Integrating Theories

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Integrating Theories

(Integrating Theories)

In this course, we have studied various approaches to therapy and explored the utility of each orientation with reference to the client.  For this assignment, take the perspective of a therapist working with clients. This will help you honestly assess your own development and more objectively evaluate the advantages and disadvantages of using an integrative approach to counseling. Answer each of the following questions thoroughly and provide examples where requested to substantiate your points.

  1. Do you think therapists should focus on becoming an expert in one particular counseling approach or should they try to become proficient in more than one approach? Provide an explanation for your answer and illustrate them with examples.
  2. Identify what the three most important characteristics of a successful counselor you consider to be. Describe how these characteristics can be developed or strengthened?
  3. Identify and describe some of the characteristics (from question 2) that are best developed in the counseling process with clients?  Support your points with examples? Identify and describe some areas of personal or professional development that would potentially be unethical for the counselor to develop in the counseling process with clients? Explain your rationale in detail and give examples.
  4. What are some of your own personal motivations and characteristics that may help or hinder you as a counselor (identify at least two)?
  5. What areas of your own personal and professional development need the most development before you will feel prepared to be an effective counselor (identify at least three)?
  6. What are two advantages and two disadvantages of practicing within the framework of one specific theory as opposed to developing a more integrative approach consisting of several therapies? Give a detailed description and rationale for both sides.
  7. What are the advantages and disadvantages of practicing within an integrated framework?
  8. Explain at least two techniques you would use in your treatment and describe how you would integrate these techniques in a therapy session.(Integrating Theories)

Your paper should be double-spaced and in 12 point, Times New Roman font with normal one-inch margins, written in APA style, and free of typographical and grammatical errors. It should include a title page with a running head, an abstract and a reference page. The body of the paper should be no less than 5 and no longer than 8 pages in length.

 
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Maintaining Confidentiality in the Age of Public Access

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Assignment 1: Maintaining Confidentiality in the Age of Public Access

(Maintaining Confidentiality in the Age of Public Access)

In the digital age, where technology is more of a requirement than an option, counselors are often faced with the challenge of knowing how to effectively manage boundaries. The following case study will help students understand real-life challenges that counselors often face regarding boundaries and technologies.

Case Study:

Latisha is a 32-year-old African American doctoral student in a small, rural university. As part of her doctoral studies, she serves as a supervisor for students doing their master’s in counseling internship. One of her supervisees, Emma, is working with adolescent girls during her internship and has been assigned four clients she sees twice a week. Latisha is Facebook friends with several classmates and former supervisees but has avoided friending current supervisees, explaining this policy in her professional disclosure statement.

One weekend, she notices a Facebook exchange between a classmate and Emma whose page is public and visible. Latisha views Emma’s Facebook page where she discovers Emma has friended the mother of a client and the two have discussed the client through various posts. Emma’s client Jenn is a 15-year-old female who is the subject of a bitter custody dispute. Latisha is aware that Jenn has a 19-year-old African American boyfriend, and the two are sexually active, which conflicts with the mother’s fundamental Christian values. Latisha now realizes the mother is a member of her own church.

The next day, while attending church, Latisha is approached by the mother who states that she knows Latisha is Emma’s internship supervisor and proceeds to lay out the details of her pending divorce and custody issues. The parent mentions she intends to subpoena Emma and her records as part of the divorce litigation and wants her to testify to Jenn’s placement and well-being.

Tasks:

Using an ethical decision-making model, outline your response to this situation. Outline the proposed action(s) you would take in this case, providing justification for the proposed action(s) and a description of the decision-making model used to arrive at that decision. Your decision-making model should be one that has been discussed in the professional literature, and after explaining the model, you will need to offer a rationale regarding why you chose to apply that particular model to the case study. Remember:

  • You should be sure to cite appropriate literature and must give proper credit to authors of any decision-making models used to analyze the case.
  • Do not simply list the steps of the model; apply the steps and be sure to document and defend your courses of action and your final decision.
  • Cite all appropriate professional standards and relevant laws. Regardless of the model chosen, you need to clearly identify, describe, and evaluate what ethical codes and laws were violated. Be specific—use mental health statutes and specific ethical codes that apply.(Maintaining Confidentiality in the Age of Public Access)

Discuss in detail what actions you would take as you proceed through the steps of your chosen ethical decision-making model, each of the steps should take at least a paragraph (or more) to address. You may (and are encouraged to) respond in an outline form (i.e., develop a response to each ethical decision-making step); however, do not simply list the steps of the model but integrate them into a complete answer.

Your answer should be at a minimum approximately 250 words.

 
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Nursing Questions & case study

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Nursing Questions & case study

(Nursing Questions & case study)

Complete each case study utilizing collegiate formatting (MLA or APA); typed in Cambria or New Times Roman 12 point font in ONE document.  Citations required.

Case studies are case specific. Your answers should reflect the assessment and your analysis of the information in the case study… no generalized answers of all matter regarding the content.

QUESTION 1: Healthcare Delivery and Evidenced –Based Nursing Practice

The registered nurse working in the cardiac care clinic is tasked with implementing quality improvement measures. To educate the clinic staff, the nurse plans an in-service program to introduce concepts of quality improvement and evidence-based practice. Additionally, the role of the case manager will be included in the presentation. The nurse plans on using care of the patient with Congestive Heart Failure as a template, and prepares sample clinical pathways, care maps, and multidisciplinary action plans. (Learning Objective 3)

a. Describe how clinical pathways are used to coordinate care of caseloads of patients.

b. What is the role of the case manager in evaluating a patient’s progress?

c. What are examples of evidence-based practice tools used for planning patient care?

QUESTION 2: Community-Based Nursing Practice(Nursing Questions & case study)

Mrs. Johnson, a 67-year-old female patient, has recently been discharged from the hospital following an admission for COPD. She has a past medical history of a colon resection related to acute diverticulitis. She developed a surgical wound infection that requires daily wet to dry wound packing and IV Zosyn. Mrs. Johnson was discharged with home oxygen. To manage her care at home, home care visits were ordered. (Learning Objective 5). 

a. What would be involved in setting up the first home care visit?

b. Describe the nursing assessments and management that would occur during the visit.

