Human Responsibility for the Environment

Human Responsibility for the Environment

Assignment

 

In Module/Week 5, you must write a 1,000–1,200-word ethical argument essay from the thesis/outline that you submitted in Module/Week 4. Your assignment is to develop an ethical essay following the Rogerian Model of argument. The research sources for this essay have been provided for you in our course. Any additional sources that you may choose to use must be credible academic sources. You must include at least 4 quotations, 1 summary, and 1 paraphrase (6 total) into your essay from at least 3 credible sources to support your thesis statement and provide opposing arguments acknowledging common ground as emphasized in Rogerian argument. Be sure to document your sources correctly according to your documentation style (Current APA, MLA, or Turabian). You may include biblical support, but it does not count in the required citations. Human Responsibility for the Environment

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Ethical Essay Prompt

 

Topic: Human Responsibility for the Environment

 

Prompt: Write an ethical essay using the Rogerian Model of argument in which you address the question, “How far should humans go to protect the environment?”

 

 

Helpful Hints

· Chapter 4 in last week’s textbook readings includes a general outline for the Rogerian Model of Argument.

· Chapter 14 in last week’s textbook readings includes sample student outlines and student essays for an ethical (Rogerian) essay written in each of the documentation styles (APA, MLA, and Turabian).

· Review the Proofreading Checklist (below) to understand the content that you must include in your essay assignment this week.

· Review the Essay 2 Grading Rubric in the course before submitting your essay assignment. Human Responsibility for the Environment

 

Proofreading Checklist

 

Read through your paper and check the appropriate boxes on the chart below. If any area of your paper needs revision, make sure you correct it before submitting your essay.

 

Reading & Study Application Successful Needs Revision
1. Introduction: Establishes the ethical principle and states the essay’s thesis    
2. Background: Gives an overview of the situation and provides necessary information about the topic    
3. Ethical analysis: Explains the ethical principle and analyzes the particular situation on the basis of this principle    
4. Evidence in support of the thesis: integrates a total of at least 6 quotes, summaries, and/or paraphrases from at least 3 credible sources    
5. Finds common ground as required by Rogerian model of argument    
6. Refutation of opposing arguments: Addresses objections and refutes them in a clear and respectful way    
7. Conclusion: Restates the ethical principle as well as the thesis (not in the exact words); includes a strong concluding statement    
8. Contains pathos (emotional) appeals, (values/belief) appeals, and/or logos (factual) appeals- as appropriate    
9. Title reflects issue and ethics    
10. Uses only third person pronouns (all first and second person pronouns have been removed)    
11. If using current APA format, contains properly formatted, title, abstract, and references page

If using current MLA format, contains a properly formatted Works Cited page

If using current Turabian format, contains a properly formatted title page and bibliography page

   
12. Double spaced; 12-point Times New Roman font    
13. Uses signal phrases and appropriate transitions    
14. References/Works Cited/ Bibliography page includes all sources cited within the body of the essay    
15. Checked spelling, grammar/mechanics    

 

 

Submitting the Assignment

 

When you are satisfied with the quality of your essay, submit in the course via the SafeAssign link for grading. Do not forget to write your degree program and whether you are using current MLA, APA, or Turabian in the “Submission Title” field when submitting your essay.

 

IMPORTANT: Fully cite all quotations, summaries, and paraphrases used within your essay, or those excerpts will be regarded as plagiarism and will result in a “0” on your essay and possible course failure Human Responsibility for the Environment

Understanding human behavior and the social environment

Understanding human behavior and the social environment

Respond to at least two colleague’s post in one of the following ways:

o   From a strength’s perspective, critique your colleague’s approach to addressing Francine’s case. Provide support for your critique.

 o   Critique your colleague’s strategy for applying knowledge of the aging process to work with older clients. Discuss how cultural, ethnic, and societal influences might affect the application of this strategy.

Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references. Understanding human behavior and the social environment

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Colleague 1:BM

 

As individuals enter the stage of late adulthood, their previous experiences, lifestyle and relationships help determine what, indeed, this stage will entail (Zastrow and Kirst-Ashman, 2016).  In this week’s case study, 70- year-old Francine sought counseling for symptoms of depression, directly related to the loss of her partner of thirty years, Joan (Plummer, Makris and Brocksen, 2014).  Since Francine’s family and  loved ones were unaware of the extent of the the relationship between Francine and Joan, Francine did not have the necessary support as she navigated her way through her grieving process.  She started drinking alcohol more often, after several years of sobriety (Plummer, et. al., 2014)Understanding human behavior and the social environment.

It can be assumed that Francine’s relationship with Joan, spanning thirty years, has certainly influenced her aging process.  In long-term relationships, such as this one, individuals identify as being half of a partnership, as opposed to their individual beings (Zastrow and Kirst-Ashman, 2016).  These defining relationships allow for individuals to feel supported and share experiences throughout their daily lives.  This relationship is at the crux of Francine’s being, and although her partner has passed, its value can be utilized to help Francine cope with the loss and navigate through the remainder of her life.  Additionally, Francine’s extensive experience within the workforce will also positively contribute to her aging process.  Throughout these years, Francine’s interaction with people, both professionally and socially, have helped to promote a healthy inner being.  While she may not be feeling sociable after Joan’s passing, referencing her forty year career will be a helpful tool for her clinician.

The case study mapped out the positive aspects in Francine’s life beautifully.  Despite the depression she is currently experiencing, employing a Strength Based Perspective, focusing on her resiliency, would be an appropriate and effective method to help Francine achieve her most positive outcomes (Zastrow and Kirst-Ashman, 2016)Understanding human behavior and the social environment. Francine has shown a tremendous capacity throughout her life in identifying and removing the triggers causing harmful behaviors; this awareness resulted in many years of sobriety (Plummer, et. al., 2014).  Furthermore, Francine, despite her current depressive state, has identified the need to combat these harmful behaviors yet again in her later adult life.  Additional strengths possessed by Francine include her willingness to seek treatment, her desire to engage socially within her environment and her involvement in the entire process.  Francine is a prime candidate to achieve the outcomes she is working toward.  It remains the role of the clinician to highlight even the smallest achievements throughout the process, thus emphasizing Francine’s resiliency.

 

 

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

 

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.)Boston, MA:  Cengage Learning.

 

Colleague 2: SK

 Zastrow & Kirst-Ashman (2016) put forward later adulthood is the last segment of the life span; where, aging is an individual process that occurs at different rates in different people. The case of Francine looks at the life changing event of Francine a 70 years old who lost her partner, Joan, who she didn’t quite clarify their relationship to her family and friends because it would label her as being a lesbian. She was experiencing a number of challenges included depression due to her grief, lack of support because her family was not aware of impact that losing her friend caused and alcohol abuse which she had issues with in her early years and have now resurfaced (Plummer, Makris & Brocksen 2014).

Francine’s environment have definitely influenced her aging process as she has spent most of her time with Joan who has been taken from the equation so she is left by herself to adjust to the new norm of being alone, which, may not be healthy for her emotionally and by extension physically. Not having Joan to talk to on a day to day basis will have a psychological impact on her which may contribute to her state of depression and stress; the fact that her relationship was not recognized on a legal or social level for most of her life puts a burden on her as well (how to act). Her environment has changed drastically from having her partner where they were like one to being alone also puts pressure on her as she needs to find different ways to cope and identify as being an individual again. Environmental factors influence the aging process; having no one to talk to and being in a strange environment tend to accelerate this process (Zastrow & Kirst-Ashman 2016)Understanding human behavior and the social environment.

In working with older clients in general I would need to employ strategies that will allow them to use their strengths to aid them in overcoming their problems. Due to the fact that these clients are older one would have to take in account that they have years of knowledge under their belt and that should be merited so as the social worker assess their clients situation they should employ the strength base perspective which would yield more. Active listening should also be applied as it is important that clients see your interest in their case and also restating and confirming important information provided by them. It is often said that with age comes wisdom so it is imperative that social workers use this to their advantage and not build a barrier between them and their client even if their clients seem to act as if they have all the answers but they are sitting in the seat that requires help. Zastrow & Kirst-Ashman (2016) states as people age, their reserve capacities decrease, as a result, older people cannot respond to stressful demands as rapidly as young people..

References

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment(10th ed.)Boston, MA:  Cengage Learning.

Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]Understanding human behavior and the social environment.

Applying Critical Thinking Reflections

Applying Critical Thinking Reflections

Title of Paper

Triple click your mouse anywhere in this paragraph to replace this text with your introduction. Often the most important paragraph in the entire essay, the introduction grabs the reader’s attention—sometimes a difficult task for academic writing. When writing an introduction, some approaches are best avoided. Avoid starting sentences with “The purpose of this essay is . . .” or “In this essay I will . . .” or any similar flat announcement of your intention or topic. Applying Critical Thinking Reflections

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Elements of Critical Thinking

Triple click your mouse anywhere in this paragraph to replace this text with your 1st body paragraph. In this section, you will focus on the elements of critical thinking apparent in the case. Replace the text with a well-developed paragraph (including a topic sentence and transitions) that considers the following questions: What barriers to critical thinking were apparent? How were they presented? Do you believe that Sally possesses characteristics of a good critical thinker? Why or why not?

Reason, Emotion, and Communication

Triple click your mouse anywhere in this paragraph to replace this text with your 2nd body paragraph. In this section, you will focus on the role that reason, emotion, and communication play in the case. Replace the text with a well-developed paragraph (including a topic sentence and transitions) that considers following questions: How is the concept of reason presented? How did emotion affect Sally’s critical thinking? What type of communication style does Sally use while at dinner with her colleagues? Why do you believe this? Applying Critical Thinking Reflections

Fallacies and Argument

Triple click your mouse anywhere in this paragraph to replace this text with your 3rd body paragraph. In this section, you will explain the fallacies and arguments presented in the case. Replace the text with a well-developed paragraph (including a topic sentence and transitions) that considers the following questions: What fallacies, if any, are present in the scenario? What is the main argument presented? Do you believe the argument is valid? Why or why not?

Conclusion

Triple click your mouse anywhere in this paragraph to replace this text with your conclusion. The closing paragraph is designed to bring the reader to your way of thinking if you are writing a persuasive essay, to understand relationships if you are writing a comparison/contrast essay, or simply to value the information you provide in an informational essay. The closing paragraph summarizes the key points from the supporting paragraphs without introducing any new information Applying Critical Thinking Reflections.

