case study using a psychoanalytic theory approach.

case study using a psychoanalytic theory approach.

(case study using a psychoanalytic theory approach.)

Write a 750-1,000-word analysis of the case study using a psychoanalytic theory approach. Include the following in your analysis.

  1. What will be the goals of counseling and what intervention strategies are used to accomplish those goals?
  2. Is your theory designed for short- or long-term counseling?
  3. What will be the counselor’s role with this client?
  4. What is the client’s role in counseling?
  5. For what population(s) is this theory most appropriate? How does this theory address the social and cultural needs of the client?
  6. What additional information might be helpful to know about this case?
  7. What may be a risk in using this approach?

Include at least three scholarly references in your paper.

Each response to the assignment prompts should be addressed under a separate heading in your paper. Refer to “APA Headings and Seriation,” located on the Purdue Owl website for help in formatting the headings.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.(case study using a psychoanalytic theory approach.)

USE CASE STUDY ANALYSIS BELOW!!!!!!!!!!!!!!!!!!!!!!

 

Case Study Analysis 

Client Name: Ana

Client age: 24

Gender: F

Presenting Problem

Client states, “I recently lost my job and feel hopeless. I can’t sleep and don’t feel like eating.” Client also reports she has lost 10 pounds during the last two months. Client states that she is a solo parent and is worried about becoming homeless. Client states, “I worry all the time. I can’t get my brain to shut off. My husband is in the military and currently serving in an overseas combat zone for the next eight months. I worry about him all the time.”

Behavioral Observations

Client arrived 30 minutes early for her appointment. Client stated that she had never been in counseling before. Client depressed and anxious, as evidenced by shaking hands and tearfulness as she filled out her intake paperwork. Ana made little eye contact as she described what brought her into treatment. Client speech was halting. Client affect flat. Client appeared willing to commit to eight sessions of treatment authorized by her insurance company.(case study using a psychoanalytic theory approach.)

General Background

Client is a 24-year-old first-generation immigrant from Guatemala. Ana was furloughed from her job as a loan officer at local bank three months ago. Client reported that she was from a wealthy family in Guatemala, but does not want to ask for help. Client speaks fluent Spanish.

Education

Client has completed one year of college with a major in business. Client states that she left college after her son was born as she found it difficult to manage a baby, college, and a full-time job.

Family Background

Client is the middle of four siblings. Client has two older brothers and one younger sister. Client’s parents have been married for 27 years. Client states that she has had a “close” relationship with her family, although she states that her father is a “heavy drinker.” Client states that all her brothers and sisters have graduated from college and have professional careers. Client states that her father is a banker and her mother is an educator. Client states that she has not seen her family for 1 year. Client has a 1-year-old son and states that she is sometimes “overwhelmed” by raising him alone.

Major Stressors

· Lack of family and supportive friends

· Financial problems due to job loss

· Husband deployed overseas

· Raising a baby by herself

 
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Setting Boundaries When Working With Clients

Setting Boundaries When Working With Clients

(Setting Boundaries When Working With Clients)

Prior to beginning work on this week’s discussion, please review Standard 3: Human Relations (Links to an external site.)Links to an external site. in the APA’s Ethical Principles of Psychologists and Code of Conduct. Please also read the Asay and Lal (2014) “Who’s Googled Whom? Trainees’ Internet and Online Social Networking Experiences, Behaviors, and Attitudes with Clients and Supervisors,” Harris and Robinson Kurpius (2014) “Social Networking and Professional Ethics: Client Searches, Informed Consent, and Disclosure,” and Taylor, McMinn, Bufford, and Chang (2010) “Psychologists’ Attitudes and Ethical Concerns Regarding the Use of Social Networking Web Sites” articles.  For this discussion, you will examine ethical issues encountered by clinical and counseling psychologists in the digital age. Begin by reviewing the cases of Dr. Arnold and Dr. Washington listed below and selecting one of these ethical dilemmas for analysis.  Case 1 Dr. Arnold is a clinical psychologist who specializes in child and adolescent issues. From time to time, she provides consultation on high lethality cases within the juvenile court system. Recently, she was referred a case involving a 15-year-old male who has a history of aggression, angry outburst, destructive behavior, and cyberstalking.  Concerned for her safety and well-being, Dr. Arnold input the client’s name into a search engine, which yielded the client’s social network page. Dr. Arnold is uncertain whether or not to look at the client’s social network page.  Case 2 Dr. Washington is a counseling psychologist who specializes in trauma and self-harming behavior.

Recently, he received a “friend request” from a former client who he provided individual therapy to six months ago. Dr. Washington opted not to accept the “friend request,” but considered sending a private message to the client with the social networking policy from his informed consent.  Dr. Washington is uncertain whether or not to send the private message to the client.  In your initial post, assume the role of a colleague to the doctor named and analyze the ethical issues encountered in your chosen case. Given the situation described in the case study, recommend how your colleague should proceed. Provide support for your response by citing the required articles for this discussion. Consider the current and potential actions of your colleague and explain whether or not he or she is currently, or potentially will be, in violation of the APA’s Ethical Principles of Psychologists and Code of Conduct. Provide support for your explanation by citing Standard 3: Human Relations (Links to an external site.)Links to an external site. in the APA’s Ethical Principles of Psychologists and Code of Conduct. Explain how your colleague might avoid this type of ethical dilemma in the future. Describe what policy or policies you might put in place if you were your colleague.

 
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Etiology and Treatment

MMbAssignment 2: LASA: Etiology and Treatment

( Etiology and Treatment)

Jessica Case: Psychological Evaluation

Confidential: For Professional Use Only

Name:
Date of Birth:
Date of Evaluation: Clinician:

Reason for Referral

Jessica E. Smith 7-18-68
4-12-09
S. Freud, PhD

( Etiology and Treatment)

Smith was referred for a psychological evaluation by Bart Jackson of the Division of Vocational Rehabilitation to assess her current level of cognitive, behavioral, and emotional functioning and to provide recommendations for vocational service planning.

Background History

The following background information was obtained from an interview with Smith and a review of the demographic information sheet that she completed before the evaluation.

Smith is a forty-one-year-old Caucasian female who was referred for a psychological evaluation by the Division of Vocational Rehabilitation to assist with determining eligibility and to assess whether her emotional problems are interfering with her ability to work. She initially requested assistance from the Division of Vocational Rehabilitation in October 2008 to assist her with maintaining employment. At this time, she is interested in learning new skills to enable her to find full-time work in an office setting.

Smith was born in Jersey City, New Jersey, and raised in a small nearby town, Williamsport, Pennsylvania. She is the oldest of three children born to her mother and father following an uncomplicated pregnancy and delivery. Her younger sisters relied upon her for their after-school child care once their mother returned to work when she was twelve years old. She spoke of her mother as having been physically and emotionally abusive in the past, often yelling, hitting her, and pushing her around. While her mother took her frustration out on Smith, her father would drink alcohol in excess. To cope with the difficult situation at home, she began to drink alcohol and cut herself with a straight-edged razor. Smith was active in school-related activities. She did not receive special educational services or have significant behavioral problems in school, describing the classroom as a safe place where she could be a ―kid.‖ Smith graduated from high school and began attending a business college in Allentown, Pennsylvania.( Etiology and Treatment)

After attending classes for several months, Smith dropped out to spend more time with her friends and to begin working at various part-time jobs. She has worked as a waitress, in a grocery store, and as a babysitter. After leaving school, Smith returned home, where she began spending time with old friends who drank alcohol and used recreational drugs. By the age of eighteen, she had begun to starve herself and burn herself with a lighter. Her second to youngest sister was killed in a car wreck around this time. To assist her with coping, Smith began to drink on a regular basis and rely upon crank (crystal meth) to regulate her mood. She attempted suicide by taking someone else’s prescription medications and slitting her wrists. She was subsequently hospitalized on a psychiatric unit for one week. After discharge, Smith did not follow through with recommendations to follow up with outpatient counseling. Instead, she resumed her alcohol and drug use as a means of coping with the emptiness that she was feeling inside. As her substance use became more problematic, Smith began to participate in inpatient and outpatient substance abuse programming. She met with a counselor at the local community mental health center and was admitted to a residential rehab program. She has remained drug free since leaving the program in 2004; however, she has had difficulty in remaining sober. Smith has been arrested three times for drinking under the influence (DUI) and at times, has temporarily lost her driver’s license. In November 2005, she sought mental health services again to assist her with remaining sober and to address her underlying history of depression. She continued to attend outpatient counseling on a sporadic basis until August 2006 when she recognized that her depressed mood rendered her incapacitated. Thus, she began attending two individual psychotherapy sessions per week, biweekly psychiatric consultations, and participating in weekly home- based case management services.

