SOCW 6060 Case Study and Attachment Theory Discussion

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Basic Assumptions of the Theory

Directions: For each section, respondin 2 to 3 sentences to the following prompts. Where relevant, provide citations to support your claims.

Name of theory: The theory to be used is called systems theory. This theory looks at the whole and how parts make the whole complete. Name of theorist: Karl Ludwig von BertalanyThe interaction of parts creates or forms the whole. There are many underlying concepts, modes and principles that are similar but evolved differently What are the major assumptions of the theory? The interaction of interrelated and interdependent parts creates the whole. Each part, although independent, relies on other parts to complete the system What are the theory’s key concepts? Systems theory assumes that the whole is composed of interrelated and interdependent parts or components that work to create the whole. These parts are similar but they evolved in different ways. What is the theory’sfocus or unit of analysis? The theory focuses on how one part affects the whole. In sociology, scholars look at how different systems affect the whole society.

 

 

What is the theory’s overall explanation for the cause of problems?According to systems theory, failure of one part to function may cause problems. Each component must work independently without affecting other parts for the system to be complete.   Application to a Case Study <Tiffany Bradley>

Directions: For each section, respond to the following prompts. Where relevant, provide citations to support your claims.

In 1 to 2 sentences, how does the theory define the client’s presenting problem?

Systems theory assumes that parts work independently to support the whole. Family systems theory states that dysfunctional families are caused by failure of members to do their parts, which presents Tiffany’s problem as caused by failure of her parents to perform their duties to the family (Saltzman et al., 2018).

In 1 to 2 sentences, how does the theory explain the cause of the client’s presenting problem?

Systems theory defines family as a system of emotionally connected members and each member functions as a component with unique roles and responsibilities. Tiffany’s problem was caused by lack of balance in the family because members did not play their parts to support the whole system, making the family dysfunctional.

In 1 to 2 sentences, how does the theory explain the role of the social worker for this client?

The theory states that failure of one family member to perform his duties will make the family dysfunctional. The role of social worker is to help family members and children  understand their specific roles in the family to avoid problems

 

 

In 1 to 2 sentences, what does the theory say about how this client will improve or how change will occur?

Using system theory, Tiffany can improve and experience change by working with other family members to understand the dynamics of their family, and how her behavior affects other members.

Using the theory, list 2 to 3 assessment questions to ask this client to explore the client’s goals and how they will get there.

1.       What is your birth order in the family?

2.       When your parents fail to provide security and food, how did that make you feel?

3.       How did you feel when your mother and father quarrel?

According to the theory, identify 2 to 3 specific practice intervention strategies for the client relative to the presenting problem.For each, explain in 1 sentence how it will help meet the client’s goals.

Structural intervention: Using this intervention, the therapist goal is to identify the structure of client family and re-organize it (Frey and Hunt, 2018).

Relationship education: This intervention aims to educate the client and his family members of family relations, interdependence, premarital education and family resources.

Based on the theory, list 2 to 3 outcomes when evaluating whether an intervention is effective.

1.       Effective and improved communication between family members

2.       Reduced family conflict and members acceptance of roles and responsibilities

What areone strength and onelimitation in using this theory for this client?

One key strength of family systems is that it allows identifying dysfunctions in families by looking at the behavior of an individual member. One of the main weaknesses of using this theory is that it pays too much attention to the family and not the individual.

 

 
 
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NURS 6003 Patient Symptoms Analysis

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NURS 6003 Patient Symptoms Analysis

NURS 6003 Patient Symptoms Analysis

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EXPLAIN WHY YOU THINK THE PATIENT PRESENTED THE SYMPTOMS DESCRIBED.–

Levels of Achievement: NURS 6003 Patient Symptoms Analysis

Excellent 28 (28.00%) – 30 (30.00%)

Good 25 (25.00%) – 27 (27.00%)

Fair 23 (23.00%) – 24 (24.00%)

Poor 0 (0.00%) – 22 (22.00%)

IDENTIFY THE GENES THAT MAY BE ASSOCIATED WITH THE DEVELOPMENT OF THE DISEASE.–

Levels of Achievement:Excellent 23 (23.00%) – 25 (25.00%)

Good 20 (20.00%) – 22 (22.00%)

Fair 18 (18.00%) – 19 (19.00%)

Poor 0 (0.00%) – 17 (17.00%)

