Elaborate differnt Differential Diagnoses.

Episodic/Focused SOAP Note Template

Patient Information:

Initials, Age, Sex, Race

S.

CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”.

HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:

Location: head
Onset: 3 days ago
Character: pounding, pressure around the eyes and temples
Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia
Timing: after being on the computer all day at work
Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better
Severity: 7/10 pain scale

Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).

PMHx: include immunization status (note date of
last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed
Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.

Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows:
General:
Head:
EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:
GENERAL:  Denies weight loss, fever, chills, weakness or fatigue.
HEENT:  Eyes: Denies visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  Denies hearing loss, sneezing, congestion, runny nose or sore throat.
SKIN:  Denies rash or itching.
CARDIOVASCULAR:  Denies chest pain, chest pressure or chest discomfort. No palpitations or edema.
RESPIRATORY:  Denies shortness of breath, cough or sputum.
GASTROINTESTINAL:  Denies anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.
GENITOURINARY:  Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.
NEUROLOGICAL:  Denies headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.
MUSCULOSKELETAL:  Denies muscle, back pain, joint pain or stiffness.
HEMATOLOGIC:  Denies anemia, bleeding or bruising.
LYMPHATICS:  Denies enlarged nodes. No history of splenectomy.
PSYCHIATRIC:  Denies history of depression or anxiety.
ENDOCRINOLOGIC:  Denies reports of sweating, cold or heat intolerance. No polyuria or polydipsia.
ALLERGIES:  Denies history of asthma, hives, eczema or rhinitis.

O.

Physical exam: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History.
Do not use “WNL” or “normal.” You must describe what you see. Always document in head to toe format i.e. General: Head: EENT: etc.

Diagnostic results: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines)

A

.

Differential Diagnoses (list a minimum of 3 differential diagnoses).Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

P.
  
This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.
References
You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

© 2021 Walden University, LLC
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How can parents have valuable knowledge about their child’s development, mental health and behavioural changes.

post response Mari:
Assessing children and adolescents is challenging. Generally, the child/adolescent in question would not have initiated the consultation or may not be in agreement with the need for a consultation. The consultation may or may not even be sought for the most impairing problem at hand. While children may be able to report the nature of symptoms, they may not be very good at reporting the timing and duration of their problems. They may not report problems if they are embarrassing or show them in a bad light. Clinical assessments with children and adolescents are, therefore, elaborate and require the clinician to be astute and conscientious in obtaining information from multiple sources and settings, i.e., the child, parents, teachers, and other caregivers. (Srinath S et al., 2019). To adequately comprehend the origins, maintenance, and factors affecting remission from the disorder, it is essential to place the child within a psychosocial background, relate the presentation to his/her unique context, and to gather details about what has happened to the illness so far, including what has been the treatment and response history.
The clinical setting for the assessment of children and adolescents should engage the child for the requisite duration of time. The waiting period and meeting a doctor can intimidate children, making them irritable, and uncooperative during the assessment. Most child clinics pay special attention to the appearance of the place, and the availability of toys, books, and play spaces. Simple things such as walls painted in bright colors, with cartoon characters, and fables keep the children engaged and wanting to come back to the place, should repeat consultations be required.
Child and adolescent mental health shares close links with other medical specialties such as neurology and pediatrics while being rooted in the child’s psychosocial environment and experience. Assessment of children and adolescents must evolve from a biopsychosocial perspective, taking into account these inextricably interlinked aspects. Clinical history taking and interviewing are one of the most powerful tools available to the child and adolescent mental health professional to make a diagnosis and plan management. Other measures such as rating scales, diagnostic interviews, and laboratory investigations must be used in conjunction with the information obtained during history taking and interviewing.
The clinician must be sensitive to the child’s lived experience and culture as well as their developmental and cognitive capabilities. Clinical judgment and expertise is required to assimilate the information obtained from the child and other key informants. In child and adolescent mental health, multidisciplinary inputs are required for almost every child and family and efforts must be made to link the different arms of evaluation and treatment such that there is convergence. Confidentiality and the limits thereof must be discussed with the child and family. Documentation is a very important aspect of assessment and must be strictly maintained. A comprehensive clinical assessment goes a long way in ensuring interventions in the best interest of the child and family. (Srinath S et al., 2019)
Given that children must be evaluated and managed in the context of their caregiving environment, parents and the extended family are important informants and an integral part of the treatment plan. (Srinath S et al., 2019).
Providing information: parents have valuable knowledge about their child’s developmental history, including early milestones, behavioral patterns, and any significant life events or trauma. This information helps psychiatrists understand the child’s background and potential factors contributing to their current mental health concerns.
Sharing observations: parents spend a significant amount of time with their child and can provide valuable observations about their behavior, emotions, and any changes they have noticed. These firsthand accounts help in assessing the child’s symptoms, identifying patterns, and gaining a deeper understanding of their mental health needs.
Collaborating in assessments: parents are often involved in the assessment process, participating in interviews, questionnaires, and discussions with healthcare professionals.
Communicating family context: parents provide insights into the child’s family dynamics, relationships, and the overall environment in which they live. This includes information about family history, relationships with family members, as well as any stressors or challenges within the family. Understanding these factors is crucial for assessing how the family context may influence the child’s mental health.
Supporting the assessment process: parents provide support to their child throughout the assessment process. This includes providing emotional support, reassurance, and helping the child feel comfortable and secure during appointments.
Herode is one of the children in the documentary Children of Shadows, he shows symptoms of Post-traumatic stress disorder (PTSD). He has the obligation to take care of all the housework, in which his “aunt” takes care of him, but forces him to fetch water, wash the dishes, cook, go to the market and bathe the child at home. At first, he values the possibility of escaping from there because he feels exploited and with a lack of affection because he is not really a true relative. He puts it off because he feels that he has no other alternative, he has no way to return or to be in a place where he is valued, or where it might even be even worse for him. When the documentary begins, he dreams of being a mechanic and after two years we see a teenager in a state of resignation who finds himself in the same situation, with even more responsibility, because his “aunt’s” husband died and he has to continue taking care of all the hard work at home, and even gives up the idea of escaping from the place due to the lack of alternatives in such a harsh reality at his fragile age. PTSD is defined by four symptom clusters: avoidance, negative alterations in cognition and mood, intrusion, and hyperarousal per DSM-5. The consequences of PTSD are often deleterious, with adverse outcomes in physical and mental health besides impaired social and occupational functioning. (Malejko K et al., 2020). Post-traumatic stress disorder is a debilitating disorder. It can cause life-long impairment and dysfunction. In the pediatric setting, it can be even more deleterious, as it can go undiagnosed and thus untreated for an extended period of time. (Fariba et al., 2020).

