Nursing

Discussion: Couples Counseling
Discussion: Couples Counseling
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Kathleen is a 37-year-old, Caucasian female of Irish descent, and her partner, Lisa, is a 38-year-old, Caucasian female with a Hungarian ethnic background. Kathleen reports that she has a long family history of substance use but has never used alcohol or drugs herself. She does not have a criminal history and utilized counseling services 10 years ago for family issues regarding her father’s alcohol use. Kathleen works as a nurse in a local hospital on the cardiac floor where she has been employed for 8 years.
Lisa reports experimenting with substances during college. She currently drinks wine on occasion. Lisa does not have a criminal history. Lisa has had many jobs and stated that she was unable to find her niche until recently when she took out a loan and opened a small Hungarian restaurant serving her grandmother’s recipes. Her restaurant has been open 1 year. Lisa reports that while she enjoys the work and has found her niche, she must work constantly to be successful, and she is worried the business might fail.
Kathleen and Lisa have been together for over 15 years. They have a close group of friends and see their families on major holidays. They came to outpatient counseling at a nonprofit agency to examine the possibility of starting a family together. They were both feeling ambivalent about it, and it had been the source of more than a few arguments, so they decided to come to counseling to address their concerns in a more productive way. They said they chose this agency because it was recognized as lesbian, gay, bisexual, and transgender (LGBT) friendly. They asked about my sexual orientation and my history because they were concerned about my level of experience working with the issues they were presenting.
I thanked Kathleen and Lisa for sharing this concern, and I informed them of various programs I had worked in within the agency, including supportive services for LGBT youth in schools and in the community. I also shared our agency philosophy and mission, which includes outcome measures and engaging clients in feedback to evaluate practice.
I explained the tools we used to measure outcomes. The first form measures how each of them are feeling with regard to their life and current circumstances. There are four different scales to measure aspects of their lives, such as social, family, emotional health, etc. I also provided the chart on which I score the scales and track progress. I explained that the purpose was to see where they began to demonstrate progress with the work we were doing.
The second form measures how well I am providing treatment. I demonstrated the four scales that measure if the client feels heard and understood and if we addressed in session what they wanted to. I explained that this should address their concern about my ability to assist them. Because we would be evaluating both how they felt and how the sessions were going each week, we could make adjustments on treatment and delivery style.
I informed Kathleen and Lisa that both measurement tools were obtained from the National Registry of Evidence-Based Programs and Practices. We use these tools in the agency to assess the experience of the client and whether the goals of treatment are being achieved. Lisa questioned how the information would be used, and I told them that this information would be shared with them weekly and would only be in their chart.
Lisa and Kathleen came every week for 15 weeks. In that time, we charted each week using both tools. The chart demonstrated significant progress and then began to level off. During that time, Kathleen and Lisa worked on effective communication strategies to discuss the presenting issues. The arguments had become less frequent and shorter in duration as both Kathleen and Lisa learned to appreciate the other’s perspective. They expressed that some members of their families of origin were not supportive of their sexual orientation, and this was the main challenge for them as a couple. They were able to identify their strengths and not let family or societal opinions inform how they wanted to live. They were able to see that this was their decision.
During treatment there were times when the measurement tool indicated that they felt we were not connecting on certain issues. As I could pinpoint when that was and the topic we discussed, we were able to address it in the next session to clarify and get back on track.
References
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2012). Research methods for social workers (7th ed.). Upper Saddle River, NJ: Allyn & Bacon.
Chapter 5 (pp. 100–118)

Discussion: Impact of Digital Age
Discussion: Impact of Digital Age
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In your readings, the authors discuss the prevalence of pro-eating disorder websites (sites that assist the client in sustaining unhealthy behaviors related to an eating disorder) and their impact on the health of individuals living with an eating disorder. The authors also discuss recovery websites that promote treatment strategies for those struggling with an eating disorder. In clinical practice, social workers need to be aware of the different resources available to clients living with an eating disorder that would affect the recovery process.
For this Discussion, read this week’s Resources. Then search the Internet for a website that promotes strategies to sustain pro-eating disorders. Finally, identify a recovery website.
• Post an analysis of how the website you selected affects behaviors listed in the DSM-5 criteria for eating disorders.
