This document discusses approaches to diagnosing and treating attention-deficit/hyperactivity disorder (ADHD) in children. It provides recommendations from the American Academy of Pediatrics, including that primary care clinicians should initiate an evaluation for ADHD if a child ages 6-12 presents with inattention, hyperactivity, impulsivity, academic issues or behavioral problems. The assessment of ADHD requires evidence from parents, teachers and clinicians, and should include evaluating for coexisting conditions. Treatment often involves medication management and coordination of care, with the goal of improving the child's educational and psychosocial development.
The student is presented with a case study involving an 8-year-old girl, Katie, who is experiencing difficulties in school. Based on assessments and observations, the student's initial diagnosis is Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation. The student prescribes Adderall XR 10 mg daily. Katie's parents report some improvement in attention at school but note symptoms returning in the afternoon. The student decides to add a small dose of immediate release Adderall in the early afternoon to help Katie maintain attention throughout the school day.
Practicum Decision TreeFor this Assignment, you examine the c.docxheathmirella
Practicum: Decision Tree
For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.
Note:
For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
The Assignment:
Examine
Case 1.
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
(N: B. A CASE STUDY WITH ANSWER SAMPLE IS ATTACHED WITH THIS ASSIGNMENT)
At each Decision Point, stop to complete the following:
· Decision #1: Differential Diagnosis
o Which Decision did you select?
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
·
Decision #2: Treatment Plan for Psychotherapy
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
· Decision #3: Treatment Plan for Psychopharmacology
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
· Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Case #1
A young girl with difficulties in sch ...
Assignment Practicum Decision TreeFor this Assignment, you exa.docxrock73
Assignment: Practicum: Decision Tree
For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.
Note: For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
The Assignment:
Examine Case 1. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
(N: B.THE CASE STUDY WITH ANSWER IS ATTACHED WITH THIS ASSIGNMENT)
At each Decision Point, stop to complete the following:
· Decision #1: Differential Diagnosis
· Which Decision did you select?
· Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
· Decision #2: Treatment Plan for Psychotherapy
· Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
· Decision #3: Treatment Plan for Psychopharmacology
· Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
· Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Case #1
A young girl with difficulties in school
BACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked t ...
The AssignmentExamine Case Study A Young Caucasian Girl.docxrtodd17
The Assignment
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
·
Decision #1
o Which decision did you select?
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with
Decision #1 and the results of the decision. Why were they different?
·
Decision #2
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
·
Decision #3
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with
o Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
Note: Support your rationale with a minimum of three academic resources no more than five years old in APA Format
Attention Deficit Hyperactivity Disorder
A Young Girl With ADHD
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on in.
A Young Girl With ADHDBACKGROUNDIn psychopharmacology you me.docxransayo
A Young Girl With ADHD
BACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.
For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.
When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.
Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.
To start, consider what assessment tools you might need to evaluate Katie.
Child Behavior Check List
Conners’ Teacher Rating Scale
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” (Available at: http://www.doctorrudy.com/files/teacher_add_adhd_short.pdf). This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.
When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.
SUBJECTIVE
You observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during.
This document discusses approaches to diagnosing and treating attention-deficit/hyperactivity disorder (ADHD) in children. It provides recommendations from the American Academy of Pediatrics, including that primary care clinicians should initiate an evaluation for ADHD if a child ages 6-12 presents with inattention, hyperactivity, impulsivity, academic issues or behavioral problems. The assessment of ADHD requires evidence from parents, teachers and clinicians, and should include evaluating for coexisting conditions. Treatment often involves medication management and coordination of care, with the goal of improving the child's educational and psychosocial development.
The student is presented with a case study involving an 8-year-old girl, Katie, who is experiencing difficulties in school. Based on assessments and observations, the student's initial diagnosis is Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation. The student prescribes Adderall XR 10 mg daily. Katie's parents report some improvement in attention at school but note symptoms returning in the afternoon. The student decides to add a small dose of immediate release Adderall in the early afternoon to help Katie maintain attention throughout the school day.
Practicum Decision TreeFor this Assignment, you examine the c.docxheathmirella
Practicum: Decision Tree
For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.
Note:
For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
The Assignment:
Examine
Case 1.
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
(N: B. A CASE STUDY WITH ANSWER SAMPLE IS ATTACHED WITH THIS ASSIGNMENT)
At each Decision Point, stop to complete the following:
· Decision #1: Differential Diagnosis
o Which Decision did you select?
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
·
Decision #2: Treatment Plan for Psychotherapy
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
· Decision #3: Treatment Plan for Psychopharmacology
o Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
· Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Case #1
A young girl with difficulties in sch ...
Assignment Practicum Decision TreeFor this Assignment, you exa.docxrock73
Assignment: Practicum: Decision Tree
For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.
Note: For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
The Assignment:
Examine Case 1. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
(N: B.THE CASE STUDY WITH ANSWER IS ATTACHED WITH THIS ASSIGNMENT)
At each Decision Point, stop to complete the following:
· Decision #1: Differential Diagnosis
· Which Decision did you select?
· Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
· Decision #2: Treatment Plan for Psychotherapy
· Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
· Decision #3: Treatment Plan for Psychopharmacology
· Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
· Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Case #1
A young girl with difficulties in school
BACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked t ...
The AssignmentExamine Case Study A Young Caucasian Girl.docxrtodd17
The Assignment
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
·
Decision #1
o Which decision did you select?
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with
Decision #1 and the results of the decision. Why were they different?
·
Decision #2
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
·
Decision #3
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with
o Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
Note: Support your rationale with a minimum of three academic resources no more than five years old in APA Format
Attention Deficit Hyperactivity Disorder
A Young Girl With ADHD
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on in.
A Young Girl With ADHDBACKGROUNDIn psychopharmacology you me.docxransayo
A Young Girl With ADHD
BACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.
For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.
When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.
Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.
To start, consider what assessment tools you might need to evaluate Katie.
Child Behavior Check List
Conners’ Teacher Rating Scale
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” (Available at: http://www.doctorrudy.com/files/teacher_add_adhd_short.pdf). This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.
When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.
SUBJECTIVE
You observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during.
- Katie, an 8-year old girl, was brought to a psychiatrist by her parents due to concerns from her teacher about symptoms of inattentiveness and distractibility consistent with ADHD.
- The psychiatrist diagnosed Katie with ADHD-predominantly inattentive presentation and made several decisions about prescribing medication to treat her symptoms.
- Initial treatment with Ritalin was effective in the morning but caused increased heart rate in the afternoon. Adderall XR helped sustain attention but also caused tachycardia. The dose of Adderall XR was decreased to address this side effect.
Healthy Children.Org Overcoming Adhd And Coming Into Your Ownmohair_sam
This document discusses ADHD, including causes, diagnosis, treatment, and long-term outcomes. It notes that ADHD is a chronic condition affecting 8-10% of American children. While not curable, it can be successfully managed through a combination of behavioral therapy and medication. Keys to success include strong communication between parents, doctors, and teachers, as well as creating a structured and supportive environment to help children build skills to overcome challenges. With proper treatment and support, children with ADHD can grow up to live happy and productive lives.
This document provides information about ADHD (attention deficit hyperactivity disorder). It discusses that ADHD is a brain condition that makes it difficult for children to control their behavior. While the exact causes are unclear, it is linked to genetics. There are three main types of ADHD: inattentive only, hyperactive/impulsive, and combined. Symptoms include inattention, hyperactivity, and impulsivity. ADHD often co-occurs with other conditions like learning disabilities, anxiety, depression, and oppositional defiant disorder. The document discusses assessments, classroom strategies, myths, and positive aspects of children with ADHD.
