Tag: Homework Solution

  • [Solved] linguistic

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    I want somepne to do research on linguistic analysis to identify sentences differences in structure – 2 years ago

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    I want somepne to do research on linguistic analysis to identify sentences differences in structure

    – 2 years ago

  • [Solved] discussion

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    In-depth study guidance and analytical solution covering discussion.

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  • [Solved] Week1

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    No plagiarism! and also check the grammar. Number of words and instructions are provided in the file. Due in less than 24 hours – [\ \ Week1.zip](https://www.sweetstudy.com/files/week1-zip-10219693 "Week1.zip") – 2 years ago

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    No plagiarism! and also check the grammar. Number of words and instructions are provided in the file. Due in less than 24 hours

    – [\
    \
    Week1.zip](https://www.sweetstudy.com/files/week1-zip-10219693 "Week1.zip")

    – 2 years ago

  • [Solved] PLAGIARISM FREE “A” WORK IN 10 HOURS

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    SEE ATTACHMENT – 2 years ago **files (1)** – ## Week4Assignment.pdf **## Week4Assignment.pdf** This week we are using a mixed-method approach for your proposed action research study, so you gain experience and skills in using both approaches to collect data. If you plan to implement your action rese…

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    Assignment Prompt & Instructions

    SEE ATTACHMENT

    – 2 years ago

    **files (1)**

    – ## Week4Assignment.pdf

    **## Week4Assignment.pdf**

    This week we are using a mixed-method approach for your proposed action research study, so you
    gain experience and skills in using both approaches to collect data. If you plan to implement your
    action research in the future, you may need to further consider if your research question lends itself
    to a more qualitative or quantitative approach to data collection. The mixed-methods design for
    your proposed study allows you to consider how each method of data collection can support a
    deeper understanding of your area of focus, the effectiveness of your intervention, and the answer
    to your research question.

    This week you will work on the next section that will contribute to your Final Action Research
    Proposal by examining both qualitative and quantitative approaches to data collection, generating
    one instrument you can use to collect data in your study, considering how you will establish
    trustworthiness in your study, and planning your procedures for data collection.

    Write: Content Expectations

    • What data would you collect? In one to two paragraphs,
    o Justify one qualitative (experience-based) or quantitative (number-based) instrument that would be

    used in your proposed study to collect data on the effectiveness of your intervention in answering
    your research question.

    o Provide support from the research, literature, and textbook to explain why this would be an effective
    method for data collection.

    • Data Collection Procedures: In one to three paragraphs,
    o Describe your procedures for collecting data in your proposed action research study. This is where

    you explain how you are using your intervention to collect data.
    • Data Collection Considerations: In one to two pages, discuss credibility, transferability,

    dependability, and confirmability.
    o Discuss how you will establish trustworthiness of your action research study, using Lincoln and

    Guba's Quality Criteria for Trustworthiness.
    o Intervention plan: In one to two pages provide your proposed timeline,
    o Describe your data collection procedures and provide a narrative description of your proposal

    (elevator speech). Be sure to also address how your data collection will reflect trustworthiness and
    the ethical considerations related to anonymity and confidentiality.

    o Research and Resource Expectations
    o A minimum of two scholarly, credible, or peer-reviewed sources, in addition to the course textbook,

    are required.
    o Next Steps
    o Review your assignment with the Grading Rubric to ensure you have achieved the distinguished

    levels of performance for each criterion. Submit the assignment for evaluation no later than Day 7.
    o The Action Research Proposal: Data Collection, Instruments, and Procedures paper
    o Must be five double-spaced pages in length (not including title and references pages) and

    formatted according to APA Style

    [https://bit.ly/3qbL85u](https://bit.ly/3qbL85u)

    [https://bit.ly/3qbL85u](https://bit.ly/3qbL85u)

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    **## Week4Assignment.pdf**

    This week we are using a mixed-method approach for your proposed action research study, so you
    gain experience and skills in using both approaches to collect data. If you plan to implement your
    action research in the future, you may need to further consider if your research question lends itself
    to a more qualitative or quantitative approach to data collection. The mixed-methods design for
    your proposed study allows you to consider how each method of data collection can support a
    deeper understanding of your area of focus, the effectiveness of your intervention, and the answer
    to your research question.

    This week you will work on the next section that will contribute to your Final Action Research
    Proposal by examining both qualitative and quantitative approaches to data collection, generating
    one instrument you can use to collect data in your study, considering how you will establish
    trustworthiness in your study, and planning your procedures for data collection.

    Write: Content Expectations

    • What data would you collect? In one to two paragraphs,
    o Justify one qualitative (experience-based) or quantitative (number-based) instrument that would be

    used in your proposed study to collect data on the effectiveness of your intervention in answering
    your research question.

    o Provide support from the research, literature, and textbook to explain why this would be an effective
    method for data collection.

    • Data Collection Procedures: In one to three paragraphs,
    o Describe your procedures for collecting data in your proposed action research study. This is where

    you explain how you are using your intervention to collect data.
    • Data Collection Considerations: In one to two pages, discuss credibility, transferability,

    dependability, and confirmability.
    o Discuss how you will establish trustworthiness of your action research study, using Lincoln and

    Guba's Quality Criteria for Trustworthiness.
    o Intervention plan: In one to two pages provide your proposed timeline,
    o Describe your data collection procedures and provide a narrative description of your proposal

    (elevator speech). Be sure to also address how your data collection will reflect trustworthiness and
    the ethical considerations related to anonymity and confidentiality.

    o Research and Resource Expectations
    o A minimum of two scholarly, credible, or peer-reviewed sources, in addition to the course textbook,

    are required.
    o Next Steps
    o Review your assignment with the Grading Rubric to ensure you have achieved the distinguished

    levels of performance for each criterion. Submit the assignment for evaluation no later than Day 7.
    o The Action Research Proposal: Data Collection, Instruments, and Procedures paper
    o Must be five double-spaced pages in length (not including title and references pages) and

    formatted according to APA Style

    [https://bit.ly/3qbL85u](https://bit.ly/3qbL85u)

    [https://bit.ly/3qbL85u](https://bit.ly/3qbL85u)

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

  • [Solved] • Research Portfolio

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    **Research Portfolio** – 2 years ago **files (3)** – ## ResearchPortfolio.docx – ## CRD624ResearchPortfolioAssignment2.docx – Sample1CRD624ResearchPortfolio1.docx **## ResearchPortfolio.docx** · **Research Portfolio (40 pts.)** Develop and maintain a portfolio of research-based instructional strateg…

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    Assignment Prompt & Instructions

    **Research Portfolio**

    – 2 years ago

    **files (3)**

    – ## ResearchPortfolio.docx

    – ## CRD624ResearchPortfolioAssignment2.docx

    – Sample1CRD624ResearchPortfolio1.docx

    **## ResearchPortfolio.docx**

    ·
    **Research Portfolio (40 pts.)**

    Develop and maintain a portfolio of research-based instructional strategies for K-6  students.  The portfolio must contain 5 research entries that summarize and evaluate the research.   Include the following topics:

    1. the efficacy of specific teaching strategies,

    2. effective strategies for ELLs,

    3. effective strategies for struggling readers,

    4. grouping configurations

    5. reading materials and/or assessments for K-6 students.