• Then analyze the strategies the recovery website suggests for addressing the problematic behaviors and the related self-perceptions of the individuals living with an eating disorder.
• Include the URLs for the websites in your discussion.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
References (use 3 or more)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Verstuyf, J., Vansteenkiste, M., Soenens, B., Boone, L., & Mouratidis A. (2013). Daily ups and downs in women’s binge eating symptoms: The role of basic psychological needs, general self-control, and emotional eating. Journal of Social and Clinical Psychology, 32(3), 335–361.
McGee, B. J., Hewitt, P. L., Sherry, S. B., Parkin, M., & Flett, G. L. (2005). Perfectionistic self-presentation, body image, and eating disorder symptoms. Body Image, 2, 29–40.
Peebles, R., Wilson, J. L., Litt, I. F., Hardy, K. K., Lock, J. D., Mann, J. R., & Borzekowski, D. (2012). Disordered eating in a digital age: Eating behaviors, health, and quality of life in users of websites with pro-eating disorder content. Journal of Medical Internet Research, 14(5), 305–320.
Stice, E., Marti, C., & Rohde, P. P. (2013). Incidence, impairment, and course of the proposed DSM-5 eating disorder diagnoses in an 8-year prospective community study of young women. Journal of Abnormal Psychology, 122(2), 445–457.
Williams, D. E., Kirkpatrick-Sanchez, S. E., Christie Dunn, J., & Borden-Karasack, D. (2009). The clinical management and prevention of pica: A retrospective follow-up of 41 individuals with intellectual disabilities and pica. Journal of Applied Research in Intellectual Disabilities, 22(2), 210–215.
Discussion 2: Societal Influences on Eating Disorders
In your readings this week, the authors point to the fact that eating disorders may likely be underreported. This is partially due to society’s expectations around body image. The media consistently portrays the very thin body type as glamorous and desirable. This message is ubiquitous in society.
For this Discussion, find a picture that exists in the media (i.e., magazines, store fronts, billboards) that you believe projects a statement about body image. Take a photograph of the picture and scan it as one of the following file types: *.bmp, *.gif, *.jpg, *.jpeg, or *.png.
• Post the picture to the Discussion board. Then analyze whether the creators of this picture intending to target a particular group or gender?
• What statement is the image projecting?
• How might the picture reflect society’s expectation about and influence on body image?
• How might you change the picture to reflect a different image?
Note: Photos must be acceptable for a professional/classroom environment. Please respect the sensitivities of your colleagues by only posting appropriate pictures.
References (use 3 or more)
Discussion 3:
Developing Political Strategies
In this week’s resources, you explore the stories of Susana and the Bradley and Levy families. They are all in situations that need social work intervention and advocacy. What political strategies would you use to enact policies developed to assist these individuals?
In this Discussion, you develop political strategies to address one aspect of the situation(s) and problem(s) facing Susana, and members of the Bradley and Levy families.
To Prepare: Read and review Chapter 11 in your text. Read “Social Work Policy: Children and Adolescents,” “Social Policy and Advocacy: Violence Prevention” and “Working with Families: The Levy Family”in this week’s resources for this week. View the Bradley Episode 7 in the media for this week.
Post an explanation of the political strategies you would use to address one aspect of the situations/problems facing Susana and members of the Bradley and Levy families. Explain why you selected that strategy.
Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
References (use 3 or more)
Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.
• Chapter 11, “Developing Political Strategy and Putting It into Action in the Policy-Enacting Task” (pp. 372-419)
Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
• “Social Work Policy: Children and Adolescents. The Case of Susanna” (pp. 57–60)
• “Social Policy and Advocacy: Violence Prevention” (pp. 53–55)
McNutt, J. (2011). Is social work advocacy worth the cost? Issues and barriers to an economic analysis of social work political practice. Research on Social Work Practice, 21(4), 397–403. doi:10.1177/1049731510386624.
