Category: Sociology Online Tutor

Assessment: Discuss what you would assess regarding a client’s culture. For example, are there specific dietary requirements? Are schedule changes necessary to avoid conflicts with religious practices? Who is the spokesperson for the family? What would you assess?

Discuss what you would assess regarding a client’s culture

• Diagnosis: List any mental health nursing diagnoses this person has or may be at risk for. Include at least one cultural diagnosis.
• Planning: What planning needs to be done to ensure the cultural and emotional safety of the client?
• Implementation: What interventions would ensure your client’s safety regarding culture? Include at least two interventions. For example, if your client has religious beliefs that affect the ability to take medications, what interventions would you create to ensure the client’s safety? What can you do to ensure the client’s cultural needs are met?
• Evaluation: How will you evaluate whether your implementation was effective? Make sure the parameters are objective and measurable.
• In your summary, discuss whether any completed interventions were successful. What could be done differently in the future? If the interventions have not yet been carried out, you might discuss some institutional changes that could be made to ensure cultural safety for all clients in that setting.

The APA Ethical Principles of Psychologists and Code of Conduct outline the code of ethics for psychologists. There are general ethical principles that should be considered in research design. In this week’s discussion, we aim to identify and raise potential ethical concerns for conducting research methods in social sciences. In this discussion, you will examine one of APA’s general principles or one section of the Code of Conduct. Explain the impact of the principle or code on research participants or the misuse of research findings in the public. Provide at least one example (either from the literature or generate one yourself) of how the misuse or absence of the principal/code could negatively impact participants or the public. Please include an explanation of the ethical principle and why it is important for researchers to uphold ethical principles.

Based on the theory of attachment, what behaviors would a nurse attempt to stimulate when working with parent to promote health attachment?

The theory of attachment, primarily proposed by John Bowlby and Mary Ainsworth, describes the deep emotional bond that forms between a child and caregiver, often a parent. It emphasizes the importance of a secure and healthy attachment in a child’s development. Based on this theory, nurses can work with parents to stimulate the following behaviors to promote healthy attachment:

Responsive and Consistent Care: Encourage parents to respond to their child’s needs promptly and consistently. This could be in terms of feeding, diaper changes, or soothing a crying baby. Consistent response builds a sense of safety and security in a child.

Physical Contact: Promote skin-to-skin contact and cuddling. Physical contact is known to help babies feel safe and foster strong emotional bonds.

Eye Contact: Encourage parents to maintain eye contact when interacting with their babies. Eye contact is a powerful communication tool, helping to increase bonding and emotional connection.

Verbal Communication: Nurses can suggest parents to talk, sing, and read to their children regularly, even from a very young age. This helps the child to familiarize themselves with their parents’ voices, enhancing their bond.

Recognize and Interpret Cues: Teach parents to understand their child’s different signals or cues. For instance, crying could mean the baby is hungry, needs a diaper change, or just wants to be held. Responding appropriately to these cues builds trust.

Shared Activities: Recommend parents to engage in activities with their babies such as play, reading, or even simple things like bath time. Shared activities not only help in bonding but also in the cognitive and emotional development of the child.

Secure Base: Explain to parents the concept of a “secure base.” This is the idea that children use their parents as a home base from which they explore their environment, returning when they feel threatened or insecure. Parents should be encouraged to allow this exploration while providing a safe and supportive base for the child.

Emotional Availability: Encourage parents to be emotionally available and empathetic to their child’s needs and feelings. This validation and understanding will further enhance the attachment bond.

Remember, attachment forms over time, so these behaviors should be repeated consistently. Nurses can also use these principles to promote attachment even in a hospital setting, where children may be separated from their parents. By providing responsive care, nurses themselves can form a temporary attachment that helps the child feel secure in a medical setting.

Please include 400 words in your initial post with two scholarly articles 

As history has shown, military strategy must adapt to new domains. Cyberspace is that next domain. While traditional warfare will continue, technology and cyber operations will aid its methods. 

As history has shown, military strategy must adapt to new domains.

Compare cyberspace with traditional warfare, and identify how there are unknowns in cyber operations despite rigorous planning. These unknowns may be examples of possible surprises for each component of the cyber operation that are less likely in traditional warfare. You must cite a specific example for each cyber operation component. 

Your homework assignment solution should be a 500-600-word double-spaced document with at least two references dated within the past 5 years.

