Intelligence Definition and Measurement Aspects Essay

Community mental health assignment

The NUR 214 community mental health assignment is as follows:

1. Each student is to select one of the 3 articles on a community mental health related topic.

2. The student is to read the article, develop a position statement on the content of the article find 2 additional scholarly articles to support the position stated.

3. The student will then submit a paper of no more than 3 pages of content addressing a minimum of the following:

A. Position statement regarding the content of the chosen articleB. Identify the psychiatric/mental health principles addressed within the articleC. Identify benefits of the core issues addressed in the article.D. Define or create a role for the nurse in the provision of care within the article. E. Illustrate how the treatment frame work can be adapted to the local community.

Psychodrama Review on Spontaneity and Creativity

assignment writing services Brett Cartwright In the following essay I will be reviewing an excerpt called “Spontaneity and Creativity versus the Cultural Conserve”, taken from the book “The Living Stage: A Step-by-Step Guide to Psychodrama, Sociometry and Group Psychotherapy Essence of Psychodrama” by Tian Dayton Ph.D. (Part 1: The Essence of Psychodrama, Chapter 5). There are three main areas that Dayton addresses in this chapter: Spontaneity and creativity; cultural and personal cultural conserves; and guidelines for therapeutic safety. In amongst summarising Dayton’s main points, I will be discussing both what I believe to be the intent of the writer, in conjunction with my understanding of psychodramatic theory and its application to therapeutic practice. Dayton’s opening line of this chapter in “The Living Stage” is “Spontaneity and creativity are twin principles core to the fundamental theory of psychodrama.” (p.62)This clearly depicts her intent as being to explore and better understand the definitions of spontaneity and creativity, as they were presented by J.L.Moreno. She does this by first explaining the three definitions of spontaneity within the psychodramatic modality, which are as follows. Pathological Spontaneity: A novel response without adequacy, or pathological spontaneity. Stereotyped Spontaneity: An adequate response without novelty and creativity, or stereotyped spontaneity. True Spontaneity: An Adequate response with novelty and creativity. Also called the “spontaneity of the genius.” (p.62) Dayton continues by explaining that the constant and true goal of psychodrama is to help participants develop a healthy amount of spontaneity, and therefore become more in-the-moment and spontaneously creative in order to remove emotional blockages that may be affecting their day-to-day life. When healthy levels of spontaneity and creativity are achieved, it in turn “restores color, aliveness and passion, to help more of the inner person come alive.” (p.63) Dayton then goes on to discuss the pros and cons of spontaneity when there is not enough consideration given to the contextual elements of any given situation, detailing the effects of not enough spontaneity and too much spontaneity. She also talks about the way in which spontaneity manifests via experiencing as opposed to having a reservoir, or amount of spontaneity ready prior to the experience. It is at this point that Dayton draws the link between spontaneity and creativity, explaining that despite their seeming differences and lack of connection, they are fundamentally connected at the core, giving movement to each other. I believe it was Dayton’s intention to present and deliver a tangibly comprehensive body of content for the reader to digest, that will imbibe them with a good understanding of the three different definitions of spontaneity, why spontaneity is important in the first place, how spontaneity functions both internally and