Tag: scenario

write a 350 to 525 word paper that discusses the principles of communication presented in the scenario 2

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Write a 350- to 525-word paper that discusses the principles of communication presented in the scenario.

Describe verbal and nonverbal cues from the scenario.
Based on the description of each group member, speculate as to how well this group will collaborate.
How can verbal and nonverbal communication be perceived as defensive?

How can this affect relationships in the work place?

Cite at least 1 peer-reviewed, scholarly, or similar reference.
Format your assignment according to APA guidelines.
Read the scenario provided
Communication Scenario
A group of colleagues is meeting to discuss how to market a health care product. Prior to the in-person meeting, several ideas were developed and shared via email with the group. The group was asked to review the ideas and bring their thoughts and feedback to the meeting.
Email:
The email sent out to the group is provided below:
Dear Colleagues,
As you know, we are in the final stages of launching a new product. We are now seeking ways to market the product to the public. I have received a few ideas and wanted to share them with the group prior to our face-to-face meeting.

Ice cream social to familiarize the product with staff and internal partners
Short video describing the product and how the public should use it
Social media campaign to increase knowledge of the product
Commercial introducing the product
Sharing information about the product via word of mouth

As you can see, we have some good ideas to kick off our meeting, but we need to develop a great marketing plan. Please come prepared to discuss these and any additional ideas you may have. Looking forward to our meeting.
Best,
Gail
In-Person Meeting:
A week later, the group meets to discuss their ideas and feedback. The group consists of the following people:

Gail is the meeting organizer and the group lead on the project. She is very detail-oriented as well as focused and communicates effectively.
Larry is the least attentive of the group and less vocal. He wants to get the work done with minimal discussion.
Robert is very opinionated but has trouble communicating effectively and uses body language quite often.
Melissa is quiet, shy, and has amazing ideas but often has difficulty expressing herself.

 
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Discuss using current literature TWO (2) ethico- legal issues related to your chosen scenario (10 marks). Exceptional discussion related to the ethico-legal issues related to the scenario. Sources used are exceptional to support work.

Posted on | by Simon KN

Exceptional critical discussion noted

Promoting mental health and wellbeing

Essay – Promoting mental health and wellbeing (1000 words)

Aim of assessment
The purpose of this guided essay is to enable students to consolidate nursing/midwifery issues covered in class materials and to determine students’ understanding of the topics and applications, in preparation for transition into the professional nursing and midwifery workforce. This is a guided essay based on a case study where the students respond by answering a series of questions.

Details
Using EITHER Scenario A or Scenario B- please answer the following questions:

1. Investigate and outline the prevalence/incidence of depression / anxiety (depending on the scenario you have chosen) in Australia – Your answer needs to cover: gender, age groups, specific risk groups, hospitalisations.
2. Using current literature discuss TWO (2) factors that may have contributed to the development of the client’s presentation and mental health concerns.
3. Using current literature discuss TWO (2) ethico-legal issues related to your scenario.
4. Identify TWO (2) nursing/midwifery concerns / problems with evidence from your chosen scenario- Your risk identification should be focused on the next 1-5 days of nursing/midwifery care for your client.
5. For each nursing / midwifery concern / problem you have identified in Question 4, outline and describe TWO (2) evidence based nursing / midwifery interventions (ie; what you would actually do as a nurse / midwife to support the person and how you would do it). Your interventions should be focused on nursing / midwifery care for your client over the next 1-5 days. They must be interventions which you would actually undertake directly with your client within your role as a nurse or midwife. You are also required to provide a clear rationale for each nursing / midwifery intervention (ie. why have you chosen the particular nursing interventions? How will the interventions support the person or contribute positively to their current presentation or concern?) Each intervention and rationale must be supported by current literature.

Scenario A
David has been referred to you in the Emergency Mental Health Community Team by his GP. His GP is concerned about David’s mental health state and risks to self. David is a 23 year old man, currently living with his mother. Both David and his brother, Peter, have a positive relationship with their mum. David’s mother and father divorced when he was 15 years old. Before his parent’s divorce, David had a positive relationship with his dad. However at the time of his parent’s divorce David became very angry towards his dad. David also directed his anger towards his friends at the time and he quickly became isolated from his peers, ultimately leaving school at 15 years old, at the end of year 9. David and his older brother, Peter, aged 25, had shared interests of bike riding and computers during their teenager years. During your meeting with David, he stated that he did feel that he and his brother had a close relationship and friendship. However, he acknowledged that they had become more distance in recent years. David has had three past heterosexual relationships lasting several months. His last relationship finished two months ago. His most recent girlfriend has disclosed she is three months pregnant and does not wish for David to be involved in the care of the baby.
After leaving school, David had a number of part time labourer jobs. Each job lasted for two to three months. His most recent employment, over a year ago, was terminated by the employer as a result of conflict with his colleagues. David had left three of his previous jobs on his own accord as he felt “he just didn’t fit in”. He recalled a constant feeling of agitation and sadness at the time. During your contact with David, he has not worked for at least a year. He has contact with his father and brother every month or so. Many of the contacts with his father and brother end in verbal hostility. During the assessment with David, you notice he becomes distressed and tearful on your questioning. He reports recent weight loss. He discloses he has been having difficulties sleeping, feeling exhausted and increasingly depressed. You make further attempts to find out what has been happening for David and to engage with him. He asks you to stop questioning as he is ashamed of how he is currently feeling. He is worried about letting his mum down as they have always had a positive relationship. He declines to look at you while you ask him about thoughts of suicide. He does not wish for you to have any discussions with his family.

Scenario B
Tracey is a 35 year old woman who presents for assessment to the Emergency Mental Health Community Team. She is six months pregnant with her third child. Her other children, to her ex-partner, are aged three and five. Tracey is in a heterosexual relationship with her partner of one year, Peter. Peter moved in to live with Tracey and her children eight months ago. The children’s father is distressed about Peter moving in to live with his children. There is verbal hostility between Tracey and her ex- partner each time he visits to collect the children for a weekend visit. Her ex- partner frequently states he is making arrangements for court to have full time care of the children. Tracey and her current partner, Peter, are in $35,000 uncontrolled debt after a recent new joint business venture failed. A finance company calls weekly requesting payment. Tracey and her partner stopped making the mortgage repayments three months ago, with the belief that dealing with the uncontrolled debt would be a better option. Her parents are supportive but live in Queensland. Tracey is able to have face to face contact with them once a year. She does chat with her parents over telephone every week if possible. Tracey states she is worried about how she will cope with her two children and new baby. She reports low mood, weekly panic attacks and fleeting thoughts of suicide. During your meeting with Tracey, you note she is fidgety and restless, breathing rapidly, shaking slightly, sweating and tearful. She is not wishing to actively engage with the mental health services, for fear it will impact on her having care of her children, stating she will visit her General Practitioner (GP).

Important details about your assessment
? Refer to marking criteria and standards for mark allocation for each question.
? This guided essay does not require a standard essay introduction or conclusion.
? The use of tables or column layouts to answer questions 4 and 5, is encouraged.
? There is a word limit of 1000 words.
? You are required to organise your answers in order of questions; by referring to the question
number in your answer.
? Marks will be allocated for academic writing and referencing.