1. Select one of the Supreme Court cases listed below depending on your focus, K-12 or Higher Education. Discuss the main points of the case, connecting it to one of the U.S. Department of Education Guidelines for School Prayer and Religious Study found in our text, Today’s Guide to Educational Policy: Pandemics, Disasters, Nationalism, Religion, and Global Politics.
   • K-12 Cases:
     • Santa Fe Independent School District v. Doe (2000).
     • Good News Club v. Milford Central School (2001).
     • Elk Grove Unified School District v. Newdow (2004).
     • Zelman v. Simmons-Harris (2002).
     • Agostini v. Felton (1997). Note: This case could also apply to Higher Education.
   • Higher Education Cases:
     • Locke v. Davey (2004).
     • Christian Legal Society v. Martinez (2010).

The surrogate role is not one that is frequently mentioned in recent nursing practice literature.  Is that role as defined by Peplau, relevant to nursing practice as currently experienced?  If so, in what way?  If not, why?

Please include 400 words in your initial post with two scholarly articles

LDR 804

Original Question- Does culture exert a stronger influence on a leader’s power, influence, or authority? Support your view.

Does culture exert a stronger influence on a leader’s power, influence, or authority? Support your view.

Culture does exert a strong influence on a leader’s power, influence, and authority. This influence is reciprocally based, where a leader can strongly influence a culture, and a culture can strongly influence a leader. Kuknor and Bhattacharya (2020) expressed that leaders play a crucial role in creating and framing various initiatives to facilitate inclusion in the workplace. If the example of inclusive leadership, it is vital for leaders to create an inclusive culture by executing leadership practices that encourage inclusion. While developing and cultivating inclusion may not be receptive to some, the receptive ones could encourage better organizational outcomes. Randel et al. (2018) found that member perceptions of inclusion in a workgroup led to positive outcomes that benefit the work group and organization. Now, if that leader who practices inclusion left for unforeseen circumstances and the culture still thrives in an environment of inclusion, the new leader that comes in may adapt to fit the organisation’s culture. Therefore, for the new leader, the inclusive culture of the organization can change the influence and authority of the new leader. Generally, leaders who utilize inclusive leadership practices must create an inclusive working environment where individuals feel included for positive organizational outcomes. Moreover, if the culture of an inclusive environment is secure as a stronghold, a new incoming leader will not have the authority to change the positive organizational outcomes and therefore, that leader’s influence and will must adapt to the culture.

References:

Kuknor, S. C., & Bhattacharya, S. (2020). Inclusive leadership: New age leadership to foster organizational inclusion. European Journal of Training and Development, ahead-of-print(ahead-of-print). https://doi.org/10.1108/EJTD-07-2019-0132

According to Choi et al. (2015) leadership is an important factor that affects work engagement because leadership behavior is not only a source of employee motivation and satisfaction, but also creates a healthy environment that supports employee engagement. However, few studies, especially empirical studies, have examined the effects of specific leadership styles, such as transformational, authentic, and ethical leadership styles, on employee engagement. Few studies have also been conducted to examine the effects of participatory management. In addition, Choi et al. (2015) suggest that the positive effects of transformational leadership have been confirmed by empirical studies of leadership and commitment, where the leader emphasizes motivating employees to achieve organizational goals. However, different job characteristics mean that different groups of employees prefer different management styles. Choi et al. (2015) also argued that a level of work engagement can be achieved by practicing a certain leadership style. In addition, it was argued that a leader’s implicit focus on meeting employee needs is critical to creating an engaged workforce. In this study, it was argued that when a leader uses a participative style, it can significantly impact work engagement because the leader focuses on meeting the needs of employees. In addition, it was examined that the effects of participative leadership on employee commitment to work life and the possible facilitative effects of affective organizational responsibility, employee creativity and this relationship stems from the perspective of the social exchange theory (Choi et al., 2015).

