This psychoeducational group aims to help mature adults cope with unwanted job loss. Over six sessions, the group will address health issues, identity challenges, job search skills, anxiety/insomnia, and developing purpose beyond a career. Each session combines education, discussion, and homework. The leader will assess members' identities and skills before and after to measure progress. While the group provides tools, obstacles like ageism remain. The cognitive-behavioral orientation matches the teaching focus and common problems of this population. The leader has experience leading diverse groups and creating a secure environment for open discussion.
Plan de intervención, su estructura, la planificación de estrategias para el abordaje de trastornos emocionales, de la ingesta, fobias, duelo, familia y cuidadores de personas con trastornos orgánicos o residuales, asociados a la adultez.
Plan de intervención, su estructura, la planificación de estrategias para el abordaje de trastornos emocionales, de la ingesta, fobias, duelo, familia y cuidadores de personas con trastornos orgánicos o residuales, asociados a la adultez.
Life scripts definitions (Transactional analysis / TA is an integrative app...Manu Melwin Joy
The theory of script was developed by Eric Berne and his Co-workers, notably Claude Steiner, in the mid 1960’s. The concept of script has grown in importance as a part of TA theory, until now it ranks with the ego state model as a central idea of TA.
Life games - Games People Play (Transactional analysis / TA is an integrative...Manu Melwin Joy
All games have an important and probably decisive influence on the destinies of the players under ordinary social conditions. But some offer more opportunities than others for life long careers and are more likely to involve relatively innocent bystanders. This group may be conveniently called Life Games.
Life scripts definitions (Transactional analysis / TA is an integrative app...Manu Melwin Joy
The theory of script was developed by Eric Berne and his Co-workers, notably Claude Steiner, in the mid 1960’s. The concept of script has grown in importance as a part of TA theory, until now it ranks with the ego state model as a central idea of TA.
Life games - Games People Play (Transactional analysis / TA is an integrative...Manu Melwin Joy
All games have an important and probably decisive influence on the destinies of the players under ordinary social conditions. But some offer more opportunities than others for life long careers and are more likely to involve relatively innocent bystanders. This group may be conveniently called Life Games.
Advisers responsibility on handling cases in guidance & counselingJayson Hernandez
As what the saying goes "Every teacher is a guidance teacher," this presentation hopes to enlighten class advisers on how to handle cases in their respective advisory class.
Research Goals and Research Questions-Qualitative or Quantitative-Give.docxhenry34567896
Research Goals and Research Questions:
Qualitative or Quantitative?
Given that you now know the philosophical differences in qualitative and qualitative research, you should now be able to distinguish between those types of research goals. See this list attached of research goals and research questions. 1) Match the research goal to the research question(s) and 2) identify them as either qualitative or quantitative (no mixed methods yet), and 3) explain WHY it is so.  Use the table below to cut/paste the goals and questions into and provide your answers. Look for specific key words to help you differentiate between qualitative and quantitative, and remember that the “why†answer is vital.
Research Goal
1. The goal of this study is to investigate whether leaders' well-being, in the form of positive affect and job stress, can be explained by leader-member exchange (LMX) quality at the group level of analysis.
2. What is the process of negotiating and reaching consensus within a particular social structure?
3. The purpose of this study is to explore how spousal carers of people with MS interpreted their lived experience with their partner, the way in they assigned meaning to their being in such a situation, and the skills and knowledge they have developed to live with their situation.
4. The purpose of this study was to investigate decision-making experiences and the social psychological processes family member surrogates use for health care decisions as they related to decision making with and for a terminally ill family member.
5. The purpose of this study is to examine the extent to which leaders' and teams' goals work together to affect a range of outcomes when their teams fail to regulate (i.e., when they focus exclusively on one particular type of goal). We explicitly focused on learning and performance goals because this distinction is perhaps the most obvious and salient type of goal tension in work organizations.
6. What role does friendship play in girls’ developing sense of self? Specifically, does girls’ friendship provide a form of resilience as they transition from childhood to adolescence?
7. This study will examine the roles of experiential opportunities, organization-initiated cross-cultural experiences (i.e., those found in leadership development programs) and non-work cross-cultural experiences.
8. The goal of this study is to analyze the conditions under which women are promoted to top leadership positions and exploring the challenges they face post-promotion.
Research Questions
1. What do caregivers define as successful day-to-day experience?
2. How do girls describe the development of their sense of self during transition from childhood to adolescence?
3. Does group-level analysis of leader-member exchange explain leaders’ psychological states of leader well-being, in the form of positive affect and job stress?
4. After promotion, do female leaders experience a lack of support and/or challenges to their le.
Running head INSERT TITLE HEREINSERT TITLE HERE.docxwlynn1
Running head: INSERT TITLE HERE
INSERT TITLE HERE
Insert Title Here
Insert Your Name Here
Insert University Here
Job Description
Introduction
Provide an introduction, and include the date for when the job description was written, the job status (whether it is exempt or nonexempt under The Fair Labor Standards Act (FLSA) and whether it is a full-time or part-time position), the position title, and the objective of the position (what the position is supposed to accomplish and how it affects other positions and the organization). Address the pay for the position.
