Assessment Of An Organization

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Assessment of an Organization

(Assessment Of An Organization)

This assignment is a culmination of the work you began in Unit 4, when you were called on to select an organization in your community that provides counseling services to one or more diverse populations (for example, a community mental health clinic, college counseling center, or school) and arrange for an interview by phone or in person. Having collected information in order to assess the role of the organization and its staff in prevention, education, consultation, intervention, and advocacy, and if the agency itself reflects a multicultural environment, it is now time to gather your findings and create your paper.

Address the following in a 5–8 page paper, referring to the data you gather in the interview, your text and course readings, and at least two peer-reviewed articles:

•Describe the organization, including the following: ◾The organization and the diverse populations it serves, including the cost for services. Who is eligible for services? For example, could an illegal immigrant receive services? Someone without health insurance? Is it accessible to public transportation?

The organization’s role in prevention with respect to mental health and the diverse populations it serves. For example, does the organization provide public service announcements, screenings for depression, et cetera?

The organization’s role in education on mental health and wellness and the diverse populations it serves. For example, does the organization provide education for clients? To community organizations? To the general public? And if so, in what forms and which staff are responsible?

The organization’s role with respect to intervention and the diverse populations it serves. For example, is counseling provided to individuals, couples, families, groups? Is the counseling staff diverse? How do the cultural characteristics of the counselors compare to those of the clients? Do the counselors receive training on culturally competent practice at the organization?

The organization’s role with respect to consultation and the diverse populations it serves. For example, do the staff offer consultation services to other professionals in the community, such as medical personnel, law enforcement, school personnel?

The organization’s role with respect to advocacy for the diverse populations it serves. For example, do the staff or organization advocate for diverse populations relative to mental health issues at the community level? At the national level? With respect to public policy?

•Identify and discuss a public policy relevant to this organization and population.

•Consider the basic principles of social justice and the ways in which mental health agencies demonstrate cultural competence presented in Chapter 4 of the Sue and Sue text.

•How well does the organization you researched manifest cultural competence?

•Where would you place this organization on the continuum of cultural competence?

•Imagine you are hired on as a counselor with this organization upon graduation. ◾What would you see as your role in advocating for and enhancing the cultural proficiency of the organization?

◾What two or three changes with respect to the cultural competence of the organization would you most want to see as a counselor at this organization, and why?

 
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Building Safer Health System

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To Err is Human: Building Safer Health System, assignment help

(Building Safer Health System)

Question description

Please do a paragraph about this post with this instruction .

post most have 4 or more sentences .

you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the readings

The origins of the CNL date back to 1999 when the Institute of Medicine (IOM) produced the report To Err is Human: Building a Safer Health System , which highlighted the large number of patient deaths that occurred as a result of avoidable medical errors.

In response to this and subsequent papers by the IOM, the American Association of Colleges of Nursing issued a White Paper on the Education and Role of the Clinical Nurse Leader™ . This paper identified an approach to strengthening nursing leadership at the “point at which care is delivered” to improve patient safety and strengthen the quality and outcomes of the care delivered

CNLs provide education to all the different professional groups they work with as they integrate evidence-based practice and change at the point of care. They are likely to liaise with the CNE as part of the unit leadership team when areas of educational need are identified and work with them to monitor and feedback on the effectiveness of the educational interventions provided by either CNEs or CNLs.

In their Transforming Practice, Transforming Care™ model for the clinician at the point of care, Monaghan and Swihart identified six elements of the CNL role, all of which are inter-related and need to be mastered:

· Leadership and change

· Interdisciplinary relationships

· Knowledge transfer

· Outcomes management

· Clinician at the point of care

· Professional development

Their role is not primarily as a direct caregiver but rather a facilitator of direct care. They work with the clinical staff who are involved in the care of the patients; provide support and assessment of patients who have complex healthcare, discharge, and rehabilitation needs; provide direction and delegation to care delivery for this group; make referrals when necessary; round with the medical and interdisciplinary teams; and coach and support the direct caregivers in their unit or environment of care.

While CNLs have a shared goal with every other healthcare worker in providing the best and safest care possible to their patients and clients they serve, they are also the final piece of the clinical puzzle to achieving them. As we continue to see their numbers grow and more of their successes reported, we will also see that they are indeed the guardians of quality care.

 
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Qualitative Differences Among Gender

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Qualitative Differences Among Gender-Stereotyped Toys

(Qualitative Differences Among Gender)

Step 1: In your Learning Team, read and discuss the Week Three Electronic Reserve Readings.

As you discuss these articles, pay special attention to the following topics and issues:

  • Cultural      influences on toys

Write a one-paragraph summary of the main findings from these articles, as they relate to the bulleted topics and issues.

Step 2: Within your Learning Team, investigate popular toys on the market today. You can use the internet or visit a toy store to do this research. See if you can find toys that fall into the four categories above: those that may promote aggression; those that may promote pro-social behavior; those that seem to encourage or discourage gender stereotyping; and those that seem to encourage or discourage cultural differences and/or stereotyping. Identify and investigate a minimum of four toys; one from each category. Discuss your observations about these four categories. Use the questions below as guidance for your team’s analysis of the toys.

How do      toys influence behavior, self-concept, and identity?

  • What      did you observe concerning positive and negative gender stereotyping?
  • How      has your research on toys and gender influenced your views on the relative      influences of environment and heredity on gender and identity development      in children?
  • From      your review of the literature and your examination of actual toys on the      market, do you believe that some toys may increase the likelihood of      aggressive behavior in children?  Under what circumstances might this      occur?  Explain.
  • How      has your research on toys and aggression influenced your views on the      relative influences of environment and heredity on aggressive behavior in      children?
  • Do any      of the toys that you have examined promote stereotypes? Do any discourage      stereotypes? Explain.
  • Do any      of the toys reflect or indicate cultural and ethnic stereotypes? What      effect can you see this having on the development of self-concept and      identity?
  • How do      toys that promote pro-social behavior benefit development during      childhood?

