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Case 7. Handling Disparate Information for Evaluating Trainees Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji. Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in Mental Health.” One of the course requirements is for students to write weekly thought papers, in which they are required to take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to “grasp” the insights offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an ethnic-minority student client as slumping in the chair not understanding the psychologist and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients. One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress using racial slurs. After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective into his clinical work.” The on-site supervisor’s evaluation states that Leo has a wonderful attitude towards his student clients . . . Unfortunately evaluation of his treatment skills is limited because Leo has had less cases to discuss t.
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Complete the University of Phoenix Material Case Study Seven Worksh.docx
Complete the University of Phoenix Material: Case Study Seven Worksheet.
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,
serves as a faculty supervisor for students assigned to externships in schools. The
department has formalized a supervision and evaluation system for the extern program.
Students have weekly individual meetings with the faculty supervisor and
biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The
site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and
his own supervisory evaluation to each student. The final grade (fail, low pass, pass,
high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on "Health Disparities in
Mental Health." One of the course requirements is for students to write weekly
thought papers, in which they are required to take the perspective of therapy clients
from different ethnic groups in reaction to specific session topics. Leo Watson, a
second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also
enrolled in the Health Disparities course. Leo’s thought papers often present
ethnic-minority adolescents as prone to violence and unable to "grasp" the insights
offered by school psychologists. In a classroom role-playing exercise, Leo "plays" an
ethnic-minority student client as slumping in the chair not understanding the psychologist
and giving angry retorts. In written comments on these thought papers
and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on
racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s
office to complain about Leo’s behavior outside the classroom. They describe incidents
in which Leo uses derogatory ethnic labels to describe his externship clients
and brags about "putting one over" on his site supervisors by describing these clients
in "glowing" terms just to satisfy his supervisors’ "stupid liberal do-good"
attitudes. They also report an incident at a local bar at which Leo was seen harassing
an African American waitress using racial slurs.
After the students have left his office, Dr. Vaji reviews his midyear evaluation and
supervision notes on Leo and the midyear on-site supervisor’s report. In his own
evaluation report Dr. Vaji had written, "Leo often articulates a strong sense of duty
to help his ethnic minority students overcome past discrimination but needs additional
growth and supervision in applying a multicultural perspective into his
clinical work." The on-site supervisor’s evaluation states that
Leo has a wonderful attitude towards his student clients . . . Unfortunately
evaluation of his treatment ski.
Culture Neutral Assessment PresentationDevelop an 8- to 10-slide.docx
Culture Neutral Assessment Presentation
Develop an 8- to 10-slide Microsoft PowerPoint presentation with detailed speaker notes on the selection process of a culture-neutral assessment. Include examples of when culture-biased assessments have been problematic.
Develop a role-play for a commitment hearing that illustrates the consequences of not following the selection process. Make sure a team member represents the psychologist, the client advocate, and other roles as necessary.
Submit a transcript of the role-play along with your presentation.
Case 7. Handling Disparate Information for Evaluating Trainees
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in Mental Health.” One of the course requirements is for students to write weekly thought papers, in which they are required to take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to “grasp” the insights offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an ethnic-minority student client as slumping in the chair not understanding the psychologist and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress using racial slurs.
After the students have left his office, Dr. Vaji reviews his midyear evaluation and.
Case Study Seven WorksheetRespond to the following questions in .docx
Case Study Seven Worksheet
Respond to the following questions in 1,250 to
1,500
words.
1.
Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
2.
To what extent, if any, should Dr. Vaji consider Leo’s ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic White, Hispanic, on non-Hispanic Black?
3.
How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 17.05 relevant to this case? Which other standards might apply?
4.
What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principle and enforceable standard, as well as legal standards and obligations to stakeholders?
o
o
o
5.
What steps should Dr. Vaji take to ethically implement his decision and monitor its effects?
Case Study
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,
serves as a faculty supervisor for students assigned to externships in schools. The
department has formalized a supervision and evaluation system for the extern program.
Students have weekly individual meetings with the faculty supervisor and
biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The
site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and
his own supervisory evaluation to each student. The final grade (fail, low pass, pass,
high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in
Mental Health.” One of the course requirements is for students to write weekly
thought papers, in which they are required to take the perspective of therapy clients
from different ethnic groups in reaction to specific session topics. Leo Watson, a
second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also
enrolled in the Health Disparities course. Leo’s thought papers often present
ethnic-minority adolescents as prone to violence and unable to “grasp” the insights
offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an
ethnic-minority student client as slumping in the chair not understanding the psychologist
and giving angry retorts. In written comments on these thought papers
and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on
racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s
office to complain about Leo’s behavior outside the classroom. They describe incidents
in which Leo uses derogatory ethnic labels to describe his externship clients
and brags about “putting one over” on his site supervisors by describing these clients
i.
Handling DisparateInformation for Evaluating TraineesRashid
Handling Disparate
Information for Evaluating Trainees
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,
serves as a faculty supervisor for students assigned to externships in schools. The
department has formalized a supervision and evaluation system for the extern program.
Students have weekly individual meetings with the faculty supervisor and
biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The
site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and
his own supervisory evaluation to each student. The final grade (fail, low pass, pass,
high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in
Mental Health.” One of the course requirements is for students to write weekly
thought papers, in which they are required to take the perspective of therapy clients
from different ethnic groups in reaction to specific session topics. Leo Watson, a
second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also
enrolled in the Health Disparities course. Leo’s thought papers often present
ethnic-minority adolescents as prone to violence and unable to “grasp” the insights
offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an
ethnic-minority student client as slumping in the chair not understanding the psychologist
and giving angry retorts. In written comments on these thought papers
and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on
racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s
office to complain about Leo’s behavior outside the classroom. They describe incidents
in which Leo uses derogatory ethnic labels to describe his externship clients
and brags about “putting one over” on his site supervisors by describing these clients
in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good”
attitudes. They also report an incident at a local bar at which Leo was seen harassing
an African American waitress using racial slurs.
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ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.
Copyright © 2013 by SAGE Publications, Inc.
Appendix B——365
After the students have left his office, Dr. Vaji reviews his midyear evaluation and
supervision notes on Leo and the midyear on-site supervisor’s report. In his own
evaluation report Dr. Vaji had written, “Leo often articulates a strong sense of duty
to help his ethnic minority students overcome past discrimination but needs additional
growth and supervision in applying a multicultural ...
W6Due Nov 19Case Study Seven WorksheetRespond to the following.docx
W6
Due Nov 19Case Study Seven Worksheet
Respond to the following questions in 1,250 to 1,500 words.
1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
1. To what extent, if any, should Dr. Vaji consider Leo’s ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic White, Hispanic, on non-Hispanic Black?
1. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 17.05 relevant to this case? Which other standards might apply?
1. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principle and enforceable standard, as well as legal standards and obligations to stakeholders?
1. What steps should Dr. Vaji take to ethically implement his decision and monitor its effects?
Reference
Fisher, C. B. (2013). Decoding the ethics code: A practical guide for psychologists. Thousand Oaks, CA: Sage.
Case 7. Handling Disparate
Information for Evaluating Trainees
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,
serves as a faculty supervisor for students assigned to externships in schools. The
department has formalized a supervision and evaluation system for the extern program.
Students have weekly individual meetings with the faculty supervisor and
biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The
site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and
his own supervisory evaluation to each student. The final grade (fail, low pass, pass,
high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in
Mental Health.” One of the course requirements is for students to write weekly
thought papers, in which they are required to take the perspective of therapy clients
from different ethnic groups in reaction to specific session topics. Leo Watson, a
second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also
enrolled in the Health Disparities course. Leo’s thought papers often present
ethnic-minority adolescents as prone to violence and unable to “grasp” the insights
offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an
ethnic-minority student client as slumping in the chair not understanding the psychologist
and giving angry retorts. In written comments on these thought papers
and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on
racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s
office to complain about Leo’s behavior outside the classroom. They describe.
Running head PSYCH 660 CASE STUDY SEVEN1PSYCH 660 CASE .docx
Running head: PSYCH 660 CASE STUDY SEVEN
1
PSYCH 660 CASE STUDY SEVEN
6
Case 7. Handling Disparate
Information for Evaluating Trainees
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,
serves as a faculty supervisor for students assigned to externships in schools. The
department has formalized a supervision and evaluation system for the extern program.
Students have weekly individual meetings with the faculty supervisor and
biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The
site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and
his own supervisory evaluation to each student. The final grade (fail, low pass, pass,
high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in
Mental Health.” One of the course requirements is for students to write weekly
thought papers, in which they are required to take the perspective of therapy clients
from different ethnic groups in reaction to specific session topics. Leo Watson, a
second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also
enrolled in the Health Disparities course. Leo’s thought papers often present
ethnic-minority adolescents as prone to violence and unable to “grasp” the insights
offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an
ethnic-minority student client as slumping in the chair not understanding the psychologist
and giving angry retorts. In written comments on these thought papers
and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on
racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s
office to complain about Leo’s behavior outside the classroom. They describe incidents
in which Leo uses derogatory ethnic labels to describe his externship clients
and brags about “putting one over” on his site supervisors by describing these clients
in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good”
attitudes. They also report an incident at a local bar at which Leo was seen harassing
an African American waitress using racial slurs.
EXAMPLE OF PAPER PLEASE DO NOT COPY USE AS NOTES TO HELP DO ASSIGNMENT
Psych 660 Case study seven
Student’s Name
Institution Affiliation
Psych 660 Case study seven
Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
The whole scenario is an ethical dilemma. First, this is because Rashid Vaji, who is a member of the school psychology faculty and teaches Leo, and the On-Site supervisor, who evaluates Leo, has provided their evaluations differently on Leo. This is quite a difficul ...
Case Study Handling Disparate InformationRead Case 7 Handling
Case Study: Handling Disparate Information
Read Case 7: Handling Disparate Information for Evaluating Trainees located in Appendix A: Case Studies for Ethical Decision Making, in your textbook. Thoroughly answer each of the questions below regarding Case 7: Handling Disparate Information for Evaluating Trainees in a total of 350-500 words. Use one to two scholarly resources to support your answers. Use in-text citations when appropriate, according to APA formatting.
1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
2. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees in Professional Psychology Programs” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?
3. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?
4. What steps should Dr. Vaji take to implement his decision and monitor its effect?
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success enter.
You are not required to submit this assignment to LopesWrite.
Case 7. Handling Disparate Information for Evaluating TraineesRashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-mi ...
Ethics in Psychology CourseDirections This is three-part assi.docx
This document outlines an ethics in psychology course with multiple assignments. It includes:
1) A 3-part assignment with different due dates for discussion questions and individual/group assignments on topics like culturally neutral assessment tools, termination of therapy, and handling disparate information when evaluating trainees.
