Discussion: Psychosocial Theory And Diverse Groups

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Discussion: Psychosocial Theory And Diverse Groups

(Discussion: Psychosocial Theory And Diverse Groups)

Psychosocial theory, primarily developed by Erik Erikson, emphasizes the importance of social and psychological factors in human development. It outlines a series of psychosocial stages, each associated with a specific challenge or crisis that individuals must navigate to achieve healthy development. When considering diverse groups, it’s crucial to explore how psychosocial theory applies to people from various backgrounds, cultures, and identities.

 

There will be times when a social worker is presented with a case where they are not familiar with the surrounding psychosocial issues. Because social workers are on a continual journey in learning, it is important to read pertinent literature. This Discussion provides an opportunity to visit Walden Library and strengthen your skills in identifying and locating an empirical research article.

To prepare:

  • Select one of these three groups: (1) an immigrant individual from a racial or ethnic minority group, (2) a gay, lesbian, bisexual, or transgender (LGBT) individual, OR (3) an individual who is physically disabled.
  • Review the Walden Library resources listed in the Learning Resources.
  • Then conduct a library search for an empirical study focused on one of the groups above and the unique psychosocial factors or issues a social worker should be aware of when working with that group.

 

By Day 3

Post:

  • Post the APA-style reference for the article you found in the library.
  • Describe four specific psychosocial factors that should be taken into account in order to understand the psychosocial context when working with the group you selected. (Two of these factors should be psychologically related and two of these factors should be socially related).
  • Identify and explain a psychosocial intervention that addresses one of the four specific psychosocial factors you described above.
  • Identify 1 to 2 outcomes you might measure if you were to evaluate the effectiveness of the intervention.
  • Evaluate one advantage of using a psychosocial framework in social work practice with the group you chose.

 

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 26: The Psychosocial Framework of Social Work Practice (pp. 411–419)
Chapter 30: Role Theory and Concepts Applied to Personal and Social Change in Social Work (pp. 452–470)

Blakely, T. J., & Dziadosz, G. M. (2008). Case management and social role theory as partners in service delivery. Care Management Journals, 9(3), 106–112. doi:10.1891/1521-0987.9.3.106

Note: You will access this article from the Walden Library databases.

Dulin, A. M. (2007). A lesson on social role theory: an example of human behavior in the social environment theory. Advances in Social Work, 8(1), 104–112. Retrieved from https://advancesinsocialwork.iupui.edu/index.php/advancesinsocialwork/article/view/134

Document: Worksheet: Dissecting a Theory and Its Application to a Case Study (Word document)

Walden Library. (n.d.-a). Library webinar archives: Webinars on library skills. Retrieved December 8, 2017, from http://academicguides.waldenu.edu/library/webinararchives/libraryskillswebinars

Browse this site to view webinars that introduce you to the Walden Library, including “Introduction to the Library” and “Search Strategies for New Students”

Walden Library. (n.d.-b). Searching and finding information in the library databases: Overview. Retrieved December 8, 2017, from http://academicguides.waldenu.edu/library/searchingfinding

Walden University: Academic Skills Center. (n.d.-a). Microsoft PowerPoint resources: Quick guide. Retrieved December 8, 2017, from http://academicguides.waldenu.edu/ASC/software/PPT/quickguide

Use this resource to learn skills for creating your PowerPoint presentation.

Document: Theory Into Practice: Four Social Work Case Studies (PDF)

Document: Guide for Creating and Uploading a PowerPoint Presentation (PDF)

Required Media

Laureate Education. (2017a). Theories knowledge check, part 1 [Interactive media]. Baltimore, MD: Author.

Document: Theories Knowledge Check, Part 1 Transcript (PDF)

Optional Resources

Healy, K. (2016). After the biomedical technology revolution: Where to now for a bio-psycho-social approach to social work? British Journal of Social Work, 46(5), 1446–1462. https://doi.org/10.1093/bjsw/bcv051

 
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Legal and Ethical Dilemmas: Correll’s Case

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Legal and Ethical Dilemmas: Correll’s Case

(Legal and Ethical Dilemmas: Correll’s Case)

please respond to the two post below(discussion)

Question description

respond to the post below and use scholarly sources as well as the Bible to back your response.

classmate #1- reply to this in at least 260 words

On January 14, 2005, Shirley P. Correll was accused of murder by purposely neglecting her sick and injured mother; the mother ended up dying because of the lack of care. The court claimed that Ms. Correll was aware that her mother was sick and willfully did not take care of her. Because of the neglect, her mother had serious bodily injury. The defendant claimed that she did not know her mother was sick because there wasn’t enough evidence; she also argued that there isn’t enough evidence as well to prove that she willfully and knowingly neglecting her mothers’ health.

The court decided that there was beyond sufficient evidence. The evidence showed that Ms. Correll was aware of the severe condition of her mother, yet willfully and knowingly decided to neglect her mother and not provide medical treatment for her. Her mother was incapacitated. A medical doctor confirmed that the mother’s undernutrition was very severe and concluded that there was no way that her condition worsened between 2 days. Her mother suffered through malnutrition, yet Ms. Correll failed to seek treatment for her mother; the doctor even instructed Ms. Correll to bring her mother to his office if she experienced any further problems. The doctor concluded that the mother died of pneumonia, which was a predictable consequence of chronic starvation.