    **## CRD624ResearchPortfolioAssignment2.docx**

    **Att. 1 CRD 624**

    **Effective Literacy Instruction**

    **Research Portfolio**

    Develop and maintain a portfolio of research-based instructional strategies for teaching reading and writing to elementary students (K-6). The portfolio will have two purposes. The first purpose is to acquaint you with the research-base that influences most of the literacy instruction and materials that are marketed to elementary schools. Such programs are generally accepted on the merits of the advertising expertise that accompanies the claims that are made. Rarely do buyers question or evaluate the research that supports the claims. A close examination of the research often reveals methodologies, samples, and time frames that do not mirror the school setting for which a program has been purchased. On the other hand, knowledge of the research that is touted to support instructional methods and programs will facilitate making informed decisions about methods and materials that meet the needs of your students.

    The second purpose of this assignment is to provide you with a research-based resource that will guide you as you design and implement the literacy lessons you will teach for this course and in your own classroom. Schools are flooded with suggestions and ideas that appear to meet the literacy needs of diverse students. In fact, many of us have had the experience of creating a fun activity for teaching a particular set of vocabulary words that was quite successful and well-received at the time. However, the same strategy for a different set of words at a different time did not prove to be as successful. Using educational research to guide instruction allows us to discover what works most of the time in the learning setting. This portfolio will be such a guide.

    The portfolio must contain entries from 5 research articles from peer-reviewed sources and other exemplary sources such as national research grants. The entries should cover the following topics:

    (1) the efficacy of specific teaching strategies for any of the essential elements of reading instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension) and writing instruction

    (2) effective teaching strategies for ELLs

    (3) effective teaching strategies for struggling readers

    (4) grouping configurations

    (5) reading materials and/or assessments for K-6 students.

    Each entry must contain the following components:

    · Bibliographic Entry (APA format)

    · Summary – Summarize the research article in 1 page or less. Include the researchers/organization, sample, method, results, and discussion.

    · Evaluation – Evaluate the research in 1/2 to 1 page as it would apply to your teaching setting. Compare the sample and strategy with your students and predict how the strategy would impact your classroom.

    · Implications for planning and teaching – Discuss in 1 page how the results of the research have informed you about literacy instruction. In other words, what will you do with the new information you have gained? How will the information change your instructional practices? Who will benefit or suffer harm from the researched strategy and how will you mediate the impact?

    Since this assignment will serve as a research-base for your own instruction,
    **at least 2 of the portfolio entries must be reflected in the lesson that is taught during this course**. Thus, appropriate instructional strategies/materials in your lesson plans must include explicit references (footnotes, citations, etc.) to at least 2 of the research articles in your portfolio.

    The portfolio will be graded according the following scale:

    Bibliographic Entries are correct……………………………………………………. 2

    Summaries accurately represent the articles…………………………………………. 8

    Evaluations are justified and reflect reputable standards ..…………………………..10

    Implications for planning and instruction represent evidence-based literacy instruction…………………………………………………….………..……………..20 _______

    Total 40

    **Sample1CRD624ResearchPortfolio1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sample1crd624researchportfolio1-docx)

    **Sample1CRD624ResearchPortfolio1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sample1crd624researchportfolio1-docx)

    **## ResearchPortfolio.docx**

    ·
    **Research Portfolio (40 pts.)**

    Develop and maintain a portfolio of research-based instructional strategies for K-6  students.  The portfolio must contain 5 research entries that summarize and evaluate the research.   Include the following topics:

    1. the efficacy of specific teaching strategies,

    2. effective strategies for ELLs,

    3. effective strategies for struggling readers,

    4. grouping configurations

    5. reading materials and/or assessments for K-6 students.

    **## CRD624ResearchPortfolioAssignment2.docx**

    **Att. 1 CRD 624**

    **Effective Literacy Instruction**

    **Research Portfolio**

    Develop and maintain a portfolio of research-based instructional strategies for teaching reading and writing to elementary students (K-6). The portfolio will have two purposes. The first purpose is to acquaint you with the research-base that influences most of the literacy instruction and materials that are marketed to elementary schools. Such programs are generally accepted on the merits of the advertising expertise that accompanies the claims that are made. Rarely do buyers question or evaluate the research that supports the claims. A close examination of the research often reveals methodologies, samples, and time frames that do not mirror the school setting for which a program has been purchased. On the other hand, knowledge of the research that is touted to support instructional methods and programs will facilitate making informed decisions about methods and materials that meet the needs of your students.

    The second purpose of this assignment is to provide you with a research-based resource that will guide you as you design and implement the literacy lessons you will teach for this course and in your own classroom. Schools are flooded with suggestions and ideas that appear to meet the literacy needs of diverse students. In fact, many of us have had the experience of creating a fun activity for teaching a particular set of vocabulary words that was quite successful and well-received at the time. However, the same strategy for a different set of words at a different time did not prove to be as successful. Using educational research to guide instruction allows us to discover what works most of the time in the learning setting. This portfolio will be such a guide.

    The portfolio must contain entries from 5 research articles from peer-reviewed sources and other exemplary sources such as national research grants. The entries should cover the following topics:

    (1) the efficacy of specific teaching strategies for any of the essential elements of reading instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension) and writing instruction

    (2) effective teaching strategies for ELLs

    (3) effective teaching strategies for struggling readers

    (4) grouping configurations

    (5) reading materials and/or assessments for K-6 students.

    Each entry must contain the following components:

    · Bibliographic Entry (APA format)

    · Summary – Summarize the research article in 1 page or less. Include the researchers/organization, sample, method, results, and discussion.

    · Evaluation – Evaluate the research in 1/2 to 1 page as it would apply to your teaching setting. Compare the sample and strategy with your students and predict how the strategy would impact your classroom.

    · Implications for planning and teaching – Discuss in 1 page how the results of the research have informed you about literacy instruction. In other words, what will you do with the new information you have gained? How will the information change your instructional practices? Who will benefit or suffer harm from the researched strategy and how will you mediate the impact?

    Since this assignment will serve as a research-base for your own instruction,
    **at least 2 of the portfolio entries must be reflected in the lesson that is taught during this course**. Thus, appropriate instructional strategies/materials in your lesson plans must include explicit references (footnotes, citations, etc.) to at least 2 of the research articles in your portfolio.

    The portfolio will be graded according the following scale:

    Bibliographic Entries are correct……………………………………………………. 2

    Summaries accurately represent the articles…………………………………………. 8

    Evaluations are justified and reflect reputable standards ..…………………………..10

    Implications for planning and instruction represent evidence-based literacy instruction…………………………………………………….………..……………..20 _______

    Total 40

    **Sample1CRD624ResearchPortfolio1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sample1crd624researchportfolio1-docx)

    **## ResearchPortfolio.docx**

    ·
    **Research Portfolio (40 pts.)**

    Develop and maintain a portfolio of research-based instructional strategies for K-6  students.  The portfolio must contain 5 research entries that summarize and evaluate the research.   Include the following topics:

    1. the efficacy of specific teaching strategies,

    2. effective strategies for ELLs,

    3. effective strategies for struggling readers,

    4. grouping configurations

    5. reading materials and/or assessments for K-6 students.

