Educational Psychology:Quantitative Design

Educational Psychology:Quantitative Design

(Educational Psychology:Quantitative Design)

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze the methodology used in scientific research.

Analyze the sample, the sampling procedures, and the sampling strategies.

Competency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.

Evaluate the overall strengths and limitations of quantitative research.

Competency 3: Evaluate ethical issues in research studies.

Describe the ethical procedures used during data collection.

Competency 4: Evaluate data collection and analysis strategies based on the characteristics of the research design.

Describe the data collection procedures and instruments.

Evaluate whether the data collection procedures and instruments are appropriate for quantitative methodology.

Competency 5: Examine the appropriate application of scientific research methodology.

Evaluate whether the sample, the sampling procedures, and the sampling strategies are appropriate for quantitative methodology.

Analyze the internal and external validity of the research study.

Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.

Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.

There are three major types of quantitative research designs: experimental, quasi-experimental, and nonexperimental (sometimes called descriptive or pre-experimental). Nonexperimental research includes descriptive, correlational, and survey research.            (Educational Psychology:Quantitative Design)

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Researchers want to protect their research against any threats to validity and reliability they think their study might be prey to. Research design is one way they do this (Trochim & Donnelly, 2006). In general, you want to use as many strategies to reduce or eliminate threats to validity as you can. Other ways include logical arguments, measuring the threat itself to show it does not invalidate the study, and using statistics to gauge the impact of other variables.

According to Trochim’s (2006) Research Methods Knowledge Base website, settling on your design begins with two simple questions:

Is random assessment used? If you answer “yes” to this question, your design will be a randomized or true experimental design. If you answer “no,” you must ask the second question.

Is there a control group or multiple measures? Answering “yes” to this question means that your design will be a quasi-experimental design. Answering “no” means that you have a nonexperimental design.

Read the Assessment 5 Context [PDF] document for important information on quantitative research.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.(Educational Psychology: Master’s Level Paper On Quantitative Design)

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How are qualitative and quantitative methods similar and different?

What are the strengths and limitations of using quantitative research in your specialization?

Preparation

Reread the quantitative research article you chose for Assessment 2; pay special attention to the methods section, which describes how the research was conducted. Make sure you understand the research terminology used in the article. If there are any research terms you do not understand, use resources provided for this assessment to learn about these.

Instructions

In 7–9 pages, write an evaluation in which you complete the following:

Begin your paper with an introduction that explains the purpose of the paper and its contents.

Provide an overview of quantitative methodology, including its philosophical perspectives, goals, and purpose.

Identify which quantitative approach the researchers used and what characteristics of the research demonstrate this approach.

Evaluate the overall strengths and limitations of quantitative research.

Describe and evaluate the sampling procedure, including both strengths and limitations, as well as what ethical considerations were included.

Discuss what you might have done differently in sampling participants for this study, and provide a rationale.

Describe and evaluate the data collection, including both strengths and limitations, as well as what ethical considerations were included.

Discuss what you might have done differently in the data collection, and provide a rationale.

Describe what is meant by internal validity and external validity in quantitative research, and analyze the internal and external validity of this research study.

Evaluate how well the researchers designed this study so that it answered the research question or questions.

End your paper with a summary and conclusion.

Additional Requirements        (Educational Psychology:Quantitative Design)

As much as possible, the assessment should be written in your own words; it may include paraphrased information that is properly cited in the current APA style.

If you need to quote, do so sparingly, and make sure you have cited quoted material according to thecurrent APA style.

Your assessment needs to demonstrate your understanding of the material, not how well you can quote someone else’s work.

Write in a professional tone, without writing errors.

Include a title page and references page, using the current APA style and format.

Write 7–9 pages with 1-inch margins, plus a title page and references page. An abstract is not required.

Include at least 5 current scholarly or professional resources.

Use APA-style headings to organize your paper.

Use Times New Roman font, 12 point.

Double space.

 
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PROF SCRIPT WK5 RESPONSES

PROF SCRIPT WK5 RESPONSES

(PROF SCRIPT WK5 RESPONSES)

***Each response needs to be 1/2 page or more and use at least 2 references***

RESPONSE 1

Respond to at least two colleagues who presented a different diagnosis. Discuss the differences and similarities in your choice of criteria, focusing in particular on Other Conditions that may be a Focus of Clinical Attention.

Colleague 1: Jonathan

300.4 [F34.1] Persistent Depressive Disorder (Dysthymia) with anxious distress is what I would diagnose Sam with. Sam meets many of the diagnostic criteria for this, moreso than major depressive disorder. According to American Psychiatric Association (2013), the criteria for Dysthymia include depressed mood for most of the day for at least two years continuously, presence of at least two options in section B, including low self-esteem and poor concentration, not having been without symptoms for more than two months at a time, not being explained by any type of schizophrenia or schizoaffective disorder, not attributed to a substance or medical condition, and the symptoms of which cause social impairment. The anxious distress, according to American Psychiatric Association (2013), is defined by having a presence of a minimum of two symptoms, such as feeling keyed up or tense, and difficulty concentrating because of worry.