Ms. Correll’s punishment was two years in jail but suspended after 30 days in prison. Ms. Correll appealed. The court chose this punishment because I believe they considered this case to be more of a Class 4-6 felony. I agree with the court’s belief that there was sufficient evidence that Ms. Correll was aware of her mother’s health. Her mother, Mrs. Paxton, suffered from her health since the early 1990s. She survived a stroke, her hip bone breaking, early signs of Parkinson’s disease, loss of weight, and bad nutrition. Ms. Correll became her mother’s legal caretaker for a reason. Even Ms. Correll’s estranged sister, Carol Gray, noticed the decline of her mother’s health over time. Back in 2000, Dr. Salama told Ms. Correll for him to have checkups with Mrs. Paxton every 6 months or less. By the time Ms. Correll called for emergency and made an appointment with Dr. Salama, it was basically too late for her mother. I wish that Dr. Salama had home care provided for Mrs. Paxton to receive continual checkups from home, however homecare has been lacking in service and needs to be improved (Mason, 2016).

As for the punishment of serving 2 years in jail, I believe Ms. Correll should have had a harsher penalty because it was murder. As far back in 1994, the estimated time to be served in prison for murder was 127, or about 10 years (Currie, 1998). Even though 1994 was 11 years before this trial, why change the punishment of 10 years to 2 years for Ms. Correll? That is such a drastic change. Any responsible person [in the state of Virginia] who abuses or neglects an incapacitated adult in violation of this section and the abuse or neglect results in the death of the incapacitated adult is guilty of a Class 3 felony. For Class 3 felonies, a term of imprisonment of not less than five years nor more than 20 years and […] a fine of not more than $100,000 (Code of Virginia, 2004). I don’t agree with the court going against the code.

As the Bible states in Exodus 23:7, “have nothing to do with a false charge and do not put an innocent or honest person to death, for [God] will not acquit the guilty.” Ms. Correll deserved a harsher punishment.(Legal and Ethical Dilemmas: Correll’s Case)

References

Code of Virginia. (2004). Title 18.2. Crimes and Offenses Generally. Retrieved from https://law.lis.virginia.gov/vacode/title18.2/chap…

Currie, E. (1998). Crime and punishment in America. New York, NY: Metropolitan Books.

Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (2016). Policy & Politics in Nursing and Health Care (7th ed.). St. Louis, MO: Elsevier Inc.

classmate #2- reply in at least in 260 words

The case of Shirley P. Correll v. Commonwealth of Virginia, 269 Va. 3 is a case from the Virginia Supreme Court. Shirley P. Correll was indicted by a Bedford County grand jury for the murder and felonious abuse or neglect that resulted in serious bodily injury or disease of her incapacitated mother, Nellie S. Paxton. In 1991, Paxton began losing weight, which was attributed to a possible right sided, right hemisphere stroke, per CT. She also reported episodes of confusion six months prior to her visit with Nolan. She was seen by a Neurologist (Dr. Nolan), who then referred her to an Internal Medicine MD due to her physical appearance. Paxton was treated at a hospital for weight loss and anemia, she improved and gained weight.

The following year, Dr. Nolan suggested that Paxton started to show signs of Parkinson’s Disease and experienced hallucinations. Throughout his oversight of the member, Dr. Nolan never addressed Paxton’s nutritional status. Shirley Correll was appointed as Paxton’s legal guardian in 1997. Paxton suffered a fall and sustained a broken hip. Shirley and her sister were educated on the precautions to reduce Paxton’s risk for pneumonia and decubiti. Paxton continued to lose weight between 1997 through February 2000. Dr. Salama (Internal Medicine) diagnosed Paxton with advanced Parkinsonism, multi-infarct dementia, hypertension, atrial fibrillation, osteoarthritis, and early stage decubiti. The decubiti had one stage 2 decubitus (which is a breakdown in the skin layers that could involve the epidermis and dermis) on her lower back. A prescription was prescribed and Correll was informed of Paxton’s treatment plan and the risk for skin breakdown.

Dr. Salama examined Paxton in January 2000 and did not observe any signs or symptoms of malnourishment. An albumin level was taken, which was within normal limits and indicated a “good nutritional status”. A follow up appointment for July 2000 was cancelled. Correll scheduled an appointment with Dr. Salama’s office on September 18, 2000, because she was “very concerned about Paxton’s condition”, so an appointment was scheduled for 2:30pm. Ten minutes after the appointment was made, Correll summoned emergency medical personnel to transport Paxton to the hospital. EMS reported that Paxton was severely dehydrated and unresponsive, only responding to painful stimuli. Paxton’s eyes and cheeks were very sunken, blood pressure and pulse were low, and was said to be “pretty close to going in shock”.

The hospital Nurse indicated that Paxton had a decubitis on her right hip and the information provided by Correll was not consistent with the physical assessment of the member. Dr. Salama cared for Paxton in the hospital and agreed that Paxton’s condition could not have started over the weekend. Paxton suffered from moderate to severe dehydration, stage 3 and early stage 4 decubiti, and bacteremia. Paxton’s albumin level upon admission to the hospital was 2.6. Albumin needs 21 days to make a change, so a couple of days of no water or food would not have this type of effect on the albumin levels. The decubiti were reported to be “black in appearance and had hardened”. Paxton’s oral mucous membranes were dry, and her tongue was cracked. Correll advised to Martha Anderson (geriatric clinical nurse) that she did not know how to use the Duoderm patch correctly. Jones (wound care nurse) advised that nutrition is essential to wound healing and Paxton’s decubiti were preventable. Paxton’s decubiti started to heal after being in the hospital for four days and her nutritional status improved. Paxton was discharged from the hospital to a nursing home, where she could not feed herself. Paxton readmitted to the hospital after three days and expired because of pneumonia.