EXPLAIN THE PROCESS OF IMMUNOSUPPRESSION AND THE EFFECT IT HAS ON BODY SYSTEMS.–

Levels of Achievement:Excellent 28 (28.00%) – 30 (30.00%)

Good 25 (25.00%) – 27 (27.00%)

Fair 23 (23.00%) – 24 (24.00%)

Poor 0 (0.00%) – 17 (17.00%)

WRITTEN EXPRESSION AND FORMATTING – PARAGRAPH DEVELOPMENT AND ORGANIZATION:
PARAGRAPHS  MAKE CLEAR POINTS THAT SUPPORT WELL-DEVELOPED IDEAS, FLOW LOGICALLY,  AND DEMONSTRATE CONTINUITY OF IDEAS. SENTENCES ARE CAREFULLY  FOCUSED—NEITHER LONG AND RAMBLING NOR SHORT AND LACKING SUBSTANCE. A  CLEAR AND COMPREHENSIVE PURPOSE STATEMENT AND INTRODUCTION ARE PROVIDED  THAT DELINEATE ALL REQUIRED CRITERIA.–

Levels of Achievement:Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3 (3.00%) – 3 (3.00%)

Poor 0 (0.00%) – 2 (2.00%)

WRITTEN EXPRESSION AND FORMATTING – ENGLISH WRITING STANDARDS:
CORRECT GRAMMAR, MECHANICS, AND PROPER PUNCTUATION–

Levels of Achievement:Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3 (3.00%) – 3 (3.00%)

Poor 0 (0.00%) – 2 (2.00%)

WRITTEN  EXPRESSION AND FORMATTING – THE PAPER FOLLOWS CORRECT APA FORMAT FOR  TITLE PAGE, HEADINGS, FONT, SPACING, MARGINS, INDENTATIONS, PAGE  NUMBERS, RUNNING HEADS, PARENTHETICAL/IN-TEXT CITATIONS, AND REFERENCE  LIST.–

Levels of Achievement:Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3 (3.00%) – 3 (3.00%)

Module 1 Assignment: Case Study Analysis

An  understanding of cells and cell behavior is a critically important  component of disease diagnosis and treatment. But some diseases can be  complex in nature, with a variety of factors and circumstances impacting  their emergence and severity.

Effective  disease analysis often requires an understanding that goes beyond  isolated cell behavior. Genes, the environments in which cell processes  operate, the impact of patient characteristics, and racial and ethnic  variables all can have an important impact. NURS 6003 Patient Symptoms Analysis

Photo Credit: Getty Images/Hero Images

An  understanding of the signals and symptoms of alterations in cellular  processes is a critical step in the diagnosis and treatment of many  diseases. For APRNs, this understanding can also help educate patients  and guide them through their treatment plans. NURS 6003 Patient Symptoms Analysis

In  this Assignment, you examine a case study and analyze the symptoms  presented. You identify cell, gene, and/or process elements that may be  factors in the diagnosis, and you explain the implications to patient  health.

To prepare:

By  Day 1 of this week, you will be assigned to a specific case study for  this Case Study Assignment. Please see the “Course Announcements”  section of the classroom for your assignment from your Instructor.

THE ASSIGNMENT (1- TO 2-PAGE CASE STUDY ANALYSIS)

Develop a 1- to 2-page case study analysis in which you:

  • Explain why you think the patient presented the symptoms described.
  • Identify the genes that may be associated with the development of the disease.
  • Explain the process of immunosuppression and the effect it has on body systems.
By Day 7 of Week 2

Submit your Case Study Analysis Assignment by Day 7 of Week 2.

Reminder: The  College of Nursing requires that all papers submitted include a title  page, introduction, summary, and references. The sample paper provided  at the Walden Writing Center provides an example of those required  elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.Poor 0 (0.00%) – 2 (2.00%)

NURS_6003_Module01_Week01_Assignment_Rubric

ExcellentGoodFairPoorComplete Part 1 of your Academic Success and Professional Development Plan Template. Be sure to address the following:

·    Identify at least two academic and at least two professional  individuals or teams to collaborate with to be successful in the MSN  program and as a practicing nurse.

Points Range:32 (32.00%) – 35 (35.00%)

The  response clearly and accurately identifies at least two academic  individuals or teams to collaborate with to be successful in the MSN  program and as a practicing nurse.