Marking criteria and standards:
Assessment 1 – Guided Essay – Promoting Mental Health and Wellbeing

Investigate and outline the prevalence/incidence of depression / anxiety (depending on the scenario you have chosen) in Australia using current literature. (10 marks). The details related to the prevalence/incidence of depression or anxiety are exceptional and of the highest quality. The answer is well supported by relevant literature. The details related to the prevalence/incidence of depression or anxiety are accurate and of superior quality. The answer is supported by relevant literature.

Discuss using current literature TWO (2) factors that may have contributed to the development of either David’s or Tracey’s presentation and mental health concerns. (10 marks). Discussion consistently conveys evidence of analysis and synthesis showing exceptional understanding of the factors that may have contributed to the client’s presentation and mental health concerns. Sources used are exceptional to support work. Exceptional critical discussion noted. Discussion consistently conveys evidence of critical analysis and shows superior understanding of the factors that may have contributed to the client’s presentation and mental health concerns. Sources used are accurate and superior to support work. Superior critical discussion noted.

Discuss using current literature TWO (2) ethico- legal issues related to your chosen scenario (10 marks). Exceptional discussion related to the ethico-legal issues related to the scenario. Sources used are exceptional to support work. Exceptional critical discussion noted. Superior discussion of the ethico-legal issues related to the scenario. Superior critical analysis and discussion noted. Sources used are of high standard.

Identify TWO (2) nursing/midwifery problems/risks with evidence from your chosen scenario. (5 marks). Exceptional identification of TWO (2) nursing/midwifery problems/risks with clear evidence and relevance to the case study chosen. Superior identification of TWO (2) nursing/midwifery problems/risks with clear evidence and relevance to the case study chosen.

For each nursing/midwifery problem/risk you have identified in Question 4, Outline and describe TWO (2) evidenced based nursing/midwifery interventions and rationales for each. (10 marks). Exceptional; clear concisely written relevant nursing/midwifery interventions. Sources used are exceptional to support work. Exceptional critical descriptions noted. Superior; well written relevant nursing/midwifery interventions. Superior descriptions noted. Sources used are of high standard.

Academic writing & referencing skills (5 marks). Exceptional referencing: both in text and final reference list according to APA style. Extensive, relevant current academic reference list effectively utilised. Publishable writing style and use of language. Superior referencing, with adequate and correct in text and final reference list according to APA style. Comprehensive, relevant, list of current academic references used. Superior writing style and use of language; no errors in spelling, grammar, or punctuation.

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Discuss using current literature TWO (2) ethico- legal issues related to your chosen scenario

Posted on | by Simon KN

 

Promoting mental health and wellbeing

Essay – Promoting mental health and wellbeing (1000 words)

Aim of assessment
The purpose of this guided essay is to enable students to consolidate nursing/midwifery issues covered in class materials and to determine students’ understanding of the topics and applications, in preparation for transition into the professional nursing and midwifery workforce. This is a guided essay based on a case study where the students respond by answering a series of questions.

Details
Using EITHER Scenario A or Scenario B- please answer the following questions:

1. Investigate and outline the prevalence/incidence of depression / anxiety (depending on the scenario you have chosen) in Australia – Your answer needs to cover: gender, age groups, specific risk groups, hospitalisations.
2. Using current literature discuss TWO (2) factors that may have contributed to the development of the client’s presentation and mental health concerns.
3. Using current literature discuss TWO (2) ethico-legal issues related to your scenario.
4. Identify TWO (2) nursing/midwifery concerns / problems with evidence from your chosen scenario- Your risk identification should be focused on the next 1-5 days of nursing/midwifery care for your client.
5. For each nursing / midwifery concern / problem you have identified in Question 4, outline and describe TWO (2) evidence based nursing / midwifery interventions (ie; what you would actually do as a nurse / midwife to support the person and how you would do it). Your interventions should be focused on nursing / midwifery care for your client over the next 1-5 days. They must be interventions which you would actually undertake directly with your client within your role as a nurse or midwife. You are also required to provide a clear rationale for each nursing / midwifery intervention (ie. why have you chosen the particular nursing interventions? How will the interventions support the person or contribute positively to their current presentation or concern?) Each intervention and rationale must be supported by current literature.

Scenario A
David has been referred to you in the Emergency Mental Health Community Team by his GP. His GP is concerned about David’s mental health state and risks to self. David is a 23 year old man, currently living with his mother. Both David and his brother, Peter, have a positive relationship with their mum. David’s mother and father divorced when he was 15 years old. Before his parent’s divorce, David had a positive relationship with his dad. However at the time of his parent’s divorce David became very angry towards his dad. David also directed his anger towards his friends at the time and he quickly became isolated from his peers, ultimately leaving school at 15 years old, at the end of year 9. David and his older brother, Peter, aged 25, had shared interests of bike riding and computers during their teenager years. During your meeting with David, he stated that he did feel that he and his brother had a close relationship and friendship. However, he acknowledged that they had become more distance in recent years. David has had three past heterosexual relationships lasting several months. His last relationship finished two months ago. His most recent girlfriend has disclosed she is three months pregnant and does not wish for David to be involved in the care of the baby.
After leaving school, David had a number of part time labourer jobs. Each job lasted for two to three months. His most recent employment, over a year ago, was terminated by the employer as a result of conflict with his colleagues. David had left three of his previous jobs on his own accord as he felt “he just didn’t fit in”. He recalled a constant feeling of agitation and sadness at the time. During your contact with David, he has not worked for at least a year. He has contact with his father and brother every month or so. Many of the contacts with his father and brother end in verbal hostility. During the assessment with David, you notice he becomes distressed and tearful on your questioning. He reports recent weight loss. He discloses he has been having difficulties sleeping, feeling exhausted and increasingly depressed. You make further attempts to find out what has been happening for David and to engage with him. He asks you to stop questioning as he is ashamed of how he is currently feeling. He is worried about letting his mum down as they have always had a positive relationship. He declines to look at you while you ask him about thoughts of suicide. He does not wish for you to have any discussions with his family.

Scenario B
Tracey is a 35 year old woman who presents for assessment to the Emergency Mental Health Community Team. She is six months pregnant with her third child. Her other children, to her ex-partner, are aged three and five. Tracey is in a heterosexual relationship with her partner of one year, Peter. Peter moved in to live with Tracey and her children eight months ago. The children’s father is distressed about Peter moving in to live with his children. There is verbal hostility between Tracey and her ex- partner each time he visits to collect the children for a weekend visit. Her ex- partner frequently states he is making arrangements for court to have full time care of the children. Tracey and her current partner, Peter, are in $35,000 uncontrolled debt after a recent new joint business venture failed. A finance company calls weekly requesting payment. Tracey and her partner stopped making the mortgage repayments three months ago, with the belief that dealing with the uncontrolled debt would be a better option. Her parents are supportive but live in Queensland. Tracey is able to have face to face contact with them once a year. She does chat with her parents over telephone every week if possible. Tracey states she is worried about how she will cope with her two children and new baby. She reports low mood, weekly panic attacks and fleeting thoughts of suicide. During your meeting with Tracey, you note she is fidgety and restless, breathing rapidly, shaking slightly, sweating and tearful. She is not wishing to actively engage with the mental health services, for fear it will impact on her having care of her children, stating she will visit her General Practitioner (GP).