Create a 2-slide Microsoft® PowerPoint® presentation of your findings including detailed speakers notes. Your presentation should summarize the four or more toys you investigated and present your findings on how toys influence development.  Conclude your presentation with a discussion of the following:

After      evaluating toys, what would you advise parents concerning how toys can      influence the development of their children? What would you want them to      be aware of and why?

  • Have      your views about the relative influences of heredity and environment on      human development changed in any way?  For example, are there things      you once attributed to heredity that you now believe to be more strongly      influenced by the environment, or vice versa?
 
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Elderly Medication Management

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Enhancing Depression Care: Elderly Medication Management

(Elderly Medication Management)

Advances in genetics and epigenetics have changed the traditional understanding of mood disorders, resulting in new evidence-based practices. In your role as a psychiatric mental health nurse practitioner, it is essential for you to continually educate yourself on new findings and best practices in the field. For this Assignment, you consider best practices for assessing and treating adult and geriatric clients presenting with mood disorders.

Learning Objectives(Elderly Medication Management)

Students will:
  • Assess client factors and history to develop personalized plans of antidepressant therapy for adult and geriatric clients
  • Analyze factors that influence pharmacokinetic and pharmacodynamic processes in adult and geriatric clients requiring antidepressant therapy
  • Evaluate efficacy of treatment plans
  • Analyze ethical and legal implications related to prescribing antidepressant therapy to adult and geriatric clients

Examine Case Study: An Elderly Hispanic Man With Major Depressive Disorder. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

  • At each decision point stop to complete the following:
    • Decision #1
      • Which decision did you select?
      • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
      • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
      • Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
    • Decision #2
      • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
      • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
      • Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
    • Decision #3
      • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
      • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
      • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
  • Also include how ethical considerations might impact your treatment plan and communication with clients.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

(Elderly Medication Management)

Review the following medications:

  • amitriptyline
  • bupropion
  • citalopram
  • clomipramine
  • desipramine
  • desvenlafaxine
  • doxepin
  • duloxetine
  • escitalopram
  • fluoxetine
  • fluvoxamine
  • imipramine
  • ketamine
  • mirtazapine
  • nortriptyline
  • paroxetine
  • selegiline
  • sertraline
  • trazodone
  • venlafaxine
  • vilazodone
  • vortioxetine

you can edit my work bellow, add more information  , and use same medication therapy. Plagiarism must be less than 15 %

Introduction

Improving depression care for depressed older men is a public health priority because older men are less likely than older women to receive depression treatment and are also more likely to commit suicide .Depressive disorder causes a continuous feeling of worthlessness , hopelessness and unhappiness to the victim and loss of interest in what they used to enjoy doing, also call major depressive disorder (MDD) or clinical depression (Unützer & Park, 2012). 3 Depression is one of the most common mental health problem leading to disabling in older men (Unützer & Park, 2012). A Late-life depression (LLD), is referring to depression that recurs in old age (having begun earlier in life) and again late in life; this negatively affect patients cognitive impairment, functional impairment, and development of Alzheimer’s disease and vascular dementia (Diniz & Reynolds, 2014).

3 Late-life depression (LLD is associated with burden of medical illnesses (especially cardiovascular and cerebrovascular) and risk of death. Patients assessment for depression should be using a standard rating scale, and initiate effective treatment such as antidepressant medications or evidence-based psychotherapies and psychiatric follow up. Electroconvulsive therapy (ECT) (Unützer & Park, 2012) can be an alternative for patients who are not improving. Antidepressants reduce the consequences of depression. 3 It is important to note that depressed adults may be at increased risk for antidepressant adverse effects. (Diniz & Reynolds, C. F. (2014). 3 This week paper focuses the identifying and treatment of late-life depression of an Elderly Hispanic Man with history of Major Depressive Disorder (MDD)

Decision #1

1 Will start with Zoloft 25 mg orally daily

Reason for the Selection:

3 Assessment tool used is Montgomery–Åsberg Depression Rating Scale (MADRS), patient score 52, which is an indication of severe depression. When choosing an antidepressant my treatment option is based on the best side effect profile and lowest risk of drug-drug interactions Wiese, (2011). Wellbutrin is an antidepressant, but can cause seizures and Effexor may increase blood pressure Wiese, (2011). Zoloft is one of the most effective and safest medication for the treatment of severe depression in adults (Flint & Rifat, 2013. My best option is Zoloft 25mg which is best choice because of harmless to the elder (Flint & Rifat, 2013). Antidepressant use in the elderly are thought to be due to changes in hepatic metabolism with aging, concurrent medical conditions, and drug-drug interactions (Wiese, B. 2011). 3 (Flint & Rifat, 2013).

Expected Results(Elderly Medication Management)

The patient should be able to improve within two weeks. Some signs should might be am improve in his work, exercise, hobbies, intellectual pursuits, as well improve sleep. 3When using Zoloft, the level of awareness should improve. It must be noted that the patient is back on track with motivation to follow his normal activities and relate well with associates (Flint & Rifat, 2013).

1 Differences between Expected Results and Actual Results

3 Expected outcome after the use of Zoloft 25mg is the patient will see improvement in his mental capability and importantly that there was no side effect of the medication.The patient revisited after four weeks on his follow up appointment and reported of a decrease in the symptoms, but with a complain of sexual dysfunction and insomnia. The difference in the expected result and the outcome may be reason out that the body of the patient is trying to adjust to the medication while solving the problem of MDD (National Alliance on Mental Illness, 2017).