    **## CRD624ResearchPortfolioAssignment2.docx**

    **Att. 1 CRD 624**

    **Effective Literacy Instruction**

    **Research Portfolio**

    Develop and maintain a portfolio of research-based instructional strategies for teaching reading and writing to elementary students (K-6). The portfolio will have two purposes. The first purpose is to acquaint you with the research-base that influences most of the literacy instruction and materials that are marketed to elementary schools. Such programs are generally accepted on the merits of the advertising expertise that accompanies the claims that are made. Rarely do buyers question or evaluate the research that supports the claims. A close examination of the research often reveals methodologies, samples, and time frames that do not mirror the school setting for which a program has been purchased. On the other hand, knowledge of the research that is touted to support instructional methods and programs will facilitate making informed decisions about methods and materials that meet the needs of your students.

    The second purpose of this assignment is to provide you with a research-based resource that will guide you as you design and implement the literacy lessons you will teach for this course and in your own classroom. Schools are flooded with suggestions and ideas that appear to meet the literacy needs of diverse students. In fact, many of us have had the experience of creating a fun activity for teaching a particular set of vocabulary words that was quite successful and well-received at the time. However, the same strategy for a different set of words at a different time did not prove to be as successful. Using educational research to guide instruction allows us to discover what works most of the time in the learning setting. This portfolio will be such a guide.

    The portfolio must contain entries from 5 research articles from peer-reviewed sources and other exemplary sources such as national research grants. The entries should cover the following topics:

    (1) the efficacy of specific teaching strategies for any of the essential elements of reading instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension) and writing instruction

    (2) effective teaching strategies for ELLs

    (3) effective teaching strategies for struggling readers

    (4) grouping configurations

    (5) reading materials and/or assessments for K-6 students.

    Each entry must contain the following components:

    · Bibliographic Entry (APA format)

    · Summary – Summarize the research article in 1 page or less. Include the researchers/organization, sample, method, results, and discussion.

    · Evaluation – Evaluate the research in 1/2 to 1 page as it would apply to your teaching setting. Compare the sample and strategy with your students and predict how the strategy would impact your classroom.

    · Implications for planning and teaching – Discuss in 1 page how the results of the research have informed you about literacy instruction. In other words, what will you do with the new information you have gained? How will the information change your instructional practices? Who will benefit or suffer harm from the researched strategy and how will you mediate the impact?

    Since this assignment will serve as a research-base for your own instruction,
    **at least 2 of the portfolio entries must be reflected in the lesson that is taught during this course**. Thus, appropriate instructional strategies/materials in your lesson plans must include explicit references (footnotes, citations, etc.) to at least 2 of the research articles in your portfolio.

    The portfolio will be graded according the following scale:

    Bibliographic Entries are correct……………………………………………………. 2

    Summaries accurately represent the articles…………………………………………. 8

    Evaluations are justified and reflect reputable standards ..…………………………..10

    Implications for planning and instruction represent evidence-based literacy instruction…………………………………………………….………..……………..20 _______

    Total 40

    **Sample1CRD624ResearchPortfolio1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sample1crd624researchportfolio1-docx)

  • [Solved] see attached

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    Executive Solution Overview

    – 2 years ago **files (2)** – ## Unit10soap.doc – ## Unit9SOAPNotePost-TraumaticStressDisorderPTSD.docx **## Unit10soap.doc** Unit 10soap – Clinical SOAP Note on Oppositional defiant disorder. Use attached example ![image1.png](https://www.sweetstudy.com/questions/see-attached-20889991) **## Unit9SO…

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    – 2 years ago

    **files (2)**

    – ## Unit10soap.doc

    – ## Unit9SOAPNotePost-TraumaticStressDisorderPTSD.docx

    **## Unit10soap.doc**

    Unit 10soap – Clinical SOAP Note on Oppositional defiant disorder. Use attached example

    ![image1.png](https://www.sweetstudy.com/questions/see-attached-20889991)

    **## Unit9SOAPNotePost-TraumaticStressDisorderPTSD.docx**

    2

    **Unit 9 SOAP Note Post-Traumatic Stress Disorder (PTSD)**

    **SOAP Note: Post-Traumatic Stress Disorder (PTSD)**

    **Subjective:**

    Chief complaint (in patient's own words): "I can't sleep at night. I keep having these terrible nightmares about the car accident, and I'm always on edge."

    History of present illness: The patient is a 35-year-old male who presents with symptoms of PTSD following a severe car accident 6 months ago. He has stated that he suffers from intrusive thoughts, flashbacks, and nightmares about the accident. The patient says she feels always nervous and always on the alert, especially when driving or being a passenger in a car. He does not drive anymore and has missed several days at work because of his symptoms. The patient states that they have problems falling asleep and maintaining it, and they get only 3-4 hours of sleep per night. He also refers to desensitization and social isolation from his family and friends. (American Psychiatric Association, 2013).

    **Current Medications:**

    · 50 mg of sertraline every day (begun three months ago)

    · 1 mg of prazosin taken before bed (begun 1 month ago)

    **Allergies:** No known drug allergies

    **Past Medical History:**

    – Mild traumatic brain injury from the car accident (resolved)

    – Hypertension (controlled with diet and exercise)

    **Past Psychiatric History**: No history of mental illness diagnosis or treatment

    **Family History:** father who has a history of alcoholism

    **Relevant personal and social history:** The patient has two children, ages eight and ten, and is married. He works as an accountant but has been struggling to maintain his performance due to concentration difficulties and missed workdays. He reports increased tension in his marriage due to emotional withdrawal and irritability. The patient denies any history of substance abuse but mentions having 2-3 alcoholic drinks per night to "help fall asleep." This level of alcohol consumption may interfere with PTSD treatment and exacerbate symptoms (Lancaster et al., 2016).

    **Objective:**

    **Vitals:** BP 138/88, HR 82, RR 18, Temp 98.4°F

    **ROS:** Positive for sleep disturbance, anxiety, and concentration difficulties as described above. Otherwise, negative.

    **Mental Status Exam:**

    – Appearance: Well-groomed, appropriate attire

    – Behavior: Tense, hypervigilant

    – Speech: Normal rate and volume

    – Mood: "Anxious and on edge"

    – Affect: Constricted, anxious

    – Thought Process: Linear and goal-directed

    – Thought Content: Preoccupation with accident, no current suicidal or homicidal ideation

    – Perceptions: No hallucinations

    – Cognition: Alert and oriented x4, intact attention and concentration

    – Insight: Good

    – Judgment: Fair

    **Psychiatric Screening Measures:**

    – PCL-5 (PTSD Checklist for DSM-5): Score 58 (indicating severe PTSD symptoms)

    – PHQ-9 (Patient Health Questionnaire-9): Score 14 (indicating moderate depression)

    – GAD-7 (Generalized Anxiety Disorder-7): Score 16 (indicating severe anxiety)

    These screening measures support the clinical presentation and aid in diagnosis and treatment planning (Watkins et al., 2018).

