Tag: Model Answer

[Solved] Create an hypotthetical log hours

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**DNP Project Hours Log** – DNPEssentials.pdf **DNPEssentials.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnpessentials-pdf-10421113) **DNPEssentials.pdf** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnpe…

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**DNP Project Hours Log**

– DNPEssentials.pdf

**DNPEssentials.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnpessentials-pdf-10421113)

**DNPEssentials.pdf**

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November 5, 2026
[Solved] Nursing

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– ## DocumentationforSterileFieldLabCollection1.docx **## DocumentationforSterileFieldLabCollection1.docx** ![A blue and yellow logo Description automatically generated](https://www.sweetstudy.com/questions/nursing-20943661) **Documentation for Sterile Field & Lab Collection** **ADNG 1050 Foundation…

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Assignment Prompt & Instructions

– ## DocumentationforSterileFieldLabCollection1.docx

**## DocumentationforSterileFieldLabCollection1.docx**

![A blue and yellow logo Description automatically generated](https://www.sweetstudy.com/questions/nursing-20943661)

**Documentation for Sterile Field & Lab Collection**

**ADNG 1050 Foundations of Nursing Skills**

**Scenario:**
MRSA Surveillance Swab Collection

· Mr. James Reynolds is a 34-year-old admitted with pneumonia. He requires a nasal swab for MRSA screening per hospital admission protocol.

· As part of the facility’s infection control protocol, newly admitted patients with respiratory illness must be screened for
**nasal colonization of MRSA**. You are the student nurse assigned to collect the nasal swab using sterile technique. You must also set up a sterile field for supplies and maintain infection control procedures throughout.

**🗂️ Documentation**

📍
**To complete:** Upload this document to your computer & fill it out electronically (directly into the assignment)

📍
**To turn it in:** Re-upload it to the correct file/drop box in D2L.

\_\_\__________________________________________________________________________________

✍️
**1.** Write a
**DARP** note including:

**D: Data**

**A: Action**

**R: Response/Results**

**P: Plan**

🧑‍🏫
**2. Patient Education (Write as a Script) Keep short and to the point.**

**🔐 3. National Patient Safety Goal (NPSG) Choose 1 priority NPSG that is relevant to this scenario and tell us why in 1 paragraph.**

**NPSG Chosen:** **Why It Matters:**

**📝 4. Nursing Diagnosis & Care Plan**

**✅ 3-Part Nursing Diagnosis:**

**🎯 5. SMART Goal:**

**Student SMART goal:**

**🩹 List:**

·
2 Interventions to accomplish this goal

· Rationale for each intervention

· Evaluation for each intervention

1. Intervention:

· Rationale:

· Evaluation:

2. Intervention:

· Rationale:

· Evaluation:

**🎥Video Review:**

## image1.jpeg

**## DocumentationforSterileFieldLabCollection1.docx**

![A blue and yellow logo Description automatically generated](https://www.sweetstudy.com/questions/nursing-20943661)

**Documentation for Sterile Field & Lab Collection**

**ADNG 1050 Foundations of Nursing Skills**

**Scenario:**
MRSA Surveillance Swab Collection

· Mr. James Reynolds is a 34-year-old admitted with pneumonia. He requires a nasal swab for MRSA screening per hospital admission protocol.

· As part of the facility’s infection control protocol, newly admitted patients with respiratory illness must be screened for
**nasal colonization of MRSA**. You are the student nurse assigned to collect the nasal swab using sterile technique. You must also set up a sterile field for supplies and maintain infection control procedures throughout.

**🗂️ Documentation**

📍
**To complete:** Upload this document to your computer & fill it out electronically (directly into the assignment)

📍
**To turn it in:** Re-upload it to the correct file/drop box in D2L.

\_\_\__________________________________________________________________________________

✍️
**1.** Write a
**DARP** note including:

**D: Data**

**A: Action**

**R: Response/Results**

**P: Plan**

🧑‍🏫
**2. Patient Education (Write as a Script) Keep short and to the point.**

**🔐 3. National Patient Safety Goal (NPSG) Choose 1 priority NPSG that is relevant to this scenario and tell us why in 1 paragraph.**

**NPSG Chosen:** **Why It Matters:**

**📝 4. Nursing Diagnosis & Care Plan**

**✅ 3-Part Nursing Diagnosis:**

**🎯 5. SMART Goal:**

**Student SMART goal:**

**🩹 List:**

·
2 Interventions to accomplish this goal

· Rationale for each intervention

· Evaluation for each intervention

1. Intervention:

· Rationale:

· Evaluation:

2. Intervention:

· Rationale:

· Evaluation:

**🎥Video Review:**

## image1.jpeg

November 5, 2026
[Solved] IRB

✓ Verified Academic Solution Available

Executive Solution Overview

Please fill out accordingly – ## IRBexample.docx **## IRBexample.docx** 2 ![1c-SLUlogo-Word.wmf](https://www.sweetstudy.com/questions/irb-20943663) **Saint Leo University Institutional Review Board** **Application for IRB Review of Proposed Research*** **You may not begin your study until your IRB …

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Assignment Prompt & Instructions

Please fill out accordingly

– ## IRBexample.docx

**## IRBexample.docx**

2

![1c-SLUlogo-Word.wmf](https://www.sweetstudy.com/questions/irb-20943663)

**Saint Leo University Institutional Review Board**

**Application for IRB Review of Proposed Research***

**You may not begin your study until your IRB application is approved. Upon approval, your application will be open for one year. Applicants checking one or more items marked with an asterisk (*) in part 1, MUST complete parts 1 and 2.**

**Applicants NOT checking any of those items, only fill out Part 1.**

**Submit your IRB application as ONE Word doc. All documentation should go at the end of this application. Do not submit a document from a share drive.**

**PART 1 – TO BE FILLED BY ALL APPLICANTS**

**1.** Principal Investigator’s full name (
**ONE full name only**): Click or tap here to enter text.

**2.** Organization: Choose an item.

If other, Click or tap here to enter text.

**3.** Department: Click or tap here to enter text.

**4.** Program name: Click or tap here to enter text.

**5.** Program level: Choose an item.

**6.** Email address: Click or tap here to enter text.
**(NOTE: student email is in the form name@email.saintleo.edu)**

**7.** Local phone number: Click or tap here to enter text.

**8.** Co-investigator(s): Click or tap here to enter text.

**9.** Faculty advisor (if student research;
**ONE advisor’s name only**):Click or tap here to enter text.

**10.** Faculty advisor’s email address: Click or tap here to enter text.

**11.** Project title: Click or tap here to enter text.

**12.** Number of research projects that the listed PI has completed as Principal Investigator before the one proposed here: Choose an item.

**13.** Number of other research projects in which the listed PI has collected information on human subjects prior to the one proposed here: Choose an item.

