Psychotherapy With Children and Adolescents Discussion Essay Assignment papers

Psychotherapy With Children and Adolescents Discussion Essay Assignment papers

Week 9: Psychotherapy With Children and Adolescents

Approximately 1 in 5 children and adolescents have a mental health disorder, which may lead to issues at home, school, and other areas of their lives (Prout & Fedewa, 2015). When working with this population, it is important to recognize that children and adolescents are not “mini adults” and should not be treated as such. Psychotherapy with these clients is often more complex than psychotherapy with the general adult population, particularly in terms of communication. As a result, strong therapeutic relationships are essential to success.
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This week, as you explore psychotherapy with children and adolescents, you assess clients presenting with disruptive behaviors. You also examine therapies for treating these clients and consider potential outcomes. Finally, you develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

  • Chapter 17, “Psychotherapy With Children” (pp. 597–624)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.
Note: You will access this text from the Walden Library databases.

Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents. International Journal of Behavioral Consultation and Therapy, 9(2), 4–8. doi:10.1037/h0100991
 
Note: You will access this article from the Walden Library databases.

Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59(11), 1247–1256. PMID:14566959
 
Note: You will access this article from the Walden Library databases.

McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84(5), 453–464. doi:10.1037/ccp0000081. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.
 
Note: You will access this article from the Walden Library databases.

Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51(1), 93–103. doi:10.1037/a0030930
 
Note: You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2013a). Disruptive behaviors – Part 1 [Multimedia file]. Baltimore, MD: Author.

Laureate Education (Producer). (2013a). Disruptive behaviors – Part 2 [Multimedia file]. Baltimore, MD: Author.

Walker, R. (n.d.). Making child therapy work [Video file]. Mill Valley, CA: Psychotherapy.net.
 
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 95 minutes.

Optional Resources

Bruce, T., & Jongsma, A. (2010a). Evidence-based treatment planning for disruptive child and adolescent behavior [Video file]. Mill Valley, CA: Psychotherapy.net.
 
Note: You will access this media from the Walden Library databases. The approximate length of this media piece is 63 minutes. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the Disruptive Behaviors media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Learning Objectives

Students will:
  • Assess clients presenting with disruptive behavior
  • Analyze therapeutic approaches for treating clients presenting with disruptive behavior
  • Evaluate outcomes for clients presenting with disruptive behavior

To prepare:

  • Review this week’s Learning Resources and reflect on the insights they provide.
  • View the media, Disruptive Behaviors. Select one of the four case studies and assess the client.
  • For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Note: To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!

By Day 3

Post an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature.
Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 9 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:
Week 9 Discussion

Assignment 1: Practicum – Week 9 Journal Entry

Learning Objectives

Students will:
  • Develop diagnoses for clients receiving psychotherapy*
  • Analyze legal and ethical implications of counseling clients with psychiatric disorders*

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.
Select a child or adolescent client whom you observed or counseled this week. Then, address the following in your Practicum Journal:

  • Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
  • Using the DSM-5, explain and justify your diagnosis for this client.
  • Explain any legal and/or ethical implications related to counseling this client.
  • Support your position with evidence-based literature. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

By Day 7 of Week 10

Submit your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.
These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.
You can access Board Vitals through the link sent to you in email or by following the link below:
https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Week in Review

Now that you have:

  • Assessed clients presenting with disruptive behavior
  • Analyzed therapeutic approaches for treating clients presenting with disruptive behavior
  • Evaluated outcomes for clients presenting with disruptive behavior
  • Developed diagnoses for clients receiving psychotherapy
  • Analyzed legal and ethical implications of counseling clients with psychiatric disorders

Next week, you will:

  • Assess clients presenting for psychotherapy
  • Evaluate the effectiveness of therapeutic approaches for clients receiving psychotherapy
  • Develop client termination summaries
  • Analyze how nursing and counseling theories guided personal practice in psychotherapy
  • Evaluate goals and objectives for personal practicum experiences
  • Analyze the impact of psychotherapy on social change
  • Psychotherapy With Children and Adolescents Discussion Essay Assignment papers

Looking Ahead: Week 10 Clinical Supervision Discussion

Week 10 Discussion: In 3- to 5-minute Kaltura video, you will discuss an older adult client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 10 Discussion for additional guidance. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