2) Sample discussion questions and an ethical dilemma scenario involving a graduate student.
3) Instructions for individual and group assignments requiring original work, citations, and references on selecting culture-neutral assessments or presenting examples of when culture-biased assessments caused problems.
Recommended
Complete the University of Phoenix Material Case Study Seven Worksh.docx
Complete the University of Phoenix Material: Case Study Seven Worksheet.
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,
serves as a faculty supervisor for students assigned to externships in schools. The
department has formalized a supervision and evaluation system for the extern program.
Students have weekly individual meetings with the faculty supervisor and
biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The
site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and
his own supervisory evaluation to each student. The final grade (fail, low pass, pass,
high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on "Health Disparities in
Mental Health." One of the course requirements is for students to write weekly
thought papers, in which they are required to take the perspective of therapy clients
from different ethnic groups in reaction to specific session topics. Leo Watson, a
second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also
enrolled in the Health Disparities course. Leo’s thought papers often present
ethnic-minority adolescents as prone to violence and unable to "grasp" the insights
offered by school psychologists. In a classroom role-playing exercise, Leo "plays" an
ethnic-minority student client as slumping in the chair not understanding the psychologist
and giving angry retorts. In written comments on these thought papers
and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on
racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s
office to complain about Leo’s behavior outside the classroom. They describe incidents
in which Leo uses derogatory ethnic labels to describe his externship clients
and brags about "putting one over" on his site supervisors by describing these clients
in "glowing" terms just to satisfy his supervisors’ "stupid liberal do-good"
attitudes. They also report an incident at a local bar at which Leo was seen harassing
an African American waitress using racial slurs.
After the students have left his office, Dr. Vaji reviews his midyear evaluation and
supervision notes on Leo and the midyear on-site supervisor’s report. In his own
evaluation report Dr. Vaji had written, "Leo often articulates a strong sense of duty
to help his ethnic minority students overcome past discrimination but needs additional
growth and supervision in applying a multicultural perspective into his
clinical work." The on-site supervisor’s evaluation states that
Leo has a wonderful attitude towards his student clients . . . Unfortunately
evaluation of his treatment ski.
Culture Neutral Assessment PresentationDevelop an 8- to 10-slide.docx
Culture Neutral Assessment Presentation
Develop an 8- to 10-slide Microsoft PowerPoint presentation with detailed speaker notes on the selection process of a culture-neutral assessment. Include examples of when culture-biased assessments have been problematic.
Develop a role-play for a commitment hearing that illustrates the consequences of not following the selection process. Make sure a team member represents the psychologist, the client advocate, and other roles as necessary.
Submit a transcript of the role-play along with your presentation.
Case 7. Handling Disparate Information for Evaluating Trainees
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in Mental Health.” One of the course requirements is for students to write weekly thought papers, in which they are required to take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to “grasp” the insights offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an ethnic-minority student client as slumping in the chair not understanding the psychologist and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress using racial slurs.
After the students have left his office, Dr. Vaji reviews his midyear evaluation and.
Case Study Seven WorksheetRespond to the following questions in .docx
Case Study Seven Worksheet
Respond to the following questions in 1,250 to
1,500
words.
1.
Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
2.
To what extent, if any, should Dr. Vaji consider Leo’s ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic White, Hispanic, on non-Hispanic Black?
3.
How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 17.05 relevant to this case? Which other standards might apply?
4.
What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principle and enforceable standard, as well as legal standards and obligations to stakeholders?
o
o
o
5.
What steps should Dr. Vaji take to ethically implement his decision and monitor its effects?
Case Study
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,
serves as a faculty supervisor for students assigned to externships in schools. The
department has formalized a supervision and evaluation system for the extern program.
Students have weekly individual meetings with the faculty supervisor and
biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The
site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and
his own supervisory evaluation to each student. The final grade (fail, low pass, pass,
high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in
Mental Health.” One of the course requirements is for students to write weekly
thought papers, in which they are required to take the perspective of therapy clients
from different ethnic groups in reaction to specific session topics. Leo Watson, a
second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also
enrolled in the Health Disparities course. Leo’s thought papers often present
ethnic-minority adolescents as prone to violence and unable to “grasp” the insights
offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an
ethnic-minority student client as slumping in the chair not understanding the psychologist
and giving angry retorts. In written comments on these thought papers
and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on
racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s
office to complain about Leo’s behavior outside the classroom. They describe incidents
in which Leo uses derogatory ethnic labels to describe his externship clients
and brags about “putting one over” on his site supervisors by describing these clients
i.
Handling DisparateInformation for Evaluating TraineesRashid
Handling Disparate
Information for Evaluating Trainees
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,
serves as a faculty supervisor for students assigned to externships in schools. The
department has formalized a supervision and evaluation system for the extern program.
Students have weekly individual meetings with the faculty supervisor and
biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The
site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and
his own supervisory evaluation to each student. The final grade (fail, low pass, pass,
high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in
Mental Health.” One of the course requirements is for students to write weekly
thought papers, in which they are required to take the perspective of therapy clients
from different ethnic groups in reaction to specific session topics. Leo Watson, a
second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also
enrolled in the Health Disparities course. Leo’s thought papers often present
ethnic-minority adolescents as prone to violence and unable to “grasp” the insights
offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an
ethnic-minority student client as slumping in the chair not understanding the psychologist
and giving angry retorts. In written comments on these thought papers
and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on
racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s
office to complain about Leo’s behavior outside the classroom. They describe incidents
in which Leo uses derogatory ethnic labels to describe his externship clients
and brags about “putting one over” on his site supervisors by describing these clients
in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good”
attitudes. They also report an incident at a local bar at which Leo was seen harassing
an African American waitress using racial slurs.
FOR THE USE OF UNIVERSITY OF PHOENIX STUDENTS AND FACULTY ONLY.
NOT FOR DISTRIBUTION, SALE, OR REPRINTING.
ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.
Copyright © 2013 by SAGE Publications, Inc.
Appendix B——365
After the students have left his office, Dr. Vaji reviews his midyear evaluation and
supervision notes on Leo and the midyear on-site supervisor’s report. In his own
evaluation report Dr. Vaji had written, “Leo often articulates a strong sense of duty
to help his ethnic minority students overcome past discrimination but needs additional
growth and supervision in applying a multicultural ...
W6Due Nov 19Case Study Seven WorksheetRespond to the following.docx
W6
Due Nov 19Case Study Seven Worksheet
Respond to the following questions in 1,250 to 1,500 words.
1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
1. To what extent, if any, should Dr. Vaji consider Leo’s ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic White, Hispanic, on non-Hispanic Black?
1. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 17.05 relevant to this case? Which other standards might apply?
1. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principle and enforceable standard, as well as legal standards and obligations to stakeholders?
1. What steps should Dr. Vaji take to ethically implement his decision and monitor its effects?
Reference
Fisher, C. B. (2013). Decoding the ethics code: A practical guide for psychologists. Thousand Oaks, CA: Sage.
Case 7. Handling Disparate
Information for Evaluating Trainees
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,
serves as a faculty supervisor for students assigned to externships in schools. The
department has formalized a supervision and evaluation system for the extern program.
Students have weekly individual meetings with the faculty supervisor and
biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The
site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and
his own supervisory evaluation to each student. The final grade (fail, low pass, pass,
high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in
Mental Health.” One of the course requirements is for students to write weekly
thought papers, in which they are required to take the perspective of therapy clients
from different ethnic groups in reaction to specific session topics. Leo Watson, a
second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also
enrolled in the Health Disparities course. Leo’s thought papers often present
ethnic-minority adolescents as prone to violence and unable to “grasp” the insights
offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an
ethnic-minority student client as slumping in the chair not understanding the psychologist
and giving angry retorts. In written comments on these thought papers
and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on
racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s
office to complain about Leo’s behavior outside the classroom. They describe.
Running head PSYCH 660 CASE STUDY SEVEN1PSYCH 660 CASE .docx
Running head: PSYCH 660 CASE STUDY SEVEN
1
PSYCH 660 CASE STUDY SEVEN
6
Case 7. Handling Disparate
Information for Evaluating Trainees
Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university,
serves as a faculty supervisor for students assigned to externships in schools. The
department has formalized a supervision and evaluation system for the extern program.
Students have weekly individual meetings with the faculty supervisor and
biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear
(December) and end of academic year (May) evaluation of each student. The
site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and
his own supervisory evaluation to each student. The final grade (fail, low pass, pass,
high pass) is the responsibility of Dr. Vaji.
Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in
Mental Health.” One of the course requirements is for students to write weekly
thought papers, in which they are required to take the perspective of therapy clients
from different ethnic groups in reaction to specific session topics. Leo Watson, a
second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also
enrolled in the Health Disparities course. Leo’s thought papers often present
ethnic-minority adolescents as prone to violence and unable to “grasp” the insights
offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an
ethnic-minority student client as slumping in the chair not understanding the psychologist
and giving angry retorts. In written comments on these thought papers
and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on
racial/ethnic discrimination and multicultural competence into his papers and to
provide more complex perspectives on clients.
One day during his office hours, three students from the class come to Dr. Vaji’s
office to complain about Leo’s behavior outside the classroom. They describe incidents
in which Leo uses derogatory ethnic labels to describe his externship clients
and brags about “putting one over” on his site supervisors by describing these clients
in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good”
attitudes. They also report an incident at a local bar at which Leo was seen harassing
an African American waitress using racial slurs.
EXAMPLE OF PAPER PLEASE DO NOT COPY USE AS NOTES TO HELP DO ASSIGNMENT
Psych 660 Case study seven
Student’s Name
Institution Affiliation
Psych 660 Case study seven
Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
The whole scenario is an ethical dilemma. First, this is because Rashid Vaji, who is a member of the school psychology faculty and teaches Leo, and the On-Site supervisor, who evaluates Leo, has provided their evaluations differently on Leo. This is quite a difficul ...
Case Study Handling Disparate InformationRead Case 7 Handling
Case Study: Handling Disparate Information
Read Case 7: Handling Disparate Information for Evaluating Trainees located in Appendix A: Case Studies for Ethical Decision Making, in your textbook. Thoroughly answer each of the questions below regarding Case 7: Handling Disparate Information for Evaluating Trainees in a total of 350-500 words. Use one to two scholarly resources to support your answers. Use in-text citations when appropriate, according to APA formatting.
1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?
2. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees in Professional Psychology Programs” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?
3. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?
4. What steps should Dr. Vaji take to implement his decision and monitor its effect?
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success enter.
You are not required to submit this assignment to LopesWrite.
Case 7. Handling Disparate Information for Evaluating TraineesRashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-mi ...