Sam has not presented with any episodes that would be considered “psychotic” since his original discharge from the social worker that could not be explained by an external reason, as the facts of the case seem to show that his recent hospitalization happened only due to taking discontinued medications (Plummer, Makris, & Brocksen, 2014). Sam has been seeing his psychiatrist for the last 10 years, taking Depakote, Abilify and Wellbutrin to manage his depression and previously diagnosed psychotic features (Plummer, Makris, & Brocksen, 2014). According to Plummer, Makris, & Brocksen (2014), Sam has talked about several occasions of anxiety, such as due to living alone. Also, Sam has discussed his increased feelings of depression and difficulty to adjusting to living alone. Last, Sam has no history of alcohol or substance abuse issues, which removes any possibility of the diagnosis being skewed due to substances.(PROF SCRIPT WK5 RESPONSES)

While reviewing the “Other Conditions That May Be A Focus of Clinical Attention” section of the DSM-V, a ICD-10-CM code that I may include in Sam’s diagnosis would be Z62.29 – Upbringing Away from Parents (American Psychiatric Association, 2013). Since Sam was seven years old, he had been placed in foster care and had very limited contact with his extended family. This could possibly create an issue which has extended through the loss of his wife, and only having his daughter as solace. While exact times and dates and ages are not particularly stated, I wonder if the events of 9/11 had a stressful effect which brought about symptoms due to his daughter being an EMT. Maybe, if she was an EMT who had participated in the events of 9/11, Sam’s depression and psychotic features could have been symptoms from the stress of feelings of the possibility of loss of family from early childhood?

Assessment measures, according to American Psychiatric Association (2013), are the ability of the DSM to allow the clinician to add dimensional approaches to diagnostic criteria that would not normally be present when utilizing a diagnostic criteria. There are two types of measures, and an assessment schedule. These assessment measures would be vitally important to helping in the treatment of Sam. Sam has a long history of mental health, but has been doing very well for over ten years. In ten years’ time, the previous diagnoses may no longer fit, and his current symptoms may not necessarily fit in current diagnostic criteria. These assessment measures would help Sam to receive a more accurate diagnosis for where he is currently.

The Cross-cutting symptom measure utilizes the medical review of systems to pick out behaviors or symptoms that may not necessarily fit into the diagnosis, but would be important to the individual’s care (American Psychiatric Association, 2013). There are two levels of cross-cutting symptom measures: level 1 is a survey of 13 symptom domains for adults and 12 domains for minors, whereas level 2 provides a more in-depth assessment of these domains (American Psychiatric Association, 2013). The Severity Measures are utilized to assess individuals who might meet most aspects of a diagnosis, but may fall short clinically of certain aspects of a specific disorder, and do not necessarily fit any other diagnosis (American Psychiatric Association, 2013). The World Health Organization Disability Assessment Schedule version 2.0 assesses a client’s ability to perform activities in six different areas that are important to track changes in a patient’s disabilities, utilizing the WHO International Classification of Functioning, Disability and Health (American Psychiatric Association, 2013).

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Plummer, S.-B., Makris, S., & Brocksen S. M. (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate Publishing.(PROF SCRIPT WK5 RESPONSES)

Colleague 2: Jennifer

About Sam

Sam is a 62-year-old African American male, wife is diseased, he is currently residing alone in his own apartment unemployed (Plummer, Sara-Beth, Makris, & Brocksen, 2013). Sam was adopted when he was 7 years old. Sam has a 28year old daughter who he has a positive relationship with although he isolates, during the times he should be asking her for help. Sam developed depression and psychotic features after 9/11 and was not able to return to work due to multiple psychiatric hospitalizations (Plummer, Sara-Beth, Makris, & Brocksen, 2013). There is not enough information that specifies if this was a traumatic event during that time or what triggered Sam’s depression. Sam has continued to struggle with psychiatric symptoms. Sam has been reported to be med compliant for 10 years and was prescribed by the psychiatrist certain medications such as, Depakote®, Abilify, and Wellbutrin (Plummer, Sara-Beth, Makris, & Brocksen, 2013). After 10 years Sam expressed concerns about increased feelings of depression and anxiety to a social worker. Later on the social worker recognized that Sam begin to appear disorganized and confused. He reported to the social worker that he has been feeling “foggy” and time seems to be “missing” (Plummer, Sara-Beth, Makris, & Brocksen, 2013).

Medical History

Sam has no history of substance abuse or criminal background, Sam was previously diagnosed with major depression with psychotic features along with medical conditions such as high blood pressure, and migraines (Plummer, Sara-Beth, Makris, & Brocksen, 2013). Sam denied any other medical problems but he mentioned that he recently collapsed in the street and was in the hospital. Sam has not presented any psychotic features or symptoms. Sam expressed that they ran several tests and there are no medical issues that are of concern at this time. The social worker verified this information with Mellissa (daughter) to confirm that this information is accurate due to his state of confusion and to rule out what is really going on with Sam. The social worker discovered that Sam was consuming his discontinued medication and was mixing his discontinued medications with his current medications.(PROF SCRIPT WK5 RESPONSES)

Diagnosis

Sam continues to struggle with depression, anxiety, feelings of loneliness and isolates. Sam is struggling with loneliness as evidenced by he has been having issues with adjusting living alone. Sam has a history of prior diagnosis of major depression with psychosis. As the social worker in this case Sam, he would be diagnosed with Persistent Depressive Disorder (Dysthymia) code 300.4 (F34.1) with anxiety. According to the American Psychiatric Association. (2013),

A. “Depressed mood for most of the day, for more days than not, as indicated by either subjective account or observation by others for at least 2 years