Important details about your assessment
? Refer to marking criteria and standards for mark allocation for each question.
? This guided essay does not require a standard essay introduction or conclusion.
? The use of tables or column layouts to answer questions 4 and 5, is encouraged.
? There is a word limit of 1000 words.
? You are required to organise your answers in order of questions; by referring to the question
number in your answer.
? Marks will be allocated for academic writing and referencing.

Marking criteria and standards:
Assessment 1 – Guided Essay – Promoting Mental Health and Wellbeing

Investigate and outline the prevalence/incidence of depression / anxiety (depending on the scenario you have chosen) in Australia using current literature. (10 marks). The details related to the prevalence/incidence of depression or anxiety are exceptional and of the highest quality. The answer is well supported by relevant literature. The details related to the prevalence/incidence of depression or anxiety are accurate and of superior quality. The answer is supported by relevant literature.

Discuss using current literature TWO (2) factors that may have contributed to the development of either David’s or Tracey’s presentation and mental health concerns. (10 marks). Discussion consistently conveys evidence of analysis and synthesis showing exceptional understanding of the factors that may have contributed to the client’s presentation and mental health concerns. Sources used are exceptional to support work. Exceptional critical discussion noted. Discussion consistently conveys evidence of critical analysis and shows superior understanding of the factors that may have contributed to the client’s presentation and mental health concerns. Sources used are accurate and superior to support work. Superior critical discussion noted.

Discuss using current literature TWO (2) ethico- legal issues related to your chosen scenario (10 marks). Exceptional discussion related to the ethico-legal issues related to the scenario. Sources used are exceptional to support work. Exceptional critical discussion noted. Superior discussion of the ethico-legal issues related to the scenario. Superior critical analysis and discussion noted. Sources used are of high standard.

Identify TWO (2) nursing/midwifery problems/risks with evidence from your chosen scenario. (5 marks). Exceptional identification of TWO (2) nursing/midwifery problems/risks with clear evidence and relevance to the case study chosen. Superior identification of TWO (2) nursing/midwifery problems/risks with clear evidence and relevance to the case study chosen.

For each nursing/midwifery problem/risk you have identified in Question 4, Outline and describe TWO (2) evidenced based nursing/midwifery interventions and rationales for each. (10 marks). Exceptional; clear concisely written relevant nursing/midwifery interventions. Sources used are exceptional to support work. Exceptional critical descriptions noted. Superior; well written relevant nursing/midwifery interventions. Superior descriptions noted. Sources used are of high standard.

Academic writing & referencing skills (5 marks). Exceptional referencing: both in text and final reference list according to APA style. Extensive, relevant current academic reference list effectively utilised. Publishable writing style and use of language. Superior referencing, with adequate and correct in text and final reference list according to APA style. Comprehensive, relevant, list of current academic references used. Superior writing style and use of language; no errors in spelling, grammar, or punctuation.

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Identification of four (4) examples of effective or ineffective teamwork and/or communication in the scenario

Posted on | by Simon KN
Read the Met call Transcript bellow, prepare a written report (~1000

words) including:

• Identification of four (4) examples of effective or ineffective teamwork

and/or communication in the scenario. This can be presented in a table

or as dot points.

• Discussion, using the literature, about how each identified example of

effective/ineffective teamwork and/or communication can impact on the:

◦ Patient (approx. 300 words, informed by 2-3 references)

◦ Staff (approx. 300 words, informed by 2-3 references)

Organisation (approx. 300 words, informed by 2-3 references).

Read the transcripts bellow and uses these resources as your

references to answer the report.

Starting references are provided below to assist you with beginning your

student report/CAP. Please note, however, that you are expected to find

and include additional references in your report.

Other Requirements

Do not write an introduction or conclusion.

Provide a reference list at the end of your report for all in-text

references.

Aitkin, L., & Eagar, S. (2013). Collegial relationship breakdown: A

qualitative exploration of nurses in acute care settings. Collegian, 20(2),

115-121. doi: 10.1016/j.colegn.2012.04.008

Al Sayah, F., Szafran, O., Robertson, S., Bell, N., & Williams, B., (2014).

Nursing perspectives on factors influencing interdisciplinary teamwork in

the Canadian primary health care setting. Journal of Clinical Nursing,

3(19-20), 2968-2979. doi: 10.1111/jocn.12547

Gausvik, C., Lautar, A., Miller, L., Pallerla, H., & Schlaudecker, J.

(2015). Structured nursing communication on interdisciplinary acute

care teams improves perceptions of safety, efficiency, understanding of

care plan and teamwork as well as job satisfaction. Journal of

Multidisciplinary Healthcare, 8, 33-37. doi: 10.2147/JMDH.S72623

Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional

communication in healthcare: an integrative review. Nurse Education in

Practice, 19, 36-40. doi: 10.1016/j.nepr.2016.04.005

Manias, E., Geddes, F., Watson, B., Jones, D., & Della, P. (2015).

Perspectives of clinical handover processes: a multi-site survey across

different health professionals. Journal of Clinical Nursing, 25, 80-91. doi:

10.1111/jocn.12986

Mitchell, R., Parker, V., Giles, M., & Boyle, B. (2013). The ABC of health

care team dynamics: understanding complex affective, behavioral, and

cognitive dynamics in interprofessional teams. Health Care

Management Review, 39(1), 1-9. doi: 10.1097/HCM.0b013e3182766504

Polis, S., Higgs, M., Manning, V., Netto., & Fernandez, R. (2015)

Factors contributing to nursing team work in an acute care tertiary

hospital, Collegian. doi: http://dx.doi.org/10.1016/j.colegn.2015.09.002

The case of the MET call – transcript

Katie: How are you feeling Dolly?

Dolly: I don’t feel well.

Katie: No, ok. I’m a bit worried. I’ve just done your blood pressure. It’s

90 systolic at the moment. It’s come down quite a bit from what it was,

actually.

Dolly: Yeah.

Katie: Yeah. Are you feeling light headed or anything?

Dolly: I feel dizzy.

Katie: Ahh. Ok. Um. Heart rate has also come up to 115. It feels a little

bit on the thready, weak side. You’ve got a temperature as well. 38.6

this morning, which is a quite high.

Dolly: Yes.

Katie: Yep, but your breathing and your oxygen levels and everything

seem to be alright.

Dolly: Yes.

Katie: You look really dry?

Dolly: Yes, I’m thirsty.

Katie: Alright. I’m a bit worried, I think I need to actually go and get some

help to be able to sort this out.

Dolly: Ok.

Katie: Ok, so I’m just going to find some help. Urm, and I’ll be back. Ok?

[Calls to colleague] Monica?

Monica: Yes? Hi Katie.

Katie: Yes, um… I’m just…

Monica: How’re you going Dolly?

Dolly: I’m not good.

Monica: Not good – what’s the problem?