Ethics in Psychology CourseDirections This is three-part assi.docx
This document outlines an ethics in psychology course with multiple assignments. It includes:
1) A 3-part assignment with different due dates for discussion questions and individual/group assignments on topics like culturally neutral assessment tools, termination of therapy, and handling disparate information when evaluating trainees.
2) Sample discussion questions and an ethical dilemma scenario involving a graduate student.
3) Instructions for individual and group assignments requiring original work, citations, and references on selecting culture-neutral assessments or presenting examples of when culture-biased assessments caused problems.
Jennifer Saul's presentation for Cambridge University's gender equality summit
This document discusses implicit biases and stereotype threat that can negatively impact women and other underrepresented groups in fields like science and academia. It notes that while explicit sexism has decreased, unconscious biases still exist and influence perceptions and evaluations. These unconscious biases can result in unfair outcomes like lower marks, unequal hiring, and impediments to women's career progress. The document also describes how stereotype threat can cause members of these groups to underperform on tasks when their social identity is emphasized. It provides suggestions for addressing these issues, such as anonymizing processes, focusing on merit-based criteria, increasing diversity among role models, and reflecting on one's own biases.
Keeping students healthy region viii
The document outlines a presentation given at the NAFSA Region VIII conference in Pittsburgh on international student health and wellness. It includes presentations from Jennifer Frankel of an international student insurance company and Jennifer Marks-Gold of Swarthmore College. The agenda items were on pre-arrival health considerations, healthcare systems in the US versus other countries, health insurance options, crisis management, and maintaining wellness through resources and education. The document concludes with descriptions of hypothetical case studies discussed in breakout groups.
research paper
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, modifications to assessments, and inclusion support to address both academic and behavioral needs.
Module 1 analysis research paper
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, modifications to assessments, and inclusion support to address both academic and behavioral needs.
Module 1 analysis research paper
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, academic support to reduce behaviors, trusting relationships between students and teachers, and avoiding assumptions about families.
Childhood Behaviors, Disorders, And Emotional Issues
This document discusses various childhood behaviors, disorders, and emotional issues. It notes that problematic behaviors often begin around age 2 and can include aggression, disruption, antisocial behavior, or defiance. Left unaddressed, some behaviors may persist into adolescence or adulthood. The document examines anxiety disorders, depression, bipolar disorder, attention deficit hyperactivity disorder, and other conditions. It explores causes such as biology, environment, and trauma, as well as treatments like therapy and medication.
Mental Health Awareness (NAFSA Region II - 2015)
In 2015, at the NAFSA Region II conference, Jenifer Frankel (from International Student Insurance), Linda Melville (from the University of New Mexico) and Chalimar Swain (from the University of Utah) presented on the topic of "Improving Mental Health Awareness Among International Students"
MSCP THESIS, SEMINAR PPT
ACCULTURATIVE STRESS: COPING RESPONSES OF INTERNATIONAL UNDERGRADUATE STUDENTS
IN ASSUMPTION UNIVERSITY
BY AJARN SIRIPORN (MSCP, SUMMA CUM LAUDE, AU)
Feedback ReportTHEINTERCULTURALEFFECTIVENESSSCALEG.docx
Feedback Report
THE
INTERCULTURAL
EFFECTIVENESS
SCALE
Group Name: MGMT 540 Fall Cohort B
Results for: SHYAM Bhanderi
ID: [email protected]
Test Date: Thursday, 18 Oct 2018
Test Form: Version 3.1(6)
Report
Generated:
Thursday, 18 Oct 2018
This report is based on research using normal adult samples and provides
information on dimensions of global and intercultural competency. The
information in this report should be viewed as only one source of evaluation and
no decisions should be based solely on the information contained in this report.
This report is confidential and intended for use by the individual being evaluated
and his or her employer or trainer.
Personal & Confidential
IES FEEDBACK REPORT
Results for: SHYAM Bhanderi
2
Contents
Overview: Working with People Different from You 3
I. Your Intercultural Effectiveness Scores 4
Interpreting Your IES Results 5
Who Is the Comparison Group? 5
The Elements of Intercultural Effectiveness 5
How the Dimensions Work Together 8
Entering Your Scores on the Profile Graph 9
Your IES Profile 10
II. Your Current and Potential Competency 14
Continuous Learning: General Tendencies 14
Effective Continuous Learning Strategies 15
Interpersonal Engagement: General Tendencies 16
Effective Interpersonal Engagement Strategies 18
Hardiness: General Tendencies 20
Effective Hardiness Strategies 21
Creating a Personal Development Plan 23
General Suggestions For Developing Intercultural Capacity 25
III. Other Userful Resources 26
Suggested Readings 26
Additional IES Resources 26
Personal & Confidential
IES FEEDBACK REPORT
Results for: SHYAM Bhanderi
3
Overview: Working with People Different from You
Culture is the entire set of values, attitudes, beliefs, prejudices, and social rules that govern the
behavior of a group of people. Because these can vary so widely from culture to culture, it is
often challenging to understand and work with people from other cultures. The same challenge
exists among diverse demographic groups: different generations, ethnic groups, socio-economic
classes, religious affiliations, genders, political parties, and so forth. Although this assessment is
called the “Intercultural Effectiveness Scale,” the dimensions it assesses are applicable to any
difference related to beliefs, values, assumptions, and behaviors that are not shared between
two people or two groups of people.
In fact, no two people are alike, but often it seems easier to get along and therefore work more
effectively with people whom we perceive as similar to us in some obvious (skin color, facial
features) or important way (similar interests, values, experiences, etc.). That’s only
natural—what we share in common gives us a foundation for building a relationship. In today’s
world, however, most of us work with people who differ from us in a variety of ways. Although it
is sometimes challenging to work with them, it helps if we first begin with a clear understanding
of ourselves. If we u.
11Mental Health Among College StudentsTomia Willin
11
Mental Health Among College Students
Tomia Willingham
Sophia Learning
Eng 215
March 14, 2021
Introduction
Going to college can be demanding for many people. In addition to managing academic insistence, many students have to cope with their families' complex separation tasks. At the same time, some of them continue to deal with a lot of many family duties. Mental health experts and advocates contend that it is an epidemic that colleges need to investigate further. Depression, anxiety disorders are some of the significant mental health issues that affect college students. The effects of suicidal ideas on university students' academic achievement have not been explored, yet mental health conditions are associated with academic achievement (De Luca et al., 2016). A novel coronavirus has worsened the situation of mental health. Even before the onset of this virus, there was concern from mental health policymakers in America because of the rising mental health challenges. They claimed a need for additional aid for struggling university students and the capability for these institutions to provide it. Regrettably, many university students with mental health conditions do not seek and receive the necessary treatment. The primary reasons for not pursuing help include thinking that the challenge will get better with time, stigma from their peers and no time to seek the treatment because of a busy schedule (Corrigan et al. 2016). Without this treatment, college students experiencing medical conditions most of the time get lower grades, drop out of college, immerse themselves into substance abuse, or become unemployed. Because these mental health conditions are invisible, they can only be seen through academic performance or social behavior change. Should universities strike a balance between mental health conditions and academics? This review will conclude that the mental health condition of university students and scholars should be balanced. Comment by Dr. Helen Doss: You need to answer this question and present the answer as the thesis at the end of this paragraph. Comment by Dr. Helen Doss: This is not a review essay—it is an argumentative or persuasive essay. Comment by Dr. Helen Doss: What does this mean—should be balanced? By what? For what? And, by whom? Comment by Dr. Helen Doss: This paragraph is too long. See: https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/parts-of-an-essay/paragraph-structure.cfm
Effects of not Balancing Mental Health and Academics
There are consequences of not balancing mental health and academics in higher learning institutions, mainly if they do not receive any treatment. For example, if depression goes untreated, it raises the chances of risky behavior like substance abuse. The condition affects how students sleep, eat, and it also affects how students think. Also, students cannot concentrate in class, and they cannot make rational decisions. By lack of concent ...
11Mental Health Among College StudentsTomia Willin
11
Mental Health Among College Students
Tomia Willingham
Sophia Learning
Eng 215
March 14, 2021
Introduction
Going to college can be demanding for many people. In addition to managing academic insistence, many students have to cope with their families' complex separation tasks. At the same time, some of them continue to deal with a lot of many family duties. Mental health experts and advocates contend that it is an epidemic that colleges need to investigate further. Depression, anxiety disorders are some of the significant mental health issues that affect college students. The effects of suicidal ideas on university students' academic achievement have not been explored, yet mental health conditions are associated with academic achievement (De Luca et al., 2016). A novel coronavirus has worsened the situation of mental health. Even before the onset of this virus, there was concern from mental health policymakers in America because of the rising mental health challenges. They claimed a need for additional aid for struggling university students and the capability for these institutions to provide it. Regrettably, many university students with mental health conditions do not seek and receive the necessary treatment. The primary reasons for not pursuing help include thinking that the challenge will get better with time, stigma from their peers and no time to seek the treatment because of a busy schedule (Corrigan et al. 2016). Without this treatment, college students experiencing medical conditions most of the time get lower grades, drop out of college, immerse themselves into substance abuse, or become unemployed. Because these mental health conditions are invisible, they can only be seen through academic performance or social behavior change. Should universities strike a balance between mental health conditions and academics? This review will conclude that the mental health condition of university students and scholars should be balanced. Comment by Dr. Helen Doss: You need to answer this question and present the answer as the thesis at the end of this paragraph. Comment by Dr. Helen Doss: This is not a review essay—it is an argumentative or persuasive essay. Comment by Dr. Helen Doss: What does this mean—should be balanced? By what? For what? And, by whom? Comment by Dr. Helen Doss: This paragraph is too long. See: https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/parts-of-an-essay/paragraph-structure.cfm
Effects of not Balancing Mental Health and Academics
There are consequences of not balancing mental health and academics in higher learning institutions, mainly if they do not receive any treatment. For example, if depression goes untreated, it raises the chances of risky behavior like substance abuse. The condition affects how students sleep, eat, and it also affects how students think. Also, students cannot concentrate in class, and they cannot make rational decisions. By lack of concent ...
Underrepresentation, intersecting identities, and systemic change
This document discusses underrepresentation and intersectionality in international education. It begins by outlining the goals of interrogating current practices, discussing inclusive models, and devising individual action plans. It then notes that current approaches may be designed with majority students in mind. Key terms around access, inclusion, and diversity are defined. Reasons for discussing diversity and inclusion include administrative goals, student movements, and moral/financial objectives. The significance of intersecting identities is explored, and a systems view of how international education perpetuates exclusion is presented. Three case studies are provided to spark discussion around assumptions and lessons learned. Participants are then instructed to develop individual action plans.