The evidence of the case established beyond a reasonable doubt that Paxton’s daughter, Correll, knowingly and willfully failed to provide medical treatment to her incapacitated mother. Paxton’s medical condition was explained to her daughter in January 2000 and she was advised to bring Paxton back to the doctor’s office if her condition worsened. Correll failed to seek treatment for Paxton, which ultimately resulted in her death.(Legal and Ethical Dilemmas: Correll’s Case)

I do not totally agree with the court’s decision to hold Paxton’s daughter accountable for the abuse/neglect of her mother because I do not have all of the information available to make that determination of Correll’s mental ability to care for another person. I feel that there was not enough information to determine if Correll was capable of taking care of her mother. The qualifications to be a guardian are very minimal. There is no information on Correll’s mental status and it could have been a situation where she became the legal guardian for financial reasons or because the courts are inundated with legal guardian cases. The quality and content of clinical documentation and evidence of functional deficits for guardianship procedures in the United States is lacking (Moye, Wood, Edelstein, Armesto, Bower, Harrison, & Wood, 2007). The is a need to collaboration between clinical and legal professionals to advance the reform of guardianship across the United States to protect the rights and dignity of the elderly. I also feel that the Physicians that were involved in her care in the community hold some responsibility. Dr. Nolan never thoroughly evaluated Paxton’s nutritional status and only assumed that this is the way she was. Dr. Salama did not perform the necessary assessments to help him discern if there were any social concerns that would place Paxton at risk for abuse. The rationale for Paxton’s weight loss was never evaluated and there was no information given in reference to statements made by Paxton. All healthcare workers are mandated reporters of abuse and neglect. According to Orfila, Coma-Solé, Cabanas, Cegri-Lombardo, Moleras-Serra, & Pujol-Ribera (2018), “The detection of elder mistreatment is emerging as a public health priority; however, abusive behaviors exercised by caregivers are little known and rarely detected among primary health care professionals. The risk factors were there, 82.8% of caregivers are women, access to limited social support, and the recipient of care had known cognitive deficits. The case mentioned that Correll’s sister was estranged from her. There was joint responsibility of the caregiver and the medical professionals in ensuring that Paxton was receiving the care that she needed. Psalm 71:9 states, “Do not cast me off in the time of old age; forsake me not when my strength is spent.” We must be the eyes and the ears of vulnerable people and make sure we do not ignore things that we think are normal.

References:

Mason, D. J., Gardner, D. B., Outlaw, F.H., & O’Grady, E. T. (2016). Policy & politics in

nursing and health care (Seventh ed.). St. Louis, MO: Elsevier.

Moye, J., Wood, S., Edelstein, B., Armesto, J. C., Bower, E. H., Harrison, J. A., & Wood, E.

(2007). Clinical evidence in guardianship of older adults is inadequate: Findings from a

tri-state study. The Gerontologist, 47(5), 604-612. doi:10.1093/geront/47.5.604

Orfila, F., Coma-Solé, M., Cabanas, M., Cegri-Lombardo, F., Moleras-Serra, A., & Pujol-Ribera,

E. (2018). Family caregiver mistreatment of the elderly: Prevalence of risk and associated

factors. BMC Public Health, 18(1), 167. doi:10.1186/s12889-018-5067-8

PDF: Correll v. Commonwealth, 269 Va. 3

 
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DRO Contingency Worksheet

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DRO Contingency Worksheet

(DRO Contingency Worksheet)

Decide which of the following concepts are most applicable to each scenario: differential reinforcement of other behavior, avoidance contingency, punishment by prevention of reinforcer, punishment by loss of reinforcer, or avoidance of loss.

 

Defend your answer 175 words each, using citations as needed.

Use peer reviewed articles and APA Guidelines. Worksheet is attached.

 

  1. Sally, a 13-year-old teenager, is tired of having her mom nag her about her bedroom. Her mom nags about the clothes on the floor, the bed being unmade, and the trashcan spilling over in her bathroom.  Sally comes home from school in a bad mood and the last thing she wants to hear is her mom’s nagging voice. To get around the expected response from her mom, she cleans her room, makes her bed, and empties her trashcan.

 

 

  1. Sally makes the 7th-grade track team by finishing before another girl by less than 0.05 seconds in her event—the 400 meter relay.  Sally is proud of making the team but needs to work harder in the practices that follow. The first track meet does not go well. Out of the four girls on the relay team, she has the slowest time, so her track coach removes her from the team, and makes her sit as an alternate.

 

  1. In the weeks that follow being pulled from the track team, Sally listens to her coach’s direction and works hard to qualify for the next meet. Running her fastest time ever, Sally is excited when she qualifies to run the relay for the third track meet. Now that she has earned her spot on the team, she continues to work hard every week to keep her place.

 

  1. Chad is a 45-year-old man going back to school while working full time. A self-proclaimed procrastinator, his job as a computer programmer can handle his laid back style and ever-changing deadlines.  In school, however, he is having difficulty turning his homework in on time. The teacher has told him that success is impossible if he does not turn his papers in on time, yet he fails to do so week after week.

 

5. Chad continues to stay in school and is a B-minus student due to the procrastination aspect of his work ethic. He has been complaining lately about school and thinking about withdrawing. His comments about the teacher, the class, the work and his grades are starting to get annoying so his mom decides to only reinforce his verbal behavior every 5 minutes he talks to her without making a negative comment about school.