Katie: She’s not great. I’m quite concerned about her now. Her blood

pressure has come down to 90 systolic…

Monica: Yes.

Katie: You can see it’s sort of trended down…

Monica: Yep.

Katie: And her heart rate’s come up to 115..

Monica: Yep

Katie: Her respiratory rate and oxygen sats are 99 and that’s all ok.

Monica: Yep, ok.

Katie: Her temperature’s 38.6 as well..

Monica: Right.

Katie: So… And she feels kind of a bit light headed, did you say Dolly?

Dolly: Yes, I did, yeah.

Katie: A bit dizzy.

Monica: I think we’re in the criteria for a MET call, Katie…

Katie: Yeah…

Monica: So I’m just going to call…

Katie: That’s what I thought. I just didn’t feel confident enough to call it

myself… Talking over each other

Monica: Oh, ok, I understand, being a student nurse. I’m going to go and

get that… organise that right now. We’ll be right back with some help

Dolly. Ok, Katie?

Katie: Shall I stay here?

Monica: If you can stay there and just keep an eye…

talking over each other

Katie: I’ll wait for you to come back.

Monica: I’ll be back with the team…

Katie: Alright, ok… [to Dolly] So Monica will be back in a moment. She’s

gone to call the MET team – that’s another doctor and a nurse who are

going to come and help us.

Dolly: Ok.

Katie: Ok, alright, good. Have you got any pain anywhere, Dolly?

Dolly: Just a little bit…

Katie: Just a little bit.

Monica: I’ve called the team, so they’re going to be coming now, so I’m

going to…

Talking over each other

Katie: Ok.

Monica: …get the trolley

Katie: Can I… is there anything I can do to help, Monica?

Monica: Can you just do another blood pressure?

Katie: Yes, sure, sure.

Monica: That would be great.

Katie: Yeah, ok…

Monica: …and we’ll get the trolley ready, and they should be coming

now. The doctors are going to come now, Dolly.

Katie: ok.

Monica: …and we’ve got everything ready to go.

Katie: We’ll check your blood pressure again Dolly…

Doctor Kelli and MET nurse Chanika arrive.

Kelli: Good morning, hello, [to Dolly] hello there, what’s your name?

Dolly: Dolly.

Kelli: Hello Dolly, I’m Kelli, I’m the registrar with the MET team.

Chanika: Hi, I’m Chanika, I’m the nurse.

Monica: Ok, so…

Kelli: Sorry, can I just… what was your name?

Monica: Oh, sorry! Monica! I’m Katie’s preceptor.

Katie: Hi

Kelli: Lovely! Nice to meet you both. [To Dolly] Just going to have a chat

for a minute Dolly.

Dolly: Ok.

Monica: Ok, so we’ve… Dolly’s post-op three days. She had her right

hip done. Her obs have been stable this morning. The doctors did the

rounds. However, now her blood pressure has come right down as you

can see…

Kelli: Yes.

Monica: It’s down within… quite low.

Kelli: Hmmm.

Monica: Her heart rate’s actually a little bit elevated. And her resp rate

has gone up…

Talking over each other

Kelli: And this is a recent temperature?

Monica: And she’s spiking a temp as well…

Talking over each other

Kelli: Right, yeah.

Monica: So we’re not sure where you want to go from here.

Kelli: How are you feeling dolly?

Dolly: I’m not good.

Kelli: You’re not good?

Dolly: Not good at all.

Kelli: Ok. Can we… Katie, can you get me some fluids, some normal

saline.

Monica: Yep.

Katie: More saline? Yep.

Monica: I’ll get that for you Katie.

Katie: Ok.

Chanika: [to Kelli] Pain medication?

Kelli: Oh yeah, when did we last have pain… Have you got pain?

Dolly: Yes, yes I do.

Kelli: You do?

Dolly: In my hip.

Kelli: Katie, can you tell me if she had pain relief this morning?

Katie: She has had pain relief this morning, but she’s just got endone

written up, and she’s had her endone, paracetamol. I feel like she needs

something, sort of, slow release. It seems to wear off quite quickly.

Kelli: Ok.

Monica: Chanika, can you check this with me please?

Katie: I’m a bit worried ‘cos she hasn’t passed any urine since, I don’t

think, yesterday afternoon… She looks a bit dry in the mouth as well.

At the same time: Monica and Chanika check Dolly’s ID and the

medications. Chanika asks for Dolly’s chart from Kelli, who apologises

and hands it to her.

Katie: She looks a bit dry in the mouth as well.

Kelli: Yes, we’ll get those fluids… and we’ll get some… do you feel like

you need some pain relief Dolly?

Chanika and Monica continue checking the medication

Dolly: Yes, yes, I think so.

Kelli: Ok, right. So Katie, I think maybe we’ll give some slow release…

let me write that up. So if you can organise that. Has she got any allergis

that you know of?

Monica: [to Dolly]: Ok Dolly, so I’m just going to put this IV in here for

you.

Katie: No allergies. No allergies Dolly?

Dolly: No

At the same time

Monica: No, she’s got no allergies.

Kelli: Katie, can you organise that for me please?

Katie: Ok, yep. Will that be ok with her blood pressure?

Kelli: Yes, well we’ll give her some fluids.

Katie: Ok, so I can give her this…?

Kelli: We’ll check it again before with give it. That would be good.

Katie: Ok, right. Cool, so I’ll let you know…

Chanika: Katie, do you want to come and check this with me?

Katie: I need to get some pain relief for Dolly, so…

Chanika: I’ve got it here.

Katie: Oh, ok.

[[Everyone speaking over each other]]

Kelli: Monica, when you’ve got some [inaudible – everyone speaking at

once] antibiotics. She hasn’t been on any… and I think that’s maybe…

Have we had a look at her wound this morning?

Monica: No, we haven’t actually. We haven’t got her out of bed for a

shower yet, so…

Kelli: Right.

Monica: Do you want us to have a look at her wound?

Kelli: Yeah, we need to look at the wound to see what’s happening now.

Monica: Ok, no problem. So I’m just going to get this IV going.

Kelli: [to Dolly] This is no good, Dolly, is it?

Dolly: No.

Kelli: I think you should be heading on the way home now, not getting

worse.

Monica: We need a new IV, it’s actually [bunged] so we need a new IV.

Kelli: Ok, right. I’ll put that in. Would you grab me the trolley for that

please? That would be good.

Talking over each other.

Monica: Yep, sure. Yep.

Kelli: Great, so Dolly, we’re just getting you some more antibiotics

again…

Dolly: Ok

Kelli: And we’re getting you a bit of fluid. I think you’re a bit dry, aren’t

you?

Dolly: Yes, I’d love a cup of tea.

Kelli: You’d love a cup of tea! You’re a cup-of- tea girl are you? How do

you have your tea?

Dolly: With one sugar.

Kelli: Ok. I think maybe when we get this sorted we might be able to get

you a cup of tea.

Dolly: Ok.

Kelli: Alright.

Monica: [returning with trolley] What side would you like it in doctor?

Kelli: We’ll go this side.

Monica: Ok, cool.

