Prevention Program Prompt

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Prevention Program Prompt

(Prevention Program Prompt)

Design An Addiction Prevention Program For Schools Or Workplace In Powerpoint For Psychology Addiction Studies

Prevention Program: Students will design a small prevention program that could be implemented at a health fair, at a workplace, or in a school. The goal of this assignment is to articulate the social, biological, and psychological consequences of addictive behaviors to an at-risk population and contextualize issues of addiction in historical and social frameworks.

This assessment will assess your mastery with respect to the following course outcomes:

  • Analyze addictive behaviors for their social and psychological effects on the individual, family, community, or society
  • Identify connections between historical milestones and contemporary approaches to addictions

Prevention Program Prompt

Create a small prevention program that could be implemented at a health fair, at a workplace, or in a school. The goal of this assignment is to articulate the social, biological, and psychological consequences of addictive behaviors to an at-risk population and contextualize issues of addiction in historical and social frameworks.

Below are the critical elements that must be addressed in this prevention program. Drawing on the some of the elements from Milestone One, provide a complete prevention program for an at-risk population.

  • Identify the population that is at risk that will be the focus of this prevention program.
  • Possible populations can include (this is not an all-inclusive list):
    1. Adult
    2. Senior
    3. Youth
    4. Adolescent
    5. Workplace
    6. Church member
    7. LGBT
  • Identify the addiction and the impacts it has on the individual, family, workplace and community.
    • Possible addictions can include (this is not an all-inclusive list):
      1. Alcohol
      2. Drugs
      3. Gambling
      4. Tobacco
      5. Internet
    • Possible impacts can include (this is not an all-inclusive list):
      1. Family conflict
      2. Financial issues
      3. Reduced productivity
      4. Loss of faith
      5. Reduced reputation and standing in the community
      6. Legal issues
      7. Loss of job
      8. Criminal charges
  • Describe the history and social frameworks of this addiction and the at-risk population.
    • What is currently in place with this at-risk population?
      1. For example: April is alcohol awareness month, and October is violence prevention month.
  • Where is the best place to implement this program?
    • Possible places can include (this is not an all-inclusive list):
      1. School
      2. Church
      3. Community center
      4. Business
      5. Chamber of Commerce
  • Provide information on the marketing and funding of the program.
    • Possible marketing can include (this is not an all-inclusive list):
      1. Facebook
      2. Twitter
      3. News
      4. Newspaper
      5. Blog
      6. Company newsletter
  • How will you evaluate success of this prevention program?
    • Surveys
    • Questionnaires
    • Before and after statistics
 
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Who controls nursing?

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Who controls nursing?

(Who controls nursing?)

Question description

1. who controls nursing? (Consider nursing practice on all levels in your discussion.).I work in ICU. I would like discussion reflect ICU prespective if it applies. This is a discussion post atleast 8 sentences. This is an example of discussion post from another classmate below by ashely poppa

2. Reply to stephanie renoylds post with reflective and respectful questions or arguments or constructive feedback- atleast 5 sentences

Ashley Popa –Nursing is controlled by a variety of people and groups, none of whom control nursing entirely. The public controls nursing by influencing public health issues and by creating different nursing environments such as homeless care, home health, public health clinics, etc. Patients control nursing by creating personal demands for care. Some patients are more or less demanding than others which can control nursing care in addition to the nursing care required by their medical needs. Study participants and researchers for evidence based practice can control nursing care because policies and procedures change based on study results. The nurse controls nursing care because he or she carries out the physical and emotional act of nursing. Doctors and mid-level providers control nursing care by entering orders for the nurse to execute. Management controls nursing care by creating goals for nursing staff such as infection control measures or overtime prevention. Hospital or clinic administration control nursing by creating policies, utilization management, ethics law, etc. that affects day to day nursing. Members of legislature and government agencies affect nursing by passing laws related to healthcare.In summary, there are many many people, groups and other factors that control nursing but none that control nursing as a whole. Nursing it far too comprehensive to be completely controlled by just one person or group.