 
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Psychiatric Diagnosis

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Psychiatric Diagnosis

(Psychiatric Diagnosis)

For this assignment, students will investigate and propose a psychiatric diagnosis based on the case study from the Gorenstein and Comer (2015) textbook Case Studies in Abnormal Psychology, chosen in the Week One “Initial Call” discussion. This paper will include an in-depth overview of the disorder(s) within the diagnosis, treatment options for the diagnosis, and a sound rationale that explains why this diagnosis was made. Note that the diagnosis may include more than one psychiatric disorder.

The paper must present a thorough overview of each disorder within the diagnosis. Assume the audience has no prior knowledge of the disorder(s) within the diagnosis, and provide relevant and easy to understand explanations of each for the readers. When writing the paper, it is critical to convey all the necessary information in a straightforward manner using non-technical language. (Reference the Professional Voice and Writing resource provided by the Ashford Writing Center for assistance.) Support the analysis with at least five peer-reviewed sources published within the last ten years in addition to the course text.

The Psychiatric Diagnosis topical paper must include the following:

  • Explain psychological concepts in the patient’s presentation using professional terminology. Identify symptoms and behaviors exhibited by the patient in the chosen case study.
  • Match the identified symptoms to potential disorders in a diagnostic manual.
  • Propose a diagnosis based on the patient’s symptoms and the criteria listed for the disorder(s) in the diagnostic manual.
  • Analyze and explain how the patient meets criteria for the disorder(s) according to the patient’s symptoms and the criteria outlined in the diagnostic manual.
  • Justify the use of the chosen diagnostic manual (i.e., Why was this manual chosen over others?).
  • Summarize general views of the diagnosis from multiple theoretical orientations and historical perspectives. Include a discussion on comorbidity if the diagnosis includes more than one disorder.
  • Evaluate symptoms within the context of an appropriate theoretical orientation for this diagnosis.
  • Use at least two peer-reviewed articles to assess the validity of this diagnosis, and describe who is most likely to have the diagnosis with regard to age, gender, socioeconomic status, sexual orientation, and ethnicity. Provide a brief evaluation of the scientific merit of these peer-reviewed sources in the validity assessment.
  • Summarize the risk factors (i.e., biological, psychological, and/or social) for the diagnosis. If one of the categories is not relevant, address this within the summary.
  • Compare evidence-based and non-evidence-based treatment options for the diagnosis.
  • Evaluate well-established treatments for the diagnosis, and describe the likelihood of success or possible outcomes for each treatment.
  • Create an annotated bibliography of five peer-reviewed references published within the last ten years to inform the diagnosis and treatment recommendations. In the annotated bibliography, write a two- to three-sentence evaluation of the scientific merit of each of these references. For additional assistance with this portion of the assignment, access the Ashford Writing Center’s Sample Annotated Bibliography.

Attention Students: 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 Psychiatric Diagnosis topical paper, please implement any changes recommended by the instructor, go to Pathbrite and upload the revised Psychiatric Diagnosis topical paper 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. See the Pathbritewebsite for information and further instructions on using this portfolio tool.(Psychiatric Diagnosis)

The Psychiatric Diagnosis

  • Must be 8  double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least five peer-reviewed sources published within the last 10 years in addition to the course text.
  • Must include a separate annotated bibliography page.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

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

 
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Quality Improvement Action Plan

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Quality Improvement Action Plan

(Quality Improvement Action Plan)

An organization’s ability to learn, and translate that learning into action rapidly is the ultimate competitive advantage.—Jack Welch as quoted by KerriganThink back to when you first identified the quality improvement issue for your Course Project.

What insights related to quality measurement, improvement strategies, and evaluation have you gained since then? How have these insights informed your view of the issue and shaped your understanding of how to promote positive outcomes for your selected organization? How would you suggest the organization proceed based on the outcomes of your investigation?In this section of the Course Project, you synthesize your analysis and recommendations into an action plan for implementing the quality improvement initiative.

To prepare:Begin to develop a plan for implementing your quality improvement initiative, including the redesigned process that you identified in Section 3.

Consider the following:

How would you undertake the process of determining a timeline for planning, implementing, and evaluating this quality improvement plan? What are some reasonable milestones for this initiative? What are the daily, weekly, monthly steps/goals?

To complete:Write a 2- to 3-page summary of your quality improvement action plan.

Required ReadingsHickey, J. V., & Brosnan, C. A. (2017). Evaluation  of health care quality in for DNPs (2nd  ed.). New York, NY: Springer Publishing Company.Review Chapter 3, “Conceptual Models for Evaluation in Advanced Nursing Practice” (pp. 61-86) (assigned in Week 3)Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.Review Chapter 8, “Quantifying the Quality Performance Gaps” (pp. 161–177) (assigned in Week 6)                  The authors focus on performance measures with particular focus on the relationship between financial and quality performance.                  Review Chapter 9, “Closing the Gaps” (pp. 179–194) (assigned in Week 7)                  This chapter explains how to utilize data collected during the evaluation stage in order to improve the quality of health care.                 Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press.Retrieved from https://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf This report outlines the Institute of Medicine’s (IOM’s) six aims to improve the quality of health care. Review this information through the lens of evaluation. (Assigned in a previous week.)

 
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Assignment 3: Project Performance

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Assignment 3: Project Performance, homework help

(Assignment 3: Project Performance)

Question description

Assignment 3: Project Performance

Due Week 6 and worth 230 points

Build on the project from Assignment 2. This assignment consists of two (2) sections:

  • MS Project Exercise
  • Project Performance paper

You must submit both sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment for which it is written. Additionally, you may create and / or assume all necessary assumptions needed for the completion of this assignment.

