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SEL 305 SUNY College at Brockport Therapeutic Recreation Specialists Essay

SEL 305 SUNY College at Brockport Therapeutic Recreation Specialists Essay.

. What is TR? [What makes TR field unique?]a. Definitionsb. What is a professional, Core competenciesc. Common Elements in Modern Definitions of TRd. Characteristics/purpose of Therapeutic Recreation Interventione. Clients Served by Therapeutic Recreation Specialistsf. History/roots of TRg. TR Organizations, certification2. TR concepts, philosophies and theoriesa. Person first philosophyb. Attitude towards persons with disabilitiesc. Strengths based approach, medical vs social modeld. Models – group presentations3. Film Review
SEL 305 SUNY College at Brockport Therapeutic Recreation Specialists Essay

Abstract Modern organisations have to operate in the VUCA environment, which brings to the fore the choice of the most efficient paradigm. Organisations need to choose an effective framework for making decisions. This report includes a brief evaluation of the general equilibrium and bounded rationality paradigms. It is concluded that the latter is more efficient in the contemporary business world especially when it comes to such sphere as IT or services. The leadership is of paramount importance in the process of change implementation as he/she empowers and inspires employees who accept the new culture based on the principles of the bounded rationality approach. Introduction The modern business world is characterised by a VUCA environment, and organisations able to adjust to this environment are the most competitive. The VUCA environment involves such features as Volatility, Uncertainty, Complexity and Ambiguity, but the majority of organisations are unprepared to respond to the new challenges (Mack

PSYC CCSF Mapping Police Violence & Civil Right Movement Discussion

PSYC CCSF Mapping Police Violence & Civil Right Movement Discussion.

Part 1 – BLM and Mapping Police ViolenceBlack Lives Matter / Mapping Police Violence: Read the instructions below (also attached)Due Date #1: See dates Items 1a, 1b, 1cDue Date #2: See dates Items 2a, 2b 2cRead the article from The Guardian, #BlackLivesMatter: the birth of a new civil rights movement (Links to an external site.). After the first read-through, you should annotate the article by doing the following: On iLearn you will upload the article annotated by you. I should see a different color for the boxes and underlines/highlights (10pts)Draw a box around each full name of a person listed in the article the first time this person appears in the articleHighlight or underline numbers quoted in the article that represent a numerical summary of either the entire population or a subpopulationWrite a one sentence description of the main idea of each paragraph in the margin of the article. For example, for the first paragraph of the article a summary could read, “Zimmerman verdict announced.” I should see one sentence descriptions for each paragraph clearly! Please print!Go to the following website that was listed in the above article (15pts): Mapping Police Violence (Links to an external site.)Look through the graphs provided on the first page of the website. List the titles of the 4 graphical displays that you feel are the most powerful, Write a few sentences for each as to why you found it impactful:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. Go through the rest of the website. Be sure to read “About the Data” and the “Planning Team.” 4. Write a reflection, approximately 250-300 words, about the data, the displays, and the people involved.How do you feel about the way this information is displayed on this website?Is this more or less powerful when you see it in the format?When you reviewed both the article in the Guardian and the mapping website, what did you learn that had the most impact on you?
PSYC CCSF Mapping Police Violence & Civil Right Movement Discussion

American Military University Comparison of Personality Theories Essay

term paper help American Military University Comparison of Personality Theories Essay.