Stephanie ReynoldsWho controls nursing?-I believe that nursing is controlled by many factors. One of which is the patient! Nursing scores are based solely on patient satisfaction and standards of care are being centered around patient surveys. While I do believe that nurses have a lot of power and influence regarding nursing as well as safe and effective practice, nurses still must battle with patient satisfaction versus standard practice. There are many evidence based practices that nurses follow day to day that are in place strictly to improve satisfaction scores because of what patients want and what will make them happier. For example, hospital bedside nurses are frequently being told how to provide care to patients that will increase the hospitals scores. Administration is so concerned with scores from patient surveys that they tend to forget why we became nurses in the first place. The state board of nursing plays a large role in nursing control. We must adhere to specific rules and nurse practice guidelines that are set by each state board. Nurses can also take better control by joining committees and voicing their opinions on nursing care and advocating for better standards of practice. Nursing is a very broad field and caters to many different job opportunities. It is hard for me to point to one direction when it comes to who controls nursing as there are so many factors in play. For myself, I would say that I am in control. I take care of every patient the same as I would the next one. I advocate for myself, other staff members, as well as my patients and I speak up when I see something that isn’t right or if I feel like it is not working on my unit. Nursing is about teamwork, as I believe that if we work together and ensure excellent nursing care, we will always have the upper hand in controlling our field of practice.
 
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Role Of Counselor: Crisis Response

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Role of the Counselor in Crisis Response

(Role Of Counselor: Crisis Response)

Part 1: Interview

Contact a professional individual to interview, in person or on the telephone, who knows of an existing crisis response plan. Identify the person you interview and their specific job or role, such as crisis counselor or a member of the Red Cross or Federal Emergency Management Agency (FEMA), or therapists who work with victims of PTSD or are involved in CISD, and arrange an interview. Once you arrange a personal interview, develop a set of open-ended questions that will allow you to gain a clear and complete picture of the plan as it currently exists. (See the sample interview questions provided within the assignment.)

Ask your interviewee to give you a specific example of an actual crisis and the details of the various roles that are involved in the plan that is utilized, including any mental health professional. Examine what you are told by the interviewee, and compare it to the identified elements recommended for response plans in the Mental Health All-Hazards Disaster Planning Guidance from the U.S. Department of Health and Human Services (USDHHS, 2003), provided in the Resources.

 

Part 2: Description and Analysis

Describe and analyze a counselor’s role and responsibilities in a crisis response. Summarize the responsibilities of the counselor within the mental health component of the crisis response system in order to identify the type of necessary training for the role of the counselor.

To successfully complete this project, you will be expected to do the following:

  1. Compare and contrast the elements of a real-world example of an emergency management plan, obtained through your personal interview of a professional in the field, to the elements identified in the course studies, particularly the Mental Health All-Hazards Disaster Planning Guidance (USDHHS, 2003), provided in the Resources.
  2. Summarize the responsibilities of the counselor, including the professional role, functions, and relationships as a member of a crisis response plan during a local, regional, or national crisis, disaster, or other trauma-causing event (CACREP, 2016).
  3. Describe in detail the specific skills and knowledge required by a counselor in order to function effectively as a member of an interdisciplinary emergency management response team.
  4. Describe the types of training a counselor requires to develop the required skills and knowledge relevant to emergency management.
  5. Exhibit proficiency in effective, credible academic writing and critical thinking skills.

Note: A template for your APA formatted paper is included in the assignment Resources. Please use the template to present the assignment criteria in an organized way. The headings guide you to the criteria, and the details that are included describe what is necessary to complete the assignment to a Distinguished degree.

To achieve a successful project experience and outcome, you are expected to meet the following requirements.

  • Content: Prepare a comprehensive paper that includes all sections described above.
  • Components: The paper must include a title page, abstract, and reference list.
  • Written communication: Develop accurate written communication and thoughts that convey the overall goals of the project and do not detract from the overall message.
  • APA formatting: Resources and citations are formatted according to APA (6th Edition) style and formatting.
  • Number of pages: The body of the paper should fall within 10–12 pages, excluding title page and reference list.
  • Number of resources: Minimum of 5 current resources, published within the last 12 years.
  • Font and font size: Times New Roman, 12-point.
 