Person-Centered Interviews: Coping Strategies

Person-Centered Interviews: Coping Strategies

Eight categories of coping strategies were identified: avoidance behavior, utilizing supportive others, taking medications, enacting cognitive strategies, controlling the environment, engaging spirituality, focusing on well-being, and being employed or continuing their education. The 16 individuals who identified strategies typically identified multiple strategies. Use of strategies varied, with some used consistently and others used only when the person was faced with a particular symptom. Illustrative quotes are provided below. [Additional quotes are available in an online supplement.]

Avoidance behavior.

Participants discussed avoiding specific behaviors or situations to maintain stability. Individuals discussed avoidance of alcohol and illegal drugs to circumvent symptom exacerbation. Participants also mentioned avoiding situations that could be personally stressful or interpreted as chaotic. If such situations arose without their effects being anticipated, the situation was abandoned. For example, one individual said, “If I’m seeing something that is frightening . . . I can’t watch the sci-fi channels ‘cause if it’s gory and bloody I know it’ll start my symptoms, so I get away from that.” Avoidance of specific behaviors or situations most often was the result of a trial-and-error process over the individual’s lifetime rather than a result of education or instruction that these should be avoided. Typically, the individual experienced the situation multiple times, always or often followed by an exacerbation of symptoms, and then decided that it was best avoided. Person-Centered Interviews: Coping Strategies

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Utilizing supportive others.

Most participants described connecting with family, friends, or professional supports as an important strategy to provide objective insights into symptom exacerbation (for example, psychotic thoughts and odd behavior) and nonjudgmental support during those times. One participant said, “I think, ‘Who can I talk this [symptom] out with?’ and generally it’s [a friend]. It is not to fix what’s going on [symptoms] but to restore me to where I am comfortable.” Several discussed participating in therapeutic groups (for example, NAMI) that provided considerable peer support. Some participants highly valued working or being involved in a recovery-oriented group or organization, where they were with like-minded individuals and felt implicitly understood.

Taking medications.

Most participants discussed medications as a key part of their regimen to maintain or regain stability. For some there was a distinct point (for example, a specific hospitalization or achieving a desired life goal) at which they recognized the necessity of medication, and for others it was knowledge gained after many medication trials. One individual stated, “I realized that I felt better on the medication. . . . A light bulb went off on my head. And then after that I pretty much understood the importance of taking the medication, which became more fully engrained into me.” Individuals discussed the challenge and frustration of finding the medication that best addressed symptom reduction and dealing with troublesome side effects (for example, lethargy and weight gain). Participants explained that medication adherence did not mean disappearance of symptoms, but rather enhanced stability. Medication adherence was varied, with a few participants saying they had always been adherent, whereas others said they had been nonadherent intentionally at times during their lives. Person-Centered Interviews: Coping Strategies

Enacting cognitive strategies.

Participants discussed specific cognitive strategies that they used in the face of symptoms—some self-taught and others learned from a professional. These strategies involved ways to systemically reason through their problematic thinking, its basis in reality, and possible alternative interpretations. For example, one person said about hearing derogatory comments from voices when driving alone down the road, “I think to myself is this—is this logical. I mean, we both have our windows closed, we’re on opposite sides of the freeway . . . that couldn’t be possible.” The cognitive strategies mentioned are similar to those taught and practiced as part of evidence-based cognitive-behavioral therapy (CBT) for psychosis (26), and although individuals did not specifically speak of engagement in CBT, they discussed how professionals had taught them cognitive techniques.

Controlling the environment.

Participants described adjusting their surroundings to help prevent, minimize, or address symptom exacerbation. One participant said, “I have to kinda prep my environment around me to be able to be the way I am because I don’t like to be alone in my bedroom when I’m symptomatic. It just freaks me out, ya’ know.” Some participants preferred quiet, calming environments that are clear of clutter or distraction, and others liked to drown out the thoughts and voices with environments filled with sounds and activity.

Engaging spirituality.

A few participants described ways in which they found support through religion and spirituality, including one who said, “I [use] my Buddhist meditations.” Use of spirituality was for some a form of social support and for others a place to avoid stress and find solitude.

Focus on well-being.

A few participants talked about the importance of exercise, diet, or wellness as a component of staying psychiatrically stable or combatting symptoms. One participant said, “I started working out like five days a week and that helped immensely . . . with symptoms, and like everything . . . like my head is so clear.” Person-Centered Interviews: Coping Strategies

Being employed or continuing their education.

A few participants discussed the benefits of education or employment, especially because of its absorbing and distracting nature but also for providing a sense of belonging. One participant said, “I work on the weekends too because it’s just distraction, it’s good, it’s what I call the distraction factor.”

Discussion

During the course of in-depth interviews, 16 participants with a diagnosis of schizophrenia identified coping strategies that helped them with their symptoms. Most participants described knowledge and use of multiple strategies—a menu of coping strategies. Typically, strategies were discussed in relation to positive symptoms of the disorder (for example, hallucinations) rather than negative symptoms (for example, avolition). Four participants did not identify any specific strategies, perhaps because they were not aware that they were using strategies.

Participants articulated active strategies to combat symptom exacerbation; they did not describe passive acceptance of symptoms, as found in the Cohen and Berk (12) study. Furthermore, many strategies were preventive to keep symptoms from occurring. As in the sample in the Corin (13) study, participants described the value of routine, the role of spirituality, and the importance of recovery-oriented language. We surmise that the use of strategies in a preventive fashion, the effectiveness of the identified strategies, and the fact that individuals were comfortable with several different strategies supported these individuals in achieving their occupational goals.

It is important to note that although participants identified strategies for coping with symptoms, they experienced life challenges that related, at least in part, to their illness. Half the sample did not feel close to another person in the past week. Many reported difficulty managing day-to-day life and experienced recent hallucinations or delusions or both. These findings highlight the fact that having ongoing symptoms and struggles does not mean that individuals cannot pursue occupational and educational goals that are important to them. If fact, the results indicate that at least some participants felt that being employed or continuing their education was an important coping strategy, contributing to quality of life (27).Person-Centered Interviews: Coping Strategies

The study had some limitations. Data were collected in only one city, and recovery was defined solely through occupational functioning. Despite these limitations, the study revealed unique perspectives on how individuals cope with symptoms of schizophrenia while maintaining occupations that require a high degree of responsibility, productivity, and accountability. The legitimacy of the findings is strengthened by the gold-standard diagnostic approach, the careful and systematic operationalization of functioning, and the phenomenological method used to elicit participants’ experiences.

Although there are a considerable number of evidence-based practices for treating people with schizophrenia, these practices are limited in terms of long-term symptom reduction, psychosocial rehabilitation, and overall recovery. Most patients continue to face symptoms throughout their lifetime and, in order to achieve their goals, will need a menu of coping strategies to draw upon. Some of the coping strategies identified in this sample align with the skills taught in evidence-based practices, but some are unique. This is the benefit of gathering information directly from recovered individuals. We propose that the next wave of revisions to evidence-based practices would benefit from the incorporation of consumer input, particularly from consumers who have developed successful strategies to manage symptoms and lessen their impact on functional roles.

Conclusions

The shift of mental health services to a recovery orientation has been slow, and the social stigma associated with psychiatric illnesses, such as schizophrenia, continues, perpetuated by popular culture and media. This research demonstrates that individuals with serious mental illness can articulate numerous ways in which they manage their symptoms while also achieving their goals. Service providers, consumers, caregivers, and researchers can reflect and expand on the strategies shared by our participants in order to reconceptualize and advance what is possible in mental health recovery, especially when consumer voices and lived experiences are prioritized.

Dr. Cohen and Dr. Marder are with the Desert Pacific Mental Illness Research, Education and Clinical Center, Dr. Hamilton and Ms. Glover are with the Center for the Study of Healthcare Innovation, Implementation, and Policy, and Dr. Glynn is with the Research Service, all at the Greater Los Angeles Department of Veterans Affairs Healthcare System, Los Angeles (e-mail: ancohen@ucla.edu). Dr. Cohen, Dr. Hamilton, Dr. Glynn, and Dr. Marder are also with the Department of Psychiatry and Biobehavioral Sciences, The David Geffen School of Medicine, University of California, Los Angeles. Ms. Glover is also with the California School of Professional Psychology, Alliant International University, Alhambra, California. Dr. Saks is with the Gould School of Law and Dr. Brekke is with the School of Social Work, University of Southern California, Los Angeles.

Dr. Cohen reports receipt of research support from Ameritox. Dr. Saks reports serving as a consultant to Alkermes. Dr. Marder reports serving on advisory boards of or as a consultant to Allergan, Forum, Lundbeck, Otsuka, Takeda, and Teva and receipt of research support from Forum, Neurocrine, and Synchroneuron. The other authors report no financial relationships with commercial interests.

References

1Farkas M: The vision of recovery today: what it is and what it means for services. World Psychiatry 6:68–74, 2007Medline, Google Scholar

2Kane JM, Robinson DG, Schooler NR, et al.: Comprehensive versus usual community care for first-episode psychosis: 2-year outcomes from the NIMH RAISE early treatment program. American Journal of Psychiatry 173:362–372, 2016Link, Google Scholar

3Achieving the Promise: Transforming Mental Health Care in America. Pub no SMA-03-3832. Rockville, Md, Department of Health and Human Services, President’s New Freedom Commission on Mental Health, 2003Google Scholar Person-Centered Interviews: Coping Strategies

4Council of Representatives: Resolution on APA Endorsement of the Concept of Recovery for People with Serious Mental Illness. Washington, DC, American Psychological Association, 2009Google Scholar

5Liberman RP, Kopelowicz A, Ventura J, et al.: Operational criteria and factors related to recovery from schizophrenia. International Review of Psychiatry 14:256–272, 2002Crossref, Google Scholar

6Liberman RP, Kopelowicz A: Recovery from schizophrenia: a concept in search of research. Psychiatric Services 56:735–742, 2005Link, Google Scholar

7Deegan PE: The importance of personal medicine: a qualitative study of resilience in people with psychiatric disabilities. Scandinavian Journal of Public Health Supplement 66:29–35, 2005Crossref, Medline, Google Scholar

8Jose D, Ramachandra, Lalitha K, et al.: Consumer perspectives on the concept of recovery in schizophrenia: a systematic review. Asian Journal of Psychiatry 14:13–18, 2015Crossref, Medline, Google Scholar Person-Centered Interviews: Coping Strategies

Developing an Intervention and Determining the Impact

Assignment 3: Developing an Intervention and Determining the Impact

Sections 3 and 4 of Major Assessment 7: Using an Epidemiological Approach to Critically Analyze a Population Health Problem

Measures of effect are especially important for quantifying health problems. As a DNP-prepared nurse engaged in advanced practice, understanding how to interpret the statistical data in research studies enables you to better present your own findings as well as to determine appropriate interventions based on the data.