You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content

post response Mari:
Assessing children and adolescents is challenging. Generally, the child/adolescent in question would not have initiated the consultation or may not be in agreement with the need for a consultation. The consultation may or may not even be sought for the most impairing problem at hand. While children may be able to report the nature of symptoms, they may not be very good at reporting the timing and duration of their problems. They may not report problems if they are embarrassing or show them in a bad light. Clinical assessments with children and adolescents are, therefore, elaborate and require the clinician to be astute and conscientious in obtaining information from multiple sources and settings, i.e., the child, parents, teachers, and other caregivers. (Srinath S et al., 2019). To adequately comprehend the origins, maintenance, and factors affecting remission from the disorder, it is essential to place the child within a psychosocial background, relate the presentation to his/her unique context, and to gather details about what has happened to the illness so far, including what has been the treatment and response history.
The clinical setting for the assessment of children and adolescents should engage the child for the requisite duration of time. The waiting period and meeting a doctor can intimidate children, making them irritable, and uncooperative during the assessment. Most child clinics pay special attention to the appearance of the place, and the availability of toys, books, and play spaces. Simple things such as walls painted in bright colors, with cartoon characters, and fables keep the children engaged and wanting to come back to the place, should repeat consultations be required.
Child and adolescent mental health shares close links with other medical specialties such as neurology and pediatrics while being rooted in the child’s psychosocial environment and experience. Assessment of children and adolescents must evolve from a biopsychosocial perspective, taking into account these inextricably interlinked aspects. Clinical history taking and interviewing are one of the most powerful tools available to the child and adolescent mental health professional to make a diagnosis and plan management. Other measures such as rating scales, diagnostic interviews, and laboratory investigations must be used in conjunction with the information obtained during history taking and interviewing.
The clinician must be sensitive to the child’s lived experience and culture as well as their developmental and cognitive capabilities. Clinical judgment and expertise is required to assimilate the information obtained from the child and other key informants. In child and adolescent mental health, multidisciplinary inputs are required for almost every child and family and efforts must be made to link the different arms of evaluation and treatment such that there is convergence. Confidentiality and the limits thereof must be discussed with the child and family. Documentation is a very important aspect of assessment and must be strictly maintained. A comprehensive clinical assessment goes a long way in ensuring interventions in the best interest of the child and family. (Srinath S et al., 2019)
Given that children must be evaluated and managed in the context of their caregiving environment, parents and the extended family are important informants and an integral part of the treatment plan. (Srinath S et al., 2019).
Providing information: parents have valuable knowledge about their child’s developmental history, including early milestones, behavioral patterns, and any significant life events or trauma. This information helps psychiatrists understand the child’s background and potential factors contributing to their current mental health concerns.
Sharing observations: parents spend a significant amount of time with their child and can provide valuable observations about their behavior, emotions, and any changes they have noticed. These firsthand accounts help in assessing the child’s symptoms, identifying patterns, and gaining a deeper understanding of their mental health needs.
Collaborating in assessments: parents are often involved in the assessment process, participating in interviews, questionnaires, and discussions with healthcare professionals.
Communicating family context: parents provide insights into the child’s family dynamics, relationships, and the overall environment in which they live. This includes information about family history, relationships with family members, as well as any stressors or challenges within the family. Understanding these factors is crucial for assessing how the family context may influence the child’s mental health.
Supporting the assessment process: parents provide support to their child throughout the assessment process. This includes providing emotional support, reassurance, and helping the child feel comfortable and secure during appointments.
Herode is one of the children in the documentary Children of Shadows, he shows symptoms of Post-traumatic stress disorder (PTSD). He has the obligation to take care of all the housework, in which his “aunt” takes care of him, but forces him to fetch water, wash the dishes, cook, go to the market and bathe the child at home. At first, he values the possibility of escaping from there because he feels exploited and with a lack of affection because he is not really a true relative. He puts it off because he feels that he has no other alternative, he has no way to return or to be in a place where he is valued, or where it might even be even worse for him. When the documentary begins, he dreams of being a mechanic and after two years we see a teenager in a state of resignation who finds himself in the same situation, with even more responsibility, because his “aunt’s” husband died and he has to continue taking care of all the hard work at home, and even gives up the idea of escaping from the place due to the lack of alternatives in such a harsh reality at his fragile age. PTSD is defined by four symptom clusters: avoidance, negative alterations in cognition and mood, intrusion, and hyperarousal per DSM-5. The consequences of PTSD are often deleterious, with adverse outcomes in physical and mental health besides impaired social and occupational functioning. (Malejko K et al., 2020). Post-traumatic stress disorder is a debilitating disorder. It can cause life-long impairment and dysfunction. In the pediatric setting, it can be even more deleterious, as it can go undiagnosed and thus untreated for an extended period of time. (Fariba et al., 2020).