QUESTION 3: Case Study, Chapter 3, Critical Thinking, Ethical Decision Making, and the Nursing Process

1. Mrs. Elle, 80 years of age, is a female patient who is diagnosed with end-stage cancer of the small intestine. She is currently receiving comfort measures only in hospice. She has gangrene of her right foot and has a history of diabetes controlled with oral agents. She is confused and the physician has determined that she is unable to make her own informed decisions. The hospice nurse, not realizing that the weekly order for CBC and renal profile had been discontinued, obtained the labs and sent them to the nearby laboratory for processing. The abnormal lab results obtained later that day revealed that the patient needed a blood transfusion. The hospice nurse updated the patient’s medical power of attorney who was distressed at the report. The patient’s wishes were to die peacefully and to not have to undergo an amputation of her right foot. But if the patient receives the blood transfusion, she may live long enough to need the amputation. The patient’s physician had previously informed the medical power of attorney that the patient would most likely not be able to survive the amputation. The patient’s medical power of attorney had made the request to cease all labs so that the patient would receive comfort measures until she died. The patient has no complaint of shortness of breath or discomfort. (Learning Objective 4)

What ethical dilemma exists?

Who are the stakeholders and what gains or losses do each have?

What strategies should the hospice nurse take to resolve the ethical dilemma?

QUESTION 4:

Chapter 4, Health Education and Health Promotion(Nursing Questions & case study)

he community health nurse is planning a health promotion workshop for a high school PTSO (Parent-Teacher-Student Organization). The choice of topics was suggested by the high school’s registered nurse who has observed a gradual increase in student obesity. The two nurses have collaborated to develop this workshop to provide parents, students, and teachers with information about the importance of health promotion. (Learning Objectives 6, 8, and 9)

a. Describe the importance of a focus on health promotion.

b. According to the health promotion model developed by Becker (1993), what four variables influence the selection and use of health promotion behaviors?

c.       Describe four components of health promotion.

QUESTION 5: Chapter 5, Adult Health and Nutritional Assessment

The registered nurse prepares to conduct a nutritional assessment on Mrs. Varner, a 52-year-old Caucasian female who describes herself as “overweight most of my adult life.” The client states that her health is good. She works part time as a receptionist and volunteers about 10 hours per week in her church. The nurse obtains Mrs. Varner’s height as 64 inches and her weight as 165 pounds. (Learning Objective 8)

a. What is the rationale for computing body mass index? What is Mrs. Varner’s BMI?

b. Calculate her ideal body weight. What is your assessment of her BMI and weight?

c. Based on Mrs. Varner’s BMI and weight, the nurse measures her waist circumference. Describe the proper procedure for this assessment.

d. Mrs. Varner’s waist circumference is 38 inches. What is your assessment?

e. What laboratory values would the nurse review to evaluate Mrs. Varner’s protein levels?(Nursing Questions & case study)

QUESTION 6: Chapter 6, Individual and Family Homeostasis, Stress, and Adaptation

Mary Turner stepped on a nail 5 days ago and sustained a puncture about 1 inch deep. She immediately cleaned the area with soap and water and hydrogen peroxide, and applied triple antibiotic ointment to the site. Today she comes to the clinic with complaints of increased pain and swelling in her foot. On assessment, the nurse notes that the puncture site is red and edematous, and has a moderate amount of yellowish drainage. (Learning Objective 9)

a. Describe the sequence of events that caused the local inflammation seen in Mary’s foot.

b. What is the role of histamine and kinins in the inflammatory process?

c. Which of the five cardinal signs of inflammation does Mary exhibit?

d. Because Mary’s injury occurred 5 days ago, the nurse should assess for what systemic effects?

QUESTION 7:

Chapter 7, Overview of Transcultural Nursing

The nurse manager of an ambulatory care clinic has noted an increased number of visits by patients from different countries and cultures, including patients from Mexico and other Latin American countries. Concerned about meeting the needs of this culturally diverse population, the nurse manager convenes a staff meeting to discuss this change in patient demographics, and to query the staff about any learning needs they have related to the care of these patients. (Learning Objective 3)

a. What strategy to avoid stereotyping clients from other cultures should the nurse include in this meeting?

b. Identify culturally sensitive issues to be discussed in the staff meeting.

c. One technician on the staff complains that some patients never make eye contact, and this makes it difficult for him to complete his work. How should the nurse respond?

QUESTION 8: Chapter 8, Overview of Genetics and Genomics in Nursing(Nursing Questions & case study)

Mr. Wayne is a 38-year-old man with a significant family history of elevated cholesterol levels. His father died at age 42 from a massive heart attack secondary to elevated cholesterol and triglycerides, and two of his older siblings are currently taking medications to lower their cholesterol levels. Mr. Wayne makes an appointment to discuss his risk for hypercholesterolemia. The nurse recognizes that Mr. Wayne is at risk for familial hypercholesterolemia because this is an autosomal dominant inherited condition. (Learning Objective 2)

a. Describe the pattern of autosomal dominant inheritance.

b. Mr. Wayne asks what chance his children have of developing familial hypercholesterolemia. How should the nurse respond?

c. Explain the phenomenon of penetrance observed in autosomal dominant inheritance.

QUESTION 9: Chapter 9, Chronic Illness and Disability

Mr. Edwards is 20-year-old male patient who is admitted for treatment of recurring pyelonephritis (kidney infection) and surgical treatment of a urinary stricture, which has decreased the urinary stream. Mr. Edwards has paraplegia; he is paralyzed from the waist down secondary to an automobile accident when he was 16. He came by ambulance to the hospital, leaving his wheelchair and wheelchair pressure-relieving cushion at home. According to the nursing history, the patient is a nonsmoker and he does not drink alcohol or take any illegal drugs. (Learning Objective 5)

a. What nursing considerations should be made for Mr. Edwards related to his disability?

b. What health promotion and prevention education does Mr. Edwards need?(Nursing Questions & case study)

QUESTION 10: Chapter 10, Principles and Practices of Rehabilitation

You are assigned to care for David Ramsey, a 22-year-old male patient who sustained a back injury secondary to being thrown from a motorcycle. He did not damage the spinal cord, but the computed tomography revealed a compression fracture at L-2 (lumbar area). David complains of severe lower back pain with numbness and tingling in the lower extremities. You identify the following nursing diagnosis: Impaired Physical Mobility.