Examine Case Study A Young Caucasian Girl With ADHD You wil.docxcravennichole326
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
Note:
Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
THE CASE STUDY
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to f.
Gwen is a 6th grade student who has been experiencing depression and anxiety. Her marks and behavior have declined, and she has become isolated from her peers and lost interest in activities. She left a sleepover unexpectedly and kicked her dog upon returning home. It is assumed she has a diagnosis of clinical depression. Her IEP goals would focus on collaboration with healthcare professionals, adapting her academic demands, monitoring any medication side effects, encouraging exercise, and reducing anxiety triggers at school. Behavioral strategies aim to understand the function of behaviors rather than suppress them, and physical intervention is only used if someone's safety is at risk.
The AssignmentExamine Case Study A Young Caucasian Girl W.docxrtodd17
The Assignment
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
case Study and the decisions
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild pers.
Global Medical Cures™ | Attention Deficit Hyperactivity Disorder (ADHD) Global Medical Cures™
Global Medical Cures™ | Attention Deficit Hyperactivity Disorder (ADHD)
~10% of kids in the US are prescribed ADHD drugs and this trend is also growing worldwide. Find out more about ADHD in this booklet.
DISCLAIMER-
Global Medical Cures™ does not offer any medical advice, diagnosis, treatment or recommendations. Only your healthcare provider/physician can offer you information and recommendations for you to decide about your healthcare choices.
This is a fascinating and informative introduction to the causes, consequences, diagnosis and treatment of ADHD. It is appropriate for parents, teachers, undergraduate and graduate students.
This document provides information about attention deficit hyperactivity disorder (ADHD) in children. It discusses the symptoms and diagnostic criteria for ADHD, including the three subtypes. It explains that while the causes are not fully understood, ADHD has been linked to genetic and environmental factors. Effective treatment involves medication, behavioral therapy, or a combination of both. The goals of treatment are to manage symptoms and help children succeed at home and school.
This document discusses learners with Attention Deficit Hyperactivity Disorder (ADHD). It begins by outlining some common myths and misconceptions about ADHD. The current clinical definition of ADHD from the DSM is then explained, which includes three subtypes. Professionals use medical examinations, clinical interviews, rating scales and observations to identify individuals with ADHD. The causes of ADHD are largely neurological, impacting areas of the brain involved in regulating behavior. Psychological and behavioral characteristics of those with ADHD include problems with behavioral inhibition, executive functions, time management, goal-directed behavior and social skills. Classroom instruction should provide structure, visual aids, clear routines and frequent shifts in activities. Medications like psychost
1) Attention deficit hyperactivity disorder (ADHD), also known as hyperkinetic disorder, is characterized by inattention and hyperactivity more severe than typical for a child's age of development.
2) ADHD prevalence is approximately 1.7% among primary school children and is four times more common in boys than girls.
3) ADHD is influenced by both biological factors like genetics and biochemistry as well as environmental factors like prenatal exposure, family stress, and diet.
ADHD is a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children and can persist into adulthood. The exact causes are unknown but genetics and chemical imbalances in the brain are thought to play a role. Symptoms vary depending on the subtype, which include primarily inattentive, primarily hyperactive/impulsive, and combined presentation. Effective classroom interventions include environmental modifications, academic accommodations, behavior management strategies, and sometimes medication. With appropriate support, students with ADHD can succeed academically and develop their strengths.
This document discusses truancy, which is when a school-aged child frequently misses school without an excuse. Truancy can be caused by factors related to the child, parents, or school and can lead to conduct problems, low academic achievement, and involvement in criminal behavior. The document outlines approaches for assessing and managing truancy through cognitive behavioral therapy, educational support, pharmacotherapy, and collaborating with parents and teachers. Prevention emphasizes addressing underlying issues through a multifaceted approach involving the school, parents, and child.
This document discusses Gwen, a 6th grade student experiencing depression and behavioral changes. It provides background on Gwen and her family and school. Gwen's symptoms began last summer and have worsened, including refusing to do schoolwork or socialize. The document then discusses identifying and treating emotional/behavioral disorders in BC schools. This includes definitions of moderate vs. intensive needs, assessment processes, and treatment approaches like therapy and medication. It suggests developing an IEP for Gwen to support her needs through collaboration and accommodations.
This document discusses Gwen, a 6th grade student experiencing depression and behavioral changes. It provides background on Gwen and her family and school. Gwen's symptoms began last summer and have worsened, including refusing to do schoolwork, isolating from others, and leaving a party upset. The document discusses developing an individualized education plan (IEP) for Gwen to address her diagnosis of clinical depression through academic adaptations, collaboration with healthcare professionals, and monitoring of any medication side effects. It also provides context on identifying and supporting students with emotional and behavioral disorders.
The AssignmentExamine Case Study A Young Caucasian Girl With AD.docxrtodd17
The Assignment
Examine Case Study: A Young Caucasian Girl With ADHD You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
At each decision point stop to complete the following:
· Decision #1
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
case Study and the decisions
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.
SUBJEC.
This document discusses managing pediatric epilepsy and the importance of a team approach. It emphasizes that the parent is a key part of the child's care team and should work with their doctor, nurses, teachers, and other professionals. It provides information on creating a seizure action plan and medical home to help coordinate care. It also addresses potential mental health issues in children with epilepsy and the importance of open communication between all parties involved in the child's care and well-being.
Attention Deficit disorder with its etiology, types and pathophysiology clinical features, Diagnosis, Assessment, differential Diagnosis and treatment , Medical Treatment and prognosis
Plan of WorkGloria is employed at Jones University, through .docxJUST36
Plan of Work
Gloria is employed at Jones University, through Higher Learning Systems in Connecticut as a data entry specialist. She originally worked for Higher Learning Systems in Canada; but, she transferred with her husband to the United States through his military career. Gloria has been employed with Higher Learning Systems for 6 years. She worked 5 years in Canada and has been in Connecticut for one year. She was on medical leave for 6 months due to her pregnancy with her first child. She had complications and was absent from work for 3 months before the birth of her child.
There are 12 data entry specialists at Jones University in Connecticut. When Gloria took leave unexpectedly, the other 11 specialists had to split up her work duties. After the birth of Gloria’s child, her co-workers were upset that she decided to take off 12 weeks after the birth, despite the fact she was out 12 weeks before the delivery. When Gloria returned to work, she took frequent breaks, more than the policy allowed, to pump and securely store breast milk for her infant. Since these breaks interfered with her workload, the 11 employees were required to carry a percent of Gloria’s workload until she decided to stop pumping and storing breast milk at work. Employees were extremely frustrated at Gloria and felt as though the university was giving her special treatment.
Gloria felt the frustration immediately when returning to work, despite the fact that the university had indicated that it supported mothers on parental leave and mothers who needed extra time to pump breast milk after maternity leave. She felt disrespected by her co-workers due to her cultural beliefs about the importance of breast feeding. The discomfort she felt affected her work, and she began to fall further behind in her daily responsibilities. Soon, she dreaded going to work, cried often, and felt unappreciated by her supervisor. She also felt her supervisor did not approve of her decision to take 12 weeks off after her infant was born and she didn’t approve of her frequent breaks. Gloria often overheard other employees making jokes about her. Gloria has worked for the company for 6 years and does not want to quit. She decides to visit Human Resources for assistance. Human Resources works with Gloria and her supervisor to create a plan of work to assist with the areas of concern.