Supervision
Explain to whom the person reports, and explain the supervisory responsibilities, including any direct reports and the level of supervision.
Job summary
Include an outline of the job responsibilities, including the essential functions like detailed tasks, skills, duties, and responsibilities.
Competency
Explain the competency and position requirements, including knowledge, skills, and abilities (KSAs).
Quality and Quantity Standards
Explain the minimum levels required to meet the job requirements.
Education and Experience
Explain the required education and experience levels needed.
Time Spent Performing Tasks
Explain the percentages, if used. They should be distributed to equal 100%.
Physical Factors
Explain the type of environment associated with job.
Working Conditions
Explain the shifts and any overtime requirements, as needed.
Unplanned Activities
Explain any other duties, as assigned.
Disclaimer
Insert a disclaimer here. Discuss how the job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee.
Performance Evaluation
Performance Criteria
Include a minimum of four criterion (no more than six). You may refer to the job description to help you develop this.
Performance Scale
Utilize a performance scale, and consider merit pay
Summary
Write a summary about how the laws and regulations associated with the position for the affect compensation and how the two can help manage compensation. Explain how compensation can affect employee behavior in this position.
References
I NEED THIS ON 06/17/20 at 8:00pm.
This week we explore the social-ecological model and the Swearer and Hymel (2015) article does a nice job of describing this model as applied to the problem of bullying. In working on your social change project this week you will be applying the social-ecological model to the topic you are addressing for your social change portfolio/project. The levels addressed in the social-ecological model in this article include individual, family, peer group, school, and community. Because of this specific topic, school is an important dimension. However, this dimension may not apply to your specific social change project depending on the target population. Thus, if "school" does not apply then you can simply have individual, family, peer group, and community. "Peer group" .
Discussion - Week 6Top of FormDiscussion Perspectives on the VinaOconner450
Discussion - Week 6
Top of Form
Discussion: Perspectives on the Aging Process
You may be familiar with the phrases, “You’re only as old as you feel” and “age is nothing but a number.” To what extent do you believe these common sayings? Do you see yourself as younger or older than your biological age? And what are your views on the aging process—is it something to be avoided and feared, or celebrated?
As individuals grow older, they experience biological changes, but how they experience those changes varies considerably. Someone who is particularly fit at 70, for example, might perceive themselves to be in their 50s. And someone who has dealt with significant hardship and ailing health who is 70 might feel like they are in their 80s. Aging adults’ experiences are influenced not only by how they feel but also by how an older adult should look or should act, according to societal norms and stereotypes.
In this Discussion you examine biological aspects of later adulthood, and how these aspects intersect with psychological and social domains. You also consider your own views on aging and how they might impact your work with older clients.
To Prepare:
· Review the Learning Resources on biological aspects of later adulthood and the aging process. Identify the biological changes that occur at this life stage.
· Consider your thoughts and experiences related to the aging process and people who are in later adulthood.
By 01/06/2021
Respond to two colleagues by describing additional ways in which their perspectives might impact work with older adults.
Use the Learning Resources to support your posts. Make sure to provide APA citations and a reference list.
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Required Readings
Zastrow, C. H., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Understanding human behavior and the social environment (11th ed.). Cengage Learning.
· Chapter 14, "Biological Aspects of Later Adulthood" (pp. 642–671)
Chapter Review:
Chapter Summary The following summarizes this chapter’s content as it relates to the learning objectives presented at the beginning of the chapter. Chapter content will help prepare students to:
LO 1 Define later adulthood. Later adulthood begins at around age 65. This grouping is an extremely diverse one, spanning an age range of more than 30 years.
LO 2 Describe the physiological and mental changes that occur in later adulthood. Later adulthood is an age of recompense, a time when people reap the consequences of the kind of
life they have lived. The process of aging affects dif-ferent persons at different rates. Nature appears to have a built-in mechanism that promotes aging, but it is not known what this mechanism is.
LO 3 Understand contemporary theories on the causes of the aging process. Theories on the causes of aging can be grouped into three categories: genetic theories, nongenetic cellular theories, and physiological theories. Various factors accelerate the aging process: poor
diet, overwork, alcohol or drug abuse, prolonged i ...
1. SOCW 6000 week 7A.Posted discussions by students week 7Res.docxSONU61709
1. SOCW 6000 week 7
A.Posted discussions by students week 7
Respond by Day 6 to at least two colleagues who wrote about two criteria that are different from yours. In your response, suggest an additional example to support each of your colleagues’ criteria.
Julie Braley
RE: Discussion - Week 7
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Competence includes knowing and abiding by the NASW Code of Ethics. The competent social worker knows the six values (service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence) and their ethical principles (National Association of Social Workers, 2008). They know them, but also understand and practice them. They also know, understand and practice the Social Workers’ Ethical Responsibilities to clients, colleagues, in practice settings, as professionals, to the social work profession and to the broader society (National Association of Social Workers, 2008). They are comfortable enough with the Code of Ethics to know when they need to reach out to a mentor, to ask for clarification in a sticky situation. They have the strength to uphold the Code of Ethics and to confront a colleague when their actions are in question.