1 Decision Point Two

Selected Decision: 1 Augmenting agent such as Wellbutrin XL 100 mg in morning

Reason for Selection

3 The added augmenting agent such as Wellbutrin XL150mg in morning was because the patient has some complain of having decrease sex drive, impotence, or difficulty in having an orgasm and sleep problem (insomnia). Bupropion is an antidepressant with excellent tolerability in elderly person improve depression, insomnia, somatic symptoms, work functioning, and certain quality-of-life measures in elderly depressed subjects with medical disorders (American Psychiatric Association, 2013). Though, patient verbalized decrease in the depression symptoms because of using Zoloft, but because of decrease sex drive and insomnia, Zoloft will be decrease to 12.5mg orally every day and continue to watch for side effects, like suicidal tendency in the elderly, and complain about ejaculatory and sexual dysfunction (American Psychiatric Association, 2013).

Expected Results(Elderly Medication Management)

3 With the combination of using Wellbutrin and Zoloft, it is still expected to see the patient to continue to experience reduction in depression symptom. The therapeutic effect should be observable which will motivate and encourage the patient.

1 Differences between Expected Results and Actual Results

3 The expected outcome after four weeks visitation is that the therapeutic effect of the medication will be clear and no more report of adverse reaction, that shows patient is tolerating the medications as agree. The actual result was that the patient report that there was more reduction in the MDD symptom and improved in the side effect which is insomnia and sexual dysfunction.

Decision Selected

1 Decision Point Three

3 Selected Decision I will discontinue Zoloft 12.5mg orally daily and increase the dosage of Wellbutrin to 150mg XL every morning.

1 Reason for Selection

3 The desire result was not obtained in the second stage though the patient observe reduction in the symptom of MDD, but the resulting side effect is not reducing or eliminated. Wellbutrin XL can help to reduce depression and remove most of the side effect of Zoloft (Mangoni, & Jackson, 2004), also this will help attain therapeutic effect with his symptoms until his next appointment to evaluate response to therapy (Mangoni, & Jackson, 2004). The patient will have to be monitor closely because of the medication adjustment side effect, the suicidal tendency (Mangoni, & Jackson, 2004).

Expected Results

3 At this point the patient is anticipated to experience close to zero symptom of major depressive disorder without any side effect, the sleeping problem or insomnia, sexual dysfunction. He is also expected to have good interaction with neighbor and friends.

1 Differences between Expected Results and Actual Results

Wellbutrin 150mg XL, there is a solution in the treatment of the patient with MDD, (Laureate Education, 2016). 3 When the medication is working well with no side effect, patient will continue with Wellbutrin XL 150mg orally daily dose and will be re-evaluated during the next appointment, medication can be increase if there is a reduction in symptoms to achieved desired maximum therapeutic effect. The actual result from the patient is that the medication is achieving the therapeutic effect that is needed by the patient (Mangoni, & Jackson, 2004).

1 Impact of Ethical Considerations on Treatment Plan

3 Ethical Considerations on treatment plan of a psychiatry patients can be complicated which can arise from plan therapy. Addressing the side effects of medications should be the most important in the plan of this therapy which include suicidal tendencies, dosage adjustment and close monitoring for effects (Flint & Rifat, 2013. Some drugs can cause patients to have suicidal tendencies (Flint & Rifat, 2013. Ethically there are sometimes practitioner are being influence by the health insurance of the patient, that is it easier to have a claim for drug treatment than physical therapy, therefore the health professional will choose to go the route of drug treatment. In all consideration the beneficence and no maleficence principles must be observe, the best treatment and best drug that sooth the patient must be administered.

Conclusion

When treating patients, we must understand that some drugs are good for a patient but the side effect on the patient might be grave. A careful treatment and monitoring of patients is important for total healing (NAMI National Alliance on Mental Illness, 2017).

References

4 American Psychiatric Association. (2013). 3 Diagnostic and statistical manual of mental

disorders (5th ed.). Washington, DC: Author. Note: 3 Retrieved from Walden Library databases.

Diniz, B. 3 S., & Reynolds, C. F. (2014). 3 Major Depressive Disorder in Older Adults:

Benefits and Hazards of Prolonged Treatment. Drugs & Aging, 31(9), 661–669.http://doi.org/10.1007/s40266-014-0196-y

Flint, A. 3 J., & Rifat, S. L. (2013). 5 The effect of sequential antidepressant treatment on

geriatric depression. 3 Journal of affective disorders, 36(3), 95-105.

Laureate Education. (2016g). Case study: 1 An elderly Hispanic man with major depressive

disorder [Interactive media file]. Baltimore, MD: Author.

Mangoni, A. 3 A., & Jackson, S. H. D. (2004). 3 Age-related changes in pharmacokinetics and

pharmacodynamics: 3 basic principles and practical applications. British Journal of Clinical Pharmacology, 57(1), 6–14. Retrieved from: 3https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1884408/

6 National Alliance on Mental Illness. (2017). 3 What Is Sertraline and What Does It

Treat? Retrieved from: 7 https://www.nami.org/learn-more/treatment/mental-health-medications/sertraline-(Zoloft)

Unützer, J., & Park, M. (2012). 3 Older Adults with Severe, Treatment-Resistant

 
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Educational Advancements in Nursing

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Educational Advancements in Nursing

(Educational Advancements in Nursing)

Question Description

Please do a paragraph about this post with this instruction .

post most have 4 or more sentences .

you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the readings

To meet the growing complexity of healthcare challenges, the majority of nurses will require enhancement of education to a baccalaureate level. Theories and frameworks are the foundation which guide nursing practice, education, and research. The baccalaureate education fosters critical thinking, and problem resolution, a solid base in a variety of basic sciences, and the ability to interpret and communicate data. The ADN and diploma nursing programs lack and in depth understanding of nursing theory, community health, professional development, patient education, finance and health care policy (Cherry, & Jacob, 2014).