The response clearly and  accurately identifies at least two professional individuals or teams to  collaborate with to be successful in the MSN program and as a practicing  nurse.

Points Range:28 (28.00%) – 31 (31.00%)

The  response partially identifies at least two academic individuals or  teams to collaborate with to be successful in the MSN program and as a  practicing nurse.

The response partially identifies at least two  professional individuals or teams to collaborate with to be successful  in the MSN program and as practicing nurse.

Points Range:25 (25.00%) – 27 (27.00%)

The  response identifies only one academic individual or team to collaborate  with to be successful in the MSN program and as a practicing nurse.

The  response identifies only one professional individual or team to  collaborate with to be successful in the MSN program and as a practicing  nurse.

Points Range:0 (0.00%) – 24 (24.00%)

The  response identifying at least two academic individuals or teams to  collaborate with to be successful in the MSN program and as a practicing  nurse is vague and inaccurate, or is missing.

The response  identifying at least two professional individuals or teams to  collaborate with to be successful in the MSN program and as a practicing  nurse is vague and inaccurate, or is missing.

·    Explain why these individuals and/or teams were selected and how they  will support success in the MSN program and as a practicing nurse.

Points Range:45 (45.00%) – 50 (50.00%)

Response  clearly and thoroughly explains in detail why the academic and  professional individuals/teams were selected to support success in the  MSN program and as a practicing nurse.

Response clearly and  accurately explains how the academic and professional individuals/teams  will support success in the MSN program and as a practicing nurse.

Points Range:40 (40.00%) – 44 (44.00%)

Response  explains why the academic and professional individuals/teams were  selected to support success in the MSN program and as a practicing  nurse.

Response explains how the academic and professional  individuals/teams will support success in the MSN program and as a  practicing nurse.

Points Range:35 (35.00%) – 39 (39.00%)

Explanation  of why the academic and professional individuals/teams were selected to  support success in the MSN program and as a practicing nurse is vague  or inaccurate.

Explanation of how the academic and professional  individuals/teams will support success in the MSN program and as a  practicing nurse is vague or inaccurate.

Points Range:0 (0.00%) – 34 (34.00%)

Explanation  of why the academic and professional individuals/teams were selected to  support success in the MSN program and as a practicing nurse is vague  and inaccurate, or is missing.

Explanation of how the academic  and professional individuals/teams will support success in the MSN  program and as a practicing nurse is vague and inaccurate, or is  missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs  make clear points that support well developed ideas, flow logically,  and demonstrate continuity of ideas. Sentences are carefully  focused–neither long and rambling nor short and lacking substance. A  clear and comprehensive purpose statement and introduction is provided  which delineates all required criteria.

Points Range:5 (5.00%) – 5 (5.00%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

Points Range:4 (4.00%) – 4 (4.00%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

Points Range:3.5 (3.50%) – 3.5 (3.50%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

Points Range:0 (0.00%) – 3 (3.00%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation

Points Range:5 (5.00%) – 5 (5.00%)

Uses correct grammar, spelling, and punctuation with no errors.

Points Range:4 (4.00%) – 4 (4.00%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

Points Range:3.5 (3.50%) – 3.5 (3.50%)

Contains several (3-4) grammar, spelling, and punctuation errors.

Points Range:0 (0.00%) – 3 (3.00%)

Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written  Expression and Formatting – The paper follows correct APA format for  title page, headings, font, spacing, margins, indentations, page  numbers, running head, parenthetical/in-text citations, and reference  list.

Points Range:5 (5.00%) – 5 (5.00%)

Uses correct APA format with no errors.

Points Range:4 (4.00%) – 4 (4.00%)

Contains a few (1-2) APA format errors.

Points Range:3.5 (3.50%) – 3.5 (3.50%)

Contains several (3-4) APA format errors.

Points Range:0 (0.00%) – 3 (3.00%)

Contains many (? 5) APA format errors.

Name:NURS_6003_Module01_Week01_Assignment_Rubric

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Managing Organizational Change 1384831 2

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Weekly tasks or assignments (Individual or Group Projects) will be due by Monday, and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.

Transformational Change Management Plan

You will create an entire Transformational Change Management Plan for a medium-sized public company that has lost business to a competitor that has chosen to outsource much of its production operations. The company has been based in a small Midwestern town, it is one of the largest employers, and it has an excellent reputation for employee welfare. It is now planning to do the very same offshoring, which will involve large lay-offs of long-term employees.

