Assessment For Client With Disorder

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Assessment For Client With Disorder

Kyle was a 12-year-old boy who reluctantly agreed to admission to a psychiatric unit after getting arrested for breaking into a grocery store. His mother said she was “exhausted,” adding that it was hard to raise a boy who “doesn’t know the rules.”

Beginning as a young child, Kyle was unusually aggressive, bullying other children and taking their things. When confronted by his mother, stepfather, or a teacher, he had long tended to curse, punch, and show no concern for possible punishment. Disruptive, impulsive, and “fidgety,” Kyle was diagnosed with attention-deficit/hyperactivity disorder (ADHD) and placed in a special education program by second grade. He began to see a psychiatrist in fourth grade for weekly psychotherapy and medications (quetiapine and dexmethylphenidate). He was adherent only sporadically with both the medication and the therapy. When asked, he said his psychiatrist was “stupid.” Assessment For Client With Disorder

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During the year prior to the admission, he had been caught stealing from school lockers (a cell phone, a jacket, a laptop computer), disciplined after “mugging” a classmate for his wallet, and suspended after multiple physical fights with classmates. He had been arrested twice for these behaviors. His mother and teachers agreed that although he could be charming to strangers, people quickly caught on to the fact that he was a “con artist.” Kyle was consistently unremorseful, externalizing of blame, and uninterested in the feelings of others. He was disorganized, was inattentive and uninterested in instructions, and constantly lost his possessions. He generally did not do his homework, and when he did, his performance was erratic. When confronted about his poor performance, he tended to say, “And what are you going to do, shoot me?” Kyle, his mother, and his teachers agreed that he was a loner and not well liked by his peers. Assessment For Client With Disorder

Kyle lived with his mother, stepfather, and two younger half-siblings. His stepfather was unemployed, and his mother worked part-time as a cashier in a grocery store. His biological father was in prison for drug possession. Both biological grandfathers had a history of alcohol dependence.

Kyle’s early history was normal. The pregnancy was uneventful, and he reached all of his milestones on time. There was no history of sexual or physical abuse. Kyle had no known medical problems, alcohol or substance abuse, or participation in gang activities. He had not been caught with weapons, had not set fires, and had not been seen as particularly cruel to other children or animals. He had been regularly truant from school but had neither run away nor stayed away from home until late at night.

When interviewed on the psychiatric unit, Kyle was casually groomed and appeared his stated age of 12. He was fidgety and made sporadic eye contact with the interviewer. He said he was “mad” and insisted he would rather be in jail than on a psychiatric unit. His speech was loud but coherent, goal directed, and of normal rate. His affect was irritable and angry. He denied suicidal or homicidal ideation. He denied psychotic symptoms. He denied feeling depressed. He had no obvious cognitive deficits but declined more formal testing. His insight was limited, and his judgment was poor by history. Assessment For Client With Disorder

Diagnoses

· Conduct disorder, childhood-onset type, severe, with limited prosocial emotions

· Attention-deficit/hyperactivity disorder

Discussion

Kyle is a 12-year-old boy who was brought to a psychiatric unit after getting caught breaking into a grocery store. He has a lengthy history of behaviors that violate the rights of others. These behaviors deviate significantly from age-appropriate societal norms and have caused social, academic, and functional impairment. He has a disorder of conduct.

In DSM-5, the criteria for conduct disorder (CD) are organized into four categories of behavior: aggression to people and animals, destruction of property, deceitfulness or theft, and serious violations of rules. A CD diagnosis requires three or more specific behaviors out of the 15 that are listed within these four categories. The behaviors must have been present in the last 12 months, with at least one criterion present in the prior 6 months. Kyle has at least seven of the 15: bullying, fighting, stealing (with and without confrontation), break-ins, lying, and truancy. Assessment For Client With Disorder

Kyle also has a history of comorbid DSM-5 ADHD, as evidenced by persistent symptoms of hyperactivity, restlessness, impulsivity, and inattention. ADHD is found in about 20% of youth with CD. The criteria for the two disorders are relatively distinct, although both entities present with pathological levels of impulsivity.

DSM-5 includes multiple specifiers that allow CD to be further subdivided. Kyle’s behavior began before age 10, which places him in the category of childhood-onset type as opposed to adolescent-onset type. There is also an unspecified-onset designation, used when information is inadequate to clarify whether the behaviors began before age 10. When trying to identify the age at onset, the clinician should seek multiple sources of information and recall that estimates are often 2 years later than actual onset. People with an early age at onset—like Kyle—are more likely to be male, to be aggressive, and to have impaired peer relationships. They are also more likely to have comorbid ADHD and to go on to have adulthoods marked by criminal behavior and substance use disorders. In contrast, CD that manifests between ages 10 and 16 (onset is rare after age 16) tends to be milder, and most individuals go on to achieve adequate social and occupational adjustment as adults. Both groups have an elevated risk, however, of many psychiatric disorders.

The second DSM-5 specifier for CD relates to the presence (or absence) of callous and unemotional traits. The “limited prosocial emotions” specifier requires the persistent presence of two or more of the following: lack of remorse or guilt; lack of empathy; lack of concern about performance; and shallow or deficient affect. Kyle has a history of disregard for the feelings of others, appears unconcerned about his performance (“What are you going to do, shoot me?”), and shows no remorse for his actions. This label applies to only a minority of people with CD and is associated with aggression and fearless thrill seeking. Assessment For Client With Disorder

A third specifier for CD relates to the severity of symptoms. Lying and staying out past a curfew might qualify a person for mild CD. Vandalism or stealing without confrontation might lead to a diagnosis of moderate CD. Kyle’s behaviors would qualify for the severe subtype.

Multiple other aspects of Kyle’s history are useful to understanding his situation. His father is in prison for substance use and/or dealing. Both of his biological grandfathers have histories of alcohol abuse. His mother and stepfather are underemployed, although details about the stepfather are unknown. In general, CD risk has been found to be increased in families with criminal records, conduct disorder, and substance abuse, as well as mood, anxiety, and schizophrenia spectrum disorders. Environment also contributes, both in regard to chaotic early child-rearing and, later, to living in a dangerous, threatening neighborhood.

Kyle’s diagnosis of conduct disorder is an example of how diagnoses can evolve over the course of a lifetime. His earlier behavior warranted a diagnosis of DSM-5 oppositional defiant disorder (ODD), which is characterized by a pattern of negative, hostile, and defiant behaviors that are usually directed at an authority figure (e.g., parent or teacher) and may cause significant distress in social or academic settings. However, ODD cannot be diagnosed if CD is present. As he enters adolescence, Kyle is at risk for many psychiatric disorders, including mood, anxiety, and substance abuse disorders. Of particular concern is the possibility that his aggression, theft, and rules violations will persist and his diagnosis of conduct disorder will shift in adulthood to antisocial personality disorder.

· What can be gleaned from the assessments that have already been performed (if applicable)? If this client came into your office, what assessments would you perform (perhaps ones from the text that were not mentioned in the case)? Assessment For Client With Disorder  

Ethical and culturally equitable solutions to economic problems within a health care organization

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· Overview

In this assessment, you will propose an economic initiative that presents an opportunity for improved care quality.