    **Assessment:**

    **Primary Diagnosis**: Post-Traumatic Stress Disorder (F43.10)

    **DSM-5 Criteria Met:**

    A. Exposure to actual death or threatened death in a motor vehicle accident

    B. Presence of intrusion symptoms (recurrent distressing memories, nightmares, flashbacks)

    C. Persistent avoidance of stimuli associated with the trauma (avoiding driving, thoughts about the accident)

    D. Negative alterations in cognitions and mood (feeling detached from others, persistent negative emotional state)

    E. Marked alterations in arousal and reactivity (hypervigilance, sleep disturbance, irritability)

    F. Duration of disturbance is more than 1 month

    G. The disturbance causes clinically significant distress and impairment in social and occupational functioning

    H. The disturbance is not attributable to the physiological effects of a substance or another medical condition

    (American Psychiatric Association, 2013)

    **Differential Diagnoses:**

    1. Adjustment Disorder with Mixed Anxiety and Depressed Mood

    2. Major Depressive Disorder

    3. Generalized Anxiety Disorder

    **Potential Obstacles to Treatment:**

    – Avoidance behaviors reinforcing symptoms

    – Alcohol use potentially interfering with treatment effectiveness

    – Work-related stress and potential job insecurity

    – Marital strain due to PTSD symptoms

    **Plan:**

    1.
    **Medication Management:**

    · Increase Sertraline to 100 mg daily for 4 weeks, then reassess. This adjustment is based on evidence supporting the efficacy of SSRIs in PTSD treatment (Friedman, 2019).

    · Continue Prazosin 1 mg at bedtime for nightmares

    · Discuss risks of alcohol use with current medications and recommend gradual reduction

    **2. Psychotherapy:**

    · Refer for Cognitive Processing Therapy (CPT) or Prolonged Exposure (PE) therapy, weekly sessions for 12 weeks. These evidence-based treatments have shown significant efficacy in reducing PTSD symptoms (Watkins et al., 2018).

    · Provide psychoeducation on PTSD and its treatment

    **3. Behavioral Interventions:**

    · Teach and practice grounding techniques for managing flashbacks and anxiety

    · Encourage gradual exposure to driving-related stimuli using a hierarchical approach

    · Implement sleep hygiene measures and stimulus control therapy for insomnia

    **4. Supportive Measures:**

    · Refer to a PTSD support group

    · Recommend family therapy to address marital strain and improve family support

    · Provide resources for workplace accommodations if needed

    **5. Substance Use:**

    · Educate on risks of alcohol use for PTSD symptoms and sleep

    · Recommend gradual reduction of alcohol intake

    · Consider referral to substance abuse counselor if unable to reduce independently

    · (Lancaster et al., 2016)

    **6. Follow-up and Monitoring:**

    · Schedule follow-up appointment in 2 weeks to assess medication response and side effects

    · Obtain baseline liver function tests and lipid panel

    · Reassess PCL-5, PHQ-9, and GAD-7 scores at each visit to track symptom improvement

    · Coordinate care with therapist and other providers

    **7. Safety Planning:**

    · Develop a crisis plan, including coping strategies and emergency contacts

    · Assess for suicidal ideation at each visit

    · Provide crisis hotline information

    **8. Patient Education:**

    · Provide written materials on PTSD, treatment options, and coping strategies

    · Discuss importance of medication adherence and potential side effects

    · Encourage lifestyle modifications: regular exercise, stress reduction techniques, and healthy sleep habits

    This comprehensive treatment plan addresses the multifaceted nature of PTSD and incorporates evidence-based interventions across pharmacological, psychological, and behavioral domains (Friedman, 2019; Watkins et al., 2018).

    **Prognosis**: With adherence to the treatment plan, including medication management and evidence-based psychotherapy, the prognosis for symptom reduction and improved functioning is generally good. However, the patient's alcohol use and avoidance behaviors may complicate treatment. Further and changes in the strategy of the treatment will be essential for the best outcomes.

    **References**

    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

    Friedman, M. J. (2019). PTSD: Pharmacotherapeutic approaches. Current Psychiatry Reports, 21(12), 1-9.

    Lancaster, C. L., Teeters, J. B., Gros, D. F., & Back, S. E. (2016). Posttraumatic stress disorder: Overview of evidence-based assessment and treatment. Journal of Clinical Medicine, 5(11), 105.

    Watkins, L. E., Sprang, K. R., & Rothbaum, B. O. (2018). Treating PTSD: A review of evidence-based psychotherapy interventions. Frontiers in Behavioral Neuroscience, 12, 258.

    **## Unit9SOAPNotePost-TraumaticStressDisorderPTSD.docx**

    2

    **Unit 9 SOAP Note Post-Traumatic Stress Disorder (PTSD)**

    **SOAP Note: Post-Traumatic Stress Disorder (PTSD)**

    **Subjective:**

    Chief complaint (in patient's own words): "I can't sleep at night. I keep having these terrible nightmares about the car accident, and I'm always on edge."

    History of present illness: The patient is a 35-year-old male who presents with symptoms of PTSD following a severe car accident 6 months ago. He has stated that he suffers from intrusive thoughts, flashbacks, and nightmares about the accident. The patient says she feels always nervous and always on the alert, especially when driving or being a passenger in a car. He does not drive anymore and has missed several days at work because of his symptoms. The patient states that they have problems falling asleep and maintaining it, and they get only 3-4 hours of sleep per night. He also refers to desensitization and social isolation from his family and friends. (American Psychiatric Association, 2013).

    **Current Medications:**

    · 50 mg of sertraline every day (begun three months ago)

    · 1 mg of prazosin taken before bed (begun 1 month ago)

    **Allergies:** No known drug allergies

    **Past Medical History:**

    – Mild traumatic brain injury from the car accident (resolved)

    – Hypertension (controlled with diet and exercise)

    **Past Psychiatric History**: No history of mental illness diagnosis or treatment

    **Family History:** father who has a history of alcoholism

    **Relevant personal and social history:** The patient has two children, ages eight and ten, and is married. He works as an accountant but has been struggling to maintain his performance due to concentration difficulties and missed workdays. He reports increased tension in his marriage due to emotional withdrawal and irritability. The patient denies any history of substance abuse but mentions having 2-3 alcoholic drinks per night to "help fall asleep." This level of alcohol consumption may interfere with PTSD treatment and exacerbate symptoms (Lancaster et al., 2016).

    **Objective:**

    **Vitals:** BP 138/88, HR 82, RR 18, Temp 98.4°F

    **ROS:** Positive for sleep disturbance, anxiety, and concentration difficulties as described above. Otherwise, negative.

    **Mental Status Exam:**

    – Appearance: Well-groomed, appropriate attire

    – Behavior: Tense, hypervigilant

    – Speech: Normal rate and volume

    – Mood: "Anxious and on edge"

    – Affect: Constricted, anxious

    – Thought Process: Linear and goal-directed

    – Thought Content: Preoccupation with accident, no current suicidal or homicidal ideation

    – Perceptions: No hallucinations

    – Cognition: Alert and oriented x4, intact attention and concentration

    – Insight: Good

    – Judgment: Fair

    **Psychiatric Screening Measures:**

    – PCL-5 (PTSD Checklist for DSM-5): Score 58 (indicating severe PTSD symptoms)

    – PHQ-9 (Patient Health Questionnaire-9): Score 14 (indicating moderate depression)

    – GAD-7 (Generalized Anxiety Disorder-7): Score 16 (indicating severe anxiety)

    These screening measures support the clinical presentation and aid in diagnosis and treatment planning (Watkins et al., 2018).