The Key Assignment is a comprehensive transformational change management plan that will combine tasks from Weeks 1–5.

The project deliverables are as follows:

  • Week 1: Introduction
  • Week 2: What is driving the need for this transformational change?
  • Week 3: Theories of Change Management
  • Week 4: Communication Plan
  • Week 5: Implementation Plan

Create an APA title page and the following section for Week 1:

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.

 
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Assignment: Getting the Big Picture: The Role of the Intercultural Communication Consultant

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Assignment: Getting the Big Picture: The Role of the Intercultural Communication Consultant

Assignment: Getting the Big Picture: The Role of the Intercultural Communication Consultant

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REQUIRED READINGS

Lustig, M. W., & Koester, J. (2013). Intercultural competence: Interpersonal communication across cultures (7th ed.). Boston, MA: Pearson.

  • Chapter 7, “Verbal Intercultural Communication” (pp. 151–178)
  • Chapter 8, “Nonverbal Intercultural Communication” (pp. 179–204)

Gladwell, M. (1999). Is the Belgian Coca-Cola hysteria the real thing? The New Yorker, 75 (18), 24.
Talk of the Town, Dept of Straight Thinking: Is the Belgian Coca-Cola hysteria the real thing?. by Gladwell, M. in The New Yorker, July 12, 2010. Copyright 2010 by Conde Naste Publications, Inc. Reprinted by permission of Conde Naste Publications, Inc. via the Copyright Clearance Center.
Use this article for Scenario 1.

Carson, G. (n.d.). More fizz than they bargained for: Coca-Cola and the 1999 Belgian crisis. Unpublished.
Carson, G.W. More Fizz Than They Bargained For: Coca-Cola and the 1999 Belgian Crisis. Reprinted by permission of Gary W. Carson.
Use this article for Scenario 1.

Ted Conferences, LLC. (2006). Ted talks – Hans Rosling: The best stats you’ve ever seen [Video file]. Retrieved from http://www.ted.com/talks/hans_rosling_shows_the_be…
Use this article for Scenario 2.

Gregersen, T., & Youdina, T. (2008). An intercultural communication event via video bridge: Bringing Russian and American students together. International Journal of Teaching and Learning in Higher Education, 20 (2), 262–266.
Note: You will access this article from the Walden Library databases.
Use this article for Scenario 3.

Document: Week 4 Assignment Scenarios (PDF)

REQUIRED MEDIA

Walker, G. (2012). Working through cultural differences [Books24x7 version]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.   

Overaas, N. (2010). Understanding cultural differences [Books24x7 version]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 4 minutes.   

Goulston, M. (2007). Cross-cultural communication made simple [Books24x7 version]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.   

Assignment: Getting the Big Picture: The Role of the Intercultural Communication Consultant

The image depicts two business people under a large magnifying glass.According to a top ten list compiled by the Reed Business Information site, the top international banks are in China, Japan, The United Kingdom, Germany, and France (2013). According to the CNNMoney site, the world’s largest economies span four continents—Asia, Europe, North America, and South America (2013). Money, goods and services span the globe and drive the need for intercultural communication professionals. Developing intercultural competence increases your marketability in this global economy. Your understanding of intercultural communication helps you view situations from a global lens and makes you a valuable resource within organizations operating in international environments.

In this Assignment, you explore the business conditions involving the need for intercultural communication experts. You consider the tools, skills, and theories necessary to gain insights into real business crisis situations. You take on the role of an intercultural communication consultant as you consider alternative approaches to the issue and develop effective communication recommendations.

Graphic credit: Microsoft Corporation. (Producer). MP900426621 [Two businessmen shaking hands]. Retrieved November 15, 2013, from http://office.microsoft.com/en-us/images/results.a…

To prepare for this Assignment:

  • Review the Learning Resources for this week.
  • Review the Week 4 Assignment Scenarios document in this week’s Learning Resources and select one.
  • Review the specific resources for your selected scenario.

BY DAY 7

Submit a 3- to 4-page analysis of one of the scenarios in the Week 4 Assignment Scenarios document in this week’s Learning Resources. Be sure to include all of the information mentioned in the “Your Task” section of the scenario you select.

 

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given economic gap between soviet union and western world what extent did goals collectiviza

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Given the economic gap between the Soviet Union and the Western world, to what extent did the goals of collectivization and the Five-year Plans justify the tremendous cost borne by the Soviet people?
 