externally in regards to internal blockages and the affect they have on one’s external experiences. Thus leaving the therapist with a measured tool as such to then share with the client, that can be integrated to help recognise, restore and revitalise one’s experiencing of life. In the next section of this chapter, Dayton explores Moreno’s term ‘Cultural Conserve’, which in essence is the finished product of a spontaneous experience (p65). She reflects that this ‘finished form’ has two sides. Firstly, that it is just a natural outworking of one’s spontaneous creative response that then gives it tangible form from which to reproduce or launch new expressions of spontaneity. Secondly, that it can be an obstacle which one is restricted by, as the product then becomes of higher value than that of the process, and in turn one is limited to “conserved patterns of thinking, feeling and behaving that drive the outward and inward expression of culture.” (p.67) Personal cultural conserve is very much the same as cultural conserve, only it refers more to a set of conserves on an individual and experience based level. As Dayton so aptly describes, “The personal conserve can examine the conserved, internalized patterns that drive us, our sets of beliefs, patterns and inner constructs that move us toward a dynamic expression of our beingness.” (p.67) Dayton then goes on to discuss how these things can be identified and used in regards to a therapeutic setting, by looking at the client’s personal conserve and working in a backward manner to discover the origin of each conserve. Thus bringing each conserve into the client’s awareness so to help the client acknowledge, accept and make conscious choices to not continue the same patterns. It is here that she makes mention of Moreno’s concept of the Godhead, drawing a brief descriptive summary of Moreno’s intent to create a religious revolution, or new belief system, based around spontaneity and creativity, by planting seeds of belief that one could be Godlike. Throughout this section I believe that Dayton was attempting to point out the limitations of both cultural conserves and personal cultural conserves, while acknowledging that both spontaneity and conserves are directly linked, as a cultural or personal cultural conserve is the outcome of spontaneous process, and both can be a launching pad as such for spontaneity to sprout from. Dayton closes the chapter with a list of therapeutic guidelines one should follow in order to maintain a safe and conducive therapeutic environment when conducting a psychodrama session. She discusses the role of therapist as remaining with the protagonist, listening and following, not using shock techniques or pre-scripted material, using caution in areas of trauma and stand-ins for traumatic scenes, allowing ample time for sharing, and maintaining safe group norms. I believe it to be quite clear that Dayton is outlining a therapeutic model of a psychodrama session that looks first and foremost at creating a safe and conducive environment for the protagonist and the group. In conclusion, Dayton paints a clear picture of the differences between spontaneity and creativity and cultural and personal conserve. This chapter explains the differences between each one, while communicating how they all work in conjunction with one another, drawing on Moreno’s concepts and discussing how they apply to both the theory and practice of psychodrama. I believe Dayton’s overall intent is to provide a clear understanding of these main concepts, with the addition of some key therapeutic guidelines that are essential to have in place when conducting a psychodrama session. References Dayton Ph.D, T. (2005) Spontaneity and Creativity Versus the Cultural Conserve, The Living Stage: A Step-by-Step Guide to Psychodrama, Sociometry and Group Psychotherapy (pp. 61-72) Florida: Health Communications Inc. Bottom of Form 1