Competence means working within the boundaries of what you know and are licensed to practice. This also includes acknowledging when you do not know enough and need to pass a client or duty on to another that is better qualified. As a licensed social worker, you are able to perform certain tasks. There are other tasks that you cannot ethically perform until you are a licensed clinical social worker. The competent social worker knows what they are capable of doing and what they are not.
National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Retrieved from http://socialworkers.org/pubs/code/code.asp
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2. Danielle David
RE: Discussion - Week 7
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Top of Form
Competence in social work means to abide by your regions Code of Ethics as well as upholding the law to the highest professional degree. Competent practice protects the integrity of the social work profession and the rights of our clients to appropriate and beneficial service. It also means that as social workers, we have the responsibility to use critical thinking and decision making skills to properly assess and utilize all resources available for the betterment of our unique clients. To do this, a social worker must be conscientious and aware of his or her own barriers to competence in order to overcome them. An example of such a barrier can include lack of experience with a particular group, or the acknowledgment of personal bias to be set aside for the sake of their practice. I think that it is important to realize that social workers are diverse, and will inevitably come across potential challenges to practicing competently. These are the situations which determine a social workers ability to commit to their profession ...
Career Counseling Read the attached case of Janine. Then address.docxannandleola
Career Counseling
Read the attached case of Janine. Then address the following two prompts in a 2 two page, double spaced paper APA style with at least 1 reference.
1. Choose one of the five models described in Chapter 3 and apply it to Janine.
2. Describe the interplay of career and personal concerns as it relates to Janine.
THE CASE OF JANINE “BELOW is chapter #3 and all 5 models ”
THE CASE OF JANINE
Janine is a 22-year-old, biracial female who is self-identified as “queer.” She appears for her initial
appointment dressed casually, wearing a torn leather jacket, jeans and sneakers with four piercings –
ears and nose. Her hair is blond with orange streaks and somewhat disheveled. She is the youngest of
three from an intact Midwestern suburban family. She appears to be somewhat nervous and ill at ease.
She indicates that she is not currently employed, but is interested in coming to the community college
to take courses that will assist her in developing career-related skills. She is somewhat unclear about
her direction, but indicates a strong interest in art and graphic design.
A discussion of her high school experiences reveals that high school was an extremely difficult experience with the exception of art classes. She reports that she “had a lot of trouble paying attention and doing the work” which resulted in an extremely low GPA.
Janine left home in another state at 19 to escape a situation she felt was abusive and has very limited
contact with her parents. She currently is sharing living space with several friends. Further discussion
reveals two prior hospitalizations following suicide attempts. Janine was diagnosed with bipolar
disorder during her second hospitalization and is currently taking medication that has stabilized
her moods. She has participated in a computer-training program through the state rehabilitation program, but has failed to keep several positions obtained through a temporary service due to the slower pace of her work. She reports an immediate need to find work, as well as pursue an educational program that will allow her to obtain her objective of living independently.
Later, Janine revealed that her awareness of potential career directions is extremely limited. Although
expressing the desire to work in the art field, she has almost no realistic knowledge of what
types of careers might build on artistic interests and skill and is equally uninformed about the necessary
education or training required. When asked to imagine herself at work and then to describe what
she sees, she is only able to articulate “working in an office where the people are nice.” Based on her
prior, limited work experience, she knows that she does not want to work in food service settings and
expresses considerable doubt as to her ability to be successful at a “regular job.”
Although she feels strongly that additional education is important, she reports a high level of anxiety
about returning to school and is discouraged about the l.
BBA 3451, Organizational Theory and Behavior 1 CourseMargaritoWhitt221
BBA 3451, Organizational Theory and Behavior 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Discuss human aspects of an organization.
2.1 Identify the five types of individual behavior in organizations.
2.2 Describe the Big Five personality dimensions and how they relate to individual behavior in
organizations.
2.3 Discuss the ways to improve perceptions in organizational situations.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 2: Individual Behavior, Personality, and Values, pp. 32–44, 45–51
Chapter 3: Perceiving Ourselves and Others in Organizations
Unit II Podcast
Unit II Essay
2.2
Unit Lesson
Chapter 2: Individual Behavior, Personality, and Values, pp. 32–44, 45–51
Unit II Podcast
Unit II Essay
2.3
Unit Lesson
Chapter 2: Individual Behavior, Personality, and Values, pp. 32–44, 45–51
Chapter 3: Perceiving Ourselves and Others in Organizations
Unit II Podcast
Unit II Essay
Reading Assignment
Chapter 2: Individual Behavior, Personality, and Values, pp. 32–44, 45–51
Chapter 3: Perceiving Ourselves and Others in Organizations
Click here to access the Unit II Podcast. (Click here to access the transcript of the Unit II Podcast.)
Unit Lesson
In the podcast below, Chantell Cooley, Dayna Fuller, and Caroline Walters discuss ways in which personality
tests can be used within the workplace. Dayna, Chantell, and Caroline share their experiences with you as
well as helpful tips.
Click here to access the Unit II Podcast. (Click here to access the transcript of the Unit II Podcast.)