Kelli: And that way…

Monica: [to Chanika] Can I just get the IV out of this trolley here?

Chanika and Katie continue checking the medications

Kelli: So, Dolly, I need to pop another drip in.

Dolly: Alright.

Kelli: I know they’re a bit uncomfortable, but we need to give you this

fluid. It’ll make you feel a lot better.

Dolly: Ok.

Kelli: Where do you live, Dolly?

Dolly: I live in a retirement home.

Kelli: Oh, lovely.

Monica: [returns with the new IV] Ok

Kelli: Very good.

Katie: So, just letting you know, we’ve got the pain relief ready. We just

need to wait ‘til…

Kelli: Excellent. I’m going to pop that in now. So we’ve got fluids ready to

go, we’ve got pain relief, and we’ve got someone getting antibiotics.

Katie: And someone getting antibiotics, ok.

Kelli: Lovely. Excellent. I think Monica was going to do that? Are you

going to do the antibiotics next, Monica?

Monica: Yes, yes. So I’ve got that here for you.

Katie: Do you want me to do anything else? Want me to check the

pressure again?

Kelli: Yes, we’ll need to take the obs again.

Katie: Yeah.

Kelli: Katie, you could do that for me?

Katie: Yep.

Monica: Where’s the other nurse? Chanika? Can you check this with me

please?

Kelli: Oh, Monica, remember that IV’s not working on that side. So just

give me a moment and I’ll pop this one in.

[Talking over each other]

Monica: Oh, yes, that’s right. [to Chanika] Can you just check this with

me?

Chanika: Yes, that’s already been checked…

Everyone talking at once.

Monica: Ok, we’ll get the IV in and then we’ll do that.

Dolly: Very busy.

Kelli: Very busy! Always busy these days!

[end of scene]

 

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Letter to the Editor (4c) This week, you must write a Letter to the Editor and submit it to the Dropbox by Sunday, 1159 PM (MT). The Scenario You are an American living in India. Many people in the city in which you live have been demonstrating in the streets by marching and carrying signs. These people are protesting the high prices of U.S. patented medicines for HIV-positive/AIDS patients. They say that these (and other) patented medicines are unaffordable and therefore the patents should not be protected by international law. (Prices would be much lower without the patents.) The demonstrators also say that international law is based on Western concepts and it is not always just by Indian standards (or the standards of many non-Western countries). You are known locally for your understanding of global politics. Because of your knowledge, the local newspaper has asked you to write a letter to the editor that will be online and distributed in print. The newspaper wants you to either defend the protestors or defend international law that protects the patents. The Expectations The letter to the editor should be a maximum of 1,000 words and you should use this Letter to the Editor Template. You should research both sides of the issue and decide which side you are taking prior to writing the letter to the editor. It is expected that you will clearly define the relevant concepts of international law in your article. You should include in-text citations and an APA-formatted bibliography with at least 2 sources. The Directions 1. Use the textbook, the library, and the Internet to research U.S. and international medical patents and international law. 2. Download and review the rubric to better understand what is expected of you. 3. Using this Letter to the Editor Template, write a 1,000 word letter to the editor. Be sure to include in-text citations and an APA-formatted Bibliography with at least 2 sources. Book Boyer, M., Hudson, N., &amp Butler, M. (2012). Global Politics Engaging in a Complex World. ISBN 1259816400

Posted on | by Simon KN

Letter to the Editor (4c) This week, you must write a Letter to the Editor and submit it to the Dropbox by Sunday, 1159 PM (MT). The Scenario You are an American living in India. Many people in the city in which you live have been demonstrating in the streets by marching and carrying signs. These people are protesting the high prices of U.S. patented medicines for HIV-positive/AIDS patients. They say that these (and other) patented medicines are unaffordable and therefore the patents should not be protected by international law. (Prices would be much lower without the patents.) The demonstrators also say that international law is based on Western concepts and it is not always just by Indian standards (or the standards of many non-Western countries). You are known locally for your understanding of global politics. Because of your knowledge, the local newspaper has asked you to write a letter to the editor that will be online and distributed in print. The newspaper wants you to either defend the protestors or defend international law that protects the patents. The Expectations The letter to the editor should be a maximum of 1,000 words and you should use this Letter to the Editor Template. You should research both sides of the issue and decide which side you are taking prior to writing the letter to the editor. It is expected that you will clearly define the relevant concepts of international law in your article. You should include in-text citations and an APA-formatted bibliography with at least 2 sources. The Directions 1. Use the textbook, the library, and the Internet to research U.S. and international medical patents and international law. 2. Download and review the rubric to better understand what is expected of you. 3. Using this Letter to the Editor Template, write a 1,000 word letter to the editor. Be sure to include in-text citations and an APA-formatted Bibliography with at least 2 sources. Book Boyer, M., Hudson, N., &amp Butler, M. (2012). Global Politics Engaging in a Complex World. ISBN 1259816400.

Letter to the Editor

(4c) This week, you must write a Letter to the Editor and submit it to the Dropbox by Sunday, 11:59 PM (MT).

The Scenario You are an American living in India. Many people in the city in which you live have been demonstrating in the streets by marching and carrying signs. These people are protesting the high prices of U.S. patented medicines for HIV-positive/AIDS patients. They say that these (and other) patented medicines are unaffordable and therefore the patents should not be protected by international law. (Prices would be much lower without the patents.) The demonstrators also say that international law is based on Western concepts and it is not always just by Indian standards (or the standards of many non-Western countries).

You are known locally for your understanding of global politics. Because of your knowledge, the local newspaper has asked you to write a letter to the editor that will be online and distributed in print. The newspaper wants you to either defend the protestors or defend international law that protects the patents.

The Expectations The letter to the editor should be a maximum of 1,000 words and you should use this Letter to the Editor Template. You should research both sides of the issue and decide which side you are taking prior to writing the letter to the editor. It is expected that you will clearly define the relevant concepts of international law in your article. You should include in-text citations and an APA-formatted bibliography with at least 2 sources.

The Directions 1. Use the textbook, the library, and the Internet to research U.S. and international medical patents and international law. 2. Download and review the rubric to better understand what is expected of you. 3. Using this Letter to the Editor Template,

Letter to the Editor

(4c) This week, you must write a Letter to the Editor and submit it to the Dropbox by Sunday, 11:59 PM (MT).

The Scenario You are an American living in India. Many people in the city in which you live have been demonstrating in the streets by marching and carrying signs. These people are protesting the high prices of U.S. patented medicines for HIV-positive/AIDS patients. They say that these (and other) patented medicines are unaffordable and therefore the patents should not be protected by international law. (Prices would be much lower without the patents.) The demonstrators also say that international law is based on Western concepts and it is not always just by Indian standards (or the standards of many non-Western countries).

You are known locally for your understanding of global politics. Because of your knowledge, the local newspaper has asked you to write a letter to the editor that will be online and distributed in print. The newspaper wants you to either defend the protestors or defend international law that protects the patents.

The Expectations The letter to the editor should be a maximum of 1,000 words and you should use this Letter to the Editor Template. You should research both sides of the issue and decide which side you are taking prior to writing the letter to the editor. It is expected that you will clearly define the relevant concepts of international law in your article. You should include in-text citations and an APA-formatted bibliography with at least 2 sources.