For this assignment, you will write a paper no less than 7 pages in length, not including required cover and Reference pages, comparing and contrasting two personality theories from the course. You are free to select from among the several theories covered in the course to date but only two theories may be used.Your task is to demonstrate your knowledge of these theories you chose via descriptions of their key concepts and detailing the most important aspects of each theory in explaining personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a comprehensive assignment and you should demonstrate in your work that you have studied and comprehended the similarities and the differences between your two chosen theories. This is a fact based paper only. It should not be based upon your preference for a theory or your opinion.Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end.SourcesNeo-Freudian Perspectives from Personality Theory – https://www.oercommons.org/authoring/22859-personality-theory/6/viewAlfred Adler & Harry Stack Sullivan from Personality Theory – https://www.oercommons.org/authoring/22859-personality-theory/5/viewCarl Jung from Personality Theory – https://www.oercommons.org/authoring/22859-personality-theory/4/viewPersonality Theory – https://www.oercommons.org/authoring/22859-personality-theory/3/viewKaren Horney from Personality Theory – https://www.oercommons.org/authoring/22859-personality-theory/8/viewCarl Rogers, Abraham Maslow, & Henry Murray from Personality Theory – https://www.oercommons.org/authoring/22859-personality-theory/15/viewTrait Theories from Personality Theory – https://www.oercommons.org/authoring/22859-personality-theory/13/view
American Military University Comparison of Personality Theories Essay