. Do not write who you are in the answer.

Why is it important to consider cultural factors when developing a collaborative team and evaluating possible solutions to a need in a minority community?

Collaborative Alliance Worksheet (Assignment 2)

Collaborative Alliance Worksheet

Instructions:
Use this worksheet to identify potential partners and use their resources to begin to prepare a culturally sensitive strategic plan for collaboration.
1.
Involve community leaders. Development of the process innovation must involve
at least
five Chinle community stakeholders, key conveners, or community leaders. Describe these
five individuals in the following chart. Use the
Chinle Service Unit Profile to guide your answers.

Who?

(Name, position, organization)

What?

(Description of involvement)

Why?

(Description of goal of involvement)

2.
Leverage community assets. As the process innovation is introduced into the community, proper incorporation of the community’s resources is necessary. In the following chart, evaluate the use of
each community entity in the process innovation. Use the
Chinle Service Unit Profile and readings in the course to guide your answers.

Community Entity

Potential Contribution to Collaboration

The Just Move It campaign

This campaign is facilitated by health promotion staff within the Department of Public Health. Its goal is to promote walking and running activities in Navajo Nation communities.

Health coaches

Health coaches work in primary care clinics to help diabetic patients with exercises, healthy eating, and controlling glucose.

Chinle Health Council

This group identifies health priorities and forms task forces for increasing awareness about healthy living.

Community nutrition staff

These specialists team up with other outreach workers to promote healthy eating in communities and schools.

3.
Demonstrate cultural sensitivity. To gather collaborators and communicate with them effectively, you will need to demonstrate cultural competency. This will influence both whom you approach and how you approach them, which will ultimately determine the practicality of your solution and the quality of your communication plan. Refer to readings in the course and the
Chinle Service Unit Profile to inform your answers.

Cultural Analysis (GLOBE study’s nine dimensions)

Dimension

Findings

Significance of Findings for Project

Power Distance

Uncertainty Avoidance

Institutional Collectivism

Gender Egalitarianism

Assertiveness

Future Orientation

Performance Orientation

Humane Orientation

In-Group Collectivism

4. Consider cultural factors. Why is it especially important to consider cultural factors when developing a collaborative team and evaluating possible solutions to a need in a minority community? Use the readings in the course to guide your answer.