**14.** Please describe the purpose(s) or goal(s) of your study. Include your research question(s) or hypothesis(es) if applicable. (limit response to 250 words)

Click or tap here to enter text.

**15.** Research methods (Check all that apply and attach all corresponding documentation for each method)

☐Survey(s) (attach questionnaire)

☐Interviews (attach questionnaire or interview guide)

☐Focus Group(s) (attach questions)

☐Experiment (attach description detailed in a protocol and any instruments used)

☐Participant observation (attach procedures)

☐Unobtrusive observation
(skip to item # 19)

☐Analysis of publicly available data. Identify all data being used: Click or tap here to enter text.
(skip to item # 19)

☐Analysis of private data that have already been collected (i.e., “archival” data)+ Click or tap here to enter text.
(skip to item # 19)

☐Other, specify: Click or tap here to enter text.

_+: For any non-public data, please include permission from the data holder._

_PLEASE NOTE:_

_1) For any research recruited or conducted within an organization or group a letter of authorization on letterhead with a wet signature is required from an authorized representative of this organization indicating that you have permission to conduct your research there. If this organization has its own IRB, provide proof of IRB approval._

_2) Be aware that the use of copyrighted material has to be authorized by the copyright holder._

**16.** Type of instrument(s) used (check all that apply):

☐Paper questionnaire, Survey, interview guide

☐Online questionnaire, Survey, interview guide

☐Experimental design (protocol must be attached)

☐None (note-taking)

☐Other, specify: Click or tap here to enter text.

**16a**. Will the data be linked to the individual participants’ identifying information (such as name, email address, social security number, video, picture, etc.)? This may include identifying information on the data collection instrument or keeping a list of names matched to codes used in the data.

☐ Yes*
**(complete section 2, marking “N/A” as needed – do not skip questions)**

☐ No, my data will not involve the manual collection of participants’ identifying information.

☐ No, my online survey will not collect participants’ identifying information. My online survey tool (i.e., Qualtrics, Survey Monkey, other) will employ the anonymous setting to avoid collecting any identifying information on study participants.

**17.** How long do you anticipate that it will take the participants to complete the research procedure(s)?

Click or tap here to enter text.

**18.** Number of participants: Click or tap here to enter text.

**19.** Types of participants (Check all that apply):

☐Adults (18 and older)

☐Elected officials

☐ Saint Leo students+

☐ Saint Leo University personnel++

☐Minors (under 18, includes Saint Leo students+ under 18)*

☐Individuals diagnosed with a mental disorder or illness*

☐Terminally ill patients*

☐Undocumented immigrants*

☐Convicted felons*

☐Other sensitive populations, specify*: Click or tap here to enter text.

_+ Requires recruitment materials to be included in item # 22._

_++ Requires additional permission from the VPAA prior to IRB review. Please see the instructions on our website._

**20.** Are you choosing participants from any specifically targeted categories?

☐No

☐ N/A, Unobtrusive observation as noted in item # 15

If yes, choose all those that apply

☐Race/ethnicity

☐Gender

☐Occupation

☐Age group

☐Military status

☐Other: Click or tap here to enter text.

**21.** Sampling strategy, choose all that apply:

☐ Convenience/availability

☐ Random/probability

☐ Snowball

☐Purposive/judgmental/theoretical

☐Other, specify: Click or tap here to enter text.

☐ Not Applicable. No sampling will be done (unobtrusive observation or existing data).

**22.** Recruitment strategy (Mark all that apply with an X):

☐ Individual contacts (in person, by phone, or by mail)

☐ Email announcements

☐ Public announcements (including through social media)

☐ Flyers

☐ Use of external agencies/groups

☐ Other, specify: Click or tap here to enter text.

☐ Not Applicable. Use of archived or private database.

+From #19 above, if using Saint Leo students, the recruitment statement will be as follows: Click or tap here to enter text.

**23.** Are any external agencies or groups providing approval for the recruitment or data collection of their employees or members (indicate any funders or organizations from which you obtain participants or their data)?

☐ No

☐ Yes

If yes, please provide the name of the agency/agencies: Click or tap here to enter text.

Note: A letter of authorization on letterhead with a wet signature by an authorized individual from the stated agency or group must also accompany the application.

**24.** What type of consent process will you use? (Choose all that apply)

☐Implied consent (attach template implied consent statement)

☐Informed consent form (attach template informed consent form)

☐Assent (attach template assent form or statement)

☐Other, specify: Click or tap here to enter text.

☐ Consent process not applicable. Research on publicly available data, archival or private database.

**25.** Data recording method (Mark all that apply with an X):

☐Electronic (online survey, email, blog, etc.)

☐Written (includes notes, participants filling out a paper questionnaire or survey)

☐Audio

☐ Video*

☐Photo*

☐Other, specify: Click or tap here to enter text.

☐Use of existing data

**26.** How will you store your data? (Check all that apply):

☐Locked file cabinet

☐Password-protected computer

☐Locked office

☐Locked safe

☐External database, provide name of database: Click or tap here to enter text.

☐Other, specify: Click or tap here to enter text.

**27.** How will you report your research? (Mark all that apply with an X)

☐Undergraduate Senior Thesis project

☐Master’s Thesis

☐Doctoral Dissertation

☐Class paper

☐In-class presentation

☐Public presentation

☐Publication

☐Report for an outside organization

☐Other, specify: Click or tap here to enter text.

**28.** Does the research involve any deception of the participants?

☐Yes*

☐No

**29.** Does the research involve any cost to participants?

☐Yes*

☐ No

**30.** Risk involved in participating in this research (Mark all that apply with an X):

See IRB website for a definition of minimal risk.

☐
**None above those incurred in daily life**

☐Physical injury, illness, or exposure to toxic or noxious substances*

☐Emotional or psychological harm*

☐Social (such as: embarrassment, damage to one’s reputation)*

☐Legal*

☐Financial*

☐Other, specify*: Click or tap here to enter text.

**PART 2 – TO BE FILLED BY APPLICANTS WHO CHECKED ONE OR MORE BOX(ES) FOR ITEMS FOLLOWED BY AN ASTERISK (*).**
**_If you didn’t check any boxes followed by an asterisk, please proceed to the PI Statement of Responsibility, and leave this section blank._**

Please provide
**_detailed_** answers to the questions below.

**1.** Describe the objective(s) of your study. What do you hope to accomplish?

Click or tap here to enter text.

**2.** What are the expected benefit(s) of your research to the participants themselves, to society, and/or to the academic community?

Click or tap here to enter text.

**3.** What type(s) of participants will you be using? Include any demographic information, such as age, gender, ethnicity, and any other social categories or groups that your research involves.

Click or tap here to enter text.

**4.** How will you contact and recruit participants for your study?

Click or tap here to enter text.

**5.** How will you secure informed consent from your participants?

Click or tap here to enter text.

