Review the following  treatments and rationale. Do you agree or disagree? Why? What information from this week’s content or outside information can you cite to support your opinions?  The purpose of this discussion is to recommend two resources that should be provided for a 15 year old male newly diagnosed with Type II diabetes. Unfortunately, chronic diagnoses such as diabetes have the potential to cause mental health issues in teenagers. Developmentally, they want to be like their peers and fit in to a group. It has been studied that rates of depression in teenagers with diabetes can range from 8% to 22% (“Behavioral health and diabetes,” 2021). In my opinion, there are two reasons why this patient feels depressed. First, they may not have basic knowledge about their disease and how their life is going to change. Thus, the patient should be referred to a diabetes educator as recommended by the American Diabetes Association. This resource can help a patient increase their knowledge, skills and confidence with management of diabetes ("Diabetes education program," 2021). Most importantly, the counselor can discuss and help the patient overcome stigmas related to the disorder (“Behavioral health and diabetes,” 2021). With increased knowledge, the patient will hopefully feel they can manage the disease. In addition, the patient should be referred to a diabetes support group that specifically encompasses patients of the same age. In this group, the patient can discuss his own thoughts and feelings (“Diabetes and mental health,” 2021). The patient may feel less depression knowing that other kids are going through the same disease as him. Thus, a diabetes support counselor and support group are two resources that should be recommended.   RuBRIC: Discussion Question Rubric Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric. Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points) Discussion Question Rubric – 100 PointsCriteriaExemplary Exceeds ExpectationsAdvanced Meets ExpectationsIntermediate Needs ImprovementNovice InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints. Meets all requirements within the discussion instructions. Cites .

1. Review the following treatments and rationale. Do you agree or
disagree? Why? What information from this week’s content or
outside information can you cite to support your opinions?
The purpose of this discussion is to recommend two resources
that should be provided for a 15 year old male newly diagnosed
with Type II diabetes. Unfortunately, chronic diagnoses such as
diabetes have the potential to cause mental health issues in
teenagers. Developmentally, they want to be like their peers and
fit in to a group. It has been studied that rates of depression in
teenagers with diabetes can range from 8% to 22% (“Behavioral
health and diabetes,” 2021). In my opinion, there are two
reasons why this patient feels depressed. First, they may not
have basic knowledge about their disease and how their life is
going to change. Thus, the patient should be referred to a
diabetes educator as recommended by the American Diabetes
Association. This resource can help a patient increase their
knowledge, skills and confidence with management of diabetes
("Diabetes education program," 2021). Most importantly, the
counselor can discuss and help the patient overcome stigmas
related to the disorder (“Behavioral health and diabetes,” 2021).
With increased knowledge, the patient will hopefully feel they
can manage the disease. In addition, the patient should be
referred to a diabetes support group that specifically
encompasses patients of the same age. In this group, the patient
can discuss his own thoughts and feelings (“Diabetes and
mental health,” 2021). The patient may feel less depression
knowing that other kids are going through the same disease as
him. Thus, a diabetes support counselor and support group are
two resources that should be recommended.
RuBRIC:

2. Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice,
peer-reviewed journals; textbook (do not rely solely on your
textbook as a reference); and National Standard Guidelines.
Review assignment instructions, as this will provide any
additional requirements that are not specifically listed on the
rubric.
Note:
The value of each of the criterion on this rubric represents a
point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear
examples supported by course content and references.
Cites three or more references, using at least one new scholarly
resource that was not provided in the course materials.
All instruction requirements noted.
40 points

3. Components are accurate and thoroughly represented, with
explanations and application of knowledge to include evidence-
based practice, ethics, theory, and/or role. Synthesizes course
content using course materials and scholarly resources to
support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with
definitions and summarization. Ideas may be overstated, with
minimal contribution to the subject matter. Minimal application
to evidence-based practice, theory, or role development.
Synthesis of course content is present but missing depth and/or
development.
Is missing one component/requirement of the discussion
instructions.
Cites one reference, or references do not clearly support
content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role
development. Synthesis of course content is superficial.

4. Demonstrates incomplete understanding of content and/or
inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative
viewpoints to the discussion, using two or more scholarly
references per peer post. Post provides additional value to the
conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides
clarification and new information or insight related to the
content of the peer’s post.
Response is supported by course content and a minimum of one
scholarly reference per each peer post.
All instruction requirements noted.

5. 35 points
Lacks clarification or new information. Scholarly reference
supports the content in the peer post without adding new
information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number of reply posts.
Most instruction requirements are noted.
31 points
Post is primarily a summation of peer’s post without further
synthesis of course content.
Demonstrates incomplete understanding of content and/or
inadequate preparation.
Did not follow instructions regarding number of reply posts.
Missing reference from peer posts.
Missing several instruction requirements.
Submits post late.

6. 27 points40
Frequency of DistributionInitial post and peer post(s) made on
multiple separate days.
All instruction requirements noted.
10 points
Initial post and peer post(s) made on multiple separate days.
8 points
Minimum of two post options (initial and/or peer) made on
separate days.
7 points
All posts made on same day.
Submission demonstrates inadequate preparation.
No post submitted.
6 points10
OrganizationWell-organized content with a clear and complex
purpose statement and content argument. Writing is concise
with a logical flow of ideas.
5 points

7. Organized content with an informative purpose statement,
supportive content, and summary statement. Argument content
is developed with minimal issues in content flow.
4 points
Poor organization and flow of ideas distract from content.
Narrative is difficult to follow and frequently causes reader to
reread work.
Purpose statement is noted.
3 points
Illogical flow of ideas. Prose rambles. Purpose statement is
unclear or missing.
Demonstrates incomplete understanding of content and/or
inadequate preparation.
No purpose statement.
Submits assignment late.
2 points5
APA, Grammar, and SpellingCorrect APA formatting with no
errors.
The writer correctly identifies reading audience, as
demonstrated by appropriate language (avoids jargon and

8. simplifies complex concepts appropriately).
Writing is concise, in active voice, and avoids awkward
transitions and overuse of conjunctions.
There are no spelling, punctuation, or word-usage errors.
5 points
Correct and consistent APA formatting of references and cites
all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English
language in sentence construction. Variation in sentence
structure and word usage promotes readability.
There are minimal to no grammar, punctuation, or word-usage
errors.
4 points
Three to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or
overuses/inappropriately uses complex sentence structure.
Problems with word usage (evidence of incorrect use of
thesaurus) and punctuation persist, often causing some
difficulties with grammar. Some words, transitional phrases,
and conjunctions are overused.

9. Multiple grammar, punctuation, or word usage errors.
3 points
Five or more unique formatting errors or no attempt to format in
APA.
The writer demonstrates limited understanding of formal written
language use; writing is colloquial (conforms to spoken
language).
The writer struggles with limited vocabulary and has difficulty
conveying meaning such that only the broadest, most general
messages are presented.
Grammar and punctuation are consistently incorrect. Spelling
errors are numerous.
Submits assignment late.
2 points5
Total Points
100