MANJUSHREE PALIT CV_April 2016
Dr. Valerie Glass)
2009 Volunteer for Virginia Tech’s Relay for Life
2008 Volunteer for Virginia Tech’s Dance Marathon
2007 Volunteer for Virginia Tech’s Relay for Life
2007 Volunteer for Virginia Tech’s Dance Marathon
Pros And Cons Of School Uniforms Essay. Pros and Cons for School Uniforms Sam...
Pros and Cons of Wearing School Uniforms - Free Essay Example .... The Pros and Cons of School Uniforms Free Essay Example. Pros and cons of school uniform Free Essay Example. Persuasive Essay On School Uniforms Pros Cons. Persuasive Essay On School Uniforms Pros Cons – 20 Disadvantages and ....
AFC Learning Resources Commission Best Practices - Stacy Brown
This document discusses the importance of mental health education for college administrators, faculty, and staff. It notes that 1 in 4 Americans experience mental illness each year, with rates even higher for young people. College students face additional stressors that can exacerbate existing or develop new mental health issues. However, many colleges are unprepared to meet students' mental health needs due to a lack of awareness, training, and available resources among staff. The document advocates for reducing stigma through education and provides an example of mental health awareness and training programs implemented at one college.
Mental Health Awareness (NAFSA Region V - 2015)
In 2015, at the NAFSA Region V conference, Jennifer Frankel (from International Student Insurance), Justin Osadjan (from Roosevelt University) and Colleen Seaton (from Northwestern University) presented on the topic of "Improving Mental Health Awareness Among International Students"
Mohammed Talib Abed
Bullying is a worldwide issue that can be seen in any school; it is not limited to one type of
public, private, primary or secondary, urban or rural institution and, as a result, brings anxiety, decreased
school absenteeism, academic school performance, and can even contribute to the suicide of bullying victims.
Learning Resources to be used as references to support your answer.docx
Learning Resources to be used as references to support your answer.
USW1_SOCW_6090_howToWriteADiagnosisInDSM5.pdfUSW1_SOCW_6090_WK03_Chase.pdf
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
· “Neurodevelopmental Disorders” (pp. 31–86)
· “Other Conditions That May Be a Focus of Clinical Attention” (pp. 715–727)
Bell, A. S. (2011). A critical review of ADHD diagnostic criteria: What to address in the DSM-V. Journal of Attention Disorders, 15(1), 3–10.
Note: You will access this article from the Walden Library databases.
How to Write a Diagnosis According to DSM-5 and ICD-10-CM (PDF)
Teicher, M. H., Samson, J. A., Polcari, A., & McGreenery, C. E. (2006). Sticks, stones, and hurtful words: Relative effects of various forms of childhood maltreatment. American Journal of Psychiatry, 163(6), 993–1000.
Note: You will access this article from the Walden Library databases.
Working With Children and Adolescents: The Case of Chase (PDF)
Wing, L., Gould, J., & Gillberg, C. (2011). Autism spectrum disorders in the DSM-V: Better or worse than the DSM-IV? Research in Developmental Disabilities, 32, 768–773.
Note: You will access this article from the Walden Library databases.
Wiki Assignment Instructions (PDF)
Kieling, C., Kieling, R. R., Frick, P. J., Rohde, L. A., Moffitt, T., Nigg, J. T., Tannock, R., & Castellanos, F. X. (2010) The age at onset of attention deficit hyperactivity disorder. American Journal of Psychiatry, 167, 14–15.
Note: You will access this article from the Walden Library databases.
Murphy, C., & Taylor, E. (2006). Need to know ADHD. Pulse, 66(34), 38–42.
Note: You will access this article from the Walden Library databases.
Discussion - Week 3
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Discussion: Influences on Diagnosis and Outcome
The addition of more Z Codes to the DSM-5 is congruent to how a social worker as a clinician should conduct an assessment and determine the appropriate treatment.
For this Discussion, review The Case of Chase, analyze Chase’s story, and note his original DSM-IV diagnosis. Using the DSM-5 diagnostic criteria, determine Chase’s primary clinical diagnosis. Next, note the changes in the Autism Spectrum disorders, and include the Other Conditions That May Be a Focus of Clinical Attention (ICD-10-CM, Z codes) in your diagnosis. Then identify the potential risk and prognostic factors from both the biological and environmental perspective.
By Day 3
Post your response to the following:
· What should Chase’s diagnosis be according to the DSM-5 criteria?
· What predisposing and risk factors led to the outcome of this case?
· What potential protective factors could have been introduced to address this situation?
· ...
A Study of Personality of Secondary School Students in Relation to Frustration
The current study aimed at exploring the relationship between reactions to frustration level and personality of secondary school students in Indore city. Research Design To meet the objectives, ex post facto design used or the data was analysed and proper statistical techniques used. For this purpose a sample of 50 adolescents, randomly selected from four Male and Female secondary schools students Indore city, was taken. As a result significant negative relationship was found between Frustration and personality of Adolescents of Male and Female secondary schools students. Dr. Inderjeet Singh Bhatia "A Study of Personality of Secondary School Students in Relation to Frustration" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50341.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50341/a-study-of-personality-of-secondary-school-students-in-relation-to-frustration/dr-inderjeet-singh-bhatia
Case Study Clinical LeadersDavid Rochester enjoys his role as a C.docx
Case Study: Clinical Leaders
David Rochester enjoys his role as a Clinical Leader in a palliative care setting. On a typical day David troubleshoots problems as they arise. His job responsibilities include resolving personnel issues, integrating changes in policies, and communicating patient care protocols to the nursing staff. He displays competence and confidence in trouble-shooting issues and follow-up is his specialty. During the past month, David has noticed an increase in the number of problems on the unit. He is uncertain of the origin of all of the problems. This morning, David received an email communication from the Director of Palliative Care Services, detailing several changes in clinical practices. David is certain that the timing of these changes will create more daily problems.
Respond to the following questions:
What are the characteristics of leadership does David exhibit? What are the characteristics that David must embrace to be an effective leader of a clinical microsystem?
Changing leadership styles requires deliberate steps. What key steps does David need to take to assure his success as he moves forward?
** At least
4 pages long - includes title page and references
, at least
4 SCHOLARLY REFERENCES, APA format, 12 pt font times new roman - 1" margins
**
see grading rubric attachment
.
CASE STUDY Clinical Journal Entry 1 to 2 pages A 21 month .docx
CASE STUDY: Clinical Journal Entry: 1 to 2 pages
A 21 month old Caucasian baby girl was brought to clinic by her mother with complaint of her baby getting irritable, easy tired during the day and sleeps more than usual after small activities at the day care and now she just noticed her skin is pale especially around her hands and eyelids and her husband also confirmed that she did look pale. So they are here today for a checkup even though she notices no other developmental changes. Mother denies any s/s of GI bleed like tarry stool. She has been current with her immunization and has no other medical or surgical history.
Assessment
An active toddler, with recent fatigue, has increase in sleeping, mild exercise intolerance.. She is a picky eater, enjoys small chicken, pork, and some vegetables, but loves milk and drinks about seven bottles of whole milk daily.
Family history reveals mother had anemia during her pregnancy. There is no history of splenectomy, gall stones at an early age, or other anemia in the family.
Physical Examination:
Vital Signs: Temperature 37.8 degrees C, Blood Pressure 95/50 mmHg, Pulse 144 beats/minute, Respiration 18 breaths/minute , Height 85.5 cm (50th %ile), Weight 13.2 kg (75th %ile). General appearance: He is a pale appearing, active toddler.
Reflect on the patient provided who presented with a hematologic disorder during your Practicum experience. Describe your experience in assessing and managing the patient and his or her family and follow up apt . Include details of your “aha” moment in identifying the patient’s disorder. Then, explain how the experience connected your classroom studies to the real-world clinical setting.
Readings( Provide 2 more Credible , recent references)
•Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.
Chapter 26, “Hematologic Disorders” (pp. 557–584
.
CASE STUDY 5Exploring Innovation in Action The Dimming of the Lig.docx
CASE STUDY 5
Exploring Innovation in Action: The Dimming of the Light Bulb
In the beginning….
God said let there be light. And for a long time this came from a rather primitive but surprisingly effective method – the oil lamp. From the early days of putting simple wicks into congealed animal fats, through candles to more sophisticated oil lamps, people have been using this form of illumination. Archaeologists tell us this goes back at least 40,000 years so there has been plenty of scope for innovation to improve the basic idea! Certainly by the time of the Romans, domestic illumination – albeit with candles – was a well-developed feature of civilised society.
Not a lot changed until the late eighteenth century when the expansion of the mining industry led to experiments with uses for coal gas – one of which was as an alternative source of illumination. One of the pioneers of research in the coal industry – Humphrey Davy – invented the carbon arc lamp and ushered in a new era of safety within the mines, but also opened the door to alternative forms of domestic illumination and the era of gas lighting began.
But it was not until the middle of the following century that researchers began to explore the possibilities of using a new power source and some new physical effects. Experiments by Joseph Swann in England and Moses Farmer in the USA (amongst others) led to the development of a device in which a tiny metal filament enclosed within a glass envelope was heated to incandescence by an electric current. This was the first electric light bulb – and it still bears more than a passing resemblance to the product found hanging from millions of ceilings all around the world.
By 1879 it became clear that there was significant commercial potential in such lighting – not just for domestic use. Two events occurred during that year which were to have far-reaching effects on the emergence of a new industry. The first was that the city of Cleveland – although using a different lamp technology (carbon arc) – introduced the first public street lighting. And the second was that patents were registered for the incandescent filament light bulb by Joseph Swann in England and one Thomas Edison in the USA.
Needless to say the firms involved in gas supply and distribution and the gas lighting industry were not taking the threat from electric light lying down and they responded with a series of improvement innovations which helped retain gas lighting’s popularity for much of the late nineteenth century. Much of what happened over the next 30 years is a good example of what is sometimes called the ‘sailing ship effect’. That is, just as in the shipping world the invention of steam power did not instantly lead to the disappearance of sailing ships but instead triggered a whole series of improvement in that industry, so the gas lighting industry consolidated its position through incremental product and process innovations.
But electric lighting was also improving and th.
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Jennifer Saul's presentation for Cambridge University's gender equality summit
This document discusses implicit biases and stereotype threat that can negatively impact women and other underrepresented groups in fields like science and academia. It notes that while explicit sexism has decreased, unconscious biases still exist and influence perceptions and evaluations. These unconscious biases can result in unfair outcomes like lower marks, unequal hiring, and impediments to women's career progress. The document also describes how stereotype threat can cause members of these groups to underperform on tasks when their social identity is emphasized. It provides suggestions for addressing these issues, such as anonymizing processes, focusing on merit-based criteria, increasing diversity among role models, and reflecting on one's own biases.