Master’s-level health care practitioners are charged with the responsibility of constantly scanning the external environment for shifts in supply of and demand for services. Concurrently, leaders must examine strategic fit with their organization’s directional strategy and determine if adjustments need to be made for current service offerings, updates in equipment, changes in staffing models, and a variety of other decisions. Each decision that is proposed must be evaluated in terms of the health care setting as a system, alignment with the mission and strategy, available internal resources, potential contract and payer source implications, and the short- and long-term economic effects at both the micro and macro levels.

Note: Complete the assessments in this course in the order in which they are presented.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

· Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.

1. Analyze the supply and demand for a proposed economic initiative within contexts relevant to a care setting.

. Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.

2. Propose an economic initiative that presents an opportunity for a care setting at both the micro and macro levels, and that will provide ethical and culturally equitable improvements to the quality of care.

. Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues.

3. Explain relevant economic and environmental data that support a proposal and analysis.

. Competency 5: Apply various communication methods in order to clearly, effectively, and efficiently relate information to stakeholders and colleagues related to economic data, findings, and strategies.

4. Communicate an economic proposal in a logically structured and concise manner, writing content clearly with correct use of grammar, punctuation, and spelling.

4. Effectively support a proposal with relevant economic data and scholarly sources, correctly formatting citations and references using current APA style.

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

. What factors determine the price and quantity of health care? What factors determine the demand for health care services?

. What suggestions do you have for improving the economic situation of your current health care setting? How might strategies or priorities need to shift to keep up with the changing health care economic environment?

. How do the Centers for Medicare and Medicaid Services (CMS) regulations impact documentation, billing, and reimbursement?

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid.

Internet Resources

These resources provide regulatory information and data that will help you with your assignment:

. National Institutes of Health. (n.d.). Retrieved from http://www.nih.gov/

8. Focus on the programs and activities of the organization.

. Centers for Disease Control and Prevention. (2016). National Center for Health Statistics. Retrieved from http://www.cdc.gov/nchs/

. Centers for Medicare & Medicaid Services. (n.d.). Retrieved from http://cms.gov/

· Assessment Instructions

In this assessment, you will propose an economic initiative that presents an opportunity for improved care quality.

Scenario

As an emerging health care leader, the senior management has requested that you independently research and explore one of the economic opportunities that may be available in your care setting. This may be offering a new service line, working to improve a service line already offered, retiring an outdated or unprofitable service line, or any other economic initiative that you believe will be of benefit to your care setting in the short and long term. One example of this is a recently launched partnership with a local bicycle sharing company. Your care setting partners with them to host healthy community events that offer free screenings for early detection of various health issues. This helps fulfill some of your care setting’s preventive and healthy lifestyle initiatives, while also potentially driving referrals to other services provided by your care setting. You have been asked to submit your proposal in the form of a 2–4 page executive summary that includes your proposed economic initiative, supporting economic data, and an analysis of the proposal’s benefits for your department and for the care setting overall.

Directions

You have been asked to ensure that your report addresses the following. Note: The bullet points below correspond to grading criteria in the scoring guide. Be sure your work is, at minimum, addressing each of the bullets below. You may also want to read the scoring guide and the Guiding Questions: Executive Brief: Proposal of New Economic Opportunity document to better understand the performance levels that relate to each grading criterion:

. Propose an economic initiative that presents an opportunity for your care setting at both the micro (departmental, neighborhood) and macro (organizational, community) level that you believe will provide ethical and culturally equitable improvements to the quality of care.

. Analyze the supply and demand for your proposed economic initiative within contexts relevant to your care setting.

. Explain relevant economic and environmental data that support your proposal and analysis.

. Communicate your economic proposal in a logically structured and concise manner, writing content clearly with correct use of grammar, punctuation, and spelling.

. Effectively support your proposal with relevant economic data and scholarly sources, correctly formatting citations and references using current APA style.

Additional Requirements

. Length: 2–4 double-spaced, typed pages. Your proposal should be succinct yet substantive.

. APA formatting: Resources and citations are formatted according to current APA style.

. Resources: Cite a minimum of 3–5 authoritative and scholarly resources. Be sure to include specific economic data and support as part of your cited resources. Resources must be current and a maximum of 5 years old.

·

Overview

In this assessment, you will propose an economic initiative that presents an

opportunity for improved care quality.

Master’s

–

level health care practitioners are charged with the responsibility of

constantly scanning the external environment for shifts in supply of and demand

for services. Concurrently, leaders must examine strategic fit with their

organization’s directi

onal strategy and determine if adjustments need to be made

for current service offerings, updates in equipment, changes in staffing models,

and a variety of other decisions. Each decision that is proposed must be evaluated

in terms of the health care setti

ng as a system, alignment with the mission and

strategy, available internal resources, potential contract and payer source

implications, and the short

–

and long

–

term economic effects at both the micro and

macro levels.

Note

: Complete the assessments in this course in the order in which they are

presented.

By successfully completing this assessment, you wil

l demonstrate your

proficiency in the following course competencies and assessment criteria:

·

Competency 1

: Analyze the effects of financial and economic factors (such as

cost

–

benefit, supply and demand, return on investment, and risks) in a health care

sys

tem on patient care, services offered, and organizational structures and

operation.

o

Analyze the supply and demand for a proposed economic initiative within contexts

relevant to a care setting.

·

Competency 2

: Develop ethical and culturally equitable solutio

ns to economic

problems within a health care organization in an effort to improve the quality of

care and services offered.

o

Propose an economic initiative that presents an opportunity for a care setting at

both the micro and macro levels, and that will pr

ovide ethical and culturally

equitable improvements to the quality of care.

·

Competency 3

: Justify the qualitative and quantitative information used to guide

economic decision making to stakeholders and colleagues.

o

Explain relevant economic and environment

al data that support a proposal and

analysis.

·

Competency 5

: Apply various communication methods in order to clearly,

effectively, and efficiently relate information to stakeholders and colleagues

related to economic data, findings, and strategies.

o

Communi

cate an economic proposal in a logically structured and concise manner,

writing content clearly with correct use of grammar, punctuation, and spelling.

 Overview

In this assessment, you will propose an economic initiative that presents an

opportunity for improved care quality.

Master’s-level health care practitioners are charged with the responsibility of

constantly scanning the external environment for shifts in supply of and demand

for services. Concurrently, leaders must examine strategic fit with their

organization’s directional strategy and determine if adjustments need to be made

for current service offerings, updates in equipment, changes in staffing models,

and a variety of other decisions. Each decision that is proposed must be evaluated

in terms of the health care setting as a system, alignment with the mission and

strategy, available internal resources, potential contract and payer source

implications, and the short- and long-term economic effects at both the micro and

macro levels.

Note: Complete the assessments in this course in the order in which they are

presented.

By successfully completing this assessment, you will demonstrate your

proficiency in the following course competencies and assessment criteria:

 Competency 1: Analyze the effects of financial and economic factors (such as

cost-benefit, supply and demand, return on investment, and risks) in a health care

system on patient care, services offered, and organizational structures and

operation.

o Analyze the supply and demand for a proposed economic initiative within contexts

relevant to a care setting.

 Competency 2: Develop ethical and culturally equitable solutions to economic

problems within a health care organization in an effort to improve the quality of

care and services offered.

o Propose an economic initiative that presents an opportunity for a care setting at

both the micro and macro levels, and that will provide ethical and culturally

equitable improvements to the quality of care.

 Competency 3: Justify the qualitative and quantitative information used to guide

economic decision making to stakeholders and colleagues.

o Explain relevant economic and environmental data that support a proposal and

analysis.