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Personality Assessment: Insights Unveiled

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Personality Assessment: Insights Unveiled

(Personality Assessment: Insights Unveiled)

A psychological assessment report is created by psychology  professionals to inform groups or individuals of the assessments  appropriate for their current needs. This type of report also includes a  summary of the services provided to these groups or individuals. This  evaluation is used by the various entities to assess basic needs,  competencies, preferences, skills, traits, dispositions, and abilities  for different individuals in a variety of settings.

Psychological reports vary widely depending on the psychology  professional creating it and the needs being assessed. Some of the  psychology professionals who create this type of report include  counselors, school psychologists, consultants, psychometricians, or  psychological examiners. This type of report may be as short as three  pages or as long as 20 or more pages depending on the needs of the  stakeholders. Many reports include tables of scores that are attached  either in an appendix or integrated into the report. Despite the many  variations in assessment reports, most include the same essential  information and headings.

Students will choose one of the personality assessment scenarios from  the discussions in Weeks Two, Three, or Four to use as the basis of  this psychological assessment report. Once the scenario has been chosen,  students will research a minimum of four peer-reviewed articles that  relate to and support the content of the scenario and the report as  outlined below. The following headings and content must be included in  the report:

The Reason for Referral and Background Information (Personality Assessment: Insights Unveiled)
In  this section, students will describe the reasons for the referral and  relevant background information for all stakeholders from the chosen  personality assessment scenario.

Assessment Procedures
In this section, students  will include a bulleted list of the test(s) and other assessment  measures recommended for the evaluation of the given scenario. In  addition to the assessment(s) initially provided in the personality  assessment scenario from the weekly discussion, students must include at  least three other measures appropriate for the scenario.

Immediately following the bulleted list, students will include a  narrative description of the assessments. In the narrative, students  will examine and comment on the major theoretical approaches, research  methods, and assessment instruments appropriate for the situation and  stakeholder needs. In order to defend the choice of recommended  assessments, students will evaluate current research in the field of  personality theories and provide examples of how these assessments are  valid for use in the chosen scenario. For additional support of these  recommended assessment measures, students will evaluate the  standardization, reliability and validity, and cultural considerations  present in these personality assessments that make them the most  appropriate tools for the given scenario. Students will conclude the  narrative by assessing types of personality measurements and research  designs often used in scenarios like the one chosen and providing a  rationale for why some of those assessments were not included.

General Observations and Impressions
In this  section, students will describe general observations of the client  during the assessment period provided in the chosen personality  assessment scenario and explain whether the client’s behavior might have  had a negative impact on the test results. Students will analyze and  comment on how the APA’s Ethical Principles and Code of Conduct affected  the implementation of the personality assessment during the initial  process. Based on the observations and analysis, students will assess  the validity of the evaluation and make a recommendation for or against  the necessity for additional testing.

Test Results and Interpretations
In this section,  students will analyze the results of the assessment provided in the  chosen personality assessment scenario. Based on the score, students  will interpret the personality factors (conscientiousness, openness,  emotional stability, introversion, extroversion, work drive,  self-directedness, etc.) that are present.

Note: Typically, this section reports test results and is the longest  section of a psychological assessment report because the results of all  the tests administered are analyzed and reported. Some psychologists  report all test results individually, while others may integrate only a  portion of the test results. However, in this report, only the  assessment presented in the chosen personality assessment scenario will  be included.

Summary and Recommendations
In this section,  students will summarize the test results.  They will provide a complete  explanation for the evaluation, the procedures and measures used, and  the results and include any recommendations translating the evaluation  into strategies and suggestions to support the client. Finally, students  will provide any conclusions and diagnostic impressions drawn from the  previous sections of the report.