(Learning Objective 4)

a. What assessments are indicated based on this nursing diagnosis?

b. List other major nursing diagnoses based on David’s clinical presentation.

QUESTION 11:

Chapter 11, Health Care of the Older Adult

The nurse working at the senior center notices Mrs. Jones, a 78-year-old, crying. The nurse approaches Mrs. Jones and asks if she needs help. Mrs. Jones states “I am so embarrassed. I had another accident and my pants are all wet. It’s like I’m a baby. I never should have come to the senior center.” (Learning Objectives 3 and 4)

a. What factors may be contributing to the urinary incontinence?

b. How should the nurse respond to Mrs. Jones?

QUESTION 12:

Chapter 12, Pain Management

Mr. Rogers is 2 days postoperative of a thoracotomy for removal of a malignant mass in his left chest. His pain is being managed via an epidural catheter with morphine (an opioid analgesic). As the nurse assumes care of Mr. Rogers, he is alert and fully oriented, and states that his current pain is 2 on a 1-to-10 scale. His vital signs are 37.8 – 92 – 12, 138/82. (Learning Objective 6)

What are benefits of epidural versus systemic administration of opioids?

b. The nurse monitors Mr. Rogers’ respiratory status and vital signs every 2 hours. What is the rationale for these frequent assessments?

c. The nurse monitors Mr. Rogers for what other complications of epidural analgesia?

d. Mr. Rogers complains of a severe headache. What should the nurse do?

e. Mr. Rogers’ epidural morphine and decreased mobility increase his chances of constipation. What interventions should be included in his plan of care to minimize constipation?

QUESTION 13:(Nursing Questions & case study)

Chapter 13, Fluid and Electrolytes: Balance and Disturbance

Mrs. Dean is 75-year-old woman admitted to the hospital for a small bowel obstruction. Her medical history includes hypertension. Mrs. Dean is NPO. She has a nasogastric (NG) tube to low continuous suction. She has an IV of 0.9% NS at 83 mL/hr. Current medications include furosemide 20 mg daily and hydromorphone 0.2 mg every 4 hours, as needed for pain. The morning electrolytes reveal serum potassium of 3.2 mEq/L. (Learning Objective 4)

a. What are possible causes of a low potassium level?

b. What action should the nurse take in relation to the serum potassium level?

c. What clinical manifestations might the nurse assess in Mrs. Dean?

Question 14:

Chapter 14, Shock and Multiple Organ Dysfunction Syndrome

Adam Smith, 77 years of age, is a male patient who was admitted from a nursing home to the intensive care unit with septic shock secondary to urosepsis. The patient has a Foley catheter in place from the nursing home with cloudy greenish, yellow-colored urine with sediments. The nurse removes the catheter after obtaining a urine culture and replaces it with a condom catheter attached to a drainage bag since the patient has a history of urinary and bowel incontinence. The patient is confused, afebrile, and hypotensive with a blood pressure of 82/44 mm Hg. His respiratory rate is 28 breaths/min and the pulse oximeter reading is at 88% room air, so the physician ordered 2 to 4 L of oxygen per nasal cannula titrated to keep SaO2 greater than 90%. The patient responded to 2 L of oxygen per nasal cannula with a SaO2 of 92%. The patient has diarrhea. His blood glucose level is elevated at 160 mg/dL. The white blood count is 15,000 and the C-reactive protein, a marker for inflammation, is elevated. The patient is being treated with broad-spectrum antibiotics and norepinephrine (Levophed) beginning at 2 mcg/min and titrated to keep systolic blood pressure greater than 100 mm Hg. A subclavian triple lumen catheter was inserted and verified by chest x-ray for correct placement. An arterial line was placed in the right radial artery to closely monitor the patient’s blood pressure during the usage of the vasopressor therapy. (Learning Objectives 6 and 7)

a. What predisposed the patient to develop septic shock?

b. What potential findings would suggest that the patient’s septic shock is worsening from the point of admission?

c. The norepinephrine concentration is 16 mg in 250 mL of normal saline (NS). Explain how the nurse should administer the medication. What nursing implications are related to the usage of a vasoactive medication?

d. Explain why the effectiveness of a vasoactive medication decreases as the septic shock worsens. What treatment should the nurse anticipate to be obtained to help the patient?

QUESTION 15:(Nursing Questions & case study)

Chapter 15, Oncology: Nursing Management in Cancer Care

The oncology clinical nurse specialist (CNS) is asked to develop a staff development program for registered nurses who will be administering chemotherapeutic agents. Because the nurses will be administering a variety of chemotherapeutic drugs to oncology patients, the CNS plans on presenting an overview of agents, classifications, and special precautions related to the safe handling and administration of these drugs. (Learning Objectives 6 and 8)

a. What does the CNS describe as the goals of chemotherapy?

b. How should the CNS respond to the following question: “Why do patients require rounds of chemotherapeutic drugs, including different drugs and varying intervals?”

c. In teaching about the administration of chemotherapeutic agents, what signs of extravasation should the nurse include?

d. What clinical manifestations of myelosuppression, secondary to chemotherapy administration, should the CNS include in this program?

QUESTION 16:

Chapter 16, End-of-Life Care

Joe Clark, 79 years of age, is a male patient who is receiving hospice care for his terminal illnesses that include lung cancer and chronic obstructive pulmonary disease (COPD). He developed bilateral pleural effusion (fluid that accumulates in the pleural space of each lung), which has compromised his lung expansion. He states that he is short of breath and feels anxious that the next breath will be his last. The patient is admitted to the hospital for a thoracentesis (an invasive procedure used to drain the fluid from the pleural space so the lung can expand). The thoracentesis is being used as a palliative measure to relieve the discomfort he is experiencing. Low dose morphine is ordered to provide relief from dyspnea or discomfort. The patient is prescribed Proventil (albuterol) inhaler 2 puffs per day, as needed, and Flovent (fluticasone propionate) inhaler 2 puffs twice a day. The patient has 2 L/min of oxygen ordered per nasal cannula as needed for comfort. (Learning Objective 9)

a.       What nursing measures should the nurse use to manage the patient’s dyspnea?

b. The patient complains that he has no appetite and struggles to eat and breathe. What nursing measures should the nurse implement to manage this physiologic response to the terminal illnesses?