Providing exemplary healthcare is achieved by having a well-educated nursing staff. Research has documented an increase in favorable patient outcomes, less medication errors, decreased sentinel events, and decrease in mortality rates. In the October 2012 issue of Medical Care , the study correlated improved outcomes due to Magnet hospital employment of highly qualified nurses, primarily baccalaureate nurses. A recent study titled, “Economic Evaluation of the 80% Baccalaureate Nurse Workforce Recommendation,” reflected substantial decrease in readmissions and reduction in length of stay due to baccalaureate nurses delivering the majority of the care.

These positive end results render a reduction in healthcare expenses and improvement in patient care. The AACN and other authorities have the belief that education profoundly influences the development of nursing aptitude and expertise. Patients are deserving of the best educated nurse. Employers are recognizing the benefits of higher level nursing education, they desire to hire the best educated entry level RN (AACN).Prior to pursuance of furthering my education to the BSN level, I felt that my 3 year diploma degree provided me with an adequate foundation to provide care in meeting patients’ needs at every level.

Not long after being immersed into the BSN program, I came to realize that my 3 year education was lacking in family and community and health promotion and illness prevention; learning about cultural competence and diversity; research; management; leadership, and statistics. My personal experience is reflective of a diploma program lacking the theory and tools to provide comprehensive education for management of a new diagnosis of diabetes. The hospital where I was previously employed, had a certified diabetes educator to provide the patient with home care diabetic education. In order to be an educator nurse at this hospital, a prerequisite of at least a BSN was required.

I was well versed in performing the technical skills to monitor and treat diabetes during hospitalization. moved to the Primary Care setting, seeing many patients with new diabetes diagnoses.  had not ever provided comprehensive education for home management of diabetes for a patient with a new diagnosis. felt inept in teaching patients about the disease process and home management. I spoke with my nurse manager, who holds a BSN degree and a certificate in diabetes education. She assisted in the gathering of patient resource and instruction material. She demonstrated the use of the home monitoring equipment and reviewed the course material with me, which instilled confidence in my additional education encounters.

 
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Discussion 2: Neurocognitive Disorders

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Discussion 2: Neurocognitive Disorders

(Discussion 2: Neurocognitive Disorders)

Diagnosis of elderly clients may pose multiple challenges. Coupled with other symptoms from age and/or medical conditions, psychologists may encounter complications in making an accurate, differential diagnosis between neurocognitive disorders and psychological disorders. For example, as neurocognitive disorders involve a deficit or dysfunction in cognition, psychologists need eliminate alternate possibilities for the neurocognitive impairment to make an accurate diagnosis.

For this Discussion, consider various complications that may arise with diagnoses of elderly clients. Select one neurocognitive impairment (delirium, Alzheimer’s disease, or a vascular based neurocognitive disorder) and one psychological disorder and consider the factors that may influence an accurate differential diagnosis in elderly clients. Then, consider how medications for elderly clients may complicate an accurate diagnosis.

With these thoughts in mind:

Post by Day 4 a description of the neurocognitive impairment and the psychological disorder you selected. Then describe three factors you must consider in making a differential diagnosis and explain why. Finally, explain how medications for elderly clients may complicate an accurate diagnosis.

Be sure to support your postings and responses with specific references to the Learning Resources and current literature.

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

o    Neurodevelopmental and Neurocognitive Disorders

o    Disruptive, Impulse-Control

o    Conduct Disorders

o    Elimination Disorders

·         Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press..

·         Chapter 12, Neurodevelopmental and Disruptive Behavioral Disorders

·         Gresham, F. M., Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30(2), 156–172. Retrieved from the Walden Library databases.

·         Grzadzinski, R., Huerta, M., & Lord, C. (2013). DSM-5 and Autism Spectrum Disorders (ASDs): An opportunity for identifying ASD subtypes. Molecular Autism, 4(1), 1–6. Retrieved from the Walden Library databases.

·         Lord, C., & Jones, R. M. (2012). Annual Research Review: Re-thinking the classification of autism spectrum disorders. Journal Of Child Psychology & Psychiatry, 53(5), 490–509. Retrieved from the Walden Library databases.

·         Ozonoff, S. (2012). Editorial perspective: Autism spectrum disorders in DSM-5—An historical perspective and the need for change. Journal Of Child Psychology & Psychiatry, 53(10), 1092–1094. Retrieved from the Walden Library databases.

·         Volkmar, F. R., & Reichow, B. (2013). Autism in DSM-5: Progress and challenges. Molecular Autism, 4(1), 1–6. Retrieved from the Walden Library databases.

 

  • Addington, A., & Rapoport, J. (2012). Annual research review: Impact of advances in genetics in understanding developmental psychopathology. Journal Of Child Psychology And Psychiatry, And Allied Disciplines, 53(5), 510–518. Retrieved from the Walden Library databases
  • Bambara, L. M., Mitchell-Kvacky, N. A., & Iacobelli, S. (1994). Positive behavioral support for students with severe disabilities: An emerging multicomponent approach for addressing challenging behaviors. School Psychology Review, 23(2), 263–278. Retrieved from the Walden Library databases.
  • Copeland, W. E., Angold, A., Costello, E. J., & Egger, H. (2013). Prevalence, comorbidity, and correlates of DSM-5 proposed disruptive mood dysregulation disorder.  American Journal of Psychiatry, 170, 173–179. Retrieved from the Walden Library databases
  • Duffy, M. (2003). Disruptive behavior: Systemic and strategic management. Clinical Gerontologist, 25(1/2), 91–103. Retrieved from the Walden Library databases.
  • Hill, C. L., & Spengler, P. M. (1997). Dementia and depression: A process model for differential diagnosis. Journal of Mental Health Counseling, 19(1), 23–39. Retrieved from the Walden Library databases.
  • Jones, K., Young, T., & Leppma, M. (2010). Mild traumatic brain injury and posttraumatic stress disorder in returning Iraq and Afghanistan war veterans: Implications for assessment and diagnosis. Journal of Counseling & Development, 88(3), 372–376. Retrieved from the Walden Library databases.
 