B. Presence, while depressed, of two (or more) of the following:

1. Poor appetite or overeating

2. Insomnia or hypersomnia

3. Low energy or fatigue

4. Low self-esteem

5. Poor concentration or difficulty making decisions

6. Feelings of hopelessness

A. During the 2 year period (1 year for children or adolescents of the disturbance, the individual has never been without symptoms in Criteria A and B for more than 2 months at a time”. p 168

Z Codes

Z codes such as Z60.2 code ICD-10-CM, problem related to living alone can be associated with Sam’s diagnosis. Sam reported that he has increased feelings of depression due to his daughter moving out after many years of her and his daughter’s boyfriend residing with him (Plummer, Sara-Beth, Makris, & Brocksen, 2013). This relates to some of Sam’s issues that he has been experiencing that caused his depression and anxiety to increase.(PROF SCRIPT WK5 RESPONSES)

Assessment Measures

The Severity Measures are utilized to assess individuals that corresponds to the criteria that correlates with the disorder definition (American Psychiatric Association, 2013). The level of assessment measures provides adequate information regarding the severity of the individuals mental health diagnosis. On the VII depression domain Sam meets the present and moderate due to his symptoms.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Plummer, Sara-Beth, Makris, S., Brocksen, S. (2013). Social Work Case Studies: Concentration Year. Laureate Publishing,VitalBook file.

RESPONSE 2

Respond to at least two colleagues in one of the following ways:

· Offer an alternative suggestion that has not been previously discussed for how your colleagues, as social work professionals, might respond to clients with suicidal ideations.

· Explain any gaps in the action plans your colleagues described for working with clients who express suicidal ideations.

Colleague 1: Jennifer

The article I chose to review for this discussion is “Ethical and Competent Care of Suicidal Patients: Contemporary Challenges, New Developments and Considerations for Clinical Practice,” by Jobes, Overholser, Rudd, and Joiner (2008). This article addresses the increasing challenges in recent years regarding clinical work with suicidal patients including providing sufficient informed consent to patients and using empirically supported treatments and interventions, and suitable risk assessment and management techniques (Jobes et al., 2008). The article also defines additional clinical issues such as improvements in the standard of care, resistance to changing practices, alterations to models of health care delivery, and the role of research and issues of diversity (Jobes et al., 2008). Lastly, the article examines acute versus chronic suicide risk, effective documentation, training, professional competence, perceptions of medical versus mental health care, fears of dealing with suicide risks, suicide myths and stigma related to suicide (Jobes et al., 2008).(PROF SCRIPT WK5 RESPONSES)

As a professional, I have had to respond to clients who have expressed suicidal ideation, and agency protocol dictated emergency response representatives be contacted when clients became a risk to themselves or others. Prior to these events, clients were informed of confidentiality and informed consent rules and regulations. Clients with a history of suicide were frequently assessed through both self and clinician assessments to not only establish baselines for their behaviors but serve as an adequate assessment of the risk. Clients with long histories of depression were referred to psychiatrists and medication regulation was a client goal.

In working with those with suicidal ideation it is important to not only utilize hospital or medications but empirically informed treatments that will help aid in redirecting the negative thoughts associated with suicide (Jobes et al., 2008). Cognitive therapies and psychosocial interventions are both noted as providing effective treatments for such clients (Jobes et al., 2008). In addition, crisis response plans developed with the patient provide the tools necessary for the patient to cope differently through self-soothing, outreach, and support, or through the use of new adaptive skills (Jobes et al., 2008). Role-playing scenarios that use one or more of these features can aid in reducing suicide among patients (Jobes et al., 2008).

It is difficult for me to hear clients report their suicide plans and ideation’s because my heart breaks and my first instinct is to leap out of my seat and hug the person until their feelings of sadness disappear, which is not only unprofessional but presumably ineffective. To aid clients in future self-helping tasks, my supervisor encourages me (when possible) to walk the client through their feelings and thoughts to help them recognize that/when emergency personnel should be notified. Sometimes this works, and sometimes it doesn’t. In my experience when I have had to call emergency personnel without the client’s approval, it isn’t initially a positive experience. Often they feel violated and are angry that you have ‘wronged’ them, however in most cases after hospitalization they are grateful for the services. Each client is different, and I quickly learned that there isn’t one successful ‘cookie cutter’ method that works for everyone.

Jobes, D, Overholser, J., Rudd, M., & Joiner, T. (2008). Ethical and competent care of suicidal patients: Contemporary challenges, new developments, and considerations for clinical practice. Professional Psychology: Research and Practice 39(4): 405-413. Retrieved from Walden Library databases.

Colleague 2: Brittany

Suicidality in Bipolar Disorder and Other Related Disorders

Evidence suggests that suicide is the leading cause of death in individuals with bipolar disorder and/or other significant mood disturbances, with the highest rates occurring in those with bipolar II disorder (Saunders & Hawton, 2013; Balazs, et al., 2006). “Standardized suicide mortality rates between 120 and 200 per 100000 have been reported, which equates to 15-20 times the rates seen in the general population. These may, however, be an overestimate, as followed-up samples usually include both first-episode cases and/or those admitted to hospital. Given that suicidality is often a reason for admission, such samples are inherently biased. They are also likely to exclude those individuals with less severe illness” (Saunders & Hawton, 2013, p. 575). Risk factors cannot be adequately represented in terms of magnitude, but most frequently encompass sociodemographic and clinical features. These include: gender (male), family history of suicide, previous suicide attempt(s), recent hospital admission (increased risk the first week following admission to the hospital and the week following discharge), mixed mood state, rapid cycling, depression, hopelessness, and comorbid anxiety disorder (Saunders & Hawton, 2013, p. 575-7).(PROF SCRIPT WK5 RESPONSES)