Keeping students healthy region viii
The document outlines a presentation given at the NAFSA Region VIII conference in Pittsburgh on international student health and wellness. It includes presentations from Jennifer Frankel of an international student insurance company and Jennifer Marks-Gold of Swarthmore College. The agenda items were on pre-arrival health considerations, healthcare systems in the US versus other countries, health insurance options, crisis management, and maintaining wellness through resources and education. The document concludes with descriptions of hypothetical case studies discussed in breakout groups.
research paper
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, modifications to assessments, and inclusion support to address both academic and behavioral needs.
Module 1 analysis research paper
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, modifications to assessments, and inclusion support to address both academic and behavioral needs.
Module 1 analysis research paper
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, academic support to reduce behaviors, trusting relationships between students and teachers, and avoiding assumptions about families.
Childhood Behaviors, Disorders, And Emotional Issues
This document discusses various childhood behaviors, disorders, and emotional issues. It notes that problematic behaviors often begin around age 2 and can include aggression, disruption, antisocial behavior, or defiance. Left unaddressed, some behaviors may persist into adolescence or adulthood. The document examines anxiety disorders, depression, bipolar disorder, attention deficit hyperactivity disorder, and other conditions. It explores causes such as biology, environment, and trauma, as well as treatments like therapy and medication.
Mental Health Awareness (NAFSA Region II - 2015)
In 2015, at the NAFSA Region II conference, Jenifer Frankel (from International Student Insurance), Linda Melville (from the University of New Mexico) and Chalimar Swain (from the University of Utah) presented on the topic of "Improving Mental Health Awareness Among International Students"
MSCP THESIS, SEMINAR PPT
ACCULTURATIVE STRESS: COPING RESPONSES OF INTERNATIONAL UNDERGRADUATE STUDENTS
IN ASSUMPTION UNIVERSITY
BY AJARN SIRIPORN (MSCP, SUMMA CUM LAUDE, AU)
Feedback ReportTHEINTERCULTURALEFFECTIVENESSSCALEG.docx
Feedback Report
THE
INTERCULTURAL
EFFECTIVENESS
SCALE
Group Name: MGMT 540 Fall Cohort B
Results for: SHYAM Bhanderi
ID: [email protected]
Test Date: Thursday, 18 Oct 2018
Test Form: Version 3.1(6)
Report
Generated:
Thursday, 18 Oct 2018
This report is based on research using normal adult samples and provides
information on dimensions of global and intercultural competency. The
information in this report should be viewed as only one source of evaluation and
no decisions should be based solely on the information contained in this report.
This report is confidential and intended for use by the individual being evaluated
and his or her employer or trainer.
Personal & Confidential
IES FEEDBACK REPORT
Results for: SHYAM Bhanderi
2
Contents
Overview: Working with People Different from You 3
I. Your Intercultural Effectiveness Scores 4
Interpreting Your IES Results 5
Who Is the Comparison Group? 5
The Elements of Intercultural Effectiveness 5
How the Dimensions Work Together 8
Entering Your Scores on the Profile Graph 9
Your IES Profile 10
II. Your Current and Potential Competency 14
Continuous Learning: General Tendencies 14
Effective Continuous Learning Strategies 15
Interpersonal Engagement: General Tendencies 16
Effective Interpersonal Engagement Strategies 18
Hardiness: General Tendencies 20
Effective Hardiness Strategies 21
Creating a Personal Development Plan 23
General Suggestions For Developing Intercultural Capacity 25
III. Other Userful Resources 26
Suggested Readings 26
Additional IES Resources 26
Personal & Confidential
IES FEEDBACK REPORT
Results for: SHYAM Bhanderi
3
Overview: Working with People Different from You
Culture is the entire set of values, attitudes, beliefs, prejudices, and social rules that govern the
behavior of a group of people. Because these can vary so widely from culture to culture, it is
often challenging to understand and work with people from other cultures. The same challenge
exists among diverse demographic groups: different generations, ethnic groups, socio-economic
classes, religious affiliations, genders, political parties, and so forth. Although this assessment is
called the “Intercultural Effectiveness Scale,” the dimensions it assesses are applicable to any
difference related to beliefs, values, assumptions, and behaviors that are not shared between
two people or two groups of people.
In fact, no two people are alike, but often it seems easier to get along and therefore work more
effectively with people whom we perceive as similar to us in some obvious (skin color, facial
features) or important way (similar interests, values, experiences, etc.). That’s only
natural—what we share in common gives us a foundation for building a relationship. In today’s
world, however, most of us work with people who differ from us in a variety of ways. Although it
is sometimes challenging to work with them, it helps if we first begin with a clear understanding
of ourselves. If we u.
11Mental Health Among College StudentsTomia Willin
11
Mental Health Among College Students
Tomia Willingham
Sophia Learning
Eng 215
March 14, 2021
Introduction
Going to college can be demanding for many people. In addition to managing academic insistence, many students have to cope with their families' complex separation tasks. At the same time, some of them continue to deal with a lot of many family duties. Mental health experts and advocates contend that it is an epidemic that colleges need to investigate further. Depression, anxiety disorders are some of the significant mental health issues that affect college students. The effects of suicidal ideas on university students' academic achievement have not been explored, yet mental health conditions are associated with academic achievement (De Luca et al., 2016). A novel coronavirus has worsened the situation of mental health. Even before the onset of this virus, there was concern from mental health policymakers in America because of the rising mental health challenges. They claimed a need for additional aid for struggling university students and the capability for these institutions to provide it. Regrettably, many university students with mental health conditions do not seek and receive the necessary treatment. The primary reasons for not pursuing help include thinking that the challenge will get better with time, stigma from their peers and no time to seek the treatment because of a busy schedule (Corrigan et al. 2016). Without this treatment, college students experiencing medical conditions most of the time get lower grades, drop out of college, immerse themselves into substance abuse, or become unemployed. Because these mental health conditions are invisible, they can only be seen through academic performance or social behavior change. Should universities strike a balance between mental health conditions and academics? This review will conclude that the mental health condition of university students and scholars should be balanced. Comment by Dr. Helen Doss: You need to answer this question and present the answer as the thesis at the end of this paragraph. Comment by Dr. Helen Doss: This is not a review essay—it is an argumentative or persuasive essay. Comment by Dr. Helen Doss: What does this mean—should be balanced? By what? For what? And, by whom? Comment by Dr. Helen Doss: This paragraph is too long. See: https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/parts-of-an-essay/paragraph-structure.cfm
Effects of not Balancing Mental Health and Academics
There are consequences of not balancing mental health and academics in higher learning institutions, mainly if they do not receive any treatment. For example, if depression goes untreated, it raises the chances of risky behavior like substance abuse. The condition affects how students sleep, eat, and it also affects how students think. Also, students cannot concentrate in class, and they cannot make rational decisions. By lack of concent ...
11Mental Health Among College StudentsTomia Willin
11
Mental Health Among College Students
Tomia Willingham
Sophia Learning
Eng 215
March 14, 2021
Introduction
Going to college can be demanding for many people. In addition to managing academic insistence, many students have to cope with their families' complex separation tasks. At the same time, some of them continue to deal with a lot of many family duties. Mental health experts and advocates contend that it is an epidemic that colleges need to investigate further. Depression, anxiety disorders are some of the significant mental health issues that affect college students. The effects of suicidal ideas on university students' academic achievement have not been explored, yet mental health conditions are associated with academic achievement (De Luca et al., 2016). A novel coronavirus has worsened the situation of mental health. Even before the onset of this virus, there was concern from mental health policymakers in America because of the rising mental health challenges. They claimed a need for additional aid for struggling university students and the capability for these institutions to provide it. Regrettably, many university students with mental health conditions do not seek and receive the necessary treatment. The primary reasons for not pursuing help include thinking that the challenge will get better with time, stigma from their peers and no time to seek the treatment because of a busy schedule (Corrigan et al. 2016). Without this treatment, college students experiencing medical conditions most of the time get lower grades, drop out of college, immerse themselves into substance abuse, or become unemployed. Because these mental health conditions are invisible, they can only be seen through academic performance or social behavior change. Should universities strike a balance between mental health conditions and academics? This review will conclude that the mental health condition of university students and scholars should be balanced. Comment by Dr. Helen Doss: You need to answer this question and present the answer as the thesis at the end of this paragraph. Comment by Dr. Helen Doss: This is not a review essay—it is an argumentative or persuasive essay. Comment by Dr. Helen Doss: What does this mean—should be balanced? By what? For what? And, by whom? Comment by Dr. Helen Doss: This paragraph is too long. See: https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/parts-of-an-essay/paragraph-structure.cfm
Effects of not Balancing Mental Health and Academics
There are consequences of not balancing mental health and academics in higher learning institutions, mainly if they do not receive any treatment. For example, if depression goes untreated, it raises the chances of risky behavior like substance abuse. The condition affects how students sleep, eat, and it also affects how students think. Also, students cannot concentrate in class, and they cannot make rational decisions. By lack of concent ...
Underrepresentation, intersecting identities, and systemic change
This document discusses underrepresentation and intersectionality in international education. It begins by outlining the goals of interrogating current practices, discussing inclusive models, and devising individual action plans. It then notes that current approaches may be designed with majority students in mind. Key terms around access, inclusion, and diversity are defined. Reasons for discussing diversity and inclusion include administrative goals, student movements, and moral/financial objectives. The significance of intersecting identities is explored, and a systems view of how international education perpetuates exclusion is presented. Three case studies are provided to spark discussion around assumptions and lessons learned. Participants are then instructed to develop individual action plans.
MANJUSHREE PALIT CV_April 2016
Dr. Valerie Glass)
2009 Volunteer for Virginia Tech’s Relay for Life
2008 Volunteer for Virginia Tech’s Dance Marathon
2007 Volunteer for Virginia Tech’s Relay for Life
2007 Volunteer for Virginia Tech’s Dance Marathon
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Pros and Cons of Wearing School Uniforms - Free Essay Example .... The Pros and Cons of School Uniforms Free Essay Example. Pros and cons of school uniform Free Essay Example. Persuasive Essay On School Uniforms Pros Cons. Persuasive Essay On School Uniforms Pros Cons – 20 Disadvantages and ....
AFC Learning Resources Commission Best Practices - Stacy Brown
This document discusses the importance of mental health education for college administrators, faculty, and staff. It notes that 1 in 4 Americans experience mental illness each year, with rates even higher for young people. College students face additional stressors that can exacerbate existing or develop new mental health issues. However, many colleges are unprepared to meet students' mental health needs due to a lack of awareness, training, and available resources among staff. The document advocates for reducing stigma through education and provides an example of mental health awareness and training programs implemented at one college.
