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Abortion Clinic Access Research Paper Abortion Clinic Access Research Paper Missouri’s only abortion clinic expects to be shut down this week after the state health department refused to renew its license, which would make it the only US state without a legal abortion clinic, Planned Parenthood said on Tuesday. “This is not a drill,” said Dr Leana Wen, president and CEO of Planned Parenthood Federation of America, which runs the clinic. “This is not a warning. This is real and it’s a public health crisis,” she added. “More than a million women of reproductive age in Missouri will no longer have access to a health centre in the state they live in that provides abortion care.” Planned Parenthood said in a statement that the clinic would sue the state health department to preserve access to legal abortions in the state.Abortion Clinic Access Research Paper The Missouri Department of Health and Senior Services did not immediately respond to a request for comment. Missouri abortion ban On Friday, Missouri Governor Mike Parson signed a bill into law that bans abortion after eight weeks of pregnancy. READ MORE Rights groups file lawsuit to block Alabama’s new abortion ban Missouri was one of several states that have passed anti-abortion legislation this year in an effort to provoke the US Supreme Court to overturn Roe v Wade, the landmark 1973 case that established a woman’s right to terminate her pregnancy. According to the Guttmacher Institute, a reproductive health research and policy organisation, nearly 380 abortion restrictions were introduced across the country between January 1 and May 20. About 40 percent of the proposals have been abortion bans. The Guttmacher Institute has also found that 17 bans have been enacted across 10 states so far this year. “It is not unusual to see hundreds of abortion restrictions introduced every year, but this high proportion of proposed bans is unprecedented, signaling a substantial shift in tactics at the state level,” the organisation recently said on its website. Supreme Court avoids abortion question Separately on Tuesday, the US Supreme Court sent a mixed message on abortion, refusing to consider reinstating Indiana’s ban on abortions performed because of fetal disability or the sex or race of the foetus while upholding the state’s requirement that foetal remains be buried or cremated after the procedure is done.Abortion Clinic Access Research Paper Both provisions were part of a Republican-backed 2016 law signed by Vice President Mike Pence when he was Indiana’s governor. READ MORE ‘Stop the bans’: Abortion rights activists rally across the US In an unsigned ruling, with two of the nine-member court’s liberals dissenting, the Supreme Court decided that a lower court was wrong to conclude that Indiana’s foetal burial provision, which imposed new requirements on abortion clinics, had no legitimate purpose. The court has a 5-4 conservative majority. Although the foetal burial provision was not a direct challenge to the Roe v Wade decision, the ruling gave anti-abortion proponents a victory at the Supreme Court. But the court also indicated a reluctance to directly tackle the abortion issue, at least for now, rejecting Indiana’s separate attempt to reinstate its ban on abortions performed because of foetal disability or the sex or race of the foetus. The court left in place the part of an appeals court ruling that struck down that the provision. Which US states have recently passed abortion bans? “While this ruling is limited, the law is part of a larger trend of state laws designed to stigmatise and drive abortion care out of reach. Whether it’s a total ban or a law designed to shut down clinics, politicians are lining up to decimate access to abortion,” said Jennifer Dalven, a lawyer with the American Civil Liberties Union, which was part of the legal challenge to the Indiana la Most research about experiences considering and seeking abortion comes from women presenting at abortion clinics. This study examines experiences among women presenting at prenatal care. Five hundred eighty-nine women were recruited at their first prenatal visit in Southern Louisiana and Baltimore, Maryland. Participants completed self-administered iPad surveys and in-clinic structured interviews. Participants were asked if they had considered abortion for this pregnancy and, if so, reasons they did not obtain one. Twenty-eight percent of Louisiana and 34% of Maryland participants had considered abortion. Ten percent in Louisiana and 13% in Maryland had called an abortion clinic; 2% in Louisiana and 3% in Maryland had visited an abortion clinic. The most common reason for not having an abortion related to women’s own decision-making, i.e. their personal preferences. Policy-related reasons were less common; but more participants who had considered abortion in Louisiana than Maryland reported a policy-related reason (primarily lack of funding for the abortion) as a reason (22% Louisiana, 2% Maryland, p?

NURS6640 Midterm Study Guide Review Questions NURS6640 Midterm Study Guide Review Questions Permalink: https://nursingpaperessays.com/ nurs6640-midterm…review-questions / ? QUESTION 1 1. A PMHNP is treating a 45-year-old female patient who is upset that her brother has not been calling since his divorce. When asked to describe her brother and what prompts him not to call as frequently, she says, “Everything is about him, not me. I think he’s jealous that I have a good marriage and he wants me to be unhappy, too. So he doesn’t call to upset me and ruin my relationships.” Based on this information, the PMHNP can conclude that the patient _________. A. may lack ability to see independent motivations B. has an insistent emphasis on the feelings of others C. has an intrusive interpersonal relationship D. all of the above 1 points QUESTION 2 1. A 41-year-old male patient is meeting with the PMHNP and reveals that he is homosexual. He begins telling the PMHNP about his feelings as a homosexual, middle-aged man. The PMHNP nods understandingly. Before long, the patient asks, “Are you gay? Are you married? Do you have kids?” What is the best response by the PMHNP? A. Answer the patient’s questions honestly to establish trust B. Mention that the patient seems quite curious, and ask him to discuss more about himself C. Ignore the patient’s questions and move on to another topic D. None of the above 1 points NURS6640 Midterm Study Guide Review Questions QUESTION 3 1. The PMHNP is having a therapy session with Charlotte, a 20-year-old victim of date rape. The patient states, “I shouldn’t have been there; I should have just gone home. This was all my fault; how could I have been so stupid?” Using the Socratic method, what is the PMHNP’s best response? A. “If this had happened to someone else with the exact same circumstances, would you say this was her fault?” B. “Can you recall exactly what stopped you from going home when you originally wanted to go home?” C. ”Have you shared these thoughts about what you should have done with anybody other than me?” D. “Do you understand that there is absolutely nothing that you could ever do to deserve to be treated the way you were treated?” 1 points QUESTION 4 1. A 24-year-old female patient presents for her initial appointment with the PMHNP. Which action will the PMHNP take to establish therapeutic alliance? A. Validating the patient’s affect B. Asking the patient questions about her main concerns C. Establishing a therapy process D. All of the above 1 points QUESTION 5 1. The PMHNP is working with a patient who witnessed her father pass away after suffering for several months from terminal cancer. The PMHNP sees this as a traumatic event. The patient reports sometimes feeling out of touch with surroundings; almost as if things feel like a dream. “Sometimes that sensation lingers for a while,” the patient says, “and other times I snap out of it quickly.” What does the PMHNP infer about the condition based on psychotherapy concepts for trauma? A. The patient is having a balanced response to the trauma. B. The patient is reporting signs of dissociation. C. The patient is becoming unresponsive to the environment. D. All of the above. 1 points QUESTION 6 1. At the initial interview with a patient, the PMHNP reviews the condition of receiving services, including limits that will be imposed on confidentiality. During the discussion, the patient shares information that the PMHNP is legally required to report. True or false: If the PMHNP does not report information that s/he is legally required to report, state laws govern the consequences which include penalties for not reporting, especially child and elder abuse. True False 1 points QUESTION 7 1. The PMHNP is working with a patient who seems dissatisfied with the therapeutic relationship. The PMHNP invites the patient to discuss her feelings regarding the PMHNP openly and honestly. It becomes clear to the PMHNP that they are experiencing an alliance rupture. How does the PMHNP repair the therapeutic alliance? A. Responding to the patient in a nondefensive manner and accepting responsibility for the PMHNP’s part in the tension B. Emphasizing with the patient’s experiences and validating the patient for bringing it up C. Considering changing the goals of the patient’s treatment D. All of the above 1 points NURS6640 Midterm Study Guide Review Questions QUESTION 8 1. A 65-year-old patient has suffered the loss of his wife. He is in a state of hyperarousal with increased sympathetic nervous system arousal. One or more interventions may help the patient to deal with this arousal. To decrease sympathetic nervous system arousal, the PMHNP’s treatment strategy is ___________. A. mindfulness techniques B. deep breathing exercises C. self-regulation strategies D. all of the above 1 points QUESTION 9 1. An initial evaluation reveals that an 11-year-old patient has moved to a new school after her parents’ recent divorce, and is having trouble making friends. The patient has normal mental status and exhibits appropriate behavior. What is the most appropriate scale for the PMHNP to use to get more information? A. Young Mania Rating Scale B. Hamilton Anxiety Rating Scale C. Dissociative Experiences Scale D. Impact of Event Scale 1 points QUESTION 10 1. The PMHNP is working with a veteran who has posttraumatic stress disorder (PTSD). The PMHNP believes that dual awareness will be beneficial in allowing the patient to focus on the here and now. What strategies can the PMHNP use to develop dual awareness in the patient? A. Asking the patient to recall a recent and mildly disturbing event B. Having the patient focus on details of the room, such as how hot or cold it is C. Telling the patient to rate the level of disturbance he feels from a mildly disturbing event D. All of the above 1 points NURS6640 Midterm Study Guide Review Questions QUESTION 11 1. During cognitive behavioral therapy (CBT), a 64-year-old male patient states, “I get so frustrated sometimes and I just blow up at everybody!” Which response by the PMHNP demonstrates translation of Socratic dialogue (SD)? A. “Please explain how this affects the relationship with your wife.” B. “When you say blow up, what exactly does blow up mean and how does it feel to you?” C. “What coping methods have you used in the past during times of frustration?” D. “So you blow up when you become frustrated?” 1 points QUESTION 12 1. A PMHNP has been working with a young female patient who suffers from depression to change self-defeating behaviors. By creating a presence of acceptance and using good listening skills, the PMHNP’s overall goal is to __________. A. deepen the patient’s understanding of herself in order to cultivate empowerment B. slowly transfer authority to the patient when the PMHNP feels that she is ready C. remain caring, yet authoritative by making important decisions for the patient D. all of the above 1 points QUESTION 13 1. The PMHNP is treating a 35-year-old male officer in the military. He discloses that both of his parents are deceased and that he loved them. However, he says that he had feelings of inadequacy because his parents held him to a standard that he could never achieve. He went on to say that nothing he did ever felt good enough. The PMHNP assesses that this patient has perfect creases in his uniform with no strings or tags out of place; she also notices that he has perfect posture and questions him about ritualistic behaviors. She suspects that this patient has maladaptive responses to the expectations placed on him as a teenager and young adult. Which statements made by the patient would verify the PMHNP’s suspicion? A. “I typically don’t listen to anyone. I take care of my own wants and needs so I feel like no one can judge me or criticize me, period.” B. “I don’t mean to hurt other people’s feelings. When people cry or say that I have made them upset in some way, that’s not my fault; some people are just sensitive.” C. “I like to listento the beat of my own drum; I don’t mind spending most of my days alone. I don’t need recognition or praise; I would just like to be left alone.” D. “I believe in systems; I have to have order and rules in my everyday life. If a task must be completed, I will often complete it myself versus depending on someone else.” 1 points NURS6640 Midterm Study Guide Review Questions QUESTION 14 1. The PMHNP is working with a patient who has insomnia and battles going to sleep. The patient reports consistent self-defeating behaviors, and hates trying to go to sleep. Which action made by the PMHNP demonstrates the use of a paradoxical intervention? A. Telling the patient to start trying to go to sleep earlier, since it takes long to fall asleep B. Telling the patient to resist sleep and stay awake C. Having the patient perform a relaxing ritual before bedtime D. Instructing the patient to avoid stimulants and sugars for 3 hours before falling asleep 1 points QUESTION 15 1. A 35-year-old patient seeks treatment for depression and anxiety after an abusive relationship. To help empower the patient, the PMHNP wants to teach the safe-place exercise to create a feeling of calm. In order to walk the patient through the exercise, the PMHNP first says: A. “Identify an image of a safe place that makes you feel calm.” B. “Think about the things that cause you anxiety and let them go.” C. “Take a deep breath and start to relax with each new breath.” D. “Picture a beautiful beach and describe to me what you see.” 1 points QUESTION 16 1. One of the strategies the PMHNP wants to try includes sleep restriction. What will the PMHNP suggest to follow sleep restriction therapy? A. “Restrict sleep for 24 hours.” B. “Restrict the amount of time you spend in bed.” C. “Restrict the amount of exercise you do prior to going to bed.” D. “Restrict the amount of food you eat before bedtime.” 