    **Assessment:**

    **Primary Diagnosis**: Post-Traumatic Stress Disorder (F43.10)

    **DSM-5 Criteria Met:**

    A. Exposure to actual death or threatened death in a motor vehicle accident

    B. Presence of intrusion symptoms (recurrent distressing memories, nightmares, flashbacks)

    C. Persistent avoidance of stimuli associated with the trauma (avoiding driving, thoughts about the accident)

    D. Negative alterations in cognitions and mood (feeling detached from others, persistent negative emotional state)

    E. Marked alterations in arousal and reactivity (hypervigilance, sleep disturbance, irritability)

    F. Duration of disturbance is more than 1 month

    G. The disturbance causes clinically significant distress and impairment in social and occupational functioning

    H. The disturbance is not attributable to the physiological effects of a substance or another medical condition

    (American Psychiatric Association, 2013)

    **Differential Diagnoses:**

    1. Adjustment Disorder with Mixed Anxiety and Depressed Mood

    2. Major Depressive Disorder

    3. Generalized Anxiety Disorder

    **Potential Obstacles to Treatment:**

    – Avoidance behaviors reinforcing symptoms

    – Alcohol use potentially interfering with treatment effectiveness

    – Work-related stress and potential job insecurity

    – Marital strain due to PTSD symptoms

    **Plan:**

    1.
    **Medication Management:**

    · Increase Sertraline to 100 mg daily for 4 weeks, then reassess. This adjustment is based on evidence supporting the efficacy of SSRIs in PTSD treatment (Friedman, 2019).

    · Continue Prazosin 1 mg at bedtime for nightmares

    · Discuss risks of alcohol use with current medications and recommend gradual reduction

    **2. Psychotherapy:**

    · Refer for Cognitive Processing Therapy (CPT) or Prolonged Exposure (PE) therapy, weekly sessions for 12 weeks. These evidence-based treatments have shown significant efficacy in reducing PTSD symptoms (Watkins et al., 2018).

    · Provide psychoeducation on PTSD and its treatment

    **3. Behavioral Interventions:**

    · Teach and practice grounding techniques for managing flashbacks and anxiety

    · Encourage gradual exposure to driving-related stimuli using a hierarchical approach

    · Implement sleep hygiene measures and stimulus control therapy for insomnia

    **4. Supportive Measures:**

    · Refer to a PTSD support group

    · Recommend family therapy to address marital strain and improve family support

    · Provide resources for workplace accommodations if needed

    **5. Substance Use:**

    · Educate on risks of alcohol use for PTSD symptoms and sleep

    · Recommend gradual reduction of alcohol intake

    · Consider referral to substance abuse counselor if unable to reduce independently

    · (Lancaster et al., 2016)

    **6. Follow-up and Monitoring:**

    · Schedule follow-up appointment in 2 weeks to assess medication response and side effects

    · Obtain baseline liver function tests and lipid panel

    · Reassess PCL-5, PHQ-9, and GAD-7 scores at each visit to track symptom improvement

    · Coordinate care with therapist and other providers

    **7. Safety Planning:**

    · Develop a crisis plan, including coping strategies and emergency contacts

    · Assess for suicidal ideation at each visit

    · Provide crisis hotline information

    **8. Patient Education:**

    · Provide written materials on PTSD, treatment options, and coping strategies

    · Discuss importance of medication adherence and potential side effects

    · Encourage lifestyle modifications: regular exercise, stress reduction techniques, and healthy sleep habits

    This comprehensive treatment plan addresses the multifaceted nature of PTSD and incorporates evidence-based interventions across pharmacological, psychological, and behavioral domains (Friedman, 2019; Watkins et al., 2018).

    **Prognosis**: With adherence to the treatment plan, including medication management and evidence-based psychotherapy, the prognosis for symptom reduction and improved functioning is generally good. However, the patient's alcohol use and avoidance behaviors may complicate treatment. Further and changes in the strategy of the treatment will be essential for the best outcomes.

    **References**

    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

    Friedman, M. J. (2019). PTSD: Pharmacotherapeutic approaches. Current Psychiatry Reports, 21(12), 1-9.

    Lancaster, C. L., Teeters, J. B., Gros, D. F., & Back, S. E. (2016). Posttraumatic stress disorder: Overview of evidence-based assessment and treatment. Journal of Clinical Medicine, 5(11), 105.

    Watkins, L. E., Sprang, K. R., & Rothbaum, B. O. (2018). Treating PTSD: A review of evidence-based psychotherapy interventions. Frontiers in Behavioral Neuroscience, 12, 258.

    **## Unit10soap.doc**

    Unit 10soap – Clinical SOAP Note on Oppositional defiant disorder. Use attached example

    ![image1.png](https://www.sweetstudy.com/questions/see-attached-20889991)

    **## Unit9SOAPNotePost-TraumaticStressDisorderPTSD.docx**

    2

    **Unit 9 SOAP Note Post-Traumatic Stress Disorder (PTSD)**

    **SOAP Note: Post-Traumatic Stress Disorder (PTSD)**

    **Subjective:**

    Chief complaint (in patient's own words): "I can't sleep at night. I keep having these terrible nightmares about the car accident, and I'm always on edge."

    History of present illness: The patient is a 35-year-old male who presents with symptoms of PTSD following a severe car accident 6 months ago. He has stated that he suffers from intrusive thoughts, flashbacks, and nightmares about the accident. The patient says she feels always nervous and always on the alert, especially when driving or being a passenger in a car. He does not drive anymore and has missed several days at work because of his symptoms. The patient states that they have problems falling asleep and maintaining it, and they get only 3-4 hours of sleep per night. He also refers to desensitization and social isolation from his family and friends. (American Psychiatric Association, 2013).

    **Current Medications:**

    · 50 mg of sertraline every day (begun three months ago)

    · 1 mg of prazosin taken before bed (begun 1 month ago)

    **Allergies:** No known drug allergies

    **Past Medical History:**

    – Mild traumatic brain injury from the car accident (resolved)

    – Hypertension (controlled with diet and exercise)

    **Past Psychiatric History**: No history of mental illness diagnosis or treatment

    **Family History:** father who has a history of alcoholism

    **Relevant personal and social history:** The patient has two children, ages eight and ten, and is married. He works as an accountant but has been struggling to maintain his performance due to concentration difficulties and missed workdays. He reports increased tension in his marriage due to emotional withdrawal and irritability. The patient denies any history of substance abuse but mentions having 2-3 alcoholic drinks per night to "help fall asleep." This level of alcohol consumption may interfere with PTSD treatment and exacerbate symptoms (Lancaster et al., 2016).

    **Objective:**

    **Vitals:** BP 138/88, HR 82, RR 18, Temp 98.4°F

    **ROS:** Positive for sleep disturbance, anxiety, and concentration difficulties as described above. Otherwise, negative.