Pathbrite Portfolio 
The Masters of Arts in  Psychology program is utilizing the Pathbrite portfolio tool as a  repository for student scholarly work in the form of signature  assignments completed within the program. After receiving feedback for  this Psychological Assessment Report, please implement any changes  recommended by the instructor, go to Pathbrite and upload the revised Psychological Assessment Report to the portfolio. Use the Pathbrite Quick-Start Guide to  create an account if you do not already have one. The upload of  signature assignments will take place after completing each course. Be  certain to upload revised signature assignments throughout the program  as the portfolio and its contents will be used in other courses and may  be used by individual students as a professional resource tool. website for information and further instructions on using this portfolio tool.

Writing the Psychological Assessment Report (Personality Assessment: Insights Unveiled)The report:

  • Must be six to ten double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
  • Must include the required headings and content as listed above.
  • Must address the topic of the paper with critical thought.
  • Must utilize assessment manuals as necessary to support the inclusion and results of the assessments.
  • Must use a minimum of four peer-reviewed sources, at least two of which must be from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
 
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Police Psychology Web Resources

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Assignment 2: Police Psychology Web Resources

(Police Psychology Web Resources)

As you continue your course on Police Psychology, it is important to develop an understanding of the literature and resources that are available to police psychology professionals, particularly electronic resources that can be utilized during this course and in your future work. In order to help you develop this understanding, this assignment will serve five objectives:

  • Develop your skills in conducting electronic data–based searches relevant to police psychology.
  • Develop your ability in summarizing and paraphrasing information from police psychology resources.
  • Develop your skills in critically analyzing the merits—the strengths, weaknesses, scholarly attributes, and potential utility—of electronic resources.
  • Develop your skills further in writing properly formatted in-text citations and references for electronic resources.
  • Develop a set of resources for your future professional work.

Search the Internet to locate at least six police psychology web resources that would be useful to a police psychology professional’s practice. You may include peer-reviewed websites as well as peer-reviewed articles. Your web resources should be selected based on the following:

  • Provide information regarding the practice of police psychology.
  • Cover each of the following areas of police psychology (i.e., one site or article for each identified area):
    1. Mental health involvement in critical incidents (e.g., hostage negotiations and natural disasters)
    2. Pre-employment evaluations
    3. Fitness-for-duty evaluations
    4. Provision of clinical treatment to police officers
    5. Interviewing, interrogation techniques, or polygraph testing
    6. Ethical issues when conducting police psychological work
  • Contain peer-reviewed information, sponsored by a reputable scholarly organization.

After locating your sources, create a 3- to 4-page Word document containing the following:

  • References to at least six web resources
  • A summary or paraphrased description of each resource
  • Evaluation of the merits of each resource as it pertains to police psychology

For this assignment, you should avoid the use of quoted material. Challenge yourself to paraphrase (i.e., place in your own words) the information you find from the web resources. Also, you should rely on sites hosted by organizations (.org), educational institutions (.edu), and governmental agencies (.gov), instead of commercial (for-profit or .com) sites.

Be sure to apply current APA standards for editorial style; expression of ideas; and formatting of text, citations, and references. You are encouraged to review information that can be found on APA-style formatting in the Publication Manual American Psychological Association (6th edition). You will find information on citations on pages 174–179. Information on formatting of references starts on page 180, and a discussion of formatting electronic references begins on page 187. In addition, you can also review helpful resources on formatting in the Argosy library:http://literati.credoreference.com.libproxy.edmc.edu/

If you need a more general review of APA style, go to this link sponsored by the American Psychological Association: apastyle.org/. The site has a great deal of information on how to write in APA format. On the Publication Manual tab, you will find a link to a tutorial called “The Basics of APA Style.” This short but informative tutorial addresses major topics in style and formatting that you need to follow. The tutorial contains a sample paper, where you can review proper formatting of citations and references of all kinds.