Section 1: MS Project Exercise

Update the project schedule in MS Project to account for the following changes:

1. Develop a network schedule for your project using either the arrow diagramming method or the precedence method. Also, your project schedule should illustrate float/slack for each activity.

Section 2: Project Performance Paper

Write a six to eight (6-8) page paper in which you:

2. Summarize your project. Note: Your summary should include, but not be limited to, the project’s key objectives, projected costs and resources, and high-level timeline.

3. Create a responsibility assignment matrix (RAM) for your project, and justify your response.

4. Outline the network schedule for your project. Include a narrative description of your network schedule.

5. Analyze the critical path of your project, and discuss the total float in the project. Next, suggest the primary measures that you would use in order to manage the critical path and reduce the float in the project.

6. Identify and discuss at least one (1) best practice from the PMBOK textbook for each process group that you would apply in order to manage the project schedule. Justify your response.

Your assignment must follow these formatting guidelines:(Assignment 3: Project Performance)

  • Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Analyze project management processes for scheduling and sequencing work components.
  • Analyze quality assurance processes in project management.
  • Use technology and information resources to research issues in project estimating and budgeting.
  • Write clearly and concisely about project estimating and budgeting using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric found here.

 
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Traumatic Brain Injury

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Assignment 2: Traumatic Brain Injury: Jefferson’s Case

(Traumatic Brain Injury)

When new parents are expecting a baby, they rarely consider the possibility that the baby could have significant challenges. For those who have children with severe, multiple disabilities, planning for the future is a critical, lifelong process and requires considerable investments of time and effort, while potentially causing significant stress to the parents. With advances in our understanding, there are many more resources available to children and families than there were previously.

Review the following scenario:

Jefferson is a six-year-old boy in kindergarten. He has suffered from cerebral palsy and a severe seizure disorder since he was an infant, resulting in significant physical and cognitive impairment. Although he has received services and support through early childhood intervention (ECI) services, as he enters formal schooling, his parents have become increasingly concerned about his future. Jefferson spends most of his time in a wheelchair and uses a special touchscreen augmentative communication device. In addition to their concerns about the future, Jefferson’s father also harbors considerable guilt that he or his wife might have caused their son’s disabilities.

Based on your research, respond to the following:(Traumatic Brain Injury)

  • Summarize research related to the influence of nature versus nurture on the cause of Jefferson’s disabilities.
  • Provide a hypothesis of Jefferson’s likely prognosis. What supports or services might maximize this outcome?
  • Evaluate what Jefferson’s future might have been if he were being raised in the U.S. in the 1940s.

Write a 4–5-page paper in Word format (not counting the title and reference pages). Apply APA standards to citation of sources. Be sure to include a title page and reference page, also in APA format.

Upon admission to the hospital, Jefferson underwent diagnostic imaging revealing significant brain trauma.

The TBI resulted in a range of symptoms, including memory loss, difficulty concentrating, and impaired motor skills. Jefferson’s treatment involved a multidisciplinary approach, including neurosurgery to address intracranial pressure, rehabilitation therapy to enhance cognitive and physical functions, and ongoing monitoring for complications.

The impact on Jefferson’s life extended beyond the physical realm, affecting his emotional well-being and interpersonal relationships. Family and friends played a crucial role in supporting his recovery, participating in therapy sessions, and fostering a conducive environment for rehabilitation.

The case underscores the complex nature of TBIs, emphasizing the importance of comprehensive medical care and ongoing support for individuals like Jefferson to regain functionality and improve their quality of life.
 
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Discussion post

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Discussion post

(Discussion post)

Question description

There are You, the RN, arrive early on your regular orthopedic unit. Your Charge Nurse comes to you and says that you need to go to the cardiac step-down unit. You protest, but she says she has no control over the situation and that you at least need to go to the step-down unit and see what is going on. You arrive at the step-down unit. The House Supervisor is present with the unit Charge Nurse. You are told that the unit is very understaffed that day and that you must take patients. You protest that you have worked only orthopedics for the past 10 years- that you do not know the current cardiac drugs and side effects, the current treatments and post-treatment care and that you have never had to read the type of cardiac monitoring strips that are generated on all the patients on this unit. The House Supervisor tells you to not worry. She explains as follows:

  • monitoring techs who are responsible for reading the strips.
  • You have access to a PDR and Pharmacy if you have questions about the drugs.
  • A nurse with recent experience on this floor will be able to go around with you to orient you for about two hours. (That nurse must return to his regular floor in two hours.)]

You again express concerns that you are not qualified to take this assignment. The House Supervisor takes you aside and says, “We need you to step up and help out here. We need team players in situations like this. If you refuse, I’m going to have to discuss your refusal with the Director of Nursing and your unit manager — it may not be good for your career here at this hospital. Besides, do you think you are the first nurse who ever had to take patients in a less than perfect circumstance? The patients are worse off if you refuse.”

Reluctantly, you accept the assignment. About 5 hours into the 12-hour shift, you mis-titrate a cardiac drug. The patient codes, never regains consciousness and is transferred to ICU. The patient dies 3 hours after being transferred.

Two weeks later, you are called to Human Resources. Your unit manager, the House Supervisor, and an HR representative are there. You are told that you are being reported to the state’s Board of Nursing due to the negative outcome of your patient.

Have you encountered a situation similar to the scenario in the Self-Evaluation? If so, how did you handle it? (Throughout Modules 2-3, we will cover information pertinent to this scenario and your options.)

How does your State(TEXAS) Nurse Practice Act address Nursing Peer Review situations?