References:

Betancourt, J. R., Green, A. R., & Carrillo, J. E. (2002, October). Cultural competence in health care: Emerging frameworks and practical approaches. The Commonwealth Fund. https://www.commonwealthfund.org/publications/fund-reports/2002/oct/cultural-competence-health-care-emerging-frameworks-and
Chinle. (n.d.). Navajo Nation Special Diabetes Project. http://www.nnsdp.org/Chinle.aspx
Chinle Service Unit Profile. (n.d.). Master of Health Administration, 1-12.
Dine Youth, (n.d.). [Chinle Agency Website]. https://www.dineyouth.com/chinle.aspx
Globe 2020. (2016-2020). An overview of the 2004 study: Understanding the relationship between national culture, societal effectiveness, and desirable leadership attributes. SFU Beedie School of Business. https://globeproject.com/study_2004_2007
McCalman, J., Paton, R., & Siebert, S. (2016). Change management: A guide to effective implementation (4th ed.). SAGE Publications, Ltd.
McKenzie, J., & Pinger, R. (2018). An introduction to community and public health (9th ed.). Jones & Bartlett Learning.
Northouse, P. (2019). Leadership: Theory and practice (8th ed.). SAGE Publications, Inc.
Preston Raban, P. (2019). Annual report to the Apache County Board of Supervisors Public Health Services District FY2018/2019. Apache County Public Health Services District. https://tb2cdn.schoolwebmasters.com/accnt_591117/site_591118/Documents/FY-2018-2019-Annual-Report.pdf
WeAreNavajo. (n.d.) Aging and Adult Services. https://www.wearenavajo.org/programs-services/aging-adult-services
1
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Confidential and Proprietary Information. © Western Governors University. All Rights Reserved.

What are the project risk management processes as described in the PMBOK Guide?

 
There was a company (XYZ Cruise Lines) in the vacation industry that had a reservations system for their cruise operations that was designed for agents to book cruise passengers for individual bookings within 5 to 7 minutes. This system created a competitive advantage among travel agents as they could book their clients fast from the start of the process to the payment screen. Their largest competitor had a reservation system that took approximately 15 minutes, which was a clear competitive advantage for XYZ Cruise Lines. However, the competitor had an automated process to check in customers at the pier and provided an electronic boarding pass where the passengers would carry an identification card with a magnetic strip to allow for faster embarkation of the ship at the pier and at the ports of call. XYZ Cruise Lines was still utilizing a manual system for embarkation and utilized paper boarding passes. Because customers tend to remember any bad experiences with the beginning (embarkation process) and the end (disembarkation process) of the trip more than during the trip, the embarkation process caused a lot of dissatisfaction, especially among those passengers who sailed with the competitor in the past. In an effort to improve the process, a state-of-the art ship embarkation system was being developed. This new planned system would allow the passengers to be processed faster for the embarkation process and a plastic card with a magnetic strip would be activated and utilized as the electronic boarding pass. Additionally, this same card would also be utilized as the point of sale purchase card, creating a cashless process for the passengers to buy drinks and other extras on board the ship during the voyage. This would further XYZ as the competitive leader in the industry.
This new system would have to communicate with the current reservations system via satellite connectivity. This software development project had four main components: (a) ship embarkation system, (b) point of sale system (POS), (c) satellite technology utility for connectivity from the HQ’s reservations system to the ship, and (d) upgrade to the existing reservations system to generate the upload to the ship’s embarkation and POS systems. All components were completed by December 1st and were ready for the integration testing process so that the project can be implemented on December 15th just before the start of the busy season, at which time further software project implementations were not permitted for 6 months due to the heavy volume impacting the reservations system.
When it came time for the integration testing, the upgrade for the reservations system could not be made for the test environment because the upgrade was not moved to the quality control environment and the software changes were still in the programmer’s work file. No other developer or anyone in IT management had access to these files. The programmer that worked on these changes had a heart attack and was in the hospital. As a result, the project manager informed everyone that they were going to miss the deadline and now had to wait 6 more months before this project could be implemented and the business sponsor was furious.
The quality assurance manager asked the reason for the missed deadline, and when she heard the story, she asked the IT project manager for the risk management plan. He said that they do not believe in planning for risk events because this was a negative process and they support a positive approach towards the systems development process. Because there was not a risk matrix created and the risk for the developer to have a heart attack was not considered, the project was delayed and the company lost an opportunity to improve their competitive advantage, which equated to millions of dollars in potential future bookings.
 
 
After reading the quality assurance manager’s report, senior management asked the following questions.

What are the project risk management processes as described in the PMBOK® Guide?
Explain why a project manager, or any stakeholder, should not view risk planning for projects as only a negative activity?
Did the organization follow due diligence regarding the creation of a risk management plan, assess all major risks, and develop appropriate risk responses and a plan for monitoring risks? Explain your rationale.
Should the risk event have been identified in the beginning by practicing sound quality control? Why or why not with details?
What are some contingency plans or actions that could have been taken to limit the impact of this possible risk event and other such related events, such as a key team member leaving for any reason?  Is there a quality management component that should be considered (If so, discuss what it entails)?
What would be your quality assurance recommendations for such projects in the future based on this case?