The Directions 1. Use the textbook, the library, and the Internet to research U.S. and international medical patents and international law. 2. Download and review the rubric to better understand what is expected of you. 3. Using this Letter to the Editor Template, write a 1,000 word letter to the editor. Be sure to include in-text citations and an APA-formatted Bibliography with at least 2 sources.

Book: Boyer, M., Hudson, N., & Butler, M. (2012). Global Politics: Engaging in a Complex World. ISBN: 1259816400

Book: Boyer, M., Hudson, N., & Butler, M. (2012). Global Politics: Engaging in a Complex World. ISBN: 1259816400

Letter to the Editor (4c) This week, you must write a Letter to the Editor and submit it to the Dropbox by Sunday, 1159 PM (MT). The Scenario You are an American living in India. Many people in the city in which you live have been demonstrating in the streets by marching and carrying signs. These people are protesting the high prices of U.S. patented medicines for HIV-positive/AIDS patients. They say that these (and other) patented medicines are unaffordable and therefore the patents should not be protected by international law. (Prices would be much lower without the patents.) The demonstrators also say that international law is based on Western concepts and it is not always just by Indian standards (or the standards of many non-Western countries). You are known locally for your understanding of global politics. Because of your knowledge, the local newspaper has asked you to write a letter to the editor that will be online and distributed in print. The newspaper wants you to either defend the protestors or defend international law that protects the patents. The Expectations The letter to the editor should be a maximum of 1,000 words and you should use this Letter to the Editor Template. You should research both sides of the issue and decide which side you are taking prior to writing the letter to the editor. It is expected that you will clearly define the relevant concepts of international law in your article. You should include in-text citations and an APA-formatted bibliography with at least 2 sources. The Directions 1. Use the textbook, the library, and the Internet to research U.S. and international medical patents and international law. 2. Download and review the rubric to better understand what is expected of you. 3. Using this Letter to the Editor Template, write a 1,000 word letter to the editor. Be sure to include in-text citations and an APA-formatted Bibliography with at least 2 sources. Book Boyer, M., Hudson, N., &amp Butler, M. (2012). Global Politics Engaging in a Complex World. ISBN 1259816400

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Correctly, clearly &amp concisely identifies the strongest evidence related to the scenario with insightful explanation.

Posted on | by Simon KN

Correctly, clearly &amp concisely identifies the strongest evidence related to the scenario with insightful explanation..

HLSC122 Inquiry in Health Care Assessment
Task 3 – EVALUATING the usefulness of evidence
Assessment Format
This 1800 word assignment is to be written and presented in three parts: Part 1-appraisal paper 1;
Part 2-appraisal paper 2; and
Part 3-justification of strongest evidence related to scenario.
Students are directed to the ACU Study Guide: Skills for Success to identify skills required for academic writing. Headings are permitted for this task. Students should use APA style to cite all references within the body of their essay and in the reference list. There is a chapter on the APA style in the text ACU Study Guide: Skills for Success (https://handbook.acu.edu.au/43380).
• Students are required to appraise the quality of each article/paper (i.e. type of evidence, location on an evidence hierarchy, level of evidence, strengths and weaknesses).
• Students are required to identify and justify the article that provides the strongest evidence related to the scenario.
Students are instructed to refer to the HLSC122 Inquiry in Health Care unit outline (pp. 18) and the marking rubric (pp. 19-20), as well as this guide when completing this assessment task.
HLSC122 Inquiry in Health Care Assessment
Task 3 – EVALUATING the usefulness of evidence
Scenario
Mariana is a first year health sciences student at an Australian university. As a single mother with an 18 month old daughter, she is concerned she might find it difficult to mix with other students as her priorities will be different. She had a difficult childbirth and her daughter suffers from severe asthma. When Mariana is at university her daughter attends the local child care centre. Mariana herself suffers from diabetes and a rare blood disorder. Mariana has limited family support and lives in a small unit a bus ride away from the university.
You know that you must appraise the quality of each paper and you would like to know which of the two papers provided is most relevant to Mariana regarding stress reduction and mood improvement.
Paper 1.
von Haaren, B., Haertel, S., Stumpp, J., Hey, S., & Ebner-Priemer, U. (2015). Reduced emotional stress reactivity to a real-life academic examination stressor in students participating in a 20week aerobic exercise training: A randomised controlled trial using Ambulatory Assessment. Psychology Of Sport & Exercise, 20, 67-75. Retrieved from http://ezproxy.acu.edu.au/login?url=http://www.sciencedirect.com/science/article/pii/S1469 029215000357
Paper 2.
Kim, J., Yang, H., & Schroeppel, S. (2013). A Pilot Study Examining the Effects of Kouk Sun Do on
University Students with Anxiety Symptoms. Stress & Health: Journal Of The International Society For The Investigation Of Stress, 29(2), 99-107. Retrieved from http://ezproxy.acu.edu.au/login?url=http://dx.doi.org/10.1002/smi.2431
Assessment Task 3: Written Assignment – Evaluating the usefulness of evidence – Marking Rubric
HD
DI
CR
PS
NN
No Attempt (Zero)
Score
Paper 1:
Describe the quality of evidence (type,
hierarchy, level, strength & weakness)
LO2, 4
(GA4, 6, 8)
Correctly, clearly & concisely describes the quality of evidence with insightful explanation.
Correctly describes the quality of evidence with clear explanation.
Describes the quality of evidence with good explanation.
Describes the quality of evidence with minimal explanation.
There is no description of the quality of evidence.
No attempt made /20
Paper 2:
Describe the quality of evidence (type,
hierarchy, level, strength & weakness)
LO2, 4
(GA4, 6, 8) Correctly, clearly & concisely describes the quality of evidence with insightful explanation. Correctly describes the quality of evidence with clear explanation. Describes the quality of evidence with good explanation. Describes the quality of evidence with minimal explanation. There is no description of the quality of evidence.
No attempt made /20
Identification of strongest evidence (paper
1 or 2) related to the scenario and provides justification
LO1,2,7
Correctly, clearly & concisely identifies the strongest evidence related to the scenario with insightful explanation.
Correctly identifies the strongest evidence related to the scenario with clear explanation
Identifies the strongest evidence related to the scenario with good explanation.
Minimal explanation and identification of evidence related to the scenario.
No explanation and identification of evidence related to the scenario No attempt made
/40
(GA2, 3, 9)
Sources and
Referencing
Accurate use of APA referencing style on all occasions in text and in the reference list.
Accurate use of APA referencing style on most occasions in text and in the reference list
Inaccuracies with use of APA referencing style on some occasions either in text or in the reference list
Many inaccuracies with the APA referencing style in text or in the reference list.
APA style is not used in text or in the reference list.
No references
/10
Mechanics – Grammar, Spelling and Punctuation
There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. Minimal use of direct quotes. Kept to the word limit
There are minimal errors with grammar,
spelling and punctuation.
However, the meaning is readily discernible. Minimal use of direct quotes. Kept to the word limit
There are some errors with grammar, spelling and punctuation. The meaning is discernible. Minimal use of direct quotes.
Kept to the word limit
There are errors with grammar, spelling and punctuation. The errors detract, but the meaning is discernible with some effort. Use of some direct quotes.
Within +/- 10% or word limit
There are substantial errors with grammar,
spelling and punctuation that detract significantly from the meaning.
Excessive reliance on direct quotes. More than 10% over the word limit.
Grammar, spelling and punctuation are such that the reader cannot make sense of the content.
/10
Grade: /100
/50
Comments:
Assessor: Date:

Correctly, clearly &amp concisely identifies the strongest evidence related to the scenario with insightful explanation.