This week, you will begin Assignment 3, Sections 3 and 4 of the Major Assessment 7 paper. For Section 3, you will outline an intervention for your population to address the health problem based on the research literature. As you review the literature, it is essential to critically evaluate each study, including the statistical analysis and outcomes. To further enhance your analysis, select a causal model that applies to your selected population health problem, and consider it in terms of measurement of effect. Utilize this model as you continue to evaluate the literature that supports your proposed intervention (Section 3 of your paper).

Review the Major Assessment Overview. Then, begin developing Section 3 and Section 4.

By Wednesday 04/18/2018 3pm, write a 5 to 6-page paper in APA format with at least 7 scholarly references or more. Include the level one headings as numbered below:

Section 3: The Intervention

1) An outline of an intervention you would implement to address the population health problem with your selected population based on the results of the study in Section 2 (Note: If you selected a descriptive study design, you are still required to outline an intervention that might be developed based on future research.)

2) A review of the literature that supports this intervention (Search for scholarly articles which can support the intervention above in question 1. Minimum of 5 articles to review please).

Section 4: The Impact

1) An explanation of the health outcome you would be seeking and the social impact of solving this issue

How healthcare policy can impact the nursing profession

NR506 Healthcare Policy

Week 7 Assignment: Summary of Healthcare Concern Presentation Guidelines and Rubric

Purpose

The purpose of this assignment is to provide a summary of the presentation to the elected official, report on the response/outcome and to propose future strategies for the continued advocacy of the selected healthcare concern. The presentation to the elected official is required and must be either a face to face or phone presentation. Communication of your presentation will be via a PowerPoint™ presentation to be shared with peers and faculty.

Requirements

Description of the Assignment

This assignment

Criteria for Content

1. Overview of healthcare policy in the nursing profession: This section provides an overview of healthcare policy advocacy as it relates to advanced practice. It should contain the following elements:

· Explanation of how healthcare policy can impact the nursing profession

· Explanation of why advocacy is considered an essential component of the advance practice nurse’s role

· Impact of healthcare policy on population health

2. Selected healthcare policy concern and resolution: This section provide an identification of the selected healthcare concern and its proposed resolution. It should contain the following elements:

· Provide a comprehensive description of the healthcare concern

· Describe the impact of the concern upon the population group and community

· Describe, with detail, the proposed solution to healthcare concern

· Clearly identify the slides provided to the elected official

3. Description of the meeting with the elected official: This section provides a detailed description of the meeting with the elected official. It should contain the following elements:

· The name and position of the elected official

· Explanation of why this individual was selected

· Description of the meeting by including information as:

· Day/time of meeting

· Location of meeting

· Materials/handouts used during the presentation

· Describe the response of the elected official to your presentation and proposed solution

4. Self-reflection: This section provides an opportunity to self-reflect upon the healthcare concern, the proposed solution, and presentation to the elected official. It should contain the following elements:

· Identify the new insights you have gained regarding your selected healthcare concern

· Identify the new insights you have gained regarding your proposed solution to the healthcare concern

· Identify the revisions you would make regarding your presentation to the elected official

· Identify the insights you have gained regarding healthcare policy and the importance to the nursing profession

5. Future plans regarding selected healthcare concern: This section provides an opportunity to discuss way to foster ongoing or future advocacy regarding the selected healthcare concern and proposed resolution. It should contain the following elements:

· Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution

· Identify the revisions you would make in the proposed solution

· Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solution

6. Conclusion: This section requires a summary of the key points regarding the healthcare concern, proposed solution and presentation to the elected official

Preparing the assignment

Criteria for Format and Special Instructions:

1. A PowerPoint™ presentation of a maximum of 20 slides (does not include the title slide and reference slides) is prepared.

2. Title slide, text slides and reference slide (s) must follow APA guidelines as found in the 6th edition of the manual.

3. Speaker’s notes are required for all slides except the title and reference slides.

4. A minimum of five (5) appropriate research-based scholarly references must be used. These may include references from previous NR 506 assignments.

5. Required textbook for this course, dictionary and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. For additional assistance regarding scholarly nursing references, please see “What is a scholarly source” located in the Course Resources tab. Be aware that information from .com websites may be incorrect and should be avoided. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them prior to submission of the assignment.

6. Ideas and information from scholarly, peer reviewed, nursing sources must be cited and referenced correctly.

7. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

8. Rules regarding PowerPoint™ presentations are to be followed. This includes but not limited to the presentation of information with limited text, use of graphics, and balance of space on the slide.

