January 1, 2016
Honorable James T. Kirk, Judge
County Probate Court
123 Court Street
Anytown, CA 12345
RE: Sue Jones
CASE NUMBER: 2016-GI-00000
Mental health evaluation
Dear Judge Kirk:
Sue Jones is a 52 year old Caucasian female who was referred by the Court for a guardianship evaluation.
Dr. Betty Rubble interviewed Ms. Jones at Anytown Nursing Home on January 1, 2016 for approximately 105 minutes. She was administered the Independent Living Scales on that date.
Prior to the commencement of this evaluation and psychological testing, Ms. Jones was advised of the nature and purpose of the evaluation. Ms. Jones was informed that the resulting report was not confidential, and that information obtained could be included in the report that would be submitted to the Court. She was aware this information was not related to treatment, but rather for her current case. Ms. Jones was provided this information both orally and in a written format. She stated that she understood the information provided to her, including the limits of confidentiality and her rights concerning the evaluation.
SOURCES OF INFORMATION:
1. Collateral contact with Wilma Flintstone, Ms. Jones’ legal guardian, via telephone on January 1, 2016.
2. General Hospital, psychiatric records.
3. Guardianship Services records.
SOCIAL HISTORY: Ms. Jones reported that she was born on January 1, 1963 and reared in Kentucky. She said her father worked as a security guard and died eight years ago, while her mother worked as a waitress and died five years ago. She identified having a “good” relationship with her parents. Ms. Jones said she has two brothers with whom she has an “all right” relationship, as well as one older maternal half sister that she “[doesn’t ] get along with at all.” Ms. Jones stated that one of her brother has been diagnosed with bipolar disorder, and noted her brothers and her father had difficulties with alcoholism. She denied any childhood history of abuse and reported that she ran away from home at 17 years of age when she became pregnant.
Ms. Jones reported that she lived independently until two years ago when she was placed in a nursing home. She said she remains in a nursing home against her will because the court has appointed her a legal guardian due to her alcoholism. She would like to return to her home of Nowhere, California, where her cousin lives. She said that she talks with her cousin regularly on the phone, but acknowledged that she has not seen her in many years. She does not want a guardian and would like to make her own decisions.
According to her legal guardian, Ms. Flintstone, prior to her nursing-home placement, Ms. Jones was in sober housing. That home had staff present on site, but Ms. Jones continued to drink alcohol and visit hospital emergency rooms to obtain opiates.
EDUCATION HISTORY: Ms. Jones stated that she last completed the 9th grade and had “all right” grades. She said that she was not diagnosed with any learning.
Working With Survivors of Sexual Abuse and Trauma The Case of Bra.docxambersalomon88660
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.
At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less with his mother as primary treatment goals.
I worked with Brandon in both individual and family sessions to address his symptoms of depression and post-traumatic stress disorder (PTSD). Utilizing the trauma.
Both eating disorders and somatic symptom disorders involve a mi.docxjackiewalcutt
Both eating disorders and somatic symptom disorders involve a mind-body relationship. However, those living with somatic disorders tend to be highly sensitized to their body experiences in a different way than those with eating disorders. While eating disorders can cause individuals to lose their interoceptive awareness of the body, those with somatic disorders tend to have a magnified awareness, often coupled with preoccupation and a high level of anxiety that is deemed to be excessive to the cause.
These spectrums of illness require that social workers take an early-intervention, multidisciplinary, and biopsychosocial approach to treatment to be successful in supporting recovery. Both require knowledge and extensive communication with medical providers and other specialists. That priority for interdisciplinary knowledge and teamwork increases in importance given the mortality rates of eating disorders and the mind-body factors in both.
This week you analyze the impact of living with an eating disorder and the problems (nutritional, medical, social, and psychological) in the recovery process. You also consider current societal influences that impact the onset, recognition, and recovery process for eating disorders and somatic symptom disorders.
Through this week’s Learning Resources, you become aware not only of the prevalence of factors involved in the treatment of eating disorders, but also the societal, medical, and cultural influences that help individuals develop and sustain the unhealthy behaviors related to an eating disorder. These behaviors have drastic impacts on health. In clinical practice, social workers need to know about the resources available to clients living with an eating disorder and be comfortable developing interdisciplinary, individualized treatment plans for recovery that incorporate medical and other specialists.
For this Discussion, you focus on guiding clients through treatment and recovery.
To prepare:
Review the Learning Resources on experiences of living with an eating disorder, as well as social and cultural influences on the disorder.
Read the Case of O.
Post
a 300- to 500-word response in which you address the following:
Provide the full DSM-5 diagnosis for O. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Explain why it is important to use an interprofessional approach in treatment. Identity specific professionals you would recommend for the team, and describe how you might best utilize or focus their services.
Explain how you would use the client’s family to support recovery. Include specific behavioral examples.
Select and explain an evidence-based, focused treatment approach that.
(Note This case study is based on many actual cases. All the nameSilvaGraf83
(Note: This case study is based on many actual cases. All the names used are made up, and any relation to actual people or events is purely accidental and coincidental.)
Addictions Case Study: Narrative
Presenting Problem:
Marci is a 22-year-old female college student who was arrested five months ago for driving while impaired with a blood alcohol level of 0.13. She was also charged with possession of a small amount (about 1 gram) of marijuana. Her license was suspended, but she has driving privileges to get to school/work and back.
Drug History and Current Patterns of Use:
She has smoked cigarettes since age 16 and currently smokes one pack daily. Marci stopped smoking cigarettes for six months one year ago, but she presently does not plan to cut down or quit.
She has five prescription pills (Xanax) for depression and anxiety that were given to her by a college classmate (for whom they were prescribed). Marci shared that she had been struggling with feelings of sadness and worrying too much about two months ago. She hasn’t taken them yet, but has considered trying them.
Marci first experimented with marijuana during her senior year of high school (age 17), with her use becoming more regular after she entered college. Marci was first introduced to marijuana by her high school boyfriend, who used it every day along with alcohol on the weekends.
While she started drinking wine with her family when she was 13, she started to
EDCO 740
Page 2 of 2
“seriously” drink starting around 18-years-old. She currently drinks four or more alcoholic beverages (usually wine or wine coolers; sometimes beer) three to four times a week and had been smoking marijuana two to three times a week for one year. Her usual pattern was to go on weekend binges, starting to drink and smoke on Friday evenings until 2:00 a.m. She would then have a glass or two of wine around lunchtime on Saturday, smoking a joint or two with a couple of friends during Saturday afternoons prior to attending college sporting or social events. She would then go to parties with friends on Saturday evenings, typically consuming six to seven cans/bottles/cups of beer and sharing several joints of marijuana with others. She had also started to consume energy drinks (Red Bull, Monster, etc.) when she drank beer at these parties to get an added “boost” to her high.