Suicide Risk Assessment and Management

Clinical assessment and screening for suicide risk are of utmost importance and should occur at the earliest possible opportunity (Saunders & Hawton, 2013; Balazs et al., 2006). Unfortunately, however, Saunders & Hawton (2013) highlight: “At present, there are no validated suicide risk assessment tools specifically for bipolar disorder in primary or secondary care, and the screening of bipolar disorder for risk factors has uncertain predictive power [as there is no] set of criteria [found] to predict risk in an individual patient. Although more general risk assessment tools [e.g., The Tools for Assessment of Suicide Risk (TASR)] may allow clinicians to identify potentially higher-risk individuals and target interventions effectively, these should never be viewed as an alternative to thorough [BP1] clinical assessment” (p. 578). Additionally, worth noting is that the experience of bipolar disorder has the potential to “…fluctuate between elated mastery and paralyzed, anxious isolation (Rusner et al., 2009, p. 160) and denial of suicidality may occur in one mood state whereas it may be present in the other pole (APA, 2013; Saunders & Hawton, 2013, 578).

Saunders & Hawton (2013) advise that suicide and crisis planning occur “in advance of any such crisis arising,” whenever possible (p. 578). Consistent with existing clinical guidelines, Saunders & Hawton (2013) further suggest that a crisis management plan should be created that includes the following: “…details of common precipitating factors, signs and symptoms of relapse, what action the patient should take, who they should contact, and the response they can expect from health services, as well as possible pharmacological interventions” (p. 579).  However, evidence is lacking regarding the efficacy of such plans in reducing suicide risk, in individuals with bipolar disorder. “There is [also] no clear evidence for or against safety contracts, although many clinicians will make informal agreements with patients as to what they should do if they feel unsafe or things deteriorate. More formal signed agreements are not recommended as there is a lack of evidence to support their efficacy, and one study reported that patients with suicide contracts were five times more likely to attempt than those without” Saunders & Hawton, 2013, 578).

Saunders & Hawton (2013) best summarize:

“In the short term, management involves reducing the risk of a suicidal act and optimizing an individual’s mental state. Risk reduction often involves practical measures such as reducing access to means (e.g., removing stockpiles of medication, prescribing limited amounts of psychotropic medication, removing firearms), increasing the level of community support, and admission to hospital when no safe community-based option is available. Misuse of alcohol and drugs should be addressed as these are both likely to increase impulsivity and hopelessness, and, hence, risk. Acute and maintenance treatment with mood stabilizers should be optimized and balanced against the risk of toxicity and overdose. [Therefore, the] key points [are:] agree to a crisis/safety plan in advance, limit access to means, treat any relapse in illness, consider admission to hospital, ongoing monitoring, and support family and carers” (p. 579).(PROF SCRIPT WK5 RESPONSES)

Professional Response and Agency Protocols

From professional experience, this writer has learned that suicide assessment is not an easy subject to discuss nor an unambiguous process. In fact, multiple risk factors may be present that suggest suicide will occur yet, in the end, it does not while no factors may be blatant and the individual successfully completes suicide. Therefore, consistent with the recommendations of Saunders & Hawton (2013), an amalgamation of assessment tools, interviews with the individual and direct supports (such as family or caretakers), and clinical judgment should be applied when evaluating suicide risk. However, this writer has also learned that even the most thorough assessment and crisis management plan do not guarantee the individual’s safety, especially in the context of the rapid cycling and/or mood volatility present in bipolar and other related disorders (APA, 2013).

Consequently, “even clinical assessment is not without its limitations as no set of criteria [exists to predict risk amidst the variability of bipolar and other related disorders]. The involvement of family/carers in the assessment process is essential to ensure that all relevant available information has been obtained. Assessment should include a thorough examination of mental state, with a particular focus on their mood as well as compliance with prescribed medication. Obtaining information relevant to assessing risk and safety is also essential. This should include establishing the nature, extent, and duration of suicidal ideation; whether the person has a plan; the method they intend to use; the extent, nature, and lethality of previous suicidal acts; as well as the patient’s access to means and the presence of possible protective factors (e.g., children, religious beliefs)” (Saunders & Hawton, 2013, p. 577). Additionally, suicide risk assessment should be ongoing and any crisis management plan that is created should be reviewed and updated frequently (Saunders & Hawton, 2013).(PROF SCRIPT WK5 RESPONSES)

In approaching the subject of suicide, this writer would first be cognizant of factors that may bias perception of the client, such as: preconceived notions, opinions about what constitutes risk, and feedback from others. For example, this writer would avoid making assumptions, such as labeling someone as a risk solely because they have made a knee-jerk decision (like ended a relationship). This writer would consider all the precipitating factors, access to means or a plan, previous history of attempts, current client presentation, and nonverbal cues. These less obvious clues can provide context for the verbal reports of the client and/or their family/supports. In the event the client verbalizes suicidal intent or hopelessness, hospitalization (including involuntary admission on a 72-hour hold) would be considered if/when applicable, especially if the individual does not have proper supports at home. If safety is ambiguous, a crisis plan (in addition to the existing crisis management plan) would be created to ensure safety between visits and this writer would provide contact numbers for crisis lines and/or 24-hour supports. The individual’s supports would be involved in this plan so they know what to watch for and can adequately support their loved one to: a) reduce risk of relapse and b) ensure safety should a mental health crisis arise.(PROF SCRIPT WK5 RESPONSES)

Additionally, this writer would gauge for presence of hope and/or mood brightening in response to the introduction of certain topics or stimuli. If the individual remains melancholic (blunted emotional response) or is unable to verbalize future-oriented thinking, hospitalization may be warranted. In the event this writer initiates hospitalization on a 72-hour involuntary hold, this writer would connect with the individual after hospitalization to attempt to repair rapport and/or suggest other colleagues/resources that the individual can utilize instead.