**6.** Describe fully how you will collect, store, manage, analyze, and report your data. Include information regarding paper or electronic copies. If your data is linked or identifiable in any way, you must also describe how you will securely store your data and procedures for de-identification and study close out. If your data is collected electronically then you must also describe the program and security features that you will use.

Click or tap here to enter text.

**7.** How will you ensure participant anonymity or the confidentiality of the data during data collection, storage, analysis, and reporting? Please note that
anonymity means that no information that can identify participants is collected in the data, while
confidentiality means that such information is collected, but access to it is restricted.

Click or tap here to enter text.

**8.** Who will have access to the data? For what purposes?

Click or tap here to enter text.

**9.** How long will you keep the data, and why?

Click or tap here to enter text.

**10.** Describe fully any and all risks beyond those of daily life to which participants may be exposed as a result of participation in your study (legal, social, emotional, etc.).

Click or tap here to enter text.

**11.** How will you minimize the existing risk(s)?

Click or tap here to enter text.

**12.** If you answered “yes” to item #29 in Part 1 of the application, describe the nature of the participant deception and how you will debrief them.

Click or tap here to enter text.

**PI Statement of Responsibility**

**I, the Principal Investigator, certify that I have followed the guidelines as outlined in this application and in the instructions available on the IRB webpage, including (check all that apply):**

☐
I checked one or more item(s) followed with an asterisk
**(***)** and I have answered every single question in Part 2 of the application, leaving none blank

☐ I have provided an answer to every single question in Part 1 of the application, leaving none blank. I understand that incomplete applications will be returned without review.

☐ I am submitting this application, including all supplemental documents, as ONE Word document. I understand that any other type of submission will be returned without review.

☐ I have answered all questions truthfully. I understand that failure to do so will result in immediate revocation of any IRB approval, with the potential for further disciplinary action through my home institution.

☐
**I am including Saint Leo employees as research subjects** and have obtained the required approval from the Vice President of Academic Affairs to do so.

**If a student…**

☐ I have received guidance from my faculty advisor and obtained his/her signature

☐ As a
**first-time undergraduate** Principal Investigator, my research involves no risk greater than those
encountered in daily life.

☐ As a
**Doctoral student**, I give permission for an IRB representative to discuss this application with my faculty advisor and/or program Chair/Director

☒ As a
**doctoral student**, I have completed the Doctoral training here:
[https://slulibrary.saintleo.edu/IRB](https://slulibrary.saintleo.edu/IRB) and have included my faculty advisor’s and my certificate.

**I also certify that I have included all necessary supplemental documentation, as applicable to my research (check all that apply):**

**Ethical Training:**

☐ I have obtained the required ethics training certification, as described on the IRB webpage: https://www.citiprogram.org/Default.asp

☐ I have included proof of completion of ethical training, to be renewed if the study extends beyond that date. For more information, see the IRB webpage.

☐ If I am submitting this application as a student, I have included proof of completion of ethical training for my faculty advisor.

**Experimental Design Information and Materials:**

☐ Data collection instrument(s), such as survey, interview questionnaire(s), or protocols for experiments

☐ If using Saint Leo students and/or a vulnerable population marked with an asterisk in item 19, recruitment materials (email announcements, flyers, etc. to match the recruitment methods listed in item 22)

**Consent Form(s):**

☐ Implied consent statement template(s)

☐ Informed Consent form template(s)

☐ Assent form template(s)

**Supplemental Information:**

☐ Letter of Authorization from outside agency or group on their letterhead with wet signature from an authorized individual to conduct the specific research from outside agency

☐ Proof of approval from outside agency IRB

☐ If not a member of the Saint Leo community, proof of approval from my organization’s IRB

☐ I am including Saint Leo employees as research subjects and have attached the approval form from the Vice President of Academic Affairs.

**I accept the following responsibilities (please check each after reviewing):**

☐ I will not start collecting any data for this project before obtaining IRB approval of the proposal.

☐ I will obtain approval from the Saint Leo IRB prior to instituting any change in the project protocol.

☐ I will bring to the attention of the Saint Leo IRB the development of any unexpected risks or ethical concerns.

☐ I understand that the approval period is for exactly one year, and that all study activities will either cease prior to expiration, or I will submit a request for an extension prior to the expiration date.

☐ I have read, understand, and acknowledge the IRB bylaws.

☐ I will keep signed informed consent forms (if required by the project) from each participant for five years after the completion of the project and will ensure proper storage.

PI’s signature:
Click or tap here to enter text.
Date: Click or tap to enter a date.

**37.** (
**_Student research only_**) Faculty advisor statement of responsibility

**I, the faculty advisor for this research project, certify the following:**

☐ I have reviewed this entire application and assisted the PI in designing his/her research project.

☐ I have ensured that the PI has followed all instructions to fill out this application according to the guidelines provided by the Saint Leo IRB.

☐ I approve the research project as outlined in this application.

☐ I will assist the PI in making any revisions requested by the Saint Leo IRB.

☐ I will assist the PI in the completion of the research and will continuously monitor all study related activities throughout the research period.

☐ I will ensure that the PI submits a modified application for review, should any modifications to the research plan occur.

☐ I will ensure that the PI submits a request for continuation in a timely fashion, should the research be extended beyond the one-year IRB approval.

☐ My ethics certification is valid for at least another 6 months and is attached to this application.

☐ I will renew my ethics certification at expiration, if it expires before the PI’s research project is completed.

☐
**I understand that I will be held legally responsible in case of any violation of the IRB regulations by the research team.**

Faculty Advisor’s Signature:
Click or tap here to enter text.
Date: Click or tap to enter a date.

\*\*\***********************************************************************************

**_FOR IRB USE ONLY <do not delete; do not complete>:_**

_Verification of ethics training certification_

PI: ☐Valid certification (Expiration date: Click or tap to enter a date. )

☐Certification expired

☐No certification

Faculty Advisor: ☐N/A

☐Valid certification (Expiration date: Click or tap to enter a date.)

☐Certification expired

☐No certification

_Type of review:_ ☐Exempt ☐Expedited ☐Full

_Decision:_ ☐Approved

☐Revise and resubmit

Revisions required: Click or tap here to enter text.

☐Not approved

Justification for non-approval: Click or tap here to enter text.

IRB representative’s signature:
Click or tap here to enter text.
Date: Click or tap to enter a date.

Add supporting documents after this page. Submit as ONE Word document. Do not submit from a share drive.