 
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Psychology Week 3 Additional Worksheet

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Psychology Week 3 Additional Worksheet

(Psychology Week 3 Additional Worksheet)

Provide a response to the following prompts.

Note: Each team member should compute the following questions and submit them to the Learning Team forum. The team should then discuss each team member’s answers to ascertain the correct answer for each question. Once your team has answered all the questions, submit a finalized team worksheet.

1. When a result is not extreme enough to reject the null hypothesis, explain why it is wrong to conclude that your result supports the null hypothesis.

2. List the five steps of hypothesis testing and explain the procedure and logic of each.

3. A researcher wants to know whether people who regularly listen to radio talk shows are more or less likely to vote in national elections than people in general.

a. State the research hypothesis and null hypothesis

b. Would the researchers use a one- or two-tailed Z test?

4. The general population (Population 2) has a mean of 30 and a standard deviation of 5, and the cutoff Z score for significance in a study involving one participant is 1.96. If the raw score obtained by the participant is 45, what decisions should be made about the null and research hypotheses?

5. One hundred people are included in a study in which they are compared to a known population that has a mean of 73, a standard deviation of 20, and a rectangular distribution.

a. μM = __________.

b. σM = __________.

c. The shape of the comparison distribution is __________.

d. If the sample mean is 75, the lower limit for the 99% confidence interval is __________.

e. If the sample mean is 75, the upper limit for the 99% confidence interval is __________.

f. If the sample mean is 75, the lower limit for the 95% confidence interval is __________.

g. If the sample mean is 75, the upper limit for the 95% confidence interval is __________.

(Psychology Week 3 Additional Worksheet)

6. A psychology professor of a large class became curious as to whether the students who turned in tests first scored differently from the overall mean on the test. The overall mean score on the test was 75 with a standard deviation of 10; the scores were approximately normally distributed. The mean score for the first 20 students to turn in tests was 78. Using the .05 significance level, was the average test score earned by the first 20 students to turn in their tests significantly different from the overall mean?

1. Use the five steps of hypothesis testing.

2. Figure the confidence limits for the 95% confidence interval.

 
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NANOTECHNOLOGY Course Project

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NANOTECHNOLOGY, LAS 432 Course Project help

(NANOTECHNOLOGY Course Project)

ent that details at least three technologies that came before the chosen technology and thus influenced its development. Content Points Provides a horizontal visual historic timeline detailing at least 3 predecessors to the emergent technology 15 (3 points per predecessor) Includes a detailed analysis of the role that the predecessors played in the emergence of the current technology 45 (15 points X 3 predecessors assessed) Use of introduction and conclusion paragraphs 10 (5 points for each) In-text references are used and a reference page (in APA format) is included 10 (5 points for each) Editing; spelling, punctuation, grammar, sentence meaning is clear 10 Total 90 The assessment should be well-written and incorporate proper grammar and no spelling errors. It should incorporate an introduction, body, and a conclusion paragraph. In addition to the Historical Timeline and Predecessor Assessment you must also submit your Smarthinking Report for this section. (10 points) • Smarthinking is a free online tutor service available to you. • You may access the service by clicking on the Tutor tab and going to the Smarthinking site. • Once on Smarthinking you should follow the following instructions to submit your essay for review. o Click on Writing Center, and submit your paper to the “Essay Center.” o Fill out the essay submission form. All red fields are required. o To upload your essay, click on the Browse button and locate your essay on the hard drive or floppy drive. We recommend that you save your writings in standard word processing formats such as Microsoft Word (.doc) or Rich Text Format (.rtf) before submitting them. Macintosh users should add an extension (.doc or .rtf) to the file name before uploading. o Click Submit. o Then review your submission and click “Confirm Submission” You will receive a pop-up confirmation message. You must return to the SMARTHINKING website to pick up your returned essays. • To retrieve your Smarthinking report please follow these directions o Log into your SMARTHINKING account. o At the top, right side of the page you will find “Personal Archive”, please click on that. o On left side you have filters, check the “writing” box under Type, “returned” under status. On right side of this you will have your essay. o Click on the title of your essay, scroll down the page and click on “Download Essay” for Tutor Response. o Choose a location to save the file (usually on the desktop). o You can keep the default name for the file. o You should have Microsoft Word Document or Rich Text Format in the “Save As” Type box. o Click Save. o Refer to the document from the location where you save it. • Please note that it takes 24 hours for Smarthinking to return your report to you, meaning that you must plan for this in your time frames of submitting the assignment on time. o This means to incorporate their comments before you submit the draft in the Dropbox by the Sunday deadline, you should have your report to Smarthinking no later than Friday. • Be sure to upload your saved Smarthinking report to the Dropbox by the end of the week.(NANOTECHNOLOGY, LAS 432 Course Project help)

Week 4: Analysis of Impact draft. Roughly 4-5 pages long. (90 possible points)