Submission Details:

  • Save your paper as M2_A2_Lastname_Firstname.doc. By Wednesday, May 21, 2014, post it to the M2 Assignment 2 Dropbox.
Assignment 2 Grading Criteria
Maximum Points
Created a list of at least six web resources on various aspects of police psychology sponsored by a scholarly organization.
28
Summarized the main ideas of the web resources, including their relevance to the practice of police psychology.
24
Evaluated the merits of the Web resources in regard to the practice of police psychology.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
24
Total:
100
 
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Adolescent Development: Challenges & Solutions

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Assignment2: RA1: Stages Of Development
Adolescent Development: Challenges & Solutions

(Adolescent Development: Challenges & Solutions)

Scenario:

You are an intake coordinator at a mental health agency. You meet with a father and his 14-year-old teenager daughter, Louisa. According to the father, Louisa shifted from being a happy, well-adjusted child earning excellent grades to a moody, irritable teen with slipping grades who now much prefers to be in her room.

Louisa argues with her mom when asked to help with her siblings and spends an increased amount of time surfing on the Internet. Dad shares that he and Louisa’s mom recently discussed separation and have yet to share it with Louisa, the oldest, and her younger twin brothers. Dad asks you about ways to reach Louisa and pull her out of her shell.

When you meet with Louisa privately, you initially find her to be quiet and reticent to engage. However, after a few art activities, she begins to open up and talk more freely. Louisa shares that she recently discovered that her group of friends who she has had since elementary school is now hanging out with an older, more popular group. She also tearfully mentions that she discovered a series of Facebook messages where they ridiculed her for not having the “right” clothes, not being skinny enough, and being socially awkward with boys. She states, “You wouldn’t believe some of the other insulting comments that I’ve read about myself on social media! I have no idea when they turned into complete mean girls.”

She discloses that recently she has been skipping lunch to avoid seeing her “friends” in the cafeteria and hangs out in bathroom stalls to study. She denies any thoughts of hurting herself but does share that she has been approached by a senior in her advanced math class to try marijuana and is seriously considering it. She states, “He says that it will help relieve some of my stress.” She further asks, “Who wants to deal with people you can’t trust and will turn on you? I’m better off alone.”

Tasks: 4 page paper

 

Part A:

Analyze the psychosocial stage of development Louisa is in; why you believe she is in this stage; and how personal, family, and community relationships, as well as related attachments, influence her psychosocial development. Be sure to provide a research-based discussion on why she should or should not experiment with marijuana.

Part B:

You are a member of a multidisciplinary national advisory committee charged with developing programs to help children manage the psychosocial aspects of adolescence. Based on your readings and research-based findings, what recommendations might you make? Consider all of the possible positive and negative ways teens influence each other with regard to specific topics such as cyber bullying, substance abuse, sexual activity, etc.

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

Your document should be written in APA format. Your document should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

 
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Criminal Justice Assignment Unit9

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Criminal Justice Assignment Unit9

(Criminal Justice Assignment Unit9)

Complete this week’s Practice Activity.

Matching exercises give you an opportunity to practice definitions and develop logical and critical thinking skills. By using such techniques as inversion, diversion, and the process of elimination, you are able to greatly increase the probability of answering questions correctly. This is an important skill to have, as it is commonly found on nearly all standardized tests and increases critical thinking.

The objective of this exercise is to understand restitution, parole, mandatory release, and parole.

Unit 9 Practice Activity

Review the details of the Coatesville Fires.

Complete the Unit 9 Assignment Worksheet: The Coatesville Fires Case.

Directions for Submitting Your Assignment

Save your Assignment in the following format: Last name First name Assignment. (Example: SmithJohn_Unit9_Assignment).

Submit your Assignment to the Unit 9 Assignment Dropbox by the end of Unit 9.

respond to class mate Karen:

Probation is a type of sentence given to offenders to serve in their community rather than spending time in jail. Offenders given probation can either be supervised, unsupervised, community-control, shock probation, and crime-specific types (McKenna, 2018) and acquire certain conditions the offender must abide by.

Probation should only be given to those who have committed petty crimes such as vandalism, possession of marijuana (very small amount), drunk driving if it’s their first time breaking the law. An individual who has been charged with sexual assault, molestation, or murder should not be given probation as they pose a threat to society. Although, McKenna (2018) states that crime-specific types probation may be given to sex offenders. What is done here is that the government installs a monitoring software to track what the offenders do on his computer. I would not argue if this type of probation is given to sex offenders after they have served their time in prison.