Management is upset that there is an occurrence of a major risk that could affect the project. Your job is to prepare a 5- to 8-minute narrated PowerPoint presentation that addresses the six questions posed by senior management and reflects your research and thorough analysis, synthesis, and evaluation of the case.
You must have a title slide where you introduce yourself and present all resources at the end of your presentation. Your references should be in APA format. Also, your presentation must be professional; therefore, bullets should be brief; you should not have big paragraphs or long sentences; you should utilize the notes section; if images are used, they should be relevant to your presentation; font size and style should be consistent; and grammar must have high priority.
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Consider ways a client can be more engaged in managing their care.

Assignment Instructions: 

Assignment Overview: Based on your participant holistic assessment identified in week 3, you will be creating a nursing grand rounds presentation to teach the participant about their condition and related assessment findings. 

Assignment Directions: 

1. Review your participant’s holistic assessment form from week 3 (please see attachment ) as well as feedback from your instructor. Make sure your participant and medical condition are approved before creating the presentation.
2. Using the Grand Rounds Slide Outline provided, create a 10-slide presentation. You should have one slide for each content area. Do not include more content slides. You may include an additional reference slide if needed. Slide design should be professional and engaging for the target audience.  Review the grading rubric for details and expectations. 
 

Nurse Grand Rounds Assignment PowerPoint Template_Revised.pptx
 

Assignment Specifications: 

· You should have one slide for each content area.  
· Do not include more content slides.  
· Introduce yourself and your chosen topic using voiceover on slide one.  
· On slides 2-9, include brief, bullets of information related to the content slide.  
· You will use the speaker notes and voiceover to provide greater detail and articulation of each slide’s content.  
· Slide 10 (APA reference slide) will not use voiceover.  
· You may include an additional reference slide if needed.  
· Slide design should be professional and engaging for the target audience.   

Grand Rounds Slide Outline: 

 Slide 1 – Title Slide 

· Your name 
· Chosen client using initials and medical condition 
· Institution’s Affiliation 

Slide 2 – Pathophysiology of Disease 

· Identify the disease process.
· Describe the etiology of the disease process.
· Outline epidemiological considerations and possible risk factors based on the clients’ medical, social, and family history. 

Slide 3 – Pathogenesis of Disease 

· Identify the pathogenesis of disease process on the client. 
· Describe the impact of age, gender, socioeconomic factors, lifestyle considerations, and geographical location on the pathogenesis. 

Slide 4 – Physical Assessment Findings 

· Describe assessment findings, diagnostics, and lab values you found when assessing the client.
· Discuss current treatment regimen including identifying the healthcare team members and setting/facility-e.g., acute care, rehab, long-term care, outpatient, mental health facility—where the client is currently receiving care. 
· Identify holistic care the client may be utilizing in addition to the prescribed regimen.

Slide 5 – Cultural and Genetic Considerations and Challenges 

· What cultural and/or genetic considerations or challenges does this disease process present for the chosen client? 
· Provide supportive rationale.

Slide 6 – Evidence-based Nursing Plan of Care 

· Collaborative interventions 
· Patient Education 
· Screening tools 
· Holistic care with prevention 

Slide 7– Interdisciplinary Collaboration and Challenges 

· What additional members of the interdisciplinary team should be included-Why? 
· What role does the client and family play in the treatment plan?
· Identify any community care needs.

Slide 8 – Client as Team Member 

· Consider ways the client can be more engaged in managing their care. What resources may help the client and family and why?—provide supportive rationale.
· Identify 3-5 questions to discuss with the client that they may have for the healthcare team in order to help manage their care and feel better.
· Consider lifespan factors: describe the impact of the disease process on the rest of the client’s lifespan and how the client and family should anticipate managing care.  

Slide 9 – Application to Current Practice 

· How has completing this assignment impacted your current nursing practice? 
· How has completing this assignment impacted your understanding of the impact of pathophysiology and health assessment on patient-centered care? 
· What will you take away from this assignment? 

Slide 10 – Reference Slide 

· A minimum of 3 references (<5 years) from scholarly sources in APA Format 
· One reference must be your textbook 
· One reference must be from a peer-reviewed journal 
· One reference must be from an authoritative website such as the CDC, NIH, AHRQ, or, Healthy People 2030 
· Please ask your course faculty if you are unsure of a resource. 

Analyze core functions of human resource management.