Effects of Welfare Reform

Kelsey Campbell Imagine being a single parent having six kids and being able to only afford a two bedroom apartment. While working two jobs just to pay bills, put food on the table, and keep the kids off the streets. Any of the kids school events are missed to pick up extra shifts for that extra dollar. Then one day someone suggests applying for Welfare benefits but what about the kids? What about their image at school? What would their friends think of them? What about the change in lifestyles? What would people think about one using the government for money? While doing some research at the library about Welfare something pops up about Welfare Reform, but what is that? Welfare Reform is when one is given a specific job by the government to complete that must be preformed to receive the welfare benefits. While continuing Welfare Reform research one discovers that with Reform benefits you can also receive money for housing, day cares, and childhood education. Now with Welfare Reform benefits one is able to work only one job while affording a household, groceries, and still yet make it to school functions to see the kids without anyone ever knowing you receive these benefits, also helping keep children’s self-esteem up and keeping the kids from feeling poor. Welfare Reform greatly affects families through working parents, home care of children, and education upon children. The effects of families on Welfare Reform are through the working parents. Working parents spend their days off at work so they can tend to worry those responsibilities instead of spending quality times with their kids and family which can leave the children unsupervised while parents are away. Although the kids can suffer from the working parent, the working parent also provides the money to pay bills and support the kids. This gives the kids more money through the working parent. Also the working parent through Welfare Reform can receive health care benefits to not only protect the kids but keep them healthy. According to Brandwein “the ties that bind” Those with reform jobs have a better welfare benefits and better exemption options(Brandwein P32). Those who do reform over welfare accept the responsibility of an acquired job. This job is not an option and must be preformed. The better your job is the less welfare you need to receive with less welfare comes better jobs the more advanced the job is the further you’ll go to achieve success with health care and insurance, this will lead to a greater extent of socially advanced and happier children.  While parents are a main focus on how children receive money and how children are brought up, they are also the main source of where the child lives and grows. The care effect of children depends on how children are raised. Children who grow up in foster homes are ‘homeless’ and parentless. Minors without biological parents or guardians tend to feel unloved, unwanted and worthless. While foster homes are run by the government, the more kids in the system the more money the foster home receives, which also changes with foster children’s age. According to Craig “foster care and welfare”; Foster parents receive federal money to care for children this makes foster children tax less and foster parents’ tax free (Craig P124). Not only does foster care effect children whose parents use welfare but adoption can affect children if parents are on welfare. Adoption is a forever home for a child; those on welfare can adopt and don’t have restrictions to adopting. Kids who enter a home on welfare from adoption can lack the feeling of comfort and love. Similarly to how parents are an effect on childhood homes, childhood homes effect what kind of care and education children receive. The care effect of children depends on how children are developed through life. As a child grows up they may be put in day care for parents to work they may be home with a stay at home parent but schooling is inevitable, eventually a child begins school. Neither Child care nor education is cheap, according to Lowry “expanding federal responsibilities”, “the average price to put a child through day care 5 days a week 12 months a year is about $10,000 a year while the average price to put a child through public school is close to $16,000.” While on welfare reform you can receive free child care and reduced education to preform jobs, but if a job isn’t preformed then child care benefits are lost (Lowry P166). This is an important citation because it proves just how expensive it to just bring children up properly. Your education makes a different in what you can do in life so an education is an important part of a Childs life; a poorer education makes a poorer future. Children who come up from poorer schools receive a poorer education also making it harder to excel in higher courses at higher age levels of different schools. In conclusion, Welfare Reform has affected many families throughout the working parent, home care of children, and the education skills upon children. Throughout this paper I have explained to you the struggles of a family using Welfare reform and the benefits of a family using Welfare Reform. Remember back to the first paragraph and what parents have to do to provide for child, the struggle to feed, bath, and house children on a low income without help. Now recap on paragraph two, in this paragraph I explained the struggles on foster care and adoption homes that don’t use Welfare Reform, and then what positive effects they get through using Welfare Reform; Such as having tax less children in foster care to help reduce tax for foster parents. Last we will review paragraph three, in this paragraph I explained the struggle to put children through day care or schooling with a low income without Welfare Reform, and then I proceeded to explain what benefits Welfare Reform has to help with child/day care and a childhood education. Works Cited Brandwein, Ruth A. “The Ties That Bind.” Battered Women, Children, and Welfare Reform, edited by Ruth A. Brandwein, SAGE Publications International Educational and Professional Publishers,1999, pp.54-63. McCuen, Gary. “Expanding Federal Responsibilities.” Welfare Reform; the Politics of Wealth and Poverty. edited by Marcia R. Lowry, Gary E. McCuen Publications Inc,1996, pp.128-139. McCuen, Gary. “Foster Care and Welfare.” Welfare Reform; the Politics of Wealth and Poverty. edited by Conna Craig, Gary E. McCuen publications Inc,1996, pp. 121-127.

Accounting, Financial Statements, and Cost: Who Makes This Stuff Up?

Accounting, Financial Statements, and Cost: Who Makes This Stuff Up?.

Discussion Topic 1: Accounting, Financial Statements, and Cost: Who Makes This Stuff Up?Learning about the principles behind the accounting department and financial statements is an important part of the role of the nurse executive at all levels. Discuss the following topics, identifying the key concepts behind each topic:How does a healthcare organization handle bad debt versus charity care?What kind of information is contained in the notes of a financial statement?Does patient volume have an impact on the cost per patient of care provided by a healthcare organization?MUST HAVE TWO OR THREE SCHOLARY REFERENCES IN APA FORMAT MINIMUM 250 WORDS
Accounting, Financial Statements, and Cost: Who Makes This Stuff Up?