QUESTION 17:

Chapter 17, Preoperative Nursing Management

The nurse in a gynecology clinic is completing preoperative teaching for a patient scheduled for an abdominal hysterectomy next week. The patient states that she is currently taking 325 mg of aspirin daily for chronic joint pain, along with a multivitamin. The patient has type 2 diabetes; she closely monitors her blood glucose levels. Currently, she is taking an oral hypoglycemic agent. The nurse advises her to ask the anesthesiologist whether she should take this medication the morning of surgery. (Learning Objectives 2 and 4)

a. The nurse instructs the patient to stop taking the aspirin. What is the rationale for this action?

b. Why is it important to assess the patient for use of herbal products prior to surgery?

c.       The patient asks how surgery could affect her blood glucose; how should the nurse respond?

QUESTION 18: Chapter 18, Intraoperative Nursing Management

Pearl Richards, 69 years of age, is a female patient who is in the operating room for a repair of an abdominal aortic aneurysm. The patient has a history of hypertension controlled with medications, osteoporosis, chronic obstructive pulmonary disease, and has smoked two packs of cigarettes per day for 40 years. (Learning Objectives 2, 6, and 9)        

a. What nursing interventions are instituted to reduce the surgical risk factors related to the patient’s age?

b. Explain the role of the nurse in providing patient safety measures during the intraoperative period.(Nursing Questions & case study)

QUESTION 19: Chapter 19, Postoperative Nursing Management

1. Rita Schmidt, 74 years of age, is a female patient who was admitted to the surgical unit after undergoing removal of a section of the colon for colorectal cancer. The patient does not have a colostomy. The patient has several small abdominal incisions and a clear dressing over each site. The incisions are well approximated and the staples are dry and intact. There is a Jackson-Pratt drain intact with minimal serous sanguineous drainage present. The patient has a Salem sump tube connected to low continuous wall suction that is draining a small amount of brown liquid. The patient has no bowel sounds. The Foley catheter has a small amount of dark amber-colored urine without sediments. The patient has sequential compression device (SCD) in place. The nurse performs an assessment and notes that the patient’s breath sounds are decreased bilaterally in the bases and the patient has inspiratory crackles. The patient’s cardiac assessment is within normal limits. The patient is receiving O2 at 2 L per nasal cannula with a pulse oximetry reading of 95%. The vital signs include: blood pressure, 100/50 mm Hg; heart rate 110 bpm; respiratory rate 16 breaths/min; and the patient is afebrile. The patient is confused as to place and time. (Learning Objectives 4 and 7)

a. Explain the assessment parameters used to provide clues to detect postoperative problems early and the interventions needed.

b. What gerontological postoperative considerations should the nurse make?

2. Mr. John Smith is admitted to the hospital for surgical incision and drainage (I&D) of an abscess on his right calf, which resulted from a farm machinery accident. The right calf has an area 3 cm × 2.5 cm, which is red, warm and hard to touch, and edematous. (Learning Objective 5)

a. Explain the wound healing process according to the phase of Mr. Smith’s wound?

b. The surgeon orders for wet-to-dry sterile saline dressing twice a day with iodoform gauze to the wound, covered with the wet-to-dry dressing. Explain how to perform this dressing change

 
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The U.S. Health Care Delivery System

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The U.S. Health Care Delivery System

 

Details:/ As the country focuses on the restructuring of the U.S. health care delivery system, nurses will continue( The U.S. Health Care Delivery System)

As the country concentrates on restructuring the U.S. healthcare delivery system, nurses play a crucial role in ensuring its success. Nurses, as frontline healthcare providers, are integral to delivering patient-centered care and bridging gaps in the evolving healthcare landscape. The restructuring emphasizes a shift towards preventive care, community health, and interprofessional collaboration, aligning with nurses’ holistic approach to patient well-being. With an increased focus on technology integration, nurses are adapting to electronic health records and telehealth, enhancing efficiency and accessibility. Furthermore, nursing education is evolving to equip professionals with the skills needed for contemporary healthcare challenges. As healthcare becomes more decentralized, nurses are at the forefront of providing care in various settings, promoting a more inclusive and accessible system. The ongoing collaboration between policymakers, healthcare institutions, and nursing professionals is paramount to successfully navigating and implementing the changes required for an effective and equitable healthcare delivery system in the United States.( The U.S. Health Care Delivery System)

Details:
As the country focuses on the restructuring of the U.S. health care delivery system, nurses will continue to play an important role. It is expected that more and more nursing jobs will become available out in the community, and fewer will be available in acute care hospitals.

  1. Write an informal presentation   (500-700 words) to educate nurses about how the practice of nursing is      expected to grow and change. Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes,      and nurse-managed health clinics.
  2. Share your presentation with nurse  colleagues on your unit or department and ask them to offer their  impressions of the anticipated changes to health care delivery and the new      role of nurses in hospital settings, communities, clinics, and medical      homes.
  3. In 800-1,000 words summarize the      feedback shared by three nurse colleagues and discuss whether their      impressions are consistent with what you have researched about health  reform.
  4. A minimum of Five scholarly references are required for this assignment.

solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, an abstract is not required, CITE WEBSITE SOURCE.

 
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Personality Disorders Homework

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Personality Disorders Homework

(Personality Disorders Homework)

I cannot believe these people. Don’t they know who I am? I deserve better treatment than this. That hostess should have seated me immediately, but I had to wait for 10 minutes and then she put me at this table right by the kitchen. I see an empty table right in the middle where I should be. I am just going to get up and move there. I don’t care what the hostess says, rules don’t apply to me.

 

Ashley, age 25

Personality disorders represent perhaps the most challenging disorders that the psychiatric mental health nurse practitioner will have to address in their professional careers. Personality disorders can co-occur in every mental health disorder and, in some cases, can mask as disorder . Although difficult to treat, the PMHNP must be able to identify personality disorders and endeavor to work with the client to not only recognize the disorder, but to treat a disorder that clients often do not believe they have.