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Discussion: The Theoretical Evaluation Self-Test

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Discussion: The Theoretical Evaluation Self-Test

Discussion: The Theoretical Evaluation Self-Test

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Respond to two colleagues in one of the following ways: (Use sub-headings in response and please ask a question for further discussion to happen and have at least 2 APA reference)

  • Compare your TEST results or other aspects of your post with your colleague’s responses. Discussion: The Theoretical Evaluation Self-Test
  • Provide suggestions for how your colleague could connect their theoretical orientation to future courses, in the discipline, and/or in practice.
  • Share an insight you learned from another colleague in this Discussion or from earlier in the course.

 

 

 

Response to Stormey

 

The Theoretical Evaluation Self-Test (TEST)

 

My Results

Psychodynamic: 30

Biological: 15

Family: 23

Ecosystems: 27

Cognitive: 33

Pragmatic: 28

Humanistic: 16

Explain the extent to which you were surprised or not surprised by the TEST results and explain the reasons why you were surprised or not surprised.

I was not surprised by my results. I scored highest in Cognitive, due to my beliefs in Piaget’s Cognitive Development Theory. I truly believe that this theory explains how a child constructs a mental model of the world, and that development is a process which occurs due to biological maturation and interaction with the environment.

Identify the top three theories or models that most appealed to you.

The top three theories that most appealed to me are: Cognitive Behavioral Theory, Empowerment Theory, and Resiliency Theory.

Explain how your personal values, worldwide views, life experiences, and/or your personality influenced your selection of the top three theories or models.

Cognitive Behavioral Theory: I like Cognitive Behavioral Theory because it is a goal-oriented psychotherapy treatment that takes a hands-on and practical approach to problem-solving. My experience with CBT is that when people change their patterns of thinking and/or behavior, this will change the way they feel.

Empowerment Theory: I know when people are empowered, they have the ability to do amazing things. I have used empowerment with client’s and for myself, and when someone is empowered it is easier to realize their strengths and understand that they have the ability to change the situation.

Resiliency Theory: I believe that people have the ability to maintain resilience in the face of adversity. As a social worker, I will assist and empower my clients to develop positive self-esteem, strong coping skills, and be self-efficient. I will encourage them to be optimistic, connect them with strong social resources, help develop adaptability, decrease their fear of failure, increase determination, and perseverance, and develop a high tolerance of uncertainty.Discussion: The Theoretical Evaluation Self-Test

In this course, you were asked to select one case study to use throughout the entire course. Describe this experience, what you learned, what could perhaps be done differently.

Throughout this course, I used the case of Helen Petrakis. I really enjoyed “working” with Helen and applying different theories to her case. This allowed me to see what theories worked best for her and what theories to stay away from. Using one case throughout the course provided me with a real-world experience. In practice I may work with a client who has several issues and I may have to apply different theories and models to see what one works for the client to best help him/her. I choose Helen because I can relate to Helen (I am Helen), at times life gets so overwhelming that I feel as though I am inadequate and cannot handle all my responsibilities. As I applied different theories to Helen, I applied them to my life and I must say that I gained a lot of insight about myself and how capable I truly am. I do not think anything could have been done differently in part of a two-way communication between myself and “Helen”. Overall, I believe I effectively helped Helen overcome her obstacles and successfully prepared her for the road ahead. Discussion: The Theoretical Evaluation Self-Test

Resources:

Coleman, D. (2004). The Theoretical Evaluation Self-Test (TEST): A Preliminary Validation Study. Social Work Research 28(2), 117-128.

Cowan, P. A., Langer, J., Rich, J. H., & Nathanson, M. (1969). SOCIAL LEARNING AND PIAGET’S COGNITIVE THEORY OF MORAL DEVELOPMENT. Journal Of Personality & Social Psychology, 11(3), 261-274.