Choi, S. B., Tran, T. B. H., & Park, B. I. (2015). Inclusive leadership and work engagement: Mediating affective organizational commitment and creativity roles. Social Behavior and Personality: an international journal, 43(6), 931-943

I believe culture strongly influences a leader’s power, influence, or authority. While it is the leader’s responsibility to guide organizational members to accomplish the company’s mission and vision, it is important to remember that while organizational members are individuals, they also make up an organization’s culture and dynamic, which can heavily influence a lot of aspects including productivity and job satisfaction (Sabuhari et al., 2020). The most effective leaders are the ones who listen and understand rather than the ones who simply strong-arm employees to get their way. Because of that fact, it stands to reason that leaders would need to consider culture when making decisions. Transformational leadership is one such leadership style that takes not only employees’ well-being into account but can also rely on observations and understanding of organizational culture as the basis of making their decisions. When an organizational culture changes, as they all do with a changing of employees and their values, backgrounds, and ideas, strong leaders will adapt to those changes. Adapting to those changes does not mean the leader is weak, but it demonstrates that the leader is letting their authority be influenced by a culture that represents the beliefs of their members which will go far in creating a more positive culture where the organization thrives (Hallinger, 2018). Culture exerts a strong influence on leaders whether the leader is accepting of the influence or not. In most cases, strong leaders will become stronger by being influenced by organizational culture and their employees more satisfied and productive. 

References

Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5-24. https://10.1177/1741143216670652

Complete questions 1-8 of the Self Inventory and summarize your responses.

Part ii: The initial stage

Self-inventory

directions: Complete this brief self-inventory before viewing the initial stage of the group. The self-inventory aims to help you identify and clarify your attitudes and beliefs about various group process concepts, techniques, and issues in group leadership. The statements on the inventory are not simply right or wrong, true or false. The point is to get you in an active frame of mind as you watch and reflect on the video and complete the workbook activities. Decide the degree to which you agree or disagree with these statements. Then, after viewing this segment, look over your responses to see whether you want to modify them in any way. These self-inventories will help you express your views and will prepare you to actively read and think about the ideas you’ll encounter in this self-study program.

Complete questions 1-8 of the Self Inventory and summarize your responses.

Using the following code, write next to each statement the number of the response that most closely reflects your viewpoint:

5 = I strongly agree with this statement.

4 = I agree, in most respects, with this statement. 

3 = I am undecided in my opinion about this statement. 

2 = I disagree, in most respects, with this statement. 

1 = I strongly disagree with this statement.

I already answered the self Inventory now summarize my response:

___5__ 1. Conducting a careful screening process for the groups I will lead is necessary.

__5___ 2. If at all possible, I would arrange for a pre-group meeting for orientation purposes.

__3___ 3. In a well-conducted group, there are no psychological risks for the participants.

__5__ 4. As a group leader, it is my job to establish ground rules for the participants.

__5__ 5. Confidentiality is one of the most basic issues that need to be addressed early in a group.

__5__ 6. A major function of leaders during the initial stage is to assist members in formulating concrete and personal goals.

_3__ 7. I’d engage in a fair degree of self-disclosure to create an accepting climate.

__3___ 8. In general, using a co-leadership model in a group has more advantages than disadvantages.

Discuss the term “clinical death,” especially when not initiating CPR.

“Clinical death” is a term used to describe the state in which basic life processes of an individual stop, such as their heartbeat and respiration (breathing). This usually happens before biological death, which is characterized by the cessation of brain activity and irreversible damage to the body’s systems.

The transition between clinical and biological death presents a window during which resuscitation is possible, often through cardiopulmonary resuscitation (CPR) or defibrillation. These interventions can sometimes reverse clinical death and restore normal body functions when successful.

When CPR is not initiated immediately following clinical death, the chances of successful resuscitation decrease rapidly. This is because the lack of oxygenated blood flow to the brain can result in irreversible brain damage in only a few minutes. Even if CPR is started after a delay, it may not prevent severe brain damage or other damage to vital organs.

However, there can be many reasons why CPR might not be initiated. These can include situations where the individual has a Do Not Resuscitate (DNR) order, where the cause of clinical death indicates a low likelihood of successful resuscitation (such as in some terminal illnesses), or where there are no trained individuals present able to perform CPR.

In the end, the decisions about when and whether to initiate CPR can be complex and often need to consider the specific circumstances, the individual’s known wishes, their health history, and sometimes the potential for a meaningful recovery.

Discuss what a “peaceful death” and a “good death” mean, including goals for End-Of-Life care.

“Peaceful death” and “good death” are terms often used in discussions about end-of-life care, palliative care, and death and dying. While the specific meaning of these terms can vary based on cultural, individual, religious, and philosophical beliefs, some common elements are often cited.

A “peaceful death” is often described as a death free from avoidable suffering for the dying individual and their loved ones. It could mean being free from pain and other distressing symptoms, having one’s psychological, social, and spiritual needs met, and dying in a calm, tranquil environment that aligns with the individual’s preferences.