Revised May 2025

**image1.wmf**

**## IRBexample.docx**

2

![1c-SLUlogo-Word.wmf](https://www.sweetstudy.com/questions/irb-20943663)

**Saint Leo University Institutional Review Board**

**Application for IRB Review of Proposed Research***

**You may not begin your study until your IRB application is approved. Upon approval, your application will be open for one year. Applicants checking one or more items marked with an asterisk (*) in part 1, MUST complete parts 1 and 2.**

**Applicants NOT checking any of those items, only fill out Part 1.**

**Submit your IRB application as ONE Word doc. All documentation should go at the end of this application. Do not submit a document from a share drive.**

**PART 1 – TO BE FILLED BY ALL APPLICANTS**

**1.** Principal Investigator’s full name (
**ONE full name only**): Click or tap here to enter text.

**2.** Organization: Choose an item.

If other, Click or tap here to enter text.

**3.** Department: Click or tap here to enter text.

**4.** Program name: Click or tap here to enter text.

**5.** Program level: Choose an item.

**6.** Email address: Click or tap here to enter text.
**(NOTE: student email is in the form name@email.saintleo.edu)**

**7.** Local phone number: Click or tap here to enter text.

**8.** Co-investigator(s): Click or tap here to enter text.

**9.** Faculty advisor (if student research;
**ONE advisor’s name only**):Click or tap here to enter text.

**10.** Faculty advisor’s email address: Click or tap here to enter text.

**11.** Project title: Click or tap here to enter text.

**12.** Number of research projects that the listed PI has completed as Principal Investigator before the one proposed here: Choose an item.

**13.** Number of other research projects in which the listed PI has collected information on human subjects prior to the one proposed here: Choose an item.

**14.** Please describe the purpose(s) or goal(s) of your study. Include your research question(s) or hypothesis(es) if applicable. (limit response to 250 words)

Click or tap here to enter text.

**15.** Research methods (Check all that apply and attach all corresponding documentation for each method)

☐Survey(s) (attach questionnaire)

☐Interviews (attach questionnaire or interview guide)

☐Focus Group(s) (attach questions)

☐Experiment (attach description detailed in a protocol and any instruments used)

☐Participant observation (attach procedures)

☐Unobtrusive observation
(skip to item # 19)

☐Analysis of publicly available data. Identify all data being used: Click or tap here to enter text.
(skip to item # 19)

☐Analysis of private data that have already been collected (i.e., “archival” data)+ Click or tap here to enter text.
(skip to item # 19)

☐Other, specify: Click or tap here to enter text.

_+: For any non-public data, please include permission from the data holder._

_PLEASE NOTE:_

_1) For any research recruited or conducted within an organization or group a letter of authorization on letterhead with a wet signature is required from an authorized representative of this organization indicating that you have permission to conduct your research there. If this organization has its own IRB, provide proof of IRB approval._

_2) Be aware that the use of copyrighted material has to be authorized by the copyright holder._

**16.** Type of instrument(s) used (check all that apply):

☐Paper questionnaire, Survey, interview guide

☐Online questionnaire, Survey, interview guide

☐Experimental design (protocol must be attached)

☐None (note-taking)

☐Other, specify: Click or tap here to enter text.

**16a**. Will the data be linked to the individual participants’ identifying information (such as name, email address, social security number, video, picture, etc.)? This may include identifying information on the data collection instrument or keeping a list of names matched to codes used in the data.

☐ Yes*
**(complete section 2, marking “N/A” as needed – do not skip questions)**

☐ No, my data will not involve the manual collection of participants’ identifying information.

☐ No, my online survey will not collect participants’ identifying information. My online survey tool (i.e., Qualtrics, Survey Monkey, other) will employ the anonymous setting to avoid collecting any identifying information on study participants.

**17.** How long do you anticipate that it will take the participants to complete the research procedure(s)?

Click or tap here to enter text.

**18.** Number of participants: Click or tap here to enter text.

**19.** Types of participants (Check all that apply):

☐Adults (18 and older)

☐Elected officials

☐ Saint Leo students+

☐ Saint Leo University personnel++

☐Minors (under 18, includes Saint Leo students+ under 18)*

☐Individuals diagnosed with a mental disorder or illness*

☐Terminally ill patients*

☐Undocumented immigrants*

☐Convicted felons*

☐Other sensitive populations, specify*: Click or tap here to enter text.

_+ Requires recruitment materials to be included in item # 22._

_++ Requires additional permission from the VPAA prior to IRB review. Please see the instructions on our website._

**20.** Are you choosing participants from any specifically targeted categories?

☐No

☐ N/A, Unobtrusive observation as noted in item # 15

If yes, choose all those that apply

☐Race/ethnicity

☐Gender

☐Occupation

☐Age group

☐Military status

☐Other: Click or tap here to enter text.

**21.** Sampling strategy, choose all that apply:

☐ Convenience/availability

☐ Random/probability

☐ Snowball

☐Purposive/judgmental/theoretical

☐Other, specify: Click or tap here to enter text.

☐ Not Applicable. No sampling will be done (unobtrusive observation or existing data).

**22.** Recruitment strategy (Mark all that apply with an X):

☐ Individual contacts (in person, by phone, or by mail)

☐ Email announcements

☐ Public announcements (including through social media)

☐ Flyers

☐ Use of external agencies/groups

☐ Other, specify: Click or tap here to enter text.

☐ Not Applicable. Use of archived or private database.

+From #19 above, if using Saint Leo students, the recruitment statement will be as follows: Click or tap here to enter text.

**23.** Are any external agencies or groups providing approval for the recruitment or data collection of their employees or members (indicate any funders or organizations from which you obtain participants or their data)?

☐ No

☐ Yes

If yes, please provide the name of the agency/agencies: Click or tap here to enter text.

Note: A letter of authorization on letterhead with a wet signature by an authorized individual from the stated agency or group must also accompany the application.

**24.** What type of consent process will you use? (Choose all that apply)

☐Implied consent (attach template implied consent statement)

☐Informed consent form (attach template informed consent form)

☐Assent (attach template assent form or statement)

☐Other, specify: Click or tap here to enter text.

☐ Consent process not applicable. Research on publicly available data, archival or private database.

**25.** Data recording method (Mark all that apply with an X):

☐Electronic (online survey, email, blog, etc.)

☐Written (includes notes, participants filling out a paper questionnaire or survey)

☐Audio

☐ Video*

☐Photo*

☐Other, specify: Click or tap here to enter text.

☐Use of existing data

**26.** How will you store your data? (Check all that apply):

☐Locked file cabinet

☐Password-protected computer

☐Locked office

☐Locked safe

☐External database, provide name of database: Click or tap here to enter text.

☐Other, specify: Click or tap here to enter text.

**27.** How will you report your research? (Mark all that apply with an X)

☐Undergraduate Senior Thesis project

☐Master’s Thesis

☐Doctoral Dissertation

☐Class paper

☐In-class presentation

☐Public presentation

☐Publication

☐Report for an outside organization

☐Other, specify: Click or tap here to enter text.

