

Case Study(Diabetic Gastroparesis: Diagnosis and Management)

A 60 year old woman with a 10 year history of Type II diabetes presents with multiple complications including retinopathy, peripheral neuropathy and declining renal function.

She has not had the urge to eat as of recently she feels “full” after a few bites. The incidence of nausea and feeling bloated occurs at least twice a day and even after a glass of water she feels bloated. She also complains of fatigue and not been able to keep up with daily chores.

A radiographic gastric emptying study shows a prolonged gastric emptying time.

Assignment Questions

  1. What is the typical diagnosis for a patient who presents with this clinical picture?
  2. What is the likely pathophysiologic process responsible for the presenting symptom? Support your response with a credible source.
  3. What is the class of the drug used to treat the pathophysiolog?. Discuss the pharmacologic management plan for this patient.
  4. Outline the mechanism of action and any possible contraindications of the pharmacologic management plan that you identified for the patient.

Instructions

  • Prepare and submit a 3-4 page paper [total] in length (not including APA format).
  • Answer all the questions above.
  • Support your position with examples.
  • Please review the rubric to ensure that your assignment meets criteria.
  • Submit the following documents to the Submit Assignments/Assessments area:
    • Case Study: Gastrointestinal
 
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