One resource to assist in this process would be the adult hope scale (AHS), also referred to as the future scale. Snyder et al. (1999) developed a “…cognitive model of hope which defines hope as ‘a positive motivational state that is based on an interactively derived sense of successful (a) agency (goal-directed energy), and (b) pathways (planning to meet goals).’ [The pathway and agency scores are then added together to determine the level of hope present, according to the self-report questionnaire]” (p. 287). Like the severity scales in the DSM-5 (APA, 2013), the AHS can focus this writer’s attention to specific areas of the individual’s functioning while providing context to explore issues further to explore their impact on the presentation of mental illness and risk for suicide.(PROF SCRIPT WK5 RESPONSES)

Other supports would also include: “increased contact with clinicians, psychological therapy to address suicidal thinking and hopelessness, a crisis plan, an emergency contact number for the patient and relatives, and communication with and guidance for other clinicians and services involved in the patient’s care. Intensifying support for both patient and family, facilitating urgent access to clinicians, and, where necessary, hospital admission are essential components of managing the suicidal patient. In addition, addressing alcohol and drug misuse, and removing access to obvious means for suicide, may be critical. Psychological interventions are also likely to be important in managing and preventing suicidal crises, but currently there is a paucity of evidence for the prevention of suicidal acts” (Saunders & Hawton, 2013, p. 581). Therefore, as a professional, this writer would provide as many supports as possible while remaining grounded in the reality that suicide may occur regardless of safety measures. This will prevent burnout while also removing the risks of disempowering the individual (by assuming that this writer has “saved” them as opposed to them “saving” themselves). Agency policy allowing for coordination of care (on an inpatient and outpatient basis), priority to outpatients of the facility for admission to the inpatient, crisis response teams (in place), and active contracts with county social services and local providers would be beneficial in assessing risk.(PROF SCRIPT WK5 RESPONSES)

Personal Emotions

This writer has a strong emotional response when speaking to others about suicide, be it past, present, or future-planning. This is somewhat grounded in personal mental health problems and direct (professional and personal) exposures to suicide attempts. This writer tends to internalize the problems of others and feel responsible when things do not go well for them. Practicing self-care and remaining grounded in reality is critical in these moments. In previous experiences with individuals who express suicidality, this writer has often felt a sense of panic, not wanting to miss anything and scared that this writer’s efforts wouldn’t suffice. However, this writer takes every step possible to ensure their safety (involving a support, making a safety plan, reviewing resources, offering additional help, addressing current symptoms, exploring hope and goals, etc. In doing this, the power is in the individual’s hands to utilize the supports.

Just as it is their choice to pursue health and well-being, it is also their right to engage in maladaptive behavior. In the presence of blatant signs, however, this writer would defer to mandated reporting legislation and a medical doctor, psychiatrist, or law enforcement to determine if a 72-hour involuntary hold is warranted to ensure safety of the individual and others. In these moments, it is difficult for this writer to hide emotion, leaving responses vulnerable to outward expression – such as tears, a sense of being overwhelmed, panic, and/or fear. This writer recognizes that such blatant expression of emotions may not be beneficial to the individual, however, and takes steps to avoid emotions undermining the ability to think critically, including: self-care, supervision, role-plays, desensitizing (such as watching shows or reading things that contain suicide), decompressing, guided meditation, relaxation techniques, confronting and/or naming the emotion, etc.). This writer accepts professional liability and mandates to ensure the safety of clients and others, but also has learned the balance of removing self-blame for decisions made by clients. A client may commit suicide regardless of the thoroughness of efforts/intervention, but it is this writer’s duty to never give up hope and to empower clients to maximize strengths and resources to reduce the risks suicide will occur. Ultimately, this writer is human and mistakes are inevitable but what matters is learning from them so that when mistakes are made, they aren’t repeated in the future. From pain, we grow. From admitting flaws, we overcome them.

 
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Guided Imagery Voice Presentation

Guided Imagery Voice Presentation

(Guided Imagery Voice Presentation)

Must be a female since this assignment is a voice recording**

For this Assignment you will create a 3 to 5 minute guided imagery session using one PowerPoint® slide and a guided imagery script.

You will create this presentation using a free online recording software compatible with PC and MAC computers, Screencast -O-Matic© Follow these instructions to download and use this software to create your presentation.

  1. Access Screencast-O-Matic homepage clicking on the box in the upper right hand corner titled, “Sign Up” to create your free account.
  2. Create a free account (be sure to write down the email and password created for account access.)
  3. Once logged in click on the  “Tutorials” link at the top of the homepage and view 1. Recorder Intros
  4. Create your guided imagery presentation clicking on the “Start Recorder” box.
  5. Once finished recording click on the “Done” button.
  6. Next, choose, “Upload to Screencast-O-Matic.”
  7. Select “Publish”.
  8. Choose “Copy Link”
  9. place link in word document to submit.