**28.** Does the research involve any deception of the participants?

☐Yes*

☐No

**29.** Does the research involve any cost to participants?

☐Yes*

☐ No

**30.** Risk involved in participating in this research (Mark all that apply with an X):

See IRB website for a definition of minimal risk.

☐
**None above those incurred in daily life**

☐Physical injury, illness, or exposure to toxic or noxious substances*

☐Emotional or psychological harm*

☐Social (such as: embarrassment, damage to one’s reputation)*

☐Legal*

☐Financial*

☐Other, specify*: Click or tap here to enter text.

**PART 2 – TO BE FILLED BY APPLICANTS WHO CHECKED ONE OR MORE BOX(ES) FOR ITEMS FOLLOWED BY AN ASTERISK (*).**
**_If you didn’t check any boxes followed by an asterisk, please proceed to the PI Statement of Responsibility, and leave this section blank._**

Please provide
**_detailed_** answers to the questions below.

**1.** Describe the objective(s) of your study. What do you hope to accomplish?

Click or tap here to enter text.

**2.** What are the expected benefit(s) of your research to the participants themselves, to society, and/or to the academic community?

Click or tap here to enter text.

**3.** What type(s) of participants will you be using? Include any demographic information, such as age, gender, ethnicity, and any other social categories or groups that your research involves.

Click or tap here to enter text.

**4.** How will you contact and recruit participants for your study?

Click or tap here to enter text.

**5.** How will you secure informed consent from your participants?

Click or tap here to enter text.

**6.** Describe fully how you will collect, store, manage, analyze, and report your data. Include information regarding paper or electronic copies. If your data is linked or identifiable in any way, you must also describe how you will securely store your data and procedures for de-identification and study close out. If your data is collected electronically then you must also describe the program and security features that you will use.

Click or tap here to enter text.

**7.** How will you ensure participant anonymity or the confidentiality of the data during data collection, storage, analysis, and reporting? Please note that
anonymity means that no information that can identify participants is collected in the data, while
confidentiality means that such information is collected, but access to it is restricted.

Click or tap here to enter text.

**8.** Who will have access to the data? For what purposes?

Click or tap here to enter text.

**9.** How long will you keep the data, and why?

Click or tap here to enter text.

**10.** Describe fully any and all risks beyond those of daily life to which participants may be exposed as a result of participation in your study (legal, social, emotional, etc.).

Click or tap here to enter text.

**11.** How will you minimize the existing risk(s)?

Click or tap here to enter text.

**12.** If you answered “yes” to item #29 in Part 1 of the application, describe the nature of the participant deception and how you will debrief them.

Click or tap here to enter text.

**PI Statement of Responsibility**

**I, the Principal Investigator, certify that I have followed the guidelines as outlined in this application and in the instructions available on the IRB webpage, including (check all that apply):**

☐
I checked one or more item(s) followed with an asterisk
**(***)** and I have answered every single question in Part 2 of the application, leaving none blank

☐ I have provided an answer to every single question in Part 1 of the application, leaving none blank. I understand that incomplete applications will be returned without review.

☐ I am submitting this application, including all supplemental documents, as ONE Word document. I understand that any other type of submission will be returned without review.

☐ I have answered all questions truthfully. I understand that failure to do so will result in immediate revocation of any IRB approval, with the potential for further disciplinary action through my home institution.

☐
**I am including Saint Leo employees as research subjects** and have obtained the required approval from the Vice President of Academic Affairs to do so.

**If a student…**

☐ I have received guidance from my faculty advisor and obtained his/her signature

☐ As a
**first-time undergraduate** Principal Investigator, my research involves no risk greater than those
encountered in daily life.

☐ As a
**Doctoral student**, I give permission for an IRB representative to discuss this application with my faculty advisor and/or program Chair/Director

☒ As a
**doctoral student**, I have completed the Doctoral training here:
[https://slulibrary.saintleo.edu/IRB](https://slulibrary.saintleo.edu/IRB) and have included my faculty advisor’s and my certificate.

**I also certify that I have included all necessary supplemental documentation, as applicable to my research (check all that apply):**

**Ethical Training:**

☐ I have obtained the required ethics training certification, as described on the IRB webpage: https://www.citiprogram.org/Default.asp

☐ I have included proof of completion of ethical training, to be renewed if the study extends beyond that date. For more information, see the IRB webpage.

☐ If I am submitting this application as a student, I have included proof of completion of ethical training for my faculty advisor.

**Experimental Design Information and Materials:**

☐ Data collection instrument(s), such as survey, interview questionnaire(s), or protocols for experiments

☐ If using Saint Leo students and/or a vulnerable population marked with an asterisk in item 19, recruitment materials (email announcements, flyers, etc. to match the recruitment methods listed in item 22)

**Consent Form(s):**

☐ Implied consent statement template(s)

☐ Informed Consent form template(s)

☐ Assent form template(s)

**Supplemental Information:**

☐ Letter of Authorization from outside agency or group on their letterhead with wet signature from an authorized individual to conduct the specific research from outside agency

☐ Proof of approval from outside agency IRB

☐ If not a member of the Saint Leo community, proof of approval from my organization’s IRB

☐ I am including Saint Leo employees as research subjects and have attached the approval form from the Vice President of Academic Affairs.

**I accept the following responsibilities (please check each after reviewing):**

☐ I will not start collecting any data for this project before obtaining IRB approval of the proposal.

☐ I will obtain approval from the Saint Leo IRB prior to instituting any change in the project protocol.

☐ I will bring to the attention of the Saint Leo IRB the development of any unexpected risks or ethical concerns.

☐ I understand that the approval period is for exactly one year, and that all study activities will either cease prior to expiration, or I will submit a request for an extension prior to the expiration date.

☐ I have read, understand, and acknowledge the IRB bylaws.

☐ I will keep signed informed consent forms (if required by the project) from each participant for five years after the completion of the project and will ensure proper storage.

PI’s signature:
Click or tap here to enter text.
Date: Click or tap to enter a date.

**37.** (
**_Student research only_**) Faculty advisor statement of responsibility

**I, the faculty advisor for this research project, certify the following:**

☐ I have reviewed this entire application and assisted the PI in designing his/her research project.

☐ I have ensured that the PI has followed all instructions to fill out this application according to the guidelines provided by the Saint Leo IRB.

☐ I approve the research project as outlined in this application.

☐ I will assist the PI in making any revisions requested by the Saint Leo IRB.

☐ I will assist the PI in the completion of the research and will continuously monitor all study related activities throughout the research period.

☐ I will ensure that the PI submits a modified application for review, should any modifications to the research plan occur.

☐ I will ensure that the PI submits a request for continuation in a timely fashion, should the research be extended beyond the one-year IRB approval.

☐ My ethics certification is valid for at least another 6 months and is attached to this application.

☐ I will renew my ethics certification at expiration, if it expires before the PI’s research project is completed.