NR506 HealthCare Policy

NR506 _W7_Summary Healthcare Presentation 3/8/18 AR2

Grading Rubric

Assignment CriteriaExceptional(100%)Outstanding or highest level of performanceExceeds(88%)Very good or high level of performanceMeets(80%)Competent or satisfactory level of performanceNeeds Improvement(38%)Poor or failing level of performanceDeveloping(0)Unsatisfactory level of performance
ContentPossible Points = 150 Points
Overview of healthcare policy in the nursing profession15 Points13 Points12 Points6 Points0 Points
Presentation of information was exceptional and included all of the following elements:· Explanation of how healthcare policy can impact the nursing profession· Explanation of why advocacy is considered to be an essential component of the advance practice nurse’s role· Impact of healthcare policy on population healthPresentation of information was good, but was superficial in places and included all of the following elements:· Explanation of how healthcare policy can impact the nursing profession· Explanation of why advocacy is considered to be an essential component of the advance practice nurse’s role· Impact of healthcare policy on population healthPresentation of information was minimally demonstrated in the all of the following elements:· Explanation of how healthcare policy can impact the nursing profession· Explanation of why advocacy is considered to be an essential component of the advance practice nurse’s role· Impact of healthcare policy on population healthPresentation ofinformation in one of the following elements fails to meet expectations:· Explanation of how healthcare policy can impact the nursing profession· Explanation of why advocacy is considered to be an essential component of the advance practice nurse’s role· Impact of healthcare policy on population healthPresentation of information is unsatisfactory in ALL of the following elements:· Explanation of how healthcare policy can impact the nursing profession· Explanation of why advocacy is considered to be an essential component of the advance practice nurse’s role· Impact of healthcare policy on population health
Selected healthcare policy concern and resolution20 Points18 Points16 Points8 Points0 Points
Presentation of information was exceptional and included all of the following elements:· Provide a comprehensive description of the healthcare concern· Describe the impact of the concern upon the population group and community· Describe, with detail, the proposed solution to healthcare concern· Clearly identify the slides provided to the elected officialPresentation of information was good, but was superficial in places and included all of the following elements:· Provide a comprehensive description of the healthcare concern· Describe the impact of the concern upon the population group and community· Describe, with detail, the proposed solution to healthcare concern· Clearly identify the slides provided to the elected officialPresentation of information was minimally demonstrated in the all of the following elements:· Provide a comprehensive description of the healthcare concern· Describe the impact of the concern upon the population group and community· Describe, with detail, the proposed solution to healthcare concern· Clearly identify the slides provided to the elected officialPresentation ofinformation in one of the following elements fails to meet expectations:· Provide a comprehensive description of the healthcare concern· Describe the impact of the concern upon the population group and community· Describe, with detail, the proposed solution to healthcare concern· Clearly identify the slides provided to the elected officialPresentation of information is unsatisfactory in two of the following elements:· Provide a comprehensive description of the healthcare concern· Describe the impact of the concern upon the population group and community· Describe, with detail, the proposed solution to healthcare concern· Clearly identify the slides provided to the elected official
Description of the meeting with the elected official30 Points26 Points24 Points11 Points0 Points
Presentation of information was exceptional and included all of the following elements:· The name and position of the elected official· Explanation of why this individual was selected· Description of the meeting by including information as:· Day/time of meeting· Location of meeting· Materials/handouts used during the presentation· Describe the response of the elected official to your presentation and proposed solutionPresentation of information was good, but was superficial in places and included all of the following elements:· The name and position of the elected official· Explanation of why this individual was selected· Description of the meeting by including information as:· Day/time of meeting· Location of meeting· Materials/handouts used during the presentation· Describe the response of the elected official to your presentation and proposed solutionPresentation of information was minimally demonstrated in the all of the following elements:· The name and position of the elected official· Explanation of why this individual was selected· Description of the meeting by including information as:· Day/time of meeting· Location of meeting· Materials/handouts used during the presentation· Describe the response of the elected official to your presentation and proposed solutionPresentation ofinformation in one of the following elements fails to meet expectations:· The name and position of the elected official· Explanation of why this individual was selected· Description of the meeting by including information as:· Day/time of meeting· Location of meeting· Materials/handouts used during the presentation· Describe the response of the elected official to your presentation and proposed solutionPresentation of information is unsatisfactory in two of the following elements:· The name and position of the elected official· Explanation of why this individual was selected· Description of the meeting by including information as:· Day/time of meeting· Location of meeting· Materials/handouts used during the presentation· Describe the response of the elected official to your presentation and proposed solution
Self-reflection35 Points31 Points28 Points13 Points0 Points
Presentation of information was exceptional and included all of the following elements:· Identify the new insights you have gained regarding your selected healthcare concern· Identify the new insights you have gained regarding your proposed solution to the healthcare concern· Identify the revisions you would make regarding your presentation to the elected official· Identify the insights you have gained regarding healthcare policy and the importance to the nursing professionPresentation of information was good, but was superficial in places and included all of the following elements:· Identify the new insights you have gained regarding your selected healthcare concern· Identify the new insights you have gained regarding your proposed solution to the healthcare concern· Identify the revisions you would make regarding your presentation to the elected official· Identify the insights you have gained regarding healthcare policy and the importance to the nursing professionPresentation of information was minimally demonstrated in the all of the following elements:· Identify the new insights you have gained regarding your selected healthcare concern· Identify the new insights you have gained regarding your proposed solution to the healthcare concern· Identify the revisions you would make regarding your presentation to the elected official· Identify the insights you have gained regarding healthcare policy and the importance to the nursing professionPresentation ofinformation in one or two of the following elements fails to meet expectations:· Identify the new insights you have gained regarding your selected healthcare concern· Identify the new insights you have gained regarding your proposed solution to the healthcare concern· Identify the revisions you would make regarding your presentation to the elected official· Identify the insights you have gained regarding healthcare policy and the importance to the nursing professionPresentation of information is unsatisfactory in three or more of the following elements:· Identify the new insights you have gained regarding your selected healthcare concern· Identify the new insights you have gained regarding your proposed solution to the healthcare concern· Identify the revisions you would make regarding your presentation to the elected official· Identify the insights you have gained regarding healthcare policy and the importance to the nursing profession
Future plans regarding selected healthcare concern35 Points31 Points28 Points13 Points0 Points
Presentation of information was exceptional and included all of the following elements:· Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution· Identify the revisions you would make in the proposed solution· Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solutionPresentation of information was good, but was superficial in places and included all of the following elements:· Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution· Identify the revisions you would make in the proposed solution· Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solutionPresentation of information was minimally demonstrated in the all of the following elements:· Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution· Identify the revisions you would make in the proposed solution· Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solutionPresentation ofinformation in one of the following elements fails to meet expectations:· Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution· Identify the revisions you would make in the proposed solution· Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solutionPresentation of information is unsatisfactory in two or more of the following elements:· Describe possible future opportunities to be an advocate for your selected healthcare concern and proposed solution· Identify the revisions you would make in the proposed solution· Select a professional nursing organization and discuss how this organization could be helpful in fostering or supporting your proposed solution
5 Points4 Points3 Points2 Points0 Points
ConclusionPresentation of information was exceptional and included all of the following elements:Summary of the key points regarding the:· Healthcare concern· Proposed solution· Presentation to the elected officialPresentation of information was good, but was superficial in places and included all of the following elements:Summary of the key points regarding the:· Healthcare concern· Proposed solution· Presentation to the elected officialPresentation of information was minimally demonstrated in the all of the following elements:Summary of the key points regarding the:· Healthcare concern· Proposed solution· Presentation to the elected officialPresentation ofinformation in one of the following elements fails to meet expectations:Summary of the key points regarding the:· Healthcare concern· Proposed solution· Presentation to the elected officialPresentation of information is unsatisfactory in two or more of the following elements:Summary of the key points regarding the:· Healthcare concern· Proposed solution· Presentation to the elected official
Presentation Specifications10 Points9 Points8 Points4 Points0 Points
This section included all of the following:· Presentation does not exceed 20 slides excluding cover and reference slides· Minimum of 5 (five) scholarly nursing references· A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment.· References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.This section included three of the following:· Presentation does not exceed 20 slides excluding cover and reference slides· Minimum of 5 (five) scholarly nursing references· A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment.· References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.This section included two of the following:· Presentation does not exceed 20 slides excluding cover and reference slides· Minimum of 5 (five) scholarly nursing references· A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment.· References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.This section included one of the following:· Presentation does not exceed 20 slides excluding cover and reference slides· Minimum of 5 (five) scholarly nursing references· A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment.References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.This section included none of the following:· Presentation does not exceed 20 slides excluding cover and reference slides· Minimum of 5 (five) scholarly nursing references· A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment.References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.
Content Subtotal_____of 150 points
FormatPossible Points = 25 Points
APA Format (6th edition)10 Points9 Points8 Points4 Points0 Points
· Title slide, presentation slides, and reference slide must follow APA guidelines as found in the 6th edition of the manual.· One deduction for each type of APA style error0 to 1 APA error was present· Title slide, presentation slides, and reference slide must follow APA guidelines as found in the 6th edition of the manual.· One deduction for each type of APA style error2 – 3 APA errors were present· Title slide, presentation slides, and reference slide must follow APA guidelines as found in the 6th edition of the manual.· One deduction for each type of APA style error4 – 5 APA errors were present· Title slide, presentation slides, and reference slide must follow APA guidelines as found in the 6th edition of the manual.· One deduction for each type of APA style error6 – 7 APA errors were present· Title slide, presentation slides, and reference slide must follow APA guidelines as found in the 6th edition of the manual.· One deduction for each type of APA style error8 or greater APA errors were present
Citations5 Points4 Points3 Points2 Points0 Points
Ideas and information that come from readings must be cited and referenced correctly on the slide and in speaker notes0 -1 error was presentIdeas and information that come from readings must be cited and referenced correctly on the slide and in speaker notes2 – 3 errors were presentIdeas and information that come from readings must be cited and referenced correctly on the slide and in speaker notes4 – 5 errors were presentIdeas and information that come from readings must be cited and referenced correctly on the slide and in speaker notes6 – 7 errors were presentIdeas and information that come from readings must be cited and referenced correctly on the slide and in speaker notes8 or greater errors were present
Writing/Presentation Mechanics10 Points9 Points8 Points4 Points0 Points
· Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.· Uses professional creativity and alignment for the PowerPoint slides.· Detailed Speaker’s Notes were present for each slide except for title and reference slidesUse of color, art/images & style/ font size represents best practice with PowerPoint™ presentations0 -1 error was present· Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.· Uses professional creativity and alignment for the PowerPoint slides.· Detailed Speaker’s Notes were present for each slide except for title and reference slidesUse of color, art/images & style/ font size represents best practice with PowerPoint™ presentations2 – 3 errors were present· Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.· Uses professional creativity and alignment for the PowerPoint slides.· Detailed Speaker’s Notes were present for each slide except for title and reference slidesUse of color, art/images & style/ font size represents best practice with PowerPoint™ presentations4 – 5 errors were present· Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.· Uses professional creativity and alignment for the PowerPoint slides.· Detailed Speaker’s Notes were present for each slide except for title and reference slidesUse of color, art/images & style/ font size represents best practice with PowerPoint™ presentations6 – 7 errors were present· Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.· Uses professional creativity and alignment for the PowerPoint slides.· Detailed Speaker’s Notes were present for each slide except for title and reference slidesUse of color, art/images & style/ font size represents best practice with PowerPoint™ presentations8 or greater errors were present
Format Subtotal_____of 25 points
Total Points_____of 175 points
NR506 _W7_Summary Healthcare Presentation 3/8/18 AR4

Using the Excel Sheet and descriptive statistics for data analysis research


Discussion Questions

By the due date assigned, post your response to the assigned discussion questions in the below Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University Online Library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

No later than by the end of the week, review and comment on the discussion question responses posted by at least two of your peers. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area.

Discussion Question

Using the Excel Sheet and descriptive statistics page; you will write up your analysis for the 20 participants.

This week, you learned about the statistical software applications used to analyze data for research analysis. For this week’s discussion, you will use Excel sheet provide to run descriptive statistics, create graphs and respond to the following:

  • How could you use Excel descriptive statistics for data analysis research?
  • What are your plans for learning more about Excel and how will the information you learned about this software be of benefit in your future analysis of research data?

Refer to this week’s readings and video tutorials before starting this two part discussion question assignment. 

Step 1: Entering Data

Open a blank worksheet in the Excel program

You will now use Excel to view a sample dataset

Dataset Options

In many cases, researchers may have the data from their study in another software package like Microsoft Excel. However, if the data is not available in a software spreadsheet you can manually enter the data. Option 2: Manual Data Entry

In the Worksheet window, type “Age” in C1. Enter the numbers as shown in the dataset below. Enter the remaining data as shown below (set up your column labels i.e., variable). The measure reflects math anxiety and the study variables (cringe, uneasy, afraid, worried, understand) the math anxiety range is from 1–5 with low being the least and 5 the highest.

 Age

 Cringe

 Uneasy

 Afraid

 Worried

 Understand

 28

 5

 3

 4

 4

 3

 34

 2

 5

 3

 2

 1

 25

 4

 4

 4

 2

 5

 56

 3

 4

 3

 1

 2

 23

 5

 4

 3

 3

 4

 29

 1

 5

 3

  2

 3

 30

 3

 3

 5

 2

 5

 59

 2

 5

 5

 1

 2

 45

 4

 2

 5

 3

 3

 38

 1

 2

 4

 1

 1

 33

 3

 2

 4

 3

 2

 47

 4

 2

 3

 4

 5

 24

 1

 5

3

 4

 4

 29

 5

 4

 2

 1

 3

 53

 3

 1

 5

 2

 1

 48

 4

 4

 1

 5

 3

 27

 2

 5

 4

 3

 4

 34

 4

 4

 3

 2

 5

 26

 4

 5

 2

 3

 2

 36

 5

 5

 5

 4

 3

Step 2: Click on Excel tab for Add Ins; if you do not see statistics; you will need to open the file option; click on Add ins; click on ok; a box will open which will allow you to choose Statistics package; place a check mark in the box and click ok. How to Run Descriptive Statistics

Now that your data is in Excel, you will look at the descriptive statistics for this dataset. Select the data in all the columns except the top that has words for the columns; however you have the file already completed and a picture of the descriptive statistics..See end of page for a copy of the excel sheet and descriptive statistics output.

Discussion Question Part 1

How could you use Excel descriptive statistics for data analysis research? Write about your experience running descriptive statistics. Use the results in the Session Window to support your response. Then add to your discussion with the information you learn writing up your analysis.

Step 3: Excel and Graphs

You will now look at graphing. Select insert graph located at the top of the sheet; highlight the data you want to use for a chart; select the type of chart; select ok. Try using the histogram  feature for one of the variables and select “Ok”. You can create other Histogram graphs by choosing different variables. You can also choose from the other ten graph choices shown on the insert chart function.

Discussion Question Part 2

What are your plans for learning more about Excel and how will the information you learned about this software be of benefit in your future analysis of research data? Copy and paste your graph(s) in a Word document and attach to your discussion response.

Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms

Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms

Abstract

Objective:

The study objective was to elucidate coping strategies utilized by individuals recovered from schizophrenia.

Methods:

This qualitative study enrolled individuals with schizophrenia who had reached a level of recovery defined by their occupational status. Diagnosis of schizophrenia was confirmed with the Structured Clinical Interview for DSM-IV. Current symptoms were objectively rated by a clinician. Surveys gathered information on demographic characteristics, occupation, salary, psychiatric history, treatment, and functioning. Audio-recorded person-centered qualitative interviews gathered accounts of coping strategies. Transcripts were summarized and coded with a hybrid deductive-inductive approach Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms.