Thinking back at one of our seminars where we discussed how probation or parole can come in conflict with the jobs individuals hold because probation may require you to show up in a specific time that you start work causing the individual to lose his job. If I were a probation officer, I would want copies of the client’s work schedule so that he is able to do both (if probation officers can do that). The goal is for the offender to not offend again and we should not pose another obstacle in their path to do better. I would also want to check on them regularly (as a pop-up), proof of what they are doing to turn their lives around, provide them with counseling, and ask my permission when they want to leave their county. For me, these conditions are important to bring safety to society and help reinstate offenders into society as a functional citizen (unknown author, 2013).

McKenna, K. (2018). What types of probation are there? Retrieved from https://www.legalmatch.com/law-library/article/what-types-of-probation-are-there.html

N/A, (2013). The importance of probation for achieving community safety. Retrieved from https://www.probationofficeredu.org/2013/06/the-importance-of-probation-for-achieving-community-safety/

respond to susan:

According to Schmalleger (2017) probation is “A sentence of imprisonment that is suspended. Also, the conditional freedom granted by a judicial officer to a convicted offender, as long as the person meets certain conditions of behavior.” When someone who has been found guilty Is being sentenced they can be given probation. This is a set number of years that they have to report to a probation officer and follow a set of rules given. Some of these rules are things like no drinking, no drugs, and no leaving the state. Probation can also be given to serve after a sentence. So, someone can get 3 years jail time and 3 years’ probation. The probation starts once they are released. The federal government no longer has probation it is now called supervised release. The difference is probation you have an officer that supervises you and it is up to them if they want to report a violation to the court. Supervised release also has an officer, but everything has to be reported to the courts. I personally had t serve 3 years supervised release and it was no fun at all. I personally think that setting guidelines depends on each person’s crime. The courts actually set the guidelines but if given the opportunity the main ones would be no drugs, no excessive drinking, and they must report when scheduled. These main ones will help with tracking each convict and hoefully keep them out of trouble.

Schmalleger, F. (2017). Criminal Justice Today: An Introductory Text for the 21st Century, 14th Edition. [Purdue University Global Bookshelf]. Retrieved from https://purdueuniversityglobal.vitalsource.com/#/books/9780134145648/

 
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Cardiovascular Care: Holistic Approach

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Cardiovascular Care: Holistic Approach

(Cardiovascular Care: Holistic Approach)

Analyze and create a comprehensive care plan foe acute/ chronic cardiovascular, assignment help

Question description

Provided case studies that focused on cardiovascular disorders. You will analyze and create a comprehensive care plan for acute/chronic care, disease prevention, and health promotion for that patient and disorder. Your care plan should be based on current best practices and supported with citations from current literature, such as systematic reviews, published practice guidelines, standards of care from specialty organizations, and other research based resources. In addition, you will provide a detailed scientific rationale that justifies the inclusion of this evidence in your plan. Your paper should adhere to APA format for title page, headings, citations, and references. The paper should be no more than 10 pages typed excluding title page and references.

Criteria:

  • Case Study Evaluation
    • Analyze the disorder addressing the following elements: pathophysiology, signs/symptoms, progression trajectory, diagnostic testing, and treatment options.
    • Differentiate the disorder from normal development.
    • Discuss the physical and psychological demands the disorder places on the patient and family.
    • Explain the key concepts that must be shared with the patient and family to achieve optimal disorder management and outcomes.
    • Identify key interdisciplinary team personnel needed and how this team will provide care to achieve optimal disorder management and outcomes.
    • Interpret facilitators and barriers to optimal disorder management and outcomes.
    • Describe strategies to overcome the identified barriers.
  • Care Plan Synthesis
    • Design a comprehensive and holistic recognition and planning for the disorder.
    • Address how the patient’s socio-cultural background can potentially impact optimal management and outcomes.
    • Demonstrate an evidence-based approach to address key issues identified in the case study.
    • Formulate a comprehensive but tailored approach to disorder management.
    • References to be used is no later than 5 years old: please include these references:
      • O’Gara PT et al. 2013 ACCF/AHA guideline for the management of ST-elevation myocardial infarction: a report of the American College of Cardiology Foundation/American Heart Association Task Force on Practice Guidelines. Circulation. 2013 Jan 29;127(4):e362–425. Erratum in: Circulation. 2013 Dec 24;128(25):e481. [PMID: 23247304]
      • Beigel R et al. Prognostic implications of nonobstructive coronary artery disease in patients undergoing coronary computed tomographic angiography for acute chest pain. Am J Cardiol. 2013 Apr 1;111(7):941–5. [PMID: 23332596]
      • Diercks DB et al. Diagnostic accuracy of a point-of-care troponin I assay for acute myocardial infarction within 3 hours after presentation in early presenters to the emergency department with chest pain. Am Heart J. 2012 Jan;163(1):74–80.e4. [PMID: 22172439]