☐
**I understand that I will be held legally responsible in case of any violation of the IRB regulations by the research team.**

Faculty Advisor’s Signature:
Click or tap here to enter text.
Date: Click or tap to enter a date.

\*\*\***********************************************************************************

**_FOR IRB USE ONLY <do not delete; do not complete>:_**

_Verification of ethics training certification_

PI: ☐Valid certification (Expiration date: Click or tap to enter a date. )

☐Certification expired

☐No certification

Faculty Advisor: ☐N/A

☐Valid certification (Expiration date: Click or tap to enter a date.)

☐Certification expired

☐No certification

_Type of review:_ ☐Exempt ☐Expedited ☐Full

_Decision:_ ☐Approved

☐Revise and resubmit

Revisions required: Click or tap here to enter text.

☐Not approved

Justification for non-approval: Click or tap here to enter text.

IRB representative’s signature:
Click or tap here to enter text.
Date: Click or tap to enter a date.

Add supporting documents after this page. Submit as ONE Word document. Do not submit from a share drive.

Revised May 2025

**image1.wmf**

November 5, 2026
[Solved] Business Finance – Operations Management MGT603 WEEK TWO ASSIGNMENT 4. POWERPOINT SLIDE

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– ## MGT603WeekTWOAssignment4InstructionsHM.docx **## MGT603WeekTWOAssignment4InstructionsHM.docx** **Assignment 4: Illustrate a Research Proposal** Top of Form | | | | — | — | | Hide Assignment Information | | Instructions | | | **Background**<br>You are meeting with your management team and br…

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Assignment Prompt & Instructions

– ## MGT603WeekTWOAssignment4InstructionsHM.docx

**## MGT603WeekTWOAssignment4InstructionsHM.docx**

**Assignment 4: Illustrate a Research Proposal**

Top of Form

| | |
| — | — |
| Hide Assignment Information |
| Instructions | |
| **Background**<br>You are meeting with your management team and briefing them on observed operation problems. You are not quite sure what the root cause is yet, but you have some ideas on determining the problem and what the desired to-be condition should look like. Use this assignment as an opportunity to articulate your research proposal. Because you are researching the organization, it is appropriate to seek approval before doing so. In this assignment, you aim to get approval. <br>**Instructions**<br>Your project should consist of no more than 10 slides. Please use bullet points to explain your messaging and avoid paragraph statements. Your arguments should be cited throughout the presentation. Any metrics used in your presentation can be considered grey literature and should be cited as such. Aim for an 8–12-minute recorded presentation include your talking points in the “notes” section of each slide. <br>Articulate the operations management problem in the organization. Incorporate all feedback from the week one draft slides and prepare to talk about the proposed problem. <br>You are expected to discuss the following information: <br>· Introduce the organization. <br>· Expand on the as-is operations management condition. <br>· Mention the 3-5 problem statements you want to address in your research. <br>· Introduce the question you aim to answer: What can be done….? <br>· Note: This question should be your final version after incorporating feedback <br>· Provide any notable metrics you plan to measure your improved performance. <br>· Describe the quality tools that will be used to describe the problem. <br>· Describe the desired to-be condition. <br>· Note: Your final answer in the term paper may not match the desired to-be condition identified in this presentation. <br>· Reference list (note: Consider concepts and theories discussed in the text, grey literature (i.e., company metrics), and other peer-reviewed sources). <br>**Length**<br>7–10 PowerPoint slides, 10 being the maximum (excluding the title and reference page).<br>**References**<br>Include at least 4 scholarly resources from the university library. You can use additional resources from other trusted sites. No Wikipedia.<br>[https://guides.library.cornell.edu/c.php?g=31867&p=201759](https://guides.library.cornell.edu/c.php?g=31867&p=201759)<br>**Grading**<br>This assignment is worth 120 points |

Bottom of Form

**## MGT603WeekTWOAssignment4InstructionsHM.docx**

**Assignment 4: Illustrate a Research Proposal**

Top of Form

| | |
| — | — |
| Hide Assignment Information |
| Instructions | |
| **Background**<br>You are meeting with your management team and briefing them on observed operation problems. You are not quite sure what the root cause is yet, but you have some ideas on determining the problem and what the desired to-be condition should look like. Use this assignment as an opportunity to articulate your research proposal. Because you are researching the organization, it is appropriate to seek approval before doing so. In this assignment, you aim to get approval. <br>**Instructions**<br>Your project should consist of no more than 10 slides. Please use bullet points to explain your messaging and avoid paragraph statements. Your arguments should be cited throughout the presentation. Any metrics used in your presentation can be considered grey literature and should be cited as such. Aim for an 8–12-minute recorded presentation include your talking points in the “notes” section of each slide. <br>Articulate the operations management problem in the organization. Incorporate all feedback from the week one draft slides and prepare to talk about the proposed problem. <br>You are expected to discuss the following information: <br>· Introduce the organization. <br>· Expand on the as-is operations management condition. <br>· Mention the 3-5 problem statements you want to address in your research. <br>· Introduce the question you aim to answer: What can be done….? <br>· Note: This question should be your final version after incorporating feedback <br>· Provide any notable metrics you plan to measure your improved performance. <br>· Describe the quality tools that will be used to describe the problem. <br>· Describe the desired to-be condition. <br>· Note: Your final answer in the term paper may not match the desired to-be condition identified in this presentation. <br>· Reference list (note: Consider concepts and theories discussed in the text, grey literature (i.e., company metrics), and other peer-reviewed sources). <br>**Length**<br>7–10 PowerPoint slides, 10 being the maximum (excluding the title and reference page).<br>**References**<br>Include at least 4 scholarly resources from the university library. You can use additional resources from other trusted sites. No Wikipedia.<br>[https://guides.library.cornell.edu/c.php?g=31867&p=201759](https://guides.library.cornell.edu/c.php?g=31867&p=201759)<br>**Grading**<br>This assignment is worth 120 points |

Bottom of Form

November 5, 2026
[Solved] Crime Lab Management

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Executive Solution Overview

Term Paper Pages 5 The Anne Dookhan Scandal: A Breakdown of Trust in the Justice System. Review of a case for which: 1. poor lab management / 2. quality had a negative impact. 3. What did you find interesting about the case? 4. How could the situation have been handled better? Discuss: 5. Ethic…

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Assignment Prompt & Instructions

Term Paper
Pages 5
The Anne Dookhan Scandal: A Breakdown of Trust in the Justice System.
Review of a case for which:
1. poor lab management /
2. quality had a negative impact.
3. What did you find interesting about the case?
4. How could the situation have been handled better?
Discuss:
5. Ethics
6. Quality
7. Strategic, project, and resource management
8. Effective communication

November 5, 2026
[Solved] Question2

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Executive Solution Overview

See attached for instructions – ## 2.docx **## 2.docx** This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information. Health professionals today are increasingly account…

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Assignment Prompt & Instructions

See attached for instructions

– ## 2.docx

**## 2.docx**

This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:

· Meaningful use of electronic health records (EHR).