UNIT II STUDY GUIDE
Individual Behaviors and Perceiving
Ourselves and Others
https://online.columbiasouthern.edu/bbcswebdav/xid-64050504_1
https://online.columbiasouthern.edu/bbcswebdav/xid-64050886_1
https://online.columbiasouthern.edu/bbcswebdav/xid-64050504_1
https://online.columbiasouthern.edu/bbcswebdav/xid-64050886_1
BBA 3451, Organizational Theory and Behavior 2
UNIT x STUDY GUIDE
Title
Individual Behavior, Personality, and Values
To begin this unit, let us think about two entities: a large corporation comprised of hundreds of people and a
major league sports team (e.g., a hockey team comprised of 25 players or a professional football team
comprised of 80 players). These
represent a good cross section of
organizational behavior. These
units face the same individual
types of behavior. Refer to the
MARS model shown in Exhibit 2.1
on page 32 of the textbook;
MARS represents motivation,
ability, role perceptions, and
situational factors (McShane &
Von Glinow, 2018). Looking at
each example in the model, they
all contribute to the five types of
individual behavior in the
workplace.
Task Performance
Within a corporation, employees need to add value to gain market share, increase growth, maintain a
competitive advantage, and control cost for their company. Also, their task perfor ...
BSL 4000, Managing Diversity in Organizations 1 CoursMargaritoWhitt221
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Assess the benefits of organizational diversity.
2.1 Evaluate how organizational diversity promotes creativity and innovative problem-solving.
6. Appraise methods used to improve organizational cultures.
6.1 Describe how organizational cultures are perceived.
6.2 Contrast the benefits and disadvantages of diverse workplace environments.
6.3 Determine the value of establishing a dynamic organizational culture.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 10
Unit II Project
6.1
Unit Lesson
Chapter 2
Unit II Project
6.2
Unit Lesson
Chapters 2 and 10
Unit II Project
6.3
Unit Lesson
Chapters 2 and 10
Unit II Project
Required Unit Resources
Chapter 2: Theories and Thinking About Diversity, pp. 37-54
Chapter 10: Work and Family, pp. 285-304
Unit Lesson
Benefits and Drawbacks of Organizational Diversity
An organization will have many needs in order to work at its peak performance. Part of this process is
understanding the organizational culture as well as that of individuals, groups, and teams and how they
interact socially. In order for there to be a sense of unity, there should be an understanding of what it takes for
individuals who have their own unique differences to accept others or at least find a way to interact and
collaborate (Shen, Chanda, D’Netto, & Monga, 2009). This does not mean forcing someone to accept or
adopt someone else’s beliefs and heritage as his or her own. Gaining understanding to appreciate these
unique backgrounds and characteristics provides a broader comprehension that can assist in facilitating
improved innovation and outcomes.
The organization and its components can continually improve through gaining this greater understanding of
the different cultures and backgrounds of its individual members. Along with this can be issues of time
relevance in addition to the value placed on interaction, relationships, and work completed. How work is
completed and under what conditions can also be a part of our diversity (Bell, 2017). An individual who is very
self-focused and time-conscious will have challenges in working with an individual or team members who do
not have the same time relevance and do not hold the same value for individual achievement. An individual
UNIT II STUDY GUIDE
Organizational Diversity
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
who believes in talking a concern through as a group until resolution is reached will be a source of agitation to
the individualistic member.
The readings address terms and concepts such as stigma and minority. Are these terms used
interchangeably? Are individuals within an organization, a community, and society so grounded in their own
values, beliefs, and traditions that when so ...
Sociology Topics For Essay. How to Write a Sociology EssayAmanda Harris
Essay on Sociology Topics | Sociology Topics Essay for Students and .... Sample essay on sociology for the 21st century. 350+ Sociology Essay Titles to find out how humanity, as a whole, works. Sociology Essay | Essay on Sociology for Students and Children in .... Analytical Essay: Sociology essays topics. Sociology Essay Topics. 11 Smart Sociology Research Topics - Owlcation.
72 quotations that @HelenBevan posted with tweets during 2019Helen Bevan
Each page in this slide deck contains a quotation that I posted as a visual with a tweet during 2019. I used them to illustrate the point I was making in the tweet. I have attempted to group the quotations by similar themes in this deck. You may not agree with all of the quotations but I hope they might inspire, motivate and/or challenge you as they have me. Helen Bevan
72 quotations that @HelenBevan posted with tweets during 2019Helen Bevan
Each page in this slide deck contains a quotation that I posted as a visual with a tweet during 2019. I used them to illustrate the point I was making in the tweet. I have attempted to group the quotations by similar themes in this deck. You may not agree with all of the quotations but I hope they might inspire, motivate ad/or challenge you as they have me. Helen Bevan
MAKING OB WORK FOR ME WhatIsOBandWhyIsItImportan.docxcroysierkathey
MAKING OB WORK FOR ME
WhatIsOBandWhyIsItImportant?