Smith identifies her eight-year-old daughter and her boyfriend as her supports and sources of motivation to remain sober. She describes having had a series of physically and emotionally abusive relationships with men in the past, which have affected her mood and ability to cope with difficult situations. Smith has often become depressed and had thoughts of suicide after a relationship has ended. She acknowledges turning to alcohol or isolating herself when she feels overwhelmed. She initially moved to Jersey City two years ago to get away from the people whom she described as ―bad influences.‖ She has worked part-time at a local grocery store and participated in the vocational rehab program to assist her with returning to work. Despite their interventions, Smith has failed to maintain employment for longer than six months. She has also described herself as having difficulty maintaining friendships and trusting others. Smith currently lives in New Jersey with her daughter. She is unemployed and receives food stamps and Medicaid.( Etiology and Treatment)

Behavioral Observations

Smith is a Caucasian female of average build who appeared to be her stated age. She was dressed casually and her grooming and hygiene were adequate. She wore small, round-framed glasses with her short-brown hair pushed back behind her ears. She maintained good eye contact with the examiner, often pushing her glasses up on her nose or placing her hair behind her ears as she spoke of something that made her feel uncomfortable. Smith was cooperative during the evaluation, appearing motivated to answer all questions posed to her in an honest and forthright manner. She seemed alert and well rested, relating appropriately to the examiner. Smith often apologized for not knowing an answer to a test item or stated that she could not do something that she perceived as difficult.( Etiology and Treatment)

Tests Administered

  • ·  Wechsler Adult Intelligence      Scale®—Third Edition (WAIS®–III)
  • ·  Wide Range Achievement      Test—Third Edition (WRAT-3)
  • ·  Minnesota Multiphasic      Personality Inventory: Second Edition (MMPI-2)
  • ·  Bender Visual-Motor Gestalt      Test
  • ·  Clinical Interview

Mental Status Examination Results

Smith reports an extensive history of mental health treatment, having received inpatient and outpatient treatment for depression and substance abuse. She has been prescribed Prozac, Paxil, Remeron, Klonopin, Xanax, Valium, and Librium to assist with managing her depressive symptomology and difficulties with controlling her anxiety and physical withdrawal from alcohol and methadone. Smith’s attitude toward this evaluation seemed quite positive as evidenced by her interest in participating in the evaluation and self- report. She appeared to answer all questions honestly and did not appear to be irritated with the evaluation process. Her responses were spontaneous and she needed minimal redirection to respond to the questions that were asked of her. Smith was oriented to person, place, and time and denied having experienced auditory or visual hallucinations. She denied current thoughts of suicide; however, she acknowledged having attempted suicide as a teen. Smith reportedly used a razor blade to slash her arms, hit herself with a hammer in the face, took someone else’s prescription medication, and burned her arms with a lighter after fighting with her mother, breaking up with a boyfriend, feeling rejected, and losing her younger sister. She reported having had a couple of mutually fulfilling relationships in the past, although she indicated that she had difficulty getting along with people. Her remote and recent memory showed no signs of impairment; however, her ability to make realistic life decisions was marred. Medical history is significant for a back injury that occurred following a car wreck (1984) and removal of her gall bladder (1996). Since the car wreck, Smith has experienced lower back pain when lifting heavy weights or moving in an awkward fashion. Assessment Results and Interpretations

The WAIS®–III was administered to obtain an estimate of Smith’s current level of cognitive functioning. The results from this evaluation suggest that Smith is functioning within the Low Average range of cognitive functioning with no significant difference evident between her verbal and nonverbal reasoning abilities. Overall, Smith demonstrated abilities ranging from the Low Average to Average range with relative strengths in her word knowledge, categorical thinking, and ability to distinguish essential from nonessential details with a relative weakness in her abstract reasoning skills.( Etiology and Treatment)

Smith’s WRAT-3 performance showed high school–level reading, eighth grade–level spelling, and fifth grade–level arithmetic skills. She achieved a Low Average range standard score on the reading and spelling subtests with a Borderline range standard score on the arithmetic subtest. She reported having had difficulty with arithmetic in school and often becoming too anxious to complete her assignments or finish test items. Thus, this score is likely an underestimate of her current level of functioning. Results suggest that her fundamental academic functioning is below average; however, due to the lack of discrepancy between her achievement and intelligence test scores, the presence of a learning disorder was not evidenced.

Visual Processing and Visual–Motor Integration

Smith’s ability to reproduce or copy designs was assessed on an instrument involving visual–motor integration and fine-motor coordination. She appeared to accurately see the stimulus figures and understand what she saw; however, she had difficulty translating her perceptions into coordinated motor action. She completed the Bender-Gestalt test in two minutes, forty-two seconds and incurred four errors of distortion and rotation. A short completion time such as this is often associated with impulsiveness and limited concentration.( Etiology and Treatment)

Personality Assessment Results

The MMPI-2 was administered to assess Smith’s personal attitudes, beliefs, and experiences. Smith’s MMPI-2 profile suggests that she acknowledges that she is experiencing a number of psychological symptoms. She is likely to be experiencing a great deal of stress and seeking attention for her problems. At times, Smith comes across as a confused woman who is distractible, has memory problems, and may be exhibiting personality deterioration. Thus, she is in need of intensive outpatient therapy and psychotropic medication to continue to address her long-term personality problems. Smith might be described as an angry woman who is immature, engages in extremely pleasure-oriented behaviors, and feels alienated. She is likely to feel insecure in relationships, act impulsively, and have difficulty developing loving relationships with others. She often manipulates others (men) and may hedonistically use other people for her own satisfaction without concern for them. She has difficulty meeting and interacting with other people, is uneasy and overcontrolled in social situations, and tends to be rather introverted.

Smith has a negative self-image and often engages in unproductive ruminations. She frequently reports having numerous somatic complaints when she is anxious and feels as though other people are talking about her. Under stress, her physical complaints will likely exacerbate. Her insight into her problems is limited and she often attempts to find solutions that are simple and concrete. She may prefer to be alone or with a small group due to feeling alienated from the environment. She often exhibits poor judgement, emotional liability, and impulsivity. Smith may become upset easily and overreact to situations. Her profile reflects a chronic pattern of maladjustment, which may affect her ability to solve problems and fulfill her obligations. It is likely that Smith has a history of underachievement in school and in the work force due to her inability to cope with difficult situations.( Etiology and Treatment)

M3 Assignment 2 RA,

My paper

Diagnostic Formulation

Introduction

Jenny Smith is a 41-year-old woman living with her husband and her eight-year-old daughter in Jersey City. She is currently unemployed and survives on Medicaid and food stamp. Jenny frequently takes alcohol and isolates herself whenever things are overwhelmed with situations. The motive for her stay in Jersey was to keep off peers who she believes brings terrible influence on her life with regards to drugs and alcohol. The primary diagnosis for Smith is acute stress disorder (ASD) because she has experienced traumatic events in her past life.( Etiology and Treatment)

Problem

Smith has been struggling with alcohol and substance abuse. She has difficulties in maintaining her job and often resorts to substance and drug abuse whenever she feels depressed Jenny has a problem staying sober even after having gone through individual psychotherapy sessions in the past. She has emotional instability, and sometimes contemplates suicide. Smith cannot cope with the challenges of life. Smith is socially withdrawn from people whenever he is sober, and whenever she is experiencing difficulties in life. She is incapable of controlling her alcohol and drug addiction. Smith has low self-esteem and has a negative self-perception. This attitude can be a significant contributing factor to the drug addiction behavior since she tries to be the happy app the time through substance and drug abuse.