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Business Implementation Plan2

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Business Implementation Plan2

(Business Implementation Plan2)

Question description

PLEASE FOLLOW RUBRIC EXACTLY AS SEEN IN ATTACHMENT I have also attached additional paper to help steer you in the right direction.

*The Company is “Chipotle Mexican Grill”

*The Service that should be implement throughout this paper is “The development of a delivery service with Man and Unman cars, as well as Drones to deliver food.”

Overview: For the capstone assessment, you will create a business implementation plan and audiovisual presentation for the product, service, or idea you have been developing throughout your MBA coursework.

In Milestone Four, you will submit a financial analysis and funding plan, which includes your analysis of the projected costs, revenue streams, and net present value for the concept from launch until two years after the breakeven point. Be sure to include a budget, an assessment of assets and liabilities, your anticipated sources of funding, and the associated costs of attaining that capital as part of your analysis. Support your analysis with relevant primary and secondary data in an appendix, specifying any relevant assumptions and limitations. You should include, among other support, sales forecasts, cash flow statements, income projections, and any other relevant calculations or financial reports.

Critical Elements:

Analyze the projected costs, revenue streams, and net present value for the concept from launch until two years after the breakeven point.

Include the following as part of your analysis:

o Budget o Assessment of assets and liabilities

o Anticipated sources of funding

o Associated costs of attaining that capital

Include relevant proforma financial reports:

o Sales forecasts

o Cash flow statements

o Income projections

o All other relevant reports specific to your concept or idea

Guidelines for Submission: Your draft must contain all of the elements listed above. It should be 5 to 8 pages in length (excluding the title page, references, and appendices) using 12-point Times New Roman font, with one-inch margins. You may include summary pictures, charts, graphs, or other explanatory diagrams as needed to successfully explain the concept and implementation, but should use appendices for detailed supporting documentation. Your paper should follow APA guidelines. You must include at least 5 scholarly sources. Cite your sources within the text of your paper and on the reference page.

(Level 1 heading) Critical Elements that need to be addressed in paper

Main Elements – Includes most of the main elements

Critical Thinking – Provides logical conclusions and defends with examples

Financial Analysis – Provides an analysis of projected costs, revenue streams, and net present value for the concept from launch until two years after the breakeven point

Analysis Parts – Provides a budget, an assessment of assets and liabilities, anticipated sources of funding, and the associated costs of attaining that capital as part of the analysis

Financial Reports – Provides proforma financial reports including sales forecasts, cash flow statements, income projections, and other relevant reports specific to concept or idea

 
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PROGRAM EVALUATION PLAN PART3

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PROGRAM EVALUATION PLAN PART3: COMMUNICATING RESULTS

(PROGRAM EVALUATION PLAN PART3)

Unit 10 Assignment 1

PROGRAM EVALUATION PLAN PART 3: COMMUNICATING RESULTS

For the course project, you have been assuming the role of a consultant who has been hired to develop a plan for an evaluation of a clinical mental health counseling program. Remember, you are creating a fictitious but plausible program with hypothetical stakeholders, clients, interventions, and measures. The purpose of the proposed evaluation is to guide program improvements and document progress toward the program’s mission and goals.

Your assignment in Unit 4 was to create an introduction, a description of the program to be evaluated, and the results of your hypothetical needs assessment.

Your assignment In Unit 8 was to establish your research base for the program evaluation by reviewing published evaluations and relevant research, and then to decide on a model of evaluation you plan to use in your program evaluation. The assignment also included a discussion of ethical standards and culturally sensitive strategies.

For this final assignment, complete your evaluation plan with recommendations for how the program could be improved and research in counseling could be advanced in the future. You should synthesize your recommendations and requirements for the program evaluation you are proposing and describe how you will present and disseminate the findings of your evaluation.

Requirements

To achieve a successful project experience and outcome, you must include the following sections for Part 3:

Title Page.

Communicating Results to Counselors and Colleagues (approximately one page).

Communicating Results to Stakeholders (approximately one page).

Ethical and Cultural Considerations When Communicating Results (approximately one page).

Using Results to Improve the Program (approximately one page).

Using Results to Advance the Counseling Field (approximately one page).

References.

Additionally, your paper must:

Be a total of 5–7 pages of text (excluding the title page and the references page).

Include scholarly references to support your ideas about research on the kind of program you are evaluating (population, clinical focus, counseling approach), and program evaluation procedures (program evaluation model, needs assessment, ethical and cultural considerations).

Be free from errors that detract from the message.

Be written in third person.

Use current APA style and formatting throughout.

Be in Times New Roman, 12-point font.

Make sure to use the template (link in Resources) for this assignment.

Unit 10 Discussion 1

WHERE DOES APPLIED RESEARCH FIT INTO YOUR FUTURE?

As you look ahead to your future as a professional counselor, consider how program evaluation promotes and sustains improvements in delivering mental health services. How do you see yourself implementing the research and evaluation skills you have learned in order to promote best practices? Consider the following possibilities:

Will you engage in action research in your community?

Will you will be asked to help write a grant or to administer one?

Will you assist with the collection and analysis of data at your site in order to demonstrate your agency’s effectiveness?

Will you adapt counseling programs described in published efficacy studies for use in your own community?

In this discussion, share your vision of how you see research fitting into your future as a professional mental health counselor. Use and cite the readings from this course that you find particularly helpful when envisioning your future possibilities.

Please! $60.00 for both: Assignment and Discussion by Friday (9/8/2017).

 
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Week4 Discussion Response To Classmates

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Week4 Discussion Response To Classmates

(Week4 Discussion Response To Classmates)

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with references for each response. I need this completed by 12/22/18 at 10am.