(Guided Imagery Voice Presentation)

Creating a Guided Imagery Voice Presentation involves combining soothing verbal guidance with background music or sounds to help individuals imagine and experience a calming and positive mental journey. Here’s a step-by-step guide on how to create one:

  1. Define Your Purpose:
    • Clarify the purpose of your guided imagery presentation. Are you aiming to reduce stress, promote relaxation, enhance focus, or achieve another goal?
  2. Script Writing:
    • Write a script that includes calming and descriptive language. Clearly outline the journey you want the listener to take. Use vivid imagery, positive affirmations, and relaxation cues.
  3. Introduction:
    • Start with a brief introduction explaining the purpose of the guided imagery and encouraging the listener to find a quiet and comfortable space.
  4. Voice:
    • Choose a calming and soothing voice to deliver the narration. Ensure a slow and steady pace. You may consider hiring a professional voice actor or using your own voice if you have a calm and reassuring tone.
  5. Background Music or Sounds:
    • Select gentle and non-intrusive background music or sounds. Nature sounds, soft instrumental music, or ambient sounds like ocean waves can enhance the experience.
  6. Recording:
    • Use a good quality microphone and recording software to capture your voice. Ensure there is minimal background noise. Pause between sentences to allow the listener to absorb the information.
  7. Editing:
    • Edit the recording to eliminate any mistakes, awkward pauses, or unwanted sounds. Adjust the volume levels to ensure a balanced mix between your voice and the background music or sounds.
  8. Test Listening:
    • Listen to the recording yourself to ensure it flows smoothly and achieves the intended effect. Pay attention to pacing, tone, and overall coherence.
  9. Distribution:
    • Decide how you’ll distribute your guided imagery presentation. You can create an audio file for download, include it in a meditation app, or host it on a platform like YouTube or a personal website.
  10. Guided Imagery Session Length:
    • Consider the ideal length for your guided imagery session. It typically ranges from 10 to 30 minutes, but it depends on your audience and purpose.
  11. Release and Gather Feedback:
    • Release your guided imagery presentation and encourage listeners to provide feedback. Use this feedback to improve future recordings.
  12. Legal Considerations:
    • Be mindful of copyright laws when using background music or sounds. Ensure you have the right to use the chosen audio content.

      (Guided Imagery Voice Presentation)

Remember to adapt the guided imagery to your audience and consider any specific preferences or needs they may have. Regularly update and refine your presentations based on feedback to continually improve the experience for your listeners.

 
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Social Networking

Social Networking

Social Networking

I have mixed feelings on this and I want the paper to kind of reflect that…. I feel if the person does not list their employer on their social media then they should not be judged by that because they are not associating them with that company they have the right to separate their work life and personal life but if they list the company they work for then I think the company has the right to judge them based on their page because they now listed them as an employer so now they chose to represent the company they work for and should be respectful in what they post because what you do now reflects the company you work for and all actions are linked to you and the company and since you chose to mix work and personal life you should be held accountable for anything that is questionable.

Who I am at work is not who I am at home so my facebook page would show that I am human and I will post things that I find funny, sad, silly as well as different pics of my adventures as well as my family life and as long as I keep them separate by no listing my employer on my page no one should have the right to concern themselves with what is on my social media pages.

In this assignment, you will explore the potential impact of social networking on the workplace. You would be surprised by what people can find out by simply Googling the name of a job applicant. Consider your own social networking participation. Do you believe there is anything on the web that could be potentially harmful to your chances of getting a particular job? If you have a personal page on a social networking site, what do you think it says to other people about you? Do your friends agree about the messages being conveyed? Is the impression of your digital self the image you want to be conveyed to a potential future employer? Juan Enriquez has recorded a very thought-provoking, short discourse on TedTalks regarding the permanent record we create of ourselves with social media. As a primer for this discussion, conduct an Internet search for “Juan Enriquez: Your online life, permanent as a tattoo” and view his talk.

Tasks:

Employers have based hiring decisions on social networking site content. In your response, answer the following questions:

  • Do you believe that assessing a candidate partially based on his or her social networking site (for example, Facebook, MySpace, Twitter, or LinkedIn) is justified?
  • In what ways do employers using social networking sites for the evaluation of job candidates compare with school officials using these sites for student discipline?
  • What would your profile on social networking sites tell an employer about you?

Submission Details:

 

  •  respond in at least 2–3 paragraphs to this Discussion Area. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
 
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Comment Follow Instructions.

Comment Follow Instructions.

Comment 1(Comment Follow Instructions.)

Linear correlation is a measure of dependence between two random variables. A linear correlation tells the strength of the relationship between the two variables. The results of the linear correlation analysis may be a positive correlation, a negative correlation, or no correlation. The conclusion of cigarettes cause the pulse rate to increase is not valid. The linear correlation does not give the results of the relationship between the two variables.  Correlation does not  imply causation in this sample. In a causal relationship the variables have an effect on each other and increases when one another do. In this study the only variables shown are smoking and heart rate. It shows no other variables to
consider such as gender, age, any health factors, or brands of cigarettes. Health factors along with other considerations may cause an increase in the pulse rate by itself. This sample does not give any indications of linear correlation between the two variables. There is no evidence in the statement “cigarettes cause the pulse rate to increase” to make it true without more evidence of both variables. Further research must be performed for the statement to valid. The research should include age, gender, health factors, and brands of cigarettes.

Comment 2(Comment Follow Instructions.)