 Competency 5: Apply various communication methods in order to clearly,

effectively, and efficiently relate information to stakeholders and colleagues

related to economic data, findings, and strategies.

o Communicate an economic proposal in a logically structured and concise manner,

writing content clearly with correct use of grammar, punctuation, and spelling.

Decoding The Ethics Code

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Decoding The Ethics Code

Respond in 1000 words with three or more scholarly references. Use citations, cite your references. Please use attachment to answer question. Cite every sentence with content from your sources. There are a few ways to do that including just putting the citation at the end of each sentence.  

What did you find most interesting or “surprising” about the attachment

In their work-related activities, psychologists do not engage in unfair discrimination based on age,

gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, Decoding The Ethics Code

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socioeconomic status, or any basis proscribed by law.

Psychologists respect the dignity and worth of all people and appropriately consider

the relevance of personal characteristics based on factors such as age, gender,

gender identity, race, ethnicity, culture, national origin, religion, sexual orientation,

disability, or socioeconomic status (Principle E: Respect for People’s Rights and

Dignity). Much of the work of psychologists entails making valid discriminating

judgments that best serve the people and organizations they work with and fulfilling

their ethical obligations as teachers, researchers, organizational consultants, and

practitioners. Standard 3.01 of the APA Ethics Code (APA, 2002b) does not prohibit

such discriminations.

􀀵 The graduate psychology faculty of a university used differences in standardized test

scores, undergraduate grades, and professionally related experience as selection criteria Decoding The Ethics Code

for program admission.

􀀵 A research psychologist sampled individuals from specific age, gender, and cultural

groups to test a specific hypothesis relevant to these groups.

􀀵 An organizational psychologist working for a software company designed assessments

for employee screening and promotion to distinguish individuals with the

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Copyright © 2013 by SAGE Publications, Inc.

92——PART II ENFORCEABLE STANDARDS

Standard 3.01 does not require psychologists offering therapeutic assistance to

accept as clients/patients all individuals who request mental health services. Discerning

and prudent psychologists know the limitations of their competence and accept to

treat only those whom they can reasonably expect to help based on their education,

training, and experience (Striefel, 2007). Psychologists may also refuse to accept

clients/patients on the basis of individuals’ lack of commitment to the therapeutic

process, problems they have that fall outside the therapists’ area of competence, or their Decoding The Ethics Code

perceived inability or unwillingness to pay for services (Knapp & VandeCreek, 2003).

Psychologists must, however, exercise reasonable judgment and precautions to

ensure that their work does not reflect personal or organizational biases or prejudices

that can lead to injustice (Principle D: Justice). For example, the American

Psychological Association’s (APA’s) Resolution on Religious, Religion-Based, and/or

Religion-Derived Prejudice (APA, 2007d) condemns prejudice and discrimination

against individuals or groups based on their religious or spiritual beliefs, practices,

adherence, or background.

Standard 3.01 prohibits psychologists from making unfair discriminations based

on the factors listed in the standard.

requisite information technology skills to perform tasks essential to the positions from

individuals not possessing these skills.

􀀵 A school psychologist considers factors such as age, English language proficiency, and

hearing or vision impairment when making educational placement recommendations.

􀀵 A family bereavement counselor working in an elder care unit of a hospital regularly

considered the extent to which factors associated with the families’ culture or religious

values should be considered in the treatment plan.

􀀵 A psychologist conducting couples therapy with gay partners worked with clients to

explore the potential effects of homophobia, relational ambiguity, and family support

on their relationship (Green & Mitchell, 2002)Decoding The Ethics Code.

􀀴 The director of a graduate program in psychology rejected a candidate for program

admission because the candidate indicated that he was a Muslim.

􀀴 A consulting psychologist agreed to a company’s request to develop pre-employment

procedures that would screen out applicants from Spanish-speaking cultures based on

the company’s presumption that the majority of such candidates would be undocumented

residents.

􀀴 A psychologist working in a Medicaid clinic decided not to include a cognitive component

in a behavioral treatment based solely on the psychologist’s belief that lowerincome

patients were incapable of responding to “talk therapies.”

􀀴 One partner of a gay couple who recently entered couple counseling called their psychologist

when he learned that he tested positive for the HIV virus. Although when

working with heterosexual couples the psychologist strongly encouraged clients to

inform their partners if they had a sexually transmitted disease, she did not believe such

an approach was necessary in this situation based on her erroneous assumption that

all gay men engaged in reckless and risky sexual behavior (see Palma & Iannelli, 2002).

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Copyright © 2013 by SAGE Publications, Inc. Decoding The Ethics Code

Chapter 6 Standards on Human Relations——93

Discrimination Proscribed by Law

Standard 3.01 prohibits psychologists from discriminating among individuals on

any basis proscribed by law. For example, industrial–organizational psychologists

need to be aware of nondiscrimination laws relevant to race, religion, and disability

that apply to companies for which they work (e.g., ADA, www.ada.gov; Title VII of

the Civil Rights Act of 1964, www.eeoc.gov/laws/statutes/titlevii.cfm, archive.eeoc

.gov/types/religion.html; Workforce Investment Act of 1998, www.doleta.gov/

usworkforce/wia/wialaw.txt). Psychologists conducting personnel performance

evaluations should avoid selecting tests developed to assess psychopathology (see

Karraker v. Rent-a-Center, 2005). In addition, under ADA (1990), disability-relevant

questions can only be asked of prospective employees after the employer has made

a conditional offer. In some instances, ADA laws for small businesses also apply to

psychologists in private practice, such as wheelchair accessibility. In addition,

HIPAA prohibits covered entities from discriminating against an individual for filing

a complaint, participating in a compliance review or hearing, or opposing an act or

practice that is unlawful under the regulation (45 CFR 164.530[g]).

3.02 Sexual Harassment

Psychologists do not engage in sexual harassment. Sexual harassment is sexual solicitation,

physical advances, or verbal or nonverbal conduct that is sexual in nature, that occurs in connection

with the psychologist’s activities or role as a psychologist, and that either (1) is unwelcome,

is offensive, or creates a hostile workplace or educational environment, and the psychologist

knows or is told this; or (2) is sufficiently severe or intense to be abusive to a reasonable person

in the context. Sexual harassment can consist of a single intense or severe act or of multiple

persistent or pervasive acts. (See also Standard 1.08, Unfair Discrimination Against Complainants Decoding The Ethics Code

and Respondents.)

It is always wise for psychologists to be familiar with and comply with applicable

laws and institutional policies regarding sexual harassment. Laws on sexual

harassment vary across jurisdictions, are often complex, and change over time.

Standard 3.02 provides a clear definition of behaviors that are prohibited and considered

sexual harassment under the Ethics Code. When this definition establishes

a higher standard of conduct than required by law, psychologists must comply

with Standard 3.02.

According to Standard 3.02, sexual harassment can be verbal or nonverbal

solicitation, advances, or sexual conduct that occurs in connection with the psychologist’s

activities or role as a psychologist. The wording of the definition was

carefully crafted to prohibit sexual harassment without encouraging complaints

against psychologists whose poor judgments or behaviors do not rise to the level of

harassment. Thus, to meet the standard’s threshold for sexual harassment, behaviors

have to be either so severe or intense that a reasonable person would deem

them abusive in that context, or, regardless of intensity, the psychologist was aware

or had been told that the behaviors are unwelcome, offensive, or creating a hostile

workplace or educational environment. Decoding The Ethics Code

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ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.