1 points QUESTION 17 1. During a session, the PMHNP asks a patient with a history of sexual abuse to recall the relationship she had as a child with her parents. The patient responds by saying she has a headache and her stomach hurts, and starts talking about her physical ailments. What is the appropriate response by the PMHNP? A. Assure the patient that she does not have to discuss these memories B. Explain why it is important for the patient to discuss these memories openly C. Tell the patient that she may not get better if she does not face her fears D. Let the patient know that plenty of other people have similar painful memories, too 1 points QUESTION 18 1. The PMHNP meets with an adolescent patient who has depression and often presents with resistance when discussing his parent’s divorce. For the past couple of sessions, the patient has been quiet, sometimes refusing to speak. To further support the therapeutic relationship, the PMNHP: A. Observes and points out the behavior B. Stays quiet until the patient is ready to speak C. Brings in a colleague to help get the patient to talk D. None of the above 1 points NURS6640 Midterm Study Guide Review Questions QUESTION 19 1. A patient who has borderline personality disorder is meeting with the PMHNP. When asked about future goals, the patient responds, “I’d like to go back to school to do what you do. You know, talk to people all day about their problems. It seems pretty easy.” How does the PHMNP respond to the client in a way that is free from any stigmatizing beliefs or judgments? A. “It is dangerous to fantasize about the future.” B. “I think that’s an excellent idea! I can help you review the prerequisites!” C. “You may want to explore the requirements for becoming a PMNHP.” D. None of the above. 1 points QUESTION 20 1. A PMHNP is assessing ego functioning of his 40-year-old patient by asking what she feels is the cause of her problems. She attributes her problems to her overprotective parents not letting her have enough freedom growing up. Based on her answer, the PMHNP is testing _____________. A. adaptive regression in the service of the ego B. regulation and control of affects and impulses C. defensive and interpersonal functioning D. sense of reality of the world and of the self 1 points QUESTION 21 1. The PMHNP meets with a 47-year-old male patient who is fearful of leaving the house after having witnessed his neighbor getting run over by a car. When the PMHNP asks why he is afraid to leave his house, the patient replies, “Because another accident might occur.” Which cognitive behavioral therapy (CBT) strategy does the PMHNP employ? A. Pharmacological therapy B. Stress inoculation therapy C. Dialectical behavior therapy D. All of the above 1 points QUESTION 22 1. A PMHNP is preparing confidentiality forms for his patients. What is the most appropriate first step he should take? A. Talk to potential patients to get their feedback and suggestions B. Research his profession’s ethics code and state/federal laws C. Use current patient interactions to decide what matters most D. All of the above 1 points QUESTION 23 1. The PMHNP is caring for a patient with dissociated self-state that the PMHNP identifies as being associated with traumatic experiences in the patient’s past. What approach does the PMHNP use with the patient that is crucial to the psychodynamic therapy process? A. Assisting the patient to experience and accept the various dimensions of the self through enhanced awareness of the traumatic states B. Becoming a co-participant in the co-construction of the relationship with the patient, rather than an outside observer C. Making associations between an event or situation and the patient’s feelings D. Providing empathy, understanding, and soothing to help the patient identify the other self-states 1 points QUESTION 24 1. The PMHNP is working with a patient who has dissociative disorder and requests pharmacological interventions for dealing with her trauma. What education does the PMHNP provide to the patient regarding medication therapy? A. “The medication will help you forget the things that trigger your flashbacks.” B. “The medication takes a while to build up in your system and cure you.” C. “The medication may provide symptom relief, but you still need psychotherapy.” D. All of the above. 1 points QUESTION 25 1. The PMHNP is caring for a patient who has acute stress disorder after experiencing a traumatic event 1 week prior. The PMHNP wants to begin with a therapeutic framework that follows the adaptive information processing (AIP) model. What is the priority action for the PMHNP to take? A. Focus on the patient’s safety and stabilization B. Help the patient process painful memories C. Encourage the patient to find ways to achieve personal growth D. Assist the patient in planning for the future 1 points NURS6640 Midterm Study Guide Review Questions QUESTION 26 1. When the patient comes into the office, she says, “I just saw a friend of mine out in the waiting room. What’s wrong with him?” The PMHNP says, “He’ll be fine. He has mild depression.” Which of the following statement is correct related to confidentiality rights? A. The PMHNP was not protecting patient confidentially rights. B. The PMHNP was not using identifying information in the patient situation above. C. Because the patient signed a consent form, the PMHNP was legally allowed to share information. D. The PMHNP’s response was ethical and legal because she was trying to answer the question. 1 points QUESTION 27 1. The PMHNP is caring for a patient who seems to seek affection and attention from the PMHNP and others in the clinic, as well as displays heightened emotional responses to feelings of being excluded. What therapeutic approach does the PMHNP use to decrease autonomic arousal in the patient? A. Group therapy B. Controlled confrontation C. A safe-place exercise D. Body and energy work 1 points QUESTION 28 1. The PMHNP is working with an adult patient who has somatic complaints caused by a history of childhood abuse. As part of the therapeutic process, what does the PMHNP do to assess and organize a trauma history? A. Interview the patient’s family members B. Construct a timeline of the patient’s life C. Review the patient’s current stressors D. Debrief with the patient 1 points QUESTION 29 1. A patient named Steve is seeking therapy to get help with his home situation, stating that he has been stressed since his mother-in-law moved into the house. What can the PMHNP do to assist the patient in constructing a narrative? A. Share a personal story about her home situation and family members B. Elicit details so Steve becomes more self-disclosing and self-examining C. Guide Steve through imagery exercises so he can decrease his stress D. None of the above 1 points QUESTION 30 1. After informing a prospective patient about limits of confidentiality, the patient consents to the “conditions” of confidentiality and signs an informed consent form. Several weeks later, a lawyer representing the patient’s spouse for a court case, asks the PMHNP for the disclosure of information about the patient. The PMHNP should: A. Disclose all patient information as requested B. Refuse to disclose any confidential information C. Limit disclosure to the extent legally possible D. Ignore the request based on ethical reasons 1 points QUESTION 31 1. The PMHNP is meeting with a 42-year-old man with depression brought on by the recent passing of his wife. As he describes the circumstances surrounding his late wife’s death, the PMHNP begins to feel sad. The sadness lingers for several hours, and the PMHNP finds it difficult to focus on other patients for the rest of the day. What is the most appropriate explanation for the reaction that the PMHNP is experiencing? A. Autognosis B. Complementary identification C. Concordant identification D. Self-disclosure 1 points QUESTION 32 1. The PMHNP is working with a school-aged child who has been diagnosed with depression. The child has attended several sessions with the PMNHP, but recently presents with avoidant behavior by showing increased distress and being late to sessions. What approach does the PMHNP need to employ with the child to continue making therapeutic progress? A. Remaining quiet until the child is ready to talk B. Using communication techniques that are expressive C. Inviting the child’s parents to speak on behalf of the child D. All of the above 1 points QUESTION 33 1. The PMHNP understands that anxiety and depression are two disorders in which their symptoms may overlap. When discussing this, you explain that the autonomic nervous system is activated and further helps distinguish anxiety symptoms by making the following points: A. “You may experience an elevated heart rate, constant worrying, and diarrhea.” B. “You may experience fear, sweating, and muscle tension.” C. “You may experience an elevated heart rate, the need to urinate, and fear.” D. “You may experience sleepiness, decreased blood pressure, and fear.” 1 points QUESTION 34 1. The PMHNP is caring for a patient who the PMHNP believes would benefit from a relational psychodynamic approach to therapy. Which action made by the PMHNP demonstrates appropriate use and understanding of the relationship psychodynamic model? A. Focusing the exploration on making the unconscious conscious B. Focusing the exploration on the genetic roots of the patient’s problem C. Focusing the exploration on here and now D. None of the above 1 points QUESTION 35 1. A 62-year-old patient has been diagnosed with borderline personality disorder. Upon assessment, the PMHNP learns that he participates in spending sprees and occasional binge eating, accompanied by rapid changes in self-image. Which evidence-based psychotherapeutic model does the PMHNP identify as effective and beneficial? A. Cognitive behavioral therapy B. Supportive therapy C. Dialectical behavior therapy D. Expressive therapy 1 points NURS6640 Midterm Study Guide Review Questions QUESTION 36 1. During a clinical assessment of a 15-year-old patient, the PMHNP asks, “How can I help you?” The patient answers by saying, “Honestly, I don’t really think I need any help.” Which of the following is the most appropriate response by the PMHNP? A. “That’s fine. Can you describe the depressive symptoms you’ve been having the past few months?” B. “Since you’re already here, maybe we can try to figure out if there is anything else I can help you with.” C. “You wouldn’t be here if you didn’t actually need help, right? So tell me, how can I be of assistance?” D. None of the above. 1 points QUESTION 37 1. The PMHNP is assessing a patient who grew up in a foster home because she was neglected and abused by her birth parents at a young age. The patient admits to having difficulty forming and maintaining relationships throughout her life. Understanding maladaptive schemas, which statement does the PMHNP predict that the patient is likely to make? A. “I deserve the utmost respect from everyone who meets me.” B. “I prefer doing everything on my own.” C. “It takes me a while to warm up to people; people often wear masks.” D. “I can’t seem to do anything on my own.” 1 points QUESTION 38 1. A middle-aged man who works over 50 hours a week is being seen for depression and anger management. He states, “I am even more frustrated when I come home and my wife wants to argue about stupid stuff. All I want to do is come home, take a shower, and eat. Is that too much to ask?” The PMHNP explains that people can be assertive, aggressive, and passive. She encourages the patient to be more assertive and begins role-play with assertive training. The PMHNP determines that the patient is beginning to understand when he states: A. “I am tired, I work very hard all day to support you and this family!” B. “I come home and all you do is argue, but I don’t care.” C. “I don’t know what I did. Why are you acting like this?!” D. “I feel frustrated when I come home and we argue.” 1 points QUESTION 39 1. Your patient is a 65-year-old male who has a strained relationship with his son and daughter. His children refuse to participate in a family session. The PMHNP asks the patient to draw his family genogram as a next step to _______________. A. assess the patient’s mental health status and functioning B. explore the interpersonal styles of each family member C. provide background information for the patient’s family structure D. measure the patient’s quality of well-being and productivity 1 points QUESTION 40 1. During cognitive behavioral therapy (CBT), a 64-year-old male patient, states, “My wife hates me! She’s just waiting for me to die.” Using Socratic dialogue (SD) the PMHNP demonstrates understanding of analysis when she responds: A. “Now, I’m sure your wife doesn’t hate you.” B. “Where is the evidence that your wife hates you?” C. “You seem convinced that your wife hates you.” D. “What has your wife done to make you believe this?” 1 points QUESTION 41 1. An elderly patient in a nursing home has been losing interest in activities and now refuses to leave his room. After a physical exam, he is referred to a PMHNP for an initial assessment. True or false: After speaking with the patient, an appropriate screening tool for the PMHNP to use would be the Geriatric Depression Scale. True False 1 points QUESTION 42 1. The PMHNP is conducting a peer review of another PMHNP’s medical charts. Upon review, the PMHNP notes that the peer often begins patient sessions late, as well as ends them later than scheduled. The PMHNP also found a comment in the chart regarding the patient sending text messages while in the middle of the session. Based on these findings, the feedback that the PMHNP will provide to the peer involves which therapeutic principle? A. Assessing safety B. Applying therapeutic communication C. Using empathy D. Maintaining the frame 32.The PMHNP is mentoring a student. After working with a patient during a session, the student laments about all the things she should have, or could have, said to the patient. “I feel guilty that I didn’t speak up more about the patient’s concern toward her son,” says the student. The PMHNP understands that the student is exhibiting signs of which therapeutic concept? 