THE VALUE OF OB TO MY JOB AND
CAREER
Theterm organizationalbehavior(OB) describesaninterdisciplinaryfielddedicatedto
understandingandmanagingpeopleatwork. To achieve this goal, OB draws on research and
practice from many disciplines, including:
Anthropology
Economics
Ethics
Management
Organizational theory
Political science
Psychology
Sociology
Statistics
Vocational counseling
HowOBFitsintoMyCurriculumandInfluencesMySuccess
AContingencyPerspective—TheContemporaryFoundationofOB
A contingencyapproach callsforusingtheOBconceptsandtoolsthatbestsuitthesituation,
insteadoftryingtorelyon“onebestway.” This means there is no single best way to manage
people, teams, or organizations. A particular management practice that worked today may not
work tomorrow. What worked with one employee may not work with another. The best or most
effective course of action instead depends on the situation.
Thus, to be effective you need to do what is appropriate given the situation, rather than adhering to
hard-and-fast rules or defaulting to personal preferences or organizational norms. Organizational
behavior specialists, and many effective managers, embrace the contingency approach because it helps
them consider the many factors that influence the behavior and performance of individuals, groups, and
organizations. Taking a broader, contingent perspective like this is a fundamental key to your success in
the short and the long term.
How Self-Awareness Can Help You Build a Fulfilling Career
The Stanford Graduate School of Business asked the members of its Advisory Council which
skills are most important for their MBA students to learn. The most frequent answer was self-
awareness.6 The implication is that to have a successful career you need to know who you are,
what you want, and how others perceive you. Larry Bossidy (former CEO of Honeywell) and
Ram Charan (world-renowned management expert) said it best in their book Execution: “When
you know yourself, you are comfortable with your strengths and not crippled by your
shortcomings. … Self-awareness gives you the capacity to learnPage 6 from your mistakes as well
as your successes. It enables you to keep growing.”9 They also argue that you need to know
yourself in order to be authentic—real and not fake, the same on the outside as the inside.
Authenticity is essential to influencing others, which we discuss in detail in Chapter12. People
don’t trust fakes, and it is difficult to influence or manage others if they don’t trust you.
As professors, consultants, and authors, we couldn’t agree more! To help you increase your self-
awareness we include multiple Self-Assessments in every chapter. These are an excellent way to learn
about yourself and see how OB can be applied at school, at work, and in your personal life. Go to
Connect, complete the assessments, and then answer the questions include ...
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
Group Counseling for Older Adults Who Suffered Job Loss
1. Running head: JOB LOSS FOR MATURE ADULTS 1
Job Loss for Mature Adults: Getting Back in the Game
Jason Cheney
CNDV 5312
Lamar University
Summer 2016
2. JOB LOSS FOR MATURE ADULTS 2
Job Loss for Mature Adults: Getting Back in the Game
Last year I was introduced to an older man facing the inevitability of forced retirement.
Though he was neither prepared nor desiring to quit working, he was being forced out by health
reasons. Ironically, his health likely deteriorated due to 25 years of poor working conditions. On
another occasion earlier this year, I caught up with the father of a family friend back home in San
Diego. After running a heating and air conditioning business for thirty years, he was ready to sell
the company and live off of the proceeds. He and his wife and planned this course of action
decades ago. Instead, he faces the reality the no one wants to purchase his business, and his
equipment is nearly worthless. Even more recently, my father has become disillusioned by the
actions of his employer. Though he has given them 35 years of his life, the higher-ups in his
grocery store company are pushing him out the door. His hours are being cut, benefits decreased,
and responsibilities have been removed. He knows his days there are limited, but he is not
prepared for the departure either monetarily or emotionally.
Literature Research About Job Loss Among Mature Adults
These workers are representative of a national problem that needs more attention. Older
men and women suffer on many levels from the unwanted removal of this venerated aspect of
their lives. Bobek & Robbins (2016) note that the frequency of job loss within this demographic
is increasing. These adults must cope with both lost income and identity. Bobek & Robbins also
note that strategies must be modified from the common methods of counseling job loss to
account for life stage. They recommend career development theory and integration of the life-
span, life-space approach to career development (LSLS) to address the process of the unexpected
late-life change. Monsivais et al (2015) studied the health effects from losing employment,
noting several trends among British workers. They focused their research on weight gain,
3. JOB LOSS FOR MATURE ADULTS 3
concluding that both men and women gained more weight than their peers who either remained
employed or chose retirement. They also reported a major increase in insomnia and a
corresponding decline in well-being, implying a need to address mental health and provide sleep
assistance. Kira & Klehe (2016) also contributed insight into older job-loss victims by examining
more closely its effects on identity. They find that men and women face threats of both external
coerced self-identity and internal identity confusion. They look for the rainbow in the cloud,
wondering if their threatened identities provide opportunities for reexamination and maturity.