During the past two months, she has sometimes had one to two glasses of wine (she also used to smoke half a joint of marijuana with it) when alone on school nights. On the mornings after she used alcohol, Marci tended to sleep in and cut class, but not every week. Her recreational and social interests had increasingly involved the use of alcohol and marijuana, now since her arrest, it is mainly alcohol (although she still desires to smoke cannabis). Recently, Marci has begun to express concern to her friends about “feeling depressed and anxious,” but she reports no suicidal ideation or panic attacks. She is also concerned since sh ...
Working With Survivors of Sexual Abuse and Trauma The Case of Bra.docxambersalomon88660
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.
At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less with his mother as primary treatment goals.
I worked with Brandon in both individual and family sessions to address his symptoms of depression and post-traumatic stress disorder (PTSD). Utilizing the trauma.
Both eating disorders and somatic symptom disorders involve a mi.docxjackiewalcutt
Both eating disorders and somatic symptom disorders involve a mind-body relationship. However, those living with somatic disorders tend to be highly sensitized to their body experiences in a different way than those with eating disorders. While eating disorders can cause individuals to lose their interoceptive awareness of the body, those with somatic disorders tend to have a magnified awareness, often coupled with preoccupation and a high level of anxiety that is deemed to be excessive to the cause.
These spectrums of illness require that social workers take an early-intervention, multidisciplinary, and biopsychosocial approach to treatment to be successful in supporting recovery. Both require knowledge and extensive communication with medical providers and other specialists. That priority for interdisciplinary knowledge and teamwork increases in importance given the mortality rates of eating disorders and the mind-body factors in both.
This week you analyze the impact of living with an eating disorder and the problems (nutritional, medical, social, and psychological) in the recovery process. You also consider current societal influences that impact the onset, recognition, and recovery process for eating disorders and somatic symptom disorders.
Through this week’s Learning Resources, you become aware not only of the prevalence of factors involved in the treatment of eating disorders, but also the societal, medical, and cultural influences that help individuals develop and sustain the unhealthy behaviors related to an eating disorder. These behaviors have drastic impacts on health. In clinical practice, social workers need to know about the resources available to clients living with an eating disorder and be comfortable developing interdisciplinary, individualized treatment plans for recovery that incorporate medical and other specialists.
For this Discussion, you focus on guiding clients through treatment and recovery.
To prepare:
Review the Learning Resources on experiences of living with an eating disorder, as well as social and cultural influences on the disorder.
Read the Case of O.
Post
a 300- to 500-word response in which you address the following:
Provide the full DSM-5 diagnosis for O. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Explain why it is important to use an interprofessional approach in treatment. Identity specific professionals you would recommend for the team, and describe how you might best utilize or focus their services.
Explain how you would use the client’s family to support recovery. Include specific behavioral examples.
Select and explain an evidence-based, focused treatment approach that.
(Note This case study is based on many actual cases. All the nameSilvaGraf83
(Note: This case study is based on many actual cases. All the names used are made up, and any relation to actual people or events is purely accidental and coincidental.)
Addictions Case Study: Narrative
Presenting Problem:
Marci is a 22-year-old female college student who was arrested five months ago for driving while impaired with a blood alcohol level of 0.13. She was also charged with possession of a small amount (about 1 gram) of marijuana. Her license was suspended, but she has driving privileges to get to school/work and back.
Drug History and Current Patterns of Use:
She has smoked cigarettes since age 16 and currently smokes one pack daily. Marci stopped smoking cigarettes for six months one year ago, but she presently does not plan to cut down or quit.
She has five prescription pills (Xanax) for depression and anxiety that were given to her by a college classmate (for whom they were prescribed). Marci shared that she had been struggling with feelings of sadness and worrying too much about two months ago. She hasn’t taken them yet, but has considered trying them.
Marci first experimented with marijuana during her senior year of high school (age 17), with her use becoming more regular after she entered college. Marci was first introduced to marijuana by her high school boyfriend, who used it every day along with alcohol on the weekends.
While she started drinking wine with her family when she was 13, she started to
EDCO 740
Page 2 of 2
“seriously” drink starting around 18-years-old. She currently drinks four or more alcoholic beverages (usually wine or wine coolers; sometimes beer) three to four times a week and had been smoking marijuana two to three times a week for one year. Her usual pattern was to go on weekend binges, starting to drink and smoke on Friday evenings until 2:00 a.m. She would then have a glass or two of wine around lunchtime on Saturday, smoking a joint or two with a couple of friends during Saturday afternoons prior to attending college sporting or social events. She would then go to parties with friends on Saturday evenings, typically consuming six to seven cans/bottles/cups of beer and sharing several joints of marijuana with others. She had also started to consume energy drinks (Red Bull, Monster, etc.) when she drank beer at these parties to get an added “boost” to her high.
During the past two months, she has sometimes had one to two glasses of wine (she also used to smoke half a joint of marijuana with it) when alone on school nights. On the mornings after she used alcohol, Marci tended to sleep in and cut class, but not every week. Her recreational and social interests had increasingly involved the use of alcohol and marijuana, now since her arrest, it is mainly alcohol (although she still desires to smoke cannabis). Recently, Marci has begun to express concern to her friends about “feeling depressed and anxious,” but she reports no suicidal ideation or panic attacks. She is also concerned since sh ...
(Note This case study is based on many actual cases. All the nameMoseStaton39
(Note: This case study is based on many actual cases. All the names used are made up, and any relation to actual people or events is purely accidental and coincidental.)
Addictions Case Study: Narrative
Presenting Problem:
Marci is a 22-year-old female college student who was arrested five months ago for driving while impaired with a blood alcohol level of 0.13. She was also charged with possession of a small amount (about 1 gram) of marijuana. Her license was suspended, but she has driving privileges to get to school/work and back.
Drug History and Current Patterns of Use:
She has smoked cigarettes since age 16 and currently smokes one pack daily. Marci stopped smoking cigarettes for six months one year ago, but she presently does not plan to cut down or quit.
She has five prescription pills (Xanax) for depression and anxiety that were given to her by a college classmate (for whom they were prescribed). Marci shared that she had been struggling with feelings of sadness and worrying too much about two months ago. She hasn’t taken them yet, but has considered trying them.
Marci first experimented with marijuana during her senior year of high school (age 17), with her use becoming more regular after she entered college. Marci was first introduced to marijuana by her high school boyfriend, who used it every day along with alcohol on the weekends.
While she started drinking wine with her family when she was 13, she started to
EDCO 740
Page 2 of 2
“seriously” drink starting around 18-years-old. She currently drinks four or more alcoholic beverages (usually wine or wine coolers; sometimes beer) three to four times a week and had been smoking marijuana two to three times a week for one year. Her usual pattern was to go on weekend binges, starting to drink and smoke on Friday evenings until 2:00 a.m. She would then have a glass or two of wine around lunchtime on Saturday, smoking a joint or two with a couple of friends during Saturday afternoons prior to attending college sporting or social events. She would then go to parties with friends on Saturday evenings, typically consuming six to seven cans/bottles/cups of beer and sharing several joints of marijuana with others. She had also started to consume energy drinks (Red Bull, Monster, etc.) when she drank beer at these parties to get an added “boost” to her high.