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HAND HYGIENE more specifically in labor and delivery

Discussion
Impact on Nursing Research and Technology
Many times it is not enough to simply produce a good idea that you think may work to help patients. In order for an initiative to truly have a positive impact on the patient, you must explore the “why” behind it. This is where nursing research and evidence-based practice become essential to improving patient outcomes. In addition, recent developments in technology can help us reach our goals faster and more efficiently.
For this discussion, reflect on the safety initiative identified in the Unit 6 discussion Patient Safety Initiatives and consider the following:
THE TOPIC IS HAND HYGIENE more specifically in labor and delivery
What evidence in the literature supports your identified safety initiative?
How can the data from the initiative’s success measures be used to improve your processes or potentially help another organization dealing with the same issue?What role can nurses play in the data collection and analysis process?
What technology modalities are, or may be, beneficial to your selected safety initiative, and why?
must be at least 150 words with at least one APA formatted reference thoughout the text and as a reference at the end.

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HCA 383 Biostats Lab Assignment 2

HCA 383 Biostats Lab Assignment 2
This assignment is due by 11:59 pm, April 5th, 2018.

Important: Please make sure you are using the right dataset in each question. Datasets will be referred to by their names in each question.

Wherever necessary, variables associated with any part of the analysis will be mentioned by their names as they appear in the dataset and will be enclosed in parentheses; for example: How many people are Hispanic in the sample (RACE). This means you need to perform the relevant procedures using a variable called RACE.

When you produce SPSS output in your response make sure you submit only the relevant part of the output. SPSS produces a lot of information that you do not need to submit. SPSS output can be copied and pasted into a Word document. But remember, submit only the relevant part of the output!

Be sure to assign missing values so that you can account for people who responded “don’t know” or refused to answer the question.  Steps are given below.

1. Use the dataset you created in Assignment 1 to answer the following questions: [Create it again if you did not save it—more practice!]

(a) What percentage of the individuals in the sample did not have private or public insurance? (INS_TYPE). (2 points)

(b) What is the average age of the individuals in the sample? (AGE). (2 points)

(c) What is the total percentage of respondents who were either unsatisfied or very unsatisfied with the services? (PTN_SAT). (2 points)

(d) What percentage of the sample did not graduate from high school? (EDUC) (2 points)

2. Collection of patient data

Each time a patient enters a health care facility seeking care for him/herself there is a certain amount of data that is collected from each patient.  Some of this data are quantitative data and some data are qualitative data.

(a)  What are the differences between quantitative data and qualitative data?  (4 points)

(b)  Give three examples of each type of data that are collected in a health care encounter (that is: when a person goes to see the health provider). (3 points)

(c) State at least THREE different techniques that can be used in the collection of SURVEY data. (3 points)

3. Use the dataset named “webhealth.sav” (located in the Blackboard Datasets folder) for this part of the assignment:

First, follow these steps to assign missing values: Let’s use the ‘inc’ variable as an example.

· Go to the Variable View of your dataset

· Look for “Missing” column next to the “Values” column

· Scroll down until you find the “inc” variable

· Click on the “Values” for that variable and look at what are all the values are and then identify what numbers should be used as the missing values for this variable.

· Click on None in the Missing column for that variable and add the two discrete values for the missing (each number in its own box).

· Click ok.

Now here are the questions you need to answer.

(a) What percentage of the respondents were residents of suburban area? (usr). (2 points)

(b) What is the difference between the “Percent” and Valid Percent” columns on SPSS output?  Give a reference for your answer. (3 points)

(c) Find out what weekly frequency of using internet or email from home is represented by 21.3% of the respondents and 5.4%? (q8a). (3 points)

(d) What percentage of the respondents have ever used their cell phones to access health or medical information? (q15). (2 points)

(f) What is the average age of the respondents? What is the range of their age? (age).  Be sure to exclude data that is missing. (2 points)  Look this up under the values for age and assign missing values for the age variable using the steps you used previously.

(g) What is total percentage of persons who were in school (either as full-time or part-time students)? (stud) (2 points)

Best wishes.