Mental Health Awareness (NAFSA Region V - 2015)
In 2015, at the NAFSA Region V conference, Jennifer Frankel (from International Student Insurance), Justin Osadjan (from Roosevelt University) and Colleen Seaton (from Northwestern University) presented on the topic of "Improving Mental Health Awareness Among International Students"
Mohammed Talib Abed
Bullying is a worldwide issue that can be seen in any school; it is not limited to one type of
public, private, primary or secondary, urban or rural institution and, as a result, brings anxiety, decreased
school absenteeism, academic school performance, and can even contribute to the suicide of bullying victims.
Learning Resources to be used as references to support your answer.docx
Learning Resources to be used as references to support your answer.
USW1_SOCW_6090_howToWriteADiagnosisInDSM5.pdfUSW1_SOCW_6090_WK03_Chase.pdf
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
· “Neurodevelopmental Disorders” (pp. 31–86)
· “Other Conditions That May Be a Focus of Clinical Attention” (pp. 715–727)
Bell, A. S. (2011). A critical review of ADHD diagnostic criteria: What to address in the DSM-V. Journal of Attention Disorders, 15(1), 3–10.
Note: You will access this article from the Walden Library databases.
How to Write a Diagnosis According to DSM-5 and ICD-10-CM (PDF)
Teicher, M. H., Samson, J. A., Polcari, A., & McGreenery, C. E. (2006). Sticks, stones, and hurtful words: Relative effects of various forms of childhood maltreatment. American Journal of Psychiatry, 163(6), 993–1000.
Note: You will access this article from the Walden Library databases.
Working With Children and Adolescents: The Case of Chase (PDF)
Wing, L., Gould, J., & Gillberg, C. (2011). Autism spectrum disorders in the DSM-V: Better or worse than the DSM-IV? Research in Developmental Disabilities, 32, 768–773.
Note: You will access this article from the Walden Library databases.
Wiki Assignment Instructions (PDF)
Kieling, C., Kieling, R. R., Frick, P. J., Rohde, L. A., Moffitt, T., Nigg, J. T., Tannock, R., & Castellanos, F. X. (2010) The age at onset of attention deficit hyperactivity disorder. American Journal of Psychiatry, 167, 14–15.
Note: You will access this article from the Walden Library databases.
Murphy, C., & Taylor, E. (2006). Need to know ADHD. Pulse, 66(34), 38–42.
Note: You will access this article from the Walden Library databases.
Discussion - Week 3
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Discussion: Influences on Diagnosis and Outcome
The addition of more Z Codes to the DSM-5 is congruent to how a social worker as a clinician should conduct an assessment and determine the appropriate treatment.
For this Discussion, review The Case of Chase, analyze Chase’s story, and note his original DSM-IV diagnosis. Using the DSM-5 diagnostic criteria, determine Chase’s primary clinical diagnosis. Next, note the changes in the Autism Spectrum disorders, and include the Other Conditions That May Be a Focus of Clinical Attention (ICD-10-CM, Z codes) in your diagnosis. Then identify the potential risk and prognostic factors from both the biological and environmental perspective.
By Day 3
Post your response to the following:
· What should Chase’s diagnosis be according to the DSM-5 criteria?
· What predisposing and risk factors led to the outcome of this case?
· What potential protective factors could have been introduced to address this situation?
· ...
A Study of Personality of Secondary School Students in Relation to Frustration
The current study aimed at exploring the relationship between reactions to frustration level and personality of secondary school students in Indore city. Research Design To meet the objectives, ex post facto design used or the data was analysed and proper statistical techniques used. For this purpose a sample of 50 adolescents, randomly selected from four Male and Female secondary schools students Indore city, was taken. As a result significant negative relationship was found between Frustration and personality of Adolescents of Male and Female secondary schools students. Dr. Inderjeet Singh Bhatia "A Study of Personality of Secondary School Students in Relation to Frustration" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50341.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50341/a-study-of-personality-of-secondary-school-students-in-relation-to-frustration/dr-inderjeet-singh-bhatia
Similar to Case 7. Handling DisparateInformation for Evaluating TraineesRas.docx (19)
Jennifer Saul's presentation for Cambridge University's gender equality summit
Jennifer Saul's presentation for Cambridge University's gender equality summit
Childhood Behaviors, Disorders, And Emotional Issues
Childhood Behaviors, Disorders, And Emotional Issues
Feedback ReportTHEINTERCULTURALEFFECTIVENESSSCALEG.docx
Feedback ReportTHEINTERCULTURALEFFECTIVENESSSCALEG.docx
11Mental Health Among College StudentsTomia Willin
11Mental Health Among College StudentsTomia Willin
11Mental Health Among College StudentsTomia Willin
11Mental Health Among College StudentsTomia Willin
Underrepresentation, intersecting identities, and systemic change
Underrepresentation, intersecting identities, and systemic change
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AFC Learning Resources Commission Best Practices - Stacy Brown
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Learning Resources to be used as references to support your answer.docx
Learning Resources to be used as references to support your answer.docx
A Study of Personality of Secondary School Students in Relation to Frustration
A Study of Personality of Secondary School Students in Relation to Frustration
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Case Study: Clinical Leaders
David Rochester enjoys his role as a Clinical Leader in a palliative care setting. On a typical day David troubleshoots problems as they arise. His job responsibilities include resolving personnel issues, integrating changes in policies, and communicating patient care protocols to the nursing staff. He displays competence and confidence in trouble-shooting issues and follow-up is his specialty. During the past month, David has noticed an increase in the number of problems on the unit. He is uncertain of the origin of all of the problems. This morning, David received an email communication from the Director of Palliative Care Services, detailing several changes in clinical practices. David is certain that the timing of these changes will create more daily problems.
Respond to the following questions:
What are the characteristics of leadership does David exhibit? What are the characteristics that David must embrace to be an effective leader of a clinical microsystem?
Changing leadership styles requires deliberate steps. What key steps does David need to take to assure his success as he moves forward?
** At least
4 pages long - includes title page and references
, at least
4 SCHOLARLY REFERENCES, APA format, 12 pt font times new roman - 1" margins
**
see grading rubric attachment
.
CASE STUDY Clinical Journal Entry 1 to 2 pages A 21 month .docx
CASE STUDY: Clinical Journal Entry: 1 to 2 pages
A 21 month old Caucasian baby girl was brought to clinic by her mother with complaint of her baby getting irritable, easy tired during the day and sleeps more than usual after small activities at the day care and now she just noticed her skin is pale especially around her hands and eyelids and her husband also confirmed that she did look pale. So they are here today for a checkup even though she notices no other developmental changes. Mother denies any s/s of GI bleed like tarry stool. She has been current with her immunization and has no other medical or surgical history.
Assessment
An active toddler, with recent fatigue, has increase in sleeping, mild exercise intolerance.. She is a picky eater, enjoys small chicken, pork, and some vegetables, but loves milk and drinks about seven bottles of whole milk daily.
Family history reveals mother had anemia during her pregnancy. There is no history of splenectomy, gall stones at an early age, or other anemia in the family.
Physical Examination:
Vital Signs: Temperature 37.8 degrees C, Blood Pressure 95/50 mmHg, Pulse 144 beats/minute, Respiration 18 breaths/minute , Height 85.5 cm (50th %ile), Weight 13.2 kg (75th %ile). General appearance: He is a pale appearing, active toddler.
Reflect on the patient provided who presented with a hematologic disorder during your Practicum experience. Describe your experience in assessing and managing the patient and his or her family and follow up apt . Include details of your “aha” moment in identifying the patient’s disorder. Then, explain how the experience connected your classroom studies to the real-world clinical setting.
Readings( Provide 2 more Credible , recent references)
•Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.
Chapter 26, “Hematologic Disorders” (pp. 557–584
.
CASE STUDY 5Exploring Innovation in Action The Dimming of the Lig.docx
CASE STUDY 5
Exploring Innovation in Action: The Dimming of the Light Bulb
In the beginning….
God said let there be light. And for a long time this came from a rather primitive but surprisingly effective method – the oil lamp. From the early days of putting simple wicks into congealed animal fats, through candles to more sophisticated oil lamps, people have been using this form of illumination. Archaeologists tell us this goes back at least 40,000 years so there has been plenty of scope for innovation to improve the basic idea! Certainly by the time of the Romans, domestic illumination – albeit with candles – was a well-developed feature of civilised society.
Not a lot changed until the late eighteenth century when the expansion of the mining industry led to experiments with uses for coal gas – one of which was as an alternative source of illumination. One of the pioneers of research in the coal industry – Humphrey Davy – invented the carbon arc lamp and ushered in a new era of safety within the mines, but also opened the door to alternative forms of domestic illumination and the era of gas lighting began.
But it was not until the middle of the following century that researchers began to explore the possibilities of using a new power source and some new physical effects. Experiments by Joseph Swann in England and Moses Farmer in the USA (amongst others) led to the development of a device in which a tiny metal filament enclosed within a glass envelope was heated to incandescence by an electric current. This was the first electric light bulb – and it still bears more than a passing resemblance to the product found hanging from millions of ceilings all around the world.
By 1879 it became clear that there was significant commercial potential in such lighting – not just for domestic use. Two events occurred during that year which were to have far-reaching effects on the emergence of a new industry. The first was that the city of Cleveland – although using a different lamp technology (carbon arc) – introduced the first public street lighting. And the second was that patents were registered for the incandescent filament light bulb by Joseph Swann in England and one Thomas Edison in the USA.
Needless to say the firms involved in gas supply and distribution and the gas lighting industry were not taking the threat from electric light lying down and they responded with a series of improvement innovations which helped retain gas lighting’s popularity for much of the late nineteenth century. Much of what happened over the next 30 years is a good example of what is sometimes called the ‘sailing ship effect’. That is, just as in the shipping world the invention of steam power did not instantly lead to the disappearance of sailing ships but instead triggered a whole series of improvement in that industry, so the gas lighting industry consolidated its position through incremental product and process innovations.
But electric lighting was also improving and th.
Case Study 2A 40 year-old female presents to the office with the c.docx
Case Study 2
A 40 year-old female presents to the office with the chief complaint of diarrhea. She has been having
recurrent episodes of abdominal pain, diarrhea, and rectal bleeding
.