During the past two months, she has sometimes had one to two glasses of wine (she also used to smoke half a joint of marijuana with it) when alone on school nights. On the mornings after she used alcohol, Marci tended to sleep in and cut class, but not every week. Her recreational and social interests had increasingly involved the use of alcohol and marijuana, now since her arrest, it is mainly alcohol (although she still desires to smoke cannabis). Recently, Marci has begun to express concern to her friends about “feeling depressed and anxious,” but she reports no suicidal ideation or panic attacks. She is also concerned since sh ...
Anxious AnnaAnna is a thirty-four year-old white female..docxemelyvalg9
Anxious Anna
Anna is a thirty-four year-old white female.
Currently she is married with four children and works full-time as a homemaker.
Her non-verbals (picking at nails and clothes, very talkative) indicated a moderate level of anxiety regarding the appointment.
The client perceives her primary difficulty at this time to be marital issues including betrayal and a desire to forgive and submit.
Anna was raised by a maternal grandmother.
She left home at the age of sixteen, to escape her father’s sexual abuse.
Anna married her current husband in 1992, although they had already had a child together before that time.
Neither Joe nor Anna were Christians when they met, and she briefly described a history of personal alcohol abuse, as well her husband’s drug and alcohol abuse and an escalating pattern of pornography addiction.
Both Anna and her husband were recently saved at a Pentecostal Church; a decision that Anna believes dramatically changed their lives.
‘Recently’ (2 years ago) Anna was made aware of her husband’s affair with a seventeen year old.
She states this is the first she knew of his adulterous behavior, although she describes his long standing patterns of staying out all night, finding hickeys and following him to bars where he would leave with other women.
She states that she is very angry with him about this behavior, although she believes that this was an isolated incident.
When discovering that she was aware of the affair Joe also became physically violent with Anna, but she states that this was an isolated incident as well.
Anna’s goal for seeking counseling was to learn how to control her anger toward her husband and gain coping skills for the situation.
She desires to learn how to forgive him for his past actions and learn how to submit to him.
On her intake papers Anna describes herself as a ‘kind, loving, affectionate, meek shy and blessed’ person’; her husband believes she has low self-esteem and little confidence.
Currently Anna is on Oxyeontin for pain management; Flexoral for muscle spasms and Relafen for arthritis.
She currently suffers from Fibromyalgia and Osteo-arthritis.
The client indicated prior counseling at SMH in 89-90 for Anorexia; she also has a brief history of lesbian behavior.
On the phone, as well as during our initial meeting Anna presented as a very chaotic and angry person.
She arrived at the session approximately twenty minutes late after getting lost on the way – apologizing profusely when I went to greet her.
Once inside the office she asked if she could start the session with prayer, then got on her knees and touching her forehead to the ground and prayed for approximately five minutes, primarily asking the Lord to help her become a more submissive wife to her husband.
It was extremely difficult to end the session, with our time lasting almost twenty minutes over the hour; she was not prepared to pay at that time.
She subsequently missed her follow-up appointme.
Paranoia and HallucinationsLoren M. Scher, M.D.Barbara J. K.docxdanhaley45372
Paranoia and Hallucinations*
Loren M. Scher, M.D.
Barbara J. Kocsis, M.D.
“Dorothy Franklin, a 54-year-old former waitress, was brought into the psychiatric emergency room (ER) by her husband for escalating delusions and visual hallucinations. Her husband reported that she had been episodically agitated for about 10 years, uncharacteristically suspicious for about 6 months, and complaining of daily hallucinations for weeks to months.
The patient referred to her experience as “my nightmare” and explained, “I see a judge standing in front of me. Plain as day. He is a good judge, but I throw bombs at him and can’t stop. I’m terrified!” The patient and her husband could not identify a precipitating event and denied that she took medications or illicit substances that might trigger these experiences.
Four weeks prior to this evaluation, Ms. Franklin’s husband had taken her to an emergency room because the symptoms had “spun out of control” and “she was tortured by the hallucinations.” At that time, she had a normal physical examination and negative laboratory workup. She was psychiatrically hospitalized, given a diagnosis of unspecified schizophrenia spectrum and other psychotic disorder, and prescribed low-dose risperidone and clonazepam.
The vivid hallucinations diminished markedly within days of starting the medication, and she was discharged from the psychiatric unit after 4 days. For a few weeks, she did not mention the judge. Despite medication adherence, however, the same visual hallucination returned and has been present almost constantly for a week prior to their return to the ER.
Ms. Franklin had been “completely fine” until her early 40s. In the ensuing decades she had seen multiple psychiatrists for agitation, paranoias, and occasional aggression. She had received a new diagnosis of “schizophrenia” when she was 45, but most of the other diagnoses were “not specific.” She and her husband could not recall the names of all of the many psychiatric medications that she had been prescribed over the years, but they included antidepressant, antipsychotic, anti anxiety, and more-stabilizing medications.
Ms. Franklin had smoked half a pack of cigarettes a day for man-years but only rarely drank alcohol and never used recreational drugs. She had worked as a waitress for 20 years but quit 10 years prior to the evaluation because of too many “dropped trays”, misremembered customer orders, and noticeable irritability. Around that time, she was arrested for “hitting someone” in a shopping mall, and she and her husband decided to reduce her stress level.
The patient had two healthy adult children in their late 20s. She had one sister with “depression and irritability.” The patient’s mother had passed away 10 years earlier at age 70. She had been wheelchair bound for years because of severe dementia, postural instability, and involuntary movements. The patient’s maternal grandfather “got sick” in his late 50s and completed .
Case Study Treatment PlanIntroductionStellaOscarIntroductionFor yo.docxketurahhazelhurst
Case Study Treatment PlanIntroductionStellaOscarIntroduction
For your course project, you will develop a treatment plan for one case study subject that you select from two possible candidates. These potential clients are ethnically diverse and are struggling with psychological disorders, which may require medication.
During the course of this project you will:Evaluate client information.Review possible assessment techniques.Offer a diagnostic impression.Review various behavioral and pharmacological treatments.Discuss the legal and ethical ramifications of the disorder and proposed treatments.Review the impact of diversity issues on various disorders and their treatments.Develop a suggested treatment plan for the client.
You will select one of the case studies presented on the next page of this presentation as your client for this treatment plan project. Then you will use the Case Study Treatment Plan Template, provided in the Resources to complete your assignments for this project. Each section of the template includes a description of the type of information you will need to include. You should type your paper directly into this template, save it as a Word document with your name, and then submit it to the assignment area.Stella's Case Study
Stella is a 38 year old biracial (African American and Native American) woman who has just been assigned to you as a client. You are currently working as a counselor for your county community mental health agency. You received the following information about her as background and history.