For this assignment, there are three main parts: first summarize the scenario, second outline Human Resources response to Gloria, and third prepare a plan of work for Gloria and her supervisor. The plan of work is prepared by Human Resources, so it should include goals for Gloria, the supervisor, and/or the department. Include a timeline with the goals. Ensure the goals are measurable and attainable.
Length: 6 pages, not including title and reference pages " 1 title, 6 body, 1 reference "
References: Include a minimum of five scholarly resources.
Your paper should demonstrate thoughtf.
Planning, Implementation, and Evaluation Evaluate the importa.docxJUST36
Planning, Implementation, and Evaluation"
Evaluate the importance of each major step in policy analysis as it relates to political choice. Next, debate if one would consider any of these steps more important than another. Provide a rationale to support your answer.
From the e-Activity, Next, suggest one (1) method that a policy analyst could use in order to implement the strategic plan overall. Provide a rationale to support yo
.
More Related Content
Similar to PATIENT FILE133PATIENT FILEThe Case 8-year-old girl.docx
- Katie, an 8-year old girl, was brought to a psychiatrist by her parents due to concerns from her teacher about symptoms of inattentiveness and distractibility consistent with ADHD.
- The psychiatrist diagnosed Katie with ADHD-predominantly inattentive presentation and made several decisions about prescribing medication to treat her symptoms.
- Initial treatment with Ritalin was effective in the morning but caused increased heart rate in the afternoon. Adderall XR helped sustain attention but also caused tachycardia. The dose of Adderall XR was decreased to address this side effect.
Healthy Children.Org Overcoming Adhd And Coming Into Your Ownmohair_sam
This document discusses ADHD, including causes, diagnosis, treatment, and long-term outcomes. It notes that ADHD is a chronic condition affecting 8-10% of American children. While not curable, it can be successfully managed through a combination of behavioral therapy and medication. Keys to success include strong communication between parents, doctors, and teachers, as well as creating a structured and supportive environment to help children build skills to overcome challenges. With proper treatment and support, children with ADHD can grow up to live happy and productive lives.
This document provides information about ADHD (attention deficit hyperactivity disorder). It discusses that ADHD is a brain condition that makes it difficult for children to control their behavior. While the exact causes are unclear, it is linked to genetics. There are three main types of ADHD: inattentive only, hyperactive/impulsive, and combined. Symptoms include inattention, hyperactivity, and impulsivity. ADHD often co-occurs with other conditions like learning disabilities, anxiety, depression, and oppositional defiant disorder. The document discusses assessments, classroom strategies, myths, and positive aspects of children with ADHD.
Examine Case Study A Young Caucasian Girl With ADHD You wil.docxcravennichole326
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
Note:
Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
THE CASE STUDY
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to f.
Gwen is a 6th grade student who has been experiencing depression and anxiety. Her marks and behavior have declined, and she has become isolated from her peers and lost interest in activities. She left a sleepover unexpectedly and kicked her dog upon returning home. It is assumed she has a diagnosis of clinical depression. Her IEP goals would focus on collaboration with healthcare professionals, adapting her academic demands, monitoring any medication side effects, encouraging exercise, and reducing anxiety triggers at school. Behavioral strategies aim to understand the function of behaviors rather than suppress them, and physical intervention is only used if someone's safety is at risk.
The AssignmentExamine Case Study A Young Caucasian Girl W.docxrtodd17
The Assignment
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
case Study and the decisions
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild pers.
Global Medical Cures™ | Attention Deficit Hyperactivity Disorder (ADHD) Global Medical Cures™
Global Medical Cures™ | Attention Deficit Hyperactivity Disorder (ADHD)
~10% of kids in the US are prescribed ADHD drugs and this trend is also growing worldwide. Find out more about ADHD in this booklet.
DISCLAIMER-
Global Medical Cures™ does not offer any medical advice, diagnosis, treatment or recommendations. Only your healthcare provider/physician can offer you information and recommendations for you to decide about your healthcare choices.
This is a fascinating and informative introduction to the causes, consequences, diagnosis and treatment of ADHD. It is appropriate for parents, teachers, undergraduate and graduate students.
This document provides information about attention deficit hyperactivity disorder (ADHD) in children. It discusses the symptoms and diagnostic criteria for ADHD, including the three subtypes. It explains that while the causes are not fully understood, ADHD has been linked to genetic and environmental factors. Effective treatment involves medication, behavioral therapy, or a combination of both. The goals of treatment are to manage symptoms and help children succeed at home and school.
This document discusses learners with Attention Deficit Hyperactivity Disorder (ADHD). It begins by outlining some common myths and misconceptions about ADHD. The current clinical definition of ADHD from the DSM is then explained, which includes three subtypes. Professionals use medical examinations, clinical interviews, rating scales and observations to identify individuals with ADHD. The causes of ADHD are largely neurological, impacting areas of the brain involved in regulating behavior. Psychological and behavioral characteristics of those with ADHD include problems with behavioral inhibition, executive functions, time management, goal-directed behavior and social skills. Classroom instruction should provide structure, visual aids, clear routines and frequent shifts in activities. Medications like psychost
1) Attention deficit hyperactivity disorder (ADHD), also known as hyperkinetic disorder, is characterized by inattention and hyperactivity more severe than typical for a child's age of development.
2) ADHD prevalence is approximately 1.7% among primary school children and is four times more common in boys than girls.
3) ADHD is influenced by both biological factors like genetics and biochemistry as well as environmental factors like prenatal exposure, family stress, and diet.
ADHD is a common neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children and can persist into adulthood. The exact causes are unknown but genetics and chemical imbalances in the brain are thought to play a role. Symptoms vary depending on the subtype, which include primarily inattentive, primarily hyperactive/impulsive, and combined presentation. Effective classroom interventions include environmental modifications, academic accommodations, behavior management strategies, and sometimes medication. With appropriate support, students with ADHD can succeed academically and develop their strengths.
This document discusses truancy, which is when a school-aged child frequently misses school without an excuse. Truancy can be caused by factors related to the child, parents, or school and can lead to conduct problems, low academic achievement, and involvement in criminal behavior. The document outlines approaches for assessing and managing truancy through cognitive behavioral therapy, educational support, pharmacotherapy, and collaborating with parents and teachers. Prevention emphasizes addressing underlying issues through a multifaceted approach involving the school, parents, and child.
This document discusses Gwen, a 6th grade student experiencing depression and behavioral changes. It provides background on Gwen and her family and school. Gwen's symptoms began last summer and have worsened, including refusing to do schoolwork or socialize. The document then discusses identifying and treating emotional/behavioral disorders in BC schools. This includes definitions of moderate vs. intensive needs, assessment processes, and treatment approaches like therapy and medication. It suggests developing an IEP for Gwen to support her needs through collaboration and accommodations.
This document discusses Gwen, a 6th grade student experiencing depression and behavioral changes. It provides background on Gwen and her family and school. Gwen's symptoms began last summer and have worsened, including refusing to do schoolwork, isolating from others, and leaving a party upset. The document discusses developing an individualized education plan (IEP) for Gwen to address her diagnosis of clinical depression through academic adaptations, collaboration with healthcare professionals, and monitoring of any medication side effects. It also provides context on identifying and supporting students with emotional and behavioral disorders.
The AssignmentExamine Case Study A Young Caucasian Girl With AD.docxrtodd17
The Assignment
Examine Case Study: A Young Caucasian Girl With ADHD You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
At each decision point stop to complete the following:
· Decision #1
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
case Study and the decisions
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.
SUBJEC.