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Using EITHER Scenario A or Scenario B- please answer the following questions

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Using EITHER Scenario A or Scenario B- please answer the following questions.

Order Description

Aim of assessment
The purpose of this guided essay is to enable students to consolidate nursing/midwifery issues covered in class materials and to determine students understanding of the topics and applications, in preparation for transition into the professional nursing and midwifery workforce. This is a guided essay based on a case study where the students respond by answering a series of questions.
Details
Using EITHER Scenario A or Scenario B- please answer the following questions:
1. Investigate and outline the prevalence/incidence of depression / anxiety (depending on the scenario you have chosen) in Australia Your answer needs to cover: gender, age groups, specific risk groups, hospitalisations.
2. Using current literature discuss TWO (2) factors that may have contributed to the development of the clients presentation and mental health concerns.
3. Using current literature discuss TWO (2) ethico-legal issues related to your scenario.
4. Identify TWO (2) nursing/midwifery concerns / problems with evidence from your chosen scenario- Your risk identification should be focused on the next 1-5 days of nursing/midwifery care for your client.
5. For each nursing / midwifery concern / problem you have identified in Question 4, outline and describe TWO (2) evidence based nursing / midwifery interventions (ie; what you would actually do as a nurse / midwife to support the person and how you would do it). Your interventions should be focused on nursing / midwifery care for your client over the next 1-5 days. They must be interventions which you would actually undertake directly with your client within your role as a nurse or midwife. You are also required to provide a clear rationale for each nursing / midwifery intervention (ie. why have you chosen the particular nursing interventions? How will the interventions support the person or contribute positively to their current presentation or concern?) Each intervention and rationale must be supported by current literature.

This is an example
Question 4:
Nursing concern 1

Question 4:
Evidence from the case study and literature for nursing concern 1 (include risk factors here) Question 5:
Intervention 1 for nursing concern 1 Question 5:
Rationales for intervention 1 (Concern 1)

Question 5: Intervention 2 for nursing concern 1

Question 5:
Rationales for intervention 2 (Concern 1)

Question 4:
Nursing concern2

Question 4:
Evidence from the case study and literature for nursing concern 2
(include risk factors here) Question 5: Intervention 1 for nursing concern 2 Question 5:
Rationales for intervention 2 (Concern 1)

Question 5: Intervention 2 for nursing concern 2 Question 5:
Rationales for intervention 2 (Concern 2)

Scenario A David has been referred to you in the Emergency Mental Health Community Team by his GP. His GP is concerned about Davids mental health state and risks to self. David is a 23 year old man, currently living with his mother. Both David and his brother, Peter, have a positive relationship with their mum. Davids mother and father divorced when he was 15 years old. Before his parents divorce, David had a positive relationship with his dad. However at the time of his parents divorce David became very angry towards his dad. David also directed his anger towards his friends at the time and he quickly became isolated from his peers, ultimately leaving school at 15 years old, at the end of year 9. David and his older brother, Peter, aged 25, had shared interests of bike riding and computers during their teenager years. During your meeting with David, he stated that he did feel that he and his brother had a close relationship and friendship. However, he acknowledged that they had become more distance in recent years. David has had three past heterosexual relationships lasting several months. His last relationship finished two months ago. His most recent girlfriend has disclosed she is three months pregnant and does not wish for David to be involved in the care of the baby.
After leaving school, David had a number of part time labourer jobs. Each job lasted for two to three months. His most recent employment, over a year ago, was terminated by the employer as a result of conflict with his colleagues. David had left three of his previous jobs on his own accord as he felt he just didnt fit in”. He recalled a constant feeling of agitation and sadness at the time. During your contact with David, he has not worked for at least a year. He has contact with his father and brother every month or so. Many of the contacts with his father and brother end in verbal hostility. During the assessment with David, you notice he becomes distressed and tearful on your questioning. He reports recent weight loss. He discloses he has been having difficulties sleeping, feeling exhausted and increasingly depressed. You make further attempts to find out what has been happening for David and to engage with him. He asks you to stop questioning as he is ashamed of how he is currently feeling. He is worried about letting his mum down as they have always had a positive relationship. He declines to look at you while you ask him about thoughts of suicide. He does not wish for you to have any discussions with his family.

Scenario B Tracey is a 35 year old woman who presents for assessment to the Emergency Mental Health Community Team. She is six months pregnant with her third child. Her other children, to her ex-partner, are aged three and five. Tracey is in a heterosexual relationship with her partner of one year, Peter. Peter moved in to live with Tracey and her children eight months ago. The childrens father is distressed about Peter moving in to live with his children. There is verbal hostility between Tracey and her ex- partner each time he visits to collect the children for a weekend visit. Her ex- partner frequently states he is making arrangements for court to have full time care of the children. Tracey and her current partner, Peter, are in $35,000 uncontrolled debt after a recent new joint business venture failed. A finance company calls weekly requesting payment. Tracey and her partner stopped making the mortgage repayments three months ago, with the belief that dealing with the uncontrolled debt would be a better option. Her parents are supportive but live in Queensland. Tracey is able to have face to face contact with them once a year. She does chat with her parents over telephone every week if possible. Tracey states she is worried about how she will cope with her two children and new baby. She reports low mood, weekly panic attacks and fleeting thoughts of suicide. During your meeting with Tracey, you note she is fidgety and restless, breathing rapidly, shaking slightly, sweating and tearful. She is not wishing to actively engage with the mental health services, for fear it will impact on her having care of her children, stating she will visit her General Practitioner (GP).

Important details about assessment
• • This guided essay does not require a standard essay introduction or conclusion.
• • The use of tables or column layouts to answer questions 4 and 5, assessment one, is encouraged
• • There is a word limit of 1000 words. Use your computer to total the number of words used in your assignment. However, do not include the reference list at the end of your assignment in the word count. In-text citations will be included in the additional 10% word count. If you exceed the word limit by more than 10% the marker will stop marking at 1000 words plus 10%.
• References should not be older than 5 years and has to be peer reviewed journal article
• • You are required to organise your answers in order of questions; by referring to the question number in your answer.

Using EITHER Scenario A or Scenario B- please answer the following questions

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Death Scenario Paper

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Death Scenario Paper.

Read the scenario on p, 283 of Positive Psychology.

 

Write a 1,050- to 1,400-word paper including the following:Describe in detail the thoughts and emotions you felt while imagining the scenario.If you did experience this event, how do you think you would handle the final moments?If you did experience this event, how would you describe your life up to this point.In what ways can traumatic events be opportunities for growth?