It seems like that the conclusion “Cigarettes cause the pulse rate to increase” is just not taking into consideration other variables and the heart rate can only increase so much. At that point, it would not matter how many more cigarettes a person smoked, the heart rate would not increase at the same rate. The linear correlation would change as the persons heart rate increases and the more cigarettes they smoked. The change in heart rate between the first and second cigarette will not be the same as the change in heart rate between the ninth and tenth cigarette. Identifying the associations between variables is the goal for correlational analyses. If the hypothesis is “Is there a relationship between the number of cigarettes smoked and pulse rate?”, then there is more room to talk about the relationship and arrive at a conclusion that yes, there is a relationship between the variables whether it is positive or negative. A better conclusion might be: There was a statistically significant correlation between the number of cigarettes smoked and pulse rate. This statement also needs to be backed up with results from a test like the Pearson product-moment correlation coefficient. Then the conclusion would be statistically relevant (Grove & Cipher, 2017).

 
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Critique Of A Research

Critique Of A Research

Critique of Research Studies Instructions

Directions:

Complete a critique of the quantitative and qualitative articles that were submitted in Topic 3.

This assignment will be completed in three parts. Refer to the information below as a guide to the information that should be included in each part.

Follow the guidelines for the quantitative and qualitative article critiques in Box 5.2: Guide to an Overall Critique of a Quantitative Research Report, and Box 5.3: Guide to an Overall Critique of a Qualitative Research Report, in Chapter 5 of the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook.

1. Utilize a central heading to indicate that what follows is the critique of the articles.

2. The side headings of the critique for each article should follow the headings in Box 5.2 and Box 5.3 in Chapter 5 of the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook.

3. Note that within these basic guidelines, there are additional references to Detailed Critiquing Guidelines found in additional boxes in other chapters of the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook focused on the various elements of a research study report. Use these to expand the research study and to learn specific terminology appropriate to the critique of research.

When turning in the final submission, please put the elements in the following order: Quantitative Article Critique, Qualitative Article Critique, References (which should include the two articles, the text, and any other additional sources).

 Part 1: Due Topic 4

For Part 1 of the critique, focus only on the following segments for each article:

 

Quantitative

Qualitative

 

· Title

· Title

 

· Abstract

· Abstract

 

· Introduction

· Introduction

 

o Statement of the problem

o Statement of the problem

 

o Hypotheses or research questions

o Research questions

 

o Literature review

o Literature review

 

o Conceptual/Theoretical framework

o Conceptual underpinnings

 
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Risk Management Program Analysis Part One

Risk Management Program Analysis

Risk Management Program Analysis

For this assignment, you will research risk management programs for health care facilities or organizations. Review the criteria below in order to select an exemplar that applies to your current or anticipated professional arena. (Note: Select an example plan with sufficient data to be able to complete the assignment successfully.)

TOPIC: Employee Training and Development Programs in Risk Management()

In a 1,250 word paper, provide an analysis that includes the following:

  1. Brief summary description of  the type of risk management plan you selected (new employee, specific      audience, community-focused, etc.) and your rationale for selecting that example.
  2. Description of the recommended administrative steps and processes in a typical health care organization risk management program contrasted with the administrative steps and  processes you can identify in your selected example plan. (Note: Select an example plan with sufficient data to be able to complete the      assignment successfully.)
  3. Analyze the key agencies and  organizations that regulate the administration of safe health care and the roles each play in the risk management oversight process. (Occupational Safety and Health Administration OSHA.)(Risk Management Program Analysis)
  4. Evaluation of the selected exemplar risk management plan regarding compliance with the American Society of Healthcare Risk Management (ASHRM) standards relevant to   privacy, health care worker safety, and patient safety.
  5. Proposed recommendations or  changes you would make to your selected risk management program example to      enhance, improve, or to secure compliance standards.

Minimum of three peer-reviewed references. No plagiarism please

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

 
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Communicable Disease Selection

Communicable Disease Selection

Communicable Disease Selection

Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance completing this assignment.

Communicable Disease Selection

Choose one communicable disease from the following list:

  1. Chickenpox
  2. Tuberculosis
  3. Influenza
  4. Mononucleosis
  5. Hepatitis B
  6. HIV
  7. Ebola
  8. Measles
  9. Polio
  10. Influenza

Epidemiology Paper Requirements(Communicable Disease Selection)

Address the following:

  1. Describe the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
  2. Describe the determinants of health and explain how those factors contribute to the development of this disease.
  3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. (The textbook describes each element of the epidemiologic triangle). Are there any special considerations or notifications for the community, schools, or general population?
  4. Explain the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up).
  5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organization(s) contributes to resolving or reducing the impact of disease.
  6. Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example.

A minimum of three peer-reviewed or professional references is required.

Prepare this assignment according to the 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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week 2,3,7 Discussion Question

week 2,3,7 Discussion Question

(week 2,3,7 Discussion Question)

M1 Assignment 2 Discussion

Assignment 2: Issues in Neuroscience
Post your response to the question below with at least 200 words in the Discussion Area by Week 1, Day 3. Cite information from at least one academic source, such as your textbook or an article , to support your statements. Use current APA standards to properly cite your source(s). Review and respond to your classmates through Week 1, Day 7, asking for clarification, suggesting a different perspective, remarking on an analysis presented, or suggesting an alternative view. Be sure to formulate a thoughtful and substantive response.