 

Criteria Weight
Case Study Evaluation

  • Analyzed the disorder addressing the following elements: pathophysiology, signs/symptoms, progression trajectory, diagnostic testing, and treatment options.
  • Differentiated the disorder from normal development.
  • Discussed the physical and psychological demands the disorder places on the patient and family.
  • Explained the key concepts that must be shared with the patient and family to achieve optimal disorder management and outcomes.
  • Identified key interdisciplinary team personnel needed and how this team will provide care to achieve optimal disorder management and outcomes.
  • Interpreted facilitators and barriers to optimal disorder management and outcomes
  • Described strategies to overcome the identified barriers.
  

10

10

10

10

10

10

10
Care Plan Synthesis

  • Designed a comprehensive and holistic recognition and planning for the disorder.
  • Addressed how the patient’s socio-cultural background can potentially impact optimal management and outcomes.
  • Demonstrated an evidence-based approach to address key issues identified in the case study.
  • Formulated a comprehensive but tailored approach to disorder management.
  

20

20

20

10
APA Style/Format: Free of grammatical, spelling, or punctuation errors. Citations and references are written in correct APA Style. 10
Total
 
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Action Research Final Presentation

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Action Research Final Presentation

(Action Research Final Presentation)

EDU 675 W6 Change Leadership Differentiate Education Environment FA

Question description

Action Research Formal Presentation of Findings

This Final Project is designed to report what you have learned and to apply the information obtained from your action research in its entirety including the proposal, observations, data collection, analysis, sharing, and feedback acquired through collaboration with your peers. As a scholarly practitioner, you have had the opportunity to continue your exploration of action research principles and implement your intervention/innovation in the setting of your choice.

To clarify, the planned action research intervention or innovation will occur in the approved setting while you are enrolled in EDU675. You will again submit the Informed Consent form during Week One of EDU675, verifying approval to conduct their AR intervention/innovation. The available settings for your research are limited depending on your personal situation:

  • Employed in a classroom setting:
  • Employed in a non-classroom setting:
  • Not employed:

As you have learned, the rationale of this type of research is to discover evidence that examines perceived problems in a given setting. Recall, the purpose of action research is to improve practice or to implement change for the purpose of professional development. Mills (2014) states “. . . educational change that enhances the lives of children is a main goal of action research. But action research can also enhance the lives of professionals” (p.13). Furthermore, action research is the process of telling the story of your research journey. This final project is your opportunity to tell the story of your research experience in the Masters of Arts in Education (MAED) Program.

Writing the Final Project
Construct your final project to meet the content and written communication expectations below.