Format your paper consistent with APA guidelines.

Death Scenario Paper

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Observation and Assessment Case Scenario

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Observation and Assessment Case Scenario.

Kaplan University

Psychology / Applied Behavior Analysis

CE300: Observation and Assessment in Early Childhood

 

==============================================

Case Scenario

 

Emily is an 14-month-old toddler developing typically. She attends a for-profit childcare center full-time. Emily’s parents are divorced and she lives half-time with each parent. She has two older brothers, ages 6 and 10. Emily’s father is a plumber and her mother is a cashier at a local grocery store. Emily has begun biting other children at the childcare center. You have just been assigned to act as the lead educator in her classroom. The assistant is concerned about Emily’s biting and so are some of the parents of the other children, as she has left bite marks on two children, though the skin was not broken. During your first day in the classroom, you observe the following:

 

Emily is playing alone with a doll. Janesta, who is 17 months old, walks over to Emily and takes the doll Emily was playing with. Emily then bites Janesta on the arm. You swiftly pick Emily up and tell her, “We don’t bite,” and hold her in your lap for a few minutes. Then she runs to play with blocks.

 

Later in the day, you witness Emily walk up to a boy in the class and bite him on the shoulder, without any apparent provocation. The assistant quickly picks Emily up and moves her to the reading area and reads her a book. Emily stays there for 10 minutes, quietly turning pages.

—————————-

Part 1:ABC Analysis Chart

 

You will use the case scenario above to develop a hypothesis as to what is the likely function of the behavior. Be sure to use your Unit 6 resources on Functional Behavior Assessment to assist you in filling out the ABC chart template in DocSharing.

 

A=Antecedent. What happened immediately before the behavior? Was there any event or activity that preceded the behavior?

 

B=Behavior. The behavior should be defined in observable, objective terms.

 

C=Consequence. What happened immediately following the behavior?

 

Function of behavior = this is your hypothesis. Using what you have learned about behavior, what is the most likely function? Is the child trying to get something, and if so, what? This could be tangibles such as access to a toy, a preferred activity or even attention. Is the child trying to escape from something, and if so, what? This could be escape from an unwanted task such as cleaning up toys.

 

———————–

Part 2:Behavior Change Chart

 

For Part 2, using your hypothesis and the information from your ABC chart, fill out the template (Blank Unit 6 ABC Chart Template.doc) and manipulate variables to determine if your hypothesis is correct in order to pick the best course of action to take with Emily. You can only manipulate one variable at a time in order to determine what would be most effective in modifying Emily’s behavior. First you will manipulate the antecedent. When you changed the antecedent (A), what do you predict will happen and why? If you do not get the desired behavior change (B), then you need to try manipulating another variable. In this case, you will then manipulate the consequence (C). What do you predict will happen with the behavior (B) and why?

 

——————-

 

This assignment requires at least two resources (in-text citations) be used.

 

Suggested resources:

 

Center for Effective Collaboration and Practice. Functional Behavioral Assessment. Retrieved from http://cecp.air.org/fba/

 

Center for Disease and Prevention. Signs and symptoms. Retrieved from http://www.cdc.gov/ncbddd/autism/signs.html

 

McIntyre, T. Functional Behavioral Assessment. Retrieved from http://www.behavioradvisor.com/FBA.html

 

Schroeder, S., Richman, D., Abby, L., Courtemanche, A., & Oyama-Ganiko, R. (2014). Functional Analysis Outcomes and Comparison of Direct Observations and Informant Rating Scales in the Assessment of Severe Behavior Problems of Infants and Toddlers At-Risk for Developmental Delays. Journal Of Developmental & Physical Disabilities, 26(3), 325-334. (attached PDF document)

 

——————-

 

Additional documents attached:

 

Blank Unit 6 ABC Chart Template.doc

 

_CE300_ Unit 6 Assignment.doc (Obtained from CourseHero.com) – This completed assignment that was turned in and graded by a course instructor. It includes instructor comments in red text that note how the assignment could have been better.

Observation and Assessment Case Scenario

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Problem Based Scenario DQ 4

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Problem Based Scenario DQ 4.

 

View Problem-Based Scenario in this unit’s studies and then answer the following discussion questions:

 What are the ethical issues in this situation? What are the multicultural concerns? What are the legal issues?

 

Use appropriate scholarly research to support your findings.

 

 

 

Problem Based Scenario

 

Jim: So yeah, Sara, this client being a disabled cross dresser. Wow. That was even a new one for me.

 

Oh but get this. So this one client, Susan, has all sorts of anxieties and one of them is test anxiety. I have this test I need to give her and she is just beside herself about taking it. She keeps asking all these questions about it. She seems genuinely fearful about not doing well.

 

Sara: From what you have told me about her, the test really should not be that big of a deal. But I could see where this anxiety piece would present a problem for her.

 

Jim: Well, she says her disability gives her a disadvantage on tests, but this test has shown to not be biased to her disability. I have read a number of studies that show that appropriate preparation can overcome test anxiety, so, to help her out with her anxiety, I decided to give her a copy of the test to take home and review before it is administered. That seemed to relieve her anxiety.

 

Sara: Uh huh. I bet that helped her out a lot. Do you not wish you could do that with all your clients?

 

Jim: Of course. What I could not tell her was that it is a license protected psychological test, and lending it out like that is not allowed.

 

Sara: Is she not a very religions person? I thought I saw her in the waiting room one day reading something…

 

Jim: Oh, she is super religious and plays everything by the book, so to speak. Really a goody two shoes, you know? She never would have taken the copy of the test if she knew it was not allowed. She just would have freaked out even more and then her anxiety would have gone through the roof.

 

Sara: I do not blame you for not telling her. You are such a nice guy and you want to help everyone.

 

Jim: Say, this coming weekend, Bob is going to some conference out of town. How about you come over and we can pick up where we left off? Maybe you can pack that enticing lingerie I like so much this time, huh?

 

Observer: Is this not something. I just got hired to work for this psychology services organization that is owned and run by Jim and Bob, a married, same sex couple. What just unfolded was a scene in which I happened to overhear a conversation between Jim and his secretary, Sara. There sure does appear to be something going on between these two. Do you not agree? I thought Jim was gay. And, he is married!

 

Sara: Oh you are naughty one! So, can I have Friday off then, boss? I think I have to do some shopping.

 

Observer: I cannot believe what I just overheard. That psychologist, Jim, is supposed to be a professional. But with this kind of behavior… it seems to me that there are a whole host of ethical problems going on here in this office. I cannnot believe he and his secretary carry on this way about their clients, even if they are trying to help. Do I say anything? To who? He is the boss and so is his partner who hired me. I just started working here.

 

Credits

 

Subject Matter Experts:

 

Bethany Lohr, Dr. La Keita Carter

 

Instructional Designers:

 

Tina Houareau, Peter Lindner

 

Interactive Design:

 

Patrick Lapinski

 

Project Management:

 

Julie Greunke

 

On Camera Talent:

 

Lesa Koski, Kevin West, Clare Parme

 

Problem Based Scenario DQ 4

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