Primary Diagnosis( Etiology and Treatment)

Acute Stress Disorder

Acute stress disorder (ASD) or post-traumatic stress disorder (PTSD) is a metal condition signified by experiencing imaginations of adverse events that happened in the past. People with this disorder tend to avoid people, specific places, and activities that bring back negative memories of past experiences (McKinnon et al., 2016). Individuals may have difficulty sleeping, are jumpy, and are easily angered or irritated by specific actions. The required stressors for this condition include exposure to life-threatening situations, or learning that a loved one’s life was exposed, or loss of a loved one, intrusion symptoms such as unwanted negative memories, flashbacks, and emotional distress (McKinnon et al., 2016). Smith’s conditions fit these criteria since she was consistently beaten by her mother when she was young, her sister who. Jenny was close to died in an accident, and she also almost got an accident. She has even gone through negative experiences in the past relationships with men who beat her up. The traumatic memories hurt her well-being because Jenny resorts to alcohol, and avoids people. As such, what she has gone through makes it likely that she has ASD. It is the most likely disorder affecting her according to the experiences that she has had in life, thus making it the primary diagnosis.

Secondary Diagnosis

Non Suicidal Self-Injury Disorder

Non-suicidal self-injury disorder is a mental condition signified by the tendency to intentionally inflict pain and injury to oneself without thinking about ending one’s life (Zetterqvist, 2015). The criteria for a condition to be regarded as this, there should be at least five attempts to inflict bodily injury in the past one year. The damage is related to an irresistible behavior, negative cognitive state, negative emotions, and thoughts such as depression or sadness, low self-esteem, the act lead to clinically significant injuries, and the behavior are not exhibited during periods of psychosis, or mental condition (Rudd et al., 2015). Smith’s tendency to inflict injuries on herself points to the possibility that she may have this disorder. This disorder has been considered as a secondary diagnosis because the frequency at which she injures herself within one year has not clarified. Besides, this behavior can be as a result of another mental disorder.

Differential Primary Diagnosis ( Etiology and Treatment)

Neurotic Depression

Dysthymia is a chronic condition in which the patient always feels depressed. Patients often experience some periods of ordinary life that can span into days and even weeks. The criteria for determining the presence of this disorder is sleep disturbance, e feeling of inadequacy and everything does not seem to be useful in life (Vandeleur et al., 2017). The sufferers are usually able to cope up with the demands of day-to-day life. The onset of the disorder is often in late teenage and the twenties.

Furthermore, there is a lack of interests in leisure activities or almost everything in the most time of the day, which can continue for many days. The patient also has reduced the ability to stay focused for a long time. The reason why this Smith can be suffering from neurotic depression is that she exhibits these symptoms. Smith’s health issues started during her teenage years when she dropped out of school to join alcohol and drug-addicted peers. Jenny has a feeling of guilt and worthlessness whenever in social environments and avoids people as much as possible can. Further, she feels normal on some occasions, but sometimes the depression overcomes her to the extent that she resorts to alcohol and drug abuse. This is the primary differential diagnosis since all the descriptions of the disorder fit what Smith is going through, except that in this disorder, there are no traumatic experiences to qualify thereby making it the differential primary diagnosis. 

Differential Secondary Diagnosis

Severe Alcohol Use Disorder( Etiology and Treatment)

Smith may likely be suffering from acute alcohol use disorder (SAUD). Many symptoms are associated with SAUD that indicate the presence of the disease. The DSM-5 provides 11 criteria which indicate that someone is suffering from the disorder depending on the severity. A person is said to be suffering from SAUD if he/she has at least six of the 11 symptoms provided in the MSM-5 (Connor, Haber & Hall, 2016). Smith can be suffering from this disorder because she exhibits the following symptoms that are among the 11 in the list. She has wanted to quit drinking or reduce her intake but has not been able to more than once.

Further, Smith spends a lot of her time drinking alcohol and also takes time to get over the aftermath of drinking. She sometimes ends up drinking more alcohol than she originally planned, and take more than planned time in drinking. Another DSM-5 pointer of SAUD depicted by Smith is that alcohol consumption or the sickness effects that it brings have often made her lose her work, and made her quit school. Another pointer is that Smith has given up essential activities such as visiting relatives and games for the sake of alcohol (Connor, Haber & Hall, 2016). 

Another element that exhibited by Smith is that she has on some occasions got in dangerous situations after drinking alcohol, and has also increased her chances of sustaining injuries. Finally, Smith has continued to drink alcohol despite often feeling depressed and anxious as a result of alcohol abuse. Smith exhibits almost all the symptoms in the SAUD category. Smith has been having trouble controlling her alcohol addiction. Alcohol on one occasion endangered her life when she was driving under the influence and lost control of the vehicle, which made her license to be revoked. Smith has also been unable to resist the urge to drink even when acknowledges that her depression is at a high. This weakness coupled with the fact that alcohol has derailed her personal and professional growth indicates that she is suffering from SAUD. Nevertheless, Jenny also takes recreational drugs, which can have similar or worse effects, although it is not clear whether Jenny has taken recreational drugs in the past one year. Although Smith has SAUD, this disorder may have been propagated by the difficulties that she has experienced in her entire life thereby making this diagnosis to be the differential secondary diagnosis.

The possibility of Appropriateness or other diagnoses( Etiology and Treatment)

According to the symptoms that Smith is experiencing, other diagnoses can work for her. This is because the criteria for determining the complications that she is suffering from are related. Besides, the descriptions of her experiences; the symptoms that she feels; and her lifestyle and behaviors induced by the disorder fit in a wide variety of diagnoses. As such, any determination different from the provided ones can be applied depending on the extent to which she can cooperate. However, when other diagnoses with which her disorder share similar symptoms are used, it will be recommended that they are applied in combination rather than be used singly. This is because their remedies may not be as comprehensive as the ones that will be applied for the regular diagnoses.

Why the Actual Diagnoses are a Better Fit than the Differential Diagnoses

The actual diagnoses are a better fit than the differential diagnoses because according to the symptoms of Smith’s disorders, there are elements in which her life was threatened at one time or another. From her history, she had experienced traumatic events when she was young, which have the potential to leave a trail of disturbing memories. The traumatic events are usually signified by severe depression that can significantly interfere with a person’s normal life operations. Therefore, the actual diagnoses are a better fit than the differential ones since they both involve a scenario in which the patient or their loved ones were in life-threatening conditions one time during their lifetime, and the memories persist.

Conclusion( Etiology and Treatment)

During her development, Smith had terrible childhood experiences. Her mother frequently assaulted her and did not relate with her kindly while her father was an alcoholic who never defended her. These frequent abuses by her mother may have led to the development of anxiety and depression. Furthermore, in the course of her development, one of her siblings died, which also may have contributed to her psychological and emotional issues. Smith dropped out of high school and joined peers who influenced her into drug abuse. She has attempted suicide on several occasions and has also inflicted pain to her body using objects. Her adulthood frustrations are likely caused by abusive boyfriends. Smith has been on individual psychotherapy, psychiatric consultations, and has undergone a home-based care system. The primary diagnosis for Smith is acute stress disorder (ASD) because she has had traumatic experiences on many occasions in her past life.( Etiology and Treatment)

References

Connor, J. P., Haber, P. S., & Hall, W. D. (2016). Alcohol use disorders. The Lancet, 387(10022), 988-998.

McKinnon, A., Meiser‐Stedman, R., Watson, P., Dixon, C., Kassam‐Adams, N., Ehlers, A., …  &Dalgleish, T. (2016). The latent structure of Acute Stress Disorder symptoms in trauma‐exposed children and adolescents. Journal of Child Psychology and  Psychiatry,57(11), 1308-1316.