    **Mental Status Exam:**

    – Appearance: Well-groomed, appropriate attire

    – Behavior: Tense, hypervigilant

    – Speech: Normal rate and volume

    – Mood: "Anxious and on edge"

    – Affect: Constricted, anxious

    – Thought Process: Linear and goal-directed

    – Thought Content: Preoccupation with accident, no current suicidal or homicidal ideation

    – Perceptions: No hallucinations

    – Cognition: Alert and oriented x4, intact attention and concentration

    – Insight: Good

    – Judgment: Fair

    **Psychiatric Screening Measures:**

    – PCL-5 (PTSD Checklist for DSM-5): Score 58 (indicating severe PTSD symptoms)

    – PHQ-9 (Patient Health Questionnaire-9): Score 14 (indicating moderate depression)

    – GAD-7 (Generalized Anxiety Disorder-7): Score 16 (indicating severe anxiety)

    These screening measures support the clinical presentation and aid in diagnosis and treatment planning (Watkins et al., 2018).

    **Assessment:**

    **Primary Diagnosis**: Post-Traumatic Stress Disorder (F43.10)

    **DSM-5 Criteria Met:**

    A. Exposure to actual death or threatened death in a motor vehicle accident

    B. Presence of intrusion symptoms (recurrent distressing memories, nightmares, flashbacks)

    C. Persistent avoidance of stimuli associated with the trauma (avoiding driving, thoughts about the accident)

    D. Negative alterations in cognitions and mood (feeling detached from others, persistent negative emotional state)

    E. Marked alterations in arousal and reactivity (hypervigilance, sleep disturbance, irritability)

    F. Duration of disturbance is more than 1 month

    G. The disturbance causes clinically significant distress and impairment in social and occupational functioning

    H. The disturbance is not attributable to the physiological effects of a substance or another medical condition

    (American Psychiatric Association, 2013)

    **Differential Diagnoses:**

    1. Adjustment Disorder with Mixed Anxiety and Depressed Mood

    2. Major Depressive Disorder

    3. Generalized Anxiety Disorder

    **Potential Obstacles to Treatment:**

    – Avoidance behaviors reinforcing symptoms

    – Alcohol use potentially interfering with treatment effectiveness

    – Work-related stress and potential job insecurity

    – Marital strain due to PTSD symptoms

    **Plan:**

    1.
    **Medication Management:**

    · Increase Sertraline to 100 mg daily for 4 weeks, then reassess. This adjustment is based on evidence supporting the efficacy of SSRIs in PTSD treatment (Friedman, 2019).

    · Continue Prazosin 1 mg at bedtime for nightmares

    · Discuss risks of alcohol use with current medications and recommend gradual reduction

    **2. Psychotherapy:**

    · Refer for Cognitive Processing Therapy (CPT) or Prolonged Exposure (PE) therapy, weekly sessions for 12 weeks. These evidence-based treatments have shown significant efficacy in reducing PTSD symptoms (Watkins et al., 2018).

    · Provide psychoeducation on PTSD and its treatment

    **3. Behavioral Interventions:**

    · Teach and practice grounding techniques for managing flashbacks and anxiety

    · Encourage gradual exposure to driving-related stimuli using a hierarchical approach

    · Implement sleep hygiene measures and stimulus control therapy for insomnia

    **4. Supportive Measures:**

    · Refer to a PTSD support group

    · Recommend family therapy to address marital strain and improve family support

    · Provide resources for workplace accommodations if needed

    **5. Substance Use:**

    · Educate on risks of alcohol use for PTSD symptoms and sleep

    · Recommend gradual reduction of alcohol intake

    · Consider referral to substance abuse counselor if unable to reduce independently

    · (Lancaster et al., 2016)

    **6. Follow-up and Monitoring:**

    · Schedule follow-up appointment in 2 weeks to assess medication response and side effects

    · Obtain baseline liver function tests and lipid panel

    · Reassess PCL-5, PHQ-9, and GAD-7 scores at each visit to track symptom improvement

    · Coordinate care with therapist and other providers

    **7. Safety Planning:**

    · Develop a crisis plan, including coping strategies and emergency contacts

    · Assess for suicidal ideation at each visit

    · Provide crisis hotline information

    **8. Patient Education:**

    · Provide written materials on PTSD, treatment options, and coping strategies

    · Discuss importance of medication adherence and potential side effects

    · Encourage lifestyle modifications: regular exercise, stress reduction techniques, and healthy sleep habits

    This comprehensive treatment plan addresses the multifaceted nature of PTSD and incorporates evidence-based interventions across pharmacological, psychological, and behavioral domains (Friedman, 2019; Watkins et al., 2018).

    **Prognosis**: With adherence to the treatment plan, including medication management and evidence-based psychotherapy, the prognosis for symptom reduction and improved functioning is generally good. However, the patient's alcohol use and avoidance behaviors may complicate treatment. Further and changes in the strategy of the treatment will be essential for the best outcomes.

    **References**

    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

    Friedman, M. J. (2019). PTSD: Pharmacotherapeutic approaches. Current Psychiatry Reports, 21(12), 1-9.

    Lancaster, C. L., Teeters, J. B., Gros, D. F., & Back, S. E. (2016). Posttraumatic stress disorder: Overview of evidence-based assessment and treatment. Journal of Clinical Medicine, 5(11), 105.

    Watkins, L. E., Sprang, K. R., & Rothbaum, B. O. (2018). Treating PTSD: A review of evidence-based psychotherapy interventions. Frontiers in Behavioral Neuroscience, 12, 258.

    **## Unit10soap.doc**

    Unit 10soap – Clinical SOAP Note on Oppositional defiant disorder. Use attached example

    ![image1.png](https://www.sweetstudy.com/questions/see-attached-20889991)

    **## Unit9SOAPNotePost-TraumaticStressDisorderPTSD.docx**

    2

    **Unit 9 SOAP Note Post-Traumatic Stress Disorder (PTSD)**

    **SOAP Note: Post-Traumatic Stress Disorder (PTSD)**

    **Subjective:**

    Chief complaint (in patient's own words): "I can't sleep at night. I keep having these terrible nightmares about the car accident, and I'm always on edge."

    History of present illness: The patient is a 35-year-old male who presents with symptoms of PTSD following a severe car accident 6 months ago. He has stated that he suffers from intrusive thoughts, flashbacks, and nightmares about the accident. The patient says she feels always nervous and always on the alert, especially when driving or being a passenger in a car. He does not drive anymore and has missed several days at work because of his symptoms. The patient states that they have problems falling asleep and maintaining it, and they get only 3-4 hours of sleep per night. He also refers to desensitization and social isolation from his family and friends. (American Psychiatric Association, 2013).

    **Current Medications:**

    · 50 mg of sertraline every day (begun three months ago)

    · 1 mg of prazosin taken before bed (begun 1 month ago)

    **Allergies:** No known drug allergies

    **Past Medical History:**

    – Mild traumatic brain injury from the car accident (resolved)

    – Hypertension (controlled with diet and exercise)

    **Past Psychiatric History**: No history of mental illness diagnosis or treatment

    **Family History:** father who has a history of alcoholism

    **Relevant personal and social history:** The patient has two children, ages eight and ten, and is married. He works as an accountant but has been struggling to maintain his performance due to concentration difficulties and missed workdays. He reports increased tension in his marriage due to emotional withdrawal and irritability. The patient denies any history of substance abuse but mentions having 2-3 alcoholic drinks per night to "help fall asleep." This level of alcohol consumption may interfere with PTSD treatment and exacerbate symptoms (Lancaster et al., 2016).