This week, you will explore the many personality disorders and use the DSM-5 criteria for diagnosing individuals with specific personality disorders. You will use the Decision Tree format to diagnose and treat a client with a personality disorder.(Personality Disorders Homework)

Discussion: Treatment of Personality Disorders

Personality disorders occur in 10–20% of the population. They are difficult to treat as individuals with personality disorders are less likely to seek help than individuals with other mental health disorders. Treatment can be challenging as they do not see their symptoms as painful to themselves or others.

In this Discussion, you will explore personality disorders in greater detail and discuss treatment options using evidence-based research.

                                                       Learning Objectives

Students will:

· Analyze diagnostic criteria for personality disorders

· Analyze evidence-based psychotherapy and psychopharmacologic treatments for personality disorders

· Analyze clinical features of clients with personality disorders

· Align clinical features with DSM-5 criteria

· Compare differential diagnostic features of personality disorders

                                                                 ASSIGNMENT

· Explain the diagnostic criteria for your assigned personality disorder (PLEASE CHOOSE ANY PERSONALITY DISORDER OF YOUR CHOICE IN MENTAL HEALTH )

· Explain the evidenced-based psychotherapy and psychopharmacologic

treatment for your assigned personality disorder.

· Describe clinical features from a client that led you to believe this client had this

disorder. Align the clinical features with the DSM-5 criteria.

· Support your rationale with references to the Learning Resources or other

academic resources.((Personality Disorders Homework)

                                                                     Learning Resources

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 4, “Theories of Personality and      Psychopathology” (pp. 151–191)
  • Chapter 22, “Personality Disorders” (pp. 742–762)
  • Chapter      13, “Psychosomatic Medicine” (pp. 451–464)

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

  • Chapter 68, “Paranoid, Schizotypal, and Schizoid      ”
  • Chapter 69, “Antisocial Personality Disorder”
  • Chapter 70, “Borderline Personality Disorder”
  • Chapter 71, “Histrionic Personality Disorder”
  • Chapter 72, “Narcissistic Personality Disorder”
  • Chapter 73, “Cluster C Personality Disorders

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

  • “Personality Disorders”

Perry, J. C., Presniak, M. D., & Olson, T. R. (2013). Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality disorders. Psychiatry: Interpersonal & Biological Processes, 76(1), 32–52. doi:10.1521/psyc.2013.76.1.32

Rees, C. S., & Pritchard, R. (2015). Brief cognitive therapy for avoidant personality disorder. Psychotherapy, 52(1), 45–55. doi:10.1037/a0035158

                                                      Required Media

Laureate Education. (2017a). A woman with personality disorder. Baltimore, MD: Author. 

Kernberg, O. (n.d.). Psychoanalytic psychotherapy for personality disorders: An Interview with Otto Kernberg, MD. [Video file]. Mill Valley, CA: Psychotherapy.net

 
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Critical Examination of Bias and Sampling

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Critical Examination of Bias and Sampling

(Critical Examination of Bias and Sampling)

1-In order to get real results, and a truly random study we need to not have bias. Its one of the things that I notice most when people are having their vaccine debate, or with political garb. You can almost always tell when someone has an agenda they are trying to push.

 

2-An important feature of a good study is that the sample is randomly selected from the target population which is the entire group of individuals that the researcher is interested in studying. To choose randomly means that every member of the target population has an equal chance of being included in the sample. This will prevent biased in the sample group.

To prevent problems in obtaining a truly random sampling, several steps can be taken.

  1. The      target population is well defined. If not well defined, the sample that is      actually studied may be outside the intended population or the survey may      include people that should be included.
  2. The      sample matches the target population. It would be difficult to ask      everyone in the target population to provide the wanted information, so      the best that the researcher can do is select a subset of individuals from      the population and gather information from them.
  3. The      sample size is large enough. If there is a large sample size that is      representative of the target population (randomly selected) the      information is likely to be accurate.

In any research project, steps must be taken to prevent biased. Part of that process is to realize the importance of random sampling. Bias can easily be introduced by not defining the target population well enough, ensuring the sample matches the target population and ensuring the sample size is large enough.(Critical Examination of Bias and Sampling)

Reference:

Rumsey, D., (2010). Statistics Essentials for Dummies. Wiley Publishing, Inc. Indianapolis, IN

 

3-Sampling is the process of selecting a representative group from the population under study. It is more or less impossible to study every single person in a target population so psychologists select a sample or sub-group of the population that is likely to be representative of the target population we are interested in. If the sample we select is going to represent the target population then we need to make sure that the people in it are similar to the other members of the target population. This is important because we want to generalize from the sample to target population. The participants in research, the sample should be as representative as possible of target population. The more representative the sample, the more confident the researcher can be the results can be generalized to the target population. Everyone in the entire target population has an equal chance being selected. This is s similar to the national lottery. If the ‘population’ is everyone, who has bought a lottery ticket, then each person has an equal chance of winning the lottery. Random samples require a way of naming or numbering the target population and then using some type of raffle method to choose those to make up the sample. Random samples are the best method of selecting your samples from the population of interest. The advantages are that your sample should represent the target population and eliminate sampling unfairness, but the disadvantage is that it is very difficult to achieve.(Critical Examination of Bias and Sampling)

One of the  problems that can occur when selecting a sample from a target population is sampling bias, sampling bias refers to situation where the samples doesn’t reflect the characteristics of the target population. Many psychology studies have a biased sample because they have used a opportunity sample that comprises university students as their participants

Reference:

McLeod, S.A. (2014) .Sampling methods. Retrieved from www. simply psychology.org//sampling.html

 