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Results:

Twenty individuals were interviewed, including ten men. The average age was 40 years. Sixty percent of participants were either currently in a master’s-level program or had completed a master’s or doctoral degree. Eight categories of coping strategies were identified: avoidance behavior, utilizing supportive others, taking medications, enacting cognitive strategies, controlling the environment, engaging spirituality, focus on well-being, and being employed or continuing their education. Some strategies were used preventively to keep symptoms from occurring; others were used to lessen the impact of symptoms. Strategies were flexibly utilized and combined depending on the context.

Conclusions:

Use of strategies in a preventive fashion, the effectiveness of the identified strategies, and the comfort individuals expressed with using several different strategies supported these individuals in achieving their occupational goals. The findings contribute to an overall shift in attitudes about recovery from schizophrenia and highlight the importance of learning from people with lived experience about how to support recovery.

Treatment of schizophrenia is undergoing transformation. Outpatient clinical services are transitioning from a medical model with an illness focus to a patient-centered model with a holistic emphasis on well-being and functioning (1,2). Recovery from serious mental illness has various operational definitions, but there is consensus around definitions that emphasize the ability to live a fulfilling and productive life in spite of symptoms (3,4). Recovery has been defined in both objective and subjective ways, incorporating concepts beyond symptom stabilization to include well-being, quality of life, functioning, and a sense of hope and optimism (5–11)Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms.

This study adds to a small but growing number of qualitative studies that have examined how individuals manage their schizophrenia. For example, Cohen and Berk (12) reported on 86 low-income patients with schizophrenia “who could tolerate a 30-minute interview.” Participants were asked how they coped with each of 29 symptoms across the categories of anxiety, depression, psychotic symptoms, and interpersonal stress. Explanation of coping was limited to brief responses. The most frequent coping used across all categories was “fighting back,” an active response, followed by a passive response of “doing nothing,” either in a helpless or an accepting way. In a study with 47 low-income males with schizophrenia, Corin and colleagues (13,14) categorized participants by the number of psychiatric hospitalizations after the initial hospitalization. The authors found that those who were never rehospitalized frequented public spaces (for example, restaurants) often and on a schedule that kept a routine and some social interaction, had an active spiritual life, and had a particular way to restructure demeaning language (for example, “lazy”) into something more constructive (for example, “relaxed approach”)Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms.

To the best of our knowledge, no studies have addressed how individuals with schizophrenia who also meet some definition of recovery manage their symptomatology. Occupational functioning is one objective measure of recovery. The unemployment rate among individuals with serious mental illness is around 80% (15), and thus gainful employment connotes a considerable degree of stability and recovery. The objective of this analysis was to provide first-person accounts of coping strategies utilized by recovered individuals with schizophrenia.

Methods

Study Participants

The study used purposive and snowball sampling methods to identify eligible individuals in Los Angeles. Study clinicians distributed letters and flyers to local National Alliance on Mental Illness (NAMI) groups and community clinicians. In addition, a study investigator who is also a consumer (ERS) made several presentations to various groups about her own recovery and scholarly work, which generated referrals. Interested individuals contacted the study clinical psychologist (ANC), who explained the study goals and methods. If the individual indicated a willingness to participate, eligibility criteria were assessed.

Eligibility criteria were 21 years or older; diagnosis of schizophrenia; experience of at least one persisting psychotic symptom in the past month at the level of 3 (mild) or higher on the Positive and Negative Syndrome Scale (PANSS) (16); employed in an occupation categorized as professional, technical, or managerial (per the Dictionary of Occupational Titles) or responsible as a stay-at-home caretaker of children or elderly family or engaged as a full-time student; maintained occupation for six continuous months within the past two years; and available to be interviewed in person and willing to have the interviews recorded.

Forty-eight individuals responded, and 21 enrolled. Of the 27 not enrolled, some did not meet the study criteria for diagnosis (N=4) or employment (N=15). Others chose not to enroll because they lived too far away (N=2) or were not interested after hearing the methods (N=2). Four individuals called about the study but were then unreachable for screening. Of the 21 individuals who were enrolled, one completed the study procedures but later requested that the data be excluded. Therefore, the analytic sample comprised 20 participantsAchieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms.

The study was approved by the institutional review boards (IRBs) of the University of California, Los Angeles, and the University of Southern California. Interviews were conducted from 2007 to 2010. Participants were compensated $100 per hour.

Procedures

Up to three in-person meetings were held with each participant.

First meeting.

At the first meeting, the study psychologist explained the study procedures and consent form and completed the Structured Clinical Interview for DSM-IV (SCID) (17,18) to confirm the diagnosis of schizophrenia and assess current and lifetime psychiatric symptoms. The PANSS was also completed. Eight items from the Brief Psychiatric Rating Scale (BPRS) (19) were completed, including delusions, conceptual disorganization, hallucinations, blunted affect, social withdrawal, lack of spontaneity, manners and posturing, and unusual thought content. The diagnostic interview session lasted approximately 1.5 hours. The psychologist was trained to a standard of reliability on the SCID, PANSS, and BPRS and met annual reliability and quality assurance standards. Individuals who consented and met criteria for schizophrenia were scheduled for the second meeting Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms.

Second and third meetings.

At the second meeting, participants completed a brief background survey and the Behavior and Symptom Identification Scale–24 (BASIS-24) (20). The BASIS-24 assesses current symptoms and functioning. After these brief measures were completed, the study psychological anthropologist (ABH) conducted the person-centered interview.

Person-centered interview.

Derived from a psychotherapeutic, Rogerian model (21), person-centered interviewing is a phenomenological approach that avoids imposing a preset structure on the way in which the participant describes his or her experiences (22,23). As such, the method elicits what the participant, rather than the researcher, perceives to be important or salient (24). In this study, as required by the IRB, a list of key domains of interest was used to guide the content of the interview so that consistent types of information would be gathered across interviews. However, participants were encouraged to describe their experiences and perspectives extemporaneously, with minimal structure imposed by the interviewer, and for some participants thorough coverage across key domains was not possible.

The first interview generally addressed family of origin, illness history, education, and social functioning. The second interview generally addressed current life, views of illness and treatment, career, living situation, and daily life. Throughout both interviews, past and present coping strategies were noted and highlighted. It is important to note that although these general domains were proposed for the two interviews, participants were not prohibited from talking about present-day experiences during the first interview or historical experiences during the second interview. Instead, participants were encouraged to discuss their lives and coping strategies in ways that made sense and felt comfortable to them as each aspect of their development and illness course was discussed.

Data Analysis

The interviews were recorded and professionally transcribed. Transcripts were reviewed and edited against the recordings by the study anthropologist as they were generated. ATLAS.ti was used for management and analysis. All transcripts were read by the psychologist, anthropologist, and three research assistants (RAs), who summarized each interview. A preliminary codebook was developed collaboratively, focused on key domains and subdomains. Transcripts were then independently coded by the RAs who were trained in ATLAS.ti. During the coding process, the RAs, psychologist, anthropologist, and a study investigator (ERS) met regularly in order to elaborate and adjust the codebook by using the constant-comparison analytic approach (25)Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms.

After coding of the interviews, multiple queries were conducted to examine the relationships between the codes, and axial coding was used to link categories. For purposes of this analysis, all text segments coded as “compensatory strategies,” “important quotations,” “medication compliance,” or “mental health treatment routine” were reviewed by the psychologist to ensure that coding was representative of the category and the sample and to facilitate a visual depiction (via Excel) of the connections between coded segments, topics, and participants. Although the codes of interest appeared in all 20 transcripts, we found upon careful review that four individuals did not mention any specific coping strategies. The four individuals were not different in demographic or psychiatric characteristics from the other participants; there was no difference in the severity of their hallucinations or delusions, degree of unusual thought content, or level of education achieved.

Results

Of the 20 participants, 13 completed all three sessions, and seven completed two sessions. Of the seven individuals who did not complete a third session, two were lost to follow-up, three moved, one died, and one completed all components in two sessions because scheduling a third was anticipated to be difficult. The mean±SD time between the initial and the second meeting was 23±14 days (range four to 69 days). The mean time between the second and the third meeting was 48±54 days (range ten to 188 days).

Sample Characteristics

All participants had a confirmed diagnosis of schizophrenia. Demographic information is presented in Table 1. Half the participants were men, the average age was about 40 years, and participants were from various racial-ethnic groups. Sixty percent of the sample was either currently in a master’s-level program or had completed a master’s or doctoral degree. Across the sample, most participants were employed full-time, and most made less than $50,000 a year. Information about psychiatric and psychosocial functioning is presented in Table 2. Most participants had a history of at least one psychiatric hospitalization and were currently prescribed psychotropic medications. In the past week, on average, participants experienced a moderate level of hallucinations and delusions Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms.

TABLE 2. Symptoms and functioning of 20 individuals with schizophrenia

Person-Centered Interviews: Coping Strategies

Eight categories of coping strategies were identified: avoidance behavior, utilizing supportive others, taking medications, enacting cognitive strategies, controlling the environment, engaging spirituality, focusing on well-being, and being employed or continuing their education. The 16 individuals who identified strategies typically identified multiple strategies. Use of strategies varied, with some used consistently and others used only when the person was faced with a particular symptom. Illustrative quotes are provided below. [Additional quotes are available in an online supplement.]

Avoidance behavior.

Participants discussed avoiding specific behaviors or situations to maintain stability. Individuals discussed avoidance of alcohol and illegal drugs to circumvent symptom exacerbation. Participants also mentioned avoiding situations that could be personally stressful or interpreted as chaotic. If such situations arose without their effects being anticipated, the situation was abandoned. For example, one individual said, “If I’m seeing something that is frightening . . . I can’t watch the sci-fi channels ‘cause if it’s gory and bloody I know it’ll start my symptoms, so I get away from that.” Avoidance of specific behaviors or situations most often was the result of a trial-and-error process over the individual’s lifetime rather than a result of education or instruction that these should be avoided. Typically, the individual experienced the situation multiple times, always or often followed by an exacerbation of symptoms, and then decided that it was best avoided.

Utilizing supportive others.

Most participants described connecting with family, friends, or professional supports as an important strategy to provide objective insights into symptom exacerbation (for example, psychotic thoughts and odd behavior) and nonjudgmental support during those times. One participant said, “I think, ‘Who can I talk this [symptom] out with?’ and generally it’s [a friend]. It is not to fix what’s going on [symptoms] but to restore me to where I am comfortable.” Several discussed participating in therapeutic groups (for example, NAMI) that provided considerable peer support. Some participants highly valued working or being involved in a recovery-oriented group or organization, where they were with like-minded individuals and felt implicitly understood.

Taking medications.