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Virtual Lab: Sex-Linked Traits

journal

Virtual Lab: Sex-Linked Traits
Worksheet
Please make sure you have read through all of the information in the “Questions” and “Information” areas. If you come upon terms that are unfamiliar to you, please refer to your textbook for further explanation or search the word here:http://encarta.msn.com/encnet/features/dictionary/dictionaryhome.aspx
Next, complete the Punnett square activity by clicking on the laboratory notebook. Please be sure to note the possible genotypes of the various flies:

Female, red eyes Female, red eyes Female, white eyes Male, red eyes Male, white eyes
XRXR XrXR XrXr XRY XrY

When you have completed the Punnett square activity, return to the laboratory scene to begin the actual laboratory activity.
In this exercise, you will perform a Drosophila mating in order to observe sex-linked trait transmission. Please click on the shelf in the laboratory. Here you will find vials of fruit flies. On the TOP shelf, please click on one of the female vials (on the left side) and then drag it to the empty vial on the shelf below. Please repeat this step using one of the male vials (on the right side). These flies will be used as the parental (P) generation. You may switch your parent choices at any time by dragging out old selections and dragging in new flies. Use the Punnett square below to predict the genotypes/phenotypes of the offspring (Note: refer to the genotype table you created above if needed):

XR XR
XR Genotype: XRXR
Phenotype:Red eye, female		 Genotype:XRXR
Phenotype: Red eye, female
Y Genotype:XRY
Phenotype: Red eye, male		 Genotype:XRY
Phenotype: Red eye, male

__50_% Female, red eye _0__% Female, white eye _50__% Male, red eye _0__% Male, white eye
When you are finished, click “Mate and Sort”.
You will now see information appear in the vials sitting on the next shelf below. These are the offspring of the parent flies you selected above, and they represent the first filial (F1) generation. In your “Data Table” on the bottom of the page and/or on Table I found at the end of this Worksheet, please input the numbers of each sex and phenotype combination for the F1 generation. These numbers will be placed into the first row marked “P generation Cross”.
You will next need to select one of the F1 female flies and one of the F1 male flies to create the second filial (F2) generation. Drag your selections down to the empty vial on the next shelf below and fill in the Punnett square below to predict the offspring:

XR XR
XR Genotype: XRXR
Phenotype:Red eye, female		 Genotype:XRXR
Phenotype: Red eye, female
Y Genotype:XRY
Phenotype: Red eye, male		 Genotype:XRY
Phenotype: Red eye, male

__50_% Female, red eye _0__% Female, white eye _50__% Male, red eye _0__% Male, white eye
After clicking “Mate and Sort”, you will now have information on their offspring (the F2 generation) to input into your “Data Table” or Worksheet below. This information will be placed into the second row marked “F1 generation Cross”.
NOTE: there are additional lines remaining to use if your instructor requires the analysis of additional crosses.
Please finish this exercise by opening the “Journal” link at the bottom of the page and answering the questions.
Table I:

Cross Type Phenotype of Male Parent Phenotype of Female Parent Number of Red eye, Male Offspring Number of White eye, Male Offspring Number of Red eye, Female Offspring Number of White eye, Female Offspring
P Generation Cross Red Red 50 0 50 0
F1 Generation Cross Red Red 50 0 50 0
P Generation Cross White Red 47 0 53 0
F1 Generation Cross Red Red 22 25 53 0
P Generation Cross Red White 0 49 51 0
F1 Generation Cross White Red 27 28 20 25
P Generation Cross White White 0 51 0 49
F1 Generation Cross White White 0 51 0 49