• An analysis detailing the impact of the selected technology in relation to the following five required topics of interest o Social  How has this technology been received, accepted, rejected? Why? Is it feared or favored? What is the attitude toward change? How are the developers trying to “sell” the technology to the general public? Look at attitudes, feelings (emotions), behaviors, personality, and the ways humans change as a result of this technology. What is being thought and why? Is the human mind impacted? How? Are interactions between people changing as a result? Who is included or excluded and why? Use Maslow’s hierarchy of needs, Piaget or some other theorist. What psychological needs are met by the technology (e.g., cell phones once granted status and now promote a sense of belonging or connectedness) or created by the technology? Consumerism?  Look at groups and organizations that have arisen and prospered because of this technology. Are these groups supportive or antagonist, and why? (An example is genetically modified foods [GMOs] and the backlash against the Monsanto Corporation. Another is cochlear implants which allow the deaf to hear, yet reduce the deaf population that calls itself a community.) How does the technology change society, or how does society change in response to the technology? What factors in society led to the development in the first place? What do class, gender roles, race, norms, etc. mean in this context? Who will benefit from the technology, and who might be harmed (this might also belong in ethics/morals section)? For example, prosthetics enable people to participate more fully and actively in society (some persons are competing in triatholons and marathons), and the “war” has brought about the need for advances in prosthetic technology as casualties with missing limbs return home to the United States. Look at the workplace, new companies and/or jobs created, jobs lost (or save this for economics?). Look at roles—subgroups, people’s interpersonal and intrapersonal relationships. Consider crime, healthcare, schools. Surveillance cameras, for example, have recently been installed in New York City, and the result has been a decrease in the amount of crime, purse-snatching, pickpocketing, etc. Yet some fear the “big brother” effect of always being watched and tracked and concerns over “Who will guard the guards?” o Cultural  This is a really important section. Consider the elements that comprise the culture and subcultures. Compare the United States use of the technology with that of other nations around the world. What is about Americans that brings about innovation, or has America declined in terms of technical innovation, scientific research and development? Look at advertising for the technology, the use of celebrities or stars or heroes, the applications (e.g. sports and nanotechnology) and the values represented by the culture. What has priority and why? An example: IBM was spelled out in xenon atoms.NANOTECHNOLOGY Course Project

Why were these letters chosen instead of something else? What new words have been added to our vocabulary from this technology? “Horseless carriage” was used long before the term “automobile.” “Wireless” preceded Wi-Fi, and webcasting preceded podcasting. “Broadcast” was a term adapted from agriculture long before it was used for radio and television.  How do musicians and artists react to the technology or use the technology or incorporate the technology in their artistic productions? For example, fiber optic lighting has been used on the stage and in parades (Disney) for costuming. The drama term “In the limelight,” for example, was derived from a lens/lighting system used in lighthouses. Look at literature—perhaps science fiction or fantasy stories—that predate the technology (Jules Verne, for example, wrote about submarines before they were actually invented and used—though Leonardo da Vinci had sketched the idea centuries before Verne). Are there any songs, short stories, poems, plays, TV shows, or films that directly make reference to the technology? Are there any “related” literary works that apply? Is the artifact in a museum or will it be? Why? How does the technology relate to concepts of beauty and novelty and human creativity? How can people express their humanity through this technology? An example: scientists experimenting with nano made a “nano guitar” that actually played a tune, though it was subthreshold human hearing. o Political  Look at government policy, government intervention, government involvement (support or lack of support, funding), both nationally and internationally. Consider Congress, the President, the Supreme Court (decisions), the rate of change, liberalism, conservatism, legislation, litigation, etc. What political factors are at work in the progression or regression of the technology (e.g. lobbyists, special interest groups, partisan views, vocal advocates or spokespersons)? For example: The Americans with Disabilities Act was designed to prevent discrimination and encourage accessibility to public facilities; it impacted architects, companies, organizations and persons with disabilities through the installation of ramps (wider doors, lower knobs/handles, larger restroom stalls), the use of assistive devices in schools and in the workplace, hiring practices and lawsuits against employers, etc. o Economic  Consider production, consumption, costs, variables of supply-demand, corporations, private enterprise, impact on the nation’s economy (employment, displacement, outsourcing).(NANOTECHNOLOGY, LAS 432 Course Project help)

Are certain industries impacted more than others? Look up financial projections—expectations for growth, startup companies, the stock exchange, etc.—anything related to business and the U.S. and global economy. Who are the chief players in the business environment, and what is their role? How much has been invested in research and development? How will the price fluctuate? What economic trends are to be observed? Who will make money from the technology? Who is funding the research and development? Who controls the purse strings, and why? Look at foundations and charitable organizations, the outcomes and the nature of consumers. Be sure to use charts and tables and quantitative data in this section. Tables, figures, and data and statistics must be current, valid and used appropriately. o And the Environmental Impact  Consider such things as dangers to humans, the depletion of resources, air and water pollution, discovery before inventions, impact on wildlife and humans (health and safety), long-term and short-term effects, waste disposal, aesthetic considerations (how the technology changes the landscape). Look also at the positive effects (savings of raw materials or fossil fuels, low environmental impact, enhancement to the environment). For example, some thought the Alaskan Pipeline would impact the caribou population and its ability to migrate; the scientists discovered that the population actually increased and was healthier because they had “shade” from the above-the-ground pipe, fewer biting flies, and less physically stressed females. Other negative examples: the spotted owl and deforestation in Washington State; the snail darter and the dam, endangered species and loss of habitats, extinction, over-mining, overproduction, pollution of ground water, landfills, toxic wastes, stripping the soil of nutrients, over fishing, over hunting, over harvesting. This section should include: • All of the required sections listed above • At least two statistical graphs/visual aids that supports more than one section of the analysis • In-text APA formatted citations with a reference page The assessment should be well-written and incorporate proper grammar and no spelling errors. It should incorporate an introduction, body, and a conclusion paragraph. Content Points All required topics are included in the analysis 50 (10 points for each) Two statistical graphs/visual aids are used 10 (5 points for each) Use of introduction and conclusion paragraphs 10 (5 points for each) In-text references are used and a reference page (in APA format) is included 10 (5 points for each) Editing; spelling, punctuation, grammar, sentence meaning is clear 10 Total 90 In addition to the Impact Analysis draft you must also submit your Smarthinking Report for this section. (10 points) • Be sure to upload your saved Smarthinking report to the Dropbox by the end of the week. Week 5: Ethical Considerations draft. Roughly 2 pages long. (90 possible points) Components needed for this section: • A detailed evaluation of the ethical considerations associated with the technology in relation to its impact on humanity • An illustration of at least two specific ethical theories that differentiates their varying approaches in consideration of the questions raised by the selected technology • At least one statistical graph/visual aid that supports or provides value to the section • In-text APA formatted citations with a reference page The assessment should be well-written and incorporate proper grammar and no spelling errors. It should incorporate an introduction, body, and a conclusion paragraph. Content Points Analysis considers the impact of the technology on humanity 25 Analysis clearly utilizes two distinct ethical approaches, such as deontology or teleology in evaluating the ethical nature of the technology 30 (15 points each)(NANOTECHNOLOGY Course Project)