· Provision of EHR incentive programs through Medicare and Medicaid.

· Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.

· Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.

Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.

At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:

· Keeping passwords secure.

· Logging out of public computers.

· Sharing patient information only with those directly providing care or who have been granted permission to receive this information.

Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.

As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The activity will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.

To successfully prepare to complete this assessment, complete the following:

· Review the settings presented in the
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1) resource and select one to use as the focus for this assessment.
**(SEE BELOW)**

· Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information.

· Analyze these infographics and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles.
**Note:** In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.

· Select from any of the following options, or a combination of options, as the focus of your interprofessional staff update:

· Social media best practices.

· What not to do: social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

Assessment 02 – Protected Health Information
For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and
appropriate social media use in health care. Before you complete the detailed instructions in the
courseroom, first select one of the settings below that will become the focus of your
interprofessional staff update.
After you have selected one of the two settings below, return to the courseroom to review the
assessment instructions and grading rubric prior to completing your assessment.

**• Outpatient Settings:**
**o Context: Outpatient settings, also known as ambulatory care settings, are**
**medical facilities where patients receive care without being admitted to the**
**hospital. This includes clinics, physician's offices, and urgent care centers. Given the high patient turnover and the diverse range of conditions treated, it's crucial for staff to maintain patient privacy. With the rise of telemedicine consultations, there's an increased risk of HIPAA violations, especially if conversations are overheard or screens are visible to others.**
**o Social Media Concern: Sharing any patient information, photos, or even**
**seemingly harmless anecdotes from a day's work can lead to unintentional**
**HIPAA violations.**

In this assessment, imagine you are a nurse in one of the health care settings described in the following resource:

·
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1)

Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook and described how happy she is that her patient is making great progress. You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization's social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.

You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.

Based on this incident's severity, your organization has established a task force with two main goals:

· Educate staff on HIPAA and appropriate social media use in health care.

· Prevent confidentiality, security, and privacy breaches.

The task force has been charged with creating a series of interprofessional staff updates on the following topics:

· Social media best practices.

· What not to do: Social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

First, select one of the health care settings described in the following resource:

·
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1)

As a nurse in this setting, you are asked to create the content for a staff update containing a
**maximum** of two content pages that address one or more of these topics:

· Social media best practices.

· What not to do: social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

**This assessment is not a traditional essay**.
**It is a staff educational update about PHI.** Consider creating a flyer, pamphlet, or one PowerPoint slide (not an entire presentation). Remember it should not be more than two pages (excluding a title and a reference page).

The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

· What is protected health information (PHI)?

· Be sure to include essential HIPAA information.

· What are privacy, security, and confidentiality?

· Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

· Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

· What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

· What are some examples of nurses being terminated for inappropriate social media use in the United States?

· What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

· What have been the financial penalties assessed against health care organizations for inappropriate social media use?

· What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

**Notes**

· Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include
**need-to-know** information. Omit
**nice-to-know** information.

· Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.

· Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

·
**Written communication:** Ensure the staff update is free from errors that detract from the overall message.

·
**Submission length:** Maximum of two double-spaced content pages.

·
**Font and font size:** Use Times New Roman, 12-point.

·
**Citations and references:** Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update's content. Current
**means** no older than 5 years.

·
**APA format:** Be sure your citations and references adhere to APA format. Consult the
[Evidence and APA](https://campustools.capella.edu/redirect.aspx?linkid=1540) page for an APA refresher.

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

· Competency 1: Describe nurses' and the interdisciplinary team's role in informatics with a focus on electronic health information and patient care technology to support decision making.

· Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.

· Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

· Competency 2: Implement evidence-based strategies to effectively manage protected health information.

· Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.

· Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.

· Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.

· Follow APA style and formatting guidelines for citations and references.

· Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.

**## 2.docx**

This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:

· Meaningful use of electronic health records (EHR).

· Provision of EHR incentive programs through Medicare and Medicaid.

· Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.

· Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.

Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.

At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:

· Keeping passwords secure.

· Logging out of public computers.

· Sharing patient information only with those directly providing care or who have been granted permission to receive this information.

Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.

As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The activity will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.

To successfully prepare to complete this assessment, complete the following:

· Review the settings presented in the
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1) resource and select one to use as the focus for this assessment.
**(SEE BELOW)**

· Review the infographics on protecting PHI provided in the resources for this assessment, or find other infographics to review. These infographics serve as examples of how to succinctly summarize evidence-based information.

· Analyze these infographics and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles.
**Note:** In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.

· Select from any of the following options, or a combination of options, as the focus of your interprofessional staff update:

· Social media best practices.

· What not to do: social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

Assessment 02 – Protected Health Information
For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and
appropriate social media use in health care. Before you complete the detailed instructions in the
courseroom, first select one of the settings below that will become the focus of your
interprofessional staff update.
After you have selected one of the two settings below, return to the courseroom to review the
assessment instructions and grading rubric prior to completing your assessment.

**• Outpatient Settings:**
**o Context: Outpatient settings, also known as ambulatory care settings, are**
**medical facilities where patients receive care without being admitted to the**
**hospital. This includes clinics, physician's offices, and urgent care centers. Given the high patient turnover and the diverse range of conditions treated, it's crucial for staff to maintain patient privacy. With the rise of telemedicine consultations, there's an increased risk of HIPAA violations, especially if conversations are overheard or screens are visible to others.**
**o Social Media Concern: Sharing any patient information, photos, or even**
**seemingly harmless anecdotes from a day's work can lead to unintentional**
**HIPAA violations.**

In this assessment, imagine you are a nurse in one of the health care settings described in the following resource:

·
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1)

Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook and described how happy she is that her patient is making great progress. You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization's social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.

You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.

Based on this incident's severity, your organization has established a task force with two main goals:

· Educate staff on HIPAA and appropriate social media use in health care.

· Prevent confidentiality, security, and privacy breaches.

The task force has been charged with creating a series of interprofessional staff updates on the following topics:

· Social media best practices.

· What not to do: Social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

First, select one of the health care settings described in the following resource:

·
[Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290?wrap=1) [Download Assessment 02 Supplement: Protected Health Information [PDF]](https://courseroom.capella.edu/courses/47501/files/8770290/download?download_frd=1)

As a nurse in this setting, you are asked to create the content for a staff update containing a
**maximum** of two content pages that address one or more of these topics:

· Social media best practices.

· What not to do: social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

**This assessment is not a traditional essay**.
**It is a staff educational update about PHI.** Consider creating a flyer, pamphlet, or one PowerPoint slide (not an entire presentation). Remember it should not be more than two pages (excluding a title and a reference page).

The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

· What is protected health information (PHI)?