Read a selection of your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (A.Mor)

Angry Adolescent(Week4 Discussion Response To Classmates)

In the psychology world being aggressive can be a range of behaviors that can result in both physical and psychological harm to yourself, others, or objects in the environment (D’Acremont & Linden, 2007). The way that you respond to someone who is angry can either make the individual even madder or may be able to calm them down. The video that I decided to watch for this discussion was the Angry Adolescent. In the video instantly the client, Melissa, is showing aggression towards the counselor because she does not want to be there (Laureate Education, 2011).  She states that counseling is dumb, it’s worthless, and that there is nothing that the counselor can do to get her to tell her anything (Laureate Education, 2011). I would like to discuss my reactions to this video and also explain one way to transform a negative reaction into an appropriate therapeutic response.

Initial Reaction

While watching this video, I first thought about what I would do with my son if he were showing aggression as such and what I would do. When I thought about what I do, it made me think about different cultures, and how most cultures have a different way of disciplining their child. I know that in counseling I have to be aware of different cultures when responding to certain behaviors (Sommers-Flanagan & Sommers-Flanagan, 2007). My positive reaction would have been to of course take a deep breath and realize that Melissa is hurt and her anger is really not towards me. So, I would listen and respond with acknowledging her feelings. By acknowledging her feelings, it will make her feel as if she is heard because it seems like she doesn’t feel like it since she has been forced to come to counseling. My negative reaction would have been to respond by telling her that her she is being disrespectful and that coming to counseling would help her. This response is totally ignoring how she feels about counseling and would only make her angrier. She already does not feel that a counselor is for her so I would need to show her instead of just telling her.

Appropriate Therapeutic Response(Week4 Discussion Response To Classmates)

Since the video is fairly short, it does not give me a real idea of what to diagnose Melissa with. She is explosive with anger so I know that the appropriate response is the opposite of anger. The therapy that I would use is cognitive behavior therapy because it provides professional treatment such as relaxation training, cognitive restructuring, teaching coping skills, behavior rehearsals, and strategies to resist aggressive impulses (Flamez & Sheperis, 2015). A good example of how I would respond is how the counselor did in the video. When Melissa came into the session angry, upset of being there, feeling like this was worthless, and stating that there was nothing the counselor could do to get her to speak to him, the counselor did something that was so amazing. He was able to turn that negative energy around by telling Melissa the positive things that her parents and probation office said about her (Laureate Education, 2011). When she heard this, she was surprised and you can see it actually calmed her down a little bit. She became a little happy by the compliment and the counselor was even able to get her to speak about herself.

Conclusion

Finding and understanding the right approaches to helping your clients is one of the most important parts in counseling (Sommers-Flanagan & Sommers-Flanagan, 2007). Watching this video helps me to really put thought into my own reactions with others and with my child. Depending on our reaction with our client could really help them or tier them away from the growth that we were hoping they would gain. I know that this will be something that I would love to continue to work on because I know that I myself have a quick temper, and this can actually help my situation.

References

D’Acremont, M., & Linden, M. (2007). Memory for Angry faces, impulsivity, and problematic

behavior in adolescence.

Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide

for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

Laureate Education (Producer). (2011). Child and adolescent counseling [Video file]. Retrieved

from https://class.waldenu.edu

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-

friendly approaches with challenging youth (2nd ed.). Alexandria, VA: American Counseling Association.

2. Classmate (K.Rog)

Disruptive Behaviors(Week4 Discussion Response To Classmates)

Main Discussion Post

Once a child or adolescent admits that their life is not perfect, the counselor can begin developing and establishing goals from a counseling perspective (Sommers-Flanagan & Sommers-Flanagan, 2007). The challenge is getting the child or adolescent to the point where they willingly admit that life is not perfect (Sommers-Flanagan & Sommers-Flanagan, 2007). Most children and adolescents attend counseling with the notion that they have no plans of engaging with the therapist or participating in any way. They are just there to meet obligations that were initiated by parents, school, or even social services. Most clients who experience disruptive behavior will immediately acknowledge that those around them, such as parents, family and school, are the ones with the problems and not them (Sommers-Flanagan & Sommers-Flanagan, 2007).

Selected Disruptive Behavior

The disruptive behavior that I have chosen is the blaming adolescent. Unfortunately I don’t think this behavior is unique to only young clients but older clients as well. When knowledge is paired with experience, adolescents’ risk-perceptions actually become more realistic (Chapin & Coleman, 2017). David not only blamed everyone else but he really felt that he did nothing wrong (Laureate Education, 2011). David was angry for several reasons that included attending therapy, his parents’ response to his behavior, the gym teacher, and even his friend who told on him (Laureate Education, 2011).

Development of Therapeutic Relationship

In order to ethically and professionally work with challenging clients general skill, personal in sight, and a good knowledge base that includes constructive or formulated responses is required (Sommers-Flanagan & Sommers-Flanagan, 2007). Therefore to build a therapeutic alliance with David, I would try to avoid allowing my body language and nonverbal cues to affect what is being said between us. The fact that David chooses to blame everyone but himself for stealing his teacher’s car would probably garner some type of visible reaction towards from me based on what he is saying. This would definitely not help with building the therapeutic alliance. I could see myself possibly grabbing some water to try to maintain positive body language. It is important for counselors to be aware of their emotional buttons and get help and support as needed to ensure they remain effective and ethical (Sommers-Flanagan & Sommers-Flanagan, 2007).

I realize that if David were to see my frustration in my nonverbal cues and my body language that these actions could easily encourage his behavior and he may begin to lash out at me directly. This would add another layer to the challenge of dealing with his anger. Counselors should prepare and plan for aggressive resistance from teenage clients (Sommers-Flanagan & Sommers-Flanagan, 2007). Therefore I cannot wear my heart on my sleeve nor can I pass judgment on his actions or lack thereof. To build the therapeutic alliance I must be able to connect with David based on the information that he does provide just as Dr. Sommers-Flanagan did in the media.