Sherraden, M. S., Slosar, B., & Sherraden, M. (2002). Innovation in social policy: Collaborative policy advocacy. Social Work, 47(3), 209–221

Benchmark Capstone Change Proposal
Benchmark Capstone Change Proposal
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In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Students will develop a 1,250-1,500 word (word count does not include references) paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:
Background
Problem statement
Purpose of the change proposal
PICOT
Literature search strategy employed
Evaluation of the literature
Applicable change or nursing theory utilized
Proposed implementation plan with outcome measures
Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
Appendix section, if tables, graphs, surveys, educational materials, etc. are created (I am not sure what an appendix section is but if you know please add something. I do know it should come AFTER the references)
All reference resources are attached. Please use the Literature Review paper as just a REFERENCE.
Prepare this assignment according to APA Style Guidelines. An abstract is not required.
In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Students will develop a 1,250-1,500 word (word count does not include references) paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:
Background
Problem statement
Purpose of the change proposal
PICOT
Literature search strategy employed
Evaluation of the literature
Applicable change or nursing theory utilized
Proposed implementation plan with outcome measures
Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
Appendix section, if tables, graphs, surveys, educational materials, etc. are created (I am not sure what an appendix section is but if you know please add something. I do know it should come AFTER the references)
All reference resources are attached. Please use the Literature Review paper as just a REFERENCE.
Prepare this assignment according to APA Style Guidelines. An abstract is not required.

Assignment: Translating Evidence Into Practice
Assignment: Translating Evidence Into Practice
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In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?
By Day 7 of Week 10
This part of the Course Project is due. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
Note: In addition, include a 1-page summary of your project.
For this final iteration, you will need to:
Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary.
Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.

Gastrointestinal Disorders Assessment
Gastrointestinal Disorders Assessment
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Week 9
To prepare:
Review “Gastrointestinal Disorders” of the Burns et al. text.
Review and select one of the three provided case studies. Analyze the patient information.
Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.
Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.
Consider strategies for educating patients and families on the treatment and management of the gastrointestinal disorder
By Day 3
Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the gastrointestinal disorder.
Case Study 1
Jordan is a 4-year-old with a 1-day history of vomiting and diarrhea. His mother reports he awoke this morning vomiting and his vomitus contained last night’s dinner. He vomited three more times this morning but has not vomited in 5 hours. Approximately one hour ago, he had a large diarrhea stool that did not contain blood or mucus. He has had small sips of sports drinks since this morning. His last urination occurred 3 hours ago and the volume was small and the color dark yellow. Physical examination reveals a quiet and tired child with normal exam except for increased bowel sounds, but no abdominal distension, pain with palpation, or masses.
Case Study 2
Victoria is a 15-year-old who complains of chronic sore throat and bad taste in her mouth. Her height and weight are appropriate for age and she remains on the same growth trajectory since infancy. Abdominal examination and chest examination are negative. History reveals frequent burping and occasional feelings of regurgitating food. Diet history reveals she eats a balanced diet, but her primary sources of fluids are coffee, tea, and carbonated drinks.
Case Study 3
Trish is a 7-year-old who presents with abdominal pain. Further questioning reveals frequent stool soiling and a history of chronic constipation since infancy. The child does not remember when her last bowel movement was, but her mother reports that she had an ”accident” at a family gathering last night where she defecated in her underwear prior to reaching the bathroom. Physical examination is benign except for the presence of palpable stool in the descending colon and an enlarged rectal vault with hard stool.

Case Study: Breast Cancer
Case Study: Breast Cancer
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Mrs. V is a 47 year old white female who noted a lump near the lower, outer edge of her right breast. After undergoing work up, Mrs. V. was diagnosed with breast cancer. She underwent a right mastectomy without surgical reconstruction.
The pathology report relative to the patient’s tumor revealed the tumor was estrogen receptor positive.
Assignment Questions
What chemotherapeutic agent would be anticipated for this patient’s treatment plan? Support your discussion with a reference from a scholarly source.
Discuss the mechanism of action for the anticipated chemotherapeutic agent. Support your discussion with a reference from a scholarly source.
Discuss what the anticipated side effects of the chemotherapeutic agent are. Support your discussion with a reference from a scholarly source.
Anticipating the potential side effects of the treatment plan, what are the key elements to include in the patient education plan? Support your discussion with a reference from a scholarly source.
Instructions
Prepare and submit a 3-4 page paper [total] in length (not including APA format).
Answer all the questions above.
Support your position with examples.
Please review the rubric to ensure that your assignment meets criteria.