Most participants discussed medications as a key part of their regimen to maintain or regain stability. For some there was a distinct point (for example, a specific hospitalization or achieving a desired life goal) at which they recognized the necessity of medication, and for others it was knowledge gained after many medication trials. One individual stated, “I realized that I felt better on the medication. . . . A light bulb went off on my head. And then after that I pretty much understood the importance of taking the medication, which became more fully engrained into me.” Individuals discussed the challenge and frustration of finding the medication that best addressed symptom reduction and dealing with troublesome side effects (for example, lethargy and weight gain). Participants explained that medication adherence did not mean disappearance of symptoms, but rather enhanced stability. Medication adherence was varied, with a few participants saying they had always been adherent, whereas others said they had been nonadherent intentionally at times during their lives.

Enacting cognitive strategies.

Participants discussed specific cognitive strategies that they used in the face of symptoms—some self-taught and others learned from a professional. These strategies involved ways to systemically reason through their problematic thinking, its basis in reality, and possible alternative interpretations. For example, one person said about hearing derogatory comments from voices when driving alone down the road, “I think to myself is this—is this logical. I mean, we both have our windows closed, we’re on opposite sides of the freeway . . . that couldn’t be possible.” The cognitive strategies mentioned are similar to those taught and practiced as part of evidence-based cognitive-behavioral therapy (CBT) for psychosis (26), and although individuals did not specifically speak of engagement in CBT, they discussed how professionals had taught them cognitive techniques.

Controlling the environment.

Participants described adjusting their surroundings to help prevent, minimize, or address symptom exacerbation. One participant said, “I have to kinda prep my environment around me to be able to be the way I am because I don’t like to be alone in my bedroom when I’m symptomatic. It just freaks me out, ya’ know.” Some participants preferred quiet, calming environments that are clear of clutter or distraction, and others liked to drown out the thoughts and voices with environments filled with sounds and activity.

Engaging spirituality.

A few participants described ways in which they found support through religion and spirituality, including one who said, “I [use] my Buddhist meditations.” Use of spirituality was for some a form of social support and for others a place to avoid stress and find solitude.

Focus on well-being.

A few participants talked about the importance of exercise, diet, or wellness as a component of staying psychiatrically stable or combatting symptoms. One participant said, “I started working out like five days a week and that helped immensely . . . with symptoms, and like everything . . . like my head is so clear.”

Being employed or continuing their education.

A few participants discussed the benefits of education or employment, especially because of its absorbing and distracting nature but also for providing a sense of belonging. One participant said, “I work on the weekends too because it’s just distraction, it’s good, it’s what I call the distraction factor.”

Discussion

During the course of in-depth interviews, 16 participants with a diagnosis of schizophrenia identified coping strategies that helped them with their symptoms. Most participants described knowledge and use of multiple strategies—a menu of coping strategies. Typically, strategies were discussed in relation to positive symptoms of the disorder (for example, hallucinations) rather than negative symptoms (for example, avolition). Four participants did not identify any specific strategies, perhaps because they were not aware that they were using strategies.

Participants articulated active strategies to combat symptom exacerbation; they did not describe passive acceptance of symptoms, as found in the Cohen and Berk (12)Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms study. Furthermore, many strategies were preventive to keep symptoms from occurring. As in the sample in the Corin (13) study, participants described the value of routine, the role of spirituality, and the importance of recovery-oriented language. We surmise that the use of strategies in a preventive fashion, the effectiveness of the identified strategies, and the fact that individuals were comfortable with several different strategies supported these individuals in achieving their occupational goals.

It is important to note that although participants identified strategies for coping with symptoms, they experienced life challenges that related, at least in part, to their illness. Half the sample did not feel close to another person in the past week. Many reported difficulty managing day-to-day life and experienced recent hallucinations or delusions or both. These findings highlight the fact that having ongoing symptoms and struggles does not mean that individuals cannot pursue occupational and educational goals that are important to them. If fact, the results indicate that at least some participants felt that being employed or continuing their education was an important coping strategy, contributing to quality of life (27)Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms.

The study had some limitations. Data were collected in only one city, and recovery was defined solely through occupational functioning. Despite these limitations, the study revealed unique perspectives on how individuals cope with symptoms of schizophrenia while maintaining occupations that require a high degree of responsibility, productivity, and accountability. The legitimacy of the findings is strengthened by the gold-standard diagnostic approach, the careful and systematic operationalization of functioning, and the phenomenological method used to elicit participants’ experiences.

Although there are a considerable number of evidence-based practices for treating people with schizophrenia, these practices are limited in terms of long-term symptom reduction, psychosocial rehabilitation, and overall recovery. Most patients continue to face symptoms throughout their lifetime and, in order to achieve their goals, will need a menu of coping strategies to draw upon. Some of the coping strategies identified in this sample align with the skills taught in evidence-based practices, but some are unique. This is the benefit of gathering information directly from recovered individuals. We propose that the next wave of revisions to evidence-based practices would benefit from the incorporation of consumer input, particularly from consumers who have developed successful strategies to manage symptoms and lessen their impact on functional roles.

Conclusions

The shift of mental health services to a recovery orientation has been slow, and the social stigma associated with psychiatric illnesses, such as schizophrenia, continues, perpetuated by popular culture and media. This research demonstrates that individuals with serious mental illness can articulate numerous ways in which they manage their symptoms while also achieving their goals. Service providers, consumers, caregivers, and researchers can reflect and expand on the strategies shared by our participants in order to reconceptualize and advance what is possible in mental health recovery, especially when consumer voices and lived experiences are prioritized.

Dr. Cohen and Dr. Marder are with the Desert Pacific Mental Illness Research, Education and Clinical Center, Dr. Hamilton and Ms. Glover are with the Center for the Study of Healthcare Innovation, Implementation, and Policy, and Dr. Glynn is with the Research Service, all at the Greater Los Angeles Department of Veterans Affairs Healthcare System, Los Angeles (e-mail: ancohen@ucla.edu). Dr. Cohen, Dr. Hamilton, Dr. Glynn, and Dr. Marder are also with the Department of Psychiatry and Biobehavioral Sciences, The David Geffen School of Medicine, University of California, Los Angeles. Ms. Glover is also with the California School of Professional Psychology, Alliant International University, Alhambra, California. Dr. Saks is with the Gould School of Law and Dr. Brekke is with the School of Social Work, University of Southern California, Los Angeles.

Dr. Cohen reports receipt of research support from Ameritox. Dr. Saks reports serving as a consultant to Alkermes. Dr. Marder reports serving on advisory boards of or as a consultant to Allergan, Forum, Lundbeck, Otsuka, Takeda, and Teva and receipt of research support from Forum, Neurocrine, and Synchroneuron. The other authors report no financial relationships with commercial interests Achieving Individuals With a Diagnosis of Schizophrenia Manage Their Symptoms.

Understanding Therapeutic Value of Stem Cells

Therapeutic Value of Stem Cells Worksheet

Stem cells are the basis for every organ and tissue in our bodies. We continually rely on stem cells to replace and rejuvenate tissues lost every day, such as hair, blood, and skin. Stem cells have two important properties: self-renewal (making copies) and differentiation, which lead to the cells that make up our organ and tissue systems.

Completing this activity will assist you in mastering Module Level Outcome 1.

First:

1.Review

Understanding Stem Cells [PDF, file size 974 KB] from the National Academies

oStem Cell Facts (Links to an external site.)Links to an external site. [PDF, file size 360.11 KB] from the International Society for Stem Cell Research

2.View

oWhat are stem cells? (Links to an external site.)Links to an external site. [Video, 04:10 mins] – Craig A. Kohn

Next, submit the following:

·Download a copy of the therapeutic value of stem cells worksheet[doc, file size 44.5 KB] in a Word document format, complete all of the questions, and then save and submit it.

You are also encouraged to do your own research through our library on the topic. Do not forget to include in-text citations and complete APA style references for all sources. The Excelsior Library Citation Tip Sheets and Resources (Links to an external site.)Links to an external site. will be a helpful guide. You may also wish to use a citation generator – you just insert the information, and it creates the citation in the format you indicate (MLA or APA, for example). Here are 3 citation generators to choose from:

1.Citation Machine (Links to an external site.)Links to an external site.

2.Bibme (Links to an external site.)Links to an external site.

3.EasyBib (Links to an external site.)Links to an external site.

Compose your work in a .doc or .docx file type using a word processor (such as Microsoft Word, etc.) and save it frequently to your computer. For those assignments that are not written essays and require uploading images or PowerPoint slides, please follow uploading guidelines provided by your instructor.

Check your work and correct any spelling or grammatical errors. When you are ready to submit your work, click “Upload Submission.” Enter the submission title and then click on “Select a file to upload.” Browse your computer, and select your file. Click “Open” and verify the correct file name has appeared next to Submission File. Click on “Continue.” Confirm submission is correct and then click on “Accept Submission & Save.”

Worksheet: The Therapeutic Value of Stem Cells

Student name:

Objective: To understand the therapeutic value of stem cells

About tissue stem cells

Stem cells are one of the most amazing types of cells because they can make both (1) ____________________ and (2)________________________________________.

1. We need stem cells in our bodies. What would happen to you if you did not have stem cells?

(Your response should be a paragraph—3-4 sentences—in length.)

Tissue stem cells have the potential to make several types of specialized cells, but not all specialized cells. For example, blood stem cells can make all the different types of cells in your blood, but they cannot make skin cells.

Question 1 used with permission of EuroStemCell. (Creative Commons license)

2. Describe the systematic process a multipotent or somatic stem cell would go through in giving rise to multiple components of the nervous system. Use correct cell names and terms in your description. Refer to the diagram in your reading “Stem Cell Facts” from the International Society for Stem Cell Research (ISSCR) (under Tissue-specific stem cells, page 2).

Therapeutic value of stem cells

First:

Read the article from US News and World Report:

3. Provide one more reason why Doctor Chazenbalk is doing this research. (Your response should be a paragraph 3-4 sentences long. Include references and in-text citations.)

Scientists can now take a cell from anybody’s tissue (for example, a skin cell) and turn it into a cell that behaves like stem cells from an embryo.

4. What are these special types of cells called?

5. Why are Doctor Chazenbalk and other researchers eager to use this technique with a specific type of cell to study heart disease? (Your response should be a paragraph 3-4 sentences long. Include references and in-text citations).

Feminism History of Women in Psychology

Feminism History of Women in Psychology

Introduction to the Psychology of Women Definitions: Sex and Gender Women and Men: Similar or Different?