Please Answer Based On These Answers As They Are Listed, Each One Must Be Answered In APAform And Not Less Than 150 Words profile tata2018 Main Home Nursing homework help Report Issue 1-In order to get real results, and a truly random study we need to not have bias. Its one of the things that I notice most when people are having their vaccine debate, or with political garb. You can almost always tell when someone has an agenda they are trying to push. 2-An important feature of a good study is that the sample is randomly selected from the target population which is the entire group of individuals that the researcher is interested in studying. To choose randomly means that every member of the target population has an equal chance of being included in the sample. This will prevent biased in the sample group. To prevent problems in obtaining a truly random sampling, several steps can be taken. The target population is well defined. If not well defined, the sample that is actually studied may be outside the intended population or the survey may include people that should be included. The sample matches the target population. It would be difficult to ask everyone in the target population to provide the wanted information, so the best that the researcher can do is select a subset of individuals from the population and gather information from them. The sample size is large enough. If there is a large sample size that is representative of the target population (randomly selected) the information is likely to be accurate. In any research project, steps must be taken to prevent biased. Part of that process is to realize the importance of random sampling. Bias can easily be introduced by not defining the target population well enough, ensuring the sample matches the target population and ensuring the sample size is large enough. Reference: Rumsey, D., (2010). Statistics Essentials for Dummies. Wiley Publishing, Inc. Indianapolis, IN 3-Sampling is the process of selecting a representative group from the population under study. It is more or less impossible to study every single person in a target population so psychologists select a sample or sub-group of the population that is likely to be representative of the target population we are interested in. If the sample we select is going to represent the target population then we need to make sure that the people in it are similar to the other members of the target population.(Critical Examination of Bias and Sampling)

This is important because we want to generalize from the sample to target population. The participants in research, the sample should be as representative as possible of target population. The more representative the sample, the more confident the researcher can be the results can be generalized to the target population. Everyone in the entire target population has an equal chance being selected. This is s similar to the national lottery. If the ‘population’ is everyone, who has bought a lottery ticket, then each person has an equal chance of winning the lottery. Random samples require a way of naming or numbering the target population and then using some type of raffle method to choose those to make up the sample. Random samples are the best method of selecting your samples from the population of interest. The advantages are that your sample should represent the target population and eliminate sampling unfairness, but the disadvantage is that it is very difficult to achieve. One of the problems that can occur when selecting a sample from a target population is sampling bias, sampling bias refers to situation where the samples doesn’t reflect the characteristics of the target population. Many psychology studies have a biased sample because they have used a opportunity sample that comprises university students as their participants Reference: McLeod, S.A. (2014) .Sampling methods. Retrieved from www. simply psychology.org//sampling.html Reply | Quote & Reply Posted: 2 Months AgoDue: 02/08/2018Budget: $8 ANSWERS 1 profile Professor Harvey 200 In Field Chat Rated 1 times 2 months ago Purchase the answer to view it blurred-text attachment Answerbase8.docx BIDS 33 OTHER QUESTIONS 10 Blog ArchiveCopyright © 2018 HomeworkMarket.com Read More

 
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Psychology Case Study of Molly

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Psychology Case Study of Molly

Instructions: Read the following case, and follow the instructions in u02a1 in the courseroom to complete the assignment.(Psychology Case Study of Molly)

Molly, a 29-year-old unmarried woman, comes to the clinic complaining of a depressed mood, sleep problems, lack of concentration, loss of interest and pleasure in things, irritability, nervousness, lack of sex drive, no appetite, and undesired loss of 15 pounds in two months. She looks tired, sad, and gaunt. She moves slowly and occasionally tears up during the interview. She reports feeling this way for about two and a half years, since losing a job in a high-pressure computer start-up company. She had been a “shooting star,” rising fast in the dot-com world.

Prior to her collapse, she had never experienced failure of any kind. The collapse on the job seemed to be precipitated by a sexual affair she initiated with a coworker. As soon as this affair became known, she was criticized by coworkers and threatened by her supervisors with termination unless she ended the affair. Her lover was fired, and in his anger he refused to see her anymore. Thus, she lost her lover and the respect of her coworkers at the same time, and within six weeks was so depressed she could not function. She was then fired.

Since that time, she has taken a number of similar jobs, but has been unable to overcome her doubts that her “luck” would hold. She was afraid that her depression would impair her ability to concentrate and that she would either quit or be fired. She has moved back home with her parents, who are very supportive. Molly’s mother brought her to the interview.

During her love affair, Molly says, she began using cocaine with her boyfriend. After losing her job, she did not give up drugs, but switched to marijuana because it was much cheaper. Although she says that she preferred the rush of cocaine, she could not afford it, and now relishes the calm and numbness that marijuana brings. She smokes at least two marijuana cigarettes per day, often more. She had had one smoke earlier on the day of the interview. Her parents disapprove, though they give her the money for it, since “it helps me relax.” Molly also says that she drinks ” two to five” glasses of white wine each evening. “Wine helps me sleep,” she reports.

Molly has no medical problems to speak of. Difficult ovulation has always been a problem, but “nothing I can’t live with.” During ovulation, she tends to become more irritable than normal, and often snaps at people. But after 48 hours, she says, this dissipates. “It’s predictable as the trains,” she says. Her menstrual periods are uneventful.

Molly has had no accidents or illnesses besides the normal ones of life. No surgeries and no medications complicated her health picture. She has never needed or been to a therapist or psychiatrist prior to this visit. She feels ashamed of coming now.Use this outline to structure your case assignments.(Psychology Case Study of Molly)

1. Case Summary
  • Provide a brief summary of      what you have learned about the individual reviewed in the case. Include information about the individual      in terms of demographics and general history, and the sources of that      information, and the reason that the individual was referred, and by whom.
  • Summarize any information      you may have about evaluations that have been conducted, including the      results.
2. Clinical Impression (Diagnosis)

Write the clinical impression in the DSM-5 format:

XXX.xx (Yyy.yy) Primary Diagnoses (list in order of salience).

(DSM-5 Code is first, as in XXX.xx, and ICD-10 codes next, in parentheses.)

OTHER FACTORS:

Use the V and Z codes, or simply appropriate descriptors to psychosocial and contextual factors of importance to the diagnostic case. These replace the DSM-IV-TR Axis IV & V used to address these concerns.

3. Recommendations

Explain any recommendations for interventions, treatment, and/or disposition.

4. Questions(Psychology Case Study of Molly)

Address the specific questions that were asked in the instructions for this assignment.

Here is a sample assignment question and an appropriate brief response:

Question: Describe what further information you would need to accurately diagnose this case.