    **Objective:**

    **Vitals:** BP 138/88, HR 82, RR 18, Temp 98.4°F

    **ROS:** Positive for sleep disturbance, anxiety, and concentration difficulties as described above. Otherwise, negative.

    **Mental Status Exam:**

    – Appearance: Well-groomed, appropriate attire

    – Behavior: Tense, hypervigilant

    – Speech: Normal rate and volume

    – Mood: "Anxious and on edge"

    – Affect: Constricted, anxious

    – Thought Process: Linear and goal-directed

    – Thought Content: Preoccupation with accident, no current suicidal or homicidal ideation

    – Perceptions: No hallucinations

    – Cognition: Alert and oriented x4, intact attention and concentration

    – Insight: Good

    – Judgment: Fair

    **Psychiatric Screening Measures:**

    – PCL-5 (PTSD Checklist for DSM-5): Score 58 (indicating severe PTSD symptoms)

    – PHQ-9 (Patient Health Questionnaire-9): Score 14 (indicating moderate depression)

    – GAD-7 (Generalized Anxiety Disorder-7): Score 16 (indicating severe anxiety)

    These screening measures support the clinical presentation and aid in diagnosis and treatment planning (Watkins et al., 2018).

    **Assessment:**

    **Primary Diagnosis**: Post-Traumatic Stress Disorder (F43.10)

    **DSM-5 Criteria Met:**

    A. Exposure to actual death or threatened death in a motor vehicle accident

    B. Presence of intrusion symptoms (recurrent distressing memories, nightmares, flashbacks)

    C. Persistent avoidance of stimuli associated with the trauma (avoiding driving, thoughts about the accident)

    D. Negative alterations in cognitions and mood (feeling detached from others, persistent negative emotional state)

    E. Marked alterations in arousal and reactivity (hypervigilance, sleep disturbance, irritability)

    F. Duration of disturbance is more than 1 month

    G. The disturbance causes clinically significant distress and impairment in social and occupational functioning

    H. The disturbance is not attributable to the physiological effects of a substance or another medical condition

    (American Psychiatric Association, 2013)

    **Differential Diagnoses:**

    1. Adjustment Disorder with Mixed Anxiety and Depressed Mood

    2. Major Depressive Disorder

    3. Generalized Anxiety Disorder

    **Potential Obstacles to Treatment:**

    – Avoidance behaviors reinforcing symptoms

    – Alcohol use potentially interfering with treatment effectiveness

    – Work-related stress and potential job insecurity

    – Marital strain due to PTSD symptoms

    **Plan:**

    1.
    **Medication Management:**

    · Increase Sertraline to 100 mg daily for 4 weeks, then reassess. This adjustment is based on evidence supporting the efficacy of SSRIs in PTSD treatment (Friedman, 2019).

    · Continue Prazosin 1 mg at bedtime for nightmares

    · Discuss risks of alcohol use with current medications and recommend gradual reduction

    **2. Psychotherapy:**

    · Refer for Cognitive Processing Therapy (CPT) or Prolonged Exposure (PE) therapy, weekly sessions for 12 weeks. These evidence-based treatments have shown significant efficacy in reducing PTSD symptoms (Watkins et al., 2018).

    · Provide psychoeducation on PTSD and its treatment

    **3. Behavioral Interventions:**

    · Teach and practice grounding techniques for managing flashbacks and anxiety

    · Encourage gradual exposure to driving-related stimuli using a hierarchical approach

    · Implement sleep hygiene measures and stimulus control therapy for insomnia

    **4. Supportive Measures:**

    · Refer to a PTSD support group

    · Recommend family therapy to address marital strain and improve family support

    · Provide resources for workplace accommodations if needed

    **5. Substance Use:**

    · Educate on risks of alcohol use for PTSD symptoms and sleep

    · Recommend gradual reduction of alcohol intake

    · Consider referral to substance abuse counselor if unable to reduce independently

    · (Lancaster et al., 2016)

    **6. Follow-up and Monitoring:**

    · Schedule follow-up appointment in 2 weeks to assess medication response and side effects

    · Obtain baseline liver function tests and lipid panel

    · Reassess PCL-5, PHQ-9, and GAD-7 scores at each visit to track symptom improvement

    · Coordinate care with therapist and other providers

    **7. Safety Planning:**

    · Develop a crisis plan, including coping strategies and emergency contacts

    · Assess for suicidal ideation at each visit

    · Provide crisis hotline information

    **8. Patient Education:**

    · Provide written materials on PTSD, treatment options, and coping strategies

    · Discuss importance of medication adherence and potential side effects

    · Encourage lifestyle modifications: regular exercise, stress reduction techniques, and healthy sleep habits

    This comprehensive treatment plan addresses the multifaceted nature of PTSD and incorporates evidence-based interventions across pharmacological, psychological, and behavioral domains (Friedman, 2019; Watkins et al., 2018).

    **Prognosis**: With adherence to the treatment plan, including medication management and evidence-based psychotherapy, the prognosis for symptom reduction and improved functioning is generally good. However, the patient's alcohol use and avoidance behaviors may complicate treatment. Further and changes in the strategy of the treatment will be essential for the best outcomes.

    **References**

    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

    Friedman, M. J. (2019). PTSD: Pharmacotherapeutic approaches. Current Psychiatry Reports, 21(12), 1-9.

    Lancaster, C. L., Teeters, J. B., Gros, D. F., & Back, S. E. (2016). Posttraumatic stress disorder: Overview of evidence-based assessment and treatment. Journal of Clinical Medicine, 5(11), 105.

    Watkins, L. E., Sprang, K. R., & Rothbaum, B. O. (2018). Treating PTSD: A review of evidence-based psychotherapy interventions. Frontiers in Behavioral Neuroscience, 12, 258.

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    – 2 years ago **files (1)** – ## Unit10p.doc **## Unit10p.doc** Unit 10-Crisis Management Presentation. 1000 words 4 references. Include state regulation when indicated. Instructions You have been working as an outpatient psychiatric nurse practitioner in a busy office for about 6 months. You have a…

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    – 2 years ago

    **files (1)**

    – ## Unit10p.doc

    **## Unit10p.doc**

    Unit 10-Crisis Management Presentation. 1000 words 4 references. Include state regulation when indicated.

    Instructions

    You have been working as an outpatient psychiatric nurse practitioner in a busy office for about 6 months. You have a few patients that you know quite well by this point and a few that you are getting to know.
    **Use bullet notes in a word document to complete presentation for each patient pay attention to sates of North Carolina rules and laws regarding each patient. Use grading rubric below.**

    Include a word document of references utilized in your video, in 7th edition APA formatting. Utilize resources for help with proper formatting.