Their study assists counselors in navigating their approach to best guide their clients toward
independence. Another study by Wanberg et al (2016) wondered how age hindered the job
search process for mature adults. They concluded that there is a relationship between age and the
speed of reemployment. Men and women over 50 tend to find new jobs more slowly than their
counterparts. Their research looks for specific causes of the delay, related to age but able to be
mediated or corrected. They found that this population tends to have less belief in their skills and
employability, two problems that can be addressed in group counseling. They also find a lack of
energy interfering with the process of finding new employment. Older adults tend not to press for
jobs to the degree of their younger counterparts. Finally, Talbot, Tobe & Ames (2015) found a
large population of unemployed mature adults facing foreclosure. Their paper reviewed the
losses associated with unemployment within this group, which is characterized by strained
relationships, emotional loss, stress, and a crumbling support group. Many in the study also
reported the uselessness of skills and education they had invested many years past, having
surpassed their expiration date in the eyes of potential employers. They skills they maintained
often made others overqualified for certain positions, paradoxically. AARP has done extensive
research and provides resources concerning job loss among seniors. Dauphine (2011) finds that
4. JOB LOSS FOR MATURE ADULTS 4
older workers average 54.2 weeks of unemployment after losing a job. Many workers fight
feelings of hopelessness and bitterness, or come to terms with the end of their careers. Hannon
(2013) discusses the balance between hurt feelings and maintaining graciousness. He details
steps that job loss victims often miss that creates even more hardship during their unemployment
days. Counselors must account for all of these factors, ready to cope with the anger and
frustration naturally born from the realities working against these individuals.
A Psychoeducational Group Approach
To help older individuals facing job loss, a psychoeducational group program will be
developed that provides financial, medical and therapeutic training. A psychoeducational group
best fits the diversity of problems associated with their crisis. Although a counseling group
format might also be beneficial, it is not designed to deliver information to the degree required
with this problem. Mature job loss victims require counseling, job search training and self-care
information, most of which needs to be taught. Psychoeducational groups also connect well with
cognitive-behavioral theory, which I will practice as a group leader. CBT can also be delivered
in an educational format, and is most popularly associated with psychoeducation (Belmont,
2016).
Six Counseling Sessions
Counseling sessions will introduce resources and information across six meetings. At the
end of the sessions, group members will have formulated plans for their future financial care,
self-care and identity development. Six sessions will be adequate for teaching the group health,
identity and job-search skills, but will not be enough time to correct the serious problems
associated with job loss among older adults. Our focus will be on the educational aspect of
change, providing the tools to set group members down the right path.
5. JOB LOSS FOR MATURE ADULTS 5
SessionOne
Session one is designed to begin examining the health effects of job loss on each group
member. The session will begin with a round robin of introductions from each person, in an
effort to ease anxiety within the room (Gladding, 2016). Group members will also be given an
opportunity to present their problem to the group, so that their feelings and experiences will be
normalized as they listen to the commonalities. The group leader will also ask group members
what they hope to get out of the six sessions, so that the process of goal setting can begin. Once
introductions are out of the way, the group leader will take time to explain the rules. Rules about
confidentiality will be highlighted. Members will also be asked to come to sessions on time,
participate in discussions and complete homework assignments. We will also discuss appropriate
group behavior. Next, the group leader will give an overview of the focus of the sessions, along
with the format of each meeting and group expectations. Once these preliminaries have been
completed, the discussion will turn to session one’s most pressing topic, the health problems
common to job loss among older adults. The group leader will present information about
common problems, providing normalization for each relating member. The group leader will also
give information about treatment of these problems, giving referral information when necessary.
The session will close with a post-group discussion, where each group member will be asked
their biggest takeaway from the session. Finally, homework will be given relating to each
person’s health goals and the session is concluded.
SessionTwo
Session two begins with a progress report from each member relating to their job-loss
induced health concerns. The round robin discussion will allow group members to comment on
any changes or setbacks. The group leader will be prepared to encourage or confront as
6. JOB LOSS FOR MATURE ADULTS 6
necessary. Next, the leader will present information pertaining to the focus of the second session,
identity issues. Each group member will fill out a self-awareness worksheet, which will be used
as a baseline for identity building. Kira & Klehe’s work will be integrated into a discussion about
coerced identity versus true self-identity. Group members will discuss their value in relation to
financial production versus their value in other life systems. Members will set non-work related
goals to build their identity based on their self-awareness worksheet. The session will conclude
with a round robin discussion concerning what stood out most about the session, and homework
will be given based on the idea of identity building.
SessionThree
Session three focuses on the identification of resources and skills required to do a job
search. The session begins with a discussion about the identity homework. Group members will
discuss in round-robin format ways they searched for meaning in activities unrelated to
employment. Using AARP resources, the group leader will discuss resumes, interviewing and
career path exploration (Job Search, 2012). Each member will then fill out a career assessment,
exploring their strengths, talents and interests. Finally, we will explore the National Employer
Team’s collaboration project connecting seniors to job opportunities across the U.S. The session
will again conclude with a round robin discussion about the impressions of today’s session.
Group members will be asked to explore computer resources relating to job search skills and
opportunities.