Similarities Approach Differences Approach

Feminism History of Women in Psychology

■ GET INVOLVED 1.1: How Do People View Feminism? Women and the American Psychological Association Women’s Contributions

History of the Psychology of Women The Early Years The Recent Years

Studying the Psychology of Women Bias in Psychological Research ■ GET INVOLVED 1.2: Are Samples in Psychological Research Biased? Feminist Research Methods ■ EXPLORE OTHER CULTURES 1.1: Doing Cross-Cultural Research on Gender Drawing Conclusions From Multiple Studies ■ LEARN ABOUT THE RESEARCH 1.1: Principles of Feminist Research

ORDER A PLAGIARISM – FREE PAPER NOW

Themes in the Text Theme 1: Intersectionality: The Diversity of Women’s Identities and

Experiences Theme 2: Gender Differences in Power ■ WHAT YOU CAN DO 1.1: Help Empower Girls and Women Theme 3: Social Construction of Gender

Summary Key Terms What Do You Think? If You Want to Learn More Websites

Cultural Representation of Gender Stereotypes of Females and Males

The Content of Gender Stereotypes ■ GET INVOLVED 2.1: How Do You View Typical Females and Males? The Perceiver’s Ethnicity and Gender Stereotypes The Target’s Characteristics and Gender Stereotypes Feminism History of Women in Psychology

4

 

 

Chapter 3

Stereotypes of Girls and Boys Bases for Gender Stereotypes Stereotypes Based on Identity Labels

Sexism: Experiences And Attitudes Experiences With Sexism Changes in Sexist Attitudes Over Time Modern Sexism Ambivalent Sexism ■ GET INVOLVED 2.2: Who Holds Modern Sexist Beliefs? ■ EXPLORE OTHER CULTURES 2.1: Benevolent Sexism Is a Global Phenomenon

Representation of Gender in the Media Pattern 1: Underrepresentation of Females ■ GET INVOLVED 2.3: How Are Females and Males Portrayed on Prime- Time Television? Pattern 2: Underrepresentation of Specific Groups of Females ■ GET INVOLVED 2.4: Media Advertisements and the Double Standard of

Aging Pattern 3: Portrayal of Gender-Based Social Roles Pattern 4: Depiction of Female Communion and Male Agency Pattern 5: Emphasis on Female Attractiveness and Sexuality Impact of Gender-Role Media Images ■ LEARN ABOUT THE RESEARCH 2.1: Are Babies Portrayed Stereotypically in Birth Congratulations Cards? ■ WHAT YOU CAN DO 2.1: Increase Girls’ and Women’s Awareness of the Effects of Media ■ GET INVOLVED 2.5: Are Both Women and Men Persons?

Representation of Gender in the English Language Language Practices Based on the Assumption That Male Is Normative Negative Terms for Females Significance of the Differential Treatment of Females and Males in

Language Summary Key Terms What Do You Think? If You Want to Learn More Websites

Gender Self-Concept and Gender Attitudes Gender Self-Concept Prenatal Development

Stages of Prenatal Sex Differentiation Intersexuality ■ EXPLORE OTHER CULTURES 3.1: Multiple Genders Feminism History of Women in Psychology

Theories of Gender Typing Psychoanalytic Theory

5

 

 

Chapter 4

Social Learning Theory Cognitive Developmental Theory Gender Schema Theory ■ WHAT YOU CAN DO 3.1: Ways to Minimize Gender Schemas in Children

Gender-Related Traits Changes in Gender-Related Traits Over Time ■ GET INVOLVED 3.1: What Are Your Gender-Related Traits? Gender-Related Traits and Psychological Adjustment Evaluation of the Concept of Androgyny ■ LEARN ABOUT THE RESEARCH 3.1: A Real-Life Approach to Androgyny

Gender Attitudes ■ GET INVOLVED 3.2: What Are Your Gender Attitudes? ■ EXPLORE OTHER CULTURES 3.2: Gender Attitudes in Global Context

Individual differences in Gender-related attitudes ■ GET INVOLVED 3.3: Ethnic Variations in Gender Attitudes Feminism History of Women in Psychology

Perceived Value of Female Versus Male Gender-Related Attributes ■ GET INVOLVED 3.4: Would You Rather Be a Female or a Male?

Summary Key Terms What Do You Think? If You Want to Learn More Websites

Infancy, Childhood, and Adolescence Children’s Knowledge and Beliefs About Gender

Distinguishing Between Females and Males Gender Identity and Self-Perceptions Gender Stereotypes ■ LEARN ABOUT THE RESEARCH 4.1: Gender Stereotypes About Occupations

Gender-Related Activities And Interests Physical Performance and Sports ■ EXPLORE OTHER CULTURES 4.1: How Do Children Develop Gender Stereotypes in Other Cultures? Toys and Play Gender Segregation ■ GET INVOLVED 4.1: Play Patterns of Girls and Boys

Influences On Gender Development Parents ■ LEARN ABOUT THE RESEARCH 4.2: Learning Gender-Related Roles at Home and at Play Siblings School Peers

6

 

 

Chapter 5

Media Puberty

■ GET INVOLVED 4.2: Influences on Gender Development Events of Puberty Menarche Gender Differences in Puberty Early and Late Maturation in Girls

Psychosocial Development in Adolescence Identity Formation Self-Esteem Gender Intensification ■ WHAT YOU CAN DO 4.1: Empowering Girls to Lead Social Change Body Image ■ GET INVOLVED 4.3: Perceptions of Actual and Desirable Physique

Summary Key Terms What Do You Think? If You Want to Learn More Websites

Gender Comparisons Gender-Related Social Behaviors And Personality Traits

Aggression Prosocial Behavior Influenceability Emotionality Moral Reasoning

Communication Style Verbal Communication ■ GET INVOLVED 5.1: “Troubles Talk”: Effects of Gender on Communication Styles Nonverbal Communication

Gender Comparison of Cognitive Abilities Verbal Ability Visual-Spatial Ability Mathematics Ability ■ EXPLORE OTHER CULTURES 5.1: Gender Differences in Mathematics Achievement Around the World ■ LEARN ABOUT THE RESEARCH 5.1: Factors Linked to Women’s Perspectives on Math ■ LEARN ABOUT THE RESEARCH 5.2: Gender, Computers, and Video Games ■ WHAT YOU CAN DO 5.1: Encouraging Girls in Math and Science Feminism History of Women in Psychology

Summary Key Terms

7

 

 

Chapter 6

Chapter 7

What Do You Think? If You Want to Learn More Websites

Sexuality Sexuality

Sexual anatomy and Sexual Response Sexual Attitudes Sexual Behaviors Sexual Problems

Lesbians, Gay Men, Bisexuals, And Transgender Individuals ■ GET INVOLVED 6.1: Attitudes Toward Lesbians Bisexuals Attitudes Toward Sexual Minorities ■ EXPLORE OTHER CULTURES 6.1: Sexual Minorities Around the World Explanations of Sexual Orientation ■ WHAT YOU CAN DO 6.1: Supporting Rights of Sexual Minorities

Sexual Activity During Adolescence Frequency of Sexual Activity ■ LEARN ABOUT THE RESEARCH 6.1: Hook-Ups and Friends With Benefits Factors Associated with Sexual Activity The Double Standard Sexual Desire

Sexual Activity in Midlife Physical Changes Patterns of Sexual Activity

Sexual Activity in Later Life Benefits of Sexual Activity in Later Life ■ GET INVOLVED 6.2: Attitudes Toward Sexuality in Later Life Sexual Behavior of Older People Factors Affecting Sexual Behavior Enhancing Sexuality in Later Life

Summary Key Terms What Do You Think? If You Want to Learn More Websites

Reproductive System and Childbearing Menstruation

The Menstrual Cycle Menstrual Pain Attitudes Toward Menstruation Menstrual Joy

8

 

 

Chapter 8

Premenstrual Syndrome ■ GET INVOLVED 7.1: Menstrual Symptoms

Contraception Contraception in Adolescence Methods of Contraception

Abortion Incidence Methods Consequences of Abortion ■ EXPLORE OTHER CULTURES 7.1: Women’s Reproductive Lives Around the World

Pregnancy Pregnancy: Physical and Psychological Changes ■ EXPLORE OTHER CULTURES 7.2: Female Genital Cutting ■ WHAT YOU CAN DO 7.1: Help Increase Reproductive Choices of Girls and Women ■ EXPLORE OTHER CULTURES 7.3: Pregnancy-Related Deaths Around the World Miscarriage Teenage Pregnancy ■ EXPLORE OTHER CULTURES 7.4: Why Is the Teen Pregnancy Rate So High in the United States?

Childbirth Stages of Childbirth Methods of Childbirth Childbearing After 35 Childbearing in the Later Years ■ GET INVOLVED 7.2: Pregnancy and Childbirth Experiences Postpartum Distress Infertility and Assisted Reproductive Technology

Reproductive Functioning in Midlife and Beyond Menopause ■ LEARN ABOUT THE RESEARCH 7.1: Childfree by Choice ■ EXPLORE OTHER CULTURES 7.5: Menopause: Symbol of Decline or of Higher Status? Hormone Replacement Therapy

Summary Key Terms What Do You Think? If You Want to Learn More Websites

Relationships Friendships

Friendship in Adolescence Friendship in Adulthood

9

 

 

Friendship in Later Life Romantic Relationships

Desirable Qualities in a Partner Perception of Sexual Interest ■ EXPLORE OTHER CULTURES 8.1: What Do People in Other Cultures Look for in a Mate? Dating ■ LEARN ABOUT THE RESEARCH 8.1: Dating Issues for Women With Physical Disabilities ■ GET INVOLVED 8.1: Dating Scripts of Women and Men

Committed Relationship Marriage Cohabitation Lesbian Relationships

Single Women Divorced Women Never-Married Women Widowed Women Women Who Have Lost a Same-Sex Partner

Motherhood Stereotypes of Mothers Single Mothers ■ WHAT YOU CAN DO 8.1: Help Address Issues of Parenting and Work- Family Balancing Lesbian Mothers Mothers With Disabilities The “Empty Nest” Period ■ LEARN ABOUT THE RESEARCH 8.2: Adult Children of Lesbian Mothers

Relationships in the Later Years ■ GET INVOLVED 8.2: Women’s Experiences During the Empty Nest Period Siblings Adult Children ■ EXPLORE OTHER CULTURES 8.2: Living Arrangements of Older Women and Men Grandchildren ■ EXPLORE OTHER CULTURES 8.3: Grandmothers: The Difference Between Life and Death Parents ■ GET INVOLVED 8.3: Interview With Older Women Feminism History of Women in Psychology