A “good death ” similarly refers to a death that aligns with the dying individual’s values, wishes, and beliefs. This could involve being treated with respect and dignity, having control over where and how one dies, being able to say goodbye to loved ones, having affairs in order, achieving a sense of life completion or fulfillment, and other aspects.

The goals for end-of-life care often align with these concepts. They include:

1. Pain and Symptom Management: This involves ensuring the patient is as comfortable as possible, effectively controlling pain and other distressing symptoms such as shortness of breath, fatigue, nausea, anxiety, and depression.
2. Psychosocial, Emotional, and Spiritual Support: This includes providing emotional support to the patient and their family, meeting their spiritual needs according to their beliefs, and providing grief support.
3. Patient Autonomy and Choice: It is key to respect patients’ values, preferences, and wishes about their care. This might involve discussing advance care planning, respecting do-not-resuscitate orders, and enabling patients to die in their place of choice where possible.
4. Communication: Clear and compassionate communication is crucial. This involves discussing the prognosis honestly but sensitively, clarifying the goals of care, and ensuring the patient and family understand the treatment options.
5. Continuity of Care: Ensuring that the patient’s care is consistent and coordinated across different settings (e.g., home, hospital, hospice).
6. Support for the Family: Providing practical, emotional, and bereavement support to the patient’s loved ones is also essential to end-of-life care.

These goals aim to promote a death that is as peaceful, dignified, and in line with the patient’s wishes as possible, which are some of the central principles behind the concepts of a “peaceful death” and a “good death.”

How would you feel knowing your patients did not want CPR but the family insisted on it? 

Patient autonomy is a fundamental principle in medical ethics. This means that competent adults can refuse or stop medical treatments, including CPR if they so choose. In many jurisdictions, this right is legally protected. If a patient has clearly expressed the wish not to receive CPR, it’s generally considered ethically and often legally inappropriate to override this decision, even if the family insists.

However, this can be emotionally challenging for healthcare professionals, who may empathize with the family’s distress and desire to do everything possible to keep the patient alive. They may also be concerned about potential conflict or legal implications.

Ideally, in these situations, open and honest communication is key. The healthcare team can explain the patient’s wishes, the potential benefits and risks of CPR (including the likelihood of success and the quality of life afterward), and the importance of respecting patient autonomy. They might also involve the hospital’s ethics committee or palliative care team for support in these difficult conversations.

If there’s doubt about the patient’s capacity to make this decision, or if the patient’s wishes aren’t clearly documented, and the patient cannot express their wishes, the situation becomes more complex. The healthcare team would then typically turn to the patient’s designated healthcare proxy (if they have one), or to the family to make decisions based on what they believe the patient would have wanted. This is why it’s so important for people to discuss their wishes for end-of-life care with their loved ones and healthcare team ahead of time.

Teen Suicide and Bullying

Please read pages 109 – 110 for Kohlberg and Gilligan, then pages 95 – 100 for Erikson’s psychosocial dilemmas at different stages of life. Read pages 457 – 458 for readings on Suicide.

Teen Suicide and Bullying

Coon et al. (2022) discuss the difficulties teenagers face in establishing their own identity; many problems stem from the unclear standards about the role adolescents should play within society. Coon et al. (2022) also explain that teenagers experience ambiguity or unclear interpretations when defining their roles. This adds to their confusion of a clear and solid sense of self.

More and more often, we see cases presented in the media about teens who have taken their own lives due to bullying and cyberbullying (Wang, 2016). Coon et al. (2022) have argued that adolescence is a tumultuous time. However, Karen Horney’s theory explains that basic anxiety occurs because we live in a hostile world. An example is Wang’s (2016), report of a suicide by a 13-year-old girl in response to racial and social prejudice against perceived sexual orientation.

References

Coon, D., Mitterer, J.O., & Martini, T. (2022). Introduction to psychology: Gateways to mind and behavior (16th ed.). Cengage Learning.

Wang, Y. (2016). After years of alleged bullying, an Ohio teen killed herself. Is her school district responsible? The Washington Post.

For this week’s main post, answer all of the following questions. Be sure to include factual, properly cited information in your post.

 How much does emotional turbulence versus social hostility count as an explanation for teen suicide? Or is it a combination of the two?

 Drawing upon Kohlberg’s theory of stages of moral development, Gilligan’s theory of caring, and Erikson’s psychosocial stages theory, discuss why an adolescent might turn to suicide.

 Using one of these theories, suggest how to help a teen who has been bullied.