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94——PART II ENFORCEABLE STANDARDS

For example, a senior faculty member who places an arm around a student’s

shoulder during a discussion or who tells an off-color sexual joke that offends a

number of junior faculty may not be in violation of this standard if such behavior

is uncharacteristic of the faculty member’s usual conduct, if a reasonable

person might interpret the behavior as inoffensive, and if there is reason to

assume the psychologist neither is aware of nor has been told the behavior is

offensive.

A hostile workplace or educational environment is one in which the sexual

language or behaviors of the psychologist impairs the ability of those who are the

target of the sexual harassment to conduct their work or participate in classroom

and educational experiences. The actions of the senior faculty member described

above might be considered sexual harassment if the psychologist’s behaviors

reflected a consistent pattern of sexual conduct during class or office hours, if

such behaviors had led students to withdraw from the psychologist’s class, or if

students or other faculty had repeatedly told the psychologist about the discomfort

produced. Decoding The Ethics Code

􀀴 A senior psychologist at a test company sexually fondled a junior colleague during an

office party.

􀀴 During clinical supervision, a trainee had an emotional discussion with her female

supervisor about how her own experiences recognizing her lesbian sexual orientation

during adolescence were helping her counsel the gay and lesbian youths

she was working with. At the end of the session, the supervisor kissed the trainee

on the lips.

According to this standard, sexual harassment can also consist of a single intense

or severe act that would be considered abusive to a reasonable person.

A violation of this standard applies to all psychologists irrespective of the status,

sex, or sexual orientation of the psychologist or individual harassed.

3.03 Other Harassment

Psychologists do not knowingly engage in behavior that is harassing or demeaning to persons

with whom they interact in their work based on factors such as those persons’ age, gender, gender

identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language,

or socioeconomic status.

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NOT FOR DISTRIBUTION, SALE, OR REPRINTING.

ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED.

Copyright © 2013 by SAGE Publications, Inc.

Chapter 6 Standards on Human Relations——95

According to Principle E: Respect for People’s Rights and Dignity, psychologists

should eliminate from their work the effect of bias and prejudice based on factors

such as age, gender, gender identity, race, ethnicity, national origin, religion, sexual

orientation, disability, language, and socioeconomic status. Standard 3.03 prohibits

behaviors that draw on these categories to harass or demean individuals with

whom psychologists work, such as colleagues, students, research participants, or

employees. Behaviors in violation of this standard include ethnic slurs and negative

generalizations based on gender, sexual orientation, disability, or socioeconomic

status whose intention or outcome is lowering status or reputation. Decoding The Ethics Code

The term knowingly reflects the fact that evolving societal sensitivity to language

and behaviors demeaning to different groups may result in psychologists unknowingly

acting in a pejorative manner. The term knowingly also reflects awareness that

interpretations of behaviors that are harassing or demeaning can often be subjective.

Thus, a violation of this standard rests on an objective evaluation that a psychologist

would have or should have been aware that his or her behavior would be

perceived as harassing or demeaning.

This standard does not prohibit psychologists from critical comments about

the work of students, colleagues, or others based on legitimate criteria. For

example, professors can inform, and often have a duty to inform, students that

their writing or clinical skills are below program standards or indicate when a

student’s classroom comment is incorrect or inappropriate. It is the responsibility

of employers or chairs of academic departments to critically review, report on,

and discuss both positive and negative evaluations of employees or faculty.

Similarly, the standard does not prohibit psychologists conducting assessment or

therapy from applying valid diagnostic classifications that a client/patient may

find offensive. Decoding The Ethics Code

3.04 Avoiding Harm

Psychologists take reasonable steps to avoid harming their clients/patients, students, supervisees,

research participants, organizational clients, and others with whom they work, and to minimize

harm where it is foreseeable and unavoidable.

As articulated in Principle A: Beneficence and Nonmaleficence, psychologists

seek to safeguard the welfare of those with whom they work and avoid or minimize

harm when conflicts occur among professional obligations. In the rightly practiced

profession and science of psychology, harm is not always unethical or avoidable.

Legitimate activities that may lead to harm include (a) giving low grades to students

who perform poorly on exams; (b) providing a valid diagnosis that prevents a

client/patient from receiving disability insurance; (c) conducting personnel reviews

that lead to an individual’s termination of employment; (d) conducting a custody

evaluation in a case in which the judge determines one of the parents must relinquish

custodial rights; or (e) disclosing confidential information to protect the

physical welfare of a third party.

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96——PART II ENFORCEABLE STANDARDS

Steps for Avoiding Harm

Recognizing that such harms are not always avoidable or inappropriate,

Standard 3.04 requires psychologists to take reasonable steps to avoid harming

those with whom they interact in their professional and scientific roles and to

minimize harm where it is foreseeable and unavoidable.

These steps often include complying with other standards in the Ethics Code,

such as the following:

􀀵 Parents of a fourth-grade student wanted their child placed in a special education

class. After administering a complete battery of tests, the school psychologist’s

report indicated that the child’s responses did not meet established definitions for

learning disabilities and therefore did not meet the district’s criteria for such

placement.

􀀵 A forensic psychologist was asked to evaluate the mental status of a criminal

defendant who was asserting volitional insanity as a defense against liability in

his trial for manslaughter. The psychologist conducted a thorough evaluation

based on definitions of volitional insanity and irresistible impulse established by

the profession of psychology and by law. While the psychologist’s report noted

that the inmate had some problems with impulse control and emotional instability,

it also noted that these deficiencies did not meet the legal definition of volitional

that would bar prosecution (see also Hot Topic “Human Rights and

Psychologists’ Involvement in Assessments Related to Death Penalty Cases” in

Chapter 4)Decoding The Ethics Code.

􀀴 A psychologist conducted therapy over the Internet for clients/patients in a rural area

120 miles from her office. The psychologist had not developed a plan with each client/

patient for handling mental health crises. During a live video Internet session, a client

who had been struggling with bouts of depression showed the psychologist his gun

and said he was going outside to “blow his head off.” The psychologist did not have

the contact information of any local hospital, relative, or friend to send prompt emergency

assistance.

􀀴 A psychologist with prescription privileges prescribed a Food and Drug Administration

(FDA)-approved neuroenhancer to help a young adult patient suffering from performance

anxiety associated with his responsibilities as quarterback for his college varsity

football team. The psychologist failed to discuss the importance of gradual reduction in

dosage, and she was dismayed to learn that her patient had been hospitalized after he

abruptly discontinued the medication when the football season ended (APA, 2011a;

McCrickerd, 2010; I. Singh & Kelleher, 2010).

􀀴 Consistent with Standard 10.10a, Terminating Treatment, a psychologist treating a

client/patient with a diagnosis of borderline disorder terminated therapy when she

realized the client/patient had formed an iatrogenic attachment to her that was clearly

interfering with any benefits that could be derived from the treatment. However, her

failure to provide appropriate pretermination counseling and referrals contributed to

the client’s/patient’s emergency hospitalization for suicidal risk (Standard 10.10c,

Terminating Treatment)Decoding The Ethics Code.