Response: To diagnose this case accurately, I would also need to review any pertinent medical records. I would want to interview this client’s mother, with whom he lives, to corroborate the clinical interview data supplied by the client, and to learn more about his developmental history. I would also want to

 
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Family Health Assessment

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Family Health Assessment

(Family Health Assessment)

Question description

COMMUNITY HEALTH NURSING

FAMILY HEALTH ASSESSMENT

Choose a family in your community and conduct a family health assessment using the following questions below.

1. Family composition.

Type of family, age, gender and racial/ethnic composition of the family.

2.Roles of each family member.Who is the leader in the family?Who is the primary provider?Is there any other provider?

3.Do family members have any existing physical or psychological conditions that are affecting family function?

4.Home (physical condition) and external environment; living situation (this must include financial information).How the family support itself.

For example; working parents, children or any other member

5.How adequately have individual family members accomplished age-appropriate developmental tasks?

6.Do individual family member’s developmental states create stress in the family?

7.What developmental stage is the family in?How well has the family achieve the task of this and previous developmental stages?

8.Any family history of genetic predisposition to disease?

9.Immunization status of the family?

10.Any child or adolescent experiencing problems

11.Hospital admission of any family member and how it is handle by the other members?

12.What are the typical modes of family communication?It is affective?Why?

13.How are decision make in the family?

14.Is there evidence of violence within the family?What forms of discipline are use?

15.How well the family deals with crisis?

16.What cultural and religious factors influence the family health and social status?

17.What are the family goals?

18.Identify any external or internal sources of support that are available?

19.Is there evidence of role conflict?Role overload?

20.Does the family have an emergency plan to deal with family crisis, disasters? (Family Health Assessment)

Identify 3 nursing diagnosis and develop a short plan of care using the nursing process.

Please present a summary of your assessment in an APA format on a 12 Arial font, word document, use at least 3 scholarly evidence-based practice references.A minimum of 1000 words are required, excluding the first and reference page (Websites can be used but will not count toward grading).

 
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Immune Disorders

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Immune Disorders

(Immune Disorders)

APA format 1.5 pages MSN degree 2 references from Walden university library

Due Thursday March 15, 2018 at 7pm EST

 

Immune Disorders

Two immune deficiency disorders will be discussed in the following text, human immunodeficiency virus (HIV) and psoriasis. Pathophysiology, drug therapy, and adverse effects will be discussed. Furthermore, variations in each disease process will also be presented. The purpose of this discussion post is to further understand the disease process of HIV and psoriasis.

HIV

Human immunodeficiency virus is a viral infection that targets the CD4-positive Th cells, which are needed for the development of plasma cells and T cells. The result of this cell depletion results in a negative immune response. With the immune system suppression, the development of acquired immunodeficiency syndrome (AIDS) is possible (Huether & McCance, 2017), p. 194).

Drug Therapy

After HIV is diagnosed, the goal of action is to control the virus and prevent the progression to AIDS. Drug therapy is designed to do five things for the patient: suppress the viral load, restore the immune system function, maintain quality of life, prevent HIV related complications, and prevent HIV transmission (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 846).

Medication regimens have been designed and it is important to note the each patient responds differently. The different classes of drug regimens include: nucleoside reverse transcriptase inhibitors (NRTI), nonnucleaoside reverse transcriptase inhibitors (NNRTI), protease inhibitors (PI), fusion inhibitors, integrase trans transfer inhibitors (INSTI), and CCR5 Antagonists.

When using NRTI drugs such as, Ziagen, Videx, Emtriva, Epivir, Zerit, and Retrovir, it is important to know that they prevent the transcription of RNA into DNA (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 849).

When working with NNRTIs drug such as, Rescriptor, Sustiva, Intelence, Viramune, and Edurant, the drug binds to the reverse transcriptase and prevents the conversion of RNA into DNA Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 851).

Protease inhibitors target the cell replication in the later stages. They prevent the development of the polyproteins, which are needed to create new HIV RNA copies. Examples of PIs are Reyataz, Prezista, Lexiva, Crixivan, Kaletra, Viracept, Norvir, Invirase, and Aptivus (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 852).

Fusion inhibitors prevents HIV from entering the cells by blocking the fusion process of the virus to the membrane of the CD4 T cells. Fuzeon is the only available drug from this particular class (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 853).

The INSTIs available for use are Trivicy, Vitekta, and Isentress. These drugs prevent the HIVs DNA  from entering the genome of the host cell. They are often used in conjunction with NRTI drugs (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 853).

The final drug class is the CCR5 Antagonists and Selsentry is the only medication amiable. This medication works on the membrane of CD4 T cells and prevents HIV from entering the cells by blocking the CCR5 receptors (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 854).

Each medication regimen is carefully selected for the patient. Each patient will have a different response. It is also important to note, the HIV is not curable, as no medication has been proven to eliminate the virus.(Immune Disorders)

Pediatrics

Unfortunately, HIV in children is something that needs discussion. It can be detected and diagnosed in infancy. When infants contract HIV it it typically from their mother during birth. Treatment with drug therapy varies as children grow. Interactions may occur with food and other medications. Compliance and frequent follow ups are needed as these children are treated. Providing each child with a life full of quality and low adverse effects is essential (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 855).

Adverse Effects

Adverse effects depend vary depending on the patient’s medication regimen. For example, when patients are taking a NRTI they need to conscious of the development of gastrointestinal (GI) symptoms such as nausea, vomiting, and abdominal pain. These symptoms could be indicative of lactic acidosis with hepatic sweatosis. This rare side effect could lead to possible death. When taking NNRTIs, patients could also experience GI symptoms in addition to dizziness, difficulty concentrating, hallucinations, and odd dreaming. Liver function impairment is also a risk when taking NNRTIs. Gastrointestinal symptoms, as well as liver transmitases, are side effects related to PIs. Fusion inhibitors are administered via subcutaneous injections; therefore, a common side effect is irritation at the injection site. Rash and fever are another possibility. Adverse effects of INSTIs vary from headache, diarrhea, reduced renal function, and hypersensitivity. CCR5 antagonists can case hepatotoxicity, which can lead to a systematic allergic reaction. Because of this side effect, CCR5 antagonists are not recommended as a front line management of HIV (Arcangelo, Peterson, Wilbur, & Reinhold, 2017, p. 849-854).