Post-laboratory Questions:
Through fruit fly studies, geneticists have discovered a segment of DNA called the homeobox which appears to control:
Sex development in the flies
Life span in the flies
Final body plan development in the flies
The genotype of a red-eyed male fruit fly would be:
XRXR
XRXr
XrXr
A or B
None of the above
Sex-linked traits:
Can be carried on the Y chromosome
Affect males and females equally
Can be carried on chromosome 20
A and B
None of the above -2
A monohybrid cross analyzes:
One trait, such as eye color
Two traits, such as eye color and wing shape
The offspring of one parent
A female with the genotype “XRXr”:
Is homozygous for the eye color gene
Is heterozygous for the eye color gene
Is considered a carrier for the eye color gene
A and B
B and C
In T.H. Morgan’s experiments:
He concluded that the gene for fruit fly eye color is carried on the X chromosome
He found that his F1 generation results always mirrored those predicted by Mendelian Laws of Inheritance
He found that his F2 generation results always mirrored those predicted by Mendelian Laws of Inheritance
A and B
All of the above
In this laboratory exercise:
The Punnett square will allow you to predict the traits of the offspring created in your crosses
XR will represent the recessive allele for eye color, which is white
Xr will represent the dominant allele for eye color, which is red
All of the above
In a cross between a homozygous red-eyed female fruit fly and a white-eyed male, what percentage of the female offspring is expected to be carriers?
0%
25%
50%
75%
100%
In a cross between a white-eyed female and a red-eyed male:
All males will have red eyes
50% of males will have white eyes
All females will have red eyes
50% of females will have white eyes
In human diseases that are X-linked dominant, one dominant allele causes the disease. If an affected father has a child with an unaffected mother:
All males are unaffected
Some but not all males are affected
All females are unaffected
Some but not all females are affected
Journal Questions:
1. In a mating between a red-eyed male fruit fly and a red-eyed heterozygous female, what percentage of the female offspring is expected to be carriers? How did you determine the percentage?
2. In a mating between a red-eyed male fruit fly and a white-eyed female fruit fly, what percentage of the male offspring will have white eyes? Describe how you determined the percentage.
3. Hemophilia, a blood disorder in humans, results from a sex-linked recessive allele. Suppose that a daughter of a mother without the allele and a father with the allele marries a man with hemophilia. What is the probability that the daughter’s children will develop the disease? Describe how you determined the probability.
4. Colorblindness results from a sex-linked recessive allele. Determine the genotypes of the offspring that result from a cross between a color-blind male and a homozygous female who has normal vision. Describe how you determined the genotypes of the offspring.
5. Explain why sex-linked traits appear more often in males than in females.
6. In humans, hemophilia is a sex-linked recessive trait. It is located on the X chromosome. Remember that the human female genotype is XX and the male genotype is XY. Suppose that a daughter of a mother without the allele and a father with the allele marries a man with hemophilia. What is the probability that the daughter’s children will develop the disease? Describe how you determined the probability.
7. Colorblindness also results from a sex-linked recessive allele on the X chromosome in humans. Determine the genotypes of the offspring that result from a cross between a color-blind male and a homozygous female who has normal vision. Describe how you determined the genotypes of the offspring.
8. Based on the traits explained in questions 6 and 7, explain why sex-linked traits in humans appear more often in males than in females.

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Erythropoietin (EPO) Blood Doping Assignment

Erythropoietin (EPO) Blood Doping Assignment

In January 2013, Lance Armstrong confessed to using performance enhancing drugs (PEDs) while competing and winning the Tour de France cycling competition over seven years. He has been stripped of his titles and banned from the sport for life.
One of the drugs he has confessed to using is Erythropoietin (EPO), a natural occuring hormone used by the medical community to treat a number of health conditions.
Your task is to thoroughly research EPO and its use as a performance enhancing drug by athletes and write an opinion paper based on your findings.
Things to consider when researching and writing your paper:

  • What EPO is, how it works in the body and how the body rids itself of this hormone.
  • How does the use of EPO use enhance an athlete’s performance?
  • What are the possible risks (if any) associated with EPO use?
  • What is the United States Anti-Doping Agency’s (USADA) stance on the use of EPO?
  • In your opinion, what are some of the negative social and economic impacts associated with the use of PEDs by professional athletes?
  • Why would athletes risk the type of negative consequences experienced by Lance Armstrong? In your opinion is it worth it?

Note on Writing In Science
All information and relevant data are to be included in a logically sequenced manner.  In your writing, it is important to use appropriate writing style, tone, and scientific terminology.  Conduct your research using reliable, peer-reviewed and industry sources and ensure that sources listed in your reference list are directly related to information presented in your paper.  Use the appropriate referencing style for science to cite your sources.