1 points NURS6640 Midterm Study Guide Review Questions QUESTION 43 1. A 35-year-old patient has been seeking treatment for depression for several months. The PMHNP does an assessment to see if processing has led to adaptive change. The patient’s self-references are positive in relation to past events, work is productive, relationships are adaptive, and there is congruence between behavior, thoughts, and affect. Based on this information, the PMHNP decides the patient ____________. A. will require more processing strategies B. would benefit from the stabilization stage C. is ready to move to Stage III, future visioning D. no longer needs to continue with therapy 1 points QUESTION 44 1. A 16-year-old female patient has had a stable therapeutic relationship with the PMHNP for several months. The PMHNP notices what appears to be fresh cigarette burns on the patient’s arm. When asked, the patient admits to this self-injurious behavior. Although the patient is still depressed, her mood seems to be somewhat better this week. True or false: The PMHNP would most likely consider this patient stabilized and ready to move to Stage II. True False 1 points QUESTION 45 1. During a therapy session with an 18-year-old female the PMHNP learns that she has lived in six different foster homes in the last 24 months. She states that her mother is in a correctional facility for drug abuse and prostitution. During the assessment, the PMHNP notices multiple superficial cuts to each wrist. The patient appears tearful, withdrawn, and never makes direct eye contact. The PMHNP believes that this patient may have feelings of insecurities as well as abandonment issues and is aware that which diagnosis is likely possible? A. Narcissistic personality disorder B. Obsessive-compulsive personality disorder C. Borderline personality disorder D. Paranoid personality disorder 1 points QUESTION 46 1. True or false: A PMHNP may ask his patient to describe her relationship with her father, both as a child and now, in order to assess interpersonal style. True False 1 points QUESTION 47 1. The PMHNP is treating a patient with a substantial fear of feeling closed in (claustrophobia). Thus, the patient will not get into an elevator. The office where he works is on the 10th floor and this requires that he walk up and down the stairs in the morning and evening to get to his office. With permission from the patient, the PMHNP is beginning systematic desensitization to address the patient’s need to use the elevator. What is the PMHNP’s best plan of action? A. Begin by having the patient stand in front of the elevator and write down his feelings B. Complete a 30-minute therapy session in an elevator C. Allow the patient to watch an elevator go up and down D. Allow the patient to see the PMHNP getting into an elevator 1 points NURS6640 Midterm Study Guide Review Questions QUESTION 48 1. During a therapy session the patient is asked how she currently deals with stress, and she says, “Well, I don’t. I just let it build and build.” The PMHNP responds by asking how well this has been working out for her. The patient states, “Well, to be honest, it just feels like I’m drowning, you know what I mean.” Illustrating idiosyncratic meaning, the PMHNP responds with: A. “Would you say you feel like you are suffocating?” B. “No, I am not sure what you are saying. Can you please explain?” C. “Sort of like a fish out of water?” D. “When you say, ‘I just can’t breathe,’ you do understand, that is a form of anxiety?” 1 points QUESTION 49 1. The PMHNP has been treating a 15-year-old patient with a history of abuse and neglect. Thirty minutes into their therapy session the patient jumps up and begins to pace around the room. Utilizing Socratic dialogue (SD) the PMHNP’s best action would be to: A. Allow the patient time to process before speaking. B. Ask, “Why don’t you come have a seat beside me?” while tapping the table. C. Say, “I noticed a change. Can you tell me what happened?” D. Say, “We can continue this session later if you prefer.” 1 points QUESTION 50 1. A new patient has been informed of the limits of confidentiality, and has signed informed consent forms. No consent, however, has been obtained for voluntary “Release of Information.” The patient is 20 years old and still lives at home with his parents. He is being treated for depression, which he attributes to the trouble he’s had finding employment. True or false: If the patient’s mother calls the PMHNP to check up on her son to see how he is doing, the therapist is required to protect patient confidentiality and not disclose information. True False 1 points QUESTION 51 1. When completing this exam, did you comply with University’s Code of Conduct including the expectations for academic integrity? 0 points QUESTION 52 1. The patient attempts the PMHNP’s sleep hygiene recommendations for 2 weeks, but does not make any progress mitigating nightmares and hyperarousal. Which behavioral strategy does the PMHNP suggest next? A. Progressive muscle relaxation exercises B. Paradoxical interventions C. Biofeedback D. All of the above 1 points NURS6640 Midterm Study Guide Review Questions QUESTION 53 1. The PMHNP is working with a patient who experiences abreactions when discussing repressed feelings of his sexual abuse as a child. What can the PMHNP do to manage the patient’s intense emotional reactions? A. Sit closer to the patient so the patient does not feel isolated B. Embrace the patient to provide physical comfort C. Suggest a relaxation technique, such as yoga or meditation D. All of the above 1 points QUESTION 54 1. The PMHNP employs psychodynamic psychotherapy with a patient who experiences anxiety and depression. As the process enters the psychoanalytic end of the psychodynamic continuum, the PMNHP will focus on: A. Interpreting unconscious conflict in the patient B. Restoring the patient’s functioning and stabilization C. Reducing the patient’s anxiety D. Strengthening the patient’s defenses 1 points QUESTION 55 1. The PMHNP is working with a 56-year-old man who is being seen because of his anxiety and depression. During the therapy sessions, the PMHNP assists the patient in discussing his experiences and expanding on his thoughts and feelings. He tells the PMHNP stories about how he used to be teased by his coworkers at the office for becoming too anxious in large conference rooms. The PMHNP listens to the patient and helps focus on his strengths to promote self-understanding. Which principle best accounts for the PMHNP’s interactions with the patient? A. Therapeutic communication B. Maintaining the frame C. Working with resistance D. None of the above 1 points QUESTION 56 1. When a PMHNP is seeing a patient for the first time, what is an important step to assure that the patient and provider understand the limits of their discussion? A. Assure the patient that she is safe to discuss her secrets B. Talk about the importance of being truthful and open C. Have a discussion about the confidentiality and its limits D. Mention the possible need for selective se

NURS-6512 Advanced Health Assessment 2020 NURS-6512 Advanced Health Assessment 2020 Permalink: https://nursingpaperessays.com/ nurs-6512-advanc…-assessment-2020 / NURS-6512F-16/NURS-6512C-16/NURS-6512N-16-Advanced Health Assessment2020 Week 1 Posted on: Monday, November 30, 2020 2:27:07 PM EST Hi Everyone, Welcome to 6512 Health Assessment. This week we will cover a comprehensive health history. You guys are divided into groups for the quarter. Group 1 or Group 2. You can find your name by scrolling to left of the page in blue under groups and you will be in one of the groups. You will not be working together. This is simply for your case study or discussion questions. There are limited number of case studies and discussion questions thus the division into groups. Please try and respond to someone outside of your group with case studies and discussion questions. Please, make sure you use rubric as guide for any assignments. Also, please make sure you note that you should post your discussion question first before you are able to respond to your peers. Further, I am please to announce that under your resource list that you will have a weekly lecture usually about 15 minutes or so regarding this week’s topic. This is something new that we have started and I hope this will help bring some clarity to assignments and required readings. Please again, plan ahead develop a plan, check your announcements daily and reach out to me for any questions or concerns. I think the fastest way to reach out to me is by email. If you need to speak to me,, please email me and we can set up a time if it is outside my office hours. Sincerely, Dr. B Posted by: Posted to: NURS-6512F-16/NURS-6512C-16/NURS-6512N-16-Advanced Health Assessment2020 Winter Qtr 11/30-02/21-PT27 Week 1 Building a Comprehensive Health History, NURS-6512 Advanced Health Assessment 2020 Posted on: Sunday, November 29, 2020 1:07:26 PM EST Hi Everyone Welcome to Advance Health Assessment! Here are some helpful hints for the course: Read your syllabus Note the Resource list to the left of the page. Your resource list has weekly information that will help prepare for the assignments for each week. Please make sure you follow your grading rubrics for each assignment. Your grading rubrics can be found under each weekly module. Please purchase shadow health as soon as possible. Shadow Health can only be purchased through Waldenu Bookstore. Once purchased you should receive an access code. Please note your resource list with how to document in shadow health as well. Also, you will have case studies, discussion questions, and shadow health assignments throughout this course. The weeks you have a case study or discussion questions you will be divided into sections or groups. You will not be working together but due to limited discussion and case studies you will be assigned that discussion or case study. You will find your group if you look to left and scroll down to groups and you should find your name. IF you do not see your name please contact me you may have enrolled in class later and I will assign you. For case studies and discussion please try to respond to someone that does not have the same case study or discussion as yourself. Please note my office hours are on Thursday from 4pm-8pm but if you have an issue or concern about assignment please feel free to contact me. Week 1 Assignment Please get familiar with the class. To your left you will see information regarding each week, how to contact the instructor and class cafe. If you click on week 1, Module there is an introduction to the course. Please click on the videos in which will give you insight to the course. I am attaching the introduction along with Week 1 assignment. This course is composed of four (4) separate modules. Each module consists of an overarching topic in which each week within the module includes specific subtopics for learning. As you work through each module, you will have an opportunity to draw upon the knowledge you gain in various Digital Clinical Experiences (DCE) and lab assignment components that will be due throughout each of the modules. Module 1: Comprehensive Health History is a 1-week module, Week 1 of the course, in which you will examine how social determinants of health such as age, gender, ethnicity, and environmental situations impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history. What do I have to do? When do I have to do it? Review your Learning Resources Days 1–7, Week 1 Discussion: Building a Comprehensive Health History Post by Day 3 of Week 1, and respond to your colleagues by Day 6 of Week 1. What’s Coming Up in Module 2: Looking Ahead Review the “Looking Ahead” section for this week. You are encouraged to further review the requirements for the Shadow Health registration process for your digital clinical experiences. Week 1 You will take on the role of a clinician. This is a discussion question. I have divided the class into 2 groups you. Whatever group your assigned is for the entire semester. You will not be working in group together. The reason for the division of the groups is for or discussion questions and case studies. So, depending on what group you are your case study or discussion may be different. GROUPS: Group 1: 16-year-old white pregnant female living in an inner-city neighborhood Group 2 : 40-year-old black recent immigrant from Africa without health insurance To prepare: With the information presented in Chapter 1 of Ball et al. in mind, consider the following: By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note : Please see the “Course Announcements” section of the classroom for your new patient profile assignment. How would your communication and interview techniques for building a health history differ with each patient? How might you target your questions for building a health history based on the patient’s social determinants of health? What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks? Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient. Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history. By Day 3 of Week 1 Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Read a selection of your colleagues’ responses. By Day 6 of Week 1 Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches: Share additional interview and communication techniques that could be effective with your colleague’s selected patient. Suggest additional health-related risks that might be considered. Validate an idea with your own experience and additional research. Submission and Grading Information Grading Criteria To access your rubric: Week 1 Discussion Rubric Post by Day 3 of Week 1 and Respond by Day 6 of Week 1 Posted by: Posted to: NURS-6512F-16/NURS-6512C-16/NURS-6512N-16-Advanced Health Assessment2020 Winter Qtr 11/30-02/21-PT27 Welcome, NURS-6512 Advanced Health Assessment 2020 Posted on: Sunday, November 29, 2020 12:58:46 PM EST Welcome to Advance Health Assessment Winter 2020. I am Dr. Lachanda Brown. I am excited to be working with all of you this semester and look forward to getting to know each of you more. To that end, please go to the Cafe and post a message telling us all about you; only share what you are comfortable sharing but helpful information includes where you live, what are working on degree wise, what are your hobbies, and perhaps tell me and the rest of the class what you are most excited about and what you are most concerned about this semester with the class. Make sure to also familiarize yourself with the online classroom . Please make sure to read the syllabus and make note of assignment and discussion due dates. Please be aware of when assignments are due. If there are issues with problems submitting assignments please notify me in advance . I will be posting Week 1 assignments shortly. Each week assignments will be posted weekly on Sunday. Also, please note the Incomplete policy listed below and please respond with email acknowledging you had received this email . Incomplete Policy: Please review in its entirety: Incomplete Grade Policy Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog) Students who are eligible for an Incomplete must contact the course faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the University-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F. Please be mindful of Incompletes. ALL Incompletes will follow this procedure: Students who wish for an I grade will have their faculty contact Dr. Harris Instructors will reach out to Dr. Harris to be sure they are eligible for an Incomplete and provide specific information to the students on the process. Students who are enrolled in clinical courses the next term, will have 5 days to submit any missing or incomplete assignments **Final Grades are to be submitted in Blackboard within 5 days of the term end. We have the policy of rounding up for the nursing courses. 89.5% would be considered an “A.” 89.4% would be considered a “B.” Office hour: Thursday from 4-pm to 8pm EST email: any other time please reach out by email or text Cell: Warmest regards, Dr. Brown Posted by: Posted to: NURS-6512F-16/NURS-6512C-16/NURS-6512N-16-Advanced Health Assessment2020 Winter Qtr 11/30-02/21-PT27 Week 3: Assignment 3 Posted on: Monday, November 23, 2020 10:06:25 PM EST Week 3: Assessment Tools, Diagnostics, Growth, Measurement, and Nutrition in Adults and Children Group1: Fecal occult blood test Group 2: Severely underweight 12-year-old Hispanic girl with underweight parents who has been bullied in school just recently For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight. To Prepare Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI. By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (Group 1), or Child Health Case (Group 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor. Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather? Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool. If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example. Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion. Consider how you could encourage parents or caregivers to be proactive toward the child’s health. NURS-6512 Advanced Health Assessment 2020 The Assignment Assignment (3–4 pages, not including title and reference pages) : Assignment Option 1: Adult Assessment Tools or Diagnostic Tests: Include the following: A description of how the assessment tool or diagnostic test you were assigned is used in healthcare. What is its purpose? How is it conducted? What information does it gather? Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting. Assignment Option 2: Child Health Case: Include the following: An explanation of the health issues and risks that are relevant to the child you were assigned. Describe additional information you would need in order to further assess his or her weight-related health. Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion. Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information. Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight. By Day 6 of Week 3 Submit your Assignment. Submission and Grading Information To submit your completed Assignment for review and grading, do the following: Please save your Assignment using the naming convention “WK3Assgn1+last name+first initial.(extension)” as the name. Click the Week 3 Assignment 1 Rubric to review the Grading Criteria for the Assignment. Click the Week 3 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area. Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn1+last name+first initial.(extension)” and click Open . If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database . Click on the Submit button to complete your submission. Grading Criteria To access your rubric: Week 3 Assignment 1 Option 1 Rubric To access your rubric: Week 3 Assignment 1 Option 2 Rubric To check your Assignment draft for authenticity: Submit your Week 3 Assignment 1 draft and review the originality report. Submit Your Assignment by Day 6 of Week 3 To participate in this Assignment: Week 3 Assignment 1 Assignment 2: Digital Clinical Experience (DCE): Health History Assessment To Prepare Review this week’s Learning Resources as well as the Taking a Health History media program, and consider how you might incorporate these strategies. Download and review the Student Checklist: Health History Guide and the History Subjective Data Checklist, provided in this week’s Learning Resources, to guide you through the necessary components of the assessment. Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom. Review the Shadow Health Student Orientation media program and the Useful Tips and Tricks document provided in the week’s Learning Resources to guide you through Shadow Health. Review the Week 4 DCE Health History Assessment Rubric, provided in the Assignment submission area, for details on completing the Assignment. NURS-6512 Advanced Health Assessment 2020 DCE Health History Assessment: Complete the following in Shadow Health: Orientation (Required, you will not be able to access the Health History without completing the requirements). DCE Orientation (15 minutes) Conversation Concept Lab (50 minutes) Health History Health History of Tina Jones (180 minutes) Note : Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve total score of 80% or better(includes BOTH DCE and Documentation), but you must take all attempts by the Week 4 Day 7 deadline. Submission and Grading Information No Assignment submission due this week but will be due Day 7, Week 4. Grading Criteria To access your rubric: Week 4 Assignment 2 DCE Rubric Posted by: Posted to: NURS-6512F-16/NURS-6512C-16/NURS-6512N-16-Advanced Health Assessment2020 Winter Qtr 11/30-02/21-PT27 Week 2: Assignment Posted on: Monday, November 23, 2020 9:58:40 PM EST Module 2: Functional Assessments and Assessment Tools is a 2-week module, Weeks 2 and 3. In this module, you consider the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also explore various assessment tools and diagnostic tests that are used to gather information about patients’ conditions and examine the validity and reliability of these tests and tools. Finally, you examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition. What do I have to do? When do I have to do it? Review your Learning Resources. Days 1–7, Weeks 2 and 3 Discussion: Diversity and Health Assessments Post by Day 3 of Week 2, and respond to your colleagues by Day 6 of Week 2. Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children Submit your Case Study Assignment by Day 6 of Week 3. DCE: Health History Assessment You are encouraged to work on your DCE every week. However, this Assessment is not due until Day 7 of Week 4. Group: 1CASE STUDY 1 MR, a 23-year-old Native American male comes in to see you because he has been having anxiety and wants something to help him. He has been smoking “pot” and says he drinks to help himself too. He tells you he is afraid that he will not get into heaven if he continues in this lifestyle. He is not taking any prescriptions medications and denies drug use. He has a positive family history of diabetes, hypertension, and alcoholism. Group 2:CASE STUDY 2 EB is a 68-year-old black female who comes in for follow-up of hypertension. She has glaucoma and her vision has been worsening during the past few years. She lives alone and is prescribed four hypertension medications (Hydralazine 50 mg PO Q8H, Metoprolol XL 200 mg PO Q12H, Lisinopril 40 mg PO daily, and HCTZ 25mg PO daily ). She brings in her medication bottles and she has some medication bottles from the previous year full of medications. She is missing one medication she had been prescribed and says she may have forgotten it at home. Her BP in clinic today is 182/99 with HR of 84. NURS-6512 Advanced Health Assessment 2020 In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion. To prepare: Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments. By Day 1 of this week, you will be assigned a case study by your Instructor. Note : Please see the “Course Announcements” section of the classroom for your case study assignment. Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you. Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks. Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information? information? By Day 3 of Week 2 Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Read a selection of your colleagues’ responses. By Day 6 of Week 2 Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why. Submission and Grading Information Grading Criteria To access your rubric: Week 2 Discussion Rubric Post by Day 3 of Week 2 and Respond by Day 6 of Week 2 To Participate in this Discussion: Week 2 Discussion Posted by: Posted to: NURS-6512F-16/NURS-6512C-16/NURS-6512N-16-Advanced Health Assessment2020 Winter Qtr 11/30-02/21-PT27 Week 1 Assignment, NURS-6512 Advanced Health Assessment 2020 Posted on: Monday, November 23, 2020 9:48:41 PM EST Hi Everyone Welcome to Advance Health Assessment! Here are some helpful hints for the course: Read your syllabus Note the Resource list to the left of the page. Your resource list has weekly information that will help prepare for the assignments for each week. Please make sure you follow your grading rubrics for each assignment. Your grading rubrics can be found under each weekly module. Please purchase shadow health as soon as possible. Shadow Health can only be purchased through Waldenu Bookstore. Once purchased you should receive an access code. Please note your resource list with how to document in shadow health as well. Also, you will have case studies, discussion questions, and shadow health assignments throughout this course. The weeks you have a case study or discussion questions you will be divided into sections or groups. You will not be working together but due to limited discussion and case studies you will be assigned that discussion or case study. You will find your group if you look to left and scroll down to groups and you should find your name. IF you do not see your name please contact me you may have enrolled in class later and I will assign you. For case studies and discussion please try to respond to someone that does not have the same case study or discussion as yourself. Please note my office hours are on Thursday from 4pm-8pm but if you have an issue or concern about assignment please feel free to contact me. Week 1 Please get familiar with the class. To your left you will see information regarding each week, how to contact the instructor and class cafe. If you click on week 1, Module there is an introduction to the course. Please click on the videos in which will give you insight to the course. I am attaching the introduction along with Week 1 assignment. This course is composed of four (4) separate modules. Each module consists of an overarching topic in which each week within the module includes specific subtopics for learning. As you work through each module, you will have an opportunity to draw upon the knowledge you gain in various Digital Clinical Experiences (DCE) and lab assignment components that will be due throughout each of the modules. Module 1: Comprehensive Health History is a 1-week module, Week 1 of the course, in which you will examine how social determinants of health such as age, gender, ethnicity, and environmental situations impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history. What do I have to do? When do I have to do it? Review your Learning Resources Days 1–7, Week 1 Discussion: Building a Comprehensive Health History Post by Day 3 of Week 1, and respond to your colleagues by Day 6 of Week 1. What’s Coming Up in Module 2: Looking Ahead Review the “Looking Ahead” section for this week. You are encouraged to further review the requirements for the Shadow Health registration process for your digital clinical experiences. NURS-6512 Advanced Health Assessment 2020 Week 1 You will take on the role of a clinician. This is a discussion question. I have divided the class into 2 groups you. Whatever group your assigned is for the entire semester. You will not be working in group together. The reason for the division of the groups is for or discussion questions and case studies. So, depending on what group you are your case study or discussion may be different. GROUPS: Group 1: 16-year-old white pregnant female living in an inner-city neighborhood Group 2 : 40-year-old black recent immigrant from Africa without health insurance To prepare: With the information presented in Chapter 1 of Ball et al. in mind, consider the following: By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note : Please see the “Course Announcements” section of the classroom for your new patient profile assignment. How would your communication and interview techniques for building a health history differ with each patient? How might you target your questions for building a health history based on the patient’s social determinants of health? What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks? Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient. Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history. By Day 3 of Week 1 Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Read a selection of your colleagues’ responses. By Day 6 of Week 1 Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches: Share additional interview and communication techniques that could be effective with your colleague’s selected patient. NURS-6512 Advanced Health Assessment 2020 Suggest additional health-related risks that might be considered. Validate an idea with your own experience and additional research. Submission and Grading Information Grading Criteria To access your rubric: Week 1 Discussion Rubric Post by Day 3 of Week 1 and Respond by Day 6 of Week 1 Posted by: Posted to: NURS-6512F-16/NURS-6512C-16/NURS-6512N-16-Advanced Health Assessment2020 Winter Qtr 11/30-02/21-PT27 Welcome Posted on: Sunday, November 29, 2020 1:01:06 PM EST Welcome to Advance Health Assessment Winter 2020. I am Dr. Lachanda Brown. I am excited to be working with all of you this semester and look forward to getting to know each of you more. To that end, please go to the Cafe and post a message telling us all about you; only share what you are comfortable sharing but helpful information includes where you live, what are working on degree wise, what are your hobbies, and perhaps tell me and the rest of the class what you are most excited about and what you are most concerned about this semester with the class. Make sure to also familiarize yourself with the online classroom . Please make sure to read the syllabus and make note of assignment and discussion due dates. Please be aware of when assignments are due. If there are issues with problems submitting assignments please notify me in advance . I will be posting Week 1 assignments shortly. Each week assignments will be posted weekly on Sunday. Also, please note the Incomplete policy listed below and please respond with email acknowledging you had received this email . Incomplete Policy: Please review in its entirety: Incomplete Grade Policy Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog) Students who are eligible for an Incomplete must contact the course faculty to request the grade as soon as possible