Vandeleur, C. L., Fassassi, S., Castelao, E., Glaus, J., Strippoli, M. P. F., Lasserre, A. M., … & Angst, J. (2017). Prevalence and correlates of DSM-5 major depressive and related  disorders in the community. Psychiatry research, 250, 50-58.

Rudd, M. D., Bryan, C. J., Wertenberger, E. G., Peterson, A. L., Young-McCaughan, S., Mintz, J., … & Wilkinson, E. (2015). Brief cognitive-behavioral therapy effects on post-treatment suicide attempts in a military sample: results of a randomized clinical trial with 2-year follow-up. American Journal of Psychiatry, 172(5), 441-449.

Zetterqvist, M. (2015). The DSM-5 diagnosis of nonsuicidal self-injury disorder: a review of the empirical literature. Child and adolescent psychiatry and mental health, 9(1), 31-46.( Etiology and Treatment)

 

 

you reviewed a case study about Jessica, made primary and secondary diagnoses, and identified differential diagnoses for each principal and secondary diagnosis. The skills you developed and the feedback you received after completing this required assignment, will significantly help you in completing the following LASA. For example, both assignments (RA and LASA), require you to complete similar tasks such as identifying the principal and secondary diagnoses, providing rationale for the diagnoses, and offering differential (alternative) diagnoses.

In this assignment, you will discuss the etiology and treatment of your principal and secondary diagnoses for the following case study using a minimum of five peer-reviewed sources on etiology and a minimum of five peer-reviewed sources on treatment. Your paper should have separate sections for the etiology of each principal and secondary diagnosis, therapeutic modalities for each principal and secondary diagnosis, justification of the selected therapeutic modalities for the disorders, application of the treatment for the disorders, and a reference page for your sources. Your citations and references should be in APA style, and your paper should be 8–10 pages in length.( Etiology and Treatment)

read the second case study (Psychological Evaluation for Homer Brine).

Psychological Evaluation 

Confidential: For Professional Use Only 

Name:
Date of Birth:
Date of Evaluation: Clinician: 

Reason for Referral 

Homer Brine 1-11-65 7-30-08
A. Adler, PhD 

Brine was referred by the Division of Family Services for a psychological evaluation to assess his current level of cognitive, behavioral, and emotional functioning and to provide recommendations for outpatient mental health services and family reunification. ( Etiology and Treatment)

Background History 

The following background information was obtained from an interview with Brine and a review of available records. 

Brine is a forty-three-year-old Caucasian male who was referred for a psychological evaluation by the Division of Family Services to assist with providing recommendations for outpatient mental health services and family reunification. He became involved with the Division of Family Services after he was arrested for sexually abusing his daughter. Brine was informed that the results of the evaluation would be utilized to develop opinions and conclusions regarding the likelihood that he would revictimize his daughter. In addition, he was told that the report or the examiner might appear at his court proceedings to give evidence regarding his past, present, or potential future mental state. Brine chose to participate in the evaluation recognizing the nature of the evaluation and its purpose. 

Brine was born in York County, Pennsylvania, in a rural farming community near the Maryland state line. He was the older of two children raised in a ―traditional Christian home.‖ When Brine was a young boy, his family moved to Wheeling, West Virginia, due to his father’s employment with a mining company. Brine’s mother was a ―stay-at-home mom‖ who was actively involved in her sons’ school-related activities. Brine described his parents as hardworking people who always supported him. He reported that he had begun having school learning problems in middle school related to comprehending and retaining learned materials. Brine described himself as a ―quiet‖ child who ―always had difficulty in school.‖ He described being involved with special educational services throughout his secondary education (middle school and high school). He received small group instruction and individualized assistance with learning arithmetic skills, developing memory skills, and improving his comprehension. Brine was an impulsive, distractible, and active boy who had difficulty completing school assignments and interacting with peers in the classroom. He obtained part-time employment after school and during summer vacations and worked for the Natural Services Department cleaning campgrounds. Although Brine enjoyed working for the Natural Services Department, he was unable to obtain full-time employment after his high school graduation due to his learning problems. ( Etiology and Treatment)

Brine continued to live with his parents after he graduated from high school, moving back to York County, Pennsylvania, with his family after his father lost his job (was laid off). He reported having felt awkward in social situations throughout his teenage years, choosing not to date due to a fear of being rejected by his female peers. Brine’s difficulty with social skills not only affected his interactions with others but also interfered with his ability to communicate with his coworkers and supervisors in a work-related environment. He has had difficulty maintaining employment as evidenced by his history of losing jobs due to poor attendance and insubordination. After many failed vocational pursuits, Brine and his family began working ( Etiology and Treatment)

with the Office of Vocational Rehabilitation (OVR) to assist him with job training and social skills development. He described having participated along with several work crews doing janitorial work at local schools, office buildings, and small businesses. Brine stated that he enjoyed working independently due to the difficulties he faced in relating to his coworkers. He often needed assistance with handling interpersonal conflicts and managing his anger (negative mood). 

While at OVR, Brine met his wife, Kelda Brine, after an introduction by mutual friends. Their relationship progressed rapidly and within months, they began living together. Brine described his wife as a ―mentally retarded‖ and ―slow‖ woman who ―needs a lot of guidance.‖ She reportedly has difficulty with decision making and lacks appropriate parenting skills. Brine and his wife argue frequently due to her irresponsibility and irritable mood. They have a history of verbal and physical aggression toward one another, which has included pushing, saying hurtful things, and threatening to kill each other. Brine acknowledged having made statements that he did not mean and feeling remorseful after their arguments. Brine acknowledged that he was unable to set appropriate boundaries or create a structured environment at home. Although his parents often attempted to help him with establishing limits in his home, his wife would refuse. Brine’s mother and wife have a strained relationship due to their inability to communicate and their differences in parenting styles. Consequently, his wife has refused to accept help from her in-laws due to the fear that they ―would take her daughter away.‖ After the Division of Family Services became involved with his family, his wife’s biggest fear came true—their daughter was removed from the home and placed with his parents. 

Brine stated that he was incarcerated because he sexually molested his kid—he was in the closet naked with her. He described having had a pornographic magazine that he showed to his daughter and reportedly touched her inappropriately. Brine stated that he did ―not remember‖ touching his daughter at that time; however, he admitted to having his daughter touch him in his private area in the past. He spoke of their sexual relationship beginning when his daughter was seven years old. Brine had told his daughter ―not to talk about it‖ to anyone. He reported that his wife had walked in on them two years ago, saw what was happening, and didn’t say anything. He stated that his wife probably did not understand what was happening or did not want to know about it. Brine described the abuse as including both contact and noncontact acts. The sexual abuse involved multiple incidents over time as the activity progressed from less invasive to more invasive (began with exposure and fondling and had moved to digital and oral penetration). Although Brine denied having engaged in sexual intercourse with his daughter, he stated that she ―would be able to describe what it is‖ due to having walked into their (her parents’) bedroom without their knowledge. ( Etiology and Treatment)

Brine and his wife have been referred counseling for marital therapy and assistance with parenting. He described having difficulty setting limits for his daughter and struggling with decision making. He reported that his daughter ―is in charge at home,‖ often ignoring her parents when she is told that she cannot do something. He has disciplined his daughter by taking something away from her, making her sit in her room, yelling at her, or thumping her on the head. The two household rules that are enforced include not going out of the yard without permission and going to bed at 8:00 p.m. 

Brine denied recent alcohol or drug use, stating that he only experimented with alcohol and marijuana as a teenager. Legal history is significant for a previous charge of Arson (1990) that resulted in a ten-day jail sentence and a year of supervised probation and his current charge of incest. 