M2 Assignment 1 Discussion

Assignment 1: Behavioral Theorists

Post your response to the question below with at least 300 words in the Discussion Area by Week 2, Day 3. Cite information from at least one academic source, such as your textbook or an article , to support your statements.  Use current APA standards to properly cite your source(s). Review and respond to your classmates’ posts through Week 2, Day 7, asking for clarification, suggesting a different perspective, and/or indicating how their responses illustrate development of their critical thinking skills.

M3 Assignment 1 Discussion

Assignment 1: Identifying Stages of Development

Post your response to the question below with at least 200 words in the Discussion Area by Week 3, Day 3. Cite information from at least one academic source, such as your textbook or an article , to support your statements. Use current APA standards to properly cite your source(s). Review and respond to your classmates through Week 3, Day 7, asking for clarification, suggesting a different perspective, remarking on an analysis presented, or suggesting an alternative view. Be sure to formulate a thoughtful and substantive response.

M4 Assignment 1 Discussion (week 2,3,7 Discussion Question)

Assignment 1: Cultural Issues Related to Diagnosis

Post your response to the question below with at least 300-400 words in the Discussion Area by Week 4, Day 3. Cite information from at least one academic source, such as your textbook or an article  to support your statements. Use current APA standards to properly cite your source(s). Review and respond to your classmates through Week 4, Day 7, asking for clarification, suggesting a different perspective, remarking on an analysis presented, or suggesting an alternative view. Be sure to formulate a thoughtful and substantive response.

M5 Assignment 2 Discussion

Assignment 2: Internet-Based Psychological Interventions

Due Week 5, Day 6.(Discussion Question)

With so many individuals using the Internet today, the psychology of the individual, the family, the community, and the society has changed. Some might argue that the traditional psychological theories cannot be applied and therefore psychology as an entire field needs to be revamped to incorporate the impact and the application of internet technology. As a student completing a bachelor’s degree in psychology, your future career will undoubtedly incorporate the use of the Internet in very new ways. Read the following article from

Ritterband, L. M., Gonder-Frederick, L., Cox, D. J., Clifton, A. D., West,
R. W., & Borowitz, S. M. (2003). Internet interventions: In review,
in use, and into the future. Professional Psychology: Research and
        Practice, 34(5), 527-534.

Identify a problem area or psychological issue that could benefit from the use of an internet intervention. Now, using what you learned from the article, propose an internet intervention using the following guidelines:

  1. What problem area would the internet intervention address?
  2. Provide a general description of the proposed internet intervention.
  3. How would the effectiveness of the proposed intervention be tested?
  4. What are any legal and ethical issues related to the proposed intervention? Include the specific APA ethical standard(s) in your response.

 

 

 
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Ambivalence. Philosophy Homework

Ambivalence Philosophy Homework

 

). Emotional ambivalence, good, or indifferent? (Ambivalence Philosophy Homework)

Read the article below and explore any other material you would like to consult (including Nozick) and answer these questions.  About 500 words total. (Ambivalence. Philosophy Homework)

https://www.gsb.stanford.edu/insights/ambivalence-healthy-researchers-have-mixed-feelings

A. Do you agree with the conclusions and the use of scientific research in this article?  Overall, do you believe one should aim to be less ambivalent over time, or to maintain or allow their current ambivalence to continue in life?

B. Is it possible or desirable to be ambivalent regarding your own happiness?  Even if there are other parts of our life that it can add to, it might be that happiness is an exception that does not allow for ambivalence.  If you are able to achieve it. On the other hand, since we are generally pretty ambivalent, perhaps we should include that in our conception of a happy life. How would ambivalence fit, if it all, in a happy life?

2). The Human Condition: Allegory of The Cave or Myth of Sisyphus?

About 500 words (Ambivalence Philosophy Homework)

Explain the symbolic significance of 3-4 elements in the allegory (the sun, the shackles, the pain of ascent from the cave, etc.) and what you believe Plato is trying to convey as a whole in this Allegory.  Compare this to The Myth Of Sisyphus by Albert Camus and explain whether the two have complimentary or contrasting meaning.    Here is a link to the Allegory of the Cave:

 (Links to an external site.)Links to an external site.https://web.stanford.edu/class/ihum40/cave.pdf (Links to an external site.)Links to an external site.

Sources for comparison:

 *Myth of Sisyphus

short text:

 http://philwiki.wikifoundry.com/page/Myth+Of+Sisyphus+-+Albert+Camus (Links to an external site.)Links to an external site.

nice lecture from Robert Solomon:

http://www.veoh.com/watch/v37387852BYT3tWNB (Links to an external site.)

3). 500-750 words total (Ambivalence Philosophy Homework)

Read “Three Metamorphoses Of The Spirit” at the link below, a very short piece by Friedrich Nietzsche. There is a short “Prologue” introducing the Ubermensch.  You are encouraged to read this as well, but our focus is on the Metamorphoses from Camel to Lion and from Lion to Child.

Link to selections from Prologue to Thus Spoke Zarathustra and Three Metamorphoses of the Spirit.   (Links to an external site.)Links to an external site.

Directions:  (Ambivalence Philosophy Homework)

1. Provide an interpretation of this metaphorical piece by Nietzsche, focusing on the Child.  Why is the Child the final stage of the spirit discussed and what kind of spiritual achievement does it represent?  What do the Lion, Camel and Great Dragon symbolize? Overall what view of human transformation and transcendence is being expressed by the author – and what personal meaning can you find in it?

 
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