She has lost 9 pounds
in the last month. She takes no medications, but is allergic to penicillin. She describes her life as
stressful,
but manageable. The physical exam reveals
a pale middle- aged
female in no acute distress. Her weight is 140 pounds (down from 154 at her last visit over a year ago), blood pressure of
94/60 sitting and 86/50
(orthostatic positive). standing, heart rate of 96 and regular without postural changes, respiratory rate of 18, and O2 saturation 99%. Further physical examination reveals:
Skin: w/d, no acute lesions or rashes
Eyes: sclera clear,
conj pale
Ears: no acute changes
Nose: no erythema or sinus tenderness
Mouth:
membranes pale,
some slight painful ulcerations
, right buccal mucosa,
tongue beefy red,
teeth good repair ( signs and symptoms of
Vitamin B12 deficiency
anemia)
Neck: supple, no thyroid enlargement or tenderness, no lymphadenopathy
Cardio: S1 S2 regular, no S3 S4 or murmur
Lungs: CTA w/o rales, wheezes, or rhonchi
Abdomen: scaphoid,
BS hyperactive
(due to diarrhea),
generalized tenderness
,
rectal +occult
blood
Post
APA format
1.
an explanation of the differential diagnosis (
Crohn disease
)
for the patient in the case study that you selected.
2.
Describe the role the patient history and physical exam (information from above) played in the diagnosis (of
Crohn disease
)
3.
Then, suggest potential treatment options based on your patient diagnosis (
Crohn disease
).
important information highlighted above
.
Case Study Horizon Horizon Consulting Patti Smith looked up at .docx
Case Study
Horizon
Horizon Consulting Patti Smith looked up at the bright blue Carolina sky before she entered the offices of Horizon Consulting. Today was Friday, which meant she needed to prepare for the weekly status report meeting. Horizon Consulting is a custom software development company that offers fully integrated mobile application services for iPhone ™ , Android ™ , Windows Mobile ® and BlackBerry ® platforms. Horizon was founded by James Thrasher, a former Marketing executive, who quickly saw the potential for digital marketing via smartphones. Horizon enjoyed initial success in sports marketing, but quickly expanded to other industries. A key to their success was the decline in cost for developing smartphone applications which expanded the client base. The decline in cost was primarily due to learning curve and ability to build customized solutions on established platforms. Patti Smith was a late bloomer who went back to college after working in the restaurant business for nine years. She and her former husband had tried unsuc-cessfully to operate a vegetarian restaurant in Golden, Colorado. After her di-vorce, she returned to University of Colorado where she majored in Management Information Systems with a minor in Marketing. While she enjoyed her marketing classes much more than her MIS classes, she felt the IT know- how acquired would give her an advantage in the job market. This turned out to be true as Horizon hired her to be an Account Manager soon after graduation. Patti Smith was hired to replace Stephen Stills who had started the restaurant side of the business at Horizon. Stephen was “ let go” according to one Account Manager for being a prima donna and hoarding resources. Patti’s clients ranged from high- end restaurants to hole in wall Mom and Pop shops. She helped de-velop smartphone apps that let users make reservations, browse menus, receive alerts on daily specials, provide customer feedback, order take- out and in some cases order delivery. As an Account Manager she worked with clients to assess their needs, develop a plan, and create customized smartphone apps. Horizon appeared to be a good fit for Patti. She had enough technical training to be able to work with software engineers and help guide them to produce client-ready products. At the same time she could relate to the restaurateurs and enjoyed working with them on web design and digital marketing. Horizon was organized into three departments: Sales, Software Development, and Graphics, with Account Managers acting as project managers. Account Managers generally came from Sales, and would divide their time between proj-ects and making sales pitches to potential new clients. Horizon employed a core group of software engineers and designers, supplemented by contracted pro-grammers when needed. The first step in developing a smartphone application involved the Account Manager meeting with the client to define the requirements and vision for the application. .
Case Study EvaluationBeing too heavy or too thin, having a disabil.docx
Case Study Evaluation
Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
Post by Day 3
a brief explanation of the issues that place Diane outside of the margins of society. Be sure to include an explanation about how these issues may have influenced her social development from infancy through adolescence. Also explain what you might have done differently had you been Diane’s social worker. Please use the Learning Resources to support your answer.
.
Case Study Disney Corporation1, What does Disney do best to connec.docx
Case Study Disney Corporation
1, What does Disney do best to connect with its core customers?
2. What are the risks and benfits of expanding Disney brand in new ways?
must use APA format
Reference at least 3 Peer reviewed journals
textbook
Kotler P & Keller KL Marketing management
.
Case Study 3 Exemplar of Politics and Public Management Rightly Un.docx
Case Study 3: Exemplar of Politics and Public Management Rightly Understood
Read Case Study 3 in the textbook and respond to the following questions:
What were the chief elements of John Gaus' administrative ecology that Robertson drew upon to run Los Angeles Bureau of Street Services?
Explain how these elements were critical to achieving his goals?
Were there any elements of Arnstein's ladder of participation in the discharge of street services function?
.
Case Study 2 Structure and Function of the Kidney Rivka is an ac.docx
Rivka played beach volleyball on a hot day without drinking water and became dehydrated. Her body stopped sweating and she felt dizzy. When in a state of dehydration, the kidneys' glomerular filtration rate decreases due to low blood pressure. The juxtaglomerular apparatus would secrete renin to constrict the afferent arteriole and raise the glomerular filtration rate. Aldosterone increases sodium reabsorption in the distal convoluted tubule, which would help Rivka restore her sodium and water levels. A specific gravity test of Rivka's urine would likely show a higher than normal level, indicating her kidneys were concentrating her urine due to dehydration
Case Study 2 Plain View, Open Fields, Abandonment, and Border Searc.docx
Case Study 2: Plain View, Open Fields, Abandonment, and Border Searches as They Relate to Search and Seizures
Due Week 6 and worth 100 points
Officer Jones asked the neighborhood’s regular trash collector to put the content of the defendant’s garbage that was left on the curb in plastic bags and to turn over the bags to him at the end of the day. The trash collector did as the officer asked in order to not mix the garbage once he collected the defendant’s garbage. The officer searched through the garbage and found items indicative of narcotics use. The officer then recited the information that was obtained from the trash in an affidavit in support of a warrant to search the defendant’s home. The officer encountered the defendant at the house later that day upon execution of the warrant. The officer found quantities of cocaine and marijuana during the search and arrested the defendant on felony narcotics charges.
Write a one to two (1-2) page paper in which you:
Identify the constitutional amendment that would govern Officer Jones’ actions.
Analyze the validity and constitutionality of officer’s Jones’ actions.
Discuss if Officer Jones’ actions were justified under the doctrines of plain view, abandonment, open fields, or border searches.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Research and analyze procedures governing the process of arrest through trial.
Critically debate the Constitutional safeguards of key Amendments with specific attention to the 4th, 5th, 6th, and 14th Amendments.
Describe the difference between searchers, warrantless searches, and stops.
Write clearly and concisely about the criminal procedure using proper writing mechanics.
.
Case Study 2 Collaboration Systems at Isuzu Australia LimitedDue .docx
Case Study 2: Collaboration Systems at Isuzu Australia Limited
Due Week 7 and worth 150 points
Read the case study in Chapter 12 titled “Collaboration Systems at Isuzu Australia Limited”.
Write a two to three (2-3) page paper in which you:
Summarize the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Identify the platform that IAL chose as an online portal and content management system, and describe the main reason(s) why IAL chose such a specific platform.
Discuss the significant attributes of a wiki, and describe the overall manner in which IAL uses wikis for its internal collaboration.
Speculate on the main challenges that IAL could face when implementing groupware, and suggest one (1) step that IAL could take in order to mitigate the challenges in question.
Use at least three (3) quality reference.
Note:
Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Points: 150
Case Study 2: Collaboration Systems at Isuzu Australia Limited
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Summarize the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Weight: 20%
Did not submit or incompletely summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Insufficiently summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Partially summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Satisfactorily summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Thoroughly summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
2. Identify the platform that IAL chose as an online portal and content management system, and describe the main reason(s) why IAL chose such a specific platform.
Weight: 20%
Did not submit or incompletely identified the platform that IAL chose as an online portal and content management system; did not submit or incompletely described the main reason(s) why IAL chose such a specific platform.
Insufficiently identified the platform that IAL chose as an online portal and content management system; insufficiently described the main reason(s) why IAL chose such a specific platform.
Partiall.
Case FormatI. Write the Executive SummaryOne to two para.docx
Case
Format
I.
Write the Executive Summary
One to two paragraphs in length
On cover page of the report
Briefly identify the major problems facing the manager/key person
Summarize the recommended plan of action and include a brief justification of the recommended plan
II. Statement of the Problem
State the problems facing the manager/key person
Identify and link the symptoms and root causes of the problems
Differentiate short term from long term problems
Conclude with the decision facing the manager/key person
III. Causes of the Problem
Provide a detailed analysis of the problems; identify in the Statement of the Problem
In the analysis, apply theories and models from the text and/or readings
Support conclusions and /or assumptions with specific references to the case and/or the readings
IV. Decision Criteria and Alternative
Solution
s
Identify criteria against which you evaluate alternative solutions (i.e. time for implementation, tangible costs, acceptability to management)
Include two or three possible alternative solutions
Evaluate the pros and cons of each alternative against the criteria listed
Suggest additional pros/cons if appropriate
V. Recommended
.
Case Study #2 Diabetes Hannah is a 10-year-old girl who has recentl.docx
Case Study #2: Diabetes Hannah is a 10-year-old girl who has recently been diagnosed with Type 1 Diabetes Mellitus. She is a 4th grade student at Hendricks Elementary School. Prior to her diagnosis, Hannah was very involved in sports and played on the girls’ volleyball team. Her mother is concerned about how the diagnosis will affect Hannah.
Write a 2 page paper discussing the following points relating to the case study patient you selected:
● Include a definition of the actual disease or condition.
● The signs and symptoms of the disease.
● Identify the factors that could have caused or lead to the particular disease or condition (Pathogenesis).
● Describe body system changes as a result of the disease process.
● Discuss the economic impact of the chronic disease.
● Include a title and reference page (these do not count towards the 2 page requirement).
● The paper should be in APA format.
● At least two professional references (other than your text) must be included.