This document discusses managing pediatric epilepsy and the importance of a team approach. It emphasizes that the parent is a key part of the child's care team and should work with their doctor, nurses, teachers, and other professionals. It provides information on creating a seizure action plan and medical home to help coordinate care. It also addresses potential mental health issues in children with epilepsy and the importance of open communication between all parties involved in the child's care and well-being.
Attention Deficit disorder with its etiology, types and pathophysiology clinical features, Diagnosis, Assessment, differential Diagnosis and treatment , Medical Treatment and prognosis
Similar to PATIENT FILE133PATIENT FILEThe Case 8-year-old girl.docx (20)
Plan of WorkGloria is employed at Jones University, through .docxJUST36
Plan of Work
Gloria is employed at Jones University, through Higher Learning Systems in Connecticut as a data entry specialist. She originally worked for Higher Learning Systems in Canada; but, she transferred with her husband to the United States through his military career. Gloria has been employed with Higher Learning Systems for 6 years. She worked 5 years in Canada and has been in Connecticut for one year. She was on medical leave for 6 months due to her pregnancy with her first child. She had complications and was absent from work for 3 months before the birth of her child.
There are 12 data entry specialists at Jones University in Connecticut. When Gloria took leave unexpectedly, the other 11 specialists had to split up her work duties. After the birth of Gloria’s child, her co-workers were upset that she decided to take off 12 weeks after the birth, despite the fact she was out 12 weeks before the delivery. When Gloria returned to work, she took frequent breaks, more than the policy allowed, to pump and securely store breast milk for her infant. Since these breaks interfered with her workload, the 11 employees were required to carry a percent of Gloria’s workload until she decided to stop pumping and storing breast milk at work. Employees were extremely frustrated at Gloria and felt as though the university was giving her special treatment.
Gloria felt the frustration immediately when returning to work, despite the fact that the university had indicated that it supported mothers on parental leave and mothers who needed extra time to pump breast milk after maternity leave. She felt disrespected by her co-workers due to her cultural beliefs about the importance of breast feeding. The discomfort she felt affected her work, and she began to fall further behind in her daily responsibilities. Soon, she dreaded going to work, cried often, and felt unappreciated by her supervisor. She also felt her supervisor did not approve of her decision to take 12 weeks off after her infant was born and she didn’t approve of her frequent breaks. Gloria often overheard other employees making jokes about her. Gloria has worked for the company for 6 years and does not want to quit. She decides to visit Human Resources for assistance. Human Resources works with Gloria and her supervisor to create a plan of work to assist with the areas of concern.
For this assignment, there are three main parts: first summarize the scenario, second outline Human Resources response to Gloria, and third prepare a plan of work for Gloria and her supervisor. The plan of work is prepared by Human Resources, so it should include goals for Gloria, the supervisor, and/or the department. Include a timeline with the goals. Ensure the goals are measurable and attainable.
Length: 6 pages, not including title and reference pages " 1 title, 6 body, 1 reference "
References: Include a minimum of five scholarly resources.
Your paper should demonstrate thoughtf.
Planning, Implementation, and Evaluation Evaluate the importa.docxJUST36
Planning, Implementation, and Evaluation"
Evaluate the importance of each major step in policy analysis as it relates to political choice. Next, debate if one would consider any of these steps more important than another. Provide a rationale to support your answer.
From the e-Activity, Next, suggest one (1) method that a policy analyst could use in order to implement the strategic plan overall. Provide a rationale to support yo
.
Planet of the Apes (1974) (Race relations and slavery—turnabout is .docxJUST36
Planet of the Apes (1974): (Race relations and slavery—turnabout is fair play?)
Romeo and Juliet, Shakespeare 1996 (film)
Les Miserables, Victor Hugo 1998 (film)
The Crucible, Arthur Miller 1996 (film)
Death of a Salesman, Arthur Miller 2001 (film)
The Great Gatsby T.S. Elliot 2000 (film)
The Count of Monte Cristo, Alexander Dumas 2002 (film)
Saving Private Ryan: (Saving the last family to survive WWII combat)
Avatar: (The displacement of native populations)
Jurassic Park (1993): (Science and Ethics)
A Few Good Men: (Following illegal orders in the military service)
Pick 5, each should have a separate paper.
Write a short written report on the
ethical issues
expressed in 5 of these films.
Limit the length to one and a half pages, double spaced. Try to pick out the most important ethical issues and explain how they are handled in the film. (Do not give simple plot conditions and character types—get to the heart of the ethical issues and how they are treated, that is, talk about the morality play that is being presented.)
.
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Planning effective English language arts lessons many times includes focusing on multiple literacy skills, aligned to state or national standards, while incorporating interesting, student-centered materials. When focusing on reading, it is essential to model metacognitive strategies, before, during, and after reading, including relevant vocabulary. A book walk is a powerful pre-reading strategy that can be used at all elementary grade levels. This strategy exposes students to a new piece of literary or informative text, while predicting text content and exploring vocabulary.
Throughout this course you will be creating a literature unit based on one piece of grade-appropriate literature (fiction or non-fiction) that includes all areas of reading development. Select a piece of literature suitable for the students in the “Class Profile.”
For this assignment, use the “COE Lesson Plan Template” to create a lesson plan that incorporates a book walk,
Incorporate the following into your lesson plan:
Objectives aligned to state or national grade-appropriate vocabulary and reading standards
Content-specific vocabulary development
Technology or multimedia that supports developmentally appropriate, engaging instruction
Pre-reading strategies and activities
During reading strategies and activities
Post-reading activities and strategies
Assessment aligned to learning objectives, that is engaging for student and provides meaningful feedback
Differentiation to meet particular learning differences or needs
In addition, rationalize your instructional choices in a 250-500 word reflection, including how you will apply your findings to personal professional practices related to instruction and differentiation in the English language arts classroom
.
PKI Submission RequirementsFormat Microsoft WordFon.docxJUST36
PKI
Submission Requirements
Format: Microsoft Word
Font: Arial, 12-Point, Double-Space
Citation Style: APA
Length: 1–2 pages
Self-Assessment Checklist
Use the following checklist to support your work on the assignment:
I have identified specific data types related to the specific compliance regulatory requirements.
I have indicated a solution for sharing data beyond the borders of the organization.
I have appropriately selected and developed a PKI solution for content control.
I have followed the submission requirements.
.
This document reports the results of a plagiarism scan on a 161-word document. The scan found that 89% of the content was matched to a source from Quora about stereolithography and 12% was matched to a commentary on the Bible. The document is considered 100% plagiarised as all content was matched to external sources without being uniquely rewritten.
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Plato’s Apology: The Trial of Socrates
Socrates in the trial – speaking plainly, daily converse. He is a speaker of the truth, not an accomplished speaker.
Socrates’ accusers:
1. Meletus
2. Anytus
3. Lycon
Why does he fear the early accusers more than the recent ones?
They’re anonymous, they are shadows, rumours brainwashed children of that period are now jurors who will decide his fate, they’re nameless, cannot bring evidence forward. They corrupted mind of jurors.
• Children grew hearing that Socrates is a trouble maker, their minds have been infected since they could not ask any acquisitions.
• They accepted this truth and now deciding his fate with prejudice against him they developed when they were kids. He cannot do anything about the prejudices.
• You cannot argue with phantom, ghosts, cannot address them in a straightforward manner.
He fears them the most, they are formidable, because he exposes them for having a reputation of wisdom while they know little, he broke their façade, exposed their flaws hence they may go to any lengths to take vengeance. He exposed people’s ignorance = made himself a lot of enemies.