Consultation Skills In Relation To Non Medical Prescribing Nursing Essay

Share this: Facebook Twitter Reddit LinkedIn WhatsApp To illustrate this I will utilise the model of reflection adapted from (Boud, Keogh and Walker 1985) as to focus on influences on prescribing, psychology of prescribing working through the consultation, decision-making and therapy, and referral. Being present in the consultation as a non-medical prescriber challenged me to ask questions about my own practice and the consultant psychiatrist, focussing on how we arrived at our decisions and occasionally resulting in contrasting views. According to (Butler et al 1998) many authorities advise that the prime skills associated with the prescribing process are: Adequate exploration of the patient’s worries Adequate provision of information to the patient regarding the natural processes of the disease being treated The advisability of self-medication in trivial illness The issue pertaining to poor communication has a negative impact with patient-practitioner relationship and was acknowledged in an informative paper by (Britten et al 2000). Ultimately, all of the failures of communication were linked with an absence of the patient’s involvement during the consultation process. There is evidence that failure to actively engage in, or even consider, the patient’s perspective is a common failing amongst prescribers. (Britten et al 2000). Very often there is a focus on the term compliance and it is only recently that nurses are focussing on the more apt term of concordance. The term compliance was viewed as being authority laden (Marinker 1997) where it was expected that patients complied implicitly and without question when a prescription was given. There was little acceptance that patients would actively participate in the decision making process that surrounded the generation of the prescription. (Cox et al. 2002) Objective recognition of the patient’s perspectives, requirements and beliefs need to be acknowledged and then the recognition of any major differences between these and the prescriber’s needs could be perceived when providing nursing care. It is not just the act of writing out the prescription that is important, but it is the understanding of the processes and dynamics of the interactions that are taking place between prescriber and patient that are the fundamental key to good prescribing practice (Kuhse et al 2001). The consultation I chose to focus on was carried out by a consultant psychiatrist who for the purposes of this work shall be known as DR S, with myself as an observer of the consultation. The patient to be seen was a 45 year old gentleman who will be known for the purposes of this work as Mr A, who had been referred by dermatology to the mental health out-patients clinic as a new patient. Dermatology had referred this gentleman after a 12 month history of attending their department where Mr A had complained of persistent generalised skin irritation, and despite receiving treatment with them it appeared he may have an underlying mental health issue. Dr S began the interview by thoroughly reading the referral from dermatology and establishing what had been the concern from their point of view. The patient was then seen and before Dr S had chance to ask the patient anything Mr A expressed that he was confused as to why he had been referred to the mental health department, and not dermatology, which he perceived his medical complaint to be related to. The British Medical Journal (2000) has recognised a common theme amongst studies of patients in that they have a tendency to prefer prescribers (doctors or nurses) who listen and provide time for the individual to express their concerns without feeling hurried Dr S asked Mr A why he had been attending Dermatology to which Mr A detailed a 12 month history of describing an itchy scalp, generalised skin irritation and said no treatment had so far helped him. Mr A then went on to express that he felt all of these symptoms may be due to a parasite, or a bug which was doing something to him, and described a feeling of the bug weaving something on his face which enveloped his eyes. Other symptoms he described was that this bug or parasite was all the time making him feel thirsty and taking moisture from his body, and could somehow transpose itself to other people, including his own GP and friends describing like a magnetic type effect. From this initial information it was evident that Mr A was suffering from a delusional disorder which was quite systemised and concrete and Mr A appeared not to display any other symptoms of mental health. A diagnosis of parasitosis delusional disorder was made. It was clear Mr A needed treatment but the main factor to consider was that Mr A did not believe he any form of mental disorder and therefore there was a real issue surrounding concordance with proposed treatment. Usually, it is difficult to obtain informed consent to treat patients with delusional parasitosis with antipsychotics. Therefore experienced clinicians tell their patients that the antipsychotics are effective `against the itch’ or the `problems with the pests’ in order not to have to lie. (Musalek, 1991; Driscoll et al, 1993; Winsten, 1997; Freudenmann, 2002). This is due to the patients’ level of insight hindering their decision to accept treatment, because they hold a non-reality based idea that it is a somatic illness. It is therefore found that the patient will normally have sought help from their G.P., dermatologists and will often be adverse to the idea of seeing a mental health professional A full medical history was taken, looking at any familial medical problems, family composition and looking at the social aspects of MR A to include areas of employment, relationships, and any drug/alcohol usage. There have been some criticisms of the education of nurse prescribing in relation to the communication skills of nurses, where it is felt that historically there has been too much of a focus on taking a history and coming to a diagnosis. It was apparent to me that Dr S had to use his skill as an experienced mental health clinician to challenge Mr A’s concept of his illness not being related to a problem with his mental health Dr A approached the issue of explaining Mr A symptoms, not referring to mental health or delusions, but explaining Mr A’s perceived symptoms by informing him that although he believed that