    Patient 1

    A 45-year-old male who has been married for 15 years with 2 children. He has a history of MDD and pornography addiction which has been dealt with through therapy. This addiction had caused some trouble in the marriage but for the past 5 years, things have been going well in the marriage and patient denied looking at porn. MDD symptoms started in his 20s and have been well managed with citalopram (Celexa) 20mg daily. He comes in today visibly upset. He reports his wife has been cheating on him for 2 years and he found out when he came home from work to find his wife and kids gone, a note that detailed her infidelity and she took the children to live with the man she has been cheating with. Divorce proceedings are in effect. He states “I had no idea, I know I had my own problems but 2 years? I feel so stupid, I don’t know why I bothered improving myself, I don’t know how I can even go on. My work made me take some time off but I have continued to call in, I’m at risk of losing my job but I just can’t bring myself to go. The kids are my world and I haven’t even talked to them for a month”. You question him about suicidal or homicidal ideations and he replies that he has been suicidal since she left and has been drinking “at least a 6 pack” a night. He has had plans to shoot himself. When asked what is keeping him from acting on plans he said “My kids but I’m losing hope I’ll ever see or talk to them again”. What are your next steps?

    Patient 2

    A 19-year-old married female with a 2-month-old baby for her 4th visit. Her husband is present today. She presents today dressed more provocatively than you have seen her before. Her makeup is heavier than usual as well. The baby is in a carrier and is sleeping. She immediately starts discussing a video series on aliens she has been watching, her speech is rapid, loud, and tangential. She makes several looseness of associations between the video series and her baby. From her rambling, it sounds as if she believes the baby is an alien and she needs to take it to the desert and leave it on the mountain for the aliens to come and retrieve. She reports making plans to go camping with the baby and her husband this weekend. You question her about suicidal and homicidal ideations and she denies both. The husband states she has been acting “different” for a couple weeks, has never behaved like this before, and he is scared to leave her alone with the baby. She interjects that she knows the secret to world peace and giving their baby back to the aliens will accomplish it. What are your next steps?

    Complete this assignment and submit the Word documents and video links to this assignment dropbox by Sunday at 11:59 pm CT.

    Estimated time to complete: 4 hours

    ![image1.png](https://www.sweetstudy.com/questions/see-attached-20889989)

    ![image2.png](https://www.sweetstudy.com/questions/see-attached-20889989)

    **## Unit10p.doc**

    Unit 10-Crisis Management Presentation. 1000 words 4 references. Include state regulation when indicated.

    Instructions

    You have been working as an outpatient psychiatric nurse practitioner in a busy office for about 6 months. You have a few patients that you know quite well by this point and a few that you are getting to know.
    **Use bullet notes in a word document to complete presentation for each patient pay attention to sates of North Carolina rules and laws regarding each patient. Use grading rubric below.**

    Include a word document of references utilized in your video, in 7th edition APA formatting. Utilize resources for help with proper formatting.

    Patient 1

    A 45-year-old male who has been married for 15 years with 2 children. He has a history of MDD and pornography addiction which has been dealt with through therapy. This addiction had caused some trouble in the marriage but for the past 5 years, things have been going well in the marriage and patient denied looking at porn. MDD symptoms started in his 20s and have been well managed with citalopram (Celexa) 20mg daily. He comes in today visibly upset. He reports his wife has been cheating on him for 2 years and he found out when he came home from work to find his wife and kids gone, a note that detailed her infidelity and she took the children to live with the man she has been cheating with. Divorce proceedings are in effect. He states “I had no idea, I know I had my own problems but 2 years? I feel so stupid, I don’t know why I bothered improving myself, I don’t know how I can even go on. My work made me take some time off but I have continued to call in, I’m at risk of losing my job but I just can’t bring myself to go. The kids are my world and I haven’t even talked to them for a month”. You question him about suicidal or homicidal ideations and he replies that he has been suicidal since she left and has been drinking “at least a 6 pack” a night. He has had plans to shoot himself. When asked what is keeping him from acting on plans he said “My kids but I’m losing hope I’ll ever see or talk to them again”. What are your next steps?

    Patient 2

    A 19-year-old married female with a 2-month-old baby for her 4th visit. Her husband is present today. She presents today dressed more provocatively than you have seen her before. Her makeup is heavier than usual as well. The baby is in a carrier and is sleeping. She immediately starts discussing a video series on aliens she has been watching, her speech is rapid, loud, and tangential. She makes several looseness of associations between the video series and her baby. From her rambling, it sounds as if she believes the baby is an alien and she needs to take it to the desert and leave it on the mountain for the aliens to come and retrieve. She reports making plans to go camping with the baby and her husband this weekend. You question her about suicidal and homicidal ideations and she denies both. The husband states she has been acting “different” for a couple weeks, has never behaved like this before, and he is scared to leave her alone with the baby. She interjects that she knows the secret to world peace and giving their baby back to the aliens will accomplish it. What are your next steps?

    Complete this assignment and submit the Word documents and video links to this assignment dropbox by Sunday at 11:59 pm CT.

    Estimated time to complete: 4 hours

    ![image1.png](https://www.sweetstudy.com/questions/see-attached-20889989)

    ![image2.png](https://www.sweetstudy.com/questions/see-attached-20889989)

  • [Solved] see attached

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    due 3-10 – 2 years ago **files (1)** – ## Unit10.doc **## Unit10.doc** Unit 10- Clinical Journal Reflection. Due 3-10-25. 800-words. 4 scholarly references. Address the Following Items: 1. What are your outpatient facility and state policies regarding an inpatient hold in the state of North Carolin…

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    Assignment Prompt & Instructions

    due 3-10

    – 2 years ago

    **files (1)**

    – ## Unit10.doc

    **## Unit10.doc**

    Unit 10- Clinical Journal Reflection. Due 3-10-25. 800-words. 4 scholarly references.

    Address the Following Items:

    1. What are your outpatient facility and state policies regarding an inpatient hold in the state of North Carolina/NC?

    · Does the patient have to be suicidal/homicidal or are there other criteria to place someone on a hold?

    · How long are these holds for your state of NC and to have them extended what is required?

    · Think about either your current place of employment or current clinical site.

    2. What are some potential biases you may have with a patient making suicidal statements?

    · If you have dealt with this, how did it go? If you have not yet, how do you think it will go?

    Use the appropriate APA formatting with a minimum of 4 references to support your work.

    All components must be discussed to receive full credit as complete.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    Complete this assignment and submit it to this assignment dropbox by Sunday at 11:59 pm CT.

    ![image1.png](https://www.sweetstudy.com/questions/see-attached-20889981)

    **## Unit10.doc**

    Unit 10- Clinical Journal Reflection. Due 3-10-25. 800-words. 4 scholarly references.

    Address the Following Items:

    1. What are your outpatient facility and state policies regarding an inpatient hold in the state of North Carolina/NC?

    · Does the patient have to be suicidal/homicidal or are there other criteria to place someone on a hold?

    · How long are these holds for your state of NC and to have them extended what is required?

    · Think about either your current place of employment or current clinical site.

    2. What are some potential biases you may have with a patient making suicidal statements?

    · If you have dealt with this, how did it go? If you have not yet, how do you think it will go?

    Use the appropriate APA formatting with a minimum of 4 references to support your work.

    All components must be discussed to receive full credit as complete.

    **Note**:
    _Grades of Incomplete on this assignment will result in a clinical failure._

    Complete this assignment and submit it to this assignment dropbox by Sunday at 11:59 pm CT.

    ![image1.png](https://www.sweetstudy.com/questions/see-attached-20889981)

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