How cannabis works in the body by including information regarding the endocannabinoid system (ECS) and endocannabinoid deficiency syndrome

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Assignment:

Cannabis 101 for Nurses

Write a 1000-1500 word essay addressing each of the following points. Be sure to completely answer all the questions for each bullet point. There should be two main sections, one for each bullet below. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) sources using citations in your essay. Make sure to cite using the APA writing style for the essay. The cover page and reference page in correct APA do not count towards the minimum word amount. Review the rubric criteria for this assignment.

  • Explain how cannabis works in the body by including information regarding the endocannabinoid system (ECS) and endocannabinoid deficiency syndrome.
  • Describe four different delivery routes patients may use cannabis, the onset of action for each, and one pro and one con of each route.

Assignment Expectations:

Length: 1000-1500 words; answers must thoroughly address the prompts in a clear, concise manner.

Structure: Include a title page and reference page in APA format.  These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion.

References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions.  A minimum of three (3) scholarly sources and the textbook are required.

Rubric: This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level.

Format: Save your assignment as a Microsoft Word document (.doc or .docx) or a PDF document (.pdf)

Personality Chapter For General Psychology

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Personality Chapter For General Psychology

Personality Chapter

Someone insults you and you spend the next two hours imagining the things you could have (or should have) said to humiliate them. According to Freud, you are engaging in free association.

Select one:

True

False

The BEST kind of personality test is one that is _______.

Select one:

a. reliable, but not necessarily valid

b. valid, but not necessarily reliable

c. neither reliable nor valid

d. both valid and reliable

Jenny is 15 years old. She is capable of mature sexuality, is able to postpone gratification, and handle responsibility. According to Freud, she is in the phallic stage.

Select one: Personality Chapter For General Psychology

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True

False

Johnny is 8 years old. He likes to play with other little boys, but has no interest in playing with little girls. According to Freud, he is in the latency stage.

Select one:

True

False

According to Hippocrates, if my temper is out of control, I need to check the balance of my green bile.

Select one:

True

False

 

According to Hippocrates, too much phlegm may make me sluggish and apathetic.

Select one:

True

False

Adler called the individual’s attempts to overcome physical weaknesses ________.

Select one: Personality Chapter For General Psychology

a. Reciprocity

b. Fictional finalism

c. Compensation

d. Reaction formation

 

The Rorschach personality test relies on a subject telling stories based on cards depicting human figures in various poses?

Select one:

True

False

Freud believed that personality is formed around ________ structures.

Select one:

a. five

b. two

c. three

d. four

 

“Relative” is one of the three basic characteristics of personality as presented in your lecture notes.

Select one:

True

False

 

Without using the ego, one way the id can obtain gratification is through the reality principle.

Select one:

True

False

For Freud, the seething cauldron of unconscious urges and desires continuously seeking expression is the ego.

Select one: Personality Chapter For General Psychology

True

False

For both Bandura and Rotter, a person’s expectancies become a critical part of his or her ________.

Select one:

a. explanatory style

b. self-actualizing tendency

c. ideal self

d. persona

 

For Horney, self-actualization is a stronger motivating force than is sex

Select one:

True

False

 

According to your text, personality is stable.

Select one:

True

False

 

Adler felt that some people become so fixated on their feelings of inadequacy that they develop ________.

Select one:

a. neurotic trends

b. an archetype

c. a fixation

d. an inferiority complex

 

According to Freud, a girl’s sexual attachment to her father and jealousy of her mother is called ________.

Select one:

a. the Electra complex

b. the Oedipus complex

c. countertransference

d. transference

 

For Freud, the term “sexual instinct” refers to ________.

Select one:

a. erotic sexuality

b. the personal unconscious

c. any form of pleasure

d. childhood experiences

 

According to Jung, people who base their actions on their perceptions, senses, and intuition are ________.

Select one: Personality Chapter For General Psychology

a. introverts

b. irrational individuals

c. extraverts

d. rational individuals

 

Terry Francis, a world famous psychologist, argues that behavior is the end product of a variety of some conscious and mostly unconscious forces interacting within a person’s mind. Terry Francis is most likely a behavioral psychologist

Select one:

True

False

 

Collective memories of experiences people have had in common since prehistoric times, such as mothers, heroes, or villains are called ________ by Carl Jung

Select one:

a. archetypes

b. personas

c. parasymbols

d. animas

 

The best known and most influential psychodynamic theorist is ________.

Select one:

a. Watson

b. Maslow

c. Skinner

d. Freud

 

According to Jung, our repressed thoughts, undeveloped ideas, and forgotten experiences are contained in the collective unconscious.

Select one:

True

False

 

According to Jung, people who regulate actions by thinking and feeling are ________.

Select one:

a. irrational individuals

b. introverts

c. extraverts

d. rational individuals

 

According to Jung, a person who usually focuses on his or her own thoughts and feelings is a(n) introvert.

Select one:

True

False

 

According to Hippocrates, black bile could be responsible for a person’s depression.

Select one:

True

False

 

When an individual’s self-concept is closely matched with his or her inborn capacities, then that person is likely to become what Rogers calls a(n) ________ person.

Select one:

a. fully functioning

b. fully rational

c. actualizing

d. harmoniously integrated

 

Horney believed that sexual factors are the most important factors shaping personality.

Select one:

True

False

 

According to William Seldon, the lactomorphic body type signals an artistic, introverted temperament.

Select one:

True

False

 

Erikson’s stage of initiative versus guilt corresponds approximately with Freud’s ________ stage.

Select one:

a. oral

b. genital

c. genital

d. phallic

Erik is a newborn. According to Erikson, his main task will be to develop a sense of autonomy.

Select one:

True

False

 

Jack is 24 years old. His major task, according to Erikson, is to develop a sense of identity.

Select one:

True

False

 

According to William Seldon, the endomorphic body type is likely to display a relaxed and sociable demeanor

Select one:

True

False

 

In Rogers’s theory, the full acceptance and love of another person regardless of that person’s behavior is called ________.

Select one: Personality Chapter For General Psychology

a. Psychological congruence

b. Self-actualization

c. Unconditional positive regard

d. Psychosynthesis

 

According to Rogers, the primary goal of life is to ________.

Select one:

a. understand one’s personal ancestral history

b. harmoniously unify the id, ego, and superego

c. successfully overcome the developmental challenges

d. fulfill one’s inborn capacities and potentialities

 

Gerald takes great pride in his sexual prowess and treats women with contempt. Yet, he feels worthless and has low self-esteem. In Freud’s view, he is probably fixated in the oral stage.

Select one:

True

False

 

The accuracy and usefulness of projective tests depends largely on ________.

Select one:

a. the age of the client

b. the type of disorder being diagnosed

c. whether the client likes taking tests

d. the skill of the examiner

 

According to William Sheldon, the mesomorphic body type indicates a courageous and assertive personality.

Select one:

True

False

 

According to Freud, a boy’s sexual attachment to his mother and jealousy of his father is called ________.

Select one:

a. countertransference

b. transference

c. the Electra complex

d. the Oedipus complex

 

Each of the following is one of the “Big Five” dimensions of personality EXCEPT ________.

Select one:

a. Emotional stability

b. Neuroticism

c. Agreeableness

d. Extraversion

 

According to Freud, the ego operates ________.

Select one:

a. only preconsciously

b. only unconsciously

c. partly consciously, partly preconsciously, and partly unconsciously

d. only unconsciously

 

Jerry has a very immature attitude about sex and sucks his thumb even though he is 32 years old. Freud would say these behaviors result from libido.