They accused him of being a Sophist, bad reputation during his time, teaching people weak arguments, weak ideas for money. Socrates was not a sophist. This is what the early accusers made them believe. Sophists were doubtful of God. The 500 jurors never got to hear Socrates speak, they’re just brainwashed.
Socrates’ Attitude during the trial:
• Kind of saying take it easy on me, old man in court for the first time. “I’m a stranger to the court room, treat me kindly”
• Tries to appeal to their humanness, the jurors.
The story of the oracle (Delphi) – temple of Apollo
Oracle is like a messenger, knowledge she has is provided by the gods. The wisdom was unnatural. One of Socrates followers asked the Oracle who is the wisest, is there wiser than Socrates? The God answered no. Socrates was in disbelief, he knew he was unwise.
So he questioned people and learns that people have a reputation to be wise, yet they know nothing and pretend to know. They continue this charade of wisdom because they’re reputation is built on it. He questioned craftsmen, politicians, poets
In the sight of god: wisdom means nothing, like Socrates, we should not pretend more than we are. True wisdom = not knowing.
“Socrates, the gadfly of Athen”
He was proud of the fact that he was like a fly, an irritant. Gadfly = horse fly. He believes this type of insect is necessary. He compares himself to the gadfly and the horse that the gadfly bites is Athens. Gods put Socrates as a gadfly to wake Athens up. Rousing, reproaching, scolding is a good thing. People do not want to be questioned, be shammed, have their knowledge punctured. He compares this to as though the person who wakes you up, you’d naturally be mad.
Philosophy is dangerous but necessary. Living well is more important than living. Die well is better than to live.
W3 C2 – Plato’s Apology
A.
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“Pine tree tops” by Gary Snyder
In the blue night
frost haze, the sky glows
with the moon
pine tree tops
bend snow-blue, fade
into sky, frost, starlight.
The creak of boots. Rabbit tracks, deer tracks,
what do we know.
writing thesis statement for this poem,
for example: Snyder builds his poem on nouns to give power to the “thing” in his scene.
.
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"Platform as a Service (PaaS) and Infrastructure as a Service (IaaS)" Please respond to the following:
Examine how IaaS and PaaS trends in cloud computing will impact enterprise security policies in the short and long term. Support your findings with an example of each service in the cloud computing stack.
Differentiate between physical, dedicated virtual, and shared virtual servers
.
plan for your client Eliza. Since the initial treatment plan, severa.docxJUST36
plan for your client Eliza. Since the initial treatment plan, several changes have taken place within Eliza’s case. Since the mandatory assessment two weeks ago, you have discovered that Eliza is again on your client listing for the day due to a mandatory evaluation, with the incident report indicating that campus public safety, due to a tip from a concerned resident, found the client passed out and alone in her dorm, smelling of alcohol.
Part 1: Review the initial Treatment Plan submitted in Topic 5.
Reassess your treatment plan diagnoses, goals, and objectives based on the new information provided.
.
Plan a geographic inquiry to investigate the question. In the pl.docxJUST36
Students will plan a geographic inquiry to investigate how cultural perceptions of land and land use by collecting primary and secondary data, analyzing the data, mapping the study area and results, and communicating their findings. They will explain how they will complete investigating cultural perceptions of land and land use, collecting primary and secondary data, analyzing the data, mapping the study area, data and results, and communicating the results.
PLAGIARISMWhat is it Whose Responsibility is It Wha.docxJUST36
PLAGIARISM:
What is it?
Whose Responsibility is It?
What Are the Consequences?
A Brief Guide
Department of Management
CBPA, CSUSB
This presentation meets ADA compliance criteria for posting to CSUSB websites
Plagiarism is a Serious Problem
in Academia
“A study of almost 4,500 students at 25 schools,
suggests cheating is . . . a significant problem in
high school - 74% of the respondents admitted to
one or more instances of serious test cheating
and 72% admitted to serious cheating on written
assignments. Over half of the students admitted
they have engaged in some level of plagiarism
on written assignments using the Internet.”
Based on the research of Donald L. McCabe, Rutgers University.
Source: “CIA Research.” Center for Academic Integrity, Duke University, 2003
<http://academicintegrity.org/cai_research.asp>.
http://academicintegrity.org/cai_research.asp
The Student’s Responsibility
• A student should be clear that work submitted for
a grade in the class must be original work.
• It is the responsibility of the student to become
fully acquainted with what constitutes
plagiarism.
• A student can check his/her writing in
Turnitin.com to see whether material shows us
that he/she may have advertently or unknowingly
used that is not their own. (However, it is up to
the instructor to determine plagiarized material )
• The student must correct the error with an
appropriate citation.
Instructor’s Responsibility
The Instructor is responsible for drawing a
conclusion regarding whether the amount of
improperly attributed or unattributed material
is so significant that intent may be presumed.
Excuses Won’t Work
The
teacher
treated me
unfairly,
so I feel
O.K. doing
it!
My job takes up too
much time, plus I am a
caregiver to my younger siblings
My classmates
Are going to
Berkeley
& I want to go
Too!
Students sometimes claim
“Accidental” or “Unintentional Plagiarism”--
What is This?
• Not knowing how/when to cite sources
• Plagiarism vs. paraphrasing
• Careless paraphrasing
• Uncertainty over what is a fact or common
knowledge
• Not knowing what constitutes research
• Quoting excessively
• Different view of plagiarism based on cultural
background
• NOTE: It is the responsibility of the student to become
fully acquainted with what constitutes plagiarism
Disciplinary Consequences
• See pages 53-54, “Plagiarism and Cheating”
CSUSB University Catalog/Bulletin for
violations and consequences.
Pay Attention to Avoiding Even the
Appearance of Plagiarism
WHAT IS PLAGIARISM?: It is use of the following
without giving credit to:
another person’s idea, opinion, or theory;
any facts, statistics, graphs, drawings, and audio
extractions from another’s work;
Any information that is not in the realm of common
knowledge;
quotations of another person’s actual spoken or
written words;
paraphrasing another person’s spoken or written words
without givin.
PKI and Encryption at WorkLearning Objectives and Outcomes· De.docxJUST36
PKI and Encryption at Work
Learning Objectives and Outcomes
· Develop a plan to deploy public key infrastructure (PKI) and encryption solutions to protect data and information.
Assignment Requirements
In this assignment, you play the role of chief information technology (IT) security officer for the Quality Medical Company (QMC). QMC is a publicly traded company operating in the pharmaceutical industry.
QMC is expanding its arena of work through an increase in the number of clients and products. The senior management of the company is highly concerned about complying with the multitude of legislative and regulatory laws and issues in place. The company has an internal compliance and risk management team to take care of all the compliance-related issues. The company needs to make important decisions about the bulk of resources they will need to meet the voluminous compliance requirements arising from the multidimensional challenge of expansion.