 
Develop a 3–5 page workplace harassment policy for either Java Corp or an organization with which you are familiar. Be sure the policy you develop reflects ethical considerations and benefits to both the employee and organization as well as relevant legislation related to various types of harassment. Also, create an 8–12 slide PowerPoint presentation with speaker’s notes to present the new policy and to support it with legal and strategic rationale for the selected organization’s upper management.
Introduction
HR professionals are often called upon to develop new workplace policies to increase an organization’s effectiveness and to protect it from possible legal liabilities. Creating a succinct and comprehensive presentation for organizational management and other stakeholders is a valuable skill to possess.
Preparation
For this assessment, research sexual harassment and other forms of unlawful workplace harassment. Using one of the scenarios below, consider best practices and approaches for developing an anti-harassment workplace policy. A minimum of seven resources are required to support your approach to the new policy as well as your legal and strategic rationale.
Scenario
For this assessment, choose either option 1 or 2. You do not need to do both. You will apply one of these scenarios in the instructions below. Both options will be graded using the same scoring guide.
Option 1
You are the new HR manager for Java Corp. The company has just lost a sexual harassment lawsuit and damages include back pay, front pay, punitive damages, and attorney’s fees. The plaintiff, Ms. Stapel, was a female manager who had a consensual sexual relationship with her male boss, Mr. Rowe. Both moved up in title and responsibility over the past 5 years. After the relationship ended, Mr. Rowe made several offensive comments to co-workers about Ms. Stapel, without her knowledge. Later, a number of other employees, who reported to Mr. Rowe, made offensive sexual comments directly to Ms. Stapel.
The company has a harassment policy but only referred someone who felt harassed to their immediate supervisor and provided no other avenues of complaint. Your first project for Java Corp is to create a formal policy that will protect the employees, the organization, and all stakeholders. You will also prepare a PowerPoint presentation that could be used as a training tool for new employees on the importance of following anti-harassment policies.
Option 2
Choose an organization to use for this assessment. It can be where you are currently employed or a company with which you are familiar. It must be an organization that is researchable, as you will need to gather and analyze information to complete the assessment. You may use the same organization you selected for previous assessments.
If you choose the organization where you are currently employed, please keep in mind that the analyses you make must be based on facts that can be documented rather than your personal opinion as an employee.
Think about a situation in which an employee was sexually harassed at work. Reflect on what the organization did well and what the organization did wrong.
Research the sexual and work harassment policies of the chosen organization to further assess if the situation was handled properly.
Instructions
Based on your research of sexual harassment and other forms of unlawful workplace harassment, complete the following:
In a word document, develop an anti-harassment workplace policy that includes the following components:

Objective.
Prohibited conduct under this policy, including discrimination, harassment, sexual harassment, and retaliation.
Confidentiality.
Complaint procedure.
Employee acknowledgment of policy.

Prepare a PowerPoint Presentation for upper management training. In your presentation:

Explain the legal basis for protecting employees from harassment with supporting laws or regulations.
Describe different types of sexual harassment found in the workplace.

This can include, but not limited to, quid pro quo and hostile work environment.

Explain other types of harassment, outside of sexual harassment, to consider in a workplace policy.
Articulate how an organization can be at risk of harassment claims and how they can best legally protect themselves.
Summarize reporting and investigation procedures.

Specifically, discuss how the issue or complaint is brought to HR’s attention, who is involved in the investigation, how the communication process works with those involved.

Summarize how the anti-harassment policy should be communicated to employees.
Analyze organizational benefits realized because of having a sound anti-harassment policy in place.

Consider company reputation, employee morale, retention, productivity, and the like.

Additional Requirements
Policy
This part of your assessment should also meet the following requirements:

Length: 3-5 pages. Strive to be as detailed as possible in addressing each of the policy’s components above.
Written communication: Communicate in a manner that is scholarly and professional. Your writing should be:

Concise and logically organized.
Free of errors in grammar and mechanics.

Resources: If you use a source in the text of your policy, you need to reference it. The last page of your policy should be your reference list. Format all citations and references in accordance with current APA guidelines.

PowerPoint Presentation
This part of your assessment should also meet the following requirements:

Audience: Create a presentation suitable for the upper management of your selected organization.
Length: 8-12 slides, including speaker’s notes and title and references slides.
Validation and support: Use a minimum of seven relevant and credible scholarly or professional resources such as the Wall Street Journal to support your work.
APA format: Format all citations and references in accordance with current APA guidelines. Refer to the Evidence and APA Campus page for guidance.
Complexity: Do not get hung up on adding too many graphics, audio, or video. Select a PowerPoint template appropriate for a professional presentation. Please make sure the background color you choose does not interfere with the font selection and that it is easy to read. Do not overbuild your slides; information that supports and expands on what you say should appear as speaker’s or presenter’s notes.