Content Expectations

  • Introduction (1 point): Create a one-to-two paragraph introduction that provides a succinct overview of the scope and organization of the assignment.
  • Context (2 points): In one-to-two paragraphs, explain what the reader must know about the organization/school setting to enrich their understanding of the intervention/innovation. (e.g., details about the organization/school, staff, number and type of learners/employees, programs, ages, locale, and any other pertinent details regarding the specific content of the project).
  • Literature Review (3 points): In two-to-three pages, summarize the literature related to the problem using 4-5 scholarly resources including a brief historical overview and that expands the introduction and presents the current research published about the problem.
  • Area of Focus Statement (1 point): In one-to-two sentences, discuss the issues that were addressed, how they emerged, and the goal of your research.
  • Research Questions (1 point): State one-to-three questions addressed by the research in list format.
  • Intervention/Innovation Description (3 points): In one page, describe the intervention applied for your action research study including comments on the type of adjustments you may have had to make to the intervention.
  • Data Collection Strategies (2 points): In one-to-two pages, describe the data obtained through the observations using charts, diagrams, or other visual depictions of your data to supplement the description.
  • Outcome Analysis (2 points): In one-to-two pages, explain the conclusions of the data analysis addressing the specific strategies that were successful, which strategies did not work as well as was anticipated, and how the strategies support the research questions.
  • Learning Themes (2 points): In one-to-two pages, reflect on the research themes, including the unintended/unexpected outcomes, what worked well, what worked less well, and any process you would conduct differently.
  • Action Plan (3 points): In one-to-two pages, explain the anticipated steps that are necessary to continue with this change initiative and the leadership strategies needed to implement them action plan.
  • Conclusion (2 points): In two-to-three paragraphs, summarize the major outcome and analysis of the project including the gaps that were uncovered providing insight into the relationship between the topic of the literature review and your overall findings.

Written Communication Expectations

  • Page Requirement (.5 points): 18-to-20 pages, not including title and references pages.
  • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement (.5 points): References five scholarly sources in addition to the course textbook, providing compelling evidence to support ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.

Next Steps: Review and Submit the Assignment 
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the course room for evaluation no later than Day 7.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 
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Draft of Literature Findings

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Review Paper—Draft of Literature Findings

(Draft of Literature Findings)

Evaluate the evidence. Create a draft of the findings of the articles you have selected and how they contribute to our knowledge of this problem. Be sure to address each of the following items in your draft:

1.  Discuss the strengths and weaknesses of each piece.
2.  If the articles talk to each other (that is, if they support or contrast with one another), explain how and why.
3.  What does the evidence tell us?
4.  Is there another possible explanation you can think of?  Based on what you have read, what is your hypothesis?  In other words, what is your explanation for the findings?
5.  How can you refine your question or topic even further, now that you have described the findings?

Your draft should be double-spaced and in 12 point, Times New Roman font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors.  It should include a title page with a running head and a reference page. The body of the paper should be at least 5-6 pages in length. Submit your paper to the Submissions Area by the due date assigned.

Copy of the first assignment

The Psychological Impact of Cyberbullying on Adolescents

In today’s Internet age where an online presence is as important to the individual as their offline activities and life, the threat or dangers posed by activities such as cyberbullying are increasingly becoming an international public health concern, especially as this vice affects the development of adolescents. The victimization arising from cyberbullying can be so intense as to result in depressive symptoms in adolescents and even suicide attempts.

Indeed, those adolescents prone to cyberbullying are also susceptible to school bullying, and these victims will often have lower school performance and school attachment. There is need, therefore, to examine in detail the psychological impact that cyberbullying has on adolescents and their mental health, as well as various suggestions for therapy for affected victims.

References

Asam, A.E., & Samara, M. (2016). Cyberbullying and the law: A review of psychological and legal challenges. Computers in Human Behavior, 65, 127-141. https://doi.org/10.1016/j.chb.2016.08.012

Barlińska, J., Szuster, A., & Winiewski, M. (2013). Cyberbullying among adolescent bystanders: role of the communication medium, form of violence, and empathy. Journal of Community & Applied Social Psychology, 23(1), 37-51. Doi: 10.1002/casp.2137

Foody, M., Samara, M. Carlbring, P. (2015). A review of cyberbullying and suggestions for online psychological therapy. Internet Intervention, 2(3), 235-242. http://doi.org/10.1016/j.invent.2015.05.002

Hinduja, S., & Patchin, J.W. (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129-156. Doi: 10.1080/01639620701457816 

Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of Suicide Research, 14(3), 206-221. doi:10.1080/13811118.2010.494133

Kowalski, R.M., & Limber, S.P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), s13-s20. https://doi.org/10.1016/j.jadohealth.2012.09.018

 
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