.
case scenario being used for this discussion postABS 300 Week One.docx
case scenario being used for this discussion post:
ABS 300 Week One Assessment Scenario Donna, age 14, had consistently been a B+/A- student throughout elementary school and the beginning of middle school. However, in the 8th grade, she started demonstrating difficulty understanding some of her work. Increased difficulties were noted when she was required to work with abstract concepts rather than rely on rote memorization. Donna had always been fascinated with flowers, and she could remember the details of hundreds of different species of wild and domestic flower she encountered. Donna’s classmates and cousins thought she was odd, and her mother said that Donna was frequently picked on—at times without even realizing she was being made fun of. Donna was described as a confused and socially awkward girl who tended to keep to herself. The incident that led to her first psychological evaluation occurred after one of her classmates teased her repeatedly over several days to the point of making Donna upset. Donna decided to write a threatening note to the student as a warning for him to stop. The note included details of which species of flowers would be found growing on top of the place he would be buried. The boy’s parents brought the note to the principal and Donna was suspended from school and charged with terroristic threatening. The school ordered a psychological evaluation and risk assessment before they allowed her to return to school. Donna was observed to have awkward mannerisms, and she smiled at what appeared to be inappropriate times, for example, when she was talking about the teasing at school. She made very poor eye contact in ways that were atypical for her culture, and she had a difficult time staying on topic, frequently shifting the topic of conversation onto her interest in flower. Donna’s intelligence was found to be in the upper limits of the average range on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The Gilliam Asperger's Disorder Scale as rated by Donna and her mother together was in the clinically significant range, with her largest deficits being reflected in her social interactions scale. There were also deficits noted in pragmatic skills, restricted patterns of behavior, and cognitive patterns. Problems were also noted with reciprocal social interaction skills, communication skills, and stereotyped behaviors, interests, and activities. Donna's QEEG results showed multiple abnormalities. Her right parietal-temporal lobe showed excessively slow activity. This is an area important for facial recognition and empathy. She also had excessive mid-line frontal hi-beta, something that is often seen in those with mental rigidity and obsessive thinking. Multiple problems in coherence were noted, reflecting cognitive inefficiency in her mental processing. Excessive connectivity was noted in the frontal lobes areas and there were excessive disconnections between her frontal lobes and the central and bac.
Case Study #2Alleged improper admission orders resulting in mor.docx
Case Study #2:
Alleged improper admission orders resulting in morphine overdose and death
There were multiple co-defendants in this claim who are not discussed in this scenario. Monetary amounts represent only the payments made on behalf of the nurse practitioner. Any amounts paid on behalf of the co-defendants are not available. While there may have been errors/negligent acts on the part of other defendants, the case, comments, and recommendations are limited to the actions of the defendant; the nurse practitioner.
The decedent patient (plaintiff) was a 72 year old woman who had been receiving hospital care for acute back pain resulting from a fall. Her past history included chronic pain management and end-stage renal disease for which she received hemodialysis. She was to be transferred to the co-defendant nursing facility for reconditioning and physical therapy prior to returning to her home.
The nurse practitioner (defendant) was on-call at the time of the patient’s transfer, and the nursing facility contacted her and read the orders to the defendant nurse practitioner over the telephone. The defendant nurse practitioner questioned the presence of two morphine orders for different dosages with both dosages administered twice daily. She instructed the nurse to clarify the correct morphine dosage with the transferring hospital’s pharmacist and to admit the patient only after the pharmacist clarified and approved the morphine orders. The defendant nurse practitioner had no further communication with the facility and no other involvement in the patient’s care. The facility nurse telephoned the hospital pharmacist who approved both morphine orders, and the patient was admitted to the nursing facility.
During the first evening and full day of her nursing facility stay, documentation revealed the patient to be alert and oriented. On the second day, she was found by nursing staff without vital signs. Despite immediate chest compressions and EMS additional resuscitation measures, the patient was pronounced dead. The autopsy results listed the cause of death as morphine intoxication. Surprisingly, the patient also had an elevated blood alcohol level (equal to drinking three to four alcoholic beverages). Because the source of the alcohol could not be identified, the medical examiner was unable to rule out accident, suicide or homicide and classified the manner of death as undetermined.
Resolution
Defense experts
presented testimony that
the nurse practitioner’s actions to be within the standard of care.
Defense experts
testimony was
that the patient’s final morphine blood levels, even considering her renal disease, could not have resulted from the amount of morphine ordered, administered and recorded in the patient’s health information record. The elevated morphine and alcohol levels led experts to the opinion that the patient may have ingested morphine and alcohol from a source other than the nursing facility.
Plaintiffs did not pres.
Case Study 1Denise is a sixteen-year old 11th grade student wh.docx
Case Study 1
Denise is a sixteen-year old 11th grade student who started using marijuana and drinking at fourteen and has used heroin regularly for the past six months. Denise stopped attending school in January and hangs out with her friends. She lives at home with her mother and younger brother, but comes and goes and often isn’t seen by her mother for four or five days at a stretch. When Denise was fifteen, her mother, with the assistance of a school-based addiction treatment counselor, was able to get her enrolled in outpatient treatment to address her alcohol and marijuana use. Denise participated in the program and reduced her alcohol and marijuana use. The outpatient program diagnosed Denise with depression and mild anxiety, and she was prescribed medication. Denise seemed to be regaining her health, and she started high school classes in the fall. However, her mother began to notice troubling patterns of more serious drug use in November and was unable to get Denise to resume treatment at her outpatient program.
Denise’s mother now wants to have her daughter assessed for enrollment in a residential treatment program. She is afraid of the people her daughter hangs out with and does not want her son to be influenced by his sister’s friends and drug use. Denise recently had a scare about her heroin use when one of her friends suffered an overdose and barely survived. She agreed to go for an assessment at a residential program. The program agreed that Denise needed residential treatment and received authorization from the Medicaid managed care organization to provide services for a short length of stay. After three days in treatment, during which she was treated with suboxone to help her withdrawal, Denise began to resist care. She has decided to leave the program against medical advice and her mother’s wishes.
Questions:
Does alcohol and drug use uniquely affect an adolescent’s ability to make decisions about medical care for addiction; and, if so, should clinical and legal standards take this factor into consideration?
What if Denise had been arrested for drug possession with intent to distribute, placed in the juvenile justice system, and required to attend residential treatment. How should clinical care decisions and concepts of autonomy be addressed in the legal framework for juvenile justice drug treatment?
.
Case AssignmentI. First read the following definitions of biodiver.docx
Case Assignment
I. First read the following definitions of biodiversity:
In Jones and Stokes Associates' “Sliding Toward Extinction: The State of California's Natural Heritage,” 1987:
Natural diversity, as used in this report, is synonymous with
biological diversity
...To the scientist, natural diversity has a variety of meanings. These include:
The number of different native species and individuals in a habitat or geographical area;
The variety of different habitats within an area;
The variety of interactions that occur between different species in a habitat; and
The range of genetic variation among individuals within a species.
In D. B. Jensen, M. Torn, and J. Harte, “In Our Own Hands: A Strategy for Conserving Biological Diversity in California,” 1990:
Biological diversity, simply stated, is the
diversity of life
...As defined in the proposed U.S. Congressional Biodiversity Act, HR1268 (1990), “
biological diversity means the full range of variety and variability within and among living organisms and the ecological complexes in which they occur, and encompasses ecosystem or community diversity, species diversity, and genetic diversity
.”
Genetic diversity
is the combination of different genes found within a population of a single species, and the pattern of variation found within different populations of the same species. Coastal populations of Douglas fir are genetically different from Sierra populations. Genetic adaptations to local conditions such as the summer fog along the coast or hot summer days in the Sierra result in genetic differences between the two populations of the same species.
Species diversity
is the variety and abundance of different types of organisms which inhabit an area. A ten square mile area of Modoc County contains different species than does a similar sized area in San Bernardino County.
Ecosystem diversity
encompasses the variety of habitats that occur within a region, or the mosaic of patches found within a landscape. A familiar example is the variety of habitats and environmental parameters that constitute the San Francisco Bay-Delta ecosystem: grasslands, wetlands, rivers, estuaries, fresh and salt water.
.
Case and questions are In the attchmentExtra resources given.H.docx
Case and questions are In the attchment
Extra resources given.
Helpful resources:
Gentile, M. C. (2010). Keeping your colleagues honest.
Harvard Business Review
,
88
(3), 114-117
Nash, L. (1981). Ethics without the sermon.
Harvard Business Review
.
59
(6), 78-79,
.
Case C Hot GiftsRose Stone moved into an urban ghetto in order .docx
Case C: "Hot" Gifts
Rose Stone moved into an urban ghetto in order to study strategies for survival used by low-income residents. During the first six months of research, Stone was gradually integrated into the community through invitations (which she accepted) to attend dances, parties, church functions, and family outings, and by "hanging out" at local service facilities (laundromats, health centers, recreation centers, and so on). She was able to discern that there were two important survival tactics used by the community residents which she could not engage in: the first was a system of reciprocity in the exchange of goods and services (neither of which she felt she had to offer), and the second was outright theft of easily pawned or sold goods (clothing, jewelry, radios, TVs, and so on).
One night, a friend from the community stopped by "for a cup of coffee" and conversation. After they had been talking for about two hours, Stone's friend told her that she had some things she wanted to give her. The friend went out to her car and returned with a box of clothing (Stone's size) and a record player. Stone was a bit overwhelmed by the generosity of the gift and protested her right to accept such costly items. Her friend laughed and said, "Don't you worry, it's not out of my pocket," but then she became more serious and said, "Either you are one of us or you aren't one of us. You can't have it both ways. "
Stone's Dilemma: Suspecting that the items she was being offered were probably "hot" (e.g., stolen), she was afraid that if she wore the clothes in public, or had the record player in her apartment, she would be arrested for "accepting stolen goods." At the same time, she knew that "hot" items were often given to close friends when it was observed that they could use them. Still, this implied that there would be reciprocal giving (not necessarily in kind) at a later date. So, should she accept or refuse the proffered gifts?
.
Case Assignment must be 850 words and use current APA format with a .docx
Case Assignment must be 850 words and use current APA format with a cover page, 1” margins, 12-point font, content, in-text citations, and a references page (the word count does not include the questions, cover page, or references page). No abstract is required; simply type the questions as a heading and respond. In addition, you must incorporate 4 scholarly research articles in your response.
Question 8 and 9 of the attached document
·
.
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Case 7. Handling DisparateInformation for Evaluating TraineesRas.docx
- 1. Case 7. Handling Disparate Information for Evaluating Trainees Rashid Vaji, Ph.D., a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a midyear (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji. Dr. Vaji also teaches the Spring Semester graduate class on “Health Disparities in Mental Health.” One of the course requirements is for students to write weekly thought papers, in which they are required to take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to “grasp” the insights offered by school psychologists. In a classroom role-playing exercise, Leo “plays” an
- 2. ethnic-minority student client as slumping in the chair not understanding the psychologist and giving angry retorts. In written comments on these thought papers and class feedback, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients. One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid liberal do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress using racial slurs. After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective into his clinical work.” The on-site supervisor’s evaluation states that Leo has a wonderful attitude towards his student clients . . . Unfortunately evaluation of his treatment skills is limited because Leo has had
- 3. less cases to discuss than some of his peers since a larger than usual number of students have stopped coming to their sessions with him. It is the middle of the Spring Semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo, while more extreme, are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from his presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that if left unaddressed might be harmful to adolescent clients in the future. Ethical Dilemma Dr. Vaji would like to meet with Leo at minimum to discuss ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the graduate students.