these experiences were real to MR A , that his brain was interpreting false signals resulting in these unusual thoughts. Dr A went on to use the analogy of an amputee who perceives that he can still feel is amputated leg, through false interpretations of the brain. Drew et al. (2001). found that prescribers would emphasise the positive benefits of the medication far more frequently than they would discuss the risks and precautions, despite the fact that the patient’s perception was that such a discussion is seen as essential. Therefore looking at this, this could lead to patient confusion, with patient anxieties, and a degree of ambivalence to medication being offered to them. It is transparent that if there is a degree of empathic display between that of the patient and the prescriber, there is a greater chance of concordance. This will hopefully lead to an increased level of compliance/concordance and patient satisfaction resulting in desired clinical results Here we face the issue surrounding honesty, integrity, consent and acting in the best interest of the patients in focussing on treatment The issue of treatment was then discussed by Dr A, who said to Mr S that he believed he could help him by prescribing some medication for him that would help relive the distressing symptoms he was experiencing. Mr A initially expressed some confusion once more why he was not seeing dermatology as he perceived the problem needed treating by them This indicates that Mr S was still not displaying any insight and the questions of concordance issues were reconsidered. The National Institute for Clinical Excellence (NICE 2002) recommends that a risk assessment should be performed by the mental health clinician responsible for treatment and the multidisciplinary team regarding concordance with medication, and depot preparations should be prescribed when appropriate. Mr A questioned the proposed medication and it was explained to him that he would be given a course of Neuroleptic medication of a new medication called Aripiprazole. Dr A said that although the medication leaflet would mention the medication was used for Schizophrenia, that Mr A should not be too worried about that as that was not the reason why he would be taking it. Dr A then went on to say that the leaflet would also explain possible side-effects and that although it listed quite a few they were quite rare. The paper by (Cox et al.2000) found that it was common practice for prescribers to initiate the discussions about just what medication they were going to prescribe, rarely refer to the medicine by name and equally rarely refer to how a newly prescribed medication is perceived to differ in either action or purpose, to those previously prescribed. Patient understanding is rarely checked as it is usually assumed after the prescriber has given the prescription. Even when invited to do so, patients seldom take the opportunity to ask questions. (Cox et al 2000) I felt it was the right thing to initiate pharmacological treatment, although on reading further research surrounding the best treatment for Parisitosis I would question the choice of medication Mr A was commenced on However, after spending many clinical hours with this particular Consultant Psychiatrist, I am aware that he has high tendency of prescribing Aripiprazole for the majority of his clients. On questioning Dr A about his decision for choice of medication, Dr A commented that it is the newest and most effective of the atypical medications with lesser incidence of side effect relative to other medications in its group. I had to question myself that there may be other factors influencing in the prescribing decision which were not based on any of the NICE guidance or that of the British Journal of Psychiatry. In fact, Dr A replied to me with medical jargon relating to molecular structures of both the brain and chemical make-up of Aripiprazole which was hard to follow due to its complexity. I was conscious that as a consultant psychiatrist of many years experience, I was not sure of the honesty or consequences if I had challenged Dr A about his continued choice of Aripiprazole against other choices of medication any further. After researching treatment for this disorder, I felt that the initiation of a typical antipsychotic should have seriously been considered due to its proven faster working efficacy. However, it is known that typical antipsychotics have an increased prevalence of side-effects. Therefore I had considered the preliminary use of typical antipsychotics to establish a degree of insight into the beneficence of taking medication, and if it was felt that further pharmacological treatment is required then switch to a typical antipsychotic as recommended by the NICE guidelines. An article in the British Journal of Psychiatry (2007) highlighted that delusional parasitosis has shown significant treatment results with the use of typical antipsychotics. (Trabert’s 1995) found that the introduction of typical antipsychotics has substantially improved remission rates (Frithz 1979) described another important treatment in delusional parasitosis is to consider typical anti-psychotic depot medication. This was suggested, as was earlier highlighted that one of the main stumbling blocks is a lack of insight that causes patients t be reluctant to accept oral medication. However, the administration of medication in injection form might be viewed by the patient as the answer to their somatic perception of their illness. It would be hoped that the injection would lead to a degree of insight where the patient may be more open to accept regular medication At the end of the consultation the patient Mr A agreed to take the medication as prescribed and was offered a further out-patients appointment in 2 weeks time. Ultimately, I accept a clear indication for medication, and in conjunction with this at a later stage this could be combined with some cognitive behavioural therapy should symptoms persist. Clinical Governance plays an important part in relation to prescribing., and in particular for non-medical prescribers role .(Bradley E and Nolan P 2005) state that training courses must remain up-to-date and flexible and must change in response to changes in government policy on non-medical prescribing, with nurse prescribing leads being involved in any discussion about course development. Share this: Facebook Twitter Reddit LinkedIn WhatsApp