Transform Negative Reaction

The constant reminder for me when working with David would be passing judgment. I know personally what that feels like and would not want to do that to any of my clients regardless of their age. Therefore being able to listen to his narrative and build from what he says and not what I think or even what I may already know from other resources close to him is imperative to keep us on the right track. Instead of relying on what I know to be right as well as how others feel about what he did, I have to stay in the here and now with David to work through where and why he feels the way he does in the moment about what he did. In all honesty, the rest will hopefully come later. Older children have an increased awareness of social relationships and therefore an awareness of the importance of these concepts within a non-judgmental therapeutic relationship, creates the opportunity for feelings and emotions to be shared with unconditional acceptance (Gordon & Russo, 2009).

Conclusion(Week4 Discussion Response To Classmates)

Some teenagers have a gift for destroying their counselor’s confidence (Sommers-Flanagan & Sommers-Flanagan, 2007). If a counselor is able to somehow overlook the verbal attack that they receive from teenagers, they can gain important diagnostic and clinical information about their pain and defenses (Sommers-Flanagan & Sommers-Flanagan, 2007). Being prepared and knowledgeable of just some of the challenges and obstacles that may happen with children and adolescents, can help to strategically build a healthy therapeutic alliance a little at a time.

References

Chapin, J., & Coleman, G. (2017). Children and adolescent victim blaming. Peace and Conflict: Journal of Peace Psychology, 23(4), 438-440. doi:10.1037/pac0000282

Gordon, M., & Russo, K. (2009). Childrens Views Matter Too! A Pilot Project Assessing Childrens and Adolescents’ Experiences of Clinical Psychology Services. Child Care in Practice, 15(1), 39-48. doi:10.1080/13575270802504396

Laureate Education (Producer). (2011). Disruptive behaviors: Part two [Interactive media].
Retrieved from https://class.waldenu.edu

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-friendly approaches with challenging youth (2nd ed.). Alexandria, VA: American Counseling Association.

3. Classmate (N.Jon)

Counseling with adolescents can present many challenges to a professional counselor. Not only can a teenager be resistant to counseling but they can manifest that resistance in different ways. Being able to quickly identify which form of resistance a client is exhibiting and having the knowledge and tools to be able to overcome that resistance is essential to being able to help the client (Sommers-Flanagan & Sommers-Flanagan, 2007). Looking first at the adolescent client displaying anger I will discuss why I would be most comfortable in counseling her. Then, I will discuss why I would be least comfortable counseling the adolescent who displays a blaming attitude. Next, I will explain one way that my reactions to the clients might positively and negatively influence the therapeutic relationship with each client. Lastly, I will explain one way I would transform a negative reaction in a more appropriate reaction.

The Angry Adolescent(Week4 Discussion Response To Classmates)

Of the four disruptive behaviors displayed in this week’s resource, the client I would feel most comfortable counseling with is the angry adolescent. Even though the girl is obviously angry, resistant to counseling, and has a low opinion of counseling, she presented defense is not as challenging for me as other behaviors. I personally do not feel threatened or intimidated by a client displaying anger and any anger directed towards me initially, I believe to be displaced. There are many reasons the client could be displaying anger. For instances, she may feel defensive with the thought that I am going to judge her. It may be a learned behavior (Sommers-Flanagan, Sommers- Flanagan, 2007). She may be mad at being forced to do something she does not wish to do. In any case, I believe she clearly needs to be heard and have someone listen and I believe I could provide her that, even in the face of her anger.

The Blaming Adolescent

The adolescent that displayed a blaming/denial attitude would be the most challenging for me to work with, at least initially. Having experience working with people struggling with addiction, the first hurdle I often encountered was the client’s sense of denial to an issue and blame towards others for their current life circumstances. I always found this obstacle particularly difficult to overcome. Working with adults I often used confrontation; however, when working with an adolescent I do not believe that would be as effective or beneficial to do. I’ve always told people, “you can’t help someone who doesn’t want help.” The adolescent child who displays a blaming mindset is challenging to me as I would initially be unsure of how to best reach him.

Positive and Negative Influences(Week4 Discussion Response To Classmates)

In choosing to work with the angry adolescents I believe my reaction of a calm, quiet demeanor would help offset her angry. Allowing her space and voice to vent without taking what she says about me personally is another step towards building a therapeutic alliance (Sommers-Flanagan, Sommers-Flanagan, 2007). As the client continues to display nonverbal behaviors that are meant to be disrespectful or hurtful (such as eye-rolling, hair flipping, or scoffing) I would first listen empathically and then apply what Sommers-Flanagan and Sommers-Flanagan (2007) describe as interpreting interpersonal relationship patterns. I would ask the client if he felt she was being treated fairly and I would explain to her how her behavior makes me feel. In applying these methods initially, I believe it would have a positive impact on the therapeutic alliance and lay the initial foundational bricks upon which we will build a strong bond. However, one potential negative influence could come from telling her how her behavior affects me. This could cause the client to become shut down, more hostile or aggressive, or switch her into a blaming mode (Sommer-Flanagan, Sommers-Flanagan, 2007).

Transforming Reactions

Following the hypothetical initial session with the angry adolescent, it is possible that my semi-confrontational comment regarding how her nonverbal behavior makes me feel could backfire. Should the client become more aggressive to my response I could respectfully address the client’s behavior again by explaining further how her behavior is affecting me and specifically asking if she has any control over it. According to Sommers-Flanagan, Sommers-Flanagan (2007) the concept of maintaining control and power is important to teenagers, and when faced with an experiment, one might be likely to take up the offer. In doing so, I could take a negative reaction from the client and use it to further serve the therapeutic alliance and build a sense of honesty and trust with the client.