SessionFour
In session four, we will begin by discussing the work that each member did during the
last week job hunting. Group members will share resources they found, along with opportunities
they have decided to pursue. Next, the leader will teach the group about anxiety control and
7. JOB LOSS FOR MATURE ADULTS 7
CBT-I therapy. Members will learn about ruminations, distortions and mindfulness techniques
(Boyes, 2012). Mindfulness techniques will then be practiced and discussed in round-robin
format. Next, the basics of CBT-I will be taught (Cognitive behavioral therapy for insomnia,
2016). Group members will learn about sleep restriction therapy, stimulus control instructions,
sleep hygiene education and relapse prevention. Discussion will be centered on which of the
elements of CBT-I are most needed for each member. The session concludes with discussion
about the value received by today’s meeting. Finally, the homework is to choose one of CBT-I’s
components and practice it during the week.
SessionFive
To begin session five, I will remind the group that this is the second to last session, so
that we can begin preparing for closure. We will then discussion the success or difficulty
members had with CBT-I. After this discussion, we get to the heart of session five, opportunities
for identity building beyond a career. We will discuss transitions that might occur in family roles
and responsibilities, taking advantage of loss of structure, and cultivating new relationships and
habits. The discussion will center on ways that group members have increased their meaning
after loss, and what can be done positively with their current freedom. The session will close
with two questions. First, group members will talk about the upcoming closure of group sessions
next week. Finally, they will be asked what stood out about today’s session. The homework will
focus on choosing something concrete to do during their unemployment that can develop self-
esteem.
SessionSix
Session six concludes group counseling. Extra time will be spent working towards
closure today. The group leader will begin by initiating discussion about that reality. Next, he or
8. JOB LOSS FOR MATURE ADULTS 8
she will open up discussion about the success of last week’s identity homework. After some
discussion, the group will spend time during the session practicing their job search skills. Group
members will break up into pairs and interview each other with a prepared set of questions. They
will also bring their resumes for evaluation. Towards the end of the meeting, the group will
spend time summarizing their experiences over the last six weeks (Gladding, 2016). Discussion
will center on areas of growth from the first to the last meeting. Extra time will be given at the
end of session for group members to say their goodbyes.
Choosing Group Members
The target age for this group will be males and females aged fifty and over. People who
respond to the flyer will be screened to make certain they meet the criteria for this group. They
must be the proper age and have lost their job within the last year. They must be actively
searching for a new job or new direction in life. They must also be able to meet our meeting
dates and commit to six sessions. And they must be willing to participate in discussions during
meetings. Once I am assured they meet the criteria, I will ask them their understanding of the
group process. I want to make sure they do not carry misconceptions into the group dynamic
(Gladding, 2016). Finally, I will convey my expectations for the group. I will give a brief
overview of the focus of our sessions, along with the need that I see for such a group. I will
explain the need for confidentiality. I will conclude by explaining what I hope this group will
accomplish. If the potential group member feels comfortable with these expectations and meets
all criteria, then he or she will be invited. Group size will be limited to twelve members.
How Group Members Will Change
The goals for this group are threefold. First, by the end of six sessions members will be
skillfully pursuing a new career or job-related interested. Each person will leave group with an
9. JOB LOSS FOR MATURE ADULTS 9
acceptable resume and polished interviewing skills. They will also understand how to use
technology to search for jobs, and have a plan for their pursuit. Second, members will have a
better understanding of their worth outside of their career. They will feel comfortable with that
identity and be actively involved in activities that feed it. Progress will be measured by an
identity assessment tool that will be administered before the first session and after the last. Also,
group members must be able to identify new activities that strengthen their identity. Third, group
members will leave group having more skills to maintain a healthy lifestyle. They will
understand how to combat sleep disorders and anxiety, and they will have some knowledge of
diet and exercise plans.
Obstacles to Change
Our group will provide tools for these mature adults to achieve employment, but many
factors remain out of our control. Ageism will remain an obstacle in certain settings (Ryan,
2014). They will also have the same difficulties that other groups face developing healthy habits.
Insomnia affects 70 million people in the United States, and is not a simple problem to defeat
(Sleepmed, 2016). Carving out a new identity after age fifty will also be difficult. New skills and
habits will need to be developed that require more than six counseling sessions. Wanberg et al
(2016) found that older adults tend to incorporate less energy into employment efforts. As a
group leader, I will need to work hard to fight against the tendency for this group to be low
energy. Apart from these culturally specific problems, the group will face the usual dynamic
problems of group formation and identity, participation factors and the likelihood that some
group members will not do the homework, which will be critical to group success.
How to Address Group and Individual Goals
10. JOB LOSS FOR MATURE ADULTS 10
Goals will be measured with assessment tools. Prior to the first session, each member will
be assessed for identity, health concerns and employment skills. At the end of the sessions they
will be assessed again to establish progress. Throughout the sessions, goals will be developed in
a number of ways. Primarily, since this is a psychoeducational group, the goal is to impart
information. This will be done by the group leaders. Second, each individual will be given
homework to complete in between each session. The homework will allow them to put into
practice some of the skills they are learning. Third, group members will have hands-on sessions
to learn technology. Fourth, members will have opportunities to practice interviewing skills and
assess each other’s resumes.