Stella is the only child of a Caucasian couple who are now deceased. She was adopted as an infant in a closed adoption, so that none of her birth parents' records are available. The only informal information that Stella remembers her parents telling her is that her mother was 16 years old at the time of Stella's birth and had been raped while at a high school football game.
Stella currently lives in a small city of 150,000 people where she is employed as a book-keeper for the local meat packing plant. She has worked there for 3 years. Her educational background includes an associate's degree in accounting and continuing education in tax preparation. Before working for this plant, she was employed as a tax preparer for a national company. She enjoys her work, saying that numbers are easier to get along with than people.
She has been married to her husband (Doug) for 18 years and has a 16 year old son (Tyrone), who is currently a junior in high school. Her son plays baseball on the school team and is a solid B student. Her husband is a long distance truck driver. He is often away from home for two weeks at a time. He is then at home for 3 to 4 days before he leaves on another trip. Stella reports that she stays at home and feels "blue" when her husband is on the road. Although there have been some problems in the marriage due to Stella's mental health concerns, the couple seems committed to each other and to staying in t ...
Grand Rounds Hi, and thanks for attending this case presen.docxwhittemorelucilla
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern ...
How a Genetic Test Changed My LifeAs a teen, Lauren Holder lsorayan5ywschuit
How a Genetic Test Changed My Life
As a teen, Lauren Holder learned that a cruel and fatal disease was stalking her family — and that she might have inherited the gene for it from her dad. Now 30, she shares her journey to discover the truth.
BY LAUREN HOLDER AS TOLD TO VIRGINIA SOLE-SMITHDec 19, 2015
COURTESY OF LAUREN HOLDER
When I was 5, my grandpa Rose took my dad and me out on his boat off the coast of Florida, where we live. It was a hot, bright day, and as the boat skimmed over the water, I asked my dad to put up the sunshade so we could cool off.
It was a small request, but Grandpa Rose exploded in rage: "No! We're not doing that!" Then he began to curse. I was shocked, but my dad wasn't. As I would soon find out, violent outbursts were the norm for Grandpa Rose and had been for some time. His reputation as a cruel abuser was no secret in our family.
And then, 10 years later, Grandpa Rose became someone else entirely to me. That was the day my aunt told me he had Huntington's disease (HD).
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Fear Sets In
Until I was 15, I had never heard of HD, a neurodegenerative disorder that is like Alzheimer's disease, Parkinson's disease, bipolar disorder, and Tourette's syndrome rolled into one. But my aunt Amy told me what it was and explained that all of Grandpa Rose's behavior — his temper, slurred speech (which we had wrongly thought indicated a drinking problem) and recent difficulty swallowing — had been symptoms. The disease would worsen, Amy said; near the end, he would be trapped inside a stiff body, unable to eat, talk, or move. The scariest part: HD is inher- ited. There was a 50/50 chance my father had it, and if he did, I faced the same odds.
Upon hearing the diagnosis, my grandpa, in total denial, jumped in his car, drove across the country and never came back. My family was actually relieved — his being so far away made it easier to avoid thinking about the situation. My dad didn't seem to take the news seriously. "Just chain me up in the backyard with a drink, and I'll be fine!" he joked about the possibility of developing HD, but inside, he must have been terrified. My grandpa was the meanest person I knew. Now there was a chance that my dad could turn into that kind of monster ... and that I could, too.
Then, around the time I turned 18, I was chatting with my dad in our kitchen when he suddenly started screaming in anger and squeezing my arm hard enough to leave bruises. We didn't talk about it, but I know we were worried about the same thing: He might be getting HD, too.
Learning My Fate
As soon as Grandpa Rose was diagnosed, when I was still in high school, I flung myself into researching HD. One of the first things I learned was that the same blood test that had found HD in him could tell me whether I would get it. When my dad began showing symptoms a few years la ...
PSY645 Fictional Sociocultural Case Studies Case #1 .docxwoodruffeloisa
PSY645 Fictional Sociocultural Case Studies
Case #1
Frank is a 45-year-old male who identifies as gay. He stated his reason for seeking out
psychotherapy “is because my boyfriend doesn’t want to have sex with me.” When asked about
the frequency of his sexual activity with his boyfriend, he reported that they have sex at least
once a week. While this tends to be the average amount of sex that couples generally have, he
repeated, “You don’t understand. I just want him to have sex with me!” When asked to share his
boyfriend’s name, Frank responded, “Orlando Bloom… you know, the actor in those movies.”
Frank appeared well groomed with logical thought and poor insight into his problems. He denied
symptoms of depression and anxiety.
Case #2
Chrissy is a 28-year-old female of Argentinean descent. Chrissy was born in the United States
two years after her parents emigrated. She stated her reason for seeking out psychotherapy “is
because my family won’t let me be the person I want to be.” She endorses symptoms of
depression and chronic passive suicidal ideation with a plan but no intent. One of her goals in life
is to be an independent entrepreneur, as she wants to start a designer clothing line for pregnant
women. However, this goes against her family’s expectation that she become a stay at home
mom and raise children of her own. She appeared well groomed with logical thought and
moderate insight into her problems.
Case #3
Harvey and Tina are a middle-aged mixed-race couple who present for counseling after 20 years
of marriage. They state that there are no known problems in their marriage, but they would like
to establish a safe space to discuss issues as they might develop. While gathering history, you
learn that Tina was born as Anthony and went through sex reassignment surgery two years into
her relationship with Harvey. Shortly after going through sex reassignment, Harvey and Tina
married. Harvey and Tina appeared well groomed with superior insight and no plans to use
insurance for counseling.
...
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
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Anxious AnnaAnna is a thirty-four year-old white female..docxemelyvalg9
Anxious Anna
Anna is a thirty-four year-old white female.
Currently she is married with four children and works full-time as a homemaker.
Her non-verbals (picking at nails and clothes, very talkative) indicated a moderate level of anxiety regarding the appointment.
The client perceives her primary difficulty at this time to be marital issues including betrayal and a desire to forgive and submit.
Anna was raised by a maternal grandmother.
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She states this is the first she knew of his adulterous behavior, although she describes his long standing patterns of staying out all night, finding hickeys and following him to bars where he would leave with other women.
She states that she is very angry with him about this behavior, although she believes that this was an isolated incident.
When discovering that she was aware of the affair Joe also became physically violent with Anna, but she states that this was an isolated incident as well.
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Paranoia and HallucinationsLoren M. Scher, M.D.Barbara J. K.docxdanhaley45372
Paranoia and Hallucinations*
Loren M. Scher, M.D.
Barbara J. Kocsis, M.D.
“Dorothy Franklin, a 54-year-old former waitress, was brought into the psychiatric emergency room (ER) by her husband for escalating delusions and visual hallucinations. Her husband reported that she had been episodically agitated for about 10 years, uncharacteristically suspicious for about 6 months, and complaining of daily hallucinations for weeks to months.