QMC will be required to conform to the following compliance issues:
· Public-company regulations, such as the Sarbanes-Oxley (SOX) Act
· Regulations affecting financial companies, companies that make loans and charge interest, such as the U.S. Securities and Exchange Commission (SEC) rules and Gramm-Leach-Bliley Act (GLBA)
· Regulations affecting healthcare privacy information, such as Health Insurance Portability and Accountability Act (HIPAA)
· Intellectual Property Law that is important for information asset protection particularly for organizations in the pharmaceutical and technology industry
· Regulations affecting the privacy of information, including personal identification information, such as personally identifiable information (PII) regularly collected from employees, customers, and end users
· Corporate governance policies including disclosures to the board of directors and the auditors and the policies related to human resources, governance, harassment, code of conduct, and ethics
Compliance with regulatory requirements implies encrypting sensitive data at rest (DAR) and allowing access to role-holders in the enterprise who require the access. It also implies that sensitive data in motion (DIM) or data that is being communicated via e-mail, instant message (IM), or even Web e-mail must be suitably protected and sent only to the individuals who have a right to view it. The company is conscious about the loss they may face in terms of penalty and brand damage if they fail to abide by the compliance laws, especially in the online information transfer phase. Therefore, as a dedicated employee, your task is to develop a content monitoring strategy using PKI as a potential solution. You will need to determine a process or method to identify multiple data types, processes, and organizational policies. Incorporate them into a plan, and select a PKI solution that will effectively address the content management needs of your company.
You need to present your PKI solution in the form of a profes.
Pine Valley Furniture wants to use Internet systems to provide value.docxJUST36
Pine Valley Furniture wants to use Internet systems to provide value to its customers and staff. There are many software technologies available to internet systems development teams, including SOAP, HTML, JSON, XML, CSS, ASP.NET, Objective C, php, JAVA™, Python, Ruby, AJAX, Swift™, AngularJS, Bootstrap, jQuery, R, and many more.
Create
a 3- to 4-page comparison table or tabbed spreadsheet and supporting narrative that addresses the items listed below. Analyze and compare at least three internet systems development software technologies for use at PVF.
Analyze
how the selected internet systems development software technologies support PVF’s core business processes.
Compare
the selected technologies and then the reasons why, as an internet systems developer, you might choose one technology over another technology for PVF.
Explain
how these technologies can bring value to PVF.
Incorporate
additional research to support your comparison.
Cite
any references according to APA guidelines.
.
Pick the form of cultural expression most important to you. It could.docxJUST36
Pick the form of cultural expression most important to you. It could be music, theater, dance, visual arts—whatever excites and/or inspires you most. Describe:
Its most significant characteristics (e.g., visual, audio, etc.)
Your favorite artists in this art, and why.
The one example of this art that inspires you most.
500 words
.
Pick two diseases from each of the following systems HEENT .docxJUST36
Pick two diseases from each of the following systems:
HEENT :
1.
Glaucoma 2. Conjunctivitis
Pulmonary:
1.
Asthma 2. Pneumonia
Hematology:
1.
Anemia. 2. Sickle Cell Anemia
Neurology:
1.
Epilepsy 2. Migraines
Gastroenterology:
1.
Gastroesophageal reflux 2. irritable bowel disease
Cardiovascular:
1.
Coronary artery disease 2. Atrial Fibrillation
Orthopedics:
1.
Carpal Tunnel Syndrome 2. Arthritis
Endocrinology:
1.
Hypothyroidism 2. Hyperthyroidism
Dermatology:
1.
Eczema 2.Rosacea
Urology and STD’s:
1.
Hematuria 2. prostatitis
Pregnancy:
1.
Gestational diabetes 2.preeclampsia
men’s health:
1.
Erectile dysfunction 2. Low testosterone
psychiatry:
1.
Anxiety 2.depression
and pediatric growth and development topics are required:
1.
Giantism 2. pubertal delay
……………………………………………………………………………………………………..
From each of the diseases listed above include:
· Information on the disease/Condition
· What causes it
· Signs and symptoms
· How it is diagnosed
· Common treatment
Each disease is individual, this is NOT a compare between the diseases under the body systems.
………………………………………………………………………………………………
REQUIREMENTS
APA format
15-18 pages
Scholarly articles for sources ONLY!! From years 2015 -2020 only.
.
Pick only one topic!!!!!!!!!!You will need to choose one topic f.docxJUST36
Pick only one topic!!!!!!!!!!
You will need to choose one topic from the following list, explore online resources, and write a report about the topic of your choosing from the following list of topics:
• Disposal of hazardous San Francisco Bay dredging materials
• Earthquake liquefaction hazards around the Bay Area
• Planning for sea level rise around the Bay Area
• Bay Area wetlands restoration projects: past, present and future
• Impacts of filling historical wetlands around the Bay Area
• Stormwater pollution prevention around the Bay Area
• Oil spill hazard mitigation in the San Francisco Bay
• Wastewater pollution prevention around the Bay Area
• Upstream dam construction effects on the estuary health
Lab 3 is asking you to investigate one of the many topics, or issues, related to the San Francisco Bay Estuary and it's restoration. Your deliverable for this assignment is a 1,000 word (at minimum) essay that has AT LEAST five references. The format of your essay should follow the structure outlined in the grading rubric at the end of the assignment sheet (i.e. it should have an Introduction section, Discussion section, and Conclusion section).Please make sure that your paper follows this format, contains at least FIVE references, and has a word count of at least 1,000.
You are required to reference a minimum of five (5) credible sources and include a references section. In addition to a references section, be sure you use intext citations to these sources as their information comes up in your paper.
AND MOST IMPORTANT THING IS NO PLAGIRISM.
Here are some useful information.
https://www.kcet.org/redefine/a-look-at-the-deltas-tastiest-invasive-species
https://www.nationalgeographic.com/news/2016/12/estuaries-california/
http://www.resilientbayarea.org/
https://youtu.be/clZz2OjE5n0
https://youtu.be/dAul4-vE5TM
https://youtu.be/SsxQMgKnClY
Practicum Experience Time Log and Journal Template
Student Name:
E-mail Address:
Practicum Placement Agency's Name:
Preceptor’s Name:
Preceptor’s Telephone:
Preceptor’s E-mail Address:
(Continued next page)
Time Log
Learning Objective
Psychotherapy with Trauma
List AND COMPLETE the 5 objective(s) met and Briefly Describe 8 the Activities you completed during each time period. If you are not on-site for a specific week, enter “Not on site” for that week in the Total Hours for This Time Frame column. Journal entries are due in Weeks 4, 8, and 11; include your Time Log with all hours logged (for current and previous weeks) each time you submit a journal entry.
You are encouraged to complete your practicum hours on a regular schedule, so you will complete the required hours by the END of WEEK 11.
Time Log
Week
Dates
Times
Total Hours for This
Time Frame
Activities/Comments
Learning Objective(s) Addressed
Assess clients presenting with posttraumatic stress disorder
Analyze therapeutic approaches for treating clients presenting with posttraumatic stress disorder
Ev.
Pick one organized religion to research. First, describe the religio.docxJUST36
Pick one organized religion to research. First, describe the religion’s prevalence in the U.S. and membership patterns. Then, apply the symbolic interactionist perspective to this system, describing the symbols, rituals, beliefs, and religious experiences members share. You are required to source your content on this topic.
.
Pick one of the 2 (Buddhist Syllogism or Meditation)...The B.docxJUST36
The Buddhist Syllogism argues that desiring nirvana prevents one from attaining it. It states that "good" is a judgment, judgments are attachments, and attachments cause suffering. Therefore, wanting nirvana or considering it "good" prevents its attainment. The document discusses how to attain nirvana if desire for it causes suffering.
Meditation is presented as a means to practice non-attachment and enlightenment. During meditation, the receptive mind should be given priority over the reactive mind. Mindfulness results from receiving reactive states without reaction. Response (d) is identified as the best example of mindfulness in response to a distraction during meditation, as it acknowledges impermanence without judgment.
Pick one of the following terms for your research Moral philosophy,.docxJUST36
Pick one of the following terms for your research: Moral philosophy, justice, white-collar crime, differential association, or power.
( DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement. SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION: Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission--in APA format. )
.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
PATIENT FILE133PATIENT FILEThe Case 8-year-old girl.docx
1. PATIENT FILE
133
PATIENT FILE
The Case: 8-year-old girl who was naughty
The Question: Do girls get ADHD?
The Psychopharm Dilemma: How do you treat ADHD with
oppositional
symptoms?
Pretest Self Assessment Question (answer at the end of the
case)
What is true about oppositional symptoms in patients with
ADHD
A. They can be part of the diagnostic criteria for ADHD in
children
B. They can be confused with impulsive symptoms of ADHD
C. They can be part of oppositional defi ant disorder (ODD)
which can be
comorbid with ADHD
D. They can be part of conduct disorder (CD) which can be
comorbid
with ADHD
Patient Intake
2. • 8-year-old girl brought to her pediatrician by her 26-year-old
mother
• Chief complaint: fever and sore throat
Psychiatric History
• While evaluating the patient for an upper respiratory infection,
the
pediatrician asks if school is going well
• The patient responds “yes” but in the background the mother
shakes
her head “no”
• The mother states that her daughter is negative and defi ant at
home
and she has similar reports, mostly of disobedience, from her
teacher
at school
• The patient has had temper tantrums since age 5 but these
have
decreased over the past 3 years, especially the past year
• Still angry and resentful since her little sister was born 6 years
ago
• Academic problems
• Fights with other children, mostly arguments and harsh words
with
other girls at school
Social and Personal History
• Goes to public school
• Has a younger sister age 6
• Does not see her father much, lives in a nearby city
4. the
Conners ADHD rating scale and is instructed to bring the
completed
forms to the followup visit
• A variety of rating scales are available, some without charge
(see
http://www.neurotransmitter.net/adhdscales.html).
• The Connors scale charges a fee but other rating scales
available at
this link, or listed in the Two-Minute Tute below are free.
Pediatrician’s Notes: Followup Visit Week 3
• At the followup visit, the mother admits to having been too
busy to fi ll
out the parent form
• Also admits to having forgotten to send the rating form to the
teacher
• Mother acknowledges being more disorganized since her
second
child started school this year
• Since then it has also been extremely diffi cult to keep the
patient
organized and focused on school
• The mother is on the verge of tears
• “Two children are too much for a single mother”
• The pediatrician offers to send the teacher form to the school
and
gives the mother tips on how to remember to fi ll out her own
form
6. • The mother’s responses on the ADHD rating scales are similar
to the
teacher’s but she endorses only fi ve symptoms as signifi cantly
impairing
• Checked “severe” for ability to listen (rated only mild by the
teacher)
• Upon further questioning by the pediatrician, it becomes clear
that the
mother is compensating for her daughter by
– Double checking her homework
– Making sure homework is in her backpack
– Helping the patient be organized
• Eventually, symptoms that were originally determined to be
“mild” by the
mother are changed to “signifi cantly impairing”
• Mother confi rms that the patient argues a lot with her,
especially when
the mother is trying to oversee her work, and that the patient
still
occasionally has temper tantrums similar to when she was fi ve
years
old, but milder
Based on just what you have been told so far about this
patient’s history
what do you think is her diagnosis?
• ADHD
• ODD (oppositional defi ant disorder)
• CD (conduct disorder)
8. PATIENT FILE
136
How would you treat her?
• Cognitive behavioral therapy
• Parent training
• d-methylphenidate XR (Focalin) 5 mg once daily in the
morning
titrated in 5 mg increments each week to optimization
• OROS methylphenidate (Concerta) 18 mg once daily in the
morning
titrated in 18 mg increments each week to optimization
• Mixed salts of amphetamine XR (Adderall XR) 10 mg once
daily in the
morning titrated in 10 mg increments each week to optimization
• Lisdexamfetamine (Vyvanse) 30 mg once daily in the morning
titrated
in 10–20 mg increments a week to optimization
• Other
Pediatrician’s Mental Notes: Followup Visit Week 6, Continued
• Mother is initially uncomfortable with the diagnosis of ADHD
with
ODD and is far from ready to accept medication treatment for
her
daughter
9. • Wants different options
• Pediatrician suggests cognitive behavioral therapy and parent
training
• Pediatrician also offers to write a letter to the school to
implement
strategies to help her daughter such as
– Allowing extra time on tests and assignments
– Placing child nearest to the teacher
– Devising signals between teacher and child to redirect child’s
attention without embarrassing the child
Pediatrician’s Mental Notes: Followup Visit Week 10
• Mother learns that closest CBT specialist is one-hour drive
away from
their home so this option falls through
• Also, while the teacher is happy to implement the strategies
suggested by the pediatrician, she admits to already using them
with
the patient, given her experience with other ADHD students
• The lack of non-pharmacological treatment options helps the
mother
reconsider the risks versus the benefi ts of ADHD medications
• All the options listed as stimulants in the list above, plus some
nonstimulants, are approved for the treatment of ADHD and
have
shown some effi cacy for ODD symptoms
• D-methylphenidate XR is chosen
11. the stimulant
• Also, even though classroom behavior seems to be improving
according to the teacher, the patient remains defi ant with the
mother,
tears up some toys of her younger sister to upset her and
screams
more than ever at her mother while doing homework, seeming
delighted when her mother gets upset and yells back
• The mother is instructed to give the medication another month
to see
if the improvements in the classroom begin to be seen in the
home
and is instructed about sleep hygiene including
– Keeping regular schedules for going to bed and waking up
– Avoiding the patient’s favorite caffeinated sodas, especially
in the
late afternoon
– Providing quiet activities as part of a bedtime routine
– Having the patient leave her room to do another quiet activity
if she
does not fall asleep within 30 minutes
Pediatrician’s Mental Notes: Followup Visit Week 18
• The mother herself is often overwhelmed and disorganized and
so
has a diffi cult time keeping regular schedules for going to bed
and
waking up, even during the week but especially on weekends
• Despite trying the behavioral approach, the initial insomnia
13. • Switch to the methylphenidate transdermal patch (Daytrana)
starting
at 10 mg, then titrate to optimized dose
• Switch to the prodrug lisdexamfetamine (Vyvanse) starting at
30 mg
once in the morning, then titrate to optimized dose
• Switch to atomoxetine (Strattera) 10–18 mg per day, then
titrated to
optimized dose
• Switch to guanfacineXR (Intuniv) 1 mg/day, then titrated to
optimized
dose
• Other
Pediatrician’s Mental Notes: Followup Visit Week 18,
Continued
• Each treatment option has specifi c considerations to take into
account:
– In general, the active d enantiomer of methylphenidate
(which
the patient was originally prescribed) may be slightly more
than twice as potent as racemic d,l-methylphenidate; so, if side
effects persist on d-methylphenidate it may be useful to switch
to immediate release d, l methylphenidate which might require a
“sculpted dose” with a higher morning than afternoon dose
– The methylphenidate patch needs to have the patient and
mother
follow instructions and in this patient’s case, may need to
remove
the patch before the suggested nine-hour wear time is over, if
14. insomnia or other adverse events emerge; the patch should not
be
cut as a way to lower the dose
– Lisdexamfetamine should be titrated by increasing the dose