Submit the following documents to the Submit Assignments/Assessments area:
Case Study: Breast Cancer
Mrs. V is a 47 year old white female who noted a lump near the lower, outer edge of her right breast. After undergoing work up, Mrs. V. was diagnosed with breast cancer. She underwent a right mastectomy without surgical reconstruction.
The pathology report relative to the patient’s tumor revealed the tumor was estrogen receptor positive.
Assignment Questions
What chemotherapeutic agent would be anticipated for this patient’s treatment plan? Support your discussion with a reference from a scholarly source.
Discuss the mechanism of action for the anticipated chemotherapeutic agent. Support your discussion with a reference from a scholarly source.
Discuss what the anticipated side effects of the chemotherapeutic agent are. Support your discussion with a reference from a scholarly source.
Anticipating the potential side effects of the treatment plan, what are the key elements to include in the patient education plan? Support your discussion with a reference from a scholarly source.
Instructions
Prepare and submit a 3-4 page paper [total] in length (not including APA format).
Answer all the questions above.
Support your position with examples.
Please review the rubric to ensure that your assignment meets criteria.
Submit the following documents to the Submit Assignments/Assessments area:
Case Study: Breast Cancer

Assignment: Individual vs Family CBT
Assignment: Individual vs Family CBT
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Cognitive behavioral therapy is short-term psychotherapy that emphasizes the need for attitude change in order to maintain and promote behavior modification (Nichols, 2014). Cognitive behavior therapy (CBT) has been found to be effective in a broad range of disorders. CBT can be done as an individual treatment or in a family setting. Individual CBT has a broadly defined framework with an emphasis on harm-reduction, especially with clients that have anxiety and substance abuse (Wheeler, 2014).
Cognitive-behavioral therapy for families is also brief and is solution-focused. Family CBT is focused on supporting members to act and think in a more adaptive manner, along with learning to make better decisions to create a friendlier, calmer family environment (Nichols, 2014). An example from practicum is a male (T.M) that participates in individual CBT once a week and family CBT once a week. T.M is struggling with alcoholism.
He originally presented for individual CBT because he had been “told by his wife” that he had a problem with alcohol. He reported that he drank “a few vodka drinks” three times a week but none for six weeks. Individual CBT therapy is a collaborative process between the therapist and client that takes schemas and physiology into consideration when deciding the plan of care (Wheeler, 2014). We worked with him using open-ended questions to assist with obtaining cognitive and situational information. He would become angry easily and it was a felt that he was not being truthful about his alcohol use. Each time he was questioned about it, the story would change. He attended two individual sessions and it was then recommended he begin family CBT with his significant other (S.M) because “things were not going well at home.”
With family CBT, cognitions, emotions, and behaviors are seen as having a mutual influence on one another (Nichols, 2014). The first session was stressful, to say the least. T.M began talking about his alcohol use. S.M interrupted and said, “what about that one-time last month at the hotel. You were seeing things.” He became defensive, raised his voice, and said, “I was drugged. It had nothing to do with drinking.” She then looked down and was tearful. When he left the room to use the bathroom, S.M questioned if he could be tested for alcohol. This led the therapist to believe that T.M’s last use was not six weeks ago.
T.M’s automatic thoughts were that his alcoholism was not a problem in the marriage or in life. One of the core principles in using CBT for SUDs is that the substance of abuse serves as a reinforcement of behavior (McHugh et al., 2010). Over time, the positive and negative reinforcing agents become associated with daily activities. CBT tries to decrease these effects by improving the events associated with abstinence or by developing skills to assist with reduction (McHugh et al., 2010).
It was noticed that when T.M was alone, his stories would change. But when his wife was in the room, he would look at her while he spoke to ensure what he was saying was accurate. The therapist informed the client that it would be appropriate to continue individual therapy and family CBT once a week with the recommendation of joining the ready for change group. The CBT model for substance use states that, when a person is trying to maintain sobriety or reduce substance use, they are likely to have a relapse (Morin et al., 2017).
Ready for change meetings was recommended because like this week’s media showed, clients may relate to others that are going through similar situations. Getting T.M to realize that his alcohol use is a problem, is the primary goal currently. This example was shared because it shows the difficulties that may be encountered with psychotherapy and that both individual and family may be needed to ensure that goals are met. Some challenges that counselors face when using CBT in the family setting are wondering if the structure of the session and if the proper techniques were effective (Ringle et al., 2015). Evaluating and consulting with peers may also assist with meeting client and family goals.