The patient referred to her experience as “my nightmare” and explained, “I see a judge standing in front of me. Plain as day. He is a good judge, but I throw bombs at him and can’t stop. I’m terrified!” The patient and her husband could not identify a precipitating event and denied that she took medications or illicit substances that might trigger these experiences.
Four weeks prior to this evaluation, Ms. Franklin’s husband had taken her to an emergency room because the symptoms had “spun out of control” and “she was tortured by the hallucinations.” At that time, she had a normal physical examination and negative laboratory workup. She was psychiatrically hospitalized, given a diagnosis of unspecified schizophrenia spectrum and other psychotic disorder, and prescribed low-dose risperidone and clonazepam.
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Ms. Franklin had been “completely fine” until her early 40s. In the ensuing decades she had seen multiple psychiatrists for agitation, paranoias, and occasional aggression. She had received a new diagnosis of “schizophrenia” when she was 45, but most of the other diagnoses were “not specific.” She and her husband could not recall the names of all of the many psychiatric medications that she had been prescribed over the years, but they included antidepressant, antipsychotic, anti anxiety, and more-stabilizing medications.
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Case Study Treatment PlanIntroductionStellaOscarIntroductionFor yo.docxketurahhazelhurst
Case Study Treatment PlanIntroductionStellaOscarIntroduction
For your course project, you will develop a treatment plan for one case study subject that you select from two possible candidates. These potential clients are ethnically diverse and are struggling with psychological disorders, which may require medication.
During the course of this project you will:Evaluate client information.Review possible assessment techniques.Offer a diagnostic impression.Review various behavioral and pharmacological treatments.Discuss the legal and ethical ramifications of the disorder and proposed treatments.Review the impact of diversity issues on various disorders and their treatments.Develop a suggested treatment plan for the client.
You will select one of the case studies presented on the next page of this presentation as your client for this treatment plan project. Then you will use the Case Study Treatment Plan Template, provided in the Resources to complete your assignments for this project. Each section of the template includes a description of the type of information you will need to include. You should type your paper directly into this template, save it as a Word document with your name, and then submit it to the assignment area.Stella's Case Study
Stella is a 38 year old biracial (African American and Native American) woman who has just been assigned to you as a client. You are currently working as a counselor for your county community mental health agency. You received the following information about her as background and history.
Stella is the only child of a Caucasian couple who are now deceased. She was adopted as an infant in a closed adoption, so that none of her birth parents' records are available. The only informal information that Stella remembers her parents telling her is that her mother was 16 years old at the time of Stella's birth and had been raped while at a high school football game.
Stella currently lives in a small city of 150,000 people where she is employed as a book-keeper for the local meat packing plant. She has worked there for 3 years. Her educational background includes an associate's degree in accounting and continuing education in tax preparation. Before working for this plant, she was employed as a tax preparer for a national company. She enjoys her work, saying that numbers are easier to get along with than people.
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Grand Rounds Hi, and thanks for attending this case presen.docxwhittemorelucilla
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
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Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
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How a Genetic Test Changed My LifeAs a teen, Lauren Holder lsorayan5ywschuit
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As a teen, Lauren Holder learned that a cruel and fatal disease was stalking her family — and that she might have inherited the gene for it from her dad. Now 30, she shares her journey to discover the truth.
BY LAUREN HOLDER AS TOLD TO VIRGINIA SOLE-SMITHDec 19, 2015
COURTESY OF LAUREN HOLDER
When I was 5, my grandpa Rose took my dad and me out on his boat off the coast of Florida, where we live. It was a hot, bright day, and as the boat skimmed over the water, I asked my dad to put up the sunshade so we could cool off.
It was a small request, but Grandpa Rose exploded in rage: "No! We're not doing that!" Then he began to curse. I was shocked, but my dad wasn't. As I would soon find out, violent outbursts were the norm for Grandpa Rose and had been for some time. His reputation as a cruel abuser was no secret in our family.
And then, 10 years later, Grandpa Rose became someone else entirely to me. That was the day my aunt told me he had Huntington's disease (HD).
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Fear Sets In
Until I was 15, I had never heard of HD, a neurodegenerative disorder that is like Alzheimer's disease, Parkinson's disease, bipolar disorder, and Tourette's syndrome rolled into one. But my aunt Amy told me what it was and explained that all of Grandpa Rose's behavior — his temper, slurred speech (which we had wrongly thought indicated a drinking problem) and recent difficulty swallowing — had been symptoms. The disease would worsen, Amy said; near the end, he would be trapped inside a stiff body, unable to eat, talk, or move. The scariest part: HD is inher- ited. There was a 50/50 chance my father had it, and if he did, I faced the same odds.
Upon hearing the diagnosis, my grandpa, in total denial, jumped in his car, drove across the country and never came back. My family was actually relieved — his being so far away made it easier to avoid thinking about the situation. My dad didn't seem to take the news seriously. "Just chain me up in the backyard with a drink, and I'll be fine!" he joked about the possibility of developing HD, but inside, he must have been terrified. My grandpa was the meanest person I knew. Now there was a chance that my dad could turn into that kind of monster ... and that I could, too.
Then, around the time I turned 18, I was chatting with my dad in our kitchen when he suddenly started screaming in anger and squeezing my arm hard enough to leave bruises. We didn't talk about it, but I know we were worried about the same thing: He might be getting HD, too.
Learning My Fate
As soon as Grandpa Rose was diagnosed, when I was still in high school, I flung myself into researching HD. One of the first things I learned was that the same blood test that had found HD in him could tell me whether I would get it. When my dad began showing symptoms a few years la ...
PSY645 Fictional Sociocultural Case Studies Case #1 .docxwoodruffeloisa
PSY645 Fictional Sociocultural Case Studies
Case #1
Frank is a 45-year-old male who identifies as gay. He stated his reason for seeking out
psychotherapy “is because my boyfriend doesn’t want to have sex with me.” When asked about
the frequency of his sexual activity with his boyfriend, he reported that they have sex at least
once a week. While this tends to be the average amount of sex that couples generally have, he
repeated, “You don’t understand. I just want him to have sex with me!” When asked to share his
boyfriend’s name, Frank responded, “Orlando Bloom… you know, the actor in those movies.”
Frank appeared well groomed with logical thought and poor insight into his problems. He denied
symptoms of depression and anxiety.
Case #2
Chrissy is a 28-year-old female of Argentinean descent. Chrissy was born in the United States
two years after her parents emigrated. She stated her reason for seeking out psychotherapy “is
because my family won’t let me be the person I want to be.” She endorses symptoms of
depression and chronic passive suicidal ideation with a plan but no intent. One of her goals in life
is to be an independent entrepreneur, as she wants to start a designer clothing line for pregnant
women. However, this goes against her family’s expectation that she become a stay at home
mom and raise children of her own. She appeared well groomed with logical thought and
moderate insight into her problems.