in
10–20 mg increments each week; 10–12 hours of clinical action
can be expected, so might be less favorable in patients who
already have problems with insomnia
– Atomoxetine can have a longer onset of action but does not
cause
insomnia
– Guanfacine/guanfacineXR should start at 1 mg and titrate by
1 mg
increments to a maximum of 4 mg/day but an 8 year old will not
likely need or tolerate the highest dose, which may cause
sedation
• The mother prefers the methylphenidate patch approach, as it
seems
to be the most convenient way to address the sleep problems
• Additionally, sometimes the patient refuses to swallow pills
and will
take the medication only if convinced to do so, or possibly if
sprinkled
on food. This confrontation over medications adds too much
extra
time to the mother’s already hectic morning schedule
• The patient likes the novelty of the patch, which reminds her
of a
sticker
16. • The patient scratched her sister’s face last week with her fi
ngernails
because her sister was playing with the patient’s dolls
• Thinks it is funny that her sister’s face is scratched
• “She looks like she has warpaint on her cheek”
• The pediatrician feels like only a bit of progress has been
made with
several months of medication treatment, including two different
stimulants
• Even though inattentive symptoms in the classroom are
reportedly
improved, oppositional symptoms both at school and at home
are not
improved and if anything, are the main problem now
• Furthermore, the patches are expensive, not covered well by
the
mother’s insurance and frequently are pulled off by the patient
or her
classmates tormenting her in response to her fi ghting/arguing
with
them
• Refers the patient and her mother to a psychiatrist
Attending Psychiatrist’s Mental Notes: Initial Psychiatric
Evaluation
• Seems like the patient needs more stimulant during the day
and less
at night
• Also, seems like the oppositional symptoms may require
special
18. symptoms of ADHD but not approved for ODD
• Suggested switching back to an oral medication from the patch
• Trial of lisdexamfetamine 30 mg once in the morning
Attending Physician’s Mental Notes: First and Second Interim
Followups, Weeks 4 and 8
• Only partial effi cacy but no insomnia
• Rather than increase dose of lisdexamfetamine, added 5 mg of
dextroamphetamine at 7 am, then 10 mg, then 15 mg, became
nauseous, reduced to 10 mg on top of lisdexamphetamine 30 mg
in
the morning
• Sometimes a second 5 mg dose of the dextroamphetamine after
school is necessary
• This regimen does not cause insomnia
• ADHD better but oppositional symptoms persist
• Augmentation with guanfacine XR 1 mg/day
Case Outcome: Followup Weeks 12 to 20
• No side effects
• Titration to 2 mg/day
• Continues lisdexamfetamine 30 mg in the morning
• Plus dextroamphetamine 5 mg in the morning
• Plus occasional dextroamphetamine 5 mg additional daytime
dose
• Oppositional symptoms improved slowly but surely over 2
months
• Psychiatrist asks whether the patient’s sister has any problems
in school, and the mother states that she is “spacey” but not
oppositional
20. – Feels overwhelmed by two children and her life
circumstances
– Could also have some signs of depression
– Can’t get organized to take her child to CBT
– Has a hard time keeping a regular schedule and also keeping
her
daughter on a regular schedule of going to bed and waking up
– Was unable to remember to remove the daughter’s skin patch
unless she set a cell phone alarm
– All these suggest further evaluation of the mother is
indicated
since ADHD commonly runs in families and has a very high
genetic contribution
– See the following Case 14, p 151 for presentation of the
mother’s case
Case Debrief
• The patient is an 8-year-old with ADHD, inattentive type with
comorbid ODD
• High doses of stimulants reduce inattention but cause
insomnia and
do not adequately treat oppositional symptoms
• “Top up” with the alpha 2A selective noradrenergic agonist
(guanfacine XR) improves oppositional symptoms and the
patient has
stabilized
Take-Home Points
• ADHD with ODD comorbidity can be a diffi cult combination
22. 142
or individual psychotherapy involving the patient, her mother
and/
or her sister could be productive here
• Possible action item for improvement in practice
– Make a concerted effort to involve the father
– Perhaps this patient should have been sent to a specialist
psychopharmacologist earlier and symptom improvement may
have occurred earlier
– Perhaps a trial of atomoxetine would have been benefi cial
Tips and Pearls
• Although guanfacine XR is approved as a monotherapy for
ADHD,
some studies and clinical anecdotes suggest that it can be
combined
with stimulatnts for patients with diffi cult oppositional
comorbid
symptoms
• “Sculpted therapy” combining long acting with immediate
acting
formulations of stimulants may optimize treatment for some
cases
with inadequate responses to long acting formulations alone
Two-Minute Tute: A brief lesson and psychopharmacology
tutorial (tute) with relevant background material for this case
– Rating scales
– Oppositional Defi ant Disorder vs Conduct Disorder
23. – NE and DA in prefrontal cortex in ADHD
Table 1: ADHD Rating Scale-IV – home version
Child’s Name
__________________________________________________
Child’s Age ______ Sex: M F Grade______ Child’s
Race______
Completed by: Mother Father Guardian Grandparent
Circle the number that best describes your child’s home
behavior over the
last 6 months
never sometimes often very
or rarely often
1. Fails to give close attention
to details or makes careless
mistakes in schoolwork. 0 1 2 3
2. Fidgets with hands or feet or
squirms in seat. 0 1 2 3
3. Has diffi culty sustaining
attention in tasks or play
activities. 0 1 2 3
4. Leaves seat in classroom or
27. mistakes in schoolwork. 0 1 2 3
2. Fidgets with hands or feet
or squirms in seat. 0 1 2 3
3. Has diffi culty sustaining
attention in tasks or play
activities. 0 1 2 3
4. Leaves seat in classroom or
in other situations in which
remaining seated is expected. 0 1 2 3
5. Does not seem to listen when
spoken to directly. 0 1 2 3
6. Runs about or climbs
excessively in situations in
which it is inappropriate. 0 1 2 3
7. Does not follow through on
instructions and fails to fi nish
work. 0 1 2 3
8. Has diffi culty playing or
engaging in leisure activities
quietly. 0 1 2 3
9. Has diffi culty organizing
tasks and activities. 0 1 2 3
10. Is “on the go” or acts as if
“driven by a motor.” 0 1 2 3
11. Avoids tasks (e.g., schoolwork,
homework) that require
sustained mental effort. 0 1 2 3
12. Talks excessively 0 1 2 3
13. Loses things necessary for
tasks or activities. 0 1 2 3
14. Blurts out answers before
questions have been
completed. 0 1 2 3
15. Is easily distracted. 0 1 2 3
16. Has diffi culty awaiting turn. 0 1 2 3
17. Is forgetful in daily activities. 0 1 2 3
29. – Often blames others for his or her mistakes or misbehavior
– Is often touchy or easily annoyed by others
– Is often angry and resentful
– Is often spiteful and vindictive
Table 4: Conduct disorder
• Some think that conduct disorder is a worse version of ODD
• Approximately 6–10% of boys and 2–9% of girls
• Can be comorbid with ADHD
• Can go away by adulthood
• Can progress into antisocial personality disorder
• Can be comorbid with many other disorders including
substance
abuse
• Violation of basic rights of others and rules of society, which
according to DSM IV at least three of the following must be
present in the last 12months and at least one in the last 6
months
– Aggression to people and animals
– Destruction of property
– Deceitfulness or theft
– Serious violations of rules
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31. DA low-noise increased
P
P
C
s
tr
e
n
g
th
o
f o
u
tp
u
t
DA concentration
Figure 1. ADHD: Hypothetically Low Signals and/or High
Noise in the
Prefrontal Cortex (PFC) in ADHD.
Theoretically, ADHD with inattention, hyperactivity and/or
impulsiveness
is due to the prefrontal cortex being “out of tune” with both DA
(dopamine) and NE (norepinephrine) being too low, and causing
signals
to be low …