Janet, L. (2014). Conceptual Frameworks and Research Models on Resilience in Leadership. SAGE Open, Vol 4, Iss 3 (2014), (3), doi:10.1177/215824401454546

Perkins, D. D. and Zimmerman, M. A. (1995). Empowerment theory, research, and application. American Journal of Community Psychology; Vol. 23; No.5, pg. 569

Response to Lucy

INTERPRETING YOUR RESULTS

SUBSCALE YOUR SCORE SAMPLE OF 130
mean (SD)
Psychodynamic 26.2 (5.2)
Biological 14.6 (4.0)
Family 18.2 (4.0)
Ecosystems 24.2 (2.6)
Cognitive 25 (4.5)
Pragmatic 20.1 (5.7)
Humanistic 10.4 (2.4)

Explain in 2 to 3 sentence the extent to which you were surprised or not surprised by the TEST results and explain the reasons why you were surprised or not surprised.

I was not that surprise about my results. I was surprised by the score of the humanistic value. I can relate to Pruitt when he states that “the strategies I believed in most were what I was most comfortable offering to my clients (e.g., self-care using your support system). My general lack of a theoretical orientation, however, did not leave me well prepared to handle more severe problems like personality disorders, eating disorders, or substance abuse” (Pruitt 2014). I focused on small changes while working with homeless veterans.

Identify the top three theories or models that most appealed to you.

The top three theories that appealed to me were Cognitive Behavioral Theory, Role Theory and Solution Focused therapy and Mindfulness. I like Cognitive Behavioral was more in line with my personality and values. I enjoy seeing the veterans I work with make changes to their lives for the better. I believe that CBT can be coupled with other models. I really like the Role Theory because it put the client’s roles that impact their lives in perspective, it shows the social worker and client what expectations are expected of them for each role. I really like coupling CBT and Solution Focused therapy, I have used Solution Focused therapy and did not realized that I was using it. I participated in a workshop where Mindfulness was the focus, I have not used it in my practice but I look forward to using it in the future.

Explain in 3 to 4 sentences how your personal values, worldviews, life experiences, and/or your personality influenced your selection of the top three theories or models.

My top three are in line with my personality and values. The theories selected especially the CBT and solution focus allows the client to be the expert and the driver in therapy. My personality is that I learn from others and these theories and models allow me to listen to the client and learn from them what is important to them. I believe the client will be successful if they are provided the opportunity to be the driver in their therapy. If I was in therapy I would like for the therapist and myself to work together and for them to listen to me and help me to be successful in reaching my goals and making my life better.

In this course, you were asked to select one case study to use throughout the entire course. Describe this experience—for example, the degree to which it was helpful to focus on one case, what you learned, what could perhaps be done differently

I really enjoyed having one case study to use throughout the course because I was able to focus on the case and apply the theories as I would if it was a real case study. I worked with veterans with PTSD as an LPN and then I went back to school to earn my BSW, I work with homeless veterans that had PTSD, mental health issues and substance abuse issues, this case study helped me learn different strategies to apply to my practice. I have learned a lot and I am so grateful to my colleagues and Dr. C. I am proud of the work we have done and I will carry it in the next phase and especially in my practice. I really don’t feel that anything different should have been done. The feedback really helped me in my course work, with the feedback it let me know exactly what was expected and it kept me focused. The assignments were very interesting, I was able to do things that I have not done before such as doing a power point with narration or filming myself talking about my case. I have nothing but good things to say about this class. Thank you all and Dr. C for giving me a positive experience.

Pruitt, N. T. (2014). From dodo bird to mindfulness: The effect of theoretical orientation on

work and self. Journal of Clinical Psychology, 70(8), 753-759. Retrieved from Walden Library databases.

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Neurocognitive Disorder with Lewy Bodies Case

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Neurocognitive Disorder with Lewy Bodies Case

Neurocognitive Disorder with Lewy Bodies Case

 

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Part 1

 

https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6670/08/mm/decision_tree/index.html

 

Examine Case 3: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

  • Decision #1: Differential Diagnosis
    • Which Decision did you select? Neurocognitive Disorder with Lewy Bodies Case
    • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
  • Decision #2: Treatment Plan for Psychotherapy
    • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
  • Decision #3: Treatment Plan for Psychopharmacology
    • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
  • Also include how ethical considerations might impact your treatment plan and communication with clients and their family.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Decision Point One

BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHICH OF THE FOLLOWING DIAGNOSES WOULD THE PSYCHIATRIC/MENTAL HEALTH NURSE PRACTITIONER (PMHNP) GIVE TO MR. WINGATE?

In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.