Conclusion(Week4 Discussion Response To Classmates)

According to Eliana Gil, children display disruptive behaviors as a way of communicating that there is a problem or that they are in need or some sort of assistance of help (Laureate Education, 2011). While there are some behaviors I find more challenging than others, such as a blaming or denial mindset, other behaviors, such as angry or aggressive, are easy for me to interpret and work with. In working with adolescents who display disruptive behaviors it is important to maintain professionalism by not taking anything personally and to be knowledgeable in how to address and work through such behaviors (Sommers-Flanagan, Sommers-Flanagan, 2007).

References

Laureate Education (Producer). (2011). Child and adolescent counseling [Video file]. Retrieved

from https://class.waldenu.edu

Laureate Education (Producer). (2011). Disruptive behaviors: Part two [Interactive media].

Retrieved from https://class.waldenu.edu

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-

friendly approaches with challenging youth(2nd ed.). Alexandria, VA: American

Counseling Association.

Bottom of Form

Required Resources

Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments. This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streaming media player below.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Readings(Week4 Discussion Response To Classmates)

· Flamez, B. & Sheperis, C. J. (2015). Diagnosing and treating children and adolescents: A guide for clinical and school settings. Hoboken, NJ: John Wiley & Sons, Inc.

o Chapter 6 “Attention-Deficit/Hyperactivity Disorder”

o Chapter 16 “Disruptive, Impulse-Control, and Conduct Disorders”

· Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). Tough kids, cool counseling: User-friendly approaches with challenging youth(2nd ed.). Alexandria, VA: American Counseling Association.

·

o Chapter 3, “Resistance Busters: Quick Solutions and Long-Term Strategies”

o Chapter 7, “Ecological Theory and Parent Education Strategies”

· DSM-5 BridgeDocument:Disruptive Behaviors Click for more options

Media

· Laureate Education (Producer). (2011). Child and adolescent counseling [Video file].
Retrieved from https://class.waldenu.edu

·

o “Disruptive Behaviors: A Discussion With John Sommers-Flanagan and Eliana Gil” (approximately 19 minutes)

· Laureate Education (Producer). (2011). Disruptive behaviors: Part one [Interactive media].
Retrieved from https://class.waldenu.edu

·

o Disruptive Behaviors: Part One Transcript Click for more options

· Laureate Education (Producer). (2011). Disruptive behaviors: Part two [Interactive media].
Retrieved from https://class.waldenu.edu

·

o Angry Adolescent Transcript Click for more options

o Withdrawn Child Transcript Click for more options

o Blaming Adolescent Transcript Click for more options

o Hyperactive Child Transcript Click for more options

Optional Resources(Week4 Discussion Response To Classmates)

· Cochran, J. L., Cochran, N. H, Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior. International Journal of Play Therapy, 19(3), 130–143.
Retrieved from the Walden Library databases.

· Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent Psychology, 37(1), 215–237.
Retrieved from the Walden Library databases.

· Powers, C. J.. & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behaviour in early elementary school. Developmental Psychology, 49(6), 1174–1186.
Retrieved from the Walden Library databases.

· Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section. Journal of Abnormal Psychology, 119(4), 683–688.
Retrieved from the Walden Library databases.

 
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End Of Life Decision

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End Of Life Decision

(End Of Life Decision)

Prior to completing this discussion, please read the American Psychological Association’sEthical Principles of Psychologists and Code of Conduct (2010) and Fact Sheet on End-of-Life Care (2014), as well as the Block, et al. (2006), Kwak, & Haley (2005), and Torbic (2011) articles required for this week.

You are working at an area hospital dealing primarily with end-of-life decisions and palliative care. For this discussion, you will be reviewing the PSY605 End-of-Life Case Scenarios document and making recommendations based on the information provided in the scenarios.

All end-of-life choices and medical decisions have complex psychosocial components, ramifications, and consequences that have a significant impact on suffering and the quality of living and dying. The issues involved in this process of decision making are based on issues of developmental stage, gender, race, ethnicity, culture, health, family, and physical, cognitive, and psychosocial states. For your initial post, you will apply concepts from developmental psychology to create your recommended courses of action for either Roger or Geri.

To begin, carefully review the PSY605 End-of-Life Case Scenarios document, select one of the cases, then create a recommended course of action for the scenario selected by addressing the following questions:

  • What is the best recommended course of action for the client at this time, and why?
  • What potential effects would themes such as the client’s culture, ethnicity, family, education, and gender have on the situation and recommendation(s)?
  • How does the client’s developmental stage factor into your recommendation?
  • How do the client’s physical, cognitive, and psychosocial states affect your recommendation(s)?
  • How might the developmental stage(s) of the client’s family member(s) affect your recommendation?
  • How will you present your recommendation(s) to both the patient and family member(s)?
    • What consideration(s) would affect your manner of presentation?
  • Are there considerations that cannot be processed at this time because of lack of information in the written scenario?

Next, analyze and comment on the ethical considerations related to the scenario. Note how the APA’s Ethical Principles of Psychologists and Code of Conduct might provide guidance.

Remember to evaluate the unique scholarly perspectives presented in your reading to support your recommended course of action and analysis of ethical considerations.

Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers who selected a different scenario than you by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion.

In your responses, compare and contrast your own recommendations and the information leading to those recommendations with those of your classmates.  For each response, critically evaluate the information your classmate has provided by considering different points of view. What specific information presented in your classmate’s post requires clarification and elaboration? What assumption(s) has your classmate made about the scenarios and/or information provided? Are there specific issues with the recommendations provided that could potentially be challenged? Explain. Continue to monitor the discussion forum until 5:00 p.m. (Mountain Time) on Day 7 of the week and respond to anyone who replies to your initial post.

Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.

 
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