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Odessa College Adulthood Theories Perspective Paper Odessa College Adulthood Theories Perspective Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Home > Humanities > Odessa College Adulthood Theories Perspective Paper Question Description I’m studying for my Psychology class and need an explanation. Template: Adulthood Perspective Paper – Alternative Formats Perspective Paper 2: Adulthood As you’ve learned, we divide the study of lifespan development into three broad categories: conception through childhood, adolescence, and adulthood to death. In this assignment, you will be looking at the first broad category, which is adulthood , and applying your research to compare and contrast two of the lifespan theorists. Later in this course, you will have this assignment again but applied to the other broad categories. NOTE: If you have taken this course previously or completed this capstone assignment in another course you can NOT resubmit your original paper. I do not allow recycled papers for this assignment. I will evaluate your sources if the plagiarism report is over 20% for the written content not including references). Be sure to write in your own words and provide in-text citations and references in APA format. Step One: Please choose two theorists from the list below. You may select different theorists or keep these for the subsequent assignments. Odessa College Adulthood Theories Perspective Paper. Freud’s psychosexual stage theory Erikson’s psychosocial stage theory Kohlberg’s moral understanding stage theory Piaget’s cognitive development stage theory Bronfenbrenner’s ecological systems theory Step Two: Research your selected theorists. The embedded text in this course will help, and you may also use resources from the approved list of websites given to you in your syllabus: Websites: Here is an approved list of websites that you are allowed to use for research: .edu and .gov may also be used but be aware of student papers www.apa.org www.eric.ed.gov www.plos.org www.scholar.google.com (note that the actual source will still be something else listed in google scholar) Odessa College Adulthood Theories Perspective Paper. www.omicsonline.org https://www.odessa.edu/current-students/Learning-Resources-Center-Library/Super-Search/index.html Banned Websites: Please do NOT use the following websites for any research paper or to fulfill the scholarly reference requirement. Points will be deducted if these sources are used. .net or .com should also never be used! These are NOT scholarly resources: Simply psychology About psychology Wikipedia Psychology Today Psychologynotes Spark Notes Cliff Notes Verywellmind Paper Generators Britannica Webster Step Three: Use the template to write your paper. Be sure to include the exact headings provided as they clearly distinguish between the sections you discuss! You will need a title page as shown. Other important things to note: This assignment is a WORD document that is attached and submitted through safe assign (check the plagiarism tool box before hitting submit). pdf or other document types will NOT be accepted. I expect a title page, reference page (at least two more sources in addition to Siegler as this is research oriented), citations within the paragraphs, etc. according to APA format. I also expect the headings as given in your template for the paper. Except for the initial introduction that asks you to talk briefly about your lifespan related to the stage, the rest of the paper should follow formal language without “I, we, you,” etc. Avoid contractions – instead of “can’t,” use “cannot,” etc. Use your own words rather than rely on quotations or copying and pasting or just changing a few words – that is considered plagiarism. Show me your understanding of the content in simple words. You final product should be a 2-3 page paper, not including your title page or reference page. If you don’t know APA, please rely heavily on this website. Required Reading and Video Links – Early Adulthood Required Reading and Video Links – Early Adulthood Introduction to Early Adulthood Developmental Tasks of Early Adulthood Photo Courtesy of Joshua GrayEarly adulthood can be a very busy time of life. Havighurst (1972) describes some of the developmental tasks of young adults. These include: Achieving autonomy: trying to establish oneself as an independent person with a life of one’s own Establishing identity: more firmly establishing likes, dislikes, preferences, and philosophies Developing emotional stability: becoming more stable emotionally which is considered a sign of maturing Establishing a career: deciding on and pursuing a career or at least an initial career direction and pursuing an education Finding intimacy: forming first close, long-term relationships Becoming part of a group or community: young adults may, for the first time, become involved with various groups in the community. They may begin voting or volunteering to be part of civic organizations (scouts, church groups, etc.). This is especially true for those who participate in organizations as parents. Establishing a residence and learning how to manage a household: learning how to budget and keep a home maintained. Becoming a parent and rearing children: learning how to manage a household with children. Making marital adjustments and learning to parent. Physical Development The Physiological Peak : People in their twenties and thirties are considered young adults. If you are in your early twenties, good news-you are probably at the peak of your physiological development. Your reproductive system, motor ability, strength, and lung capacity are operating at their best. Now here is the bad news. These systems will now start a slow, gradual decline so that by the time you reach your mid to late 30s, you will begin to notice signs of aging. This includes a decline in your immune system, your response time, and in your ability to recover quickly from physical exertion. For example, you may have noticed that it takes you quite some time to stop panting after running to class or taking the stairs. But, here is more good news. Getting out of shape is not an inevitable part of aging; it is probably due to the fact that you have become less physically active and have experienced greater stress. How is that good news, you ask? It’s good news because it means that there are thing you can do to combat many of these changes. So keep in mind, as we continue to discuss the life span that many of the changes we associate with aging can be turned around if we adopt healthier lifestyles. Odessa College Adulthood Theories Perspective Paper. A Healthy, but Risky Time : Doctor’s visits are less frequent in early adulthood than for those in midlife and late adulthood and are necessitated primarily by injury and pregnancy (Berger, 2005). However, among the top five causes of death in young adulthood are non-intentional injury (including motor vehicle accidents), homicide, and suicide (Heron, M. P. & B. L. Smith, 2007). Cancer and heart disease complete the list. Rates of violent death (homicide, suicide, and accidents) are highest among young adult males, and vary among by race and ethnicity. Rates of violent death are higher in the United States than in Canada, Mexico, Japan, and other selected countries. Males are 3 times more likely to die in auto accidents than are females (Frieden, 2011). Substance Abuse : Rates of violent death are influenced by substance abuse which peaks during early adulthood. Illicit drug use peaks between the ages of 19 and 22 and then begins to decline (Berk, 2007). And twenty-five percent of those who smoke cigarettes, a third of those who smoke marijuana, and 70 percent of those who abuse cocaine began using after age 17 (Volkow, 2004). Some young adults use as a way of coping with stressors from family, personal relationships, or concerns over being on one’s own. Others use because they have friends who use and in the early 20s, there is still a good deal of pressure to conform. Half of all alcohol consumed in the United States is in the form of binge drinking (Frieden, 2011). Odessa College Adulthood Theories Perspective Paper. Drugs impair judgment, reduce inhibitions, and alter mood, all of which can lead to dangerous behavior. Reckless driving, violent altercations, and forced sexual encounters are some examples. Binge drinking on college campuses has received considerable media and public attention. The role alcohol plays in predicting acquaintance rape on college campuses is of particular concern. In the majority of cases of rape, the victim knows the rapist. Being intoxicated increases a female’s risk of being the victim of date or acquaintance rape (Fisher et als. in Carroll, 2007). And, she is more likely to blame herself and to be blamed by others if she was intoxicated when raped. Males increase their risk of being accused of rape if they are drunk when an incidence occurred (Carroll, 2007). Odessa College Adulthood Theories Perspective Paper. Drug and alcohol use increase the risk of sexually transmitted infections because people are more likely to engage in risky sexual behavior when under the influence. This includes having sex with someone who has had multiple partners, having anal sex without the use of a condom, having multiple partners, or having sex with someone whose history is unknown. And, as we previously discussed in our lesson on Beginnings, drugs and alcohol ingested during pregnancy have a teratogenic effect. Odessa College Adulthood Theories Perspective Paper. Sexual Responsiveness and Reproduction in Early Adulthood Sexual Responsiveness : Men and women tend to reach their peak of sexual responsiveness at different ages. For men, sexual responsiveness tends to peak in the late teens and early twenties. Sexual arousal can easily occur in response to physical stimulation or fantasizing. Sexual responsiveness begins a slow decline in the late twenties and into the thirties although a man may continue to be sexually active. Through time, a man may require more intense stimulation in order to become aroused. Women often find that they become more sexually responsive throughout their 20s and 30s and may peak in the late 30s or early 40s. This is likely due to greater self-confidence and reduced inhibitions about sexuality. Reproduction : For many couples, early adulthood is the time for having children. However, delaying childbearing until the late 20s or early 30s has become more common in the United States.Couples delay childbearing for a number of reasons. Women are more likely to attend college and begin careers before starting families. And both men and women are delaying marriage until they are in their late 20s and early 30s. Infertility : Infertility affects about 6.1 million women or 10 percent of the reproductive age population (American Society of Reproductive Medicine [ASRM], 2000-2007). Male factors create infertility in about a third of the cases. For men, the most common cause is a lack of sperm production or low sperm production. Female factors cause infertility in another third of cases. For women, one of the most common causes of infertility is the failure to ovulate. Another cause of infertility is pelvic inflammatory disease, an infection of the female genital tract (Carroll, 2007). Pelvic inflammatory disease is experienced by 1 out of 7 women in the United States and leads to infertility about 20 percent of the time. One of the major causes of pelvic inflammatory disease is Chlamydia trachomatis, the most commonly diagnosed sexually transmitted infection in young women. Another cause of pelvic inflammatory disease is gonorrhea. Both male and female factors contribute to the remainder of cases of infertility. Fertility treatment : The majority of infertility cases (85-90 percent) are treated using fertility drugs to increase ovulation or with surgical procedures to repair the reproductive organs or remove scar tissue from the reproductive tract. In vitro fertilization is used to treat infertility in less than 5 percent of cases. IVF is used when a woman has blocked or deformed fallopian tubes or sometimes when a man has a very low sperm count. This procedure involves removing eggs from the female and fertilizing the eggs outside the woman’s body. The fertilized egg is then reinserted in the woman’s uterus. The average cost of IVF is over $12,000 and the success rate is between 5 to 30 percent. IVF makes up about 99 percent of artificial reproductive procedures. Less common procedures include gamete intra-fallopian tube transfer (GIFT) which involves implanting both sperm and ova into the fallopian tube and fertilization is allowed to occur naturally. The success rate of implantation is higher for GIFT than for IVF (Carroll, 2007). Zygote intra-fallopian tube transfer (ZIFT) is another procedure in which sperm and ova are fertilized outside of the woman’s body and the fertilized egg or zygote is then implanted in the fallopian tube. This allows the zygote to travel down the fallopian tube and embed in the lining of the uterus naturally. This procedure also has a higher success rate than IVF. Insurance coverage for infertility is required in fourteen states, but the amount and type of coverage available varies greatly (ASRM, 2000-2007). The majority of couples seeking treatment for infertility pay much of the cost. Consequently, infertility treatment is much more accessible to couples with higher incomes. However, grants and funding sources are available for lower income couples seeking infertility treatment as well. Cognitive Development Beyond Formal Operational Thought: Post-formal Thought In our last lesson, we discussed formal operational thought. The hallmark of this type of thinking is the ability to think abstractly or to consider possibilities and ideas about circumstances never directly experienced. Thinking abstractly is only one characteristic of adult thought, however. If you compare a 15 year old with someone in their late 30s, you would probably find that the later considers not only what is possible, but also what is likely. Why the change? The adult has gained experience and understands why possibilities do not always become realities. This difference in adult and adolescent thought can spark arguments between the generations. Here is an example. A student in her late 30s relayed such an argument she was having with her 14 year old son. The son had saved a considerable amount of money and wanted to buy an old car and store it in the garage until he was old enough to drive. He could sit in it; pretend he was driving, clean it up, and show it to his friends. It sounded like a perfect opportunity. The mother, however, had practical objections. The car could just sit for several years without deteriorating. The son would certainly change his mind about the type of car he wanted before he was old enough to drive and they would be stuck with a car that would not run. Having a car nearby would be too much temptation and the son might decide to sneak it out for a quick run around the block, etc.Postformal thought is practical, realistic and more individualistic. As a person approaches the late 30s, chances are they make decisions out of necessity or because of prior experience and are less influenced by what others think. Of course, this is particularly true in individualistic cultures such as the United States. Dialectical Thought In addition to moving toward more practical considerations, thinking in early adulthood may also become more flexible and balanced. Abstract ideas that the adolescent believes in firmly may become standards by which the adult evaluates reality. Adolescents tend to think in dichotomies; ideas are true or false; good or bad; right or wrong and there is no middle ground. However, with experience, the adult comes to recognize that there is some right and some wrong in each position, some good or some bad in a policy or approach, some truth and some falsity in a particular idea. This ability to bring together salient aspects of two opposing viewpoints or positions is referred to as dialectical thought and is considered one of the most advanced aspects of postformal thinking (Basseches, 1984). Such thinking is more realistic because very few positions, ideas, situations, or people are completely right or wrong. So, for example, parents who were considered angels or devils by the adolescent eventually become just people with strengths and weaknesses, endearing qualities and faults to the adult. Odessa College Adulthood Theories Perspective Paper. Educational Concerns In 2005, 37 percent of people in the United States between 18 and 24 had some college or an associate degree; about 30 percent of people between 