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Psychotherapy With Personality Disorders

Psychotherapy With Personality Disorders

Week 11: Psychotherapy With Personality Disorders

Since personality represents who someone is at the deepest level, it is understandable that many people with personality disorders resist the idea that they have a fundamental dysfunction with their personality. Even when clients acknowledge that their personality problems are at the heart of their interpersonal problems, they often find it difficult to change. As the mental health professional, how do you overcome this challenge and effectively counsel these clients?
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This week, as you explore psychotherapy with personality disorders, you examine therapeutic approaches to treating clients with personality and interpersonal problems. You also develop a client termination summary for a client who may be ready to complete therapy. Psychotherapy With Personality Disorders

Psychotherapy With Personality Disorders Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

  • Chapter 20, “Termination and Outcome Evaluation” (Review pp. 693–712)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: You will access this text from the Walden Library databases.

Dixon-Gordon, K. L., Turner, B. J., & Chapman, A. L. (2011). Psychotherapy for personality disorders. International Review of Psychiatry, 23(3), 282–302. doi:10.3109/09540261.2011.586992
Note: You will access this text from the Walden Library databases. Psychotherapy With Personality Disorders

Lorentzen, S., Ruud, T., Fjeldstad, A., & Høglend, P. A. (2015). Personality disorder moderates outcome in short- and long-term group analytic psychotherapy: A randomized clinical trial. British Journal of Clinical Psychology, 54(2), 129–146. doi:10.1111/bjc.12065
 
Note: You will access this text from the Walden Library databases.

Paris, J. (2004). Personality disorders over time: Implications for psychotherapy. American Journal of Psychotherapy, 58(4), 420–429. PMID: 15807086
 
Note: You will access this text from the Walden Library databases.

Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes (pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002
 
Note: You will access this text from the Walden Library databases.

Optional Resources

Dorr, D. (1999). Approaching psychotherapy of the personality disorders from the Millon perspective. Journal of Personality Assessment, 72(3), 407–425. PMID: 10491846

Bach, B., Lee, C., Mortensen, E. L., & Simonsen, E. (2016). How do DSM-5 personality traits align with schema therapy constructs? Journal of Personality Disorders, 30(4), 502–529. doi:10.1521/pedi_2015_29_212

Walden University. (2016). ASC success strategies: Studying for and taking a test . Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCtesting. Psychotherapy With Personality Disorders

Clients with personality disorders often find it difficult to overcome their problems and function in daily life. Even when these clients are aware that they have a dysfunction with their personality and are open to counseling, treatment can be challenging for both the client and the therapist. For this Discussion, as you examine personality disorders, consider therapeutic approaches you might use with clients. Psychotherapy With Personality Disorders.

Learning Objectives

Students will:
  • Analyze therapeutic approaches to treating clients with personality disorders

To prepare:

  • Review this week’s Learning Resources and reflect on the insights they provide.
  • Select one of the personality disorders from the DSM-5.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit! Psychotherapy With Personality Disorders

By Day 3

Post a description of the personality disorder you selected. Explain a therapeutic approach (including psychotropic medications if appropriate) you might use to treat a client presenting with this disorder, including how you would share your diagnosis of this disorder to the client in order to avoid damaging the therapeutic relationship. Support your approach with evidence-based literature. Psychotherapy With Personality Disorders.
Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients. Psychotherapy With Personality Disorders.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 11 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:
Week 11 Discussion

Assignment: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.
These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Personality Disorders.
You can access Board Vitals through the link sent to you in email or by following the link below:
https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Exam: Final Exam

Learning Objectives

Students will:
  • Assess knowledge of concepts, principles, and theories related to the psychotherapy of individuals

This exam is a test of your knowledge in preparation for your certification exam. No outside resources including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected tocomply with Walden University’s Code of Conduct.
This exam will cover the following topics from the Wheeler textbook, which relate to psychotherapy of individuals:

  • Supportive and Psychodynamic Psychotherapy
  • Interpersonal Psychotherapy
  • Humanistic-Existential and Solution-Focused Approaches to Psychotherapy
  • Psychotherapy With Children
  • Psychotherapy With Older Adults
  • Termination and Outcome Evaluation
  • Psychotherapy With Personality Disorders

By Day 7

Complete the Final Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once. Psychotherapy With Personality Disorders

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Foundational Neuroscience Essay Assignment Paper

Foundational Neuroscience Essay Assignment Paper
As a psychiatric mental health nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat clients, you must not only understand the pathophysiology of psychiatric disorders, but also how medications for these disorders impact the central nervous system.
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In this discussion, you will; analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents; Compare the actions of g couple proteins to ion gated channels; Analyze the role of epigenetics in pharmacologic action; Analyze the impact of foundational neuroscience on the prescription of medications
To prepare for this Discussion:

  • Review this week’s Learning Resources.
  • Reflect on concepts of foundational neuroscience.