Select one:

True

False

 

Each of the following is an advantage of projective tests EXCEPT ________.

Select one:

a. because the tests are flexible, people can take them in a relaxed atmosphere

b. They have higher reliability and validity than objective tests.

c. some psychologists believe that projective tests can uncover unconscious thoughts and fantasies

d. since the person taking the test often doesn’t know its true purpose, responses are less likely to be faked Personality Chapter For General Psychology

 

Barney is a person who believes he can control his own fate. He feels that by hard work, skill, and training it is possible to avoid punishments and find rewards. Rotter would say that Barney has a(n) external locus of control.

Select one:

True

False

 

In assessing personality, we are MOST interested in a person’s ________ behavior

Select one:

a. best

b. worst

c. typical

d. atypical

 

Ralph is a private person. He keeps other people at a distance by putting on a public “face” that is nearly the opposite of his inner, true self. Jung called this public “face” worn by Ralph the persona.

Select one:

True

False

 

A study of the “Big Five” dimensions of personality found that ________ were reliable predictors of job performance in sales.

Select one:

a. none of them

b. conscientiousness and extraversion

c. all five of them

d. agreeableness and neuroticism

 

Erikson stresses the quality of ________ in personality development

Select one:

a. stimulus motives

b. sexual motives

c. parent-child relationships

d. primary-process thinking

 

The unconscious is best defined as ideas, thoughts, and feelings of which we are not and cannot normally become aware .

Select one:

True

False

 

According to Bandura, standards people develop in order to rate the adequacy of their own behavior in variety of situations are called ________.

Select one:

a. reciprocal variables

b. conditions of worth

c. performance standards

d. self-efficacy standards

 

The proper chronological order of Freud’s psychosexual stages is ________.

Select one:

a. oral, anal, phallic, latency, genital

b. anal, oral, phallic, latency, genital

c. oral, anal, genital, phallic, latency

d. anal, oral, genital, latency, phallic

 

________ theory emphasizes that humans are positively motivated and progress toward higher levels of functioning.

Select one:

a. Social Learning

b. Humanistic

c. Psychoanalytic

d. Trait

 

The unique pattern of characteristic thoughts, feelings, and behaviors that persists over time and situations is called ________.

Select one:

a. personality

b. a habit

c. learning

d. a trait

 

Horney disagreed with many of Freud’s ideas, but particularly those regarding ________.

Select one:

a. his emphasis on unconscious processes affecting conscious functioning

b. the importance of early childhood in shaping adult personality

c. the importance of defense mechanisms in protecting the ego from anxiety.

d. his analysis of women and his emphasis on sexual instincts

 

Audrey is a normal, healthy two-year-old. Her main task, according to Erikson, will be to develop a sense of autonomy.

Select one: Personality Chapter For General Psychology

True

False

 

Erikson suggested that success in each of the life stages he outlined depends upon adjustment during the previous stage .

Select one:

True

False

 

According to Bandura, the expectancy that one’s efforts will be successful is called self-esteem.

Select one:

True

False

 

In Rogers’s theory, the full acceptance and love of another person regardless of that person’s behavior is called archetypes.

True

False

 

According to Hippocrates, a surplus of blood may cause confusion and anxiety.

True

False

Interpretation of financial management and capital management

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In today’s world of healthcare, capital expenses are a common element to the financial management process. In fact, all healthcare organizations, at some point, must convert to an Electronic Health Record (EHR) system to be compatible with the rest of the world. However, this is a major capital expense that will cost many healthcare organizations millions of dollars. Purchasing an EHR system will undoubtedly require the acquisition and use of long-term assets under a capital budget.

The final assignment of your project will require you to make a recommendation to finance an EHR system, based on information from previous assignments. You will compile all the information in a proposal format, which will be addressed to the organization’s executive managers. You will create a separate presentation as an overview of your proposal.

Your organization is considering financing a 1.5 million dollar EHR system (if an EHR system not a good fit for your case, you can choose any major health information system/technology but the 1.5 million dollar reference should remain the same). Based on the financial outlook of your case/organization, make a recommendation to purchase or not purchase the system. You will need to draw on the material you have learned in throughout the class and assignments; as well as background information from your case description. Collectively, that information will serve as the foundation to support your recommendation.

Your final Financial Analysis report should be a minimum of eight (8) pages in length, excluding title and reference pages.

  • Introduction of case and financial challenges and issues; perspective of financial challenge (Introduction)
  • Report on assets and liabilities, cash flows and financial position, etc (Financial Statements).
  • Examination of financial analysis methods (Financial Analysis Methods).
  • Interpretation of financial management and capital management; influences for capital investments and decision-making (Capital Management).
  • Assessment of EHR implementation (or relevant information system) and recommendation; using supportive information from financial management assignments (Proposal)
    • Summarizes and presents a collection of financial management concepts, strategies and methods; applicable to case financial position, needs and challenges.
  • Make sure to use block letter formatting and proposal formatting guidelines. You will need to include a title page. Remember, your audience is the organization’s executive managers. Make sure to use proper audience tone.
  • Include an APA formatted reference page to include at least five (5) academic sources, such as a book or an academic scholarly journal, to support your topic. You should reference your academic sources by including at least five (5) in-text citations. Academic scholarly journals can be access through the Rasmussen Online Library.

Your Presentation should be created in MS PowerPoint to include a minimum of seven (7) slides. You will also add a narration to your presentation that should be 15-20 minutes in length. Be sure to discuss your project components in a concise, yet effective manner. You should highlight key points of each component of the Financial Analysis Report, leading up to your EHR recommendation outcome. Include graphical displays (such as graphs or other pictorials) to add visual interest and support of your information. Use a professional tone and keep in mind that you are presenting to the executive management team; consider their interests as stakeholders.

Presentation Outline

  • Introduction
  • Summary of financial statements
  • Summary of financial analysis methods
  • Findings of capital management influences
  • EHR recommendation outcome
  • Summary/Conclusion
  • APA formatted reference slide

Ethical and legal implications of counseling clients presenting for psychotherapy

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NURS 6640: Psychotherapy with Individuals

Program Overview

The Psychiatric Mental Health Nurse Practitioner (PMHNP) is an advanced practice registered nurse trained to provide a wide range of mental health services to patients and families in a variety of settings. PMHNPs diagnose, conduct therapy, and prescribe medications for patients who have psychiatric disorders, medical organic brain disorders, or substance abuse problems. They are licensed to provide emergency psychiatric services, conduct psychosocial and physical assessment of their patients, develop and manage treatment plans, and provide ongoing manage patient care. They may also serve as consultants or as educators for families and staff. The PMHNP has a focus on making a psychiatric diagnosis, differentiates between medical disorders with psychiatric symptoms, and orders appropriate medications to treat various psychiatric disorders. A PMHNP can often practice autonomously, depending on state licensure laws. Course Description

Psychotherapy involves giving more than “good advice.” For the psychiatric mental health nurse practitioner (PMHNP) to be effective, deliberate approaches to therapy must be used that are consistent with evidence-based practices. Learners in this course are introduced to a variety of therapeutic techniques that can be used during psychotherapy sessions with individuals across the lifespan. Emphasis is placed on evidence-based applications of various therapeutic approaches for a wide range of psychiatric issues. The focus of the practicum experience is on psychotherapeutic approaches with individuals. Credit & Practicum Hours

Quarter Credit Hours: 5 credits

• Didactic – 3 credits

• Practicum – 2 credits Practicum Hours:

Students Enrolled Before Spring 2018: This course requires a minimum of 144 practicum hours. Students Enrolled After Spring 2018: This course requires a minimum of 160 practicum hours.