Case #3
Harvey and Tina are a middle-aged mixed-race couple who present for counseling after 20 years
of marriage. They state that there are no known problems in their marriage, but they would like
to establish a safe space to discuss issues as they might develop. While gathering history, you
learn that Tina was born as Anthony and went through sex reassignment surgery two years into
her relationship with Harvey. Shortly after going through sex reassignment, Harvey and Tina
married. Harvey and Tina appeared well groomed with superior insight and no plans to use
insurance for counseling.
...
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docxchristiandean12115
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Customer Acquisition and Relationship ManagementDmitry .docxchristiandean12115
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docxchristiandean12115
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docxchristiandean12115
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
January 1, 2016Honorable James T. Kirk, JudgeCounty .docx
1. January 1, 2016
Honorable James T. Kirk, Judge
County Probate Court
123 Court Street
Anytown, CA 12345
RE: Sue Jones
CASE NUMBER: 2016-GI-00000
Mental health evaluation
Dear Judge Kirk:
Sue Jones is a 52 year old Caucasian female who was referred
by the Court for a guardianship evaluation.
Dr. Betty Rubble interviewed Ms. Jones at Anytown Nursing
Home on January 1, 2016 for approximately 105 minutes. She
was administered the Independent Living Scales on that date.
Prior to the commencement of this evaluation and psychological
testing, Ms. Jones was advised of the nature and purpose of the
2. evaluation. Ms. Jones was informed that the resulting report was
not confidential, and that information obtained could be
included in the report that would be submitted to the Court. She
was aware this information was not related to treatment, but
rather for her current case. Ms. Jones was provided this
information both orally and in a written format. She stated that
she understood the information provided to her, including the
limits of confidentiality and her rights concerning the
evaluation.
SOURCES OF INFORMATION:
1. Collateral contact with Wilma Flintstone, Ms. Jones’ legal
guardian, via telephone on January 1, 2016.
2. General Hospital, psychiatric records.
3. Guardianship Services records.
SOCIAL HISTORY: Ms. Jones reported that she was born on
January 1, 1963 and reared in Kentucky. She said her father
worked as a security guard and died eight years ago, while her
mother worked as a waitress and died five years ago. She
identified having a “good” relationship with her parents. Ms.
Jones said she has two brothers with whom she has an “all
right” relationship, as well as one older maternal half sister that
she “[doesn’t ] get along with at all.” Ms. Jones stated that one
of her brother has been diagnosed with bipolar disorder, and
noted her brothers and her father had difficulties with
alcoholism. She denied any childhood history of abuse and
reported that she ran away from home at 17 years of age when
she became pregnant.
Ms. Jones reported that she lived independently until two years
ago when she was placed in a nursing home. She said she
remains in a nursing home against her will because the court has
appointed her a legal guardian due to her alcoholism. She would
3. like to return to her home of Nowhere, California, where her
cousin lives. She said that she talks with her cousin regularly on
the phone, but acknowledged that she has not seen her in many
years. She does not want a guardian and would like to make her
own decisions.
According to her legal guardian, Ms. Flintstone, prior to her
nursing-home placement, Ms. Jones was in sober housing. That
home had staff present on site, but Ms. Jones continued to drink
alcohol and visit hospital emergency rooms to obtain opiates.
EDUCATION HISTORY: Ms. Jones stated that she last
completed the 9th grade and had “all right” grades. She said
that she was not diagnosed with any learning disabilities, but
offered, “I skipped school a lot.” She denied receiving any
further education.
WORK AND MILITARY HISTORY: Ms. Jones denied any
military history. She said she has held “quite a few jobs,”
including positions as a waitress, factory worker, and
convenience-store manager. She said her longest position was
the convenience-store job, which lasted for three years. Ms.
Jones indicated she was never fired from any jobs. She
estimated she most recently worked 20 years ago. She has
received SSDI benefits for at least 20 years for being “bipolar”
and “schizophrenic.” Ms. Jones indicated she has a payee to
manage her finances, and she does not mind having one.
RELATIONSHIP HISTORY: Ms. Jones has been married once
and is currently divorced. She indicated she “ran away” to New
York with a boyfriend at 17 years of age because she was
pregnant. She ultimately had an abortion and was unable to bear
children thereafter. Ms. Jones was married from 1982 to 1992.
Her husband worked as a contractor. She said they divorced
because he was “always in jail.” Her most recent romantic
relationship was “five years ago.” She indicated she left that
man because “we argued a lot” and he engaged in domestic
violence against her. Ms. Jones said she is not dating at this
time.
4. SUBSTANCE USE HISTORY: Ms. Jones reported that she first
drank alcohol at 16 years of age, during which time she drank
on “weekends.” She said her heaviest use of alcohol occurred in
her 30’s and 40’s, during which time she drank a “30-pack” of
beer daily. She offered, “I’m an alcoholic,” but indicated she
has been sober for the past three years that she has been in
nursing homes. Ms. Jones reported that she developed tolerance
to alcohol, experienced withdrawal symptoms when she could
not drink, craved alcohol, gave up important activities to drink,
had difficulty controlling her alcohol use, frequently drove a
vehicle under the influence of alcohol, and continued to drink
despite the legal and financial problems it caused her.
Ms. Jones said that she first used marijuana at 16 years of age,
during which time she used that substance once every few
weeks. She said her heaviest use of marijuana was in her 40’s,
when she used marijuana daily. She stated that she last used
marijuana three years ago. Ms. Jones reported that she gave up
important activities to use marijuana and frequently drove a
vehicle under the influence of marijuana, but otherwise denied
any problems associated with her use of that substance.
Ms. Jones reported that she began using crack cocaine in her
40’s, when she used that substance a “couple times a week.”
Again, she indicated she stopped using that substance three
years ago. Ms. Jones reported that she developed tolerance to
cocaine, craved it, had difficulty controlling her use of that
substance, spent a great deal of time involved in activities
related to her cocaine use, gave up important activities to use
cocaine, frequently drove a vehicle under the influence of
cocaine, and continued to use it despite the financial problems it
caused her.
Ms. Jones indicated that she began abusing her Percocet
prescription in her 40’s. She said that whenever she ran out, she
bought more off the street. She estimated that she took four to
5. five pills per day. Ms. Jones reported that she gave up important
activities to use opiates and frequently drove a vehicle under
the influence of opiates, but otherwise denied experiencing any
difficulties related to her use of opiates.
With regard to substance-abuse treatment, Ms. Jones said she
received inpatient treatment due to her alcohol dependence in
her 30’s. When asked how she would prevent substance relapse
if in the community, Ms. Jones replied, “I’d plan on going to
meetings” and get a “sponsor.” When asked how she would
attend such meetings, she responded, “Have someone pick me
up.” When asked who might be able to do so, she replied, “I
don’t know,” but possibly “friends” or other people in
Alcoholics Anonymous.
LEGAL HISTORY: Ms. Jones denied any juvenile legal history.