References
McHugh, R. K., Hearon, B. A., & Otto, M. W. (2010). Cognitive behavioral therapy for substance use disorders. The Psychiatric clinics of North America, 33(3), 511-25. doi:
Morin, J., Harris, M., & Conrod, P. (2017, October 05). A Review of CBT Treatments for Substance Use Disorders. Oxford Handbooks Online. Ed. Retrieved from
Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.
Patterson, T. (2014). A Cognitive-Behavioral Systems Approach to Family Therapy. Journal of Family Psychotherapy, 25(2), 132–144.
Ringle, V. A., Read, K. L., Edmunds, J. M., Brodman, D. M., Kendall, P. C., Barg, F., & Beidas, R. S. (2015). Barriers to and Facilitators in the Implementation of Cognitive-Behavioral Therapy for Youth Anxiety in the Community. Psychiatric services (Washington, D.C.), 66(9), 938-45. doi:
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to
guide for evidence-based practice. New York, NY: Springer.

Assignment: Depressive Disorders Discussion
Assignment: Depressive Disorders Discussion
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The National Institutes of Mental Health acknowledges that depression is one of the most common mental disorders in the United States. It is associated with significant disability, fiscal impact, and considerable personal suffering. It may have significant impact on the individual, their family, and their social network. The PMHNP must be capable of providing comprehensive care for depressive disorders, including both psychotherapy and psychopharmacologic approaches.
This week, you will become “captain of the ship” as you take full responsibility for a client with a depressive disorder. You will recommend psychopharmacologic treatment and psychotherapy, identify medical management needs and community support, and recommend follow-up plans. You will also explore how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring.
“Captain of the Ship” – Depressive Disorder
As nurse practitioners strive to achieve full-autonomous practice across the country, it should be noted that many states grant this ability to practice independently to psychiatric mental health nurse practitioners. To that end, you will be engaging in projects this semester that assume that you are practicing in a state that allows full-practice authority for NPs, meaning that the PMHNP may be the “captain of the ship” concerning caring for a patient population. The “captain of the ship” is the one who makes referrals to specialists, coordinates care for their patients/clients, and is responsible and accountable for patient/client outcomes overall. This is a decided change from a few decades ago when physicians were the “captain of the ship” and NPs played a peripheral role.
In this Assignment, you will become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a depression disorder.
Learning Objectives
Students will:
· Recommend psychopharmacologic treatments based on therapeutic endpoints
for clients with depression disorders
· Recommend psychotherapy based on therapeutic endpoints for clients with
depression disorders
· Identify medical management needs for clients with depression disorders
· Identify community support resources for clients with depression disorders
· Recommend follow-up plans for clients with depression disorders
Assignment (Project)
To prepare for this Assignment:
Select an adult or older adult client with a depressive 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 including PCP or medical provider
Tip for the Assignment
This week assignment, you will ‘captain the ship’ you are the provider and writing the diagnostic work-up and treatment plan for a patient with DEPRESSIVE DISORDER. You will develop plans for a patient that you have worked with in your practicum.
A few comments about the ‘Captain of the Ship’ assignment. The spirit of the assignment is that you are directing the client’s care, not simply writing a paper about depressive disorder. When you are the team leader, it’s important to provide authoritative direction for other providers. In your treatment plan, it’s good to outline your collaboration with client’s other providers. Later in the quarter, you will have another opportunity to complete ‘Captain of the Ship’ project.
I have attached an excellent example of a different Captain of the Ship project with this assignment and. Note that this assignment is on depressive disorder, not on Obsessive Compulsive.
Learning Resources
Required Readings
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 8, “Mood Disorders” (pp. 347–386)
Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.