Summary Key Terms What Do You Think? If You Want to Know More Websites

10

 

 

Chapter 9

Chapter 10

Education and Achievement Women’s Educational Goals, Attainments, and Campus Experiences

Educational Goals Educational Attainments ■ LEARN ABOUT THE RESEARCH 9.1: Is There a “Boy Crisis” in Education? ■ EXPLORE OTHER CULTURES 9.1: Educating Girls Worldwide: Gender Gaps and Gains Campus Climate ■ EXPLORE OTHER CULTURES 9.2: The Oppressive Educational Climate Under Taliban Rule ■ WHAT YOU CAN DO 9.1: Promote Education of Girls Worldwide

Women’s Work-Related Goals ■ GET INVOLVED 9.1: Does Your Campus Have a Hospitable Environment for Women? Career Aspirations Career Counseling Work-Family Expectations Work-Family Outcomes Salary Expectations

Influences on Women’s Achievement Level and Career Decisions Orientation to Achievement Personal Characteristics Sexual Orientation Social and Cultural Factors ■ GET INVOLVED 9.2: Family and Cultural Values About Education and Career Goals Job-Related Characteristics

Summary Key Terms What Do You Think? If You Want to Learn More Websites

Employment Women’s Employment Rates and Occupational Choices

Employment Rates Occupational Choices ■ LEARN ABOUT THE RESEARCH 10.1: Job Retention and Advancement Among Low-Income Mothers

Gender Differences in Leadership and Job Advancement Leadership Positions Barriers That Hinder Women’s Advancement Women as Leaders

Gender Differences in Salaries Comparative Salaries Feminism History of Women in Psychology

11

 

 

Chapter 11

Reasons for Differences in Salaries ■ WHAT YOU CAN DO 10.1: Effectively Negotiate Your Salary ■ EXPLORE OTHER CULTURES 10.1: Girls and Women in the Global Factory ■ GET INVOLVED 10.1: Gender-Based Treatment in the Workplace

Women’s Job Satisfaction Gender Differences in Satisfaction Job Satisfaction of Sexual Minorities

The Older Woman Worker Employment Rates Why Do Older Women Work? Entering the Workforce in Later Life Age Discrimination in the Workplace

Changing the Workplace Organizational Procedures and Policies Strategies for Women ■ GET INVOLVED 10.2: Ways to Make the Workplace Better for Women

Retirement The Retirement Decision ■ GET INVOLVED 10.3: Interview With Older Women: Work and Retirement Adjustment to Retirement Leisure Activities in Retirement ■ GET INVOLVED 10.4: Leisure Activities of Older and Young Women

Economic Issues in Later Life Poverty Retirement Income: Planning Ahead ■ EXPLORE OTHER CULTURES 10.2: Economic Status of Older Women ■ WHAT YOU CAN DO 10.2: Start Planning for Retirement

Summary Key Terms What Do You Think? If You Want to Learn More Websites

Balancing Family and Work Women’s Family and Employment Roles: Perceptions and Attitudes

Perceptions of Working and Stay-at-Home Mothers ■ LEARN ABOUT THE RESEARCH 11.1: Are Women “Opting Out” of Careers? ■ EXPLORE OTHER CULTURES 11.1: Attitudes Toward Married Women’s Employment: A Cross-Cultural Perspective Factors Influencing Attitudes Toward Women’s Multiple Roles

Division of Family Labor ■ GET INVOLVED 11.1: How Do College Students Evaluate Mothers Who Are Full-Time Students? Feminism History of Women in Psychology

12

 

 

Chapter 12

Housework and Child Care Caring for Aging Parents Leisure Time Women’s Perceptions of the Division of Family Labor Explanations of the Division of Family Labor

Family–Work Coordination Balancing Family and Work: Costs and Benefits ■ GET INVOLVED 11.2: What Psychological Experiences Do You Think You Will Have If You Combine Employment and Motherhood? Effects of Mothers’ Employment Solutions to Family–Work Balancing Challenges ■ EXPLORE OTHER CULTURES 11.2: Parental Leave Policies Around the World ■ LEARN ABOUT THE RESEARCH 11.2: How Do Tag-Team Parents Reconcile Their Own Roles With Their Traditional Gender Attitudes?

Midlife Transitions in Family and Work Roles ■ GET INVOLVED 11.3: Women’s Experiences in Coordinating Family and Work Roles ■ WHAT YOU CAN DO 11.1: Advocate for Family-Friendly Work Policies Satisfaction With Life Roles Regrets About Life Direction Making Changes Midlife Transitions: A Cautionary Note

Summary Key Terms What Do You Think? If You Want to Learn More Websites

Physical Health Health Services

The Physician–Patient Relationship Type and Quality of Care Ethnicity, Poverty, and Health Care Women With Disabilities and Health Care Sexual Minority Women and Health Care Health Insurance

Sexually Transmitted Infections (STIs) ■ GET INVOLVED 12.1: What Women Say About Their Health Overview of STIs AIDS ■ LEARN ABOUT THE RESEARCH 12.1: Knowledge and Communication About STIs ■ EXPLORE OTHER CULTURES 12.1: The Global AIDS Epidemic Feminism History of Women in Psychology

Reproductive System Disorders Benign Conditions

13

 

 

Chapter 13

Cancers Hysterectomy

Osteoporosis Risk Factors Prevention and Treatment

Heart Disease Gender Differences Risk Factors Risk Diagnosis and Treatment Psychological Impact

Breast Cancer Risk Factors ■ GET INVOLVED 12.2: Assessing Your Risk Breast Cancer Detection ■ WHAT YOU CAN DO 12.1: Doing a Breast Self-Examination Treatment Psychological Impact

Lung Cancer Risk Factors Detection and Treatment

Physical Health in Later Life Gender Differences in Mortality Social Class and Ethnic Differences ■ EXPLORE OTHER CULTURES 12.2: Health Report Card for Women Around the World Gender Differences in Illness Disability

Promoting Good Health Physical Activity and Exercise ■ LEARN ABOUT THE RESEARCH 12.2: Health Report Card for Women Around the World Nutrition

Summary Key Terms What Do You Think? If You Want to Learn More Websites

Mental Health Factors Promoting Mental Health

Social Support Optimism: “The Power of Positive Thinking”

Mental Health in Childhood and Adolescence Internalizing Disorders in Girls Externalizing Disorders in Girls Feminism History of Women in Psychology

14

 

 

Chapter 14

Eating Disorders Types of Eating Disorders Causes of Eating Disorders Treatment of Eating Disorders ■ EXPLORE OTHER CULTURES 13.1: Cultural Pressure to Be Thin

Substance Use and Abuse Alcohol Illegal Substances

Anxiety Disorders and Depression Anxiety Disorders Depression ■ GET INVOLVED 13.1: How Do Women and Men Respond to Depression? Suicide ■ EXPLORE OTHER CULTURES 13.2: Gender Differences in Suicide: A Global Phenomenon

Mental Health of Sexual Minority Women Stresses and Problems Coping Mechanisms

Mental Health of Older Women Gender Differences The Vital Older Woman

Diagnosis and Treatment of Psychological Disorders Gender Bias in Diagnosis ■ WHAT YOU CAN DO 13.1: Ways to Manage Stress and Promote Good Mental Health Gender Bias in Psychotherapy ■ LEARN ABOUT THE RESEARCH 13.1: What Is “Normal”? Gender Biases in Diagnosis Therapy Issues for Women of Color and Poor Women Types of Therapy

Summary Key Terms What Do You Think? If You Want to Learn More Websites

Violence Against Girls and Women Sexual Harassment at School

Elementary and Secondary School The College Campus ■ GET INVOLVED 14.1: What Constitutes Sexual Harassment on Campus?

Sexual Harassment in the Workplace ■ WHAT YOU CAN DO 14.1: Reducing Sexual Harassment on Campus Incidence Consequences

15

 

 

Explanations Women’s Responses

Stalking What Is Stalking? Perpetrators, Victims, and Effects

Violence Against Girls Child Sexual Abuse Infanticide and Neglect ■ EXPLORE OTHER CULTURES 14.1: Where Are the Missing Girls in Asia? ■ EXPLORE OTHER CULTURES 14.2: Girls for Sale: The Horrors of Human Trafficking

Dating Violence Incidence Who Engages in Dating Violence?

Rape Incidence Acquaintance Rape Factors Associated with Acquaintance Rape ■ GET INVOLVED 14.2: Gender and Rape Myths ■ EXPLORE OTHER CULTURES 14.3: Attitudes Toward Rape Victims Around the World Effects of Rape Rape Prevention ■ LEARN ABOUT THE RESEARCH 14.1: Positive Life Changes Following Sexual Assault Theories of Rape

Intimate Partner Violence Incidence Role of Disability, Social Class, and Ethnicity Risk Factors ■ EXPLORE OTHER CULTURES 14.4: Intimate Partner Violence Around the World Effects of Intimate Partner Violence Leaving the Abusive Relationship Theories of Intimate Partner Violence Interventions

Elder Abuse ■ EXPLORE OTHER CULTURES 14.5: A Global View of Elder Abuse Who Is Abused and Who Abuses? What Can Be Done? ■ WHAT YOU CAN DO 14.2: Working to Combat Violence Summary

Key Terms What Do You Think? If You Want to Learn More

16

 

 

Chapter 15

Websites

A Feminist Future Feminist Goals

Goal One: Gender Equality in Organizational Power Goal Two: Gender Equality in Relationship Power Goal Three: Gender Equality in Power for All Groups of Women Goal Four: Greater Flexibility in the Social Construction of Gender

Actions to Achieve These Goals Research and Teaching Socialization of Children ■ LEARN ABOUT THE RESEARCH 15.1: Why and How Should We Raise Feminist Children? Institutional Procedures Individual Actions Collective Action ■ WHAT YOU CAN DO 15.1: Become an Advocate ■ EXPLORE OTHER CULTURES 15.1: Women’s Movements Worldwide ■ GET INVOLVED 15.1: A Perfect Future Day

Feminist Beliefs ■ GET INVOLVED 15.2: How Do You View Feminism? Feminist Identification Emergence of Feminist Beliefs Men and Feminism ■ GET INVOLVED 15.3: How Involved in Feminist Activism Are You? Feminism History of Women in Psychology