Note: It is expected that your SafeAssign results for the policy document in Word will have a high percentage match, as you are aligning with legal standards. Your PowerPoint presentation should not be nearly as high. Please make sure you cite your sources within both documents according to current APA style.
Your PowerPoint presentation should be saved as a PDF to properly capture the presenter notes.
Here is how to save PowerPoint as PDF with notes included (Microsoft, n.d.):

Open your PowerPoint presentation.
Click File > Print.
Under Print, click Microsoft Print to PDF.
Under Settings, click the second box (which defaults to say Full Page Slides).
Under Print Layout, click Notes Pages.
Click Print.

Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Apply human resource strategies to business needs.

Develop an anti-harassment workplace policy.
Summarize the reporting, investigation procedures, and how the anti-harassment policies will be communicated to employees.

Competency 2: Analyze core functions of human resource management.

Explain the legal basis for protecting employees from harassment.
Explain other types of harassment, outside of sexual harassment, to consider in a workplace policy.
Analyze organizational benefits realized by the anti-harassment policy’s approach.

Competency 4: Communicate effectively in a scholarly and professional manner.

Describe the types of sexual harassment found in the workplace.
Apply APA formatting to in-text citations and references.
Convey purpose in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Reference
Microsoft. (n.d.). Print slides with or without speaker notes. https://support.microsoft.com/en-us/office/print-slides-with-or-without-speaker-notes-02952fc2-2921-4305-b8b2-e98644a93e06

How do you think children are affected by family violence in the long term? 

 
I’d like to tell you another story.  Years ago I responded to a report of a stabbing at an apartment complex.  I arrived at the address and observed a man laying on the ground bleeding profusely from a knife wound to the chest.  A woman was standing over him crying hysterically and begging the man to please get up.  I immediately attempted to provide treatment to stop the bleeding.  Paramedics arrived and took over treatment.  Other officers arrived and I began my investigation by attempting to interview the hysterical woman who I learned was the victim’s wife.  She was emotional and unable to answer questions.  I then followed the trail of blood from where the man lay on the ground to the door of an apartment.  I stepped into the apartment and was surprised to see three small children, all under the age of six, sitting on the sofa calmly watching a cartoon on television.  I needed to interview the children, but first had to gain their trust.  I watched television with them for a few minutes, and then asked if there had been some trouble.  The oldest of the three replied, “Yeah, daddy was hitting mommy and she stabbed him.”  There was no alarm in the child’s voice, and I was surprised that none of the children acted frightened in any way.  It was apparent during the course of my investigation that violence in this home was normal.  The man was transported to the hospital but did not survive his injuries.  The woman was charged with manslaughter, but was not convicted due to the circumstances of ongoing assaults against her by her husband.  I have dozens of similar stories.    
But what of the children?  How do you think they were affected in the long term?  The theme of this textbook relates to the effects of family violence during the life-course.  The question for discussion is this…What can be the effects on small children who are consistently exposed to episodes of domestic violence?  Your answers may lay outside the material in this textbook.  Students in previous semesters have been open about some of their own life experiences.  I’d like your thoughts on this very emotional and controversial issue.

Create an infographic on ethical behavior.

For your final project, you will select an area of counseling psychology that interests you (e.g., counseling adolescents, substance abuse counseling, behavioral health in a hospital, etc.) and create an ethical practice packet that you could use as a practitioner in this area. Where applicable, you may personalize the information to you.  This is not a paper, but a packet of “SIMULATED” application practice packet.  This cannot be used in a real-world scenario as you are not clinicians.  This is a simulated practice packet.
Components of this packet should include:
· Resume (Your actual information! For tips and pointers for resumes, you are welcome to call the 

Center for Career and Professional Development
. Note that they are here for you, for free, as a Regis student).

· CREATE your own infographic on ethical behavior. This can be a one-page infographic, but then also add 2 pages of explanations WHY you chose those principles for the infographic.  This does not have to focused on mental health only, you can EXPAND and apply ethical principles (cite as appropriate) that are not focused on mental health.  
· CREATE a one-page explanation of pertinent ethics for your work environment in the era of COVID.  Provide explanations.
· Informed consent form (e.g., for research, therapy, testing).
· Violations reporting form.
· What state laws are applicable (if you live outside of Colorado, please look for the details in your own place of residence).  Take time to research mandatory reporting.
· Disclosure statement given to client/patient. There are many examples you can research. Take time to ADAPT to your practice packet.  Reference as needed, please.
· Confidentiality agreement to be given to client/patient.  
· Again, all of these are for simulated application, not to be given to anyone as you are not clinicians.  Be sure to reference where you ADAPTED the forms from like the disclosure statement, confidentiality agreement, and the violations reporting form.  You must take time to reference where you MODIFIED the forms you found.