Chapter 12, “Psychotherapy of Mood Disorders”
Chapter 14, “Pharmacological and Somatic Treatments for Major Depressive Disorder”
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
“Depressive Disorders”
o Major Depressive Disorder
o Persistent Depressive Disorder (dysthymia)
o Premenstrual Dysphoric Disorder
o Substance/Medication-Induced Depressive Disorder
o Depressive Disorder Due to Another Medical Condition
o Other Specified Depressive Disorder
o Unspecified Depressive Disorder
Grieve, S. M., Korgaonkar, M. S., Koslow, S. H., Gordon, E., Williams, L. M. (2013). Widespread reductions in gray matter volume in depression. NeuroImage: Clinical, 3, 332-339. doi:10.1016/j.nicl.2013.08.016
Lach, H. W., Chang, Y-P., & Edwards, D. (2010). Can older adults with dementia accurately report depression using brief forms? Reliability and validity of the Geriatric Depression Scale. Journal of Gerontological Nursing, 36(5), 30–37. doi:10.3928/00989134-20100303-01
Steffens, D. C., McQuoid, D. R., & Potter, G. G. (2014). Amnestic mild cognitive impairment and incident dementia and Alzheimer’s disease in geriatric depression. International Psychogeriatrics, 26(12), 2029–2036. doi:10.1017/S1041610214001446
Required Media
Hagen, B. (Producer). (n.d.-b). Managing depression [Video file]. Mill Valley, CA: Psychotherapy.net.
Optional Resources
Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.
Chapter 15, “Brain Stimulation Treatments for Mood Disorders”
Ahern, E., & Semkovska, M. (2017). Cognitive functioning in the first-episode of major depressive disorder: A systematic review and meta-analysis. Neuropsychology, 31(1), 52–72. doi:10.1037/neu0000319
Anderson, N. D., Damianakis, T., Kröger, E., Wagner, L. M., Dawson, D. R., Binns, M. A., . . . Cook, S. L. (2014). The benefits associated with volunteering among seniors: A critical review and recommendations for future research. Psychological Bulletin, 140(6), 1505–1533. doi:10.1037/a0037610
Inoue, J., Hoshino, R., Nojima, H., Ishida, W., & Okamoto, N. (2016). Additional donepezil treatment for patients with geriatric depression who exhibit cognitive deficit during treatment for depression. Psychogeriatrics, 16(1), 54–61. doi:10.1111/psyg.12121
Sachs-Ericsson, N., Corsentino, E., Moxley, J., Hames, J. L., Rushing, N. C., Sawyer, K., . . . Steffens, D. C. (2013). A longitudinal study of differences in late- and early-onset geriatric depression: Depressive symptoms and psychosocial, cognitive, and neurological functioning. Aging & Mental Health, 17(1), 1–11. doi:10.1080/13607863.2012.717253
Shallcross, A. J., Gross, J. J., Visvanathan, P. D., Kumar, N., Palfrey, A., Ford, B. Q., . . . Mauss, I. B. (2015). Relapse prevention in major depressive disorder: Mindfulness-based cognitive therapy versus an active control condition. Journal of Consulting and Clinical Psychology, 83(5), 964–975. doi:10.1037/ccp0000050
Wanklyn, S. G., Pukay-Martin, N. D., Belus, J. M., St. Cyr, K., Girard, T. A., & Monson, C. M. (2016). Trauma types as differential predictors of posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and their comorbidity. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, 48(4), 296–305. doi:10.1037/cbs0000056

Assignment: Digby’s current strategy
Assignment: Digby’s current strategy
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1. Review the Inquirer to determine Digby’s current strategy. How will they seek a competitive advantage? From the following list, select the top five sources of competitive advantage that Digby would be most likely to pursue.
Select: 5
Seek high automation levels Assignment: Digby’s current strategy
Seek the lowest price in their target market while maintaining a competitive contribution margin
Seek excellent product designs, high awareness, and high accessibility
Accept lower plant utilization and higher capacities to insure sufficient capacity is available to meet demand
Increase demand through TQM initiatives Assignment: Digby’s current strategy
Seek high plant utilization, even if it risks occasional small stockouts
Reduce cost of goods through TQM initiatives
Add additional products
Offer attractive credit terms
Reduce labor costs through training and recruitment
2. Rank the following companies from high to low cumulative profit, (in descending order, 1=highest, 4=lowest).
Rank in order from 1 to 4 Assignment: Digby’s current strategy
Digby
Andrews
Baldwin
Chester
3. Which description best fits Baldwin in your industry? For clarity:
– A differentiator competes through good designs, high awareness, and easy accessibility.