One statistical graph/visual aid is used 5 Use of introduction and conclusion paragraphs 10 (5 points for each) In-text references are used and a reference page (in APA format) is included 10 (5 points for each) Editing; spelling, punctuation, grammar, sentence meaning is clear 10 Total 90 In addition to the Ethical Considerations draft you must also submit your Smarthinking Report for this section. (10 points) • Be sure to upload your saved Smarthinking report to the Dropbox by the end of the week. Week 6: Peer Evaluation Assessment and PowerPoint Presentation (90 possible points) For the Peer Evaluation Assessment and PowerPoint Presentation, the student will read and respond to a fellow student’s paper by creating a PowerPoint presentation, with audio, that communicates a professional and considerate response. This is a five step process.(NANOTECHNOLOGY Course Project)

1. All students must upload a draft of their entire paper to the team area by Tuesday. 2. Students must download the Peer Evaluation Presentation Assessment Form found under the Course Project page under Grading Rubrics, Week 6. 3. Students must read their peer’s work and complete the Peer Evaluation Presentation Assessment Form (20 points). 4. Students must then create a PowerPoint presentation (70 points), with audio, to communicate their findings regarding the report (refer to the template under the Course Project page, Grading Rubrics, Week 6 for help in this area). The final product will assess the communication style of the presenter and should include the following components: o A title page o An introduction slide, outlining the purpose and flow of the presentation o Format of paper evaluation o Historical Timeline and Predecessor Assessment Evaluation o Analysis of Impact Evaluation o Ethical Considerations Evaluation o Concluding Remarks o In-text citations and a references slide o Appropriate visual aids to support the presentation 5. Lastly, the PowerPoint presentation (70 points) and Peer Evaluation Presentation Assessment form (20 points) must be submitted to the Dropbox for the grading purposes, and to the student in which they reviewed for their improvement purposes, by the end of the week Components Points A title page is included 5 An introduction, outlining the purpose and flow of the presentation, is provided 5 Format of paper evaluation 5 Historical timeline and predecessor assessment evaluation 10 Analysis of impact evaluation 10 Ethical considerations evaluation 5 Concluding remarks are included 5 In-text references are used and a reference page is included 5 PowerPoint background and visual aids are professional and effectively incorporated 5 Tone of presenter is professional and transitions are smooth from topic to topic 5 The Completed Peer Evaluation Assessment Form was submitted to Dropbox 20 Editing; spelling, punctuation, grammar, formatting, audible recording, sentence meaning is clear 10 Total 90 Week 7: Final Research Report (190 possible points)(NANOTECHNOLOGY Course Project)

• The Final Paper is expected to be professional, and written following APA guidelines. An APA paper template has been provided under the Course Project page, Grading Rubrics, Week 7 for students unfamiliar with these requirements. • It must incorporate all of the required components of the assignment. Content Points A title page is provided 5 An abstract is provided 5 A table of contents is provided 5 An introduction, including a clearly defined thesis statement, is provided 5 A historical timeline is provided that diagrams at least 3 predecessors to the emergent technology and includes an assessment on how these technologies influenced the development of the current technology 25 (5 points for the timeline and 20 points for the analysis section) An analysis of impact is provided detailing the technology’s influence on society considering the five required components 50 (10 points for each required section) An evaluation of the ethical considerations associated with the technology in relation to its impact on humanity is provided 20 Concluding remarks include predictions for the future of humanity given the technology’s emergence 20 In-text references are used and a reference page is included 5 A one-page peer evaluation analysis is provided detailing(NANOTECHNOLOGY Course Project)

 

• The suggestions of the collaboration • The editions added or subtracted • The reasoning behind the changes 15 (5 points for each section) Visual aids, graphics and statistical charts are effectively incorporated 5 Editing; spelling, punctuation, grammar, sentence meaning is clear, suggested revisions not addressed 30 Total 190 In addition to the Final Research Paper you must also submit your Smarthinking Report for this section. (10 points) • Be sure to upload your saved Smarthinking report to the Dropbox by the end of the week. Week 8: Self-Assessment Form (50 possible points) • A self-assessment allows the writer to reflect upon their work and to evaluate how they felt they did on their own assignment. It is meant to be an honest reflection of their success and failures. Content Points Self-rating section was completed 10 Q&A section was completed and answers were in complete sentences and composed of a minimum of 4-5 sentences in length. 35 (5 points each) Editing; spelling, punctuation, grammar errors, sentence meaning is clear 5 Total 50 *I missed Week 1 & 2 assignments for the project so I need help with this week 6.

 
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