Behavioral Observations 

Brine is a forty-three-year-old Caucasian male of average build who appeared to be older than his stated age. He has short-cropped dirty blonde hair and several missing teeth and was dressed in an outfit issued by the county jail (orange jumpsuit). He was pleasant and cooperative during the evaluation, appearing motivated to answer all questions posed to him in an honest and forthright manner. Brine seemed alert and well rested, exhibiting no unusual mannerisms and relating quite appropriately to the examiner. He maintained good eye contact, smiled appropriately, and made spontaneous comments about various tasks that were presented to him. Brine would refuse to complete items that he described as difficult due to his fear of making mistakes (arithmetic section on the Wide Range Achievement Test—Third Edition [WRAT- 3]). He was asked to read the instructions for the 16PF Questionnaire, and from his performance on that 

task, it was apparent that his reading ability was of a level sufficient to enable him to complete the instrument without assistance. He reported that he was not taking any medication that could have hindered his performance during any phase of this evaluation. From an environmental perspective, the temperature and lighting of the room where Brine completed the 16PF Questionnaire and Parenting Stress Index (PSI) conformed to room conditions used in the standardization of that instrument. Therefore, given the aforementioned behavioral and environmental observations, it is believed that the results of this evaluation provide an accurate estimate of Brine’s cognitive, behavioral, and emotional functioning. ( Etiology and Treatment)

Review of Prior Assessments 

Brine was previously evaluated in July 2005 to determine his level of cognitive functioning and to determine whether he was competent to stand trial. The results from this previous evaluation suggest that Brine is functioning within the Low Average range of cognitive functioning (Full Scale IQ of 85) with a significant difference evident between his verbal and nonverbal reasoning abilities (Verbal IQ of 80 and Performance IQ of 94). At this time, Brine demonstrated uneven cognitive development with scores ranging from the Borderline to Average range with relative strengths in his perceptual organization and a relative weakness in his processing speed. 

Tests Administered 

16PF Questionnaire: Fifth Edition PSI
WRAT-3
Clinical Interview 

Mental Status Examination Results

Brine came across as an anxious man who wanted to cooperate with the evaluation despite feeling uncomfortable at times. He spontaneously and candidly spoke of the inappropriateness of his actions toward his daughter and of the problems in his marriage. He spoke of his difficulty in coping with stressful situations and of not having adequate problem-solving or parenting skills. He appeared genuine in his request for assistance, often stating that he ―knows he needs help.‖ He spoke of the difficulty he had in comprehending information and of his wife’s cognitive limitations. He described his wife as having difficulty with making decisions and with being responsible. He described his daughter as having been ―in charge‖ at home, stating that she often told her mother what to do. His responses were unrehearsed and no loose associations in his cognitive processes were observed. Brine was oriented to person, place, and time and denied having experienced auditory or visual hallucinations. He stated that he had had thoughts of suicide since he had been incarcerated, however, he would never attempt to hurt himself in any way. His affective display was appropriate and within normal range. He reports having had several mutual fulfilling relationships and indicated that he got along quite well with a variety of people. His medical history is significant for acid reflux disease and a repaired hernia. 

Assessment Results and Interpretations 

Intellectual Functioning 

Brine’s WRAT-3 performance showed high school–level reading skills, seventh grade–level spelling skills, and third grade–level arithmetic skills. He achieved an Average range standard score on the reading subtest, a Low Average range standard score on the spelling subtest, and a Deficient range standard score on the arithmetic subtest. Results suggest that his academic functioning is below average and discrepant from his intelligence test scores. A significant discrepancy exists between Brine’s potential and achievement as measured by standardized tests and supported by interview and observation. This suggests that Brine may have a specific learning disability. 

Personality Assessment Results 

The 16PF Questionnaire was administered to assess Brine’s personal attitudes, beliefs, and experiences. 

Brine’s 16PF Questionnaire profile suggests that he is not experiencing a level of psychological distress that would warrant clinical attention. However, his profile should be interpreted with caution due to his responses, indicating that he may have been inattentive to item content or may have answered randomly. Brine’s responses indicated that he is interested in activities that involve fewer interactions with people. It is likely that he prefers to work independently as opposed to working closely with others. He might be described as a skeptical man who has difficulty trusting. Brine has difficulty understanding the emotional cues of others or relating to their feelings. He might experience feelings of insecurity or feel uncomfortable in social situations. When under stress, he may became reactive and have difficulty considering another person’s point of view. 

Parenting Assessment Results ( Etiology and Treatment)

The PSI was administered to assess the degree of stress in his parent–child relationship. Brine is currently reporting that he is experiencing a great deal of life stress due to being financially overwhelmed, having a limited support system, and being recently involved with the court system. He views his daughter as hyperactive, demanding, and unable to adjust to changes in her physical or social environments. Brine describes his daughter as having qualities that make it difficult for him to fulfill his parenting role. In addition, he endorsed several items, which indicate that the source of his stress and potential dysfunction of the parent–child systems may be related to dimensions of his child’s functioning. He does not experience his child as a source of positive reinforcement due to the failure of their interactions to produce good feelings in himself. This may be caused by her inability to respond to events in a predictable manner, which causes Brine to misinterpret his daughter’s behaviors. Brine describes himself as an incompetent parent who is often depressed and feels unable to observe and understand his child’s feelings or needs accurately. Overall, he acknowledged having difficulty in managing his daughter and balancing his own needs with those of his family. The parent–child system is under stress and is at risk for dysfunctional parenting behaviors. 

Once you read the case, complete the following tasks:

· Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis.

· Describe multiple elements of the etiology for the principal and secondary diagnoses. Explain how the etiology contributed to each (principal and secondary) diagnosis.

· Identify a specific therapeutic modality for each principal and secondary diagnosis.

· Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study.

· Identify at least one differential (alternate) diagnosis for the principal and secondary diagnoses.

· Discuss key cultural factors that may influence diagnosis and treatment.correct APA format.

 

Assignment   Component

Proficient

Maximum   Points

 

Identify   a principal and secondary diagnosis for the assigned case study with   rationale for each diagnosis.

Identifies   at least one principal and one secondary diagnosis that are rationally linked   to the case provided. Provides detailed information about how diagnoses were   reached and how the client’s symptoms fit the diagnostic criteria. Evidence   is presented in a logical manner that builds a solid case which supports   diagnostic impressions.

48

( Etiology and Treatment)

Describe   multiple elements of the etiology for the principal and secondary diagnoses.   Explain how the etiology contributed to each (principal & secondary)   diagnosis.

Presents   a clear understanding of the possible origins of the principal and secondary   diagnoses. Demonstrates ability to integrate and conceptualize all of the   information presented. Clearly states how the diagnoses/ presenting issue   began (ETIOLOGY) and what may be maintaining them.

48

 

Identify   a specific therapeutic modality for each principal and secondary diagnoses.

Chooses   a viable therapeutic modality that has applications to the principal and   secondary diagnoses and is appropriate for the client.

48

 

Apply   therapeutic modality to treat each of the principal and secondary diagnoses   in the case study.

Demonstrates   a clear application of the selected therapeutic modality for treatment of the   principal and secondary diagnoses of the person in the vignette.

48

( Etiology and Treatment)

Identify   at least one differential (alternate) diagnosis for the primary and secondary   diagnosis.

Clearly   discusses other diagnoses (differential diagnoses) that were ruled-out as   well as specific reasons for eliminating these diagnoses.

32

 

Discussed   key cultural factors that may influence diagnosis and treatment.

Describes   cultural factors that may influence the diagnoses and identifies cultural   issues that may require additional exploration. Outlines how the cultural   factors influence treatment options.

48

 
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influence of Purpose on Curriculum discussion

influence of Purpose on Curriculum discussion

(influence of Purpose on Curriculum discussion)

Question description

Submit an initial substantive post of 250 words (about 1 page length) to question .Use headings for each main key point to clearly communicate to the reader the topic under discussion and leave no room for guessing. Your headings need to be Bold and aligned center-page.At least 2 References and in text citations should conform to the APA format(6th ed.)Typically, the discussion question for each week asks you to respond to several (2-4) key point (multidimensional question) and rarely is a one-dimensional question.Please use a heading for each major part of the main/initial post. For example your headers for the first week discussion #1 could be “Curriculum in my Own Words”, “Influence of Purpose on Curriculum”.Your headings should follow APA format such as be Bold and center page.