25 and 34 had completed an education at the bachelor’s level or higher (U. S. Bureau of the Census, 2005). Of current concern is the relationship between higher education and the workplace. Bok (2005), American educator and Harvard University President, calls for a closer alignment between the goals of educators and the demands of the economy. Companies outsource much of their work, not only to save costs, but to find workers with the skills they need. What is required to do well in today’s economy? Colleges and universities, he argues, need to promote global awareness, critical thinking skills, the ability to communicate, moral reasoning, and responsibility in their students (Bok, 2006). Regional accrediting agencies and state organizations provide similar guidelines for educators. Workers need skills in listening, reading, writing, speaking, global awareness, critical thinking, civility, and computer literacy-all skills that enhance success in the workplace. The U. S. Secretary of Education, Margaret Spellings challenges colleges and universities to demonstrate their effectiveness in providing these skills to students and to work toward increasing America’s competitiveness in the global economy (U. S. Department of Education, 2006). Odessa College Adulthood Theories Perspective Paper.A quality education is more than a credential. Being able to communicate and work well with others is crucial for success. There is some evidence to suggest that most workers who lose their jobs do so because of an inability to work with others, not because they do not know how to do their jobs (Cascio, in Berger 2005). Writing, reading, being able to work with a diverse work team, and having the social skills required to be successful in a career and in society are qualities that go beyond merely earning a credential to compete for a job. Employers must select employees who are not only degreed, but who will be successful in the work environment. Hopefully, students gain these skills as they pursue their degrees. Listen to this story about the lack of rigor in higher education and the problems students face as a result: A Lack Of Rigor Leaves Students ‘Adrift’ In College . Psychosocial Development Gaining Adult Status Many of the developmental tasks of early adulthood involve becoming part of the adult world and gaining independence. Young adults sometimes complain that they are not treated with respect-especially if they are put in positions of authority over older workers. Consequently, young adults may emphasize their age to gain credibility from those who are even slightly younger. “You’re only 23? I’m 27!” a young adult might exclaim. (Note: This kind of statement is much less likely to come from someone in their 40s!).The focus of early adulthood is often on the future. Many aspects of life are on hold while people go to school, go to work, and prepare for a brighter future. There may be a belief that the hurried life now lived will improve ‘as soon as I finish school’ or ‘as soon as I get promoted’ or ‘as soon as the children get a little older.’ As a result, time may seem to pass rather quickly. The day consists of meeting many demands that these tasks bring. The incentive for working so hard is that it will all result in better future. Levinson’s Theory In 1978, Daniel Levinson published a book entitled The Seasons of a Man’s Life in which he presented a theory of development in adulthood. Levinson’s work was based on in-depth interviews with 40 men between the ages of 35-45. He later conducted interviews with women as well (1996). According to Levinson, these adults have an image of the future that motivates them. This image is called “the dream” and for the men interviewed, it was a dream of how their career paths would progress and where they would be at midlife. Women held a “split dream”; an image of the future in both work and family life and a concern with the timing and coordination of the two. Dreams are very motivating. Dreams of a home bring excitement to couples as they look, save, and fantasize about how life will be. Dreams of careers motivate students to continue in school as they fantasize about how much their hard work will pay off. Dreams of playgrounds on a summer day inspire would be parents. A dream is perfect and retains that perfection as long as it remains in the future. But as the realization of it moves closer, it may or may not measure up to its image. If it does, all is well. But if it does not, the image must be replaced or modified. And so, in adulthood, plans are made, efforts follow, and plans are reevaluated. This creating and recreating characterizes Levinson’s theory.Levinson’s stages are presented below (Levinson, 1978). He suggests that period of transition last about 5 years and periods of “settling down” last about 7 years. The ages presented below are based on life in the middle class about 30 years ago. Think about how these ages and transitions might be different today. Early adult transition (17-22): Leaving home, leaving family; making first choices about career and education Entering the adult world (22-28): Committing to an occupation, defining goals, finding intimate relationships Age 30 transition (28-33): Reevaluating those choices and perhaps making modifications or changing one’s attitude toward love and work Settling down (33 to 40): Reinvesting in work and family commitments; becoming involved in the community Midlife transition (40-45): Reevaluating previous commitments; making dramatic changes if necessary; giving expression to previously ignored talents or aspirations; feeling more of a sense of urgency about life and its meaning Entering middle adulthood (45-50): Committing to new choices made and placing one’s energies into these commitments Adulthood, then, is a period of building and rebuilding one’s life. Many of the decisions that are made in early adulthood are made before a person has had enough experience to really understand the consequences of such decisions. And, perhaps, many of these initial decisions are made with one goal in mind-to be seen as an adult. As a result, early decisions may be driven more by the expectations of others. For example, imagine someone who chose a career path based on other’s advice but now find that the job is not what was expected. The age 30 transition may involve recommitting to the same job, not because it’s stimulating, but because it pays well. Settling down may involve settling down with a new set of expectations for that job. As the adult gains status, he or she may be freer to make more independent choices. And sometimes these are very different from those previously made. The midlife transition differs from the age 30 transition in that the person is more aware of how much time has gone by and how much time is left. This brings a sense of urgency and impatience about making changes. The future focus of early adulthood gives way to an emphasis on the present in midlife. (We will explore this in our next lesson.) Overall, Levinson calls our attention to the dynamic nature of adulthood. Erikson’s Theory Intimacy vs. Isolation Erikson believed that the main task of early adulthood was to establish intimate relationships. Intimate relationships are more difficult if one is still struggling with identity. Achieving a sense of identity is a life-long process, but there are periods of identity crisis and stability. And having some sense of identify is essential for intimate relationships. In early adulthood, intimacy (or emotional or psychological closeness) comes from friendships and mates. Friendships as a source of intimacy In our twenties, intimacy needs may be met in friendships rather than with partners. This is especially true in the United States today as many young adults postpone making long-term commitments to partners either in marriage or in cohabitation. The kinds of friendships shared by women tend to differ from those shared by men (Tannen, 1990). Friendships between men are more likely to involve sharing information, providing solutions, or focusing on activities rather than discussion problems or emotions. Men tend to discuss opinions or factual information or spend time together in an activity of mutual interest. Friendships between women are more likely to focus on sharing weaknesses, emotions, or problems. Women talk about difficulties they are having in other relationships and express their sadness, frustrations, and joys. These differences in approaches lead to problems when men and women come together. She may want to vent about a problem she is having; he may want to provide a solution and move on to some activity. But when he offers a solution, she thinks he does not care!Friendships between men and women become more difficult because of the unspoken question about whether the friendships will lead to a romantic involvement. It may be acceptable to have opposite-sex friends as an adolescent, but once a person begins dating or marries; such friendships can be considered threatening. Consequently, friendships may diminish once a person has a partner or single friends may be replaced with couple friends. Odessa College Adulthood Theories Perspective Paper. Partners as a source of intimacy: Dating, Cohabitation, and Mate Selection Dating In general, traditional dating among teens and those in their early twenties has been replaced with more varied and flexible ways of getting together. The Friday night date with dinner and a movie that may still be enjoyed by those in their 30s gives way to less formal, more spontaneous meetings that may include several couples or a group of friends. Two people may get to know each other and go somewhere alone. How would you describe a “typical” date? Who calls? Who pays? Who decides where to go? What is the purpose of the date? In general, greater planning is required for people who have additional family and work responsibilities. Teens may simply have to negotiate getting out of the house and carving out time to be with friends. Cohabitation or Living Together How prevalent is cohabitation? There are over 5 million heterosexual cohabiting couples in the United States and, an additional 594,000 same-sex couples share households (U. S. Census Bureau, 2006). In 2000, 9 percent of women and 12 percent of men were in cohabiting relationships (Bumpass in Casper & Bianchi, 2002). This number reflects only those couples who were together when census data were collected, however. The number of cohabiting couples in the United States today is over 10 times higher than it was in 1960.Similar increases have also occurred in other industrialized countries. For example, rates are high in Great Britain, Australia, Sweden, Denmark, and Finland. In fact, more children in Sweden are born to cohabiting couples than to married couples. The lowest rates of cohabitation are in Ireland, Italy, and Japan (Benokraitis, 2005). Odessa College Adulthood Theories Perspective Paper. How long do cohabiting relationships last? Cohabitation tends to last longer in European countries than in the United States. Half of cohabiting relationships in the U. S. end within a year; only 10 percent last more than 5 years. These short-term cohabiting relationships are more characteristics of people in their early 20s. Many of these couples eventually marry. Those who cohabit more than five years tend to be older and more committed to the relationship. Cohabitation may be preferable to marriage for a number of reasons. For partners over 65, cohabitation is preferable to marriage for practical reasons. For many of them, marriage would result in a loss of Social Security benefits and consequently is not an option. Others may believe that their relationship is more satisfying because they are not bound by marriage. Consider this explanation from a 62-year old woman who was previously in a long-term, dissatisfying marriage. She and her partner live in New York but spend winters in South Texas at a travel park near the beach. “There are about 20 other couples in this park and we are the only ones who aren’t married. They look at us and say, ‘I wish we were so in love’. I don’t want to be like them.” (Author’s files.) Or another couple who have been happily cohabiting for over 12 years. Both had previously been in bad marriages that began as long-term, friendly, and satisfying relationships. But after marriage, these relationships became troubled marriages. These happily cohabiting partners stated that they believe that there is something about marriage that “ruins a friendship”.The majority of people who cohabit are between the ages of 25-44. Only about 20 percent of those who cohabit are under age 24. Cohabitation among younger adults tends to be short-lived. Relationships between older adults tend to last longer. Why do people cohabit? People cohabit for a variety of reasons. The largest number of couples in the United States engages in premarital cohabitation. These couples are testing the relationship before deciding to marry. About half of these couples eventually get married. The second most common type of cohabitation is dating cohabitation. These partnerships are entered into for fun or convenience and involve less commitment than premarital cohabitation. About half of these partners break up and about one-third eventually marry. Trial marriage is a type of cohabitation in which partners are trying to see what it might be like to be married. They are not testing the other person as a potential mate, necessarily; rather, they are trying to find out how being married might feel and what kinds of adjustments they might have to make. Over half of these couples split up. In the substitute marriage, partners are committed to one another and are not necessarily seeking marriage. Forty percent of these couples continue to cohabit after 5 to 7 years (Bianchi & Casper, 2000). Certainly, there are other reasons people cohabit. Some cohabit out of a feeling of insecurity or to gain freedom from someone else (Ridley, C. Peterman, D. & Avery, A., 1978). And many cohabit because they cannot legally marry. Same-Sex Couples Same sex marriage is legal in 21 countries, including the United States. Many other countries recognize same-sex couples for the purpose of immigration, grant rights for domestic partnerships, or grant common law marriage status to same-sex couples. Photo Courtesy Salvor GissurardottirSame sex couples struggle with concerns such as the division of household tasks, finances, sex, and friendships as do heterosexual couples. One difference between same sex and heterosexual couples, however, is that same sex couples have to live with the added stress that comes from social disapproval and discrimination. And continued contact with an ex-partner may be more likely among homosexuals and bisexuals because of closeness of the circle of friends and acquaintances. Mate-Selection Contemporary young adults in the United States are waiting longer than before to marry. The median age of first marriage is 25 for women and 27 for men. This reflects a dramatic increase in age of first marriage for women, but the age for men is similar to that found in the late 1800s. Marriage is being postponed for college and starting a family often takes place after a woman has completed her education and begun a career. However, the majority of women will eventually marry (Bianchi & Casper, 2000). Social exchange theory suggests that people try to maximize rewards and minimize costs in social relationships. Each person entering the marriage market comes equipped with assets and liabilities or a certain amount of social currency with which to attract a prospective mate. For men, assets might include earning potential a