Theoretical Orientation
My theoretical approach is cognitive-behavioral for this group. This theory has many
advantages both in a psychoeducational setting and for older individuals suffering the effects of
job loss. Both psychoeducation and CBT emphasize the teaching aspect of therapy. As a group
leader, much of my function will be to impart information and teach mental health skills. Also,
the three problems that create most difficulty for mature job loss victims, are well suited for
CBT. Insomnia and anxiety have both been successfully treated using cognitive and behavioral
techniques. Job skill development, along with interviewing and self-esteem issues, can benefit
from exploring self-talk, bibliotherapy and homework based on behavioral principles. A CBT
approach, however, also has limitations. It requires a high level of commitment from group
members, which is not a guarantee (NHS, 2014). And may not be able to address more complex
problems in a short amount of time.
My Leadership Skills
11. JOB LOSS FOR MATURE ADULTS 11
I have led groups in a wide variety of environments over the last eighteen years. Most
have been in an educational setting, which corresponds to the psychodynamic approach. I am not
a dynamic, charismatic personality, but I am not afraid to lead. When I lead groups, I work hard
to engage as many people as possible by creating a secure and friendly environment. I remain
aware of the feel of the group, and watch the involvement of individual members to determine
whether or not they are connected to the group. I also try to find good opportunities to change the
direction of the discussion if people seem to be losing interest. I am willing to confront and be
confronted, and am typically able to control the tension of those moments. I believe that a
psychodynamic format suits my personality and abilities, since I have prepared lessons and
taught groups of all ages over the years. The greatest difficulties for me within a group begin at
its formation. It is uncomfortable for me to meet with a group of strangers. I will have to
compensate by spending more time on relationship building.
Co-Leader
I will choose a co-leader to help me lead these older job-loss victims. I believe it will help
the group to have a person in leadership who has experienced job loss and developed coping
strategies in the aftermath. I would choose a leader who was older, had previously been
unemployed and had experienced health and identity problems as a result.
Close of Session
Sessions will conclude after six meetings, but group members will agree to follow up
afterward. Each person will be assessed once more at the end of session to determine progress.
After one month, a phone call will be made to discover whether or not group members achieved
employment.
12. JOB LOSS FOR MATURE ADULTS 12
References
AARP (2013). Job Search. Retrieved from: http://www.aarp.org/work/job-hunting/info-06-
2009/job_search_resources.html
Belmont, J. (2016). The Psychoeducational focus of CBT, DBT and Positive Psychology.
Retrieved from: http://www.belmontwellness.com/for-mental-health-
professionals/psychoeducational-focus-cbt-dbt-positive-psychology/
Bobek, B. L., & Robbins, S. B. (2005). Counseling for Career Transition: Career Pathing, Job
Loss, and Reentry. In S. D. Brown, R. W. Lent, S. D. Brown, R. W. Lent (Eds.) , Career
development and counseling: Putting theory and research to work (pp. 625-650).
Hoboken, NJ, US: John Wiley & Sons Inc.
Boyes, A. (2012). Cognitive behavioral skills you’ll need to beat anxiety. Retrieved from:
https://www.psychologytoday.com/blog/in-practice/201212/cognitive-behavioral-skills-
youll-need-beat-anxiety
Dauphine, J. (2011). You’ve lost your job. What’s next? Retrieved from:
http://www.aarp.org/work/job-hunting/info-06-2011/lost-your-job.html
Gladding, S. T. (2016). Groups: A counseling specialty. (7th ed.). Upper Saddle River, NJ:
Pearson.
Hannon, K. (2013). You’re losing your job. What are your rights? Retrieved from:
http://www.aarp.org/work/on-the-job/info-06-2013/what-to-do-after-losing-job.html
Kira, M., & Klehe, U. (2016). Self-definition threats and potential for growth among mature-
aged job-loss victims. Human Resource Management Review, 26(3), 242-259.
doi:10.1016/j.hrmr.2016.03.001
Monsivais, P., Martin, A., Suhrcke, M., Forouhi, N. G., & Wareham, N. J. (2015). Job-loss and
13. JOB LOSS FOR MATURE ADULTS 13
weight gain in British adults: Evidence from two longitudinal studies. Social Science &
Medicine, 143223-231. doi:10.1016/j.socscimed.2015.08.052
National Sleep Foundation (2016). Cognitive behavioral therapy for insomnia. Retrieved from:
https://sleepfoundation.org/sleep-news/cognitive-behavioral-therapy-insomnia/page/0/2
NHS (2014). Cognitive behavioral therapy (CBT) – considerations. Retrieved from:
http://www.nhs.uk/Conditions/Cognitive-behavioural-therapy/Pages/Advantages.aspx
Sleepmed (2016). Insomnia statistics. Retrieved from:
http://www.sleepmedsite.com/page/sb/sleep_disorders/sleep_statistics
Talbot, A. G., Tobe, E., & Ames, B. D. (2015). The experience of un- or underemployment and
home foreclosure for mature adults: A phenomenological approach. Journal Of Family
And Economic Issues, 36(4), 503-513. doi:10.1007/s10834-014-9421-4
Wanberg, C. R., Kanfer, R., Hamann, D. J., & Zhang, Z. (2016). Age and reemployment success
after job loss: An integrative model and meta-analysis. Psychological Bulletin, 142(4),
400-426. doi:10.1037/bul0000019