Discussion Question1:In three sentences define curriculum in your own words (no quotations or paraphrasing). Discuss the influence of the purpose of an educational encounter on the definition of curriculum.

All responses need to be supported by a minimum of 2 scholarlyresource (text or peer reviewed journal). In-text citation and reference must adhere to APA format (6th ed.).Next response to the posting below should be approximately 100 words (about 1/2 page length) and include 2 References and in text citations should conform to the APA format (6th ed).

Jurado’s Response 1

Curriculum in My Words

Curriculum is the information and material that is presented as a means to facilitate learning. It is content that is disseminated in a course and is a pathway for meeting goals and objectives. It guides our direction in which we educate and meet learning expectations.(influence of Purpose on Curriculum discussion)

Influence of Educational Encounter

Curriculum is developed to meet the needs of all learners in all cultures. Curriculum is a planned process that provides pathways to a favorable learning environment. Curriculum is designed to meet the benchmarks of education and aligns with the goals and objectives presented in a learning environment (Herrington, & Schneidereith, 2017). As the educator becomes comfortable and fluent with educational presentations the assessments help with meeting the goals. As the educator grows in the profession there will be opportunities to change and adapt to all arrays of learning. The educator will often find that the group of learners were not engaged or just may not have responded to that form of teaching and changes may be needed. The educators that are closed minded and not willing to make way for change will likely have issues meeting the goals and objectives.

When developing curriculum it is best that the material is presented to peers that are able to give feedback to the approach as well as the material that the educator is presenting (Al-Shdayfat, Hasna, Al-Smairan, Lewando-Hundt, & Shudayfat, 2016). Finding an approach that meets the needs of many different learners will allow for a positive outlook on both process and meeting of goals. The educator that acquires adaptive skills will have successful relationships and encounters with students.(influence of Purpose on Curriculum discussion)

Reference

Al-Shdayfat, N., Hasna, F., Al-Smairan, M., Lewando-Hundt, G., & Shuayfat, T. (2016). Importance of Integrating a cultural module in the community nursing curriculum. British Journal of Community Nursing, 21(1), 44-49.

Herrington, A., & Shhneidereith, T. (2017). Scaffolding and Sequencing Core COncepts to Develop a Simulation- Integrated . doi:Nursing Curriculum. Nurse Educator, 42(4), 204-207. doi:10.1097/NNE.0000000000000358.

Next response to the posting below should be approximately 100 words (about 1/2 page length) and include 2 References and in text citations should conform to the APA format (6th ed).

Felicia ‘s Response 2

Definition of Curriculum

Curriculum is the development of courses or classes in which learners take to learn a desired process or subject in a educational facility or environment. The curriculum is developed to include various teaching strategies in order to develop the skills and knowledge of the learners to improve outcomes. It will involve learning experiences which can be incorporated into various education programs or classes.

Influence of Educational Encounter

The purpose of the influence of the educational encounter on the definition of the curriculum began with the beginning of education. Educators have developed curriculum based on the needs of their learners, making adjustments as needed to include information which is important. It is important as nursing education is influenced by the many changes to the profession, that as stated by Kantar & Alexander, (2012, p.444), “that instructional leaders are compelled to focus attention on educating nurses to be good decision makers and problem solvers, competent, information literate and safe in practice. It is important to develop nurses with skills to provide safe patient care, while addressing judgement as major curriculum outcome, and as stated by Kantar & Alexander, (2012), critical thinking skills are not well integrated in the content and assessment approaches of nursing curriculum are transferred through various models such as Tanner’s or Posner’s Models. According to Kantar and Alexander, (2012), Tanner’s Model is the role of knowledge and experience in nurses’ thinking practice which influence judgement, and Posner’s Model provides informed about curriculum’s dimensions. It is important for the educator to develop and decide on how to choose and design curriculum based on their learners style, skills, and knowledge, environment, and their desired outcomes. According to Simmonds, Foster, & Surek, (2009), developing a education curriculum is challenging and skills can be developing with teaching tools and continuing educational training to assist with support.(influence of Purpose on Curriculum discussion)

References

Kantar, L. & Alexander, R. (2012). Integration of clinical judgement in the nursing curriculum: Challenges and perspectives. Journal of Nursing Education. Vol. 51., pp. 444-453. DOI: 3928/01484834-20120615-03

Simmonds, K., Foster, AM., & Zurek, M. (2009). From the outside in: A unique model for stimulating curricula reform in nursing education. Journal of Nursing Education. Vol. 48., pp583-587. DOI: 10.3928/01484834-20090917-02

Please include references for each section not all on 1 page.

 
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Short Essay/Social Psychology

Short Essay/Social Psychology

(Short Essay/Social Psychology)

This is a short essay assignment with a mixture of multiple-choice/short answer and essay questions that cite evidence or research to explain/support your answer.

Your essay answers must be in your own words with paraphrasing properly source credited.  Quotes in lieu of answering in your own words will not receive points.

Please submit your responses as a Word document (.docx file).  Make sure to number your responses so your instructor will know where one response ends and the next starts.  It is not necessary to rewrite each question in your document.  For multiple choice questions, CLEARLY indicate your response (a, b, c, or d) so that your instructor does not have to search and try to determine your response in your short answer explanation.

Your responses should be approximately one-half page each (double-spaced) for a total of three pages (not including Title and References Pages if you choose to include them).

1.  Jane is trying to decide whether she should marry Jim.  She sits down with a piece of paper and makes a list of all the positive aspects about marrying Jim, and then a list of all the negative aspects.  After looking at both lists, she can see that the good things outweigh the bad.  So, she calls Jim up and says, “OK, let’s set a date for the wedding!”  Jane’s way of making up her mind is an example of:

a.         felicific calculus

b.         distinctiveness decision making

c.          decisional framing

d.         the contrast effect

Why is this the best answer?

2.  In an experiment by Kenrick and Gutierres, male college students were asked to evaluate a potential blind date before or after watching the television show “Charlie’s Angels” (which features three glamorous actresses).  How did those who gave their ratings of the blind date after the viewing the show compare to subjects who rated the blind date before watching the show.  To what factor was this difference attributed?(Short Essay/Social Psychology)

3.  From Article #13 in Readings About the Social Animal, in demonstrating the “region-ß paradox,” what do Gilbert and his colleagues suggest about people’s willingness to endure painful medical procedures?

4.  It’s New Year’s Eve, and you’ve been invited to a large party where there will be lots of people you’ve never met before.  When you arrive, the person hosting the party hands you a blue party hat to wear and you put it on.  As you mingle through the crowd, you notice that some people are wearing blue hats like yours, and other people are wearing green party hats.  By the end of the evening, you realize you have spent most of your time with people wearing blue hats.  Somehow, they just seemed to be nicer people-they even dance better than those other people wearing green hats.  Moreover, a guy with a green hat bumped into you at one point during the evening and spilled your drink!  Given your knowledge of social cognition (and despite the somewhat far-fetched nature of this scenario), how could you explain your perceptions and judgments?

5.  How do cognitive biases involving the self contribute to the goal of maintaining and enhancing our view of ourselves?  Of what value are such biases, and what are the potential consequences of not having them?  Describe two self-biases, providing research evidence that demonstrates their effects.

 
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Exploring the Significance of Sampling

Exploring the Significance of Sampling: Variables, Hypotheses, and Errors

Assessment Instructions

(Exploring the Significance of Sampling)

Answer the questions below, following the Submission Requirements as specified at the end of the assessment. To calculate t when needed, refer to the T-Table for Assessment 3 document linked in the Resources under the Required Resources heading.

Assessment Concepts
Question Topic
Question 1 Independent Variables (IVs) and Dependent Variables (DVs)
Question 2 Hypotheses
Question 3 Errors and Significance: Type 1 and Type 2 Error
Question 4 Errors and Significance: Type 1 and Type 2 Error
Question 5 Hypothesis Testing and the z Score
Question 6 Standard Error of the Mean
Question 7 Central Limit Theorem
Question 8 Normal Deviate Z Test
Question 9 One Sample t Test
Question 10 SPSS: One Sample t Test
Question 11 Confidence Intervals

Question 1

A researcher randomly assigns a group of adults to one of two diet plans (Diet Plan A or Diet Plan B). The researcher then measures the amount of weight loss each participant experiences in a two-week period. What are the IV and the DV in this study?