Course Learning Outcomes

• Evaluate evidence-based psychotherapeutic counseling theories

• Apply psychotherapeutic counseling techniques and tools

• Assess clients presenting for psychotherapy

• Develop psychiatric diagnoses for clients across the lifespan

• Evaluate the use of psychopharmacological agents with clients across the lifespan

• Evaluate ethical and legal implications of counseling clients presenting for psychotherapy

• Analyze strategies to become a social change agent for psychiatric mental health MSN Learning Outcomes

At the end of this program, students will be able to: 1. Synthesize organizational/systems leadership for cost-effective specialist nursing practice that contributes to high-quality

healthcare delivery, advancement of the nursing profession, and social change. 2. Critique evidence-based literature drawing from diverse theoretical perspectives and pertinent research to guide decision

making that demonstrates best practices for specialist nursing practice in a global society. 3. Integratively assess, diagnose, plan, implement, and evaluate cost-effective healthcare strategies that reduce health

disparities by patient/population advocacy for access to specialist nursing care. 4. Demonstrate ability to effectively communicate using audience-specific oral, written, and information technology for

professional delivery of specialist nursing care. 5. Evaluate health needs of diverse populations for necessary teaching/coaching functions based on specialist nursing

knowledge to restore/promote health and prevent illness/injury. 6. Exhibit ongoing commitment to professional development and value of nursing theories/ethical principles (altruism,

autonomy, human dignity, integrity, social justice) in accordance with ethically responsible, legally accountable, specialist nursing practice.

7. Implement specialist nursing roles to promote quality improvement of patient-centered care in accordance with professional practice standards that transform health outcomes for diverse populations.

Infectious diseases of global concern

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  1. Select an online article (professional health care source) or professional website which focuses on infectious diseases of global concern.
  2. Summarize the article, and explain its significance to the course content and global health. Include the link or citation. No abstract is needed. Please include a reference page and attach your work as WORD document.
  3. Your paper should be 2-3 pages long excluding the title page and reference page.
  4. Your paper must:
    1. Be a minimum of one typed page for the summary and one typed page for the significance.  
    1. Use two headings: Summary of article and Significance to course content and global health.
    1. Refer to course syllabus and module objectives. Include a minimum of 3 course/modular objectives. You can cite the syllabus or the modules/lessons. 
    1. The resource must be one that is not included in the course modules or library references. 
    1. Reference must be less than 5 years old. Infectious Disease must be of global concern.  Be sure the link is active on the reference page. No duplicate articles will be accepted.
  5. Review the submitted work before you post. Be sure to include your name on the paper or a Title page.

Psychology Homework Assignment

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Psychology Homework Assignment

Who can complete my exam asap!!!! A functionalist would likely ask which one of the following questions about socially assistive robots? a. How will socially assistive robots affect interaction? b. What meanings do people assign to socially assistive robots? c. Who benefits from socially assistive robots and at whose expense? d. What are the intended and unintended consequences of socially assistive robots? 1 points Question 5 Which of the following is a false statement about the characteristics of high-quality sociological research? a. Sociological findings endure as long as the research process can be replicated. b. Once a sociological study is completed, findings are considered final. c. Sociologists strive to be objective. d. Sociologists invite others to critique their work. Psychology Homework Assignment 1 points Question 6 Which one of the following phrases would Marx be least likely to use to describe capitalism? a. blood-sucking b. a boundless thirst c. a werewolf-like hunger d. socially conscious 1 points