– A cost leader competes on price by reducing costs and passing the savings to customers.
– A broad player competes in all parts of the market.
– A niche player competes in selected parts of the market. Assignment: Digby’s current strategy
Which of these four statements best describes this competitor?
Select: 1
Baldwin is a niche cost leader
Baldwin is a broad differentiator
Baldwin is a broad cost leader
Baldwin is a niche differentiator
4. If Baldwin issued 1000 shares of common stock at last year’s end price, the effect on the balance sheet would be:
Select: 1
Retained earnings would increase by $4,413
Retained earnings would increase by $44,128
Equity would decrease by $4,413
Equity would increase by $44,128
5. The Baldwin Company has just purchased $40,900,000 of plant and equipment that has an estimated useful life of 15 years. The expected salvage value at the end of 15 years is $4,090,000. What will the depreciation expense for this purchase (exclude all other plant and equipment) be after its second year of use? (Use FASB GAAP)
Select: 1
$4,908,000
$5,453,333
$2,454,000
$2,726,667
6. What is the Quick Ratio of Chester?
Select: 1
2.01
.50
1.46
.69
7. Chester has a ROA of 0.13 (ROA = Net income/Total Assets). That means:
Select: 1
Every dollar of Chester’s assets result in earnings of $0.13.
Chester uses $0.87 of each dollar earned to purchase assets.
Chester uses $0.13 of each dollar earned to purchase assets.
Every dollar of Chester’s assets result in earnings of $0.87.
8. Midyear on July 31st, the Digby Corporation’s balance sheet reported:
Total Liabilities of $25.571 million
Cash of $2.010 million
Total Assets of $41.126 million
Total Common Stock of $1.270 million.
What were the Digby Corporation’s retained earnings?
Select: 1
$16.295 million
$16.825 million
$18.835 million
$14.285 million

Assignment: Levels of dopamine
Assignment: Levels of dopamine
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# 1.59
(1 pts.) Low levels of dopamine are associated with ______, while high levels of dopamine are generally associated with ______.
A) tardive dyskinesia; Parkinson’s disease
B) Graves’ disease; Parkinson’s disease
C) schizophrenia; Alzheimer’s disease
D) Parkinson’s disease; schizophrenia
# 1.60
(1 pts.) Before developing schizophrenia, Reggie was a relatively successful attorney, but has stopped working and now prefers to wander the streets in preparation for an “airlift” of humans by extraterrestrials. Reggie’s story lends credibility to which hypothesis regarding the relationship between social class and schizophrenic symptoms?
A) downward social drift hypothesis.
B) social causation hypothesis.
C) double bind hypothesis.
D) milieu hypothesis.
# 1.61
(1 pts.) Lori has a constant sensation that she has snakes crawling through her intestines. Lori is experiencing a(n)
A) hallucination.
B) delusion.
C) apparition.
D) chimera.
# 1.62
(1 pts.) Even while talking about the death of her husband a decade ago, Carol giggles almost uncontrollably. Many people in the hospital characterize her as being silly. What type of schizophrenia might she have?
A) undifferentiated schizophrenia
B) disorganized schizophrenia
C) catatonic schizophrenia
D) paranoid schizophrenia
# 1.63
(1 pts.) Why might it be difficult to determine the incidence and prevalence of schizoaffective disorder?
A) because of the overlap between this disorder, the schizophrenias, and the mood disorders
B) because most individuals who suffer from this disorder are misdiagnosed as having an anxiety disorder
C) because of the highly specific criteria that must be met in order to receive this diagnosis
D) because most psychiatrists use this diagnosis as a catch-all category for a variety of disorders
# 1.64
(1 pts.) A woman is absolutely convinced that her recent car accident was actually an attempt on her life by the CIA. What delusional disorder might she have?
A) delusional disorder, grandiose type
B) delusional disorder, jealous type
C) delusional disorder, persecutory type
D) delusional disorder, somatic type
# 1.65
(1 pts.) Roger is participating in a test that requires him to stare at a computer screen on which several letters of the alphabet are being flashed at a very high speed. Every time Roger sees the letter Q he is supposed to press a button. Roger is involved in a test of
A) smooth pursuit eye movements.
B) sustained attention.
C) sensory gating.
D) event related potential.