She reported that as an adult, she was convicted of “Petty
Theft” once after she stole a candy bar from a store and ate it in
front of the clerk because “I was trying to go to jail to see him”
(her husband). Ms. Jones indicated she also has one “DUI”
conviction as well.
MEDICAL HISTORY: Ms. Jones reported that she cannot walk
due to neuropathy related to diabetes. She said she also has
COPD, cirrhosis of the liver, and cancer in her left kidney. She
could not recall all of her current medications, except that she
takes ibuprofen for pain related to cancer and insulin for
diabetes. She denied any history of seizure, stroke, coma, or
traumatic brain injury. Ms. Jones identified her only surgeries
as a tonsillectomy and an appendectomy.
Records from General Hospital indicate Ms. Jones has cirrhosis
of the liver, COPD, diabetes mellitus type II,
hypercholesterolemia, hypothyroidism, GERD, hyperlipidemia,
pulmonary disease, endocrine disease, and hypertension. Her
surgeries, serious illnesses, and accidents included an
appendectomy, cholecystectomy, tonsillectomy, and
adenoidectomy, and right ankle fracture.
6. PSYCHIATRIC HISTORY: Ms. Jones denied any history of
inpatient psychiatric hospitalizations. She said she received
began receiving outpatient psychiatric services many years ago,
and is currently a patient at Psychological Services. Ms. Jones
said she has been prescribed “Risperdal, Haldol, Geodon,
Trazodone, and Seroquel” in the past, but was unsure what she
is taking now. She indicated that without the medication, she
hears “voices.” She stated that she is unable to discern what the
voices are saying because they are “like in the distance.” She
indicated that she has never been frightened of the voices or
experienced any delusions or paranoia.
Ms. Jones also reported a history of mood disturbance. She said
she has attempted to commit suicide on two occasions, once by
cutting her wrists and once by attempting to overdose on her
medications. She estimated those occurred in her 30’s and 40’s.
Ms. Jones reported that she has also experienced symptoms
consistent with mania, including a decreased need for sleep for
three days, a significantly increased energy level, and increased
goal-directed activity; specifically, shopping and spending all
of her money on clothing and household items. She said that
during those periods, she did not experience any grandiosity,
racing thoughts, or rapid speech. Ms. Jones reported that those
periods would cease when her friends would encourage her to
resume taking her medications and go to see her counselor.
Records from General Hospital indicate on January 1, 2014, it
was determined that Ms. Jones should be placed in a nursing
home. She was diagnosed with schizoaffective disorder,
cannabis abuse, and borderline personality disorder. It was
noted that during periods of psychological decompensation, Ms.
Jones becomes physically and verbally aggressive and
moderately violent. She has also had auditory hallucinations.
When informed that she would be going to a nursing home, Ms.
Jones became verbally abusive, swung her walker at others,
7. threatened to harm others, and threatened to harm herself.
Indeed, she reportedly grabbed a phone cord and wrapped it
around her neck. It was indicated that Ms. Jones had a lengthy
history of psychiatric hospitalizations and had not been
compliant with medications. Within the previous 30 days prior
to that report, Ms. Jones’s symptoms included suicidal thoughts,
suicidal threats, suicidal attempts, gestures, medication refusal,
lability, hallucinations, anxiety, worry, panic reactions, verbal
aggression, physical aggression, combative behaviors,
destructive behaviors, threats toward others, abrasiveness,
irritable behaviors, disruptive behaviors, conflicts with others,
inappropriate communication of anger, self-injurious, self-abuse
behaviors, need for restraints, refusal of care, resistance
receiving care, inappropriate statements, inappropriate
behaviors, and homicidal behaviors. It was reported that Ms.
Jones required assistance with decision making, judgment,
mobility, and ambulation.
In a similar assessment at General Hospital on January 1, 2015,
it was again opined that Ms. Jones required nursing home
placement. Her diagnosis at that time was bipolar disorder not
otherwise specified and schizoaffective disorder.
PSYCHOLOGICAL TESTING: On the Independent Living
Scales, Ms. Jones obtained a Full Scale score of 95, in the
moderate range of functioning, consistent with individuals who
live semi-independently. On the Memory/Orientation and Health
and Safety subscales, her scores were in the high range,
consistent with individuals who live independently. However,
her scores on Managing Money, Managing Home and
Transportation, and Social Adjustment were all in the moderate
range. Her scores on Problem Solving were in the high range,
but her scores on Performance/Information fell in the moderate
range.
Specifically, on the Memory/Orientation items, Ms. Jones can
remember her phone number and address and recall a list of
8. items and the details of an appointment. She was well oriented
to time and place. On the Health and Safety items, she was
aware of how to call the police, get medical help, and handle
her physical care and hygiene. She was also aware of how to
take precautions to protect her safety. On the Managing Money
items, Ms. Jones knew how she was supported financially, knew
how to complete a money order, knew why it was important to
pay bills, knew what health and home insurance are for, knew
the purpose of a will, and knew why it was important to read
documents carefully. On the other hand, she was unable to
calculate how much change she should get back for a small
purchase and was unable to perform basic math calculations. On
the Managing Home and Transportation items, Ms. Jones knew
how to use the phone, address an envelope, utilize public
transportation, and figure out how to get home repairs done.
However, she was unsure how to manage routine household
problems or utilize a map. On the Social Adjustment items, Ms.
Jones does not have any regular, in-person contact with anyone
and was not sure she would be missed if she was no longer
around. With regard to Problem Solving, Ms. Jones exhibits
adequate ability to manage situations requiring reasoning
ability. However, the Performance/Information items indicate
she cannot perform many tasks independently and does not
know the basic information for answering a question.
MENTAL STATUS EXAMINATION:
Appearance, Attitude, & Behavior: Ms. Jones is a 52-year-old
Caucasian female of average height. She is overweight and used
a wheelchair. She has short brown and grey hair. She was
casually dressed and she had good hygiene. She made
appropriate eye contact. She provided information in a clear and
coherent manner, and she did not demonstrate any unusual
physical movements. She needed glasses to read. Ms. Jones was
cooperative and pleasant during this evaluation. She was
friendly and offered personal information with ease. As the
9. interview was conducted in her room, this examiner noted Ms.
Jones kept her room neat and tidy.
Speech, Perception, Thought Process, & Thought Content: Ms.
Jones’s speech was normal in tone and volume. Ms. Jones
denied experiencing any current delusional beliefs, auditory or
visual hallucinations, and there was no indication by her
behavior or speech that she was experiencing any perceptual
disturbances during this evaluation. Her thought process was
logical and goal-directed.
Mood & Affect: Ms. Jones did not present with any observable
symptoms of mania, including an abnormally elevated or
irritable mood, grandiosity, increased talkativeness, or racing
thoughts. In addition, Ms. Jones denied current suicidal and
homicidal ideation. Her mood was euthymic and her affect was
appropriate.
Cognition: Ms. Jones was oriented to person, place, and date.