Crime Lab Profession Analysis Essay

A crime lab profession requires different skills and knowledge to acquire and apply modern technologies and investigate crime. It is possible to distinguish two subcategories in the crime lab profession: generalists, and those who specialize in one area. The main responsibilities of a crime lab professional are the analyses of evidence and advice on further investigation, evidence collection and reporting, interpretation of real and hypothetical situations, cross-examination, and synthesis of data. The main duties of crime lab professionals are latent print examinations, firearms, and other evidence examinations, controlled substance examinations and DNA testing, etc. (Bureau of Forensic Services, 2007). Crime scene analysis, because of its subjective nature, presents a definite challenge in developing a concept of how to test crime scenes. The crime lab professionals after considerable thought and discussion come up with strategies in dealing with external proficiency tests for crime scene investigators covering. Attending the scene of the crime, crime lab professionals make an initial assessment of it. They will secure the scene to an extent based on the information available at the time. A crime scene investigator or a team of crime scene investigators who will undertake the crime scene investigation is normally accompanied by a crime lab professional. The size of the crime scenes dictates the number of resources allocated to the particular incident. In this case, a crime lab profession requires on-the-spot assessment, decision-making, and sometimes an innovative approach. Provided this is done applying scientific principles, and fully recorded, this should meet quality standards. It can also be expected that there will be an increased need for, and demand for, proficiency tests for field-testing (Langford, 2005). In recent years, special attention is given to DNA testing and analysis. About the identification of persons, fingerprint comparisons and DNA profiles are the most likely to establish the individuality and therefore the identity of a person. A crime lab professional identifies and examines class characteristics and similarity of those features that group things into a common class requiring further examination to see if there are indicators of similarity which allow screening before a more detailed examination is made. For instance, all questioned documents involved in a particular investigation are submitted to the laboratory for examination (Langford, 2005). This is important since questioned documents are identified by a comparison of similarities, plus an absence of divergences or dissimilarities. To make an identification, sufficient handwriting, typewriting, or other evidence must be available on which to base an opinion. This means that all questioned material is needed, as well as sufficient exemplars or known specimens (Bureau of Forensic Services, 2007). The main rewards of this career choice would be prestige and personal accomplishments. Career choice gives primary emphasis to the personality characteristics that predispose an individual to seek a career of a given type. There will be greater job satisfaction and fulfillment and a lesser tendency to change jobs throughout the career. These various orientations, including occupational values, have been considered important by crime lab professionals, insofar as they influence nonvertical dimensions of occupational mobility. Occupational prestige is important both in terms of its characterization of the occupational structure and its representation of intergenerational mobility. Individuals identify the occupations they most prefer by assessing the compatibility of different occupations with their images of themselves. Compatibility is what is usually meant by the terms congruence and person-environment fit. The greater the perceived compatibility (suitability), is the stronger the person’s preference (Langford, 2005). Individuals may seek out but rarely achieve compatibility with all elements of self. Occupations that conflict with core elements of the self-concept will be most strongly rejected. The negatives of this profession are health hazards (work with chemicals and other substances, stress, and work overload). The well-being of the crime lab professionals is the primary responsibility of the crime scene manager. He/she must be aware of the fatigue and well-being of his crime lab professionals. Appropriate protective clothing and equipment should be made available. Breaks should be organized for the crime lab professionals and refreshments should be on hand during those breaks. Scene guards should also be part of the crime scene operation regardless of the area they originate from. Long hours and job security are also an important part of a crime lab profession (Langford, 2005). Today, there is a growing trend towards both university-based recruit education and ‘civilianization. Many universities began to offer forensic science in their programs during the 1990s, largely as attractors to increase enrolments (Langford, 2005). Senior forensic science practitioners lectured on the programs admit the quality of the students to the extent that they begin to advocate the employment of graduates as crime lab professionals. Usually, at a minimum a Bachelor’s degree is required: it can be chemistry, biology, or physics. A Master’s degree is preferable but obligatory. There are no certain standards in forensic education, so a specific lab may require different skills and education. Still, the main FBI requirements are biochemistry, molecular biology, human genetics, statistics, etc. A scientific approach is important for a crime lab profession and involves critical thinking and the ability to modify a core method to address a specific situation. It should be self-evident that such an approach lies at the very heart of crime scene investigation (Langford, 2005). The opportunities for a student in this field can be explained by the fact that the crime lab profession is real forensic science, and at least the more complex and major incidents demand a scientific approach requiring personnel with appropriate basic science and specialist training. Strong leadership and management by the forensic community will be required if appropriate standards are to be developed and maintained. The emergence of field technologies demands that the person using these instruments must have tertiary science qualifications. These instruments cannot be used as ‘black boxes’ if their full potential is to be realized. A lab crime professional should consider future recruitment and training strategies to meet this changing paradigm. The internship is required by many employers because it ensures a high level of knowledge and skills of the candidate (Bureau of Forensic Services, 2007). Standards of practice must vary across the spectrum in terms of capability, and how well this ‘capability’ is practiced. Internal and external proficiency testing programs have also been developed as enabling elements of the accreditation program. It is important for a student, to be aware of new technologies and methods used in this field because emerging technologies will transform the face of the crime lab. Modern technology enables practitioners to look for opportunities to improve their discipline by examining and comparing procedures, processes, and the reporting methods that other fields employ (Langford, 2005). This is not proposing that one expert must deal in all fields of evidence. On the contrary, it is by practitioners developing an overall perspective, which will enable them to continue performing their particular expertise independent from one another. References Bureau of Forensic Services (2007). Langford, A. et al, (2005). Practical Skills in Forensic Science. Prentice Hall.