Question 2

(Exploring the Significance of Sampling)

A researcher is studying whether the amount of weight loss differs in participants who follow Diet Plan A versus those who follow Diet Plan B. Write the following:

  • A directional research hypothesis.
  • A nondirectional research hypothesis.
  • The null hypothesis.

Question 3

In the general population, it is an established fact that men weigh, on average, more than women. For your study, you randomly sample 100 men and 100 women, recording each participant’s weight, and you find no significant difference in weight based on gender. What type of error is this (Type 1 or Type 2), given that a difference really does exist in the population? Explain your answer.

Question 4

In general, men and women do not differ on IQ. However, as part of your study, you found that women scored significantly higher than men on IQ. Given that you found a difference in your study where none exists in the general population, identify the error (Type 1 or Type 2) and explain your answer.

Question 5

Joan is 72 inches tall. The average (mean) height for adult women is 65 inches, and the standard deviation is 3.5 inches. Complete the following:

  • State the null hypothesis.
  • State the alternative hypothesis.
  • State the percentage of women of which Joan is taller, compared to the population (Hint: think z score and area under the normal curve).
  • State whether or not you expect to reject the null hypothesis, given Joan’s height as compared to the population mean. Explain your answer.

Question 6

College students in a large psychology class take a final exam. The mean exam score is 85, and the standard deviation is 5. Using the formula for σM , identify the standard error of the mean (σM) under the following conditions:

  • The sample size is 25.
  • The sample size is 16.
  • The sample size is 20.

Question 7

As part of a large research study, you administer a new test to 20,000 adults. Before you record or analyze the data, can you assume that the sampling distribution of the mean for this test will be normally distributed? Why or why not?

Question 8

The average (mean) height for adult women is 65 inches, and the standard deviation is 3.5 inches. Given the women you know, you think this number is low, so you record the heights of 25 of your female friends. The average height of your 25 friends is 66.84 inches. If your friends are just a representative sample of adult females, what is the probability that your friends are so tall?

Portion of the Normal Curve Table
z Area z Area z Area z Area
1.92 .9726 2.27 .9884 2.62 .9956 2.97 .9985
1.93 .9732 2.28 .9887 2.63 .9957 2.98 .9986
1.94 .9738 2.29 .9890 2.64 .9959 2.99 .9986

Question 9

The average (mean) height for adult women is 65 inches, and the standard deviation is 3.5 inches. Given the women you know, you think this number is low, so you record the heights of 9 of your female friends. Below are their heights in inches:

65, 67, 62, 67, 59, 68, 69, 70, 67.

Complete the following:(Exploring the Significance of Sampling)

  1. State the nondirectional hypothesis.
  2. State the critical t for α = .05 (two tails).
  3. Calculate t. Show your work.
  4. Answer if the height of your nine friends is significantly different than the population mean. Explain.

Remember, you must show all your work to receive credit.

Question 10

Complete the following steps:

  1. Open the SPSS file assessment3a.sav linked in the Resources under the Required Resources heading.
  2. At the top of the screen, click on Analyze, select Compare Means, then select One-Sample t Test.
  3. Click on Height, then click on the arrow to send it over to the right side of the table. In the small box labeled Test Value, enter 65.
  4. Click OK, and copy and paste the output to your Word document.
  5. Compare your SPSS output to your hand calculations from question 9. Are they the same?

Question 11

Based on the SPSS output from Question 10 above, and the test value (population mean) of 65, calculate the 95 percent confidence interval.

Submission Requirements

  • Submit all answers in one Word document (do not submit multiple files).
  • Show your work for questions that require calculations.
  • Ensure your answer to each problem is clearly visible (you may want to highlight your answer or use a different font color to set it apart).
 
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State Laws And Adolescent Confidential Health Care

State Laws And Adolescent Confidential Health Care

(State Laws And Adolescent Confidential Health Care)

Will need minimum of 150 words for each response, APA Style, double spaced, times new roman, font 12, and and Include: (1 reference for each response within years 2015-2018) with intext citations.

 

An adolescent’s concerns about privacy can prevent them from seeking primary health care, especially for specific sensitive health care services such as STI screening and family planning issues. Those with privacy concerns are also less likely to talk openly with a health care clinician about important health issues, such as substance use, mental health, and risky sex. Recognizing that confidentiality is critical to high-quality care for adolescent women, professional health care organizations have adopted policy statements and practice guidelines that support the provision of confidential services.

Discuss these guidelines and the laws in your state that address adolescent confidential health care.

Peer Response 1

(State Laws And Adolescent Confidential Health Care)

This is a great discussion topic, because I have often thought about adolescent care and confidentiality, but have never gotten the chance to thoroughly investigate the topic. I have worked with adult populations and therefore it has never been a big issue in my professional career. We all know that adolescent brains are not fully developed and they require teaching, support and valid resources when they encounter problems in their lives. This is why laws were enacted to allow adolescents to see a provider confidentially and seek medical help from a professional without the repercussions from their parents who may disapprove of their actions or situation.

In my state of Idaho, mental health services are confidential for adolescents after the age of 14 and cannot be shared with the parents without written consent of the adolescent unless they need to disclose information in order to bill insurance, carry out a treatment plan or prevent harm to the child or others or if they are ordered to by a court of law (Children’s Mental Health Services, 2018). Therefore, the clinician does have quite a bit of wiggle room in the statue because a majority of mental health issues can result in harm to the child or others. Either way, it’s good to understand that the age of 14 is the deciding factor. After 18 though, it is all confidential and no parents have rights to the individual’s medical records.

 

As for medical information. Every state allows adolescents to be seen, screened and treated for sexually transmitted infections and diseases without release of information to the parents. This law was passed as research was conducted that indicated that adolescents were MUCH less likely to seek medical help for STD’s if they knew their parents would find out. Therefore, in an attempt to decrease the prevalence of STD’s, no parental consent or notification is necessary (Bornstein, 2000). Even though confidentiality is attempted in this population with sensitive sexual or reproductive issues, obstacles to patient privacy remain. Overall, from what I can find, the provider in Idaho has the discretion to notify parents of any medical information of an adolescent.

Peer Response 2

(State Laws And Adolescent Confidential Health Care)

When it comes to healthcare, Patient’s confidentiality is paramount, a sensitive issue, and is part of the law in many states.  When caring for adolescent patients, care is not any different.  If a minor is seeking care and fears his or her information would be disclosed to their parents, it might prevent them from seeking preventative care such as contraceptives, pregnancy testing, sexually transmitted infection testing, or even psychological help if needed.  Unless, the provider suspects neglect or abuse, confidentially should always be provided to adolescents.  Judgement by the provider regarding the best medical interest and safety of the patient should prevail (AAFP, 2013).

In the state of Florida, the Florida Legislature (2017) there are some cases a minor could consent for their own care without a parent’s consent.  For example, if the minor is not married and pregnant or a mother, she could consent for herself and for her child; if the minor is seventeen years-old he could consent for blood donation; also, contraceptives and services of a nonsurgical nature; confidential medical services and counselling related to substance abuse and mental health outpatient counselling and treatment to minors, that does not need medications and other somatic treatments or less than two outpatient visits.

Healthcare providers must be familiar with their federal and state laws related to adolescent consent and confidentiality.  Respecting adolescent patient’s rights and privacy is essential, but as a provider encouraging the adolescent seeking care to talk to their parents regarding their health could promote better communication between child and parents.  In some facilities, the provider may make a verbal contract with the parents and teenager regarding confidentiality.  This would assure the patient that any information obtain during the visit will remain in strict confidence unless the provider thinks it could pose a danger to the patient or if the patient themselves want to share the information with their parents.