Psoriasis

Psoriasis is the inflammatory process of the skin, scalp, or nails, in which their cell replication is faster than normal. For example, the epidermis usually sheds in a 14-20 time frame. With psoriasis, the epidermis sheds in 3-4 days. During this inflammatory process, the is a conflicting interaction between macrophages, fibroblasts, dendritic cells, natural killer cells, T helper cells, and regulatory T cells. This interaction leads to the production of inflammatory mediators. In addition, the epidermis and dermis become thicker than normal because of their cellular hyperproliferation, the alteration in kerotinocyte, and the expanded dermal vasculature. Skin cells no longer mature and keratinze, but instead thicken and plaque formation begins. Because cell metabolism is increased, their is an increase in blood flow to the skin. This causes redness and inflammation. The inflammatory process waxes and wanes depending on triggering factors (Huether & McCance, 2017, p. 1062).(Immune Disorders)

When you hear psoriasis, one typically thinks of skin. It is also important for health care providers to be educated in psoriatic arthritis. Typically, it presents itself later in ones life, but it is possible that children can could experience it as well. Signs and symptoms include joint pain or stiffness (Van Onselen, 2013).

Drug Therapy

When treating psoriasis, medications are aimed at treating the inflammatory mediators. Treatment is aimed at restoring skin moisture,  reducing cells turnover, and controlling pruritus. Each patient’s treatment is different and depends on the degree of severeness. In mild cases, topical corticosteroids, moisturizing creams, Vitamin D analogs, and keratolytic agents are utilized. Narrow-band ultraviolet light therapy is also used. In severe cases, a more systemic treatment approach is needed. Approved medications included methotrexate, acitretin, and cyclopsporine. New therapies are being developed as the pathophysiology of psoriasis is further learned. Such treatment includes biologics. The safety and efficiency of this drug group is still under investigation (Huether & McCance, 2017, p. 1062-1063).

Pediatrics

The pathophysiological process of developing psoriasis is the same for children as for adults. It is more often seen in adults over children. There is some genetic linking to psoriasis, but exact details are still unknown. Typically, environmental and systemic triggers will still begin the initial presentation. Triggers include infection, skin trauma, medications, hormonal changes, smoking, or alcohol (Vam Onselen, 2013).

When treating children with psoriasis, emollients are commonly used to help with skin dryness. Emollients also have an anti-inflammatory property that make them a first line treatment for children. Other options to treat are topical corticosteroids, Vitamin D analogues, ditheranol, tar, topical calcineurin inhibitors, and photosynthesis treatment. Thorough education is necessary for both the child and parents when treating psoriasis. Allowing the child to demonstrate putting on his or her own cream may be a beneficial activity. Psychological support may be necessary while the child is being treated (Van Onselen, 2013).(Immune Disorders)

Reducing Side Effects

Side effects can be managed and reduced by seeking medical advice as soon as symptoms begin. By completing thorough education, encouraging follow-up, and avoiding triggering agents side effects can also be limited. Patients often have preconceived ideas that nothing can help them. It is important to recommend dermatology consultation when needed and to encourage each patient to be open to different therapies. Treatments do not work the same for each patient. Furthermore, patients need to be taught how to be compliant with their treatment (Renton, 2018).

Comparing HIV and Psoriasis

Immune disorders can be frustrating for patients. For HIV, the patient may have inner guilt or feelings of embarrassment depending on how they got HIV. Outsiders looking in may never know they have HIV, but the patient will feel like everyone knows and everyone is talking about them. Furthermore, patients with psoriasis may also feel embarrassed, but more because of the physical evidence. It may be difficult for these individuals to wear shorts or go swimming without feeling self conscious. It is important to show patients respect and to give support as they are facing maladaptive and physiological responses. By giving these patients a positive outlook, positive outcomes are more likely to follow.(Immune Disorders)

References

Arcangelo, V. P., Peterson, A. M., Wilbur, V. &  Reinhold, J. A.  (Eds.).

(2017). Pharmacotherapeutics  for advanced practice: A practical approach (4th ed.).

Ambler, PA:  Lippincott Williams & Wilkins.

Huether, S. E., & McCance, K. L. (2017). Understanding  pathophysiology (6th ed.). St. Louis,

MO: Mosby.

Renton, C. (2018). Late-onset psoriasis: Diagnosis, assessment and management. British

Journal Of Community Nursing, 23(2), 58-63.

Van Onselen, J. (2013). Managing psoriasis in children and young people. Nurse Prescribing,

11(7), 330-336.

 
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Reducing Hospital Readmissions with Telephone Follow-ups

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Reducing Hospital Readmissions with Telephone Follow-ups

(Reducing Hospital Readmissions with Telephone Follow-ups)

Question description

You are to create a Design for Change proposal inclusive of your Practice Issue and Evidence Summary worksheet from your Capstone Project Milestone 1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced.

  1. Create a proposal for your Design for Change Capstone Project. Attached is the recommended assignment specific Milestone 2 Design Proposal Outline (Links to an external site.)Links to an external site.. Use this to write your paper. You will include the information from Milestone 1, your practice issue and evidence summary worksheets, as you compose this proposal. Your plan is to convince your management team of a practice problem you have uncovered that is significant enough to change current practice.
  2. The format for this proposal will be a paper following the Publication manual of APA 6 th edition.
  3. The paper is to be four- to six-pages excluding the Title page and Reference page.
  4. As you organize your information and evidence, include the following topics.
    1. Introduction: Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution.
    2. Change Model Overview: Overview of the ACE Star model (the model we have been discussing this session); define the scope of the EBP; identify the stakeholders, and determine the responsibility of the team members. (Reducing Hospital Readmissions with Telephone Follow-ups)
    3. Evidence: Conduct internal and external searches of evidence; integrate and summarize the evidence summary worksheet from Milestone 1; develop a recommendation for change.
    4. Translation: develop a hypothetical action plan; include measurable outcomes, reporting to stakeholders; identify next steps and disseminate the findings.
    5. Conclusion: Provide a clear and concise summary, inclusive of the problem issue, the five points of the ACE Star change model; and ways to maintain the change plan.
  5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
  6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.
 
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