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Question 7 The early sociologists were witnesses to the transforming effects of the a. the Industrial Revolution. b. World War II. c. World War I. d. War in Afghanistan. 1 points Question 8 Each of the _____ offers a central question to direct thinking and key concepts to organize answers. a. negotiated order b. social actions c. theoretical perspectives d. methods of research 1 points Question 9 _____ is the theorist most likely to draw attention to unconditional basic income as a response to widespread unemployment. a. Karl Marx b. Max Weber c. Auguste Comte d. Emile Durkheim 1 points Question 10 _____ is the sociologist who focused on the factors that strengthen, weaken, or otherwise shape the character of social ties. a. Karl Marx b. Emile Durkheim c. W.E.B Dubois d. Max Weber 1 points Question 11 Smart phones, introduced in 1996, are now a global-scale phenomenon. Some people in remote locations have embraced smart phone apps that connect them with health care providers anywhere in the world. This development illustrates the twin forces of a. industrialization and mechanization. b. globalization and glocalization. c. troubles and issues. d. human activity and media. 1 points Question 12 The _____ is the best perspective to draw upon for exploring human-robot interactions. a. social action theory b. functionalist c. symbolic interaction d. conflict 1 points Question 13 The defining feature of the Industrial Revolution was a. solidarity. b. mechanization. c. standardization. d. modernization. 1 points Question 14 The question “Who benefits from a particular pattern or social arrangement?” is of most interest to a(n) a. conflict theorist. b. symbolic interactionist. c. action theorist. d. functionalist. Psychology Homework Assignment 1 points Question 15 “Knowing one another better reinforces the common connection such that the potential for caring and empathetic moral actions increase.” This statement summarizes the essence of a. sympathetic knowledge. b. double consciousness. c. solidarity. d. division of labor. 1 points Question 16 An employer tells workers “If you aren’t happy with the pay and working conditions here, go work somewhere else! It’s a free country.” Conflict theorists call this line of reasoning a. cultural relativity. b. sympathetic knowledge. c. good business practice. d. the façade of legitimacy. 1 points Question 17 The Communist Manifesto is a famous pamphlet that _____ co-authored with Fredrich Engels. a. Emile Durkheim. b. Karl Marx. c. Max Weber. d. W.E.B. DuBois. 1 points Question 18 When in a nation of 150 million workers, 24 million are unemployed, that is a. a crime. b. a trouble. c. an issue. d. personal tragedy. 1 points Question 19 Which of the following would be the best option to obtain a representative sample of students at your college? a. At random, draw a list of students from the most recent college registrar’s list. b. Stop students as they are walking to their cars in parking lots and ask them to participate. c. Ask all of the sociology majors to participate in the study. d. Ask students eating in the cafeteria at lunchtime to participate in an important study. 1 points Question 20 The term ___________________ describes a state in which ties attaching individuals to others in the society are weak. a. egoistic b. fatalistic c. altruistic d. anomic 1 points Question 21 Jared lives in a consumption-oriented culture. He decides to do historical research to understand how a country might develop a conservation-oriented way of life. Jared’s approach is influenced by a. Max Weber. b. Emile Durkheim. c. Karl Marx. d. Auguste Comte. 1 points Question 22 When Oreo cookies are transplanted into a new setting and then changed to fit local tastes, the process is known as a. globalization. b. industrialization. c. glocalization. d. the sociological imagination. 1 points Question 23 The high school dropout rate in the United States is greater than 25 percent. C. Wright Mills would classify this situation as a. an issue. b. a trouble. c. value-rational action. d. a social fact. 1 points Question 24 Lee’s research involving Snackbot showed that under the right conditions, people can form collegial (even social) relationships with workplace robots. This finding relates to the _____ perspective. a. functionalist b. symbolic interactionist c. social action d. conflict 1 points Question 25 Marx believed that ________ was the first economic system that could maximize the immense productive potential of human labor and ingenuity. a. democracy b. capitalism c. socialism d. communism 1 points Question 26 According to functionalists, poverty exists because a. somebody has to be on the bottom. b. it contributes in some way to the stability of an existing social order. c. the poor lack the drive to do better. d. the poor are largely unmotivated to work. Psychology Homework Assignment 1 points Question 27 One unintended or unexpected disruption of socially assistive robots is that people may actually prefer the company of robots over fellow humans. This situation represents a. manifest dysfunction. b. manifest function. c. latent dysfunction. d. latent function. 1 points Question 28 As driveless technologies are developed we anticipate that 1.6 million long-distance truck drivers will be at risk of losing their jobs. This situation is an example of a. an issue. b. an opportunity. c. a trouble. d. a personal crisis. 1 points Question 29 Behavior influenced by the attention one receives from being the subject of a research study is the a. latent effect. b. experimental effect. c. Hawthorne effect. d. special subject effect. 1 points Question 30 Which one of the following aspects of the globalization process would Weber be most concerned? a. The ways in which globalization reduces wages. b. The ways in which globalization undermines behavior motivated by tradition. c. The way in which globalization creates hardships for low-income households. d. The way in which globalization undermines local ties. 1 points Question 31 Which of the following is something symbolic interactionists emphasize? a. outcomes b. negotiated order c. functions d. means of production 1 points Question 32 If an individual pursues a college degree because everyone in his or her family going back five generations is college-educated, the action can be classified as a. value-rational. b. instrumental rational c. traditional. d. affectional. 1 points Question 33 Which one of the following sociologists would most likely advocate for putting low-cost technologies such as smart phones into the hands of those who are disadvantaged? a. Max Weber b. Jane Addams c. Emile Durkheim d. Auguste Comte 1 points Question 34 A trial explanation predicting a relationship between independent and dependent variables is a(n) a. theory. b. fact. c. observation. d. hypothesis. 1 points Question 35 If one respondent gives different answers to the same question at two different points in time, the researcher should be concerned about a. reliability. b. the Hawthorne effect. c. representativeness. d. validity. 1 points Question 36 Which one of the following assumptions applies to the scientific method? a. Research findings can be manipulated to advance a good cause. b. Knowledge is acquired through observation. c. Truth is confirmed through faith. d. Research finding should not be replicated. Psychology Homework Assignment 1 points Question 37 W.E.B. Dubois traced the origin of _________ to the scramble for Africa’s resources, beginning with the slave trade. a. disenchantment b. the color line c. troubles d. double consciousness 1 points Question 38 Which one of the following statements represents a criticism of the functionalist perspective? a. It leaves us wondering about a part’s overall effect. b. It focuses on the “small stuff.” c. It is too liberal. d. It focuses on the “have nots.” 1 points Question 39 Jamie gains first-hand knowledge about poverty by working at a food bank. This kind of knowledge is known as, a. social research. b. sympathetic knowledge. c. solidarity. d. double consciousness. 1 points Question 40 Researchers should maintain objectivity. This means they should a. not accept funding from outside sources. b. not let personal and subjective views about the topic influence observations or outcome of research. c. refuse to share data with others. d. stay away from topics in which they have a personal interest. 1 points Question 41 The actions of someone who always gives their best effort and never cuts corners would qualify as ____ action. a. affective b. instrumental rational c. traditional d. value rational 1 points Question 42 If socially assistive robots assume caregiving roles, a number of unanticipated consequences may occur such as the elimination of sexual abuse. This unanticipated consequence is a a. manifest function. b. latent function. c. manifest dysfunction. d. latent dysfunction. 1 points Question 43 Which one of the following statements describes the best way to apply the three perspectives? a. Most sociologists analyze an issue using one perspective. b. We can acquire a more complete view of something by applying all three perspectives. c. Only one perspective can give us a complete picture of a process or an event. d. The three perspectives should be viewed as opposing viewpoints. 1 points Question 44 Jane Addams maintained that Hull House a. was the equivalent of an applied university. b. was a failed experiment in social engineering. Psychology Homework Assignment c. could not deliver services that helped working poor. d. was analogous to a community college. 1 points Question 45 Auguste Comte recommended that sociologists study a. the color line. b. the things people have created. c. conflict as in agent of change. d. the ties that bind. 1 points Question 46 The obesity rate in the United States is greater than 30 percent. According to Mills, the key to resolving this issue involves focusing on a. the character flaws of the 92 million plus Americans who are obese. b. getting people to eat less. c. addressing the underlying social forces that contribute to obesity. d. ways to get the obese to want to lose weight. 1 points Question 47 Which one of the following concepts applies to the façade of legitimacy? a. fair analysis b. misleading c. logical d. well-documented assertions 1 points Question 48 The question “Is this operational definition really measuring what it claims to measure?” addresses concerns surrounding a. correlations. b. sampling. c. validity. d. reliability. 1 points Question 49 The economic system accompanying and driving the Industrial Revolution was a. the welfare state. b. socialism. c. communism. d. capitalism. 1 points Question 50 The gay pride movement can be traced to 1897 in Berlin Germany and has spread to various locations around the world. 115 years later the first gay bar was established in Lamai Beach, Thailand. This movement illustrates the twin forces of a. industrialization and mechanization. b. troubles and issues. c. globalization and glocalization. d. human activity and media Psychology Homework Assignment.

Understanding Scope of Practice in relation to Certification and Licensure

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The National Council of State Boards of Nursing (NCSBN) is a non-profit organization comprised of members from each state board of nursing in the U.S., the District of Columbia, and the four U.S. territories. Their role is to provide a platform for all state boards of nursing to convene, discuss, and ensure all state boards work together to provide the appropriate regulation to ensure that public health, safety, and welfare is the primary focus. A key element of NP licensure is understanding the components of Scope of Practice and subsequent practice within the parameters of the educational program completed and appropriate national certification.

To prepare:
  • Consider whether primary care NP graduates are qualified to seek employment in acute care settings such as ER, OR, or hospitalist/intensivist
  • Review and select one of the following case studies to research in depth:
    • Case Study One: Selecting the Certification Exam for your specialty.
      Mary is in the last two months of her program of study. She is trying to decide whether to take the American Association of Nurse Practitioner Credentialing Exam or the American Nurses Credentialing Exam.
    • Case Study Two: Obtaining initial licensure post matriculation.
      Amy, FNP-BC has recently graduated from an accredited Family Nurse Practitioner Program. She decides to relocate from her home state of Tennessee to Missouri and practice in a rural area. She is very excited about her new role and new position.
By Day 3

Post an explanation of the professional and/or clinical practice issues the new Nurse Practitioner will need to consider and address with the certification, licensure, credentialing, or relocation process. Compare Scope of Practice between the Acute Care, Family Practice, and Adult Gerontology Primary Care Nurse Practitioner and how practice may differ from state to state. Then, identify and explain at least two types of settings that are appropriate for FNP and AGPCNP graduates to practice.

Read a selection of your colleagues’ responses.

By Day 7

Respond to at least two of your colleagues on three different days in one or more of the ways listed below. Respond to colleagues who selected a different Case Study than you did.

  • Reflect on the differences between certifying bodies that offer credentialing exams for registered nurses.
  • Provide key components a Nurse Practitioner should consider when relocating from one state to another.