Collin College Module 9 American Citizen and Democratic Process Discussion Collin College Module 9 American Citizen and Democratic Process Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS This is a graded discussion: 10 points possible due Nov 23 Week 6 – Interactive AssignmentNo unread replies. No replies. Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Personality Theory at Work in Social NetworksPrior to beginning work on this discussion, read the required article by Appel and Kim-Appel (2010) and watch the Episode: 118 – Inside Out: An Introduction to Psychology – The Enduring Self video excerpt, which is accessible through the ProQuest database in the Ashford University Library. For this discussion, you will build on your experience in the “Personality Theory at Work in Popular Media” discussion from last week by re-examining the major theoretical approaches studied in the class (psychodynamic, behavioral, learning, trait and type, and humanistic) within the realm of social networks. In addition to these five domains, you will also consider the theoretical approaches related to complex models. Your initial post will be presented in a video format. Please see the instructions for this below.To begin, choose a social networking site (this may be Facebook (Links to an external site.)Links to an external site., LinkedIn (Links to an external site.)Links to an external site. or Twitter (Links to an external site.)Links to an external site.). Choose someone you know in your personal or professional life who has a profile on one of these three social networking services. It is important in your posts and responses not to disclose identifying information about your subject. You may choose a pseudonym by which to identify your selected subject in this discussion.Choose one of the five domains (psychodynamic, behavioral, learning, trait and type, and humanistic) and create a personality profile based on your current knowledge of your chosen subject using the framework of your selected domain. Collin College Module 9 American Citizen and Democratic Process Discussion. Collin College Module 9 American Citizen and Democratic Process DiscussionThen, review the online profile or feed of your subject in your chosen social networking site and create a personality profile based on the information your subject has published on the site using the framework of your selected domain.Compare and contrast the two different personality profiles. Provide an analysis of any differences between the two profiles. Select one of the models with the complex models domain. Explain the reasoning for the differences between the real world and online personality of your subject using your selected model within the complex models domains. Research a minimum of two articles on your chosen model and use these to support your statements. Evaluate and describe the usefulness of complex models as they pertain to this exercise in personality theory.You may create your initial post as a screencast video presentation or a video blog using the software of your choice. Quick-Start Guides are available for Prezi (Links to an external site.)Links to an external site., Screencast-O-Matic (Links to an external site.)Links to an external site., and YouTube (Links to an external site.)Links to an external site. for your convenience. Be sure to include all the required material from the instructions above in your presentation or video blog. Once you have created your video, please include the link in your initial post. In your initial post, please include citations for your references and a brief reflection on the differences between creating a written post and having to present the material via screencast/video.Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful interactive discourse in this discussion. After reviewing your classmate’s video:What similarities in the comparison do you see with your own findings?Given the two personality profiles presented, which do you think is more representative of the subject being described?Use your complex models research to support your statements.Consider the ethical implications of social media interactions as the basis of personality profiling.Review the APA’s Ethical Principles of Psychologists and Code of Conduct (Links to an external site.)Links to an external site. and describe the ethical issues present in your classmate’s social media personality profile.Continue to monitor the forum until 5:00 p.m. MST on Day 7 of the week and respond to anyone who replies to your initial post.Discussion Forum Grading Rubric PSY615.W6D1.10.2014Description: Total Possible Score: 10.00General Content/Subject Knowledge Total: 3.00Distinguished – Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates in-depth knowledge of the discussion topic.Proficient – Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates knowledge of the discussion topic.Basic – Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates basic knowledge of the discussion topic.Below Expectations – Addresses all or most aspects of the prompt in accordance with the parameters of the discussion and demonstrates limited knowledge of the discussion topic.Non-Performance – There is no initial discussion post, or the post does not address the discussion prompt at all.Critical ThinkingTotal: 3.00Distinguished – Comprehensively explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates all of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.Proficient – Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates most of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.Basic -Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates some of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, and use of information, and logic. Collin College Module 9 American Citizen and Democratic Process Discussion. Below Expectations – Attempts to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information, but demonstrates few of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.Non-Performance – There is no attempt to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information in either the original post or subsequent response posts within the discussion, or no post is present.Written CommunicationTotal: 2.00Distinguished – Displays clear control of syntax and mechanics. The organization of the work shows appropriate transitions and flow between sentences and paragraphs. Written work contains no errors and is very easy to understand.Proficient – Displays control of syntax and mechanics. The organization of the work shows transitions and/or flow between sentences and paragraphs. Written work contains only a few errors and is mostly easy to understand.Basic – Displays basic control of syntax and mechanics. The work is not organized with appropriate transitions and flow between sentences and paragraphs. Written work contains several errors, making it difficult to fully understand.Below Expectations – Displays limited control of syntax or mechanics. The work does not include any transitions and does not flow easily between sentences and paragraphs. Written work contains major errors.Non-Performance – Fails to display control of syntax or mechanics, within the original post and/or responses. Organization is also not present.Engagement/ ParticipationTotal: 2.00Distinguished – Contributes to classroom conversations with at least the minimum number of replies, all of which were thoughtful, relevant, and contributed meaningfully to the conversation. Fully engages in the conversation with appropriate topic-based responses.Proficient – Contributes to classroom conversations with the minimum number of replies that are somewhat thoughtful, relevant, and contributed meaningfully to the conversation. Attempts to fully engage in the conversation with appropriate topic-based responses.Basic – Contributes to the classroom conversations with the minimum number of replies. Attempts to fully engage in the conversation, but the responses are not relevant or fully aligned with the discussion topic.Below Expectations – Attempts to contribute to the classroom conversations with fewer than the minimum number of replies; however, the replies are not thoughtful and relevant, or they do not contribute meaningfully to the conversation.Non-Performance – There is no contribution to the discussion.Powered by Week 6 – Final Paper Psychological Assessment ReportA psychological assessment report is created by psychology professionals to inform groups or individuals of the assessments appropriate for their current needs. This type of report also includes a summary of the services provided to these groups or individuals. This evaluation is used by the various entities to assess basic needs, competencies, preferences, skills, traits, dispositions, and abilities for different individuals in a variety of settings.Psychological reports vary widely depending on the psychology professional creating it and the needs being assessed. Some of the psychology professionals who create this type of report include counselors, school psychologists, consultants, psychometricians, or psychological examiners. This type of report may be as short as three pages or as long as 20 or more pages depending on the needs of the stakeholders. Many reports include tables of scores that are attached either in an appendix or integrated into the report. Despite the many variations in assessment reports, most include the same essential information and headings.Students will choose one of the personality assessment scenarios from the discussions in Weeks Two, Three, or Four to use as the basis of this psychological assessment report. Once the scenario has been chosen, students will research a minimum of four peer-reviewed articles that relate to and support the content of the scenario and the report as outlined below. The following headings and content must be included in the report: The Reason for Referral and Background Information In this section, students will describe the reasons for the referral and relevant background information for all stakeholders from the chosen personality assessment scenario.Assessment Procedures In this section, students will include a bulleted list of the test(s) and other assessment measures recommended for the evaluation of the given scenario. In addition to the assessment(s) initially provided in the personality assessment scenario from the weekly discussion, students must include at least three other measures appropriate for the scenario.Immediately following the bulleted list, students will include a narrative description of the assessments. In the narrative, students will examine and comment on the major theoretical approaches, research methods, and assessment instruments appropriate for the situation and stakeholder needs. In order to defend the choice of recommended assessments, students will evaluate current research in the field of personality theories and provide examples of how these assessments are valid for use in the chosen scenario. For additional support of these recommended assessment measures, students will evaluate the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Students will conclude the narrative by assessing types of personality measurements and research designs often used in scenarios like the one chosen and providing a rationale for why some of those assessments were not included.General Observations and Impressions In this section, students will describe general observations of the client during the assessment period provided in the chosen personality assessment scenario and explain whether the client’s behavior might have had a negative impact on the test results. Students will analyze and comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the initial process. Collin College Module 9 American Citizen and Democratic Process Discussion. Based on the observations and analysis, students will assess the validity of the evaluation and make a recommendation for or against the necessity for additional testing.Test Results and Interpretations In this section, students will analyze the results of the assessment provided in the chosen personality assessment scenario. Based on the score, students will interpret the personality factors (conscientiousness, openness, emotional stability, introversion, extroversion, work drive, self-directedness, etc.) that are present.Note: Typically, this section reports test results and is the longest section of a psychological assessment report because the results of all the tests administered are analyzed and reported. Some psychologists report all test results individually, while others may integrate only a portion of the test results. However, in this report, only the assessment presented in the chosen personality assessment scenario will be included.Summary and Recommendations In this section, students will summarize the test results. They will provide a complete explanation for the evaluation, the procedures and measures used, and the results and include any recommendations translating the evaluation into strategies and suggestions to support the client. Finally, students will provide any conclusions and diagnostic impressions drawn from the previous sections of the report.Pathbrite Portfolio The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Psychological Assessment Report, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)Links to an external site. and upload the revised Psychological Assessment Report to the portfolio. Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one. The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.Writing the Psychological Assessment ReportThe report:Must be six to ten double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.Must include a title page with the following:oTitle of paperoStudent’s nameoCourse name and numberoInstructor’s nameoDate submittedMust include the required headings and content as listed above. Must address the topic of the paper with critical thought.Must utilize assessment manuals as necessary to support the inclusion and results of the assessments.Must use a minimum of four peer-reviewed sources, at least two of which must be from the Ashford University Library.Must document all sources in APA style as outlined in the Ashford Writing Center.Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing CenterGrading Rubric PSY615.W6A1.10.2014Description: Total Possible Score: 25.00Describes the Reasons for the Referral and Relevant Background Information for All StakeholdersTotal: 1.00Distinguished – Comprehensively describes the background details for the referral, including pertinent information about the assessments recommended for the scenario.Proficient – Describes the background details for the referral, including pertinent information about the assessments recommended for the scenario. Minor details are missing or inappropriate/inaccurate for the scenario.Basic – Minimally describes the background details for the referral, including pertinent information about the assessments recommended for the scenario. Relevant details are missing and/or inappropriate/inaccurate for the scenario.Below Expectations – Attempts to describe the background details for the referral, including pertinent information about the assessments recommended for the scenario; however, significant details are missing and inappropriate/inaccurate for the scenario.Non-Performance – The description of the reasons for the referral and background information are either nonexistent or lacks the components described in the assignment instructions.Includes a Bulleted List of the Test(s) and Other Assessment Measure(s) Recommended for the Evaluation of the Given ScenarioTotal: 1.00Distinguished – Includes a complete bulleted list of the test(s) and other assessment measure(s) recommended for the evaluation of the given scenario.Proficient – Includes a bulleted list of the test(s) and other assessment measure(s) recommended for the evaluation of the given scenario. Some minor details are missing.Basic – Includes a limited bulleted list of the test(s) and other assessment measure(s) recommended for the evaluation of the given scenario. Relevant details are missing and/or inaccurate.Below Expectations – Attempts to includes a bulleted list of the test(s) and other assessment measure(s) recommended for the evaluation of the given scenario; however, significant details are missing and inaccurate.Non-Performance – A bulleted list of the test(s) and other assessment measure(s) recommended for the evaluation of the given scenario is either nonexistent or lacks the components described in the assignment instructions.Includes a Narrative Description of the AssessmentsTotal: 1.00Distinguished -Includes a thorough narrative description of the assessments.Proficient – Includes a narrative description of the assessments. Some minor details are missing.Basic -Includes a limited narrative description of the assessments. Collin College Module 9 American Citizen and Democratic Process Discussion. Relevant details are missing and/or inaccurate.Below Expectations – Attempts to includes a narrative description of the assessments; however, significant elements are missing and inaccurate.Non-Performance – A narrative description of the assessments is either nonexistent or lacks the components described in the assignment instructions.Examines and Comments on the Major Theoretical Approaches, Research Methods, and Assessment Instruments Appropriate for the Situation and Stakeholder NeedsTotal: 1.50Distinguished – Provides and exceptionally detailed explanation of the assessment instruments selected for this scenario which is appropriate for the situation and stakeholder needs based on the literature in the field.Proficient – Provides a mostly detailed explanation of the assessment instruments selected for this scenario which is appropriate for the situation and stakeholder needs based on the literature in the field. The examination of the literature is slightly underdeveloped.Basic – Provides a limited explanation of the assessment instruments selected for this scenario, and which may not be appropriate for the situation and stakeholder needs based on the literature in the field. The examination is underdeveloped.Below Expectations – Attempts to provide an explanation of the assessment instruments selected for this scenario based on the literature in the field; however, the selected assessments are not appropriate for the situation and stakeholder needs, and the examination is significantly underdeveloped.Non-Performance – The examination of the theoretical approaches for this scenario is either nonexistent or lacks the components described in the assignment instructions.Evaluates Current Research in the Field of Personality Theories and Provides Examples of How these Assessments are Valid for Use in the Chosen ScenarioTotal: 1.50Distinguished – Comprehensively evaluates current research in the field of personality theories and provides relevant examples of how these assessments are valid for use in the chosen scenario.Proficient – Evaluates current research in the field of personality theories and provides mostly relevant examples of how these assessments are valid for use in the chosen scenario. Minor details are missing.Basic – Minimally valuates current research in the field of personality theories and provides somewhat relevant examples of how these assessments are valid for use in the chosen scenario. Relevant details are missing and/or inaccurate.Below Expectations -Attempts to evaluate current research in the field of personality theories and provides examples of how these assessments are valid for use in the chosen scenario; however, the examples are not relevant and significant details are missing or inaccurate.Non-Performance – An evaluation of current research in the field of personality theories and provides examples of how these assessments are valid for use in the chosen scenario is either nonexistent or lacks the components described in the assignment instructions.Provides a Critical Analysis of the Standardization, Reliability and Validity, and Cultural Considerations Present in these Personality Assessments that Make Them the Most Appropriate Tools for the Given ScenarioTotal: 1.50Distinguished – Provides and exceptionally clear and detailed critical analysis of the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario.Proficient – Provides a critical analysis of the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. Collin College Module 9 American Citizen and Democratic Process Discussion. The critical analysis is slightly underdeveloped.Basic – Provides a limited critical analysis of the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario. The critical analysis is underdeveloped.Below Expectations – Attempts to provide a critical analysis of the standardization, reliability and validity, and cultural considerations present in these personality assessments that make them the most appropriate tools for the given scenario; however, the critical analysis is significantly underdeveloped.Non-Performance – The critical analysis of the standardization, reliability and validity, and cultural considerations present in the personality assessments is either nonexistent or lacks the components described in the assignment instructions.Assesses Types of Personality Measurements and research designs often used in scenarios like the one chosen and provides a rationale for why some of those assessments were not included.Total: 1.00Distinguished – Comprehensively assesses types of personality measurements and research designs often used in scenarios like the one chosen and provides a rationale for why some of those assessments were not included.Proficient – Assesses types of personality measurements and research designs often used in scenarios like the one chosen and provides a rationale for why some of those assessments were not included. Some minor details are missing or inaccurate.Basic – Partially assesses types of personality measurements and research designs often used in scenarios like the one chosen and provides a rationale for why some of those assessments were not included. Relevant details are missing and/or inaccurate.Below Expectations – Attempts to assesses types of personality measurements and research designs often used in scenarios like the one chosen; however does not provide a rationale for why some of those assessments were not included and significant details are missing and inaccurate.Non-Performance – The assessment of types of personality measurements and research designs often used in scenarios like the one chosen, and a rationale for why some of those assessments were not included are either nonexistent or lack the components described in the assignment instructions.Describes General Observations of the Client During the Assessment Period and Explains Whether the Client’s Behavior Might Have Had a Negative Impact on the Test ResultsTotal: 0.50Distinguished – Thoroughly describes general observations of the client during the assessment period and fully explains whether the client’s behavior might have had a negative impact on the test results.Proficient – Describes general observations of the client during the assessment period and explains whether the client’s behavior might have had a negative impact on the test results. Some minor details are missing or inaccurate.Basic – Partially describes general observations of the client during the assessment period and minimally explains whether the client’s behavior might have had a negative impact on the test results. Relevant details are missing and/or inaccurate. Below Expectations – Attempts to describe general observations of the client during the assessment period and explain whether the client’s behavior might have had a negative impact on the test results; however, significant details are missing and inaccurate.Non-Performance – A description of general observations of the client during the assessment period and explains whether the client’s behavior might have had a negative impact on the test results is either nonexistent or lacks the components described in the assignment instructions.Analyzes and Comments on How the APA’s Ethical Principles and Code of Conduct Affected the Implementation of the Personality Assessment During the ProcessTotal: 1.50Distinguished – Thoroughly analyzes and comments on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the process.Proficient – Analyzes and comments on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the process. Minor details are missing or inaccurate.Basic – Minimally analyzes and comments on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the process. Relevant details are missing and/or inaccurate.Below Expectations – Attempts to analyze and comment on how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the process; however, significant details are missing and inaccurate.Non-Performance – The analysis of how the APA’s Ethical Principles and Code of Conduct affected the implementation of the personality assessment during the process is either nonexistent or lacks the components described in the assignment instructions.Assesses the Validity of the Evaluation and Makes a Recommendation for or Against the Necessity for Additional TestingTotal: 1.50Distinguished – Thoroughly assesses the validity of the evaluation and makes a recommendation for or against the necessity for additional testing.Proficient – Assesses the validity of the evaluation and makes a recommendation for or against the necessity for additional testing. Minor details are missing.Basic – Partially assesses the validity of the evaluation and makes a recommendation for or against the necessity for additional testing. Relevant details are missing and/or inaccurate.Below Expectations – Attempts to assess the validity of the evaluation and makes a recommendation for or against the necessity for additional testing; however, significant details are missing and inaccurate.Non-Performance -The assessment of the validity of the evaluation and makes a recommendation for or against the necessity for additional testing is either nonexistent or lacks the components described in the assignment instructions.Analyzes the Results of the Assessment Provided in the Original ScenarioTotal: 1.00Distinguished – Comprehensively analyzes the results of the assessment provided in the original scenario.Proficient – Analyzes the results of the assessment provided in the original scenario. Minor details are missing.Basic – Partially analyzes the results of the assessment provided in the original scenario. Relevant details are missing and/or inaccurate.Below Expectations -Attempts to analyze the results of the assessment provided in the original scenario; however, significant elements are missing or inaccurate.Non-Performance – The analysis of the results of the assessment provided in the original scenario is either nonexistent or lacks the components described in the assignment instructions.Interprets the Personality Factors Present Based on the Assessment ScoreTotal: 1.00Distinguished – Thoroughly and accurately interprets the personality factors present based on the assessment score.Proficient – Interprets the personality factors present based on the assessment score. Minor details are missing or inaccurate.Basic – Vaguely interprets the personality factors present based on the assessment score. Collin College Module 9 American Citizen and Democratic Process Discussion. Relevant details are missing and/or inaccurate.Below Expectations – Attempts to interpret the personality factors present based on the assessment score; however, significant details are missing and inaccurate.Non-Performance -The interpretation of the personality factors present based on the assessment score is either nonexistent or lacks the components described in the assignment instructions.Summarizes the Test ResultsTotal: 1.00Distinguished – Comprehensively and accurately summarizes the test results.Proficient – Summarizes the test results. Minor details are missing.Basic – Partially summarizes the test results. Relevant details are missing and/or inaccurate.Below Expectations – Attempts to summarize the test results; however, significant details are missing and inaccurate.Non-Performance – The summary of the test results is either nonexistent or lacks the components described in the assignment instructions.Provides a Complete Explanation for the Evaluation, the Procedures and Measures Used, and the ResultsTotal: 1.00Distinguished – Provides a complete and accurate explanation for the evaluation, the procedures and measures used, and the results.Proficient – Provides an explanation for the evaluation, the procedures and measures used, and the results. Minor details are missing or inaccurate.Basic – Provides a limited explanation for the evaluation, the procedures and measures used, and the results. Relevant details are missing and/or inaccurate.Below Expectations – Attempts to provide an explanation for the evaluation, the procedures and measures used, and the results; however, significant elements are missing and inaccurate.Non-Performance – The explanation for the evaluation, the procedures and measures used, and the results is either nonexistent or lacks the components described in the assignment instructions.Includes Recommendations Translating the Evaluation into Strategies and Suggestions to Support the ClientTotal: 1.00Distinguished – Thoroughly includes relevant recommendations translating the evaluation into strategies and suggestions to support the client.Proficient – Includes relevant recommendations translating the evaluation into strategies and suggestions to support the client. Minor details are missing.Basic – Partially includes somewhat relevant recommendations translating the evaluation into strategies and suggestions to support the client.

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