 ACTUAL ASSIGNMENT
PLEASE Addressed each of the following numbers with a subtopic, all the references used must have an in-text citation in each paragraph. All Articles used should come from USA and must be within last five years only that is from 2014 to 2018. Please do not begin a paragraph with author name(s) (PLEASE USE parenthetical/in-text citations). Foundational Neuroscience Essay Assignment Paper.

  1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.
  2. Compare and contrast the actions of g couple proteins and ion gated channels.
  3. Explain the role of epigenetics in pharmacologic action.
  4. Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.

 References/Resources
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press *Preface, pp. ix–x. Foundational Neuroscience Essay Assignment Paper.
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

  • Chapter 1, “Chemical Neurotransmission”
  • Chapter 2, “Transporters, Receptors, and Enzymes as Targets of Psychopharmacologic Drug Action”
  • Chapter 3, “Ion Channels as Targets of Psychopharmacologic Drug Action” Foundational Neuroscience Essay Assignment Paper
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Impact Of Laws, Policies, And Regulations (Measles Outbreak)

Journal: Impact Of Laws, Policies, And Regulations (Measles Outbreak)

Please use the article: Measles Outbreak — California, December 2014–February 2015
Link to Article: https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6406a5.htm?s_cid=mm6406a5_w
Prompt: In a journal assignment, discuss the laws, policies, and regulations that impact public health mitigation strategies or that must be considered. Be sure to include the following critical elements:
Explain the specific public health laws, policies, and regulations related to the programs that combat the identified pathogen.
Assess the impact of the identified public health laws, policies, and regulations on the public health programs in place to combat the specific pathogen. What steps do the programs take to ensure they are meeting the specific regulations?
Guidelines for Submission: Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Your entry must be 1-2 pages with at least 2 citations in APA format.
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What communication problems might you expect to see in counseling clients engaged in romantic relationships?

 Questions

1.1 The textbook readings for this topic discuss how sexual attitudes and values varied among cultures throughout history. These attitudes and values were shaped by various influences. What are your personal attitudes and values in regards to sexuality? What influences have shaped those attitudes and values? Are the influences that have shaped your attitudes and values toward sexuality different than the influences that shaped your parent’s or grandparent’s generations? Explain.
1.2 How would research on sexuality benefit various groups, religions, and cultures? How could research on sexuality benefit society? Explain your response.
2.1 Explain how you could use the information contained in the Masters and Johnson Human Sexual  Response Cycle and the Kaplan three Stages of Sexual Response in your work with clients. In your response, include a clinical scenario to illustrate your points.
2.2 Why is it important for counselors to understand the similarities and differences between the sexual response cycles in men versus women?
3.1 Identify four countries/cities around the world and identify their cultural/faith-based and legal approach to prostitution.
3.2 Identify four countries/cities around the world and identify their cultural/faith-based and legal approach to prostitution.
4.1 What communication problems might you expect to see in counseling clients engaged in romantic relationships?
4.2 What communication struggles have you experienced personally in your life? What communication skills do you feel you could improve upon in your relationships?
Note: This refers to general communication skills, not necessarily romantic relationships.
Each question needs to be answered by itself and must have a cite within the answer. Reference page must also be attached. This is a questions/answer form mate not a paper form mate. Each answer must have 150-200 words.
MUST pass turn it in with less than 5%
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NURSING ACTION PLAN

NURSING ACTION PLAN
 NO COMMENTS
DETAILS are:—
an ACTION PLAN: Quality and Safety in Operating Theatre(in a Hong Kong Hospital) from a Nursing Officier stand point
Action Plan contents:
1. Identify the Objectives.
2. Plan and lay down the Success Criteria.
3. Prepare an Action List and steps to fulfill the Objectives to meet those Success Criteria.
Please prepare an Action plan for me:
an Action Plan with title “Quality and Safety in Operating Theatre (in a Hong Kong Hospital) ” from a Nursing Officier stand point !!
with not more than 4 no. A4-size pages, at font size 14.
I would need it within 30 hours. Please give me your best price.
Leo
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