How to create detailed analysis plan using the appropriate statistical techniques for analyzing data.

The analysis plan is your opportunity to describe the statistical methods and qualitative analysis you would use to complete the program evaluation.
By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

Competency 4: Engage in practice-informed research and research-informed practice.

C4.SP.A: Apply leadership skills, decision making, and the use of technology to inform evidence-based research practice to develop, implement, evaluate, and communicate interventions across the specialization of advanced generalist practice settings. 

Related Assignment Criteria: 

1: Create a detailed analysis plan using the appropriate statistical techniques.
3: Evaluate the research assumptions that guided the selection of methodology and data analysis.

C4.SP.B: Apply leadership skills, decision making, and the use of technology to inform program evaluation to develop, implement, evaluate, and communicate interventions across the specialization of advanced generalist practice settings. 

Related Assignment Criteria: 

2: Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design.
4: Develop an aligned research question and/or hypothesis relevant to the chosen program evaluation design.

Assignment Description
As there are many methods to analyze data, be sure that the tests you select are appropriate to both the case study, your guiding research questions, and your proposed methodology. Refer to the Methodology section to ensure the analysis plan and methodology align.
Assignment Instructions
Complete the following:

Create your detailed analysis plan using the appropriate statistical techniques for analyzing data on descriptive measures and outcome measures based on the methodology you proposed.
Evaluate data analysis tests to select appropriate tests pertinent to the sampling methodology and program evaluation design. How will you answer your guiding research question (or questions)?
Evaluate the research assumptions that guided your selection of methodology and data analysis. For example, to conduct paired t tests, you must have a minimum of 30 participants in your sample size.
Describe any qualitative data you might collect and how you would analyze that data.
Describe the alignment of your research question and/or hypothesis and your chosen program evaluation design.

Remember that your instructor provides feedback on your assignments. Use that feedback to improve the content of your course project.
Teen Parenting Case Study
SWK5015
  Your agency is providing eight-week parenting classes for teen parents in an urban environment. Services are open to both teen mothers and teen fathers, and their children can be any age. You get referrals from local schools, hospitals, social service agencies, and the Department of Children and Family Services. The interventions of the program include a weekly parenting class, dealing with topics such as child development, effective communication with children, stress management, and compassionate behavior management strategies. The anticipated outcomes of the program include:
• Increased knowledge about child development.
• Increased sense of competence in parenting.
• Decreased reported stress levels.
• Beliefs in line with compassionate behavior management strategies rather than using corporal punishment.
 1

On self-reflection what drives your interactions with others?

The following passage is very old but quite profound. It situates leadership as having the potential to impact others both negatively and positively. Indeed, research shows that the number one reason employees leave a position is due to their immediate superior.William Q. Judge in The Leader’s Shadow (1999): Just as people cast physical shadows, they also cast psychological shadows (Jung 1923, 1933). Psychological shadows can provide much valuable information if we are creative enough to engage them directly in what has been called “shadow work” (Zweig & Wolf, 1997). Unlike conventional work, which focuses on material progress and tangible results, shadow work requires us to go within and learn from our inner being. Implicit to the shadow-work notion is the idea that a shadow is cast inside as well as outside of ourself. Although shadow work is difficult work-some say the most difficult work there is (Bly, 1988; Zweig & Wolf, 1997),  the rewards that stem from it are enormous and ongoing. Everyone casts a shadow (Zweig & Wolf, 1997), but shadows created by individuals in leadership positions are particularly noteworthy (Palmer, 1994). Due to the glare focused on their elevated positions within organizations, leaders often cast the longest and darkest shadows. The metaphor of a physical shadow is a vivid one that reminds us that even though psychological shadow work requires individual effort, it often affects others in dramatic and unexpected ways. Parker Palmer (1994) defines a leader as “a person who has an unusual degree of power to project on other people his or her shadow or his or her light” (p. 24). Like our physical shadows, our psychological shadows are often projected unconsciously. Unlike physical shadows projected psychological shadows can do great harm to others if we are in leadership positions and our shadow is large and unrecognized. In other words, a leader is a person who has the opportunity to shape a group’s or an organization’s destiny so that the act of leadership can be as illuminating as a clear summer day or as dark as a cold winter night. Judge, W. (1999).The leader’s shadow: Exploring and developing executive character. Thousand Oaks, Ca: Sage“Shadow Work” requires leaders to explore their shadow side; why do you do the things you do? What drives your interactions with others? This is serious self-reflection work.
Compose a reflection write up on the following:

Have you cast a dark shadow on others? Were you aware of it at the time?
Has a leader cast a dark shadow on you? How did it feel to you at the time?
Do you have insight into your shadows?
Consider yourself a leader who casts light. What would this look like to you?

NOTE-2- pages only is fine