Major frontotemporal neurocognitive disorder (FTNCD)

Major neurocognitive disorder due to Alzheimer’s disease

Major neurocognitive disorder with Lewy bodies

My decision: Major neurocognitive disorder with Lewy bodies RESULTS OF DECISION

Decision Point Two

BASED ON THIS DIAGNOSIS, SELECT YOUR CHOICE OF ACTIONS:

Begin Rivastigmine 1.5 mg orally twice a day

Begin Olanzapine 5 mg orally at bedtime

Begin Ramelteon 8 mg at bedtime

My decision: Begin Rivastigmine 1.5 mg orally twice a day

RESULTS OF DECISION POINT TWO

Client returns to clinic in four weeks

Upon his return to your office, Mr. Wingate’s son reported that Mr. Wingate seems to be tolerating the medication well, but he has not noticed any improvement in his father’s memory. He denies any worsening of other symptoms, but also reports no improvement either.

Mr. Wingate’s son does report that Mr. Wingate’s nightmares appear to be getting worse in that he seems to “act out” his nightmares more.

Decision Point Three

BASED ON THE ABOVE INFORMATION, SELECT YOUR NEXT ACTION. BE CERTAIN TO DISCUSS THE RATIONALE FOR YOUR DECISION.

Begin Clonazepam 0.5 mg orally at bedtime

Begin Seroquel 25 mg orally at bedtime

Educate Mr. Wingate and his son regarding the fact that it will take time for the Rivastigmine to stop the nightmares

My decision: Educate Mr. Wingate and his son regarding the fact that it will take time for the Rivastigmine to stop the nightmares

 

Guidance to Student

In the case of Mr. Wingate, he meets the diagnostic criteria for major neurocognitive disorder as evidenced by a decline from a previous level of performance in more than one cognitive domain—in this case, complex attention and executive function. The decline is based on a knowledgeable informant, as well as a clinician (the patient’s primary care provider) who referred him to you, as well as substantial impairment in another quantified clinical assessment (the MMSE). Cognitive deficits that Mr. Wingate demonstrates interfere with independence in everyday activities and he requires help with complex IADLs such as medication management and paying bills.

Nothing in the scenario suggests that delirium could be responsible for the cognitive decline, nor is anything in the scenario suggestive of another mental disorder.

While one may be initially inclined to consider major neurocognitive disorder due to Alzheimer’s disease, probable Alzheimer’s would require evidence of a causative genetic mutation either from family history or genetic testing, and/or decline in memory and learning and at least one other cognitive domain; steadily progressive, gradual decline in cognition without extended plateaus; and no evidence of mixed etiology (i.e., absence of other neurodegenerative or cerebrovascular disease, or another neurological, mental, or systemic disease or condition likely contributing to the cognitive decline). Similarly, while there is some evidence of mild apathy, and decline in executive abilities, there is insufficient evidence of three or more behavioral symptoms that would be needed to make a diagnosis of major frontotemporal neurocognitive disorder (e.g., behavioral disinhibition, loss of sympathy or empathy, perseverative, stereotyped or compulsive/ritualistic behavior, hyperorality and dietary changes, or prominent decline in social cognition and/or executive abilities) nor is there evidence of prominent decline in language ability, in the form of speech production, word finding, object naming, grammar, or word comprehension that would suggest major frontotemporal neurocognitive disorder. Neurocognitive Disorder with Lewy Bodies Case

In Mr. Wingate’s case, there is clear evidence of fluctuating cognition, and spontaneous features of Parkinsonism, which had their onset subsequent to the development of cognitive decline. These symptoms, coupled with the presence of a rapid eye movement sleep behavior disorder, are suggestive of MNDLB. Diagnostic testing should focus on determining the presence of a synucleinopathy.

Since Mr. Wingate’s symptoms are more consistent with MNDLB, the addition of Seroquel may result in severe side effects that could be life threatening and include severe sedation, muscle rigidity, delirium, neuroleptic malignant syndrome, and depending on the source of the study reviewed, neuroleptics may be associated with a 2- to 3-fold increase in mortality, including cerebral vascular accident. Although Seroquel can be used off-label to induce sleep in some patients, there is an FDA warning against the use of antipsychotics in older adults with dementia as they have been associated with an increase in mortality. Therefore, in consideration of the probably diagnosis and presenting symptoms, antipsychotics would not be appropriate.