Her recent and remote memory were intact as demonstrated by
her ability to recall recent and past personal information with
ease. Ms. Jones displayed no difficulties with immediate recall,
and could recall three of three words after a brief delay. Her
attention and concentration were adequate, and she was able to
spell world backwards and perform Serial 7 subtractions without
error. Ms. Jones was able to sustain attention without difficulty
throughout this interview.
Overall, results of the Folstein Mini-Mental State Exam
indicated normal functioning (score 30 out of 30) in the areas of
orientation, immediate recall, attention and calculation, recall,
and language.
Insight & Judgment: Ms. Jones appeared to have good insight
into her mental-health issues. When asked, “What do you do if
you are the first person in a movie theater to see smoke and
fire?” Ms. Jones replied, “Holler ‘Fire’ and get out,” and tell
others to leave. When asked, “What would you do if you found
on the street of a city an envelope that was sealed, addressed,
and stamped?” she responded, “If it’s money, I’m keeping it,”
10. but “maybe take it to the post office” otherwise. When asked,
“Why shouldn’t people smoke in bed?” she replied, “Might
catch fire.”
DIAGNOSIS (DSM-5):
1. Alcohol Use Disorder, Severe, In a Controlled Environment
(303.90)
Ms. Jones has a problematic pattern of alcohol use. She reported
that she developed tolerance to alcohol, experienced withdrawal
symptoms when she could not drink, craved alcohol, gave up
important activities to drink, had difficulty controlling her
alcohol use, frequently drove a vehicle under the influence of
alcohol, and continued to drink despite the legal and financial
problems it caused her.
2. Stimulant Use Disorder, Severe, In a Controlled Environment
(304.20)
Ms. Jones also has a problematic pattern of crack cocaine use.
She reported that she developed tolerance to cocaine, craved it,
had difficulty controlling her use of that substance, spent a
great deal of time involved in activities related to her cocaine
use, gave up important activities to use cocaine, frequently
drove a vehicle under the influence of cocaine, and continued to
use it despite the financial problems it caused her.
3. Unspecified Bipolar and Related Disorder (296.80)
Ms. Jones reported a history of manic episodes during which
she experiences a decreased need for sleep, a significantly
increased energy level, and increased goal-directed activity. At
times, she has reportedly experienced auditory hallucinations as
well. However, it is difficult to determine the extent to which
her significant substance abuse and maladaptive personality
11. traits contribute to her mood disturbance.
4. Borderline Personality Traits
Ms. Jones also displays a pervasive pattern of instability in her
interpersonal relationships and affects, as well as marked
impulsivity. She has shown recurrent suicidal behavior,
gestures, and threats.
5. Opioid Use Disorder, Mild, In a Controlled Environment
(305.50)
Ms. Jones reported that she abused her narcotic pain
medication, Percocet. She said she gave up important activities
to use opiates and frequently drove a vehicle under the
influence of opiates.
6. Cannabis Use Disorder, Mild, In a Controlled Environment
(305.20)
Ms. Jones reported that she used marijuana daily for many
years. She said she gave up important activities to use
marijuana and frequently drove a vehicle under the influence of
marijuana.
OPINION: According to all available information, Ms. Jones
has adequate cognitive skills to reside semi-independently at
this time (with significant assistance from case managers and
other professional services). However, her psychological
functioning is only at this adequate level currently because of
the structure and supervision provided by the nursing home.
Indeed, when last in an independent housing situation, Ms.
Jones was heavily abusing alcohol and cocaine as well as
marijuana and opiates. It does not appear that she has any
significant periods of sobriety while living in the community.
She was not always compliant with her psychotropic medication
due to her substance use and other factors, which has resulted in
12. psychological decompensation for her bipolar disorder. Ms.
Jones also has a lengthy history of suicide attempts and
aggression towards others. In addition, Ms. Jones has several
serious medical conditions, including but not limited to: the
inability to ambulate without a wheelchair, cancer, cirrhosis,
and diabetes. Despite all of the aforementioned issues, Ms.
Jones continues to believe that she could live independently in
her own apartment, which is unrealistic. She does not have an
adequate plan for maintaining sobriety and it is unlikely that
she would be able to do so without her current level of support.
Therefore, at this time, it is recommended that she continue to
receive guardianship services.
Respectfully Submitted,
Dr. Betty Rubble
p. 7
Chapter 12
Employee Benefits
Benefits Planning
attracting, motivating and retaining good employees in a
13. competitive environment.
satisfaction.
packages.
y
employers accommodate diverse employee needs.
-friendly and flexible-workplace benefits .
•Social and recreational events
•Employee assistance programs
•Credit unions
•Housing
•Tuition reimbursement
•Paid jury duty time
•Uniforms
•Military pay
•Paid transportation and parking
•Free food
•Childcare services or referrals
•Pet health insurance
•On-site fitness centers
•Free massages
•Haircuts
•On-site health care
of the content
of their benefit packages.
14. -mails, social
media, employee handbooks, newsletters, lunch and learn
sessions, online benefits information.
Legally Required Benefits
Social Security:
based on a percentage of earnings.
surviving dependents .
Medicare .
https://www.ssa.gov/
state tax imposed on taxable wage base.
experience: the more layoffs, the higher the rate.
during periods of involuntary unemployment.
beyond 26 weeks when unemployment is high.
unemployment benefits:
e job offered through the
state agency.
-30 weeks, most pay 26 weeks
15. the type of industry.
or compensate for losses
resulting from work-related accidents or illness, regardless of
fault.
Employers have a right and should investigate
employee claims
(COBRA).
years after an employee leaves a job.
- The Health Insurance Portability and Accountability
Act of 1996:
nd health providers to protect the
confidentiality of employee health information .
https://www.hhs.gov/hipaa/index.html
duals must purchase minimum coverage or pay
fine.
16. loyees who do not
provide coverage
coverage
-existing coverage and lifetime limits
a critical benefit.
care costs are growing faster than wages.
employees pay.
centives for participation in wellness
programs.
-order with smaller co-pays or
mandatory generic prescriptions.
17. clinics.
1973.
“in network”.
ganizations (PPOs)
doctors, hospitals and medical service facilities in exchange for
reduced cost.
high deductibles.
employee.
HDHP, but more popular with employees because
it includes a Health Savings Account (HSA). Usually includes:
18. ry continuation for:
-term disabilities (sick leave)
-term disabilities (coverage usually effective
after 6 months)
to not use their sick leave.
-term disability plans usually replace a
rance
five-times the employee’s
Flexible Spending Accounts:
federal, state, and social security taxes for specified services
such as:
-care premiums
have lossen a little bit
Retirement Benefits
19. me Security Act (ERISA) of 1974:
– right to pension benefits even if one leaves
the company.
aims corporate assets to cover inadequately funded pension
plans.
retirement.
average final compensation.
in government and unionized industries.
rules established for contributions.
investments.
rchase Pension Plans
-Sharing Plans
businesses to buy insurance.
Leave Benefits