Ultimately as a healthcare provider, it is important to protect patient’s privacy and confidentiality but, at the same time, we must be aware that in all states, a person needing emergency medical treatment they may be treated without consent if securing a consent would delay treatment and places the patient’s life or health at risk (Olson and Middleman, 2018).  Patient care should not be delayed under any circumstances that will pose harm to the patient or cause death.

 
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Milestone 2 Overview, health and medicine

Milestone 2 Overview, health and medicine

(Milestone 2 Overview, health and medicine )

Question description

1.Welcome to the Milestone 2 tutorial.

2. This tutorial reviews Milestone 2, your assessment and diagnosis paper. For Milestone 2, you will write an APA paper where you will complete your community assessment, and diagnose one community health nursing problem based on this data. You can find APA resources in your resource folder in your course.

3. Use the headings outlined on these guidelines as first level headings in your paper. There is an APA template in resources that you can use to help with APA formatting.

4. Begin Milestone 2 with an introductory paragraph. Start your paper with an interesting sentence that grabs the attention of the reader. Provide an introduction to your paper, and be sure to include the purpose of your paper related to assessing and diagnosing a community health problem.

Follow this up in Section 2 with a second paragraph that describes your community in a little more detail. Include your community’s name and state. Discuss whether it is rural, suburban, or urban. Describe a few interesting facts about your area.(Milestone 2 Overview, health and medicine )

Next, in the demographic data section, discuss a range of demographic data for your community. Demographic data includes the general statistics that describe the community. This data is found in the U.S. Census Bureau reports (similar to the first part of your Week 2 discussion). Compare your demographic information to state or national statistics.

In the Epidemiological data section, include a range of information about disease rates, health behaviors, or public health problems in your area. This information can be found from your local health department records (on their website), the county health rankings website, or other records, such as those from the Centers for Disease Control and Prevention (CDC). Do not use Wikipedia. Most .com websites are not considered scholarly resources. Use this data to paint a picture of your community. Compare your community data to state or national data. Be sure to include statistics that support the problem that you will be discussing later in the paper.

5. The windshield survey section includes a summary of the relevant parts of your windshield survey that was completed for the first Milestone. Be sure to include information about what you observed related to the problem you identify.

Now that you’ve collected the assessment data, you can diagnose the problem and discuss that in the next section. Be sure this is a nursing problem that you consider to be a priority concern. Provide the rationale for your choice, and relate your choice to one of the healthy people numbered objectives, not just a healthy people goal. Be sure that the data you collected and your windshield survey validates this problem. Also, discuss the findings of two scholarly journal articles related to the problem you chose. These articles may discuss factors that contribute to the problem you uncovered, but should not focus on interventions.(Milestone 2 Overview, health and medicine )

The summary section provides a paragraph about your paper and should include a restatement of what you discovered and a statement about the problem. This should also include the population at risk for the problem and the factors that contribute to this problem. Do not include new information in the summary. End with a conclusion statement.

Finally, include a reference page for the complete APA reference of any source you cited in the paper. See the APA documents in resources for help. As always, use the grading rubric to self-grade your paper before submitting it.

 
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Importance of Understanding Employees’ Needs

Importance of Understanding Employees’ Needs

(Importance of Understanding Employees’ Needs)

For this assignment you will be stepping into the role of “expert”. You are one, of many, training specialists in your company and have been asked to submit a proposal for a training module for managers on how to meet the learning needs of their departmental employees.

The title of your proposed training will be “The Importance of Understanding Your Employees’/Learners’ Needs” and it will include two parts: the written portion and the “pitch”, which will be submitted as a screencast presentation that includes audio and visuals.

Part One:  The Written Assignment

For the written portion of your final assignment, you will research and critically explain five topics (areas of content) in learning that you think would be important to teach others. These components will be aligned with the course content and the following Learning Theories:

•Behaviorism – repetition, reinforcement (feedback), association, and classical and operant conditioning

•Cognitivism – assimilation, accommodation, the information processing model, and intellectual stimulation

•Constructivism – scaffolding, metacognition, problem-solving and inquiry-based learning

•Humanism – holism, personal agency, individualization, and motivation

The five learning perspectives/principles you decide to focus on is up to you. In week four you submitted seven ideas to your instructor. Be sure to read this feedback to accurately choose the five you will use in the final.(Importance of Understanding Employees’ Needs)

The second requirement of the written assignment includes explaining five strategies that you would use if you were to teach/train the assigned managers. For example, you may want to use scaffolding or the use of rewards. Fully explain why you will use each of the strategies you choose and how they support the assigned employee group <https://ashford.instructure.com/courses/11816/files/2172549/download?wrap=1>

In week four you submitted seven ideas. Be sure to look at your instructor feedback and choose the strategies that you feel would be the most important.

Required content elements of the written assignment:

1Must begin with an introduction paragraph that includes an overall summary of the purpose of the assignment.

2Five areas of learning psychology content must be explained fully and clearly demonstrate your understanding of the included content and its importance in understanding learners’ needs. As you explain your learning perspectives/principles, critically and elaborately justify why you have chosen them based on your learner group.

3Five strategies, for which you would use to successfully train the learner group, must be fully developed, including the rationales for how these strategies might be used, based on critical thought. Discussion of the specific needs these managers may have to fully benefit from your training module should also be included.

4A conclusion paragraph or section that fully summarizes the information within the paper and also includes the time frame that you predict it will take to complete the training (i.e. two weeks, one year, etc.) Substantiate this time frame with creative and critical thoughts about how your learners will best retain the information you want to teach them.

5Apply basic research methods and gather resources that will support your content.

Required technical elements of your written assignment:(Importance of Understanding Employees’ Needs)

•Must be five to six double-spaced pages in length, excluding title page and references, and formatted according to APA style as outlined in the Ashford Writing Center.

•Must include a title page with the following:

◦Title of presentation

◦Student’s name

◦Course name and number

◦Instructor’s name

◦Date submitted

◦URL link to your screencast

•Must use at least four scholarly sources from the Ashford University Library.

•Must document all sources in APA style as outlined in the Ashford Writing Center.

•Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

 
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Current Counseling Abilities

Current Counseling Abilities

Assignment 3: Current Counseling Abilities

Practicing your skill is a great learning experience for you. This course is intended to be a safe place for you, the student, to look at yourself and see what your baseline abilities are with respect to the foundational counseling skills to be acquired in this course.Now that you have experienced and viewed your unique style of communicating and being present with a client, reflect on what you saw, felt, and heard. Review your transcript ad summary as much as you need to. Don’t judge yourself harshly during this assignment. Simply observe where you are today, with the expectation of expanding and making progress with your counseling skills throughout the course.By analyzing your transcripts and feedback, you will be able to experience your style and reflect on your strengths and area for development.Reflect on the following:Did you listen well? How can you tell?Did you successfully engage the client? How do you know? What positive or negative feedback did you receive from the client?Did you offer advice?How did you stay focused on the client?What proportion of time did you talk compared with the amount of time the client athlete talked?What, if anything, did you disclose too much of yourself rather than listening to your client?Were there any surprises?Identify some things you feel you did well, as well as things you think you need to work on as a counselor-in-training.Use your text as a guide and reference.Create a two- to three-page self-reflection paper in Microsoft Word to respond to the points above. Draw some conclusions about your performance.Cite appropriate sources, such as the text, which were helpful to you in identifying your style.Name the file SP6104_M2_A3_lastname_firstinitial.doc. Submit it to the Discussion Area by the due date assigned.Select one Module 2 Assignment 2 of another student and also review this reflection assignment and critique their performance with respect to the criteria given above in the Discussion Area through the end of the module. Do not respond to the same student if their assignment has already been selected. All written assignments and responses should follow APA rules for attributing sources.Assignment 3 Grading Criteria Maximum PointsAssessed whether you listened well during the interview.8Analyzed and clearly explained how you offered advice or stayed focused on the client.8Assessed how you disclosed too much of yourself.8Shared any surprises from the interview.4Identified specific strengths and weaknesses of current style and goals for improvement.8Reviewed the transcript and the self-reflection of one other student according to the stated criteria.8Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.4Total:48

 
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