Acetylcholinesterase inhibitors may be useful in the treatment of NDAD, but there is limited data of their efficacy with MNDLB. If the PMHNP decides to try an acetylcholinesterase inhibitor, the PMHNP should always begin with the lowest starting dose, and then slowly titrate upward, being mindful of the development of side effects. Mr. Wingate and his son should be educated on the fact that acetylcholinesterase inhibitors may slow disease progression, but will not have a significant impact on existing cognitive deficits. Neurocognitive Disorder with Lewy Bodies Case

The addition of low-dose Clonazepam (0.25 or even 0.125 mg) may be considered as a treatment for REM sleep disorders in individuals with MNDLB. Since clonazepam has a long half-life, the PMHNP should begin at a low dose, and slowly titrate upward, being mindful to educate the client and family about potential side effects and therapeutic end-goals. Remember that safety is always the first priority with prescribing.

There is no evidence that Rivastigmine has any effect on REM sleep disorders; therefore, the PMHNP should not tell Mr. Wingate or his son that this is an expected outcome of the drug.

Part 2

To prepare for this Assignment:

  • Select an adult or older adult client with an obsessive-compulsive disorder you have seen in your practicum.

In 3–4 pages, write a treatment plan for your client in which you do the following:

  • Describe the HPI and clinical impression for the client.
  • Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.)
  • Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.
  • Identify medical management needs, including primary care needs, specific to this client.
  • Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client.
  • Recommend a plan for follow-up intensity and frequency and collaboration with other providers.

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Static Electricity – Best Research Writing Services

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Login using the provided username (you won’t need a password). Read the directions on the first page. Follow the steps (Read, Research, and Respond). For your responses you may print or download the response sheet and answer directly on the page or you may create a Word document with the questions and answers. Submit your response sheet here. 

 
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Annotated Bibliography/Strategies that small businesses employ to retain employees

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Connecting The Goal and How the Mighty Fall

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“Stage 1 Kicks in when people become arrogant, regarding success virtually as an entitlement, and they lose sight of the true underlying factors that created success in the first place” (Collins 2009).

“First, we do ourselves a disservice by studying only success.  We learn more by examining why a great company fell into mediocrity (or worse) and comparing it to a company that sustained its success than we do by merely studying a successful enterprise” (Collins 2009).

“The point of the struggle is not just to survive, but to build an enterprise that makes such a distinctive impact on the world it touches, and does so with such superior performance, that it would leave a gaping hole —– a hole that could not be easily filled by any other institution – if it ceased to exist.  To accomplish this requires leaders who retain faith that they can find a way to prevail in pursuit of a cause larger than mere survival (and larger than themselves), while also maintaining the stoic will needed to take whatever actions must be taken, however excruciating, for the sake of the cause” (Collins 2009).

“If you can’t make some things happen around here, you’re not going to have any labor to worry about. Because you’re not going to have this plant to worry about. In fact, you may not have a job to worry about, Rogo.” (Goldtratt& Cox 2014).

Al is told by the division vice-president “You’ve got enough people! Look at your efficiencies, for God’s sake! You’ve got room for improvement. “Don’t come crying to me about not enough people until you show me you can effectively use what you’ve got (Goldtratt& Cox 2014).

No, that is not your problem,” he says. “Your problem is you don’t know what the goal is. And, by the way, there is only one goal, no matter what the company.”(Goldtratt& Cox 2014)

How the passages relate to each other?

Both of these companies showed “team on the way down” criteria.  Their company and plant were declining, and leadership had no idea.  Being arrogant is a quick way to downfall but also not knowing what the direction and goals of the company.   The passage in both books discussed companies are declining, and leadership has to find a way to get the company on the right track.  Time is not on their side.

Leadership that exemplifies arrogance affects the employees and their performance.  It will infect all the employees in the company with the result of a computer virus.   Arrogance is a human failing that can destroy an organization.  It is the acquired the most comfortable, most natural to justify, and the most difficult to recognize in ourselves.

By Alex not clear of the direction of the company, the staff was working, but the work was not beneficial to the company.  It is hard for management to lead if they have no idea themselves.  It is like the blind leading the blind.  The company is working but has nothing to work toward.  The result of this can be just as detrimental as having an ego or being arrogant.

 

References:

Collins, J. (2009). How the mighty fall: And why some companies never give in. New York, NY:

Harper Collins.

Goldtratt,   E., & Cox, J. (2014). The Goal: A Process of Ongoing Improvement. Great Barrington,

MA: North River Press.

 
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