· Be sure to include essential HIPAA information.

· What are privacy, security, and confidentiality?

· Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

· Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

· What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

· What are some examples of nurses being terminated for inappropriate social media use in the United States?

· What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

· What have been the financial penalties assessed against health care organizations for inappropriate social media use?

· What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

**Notes**

· Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include
**need-to-know** information. Omit
**nice-to-know** information.

· Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.

· Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

·
**Written communication:** Ensure the staff update is free from errors that detract from the overall message.

·
**Submission length:** Maximum of two double-spaced content pages.

·
**Font and font size:** Use Times New Roman, 12-point.

·
**Citations and references:** Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update's content. Current
**means** no older than 5 years.

·
**APA format:** Be sure your citations and references adhere to APA format. Consult the
[Evidence and APA](https://campustools.capella.edu/redirect.aspx?linkid=1540) page for an APA refresher.

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

· Competency 1: Describe nurses' and the interdisciplinary team's role in informatics with a focus on electronic health information and patient care technology to support decision making.

· Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.

· Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

· Competency 2: Implement evidence-based strategies to effectively manage protected health information.

· Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.

· Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.

· Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.

· Follow APA style and formatting guidelines for citations and references.

· Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.

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The purpose of this assignment is to review the IT Online Training Project Requirements and begin the modeling of the requirements by using the noun analysis technique to identify domain classes, attributes, operations, and requirements. ### **Course Objective(s):** **CO1**: Describe object oriented…

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Assignment Prompt & Instructions

The purpose of this assignment is to review the IT Online Training Project Requirements and begin the modeling of the requirements by using the noun analysis technique to identify domain classes, attributes, operations, and requirements.
### **Course Objective(s):**
**CO1**: Describe object oriented modeling concepts, class diagrams, and object diagrams
### **Background**
In this assignment we will begin the analysis for a case study, the IT Online Training Project, which will be used for your assignments throughout the course.
The requirements for this case study are in the [**IT Online Training Project Requirements 2018R2**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fIT+Online+Training+Project+Requirements+2018R2.pdf) document.
For this project, you will use the [**Analysis Specification Template 2018R4**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fAnalysis+Specification+Template+2018R4.docx) and fill in sections as the course progresses each week. It is common practice in systems development to use templates for various types of documents to standardize the documentation and development practices throughout an organization.
For this assignment, you will complete the following:
**Sections: 1, 1.1, 1.2, 1.3 and Sections 4.3, 4.3.1.**
### **Instructions**
1. Review the Quick Resources at the end of this Assignment.
2. Review the [**IT Online Training Project Requirements 2018R2**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fIT+Online+Training+Project+Requirements+2018R2.pdf) and the [**Analysis Specification Template 2018R4**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fAnalysis+Specification+Template+2018R4.docx) .
3. Open the Analysis Specification Template and save it as Assignment1FirstNameLastname substituting your name.
4. Complete the following:
**Sections 1 – Introduction, 1.1 Problem Definition, 1.2 Sponsor Project Descriptions, 1.3**. **Sponsor Requirements**
Using the Online Training Project Requirements document, complete all of Section 1 in the Analysis Specification Template. Use your own words for **Sections 1, 1.1, and 1.2.** You can copy and paste the Sponsor requirements from the case study to the Analysis Specification for **Section 1.3**. See the template for details. Make certain that you retain the requirement numbers as you will use these for traceability.
**Section 4 – Classes, Attributes, Operations(Methods), Requirements**
**Complete the classes, attributes, operations, and requirements table.**
An example of completing the table:
**Class**
**Name**
**Class Definition**
**Attributes**
**Operations**
**Requirement**
**Number**
Books
A book is a product that provides written instruction on a topic and is available in printed or digital format.
ISBN: string
title: string
authors: string
type: string
Description: string
PageCount: number
PubDate: string
edition: string
fee: number
createBook()
getBookNumber()
setBookNumber(courseNumber)
getTitle()
setTitle(title)
getDescription()
setDescription(description)
getType()
setType(type)
getDuration()
setDuration(duration)
getPubDate()
setPubDate()
getPageCount()
REQF3.1
( [**Customer-Scheduled Course-User Analysis Example.pdf**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Examples%2fCustomer-ScheduledCourse-User+Analysis+Example.pdf). illustrates the result of the analysis of the Customer, ScheduledCourse, and User classes in the requirements document. For each class the attributes, operations (methods), and requirement number were documented)
Using the Online Training Project Requirements document identify and create a list of all potential classes, definition for each class, attributes, operations (methods), and requirement number. Place your list in the Classes, Attributes, Operations(Methods), Requirements table below. Note that it is already included for you in the specification. The classes, attributes, and operations are in the Requirements document. If you do the analysis you will find them.
The following list provides a starting list of classes which have already been referenced in the course. You must identify the remaining classes from the Requirements document:
**Starting List of Classes**
As a result of reading/using the course resources listed below, at least 9 different classes are already identified for you and you should include them as well as the remaining classes you will discover with noun analysis of the Requirements document.
**Course Resource**
**Location in Course**
**Potential ITOT Classes Identified**
Assignment 1
Week 1
ScheduledCourse, SelfPacedCourse, Course, Product, Video, and Book
Assignment 1
Assignment 1
UserAccount with attributes and operations
Week 1
Instructor, Course, and ExpertiseArea classes with detailed attributes and operations.
Assignment 1 Step 6
Assignment 1 Step 6
Customer with attributes and operations.
The following sections provides additional instructions for completing the **Classes, Attributes, Operations, Requirements table. Note that operations are also referred to as methods. Use the Requirements document.**
Use the following naming and guidelines for class names, attributes, and operations.
– Class names must be singular (not plural) and must be one word. You can capitalize the first letter of each word in the name like ScheduledCourse. See Week 1 Content for additional information about naming classes and their properties.
– Attributes are properties of a class like for Customer one attribute would be "customerID". Attributes begin with a lowercase letter.
– Operations are actions that a class can perform and begin with a lower case letter followed by parentheses ().
**Section 4.3.1 – Discussion**
Discuss your list of classes (Section 4.3) and why you chose them (100-200 words).
## **Submission Instructions**
1 **.** Make certain that your name and course number are at the top of your document.
2. Submit this first version of your Analysis Specification as a Word file and name it as indicated above Assignment1FirstNameLastName. Make certain that all sections are included exactly like the template.
Your assignment will be graded in the following way:
1. Completion of Sections 1 Introduction, 1.1 Problem Definition, 1.2 Sponsor Project Descriptions, 1.3., and Sponsor Requirements in the Analysis Specification (30 points)
2. Classes, Attributes, Operations (Methods),Requirements table in Section 4.3 of the Analysis Specification (30 points)
3. Complete section 4.3.1, discussion of the list of classes chosen in 4.3,and why they were chosen. Use the case study document as reference.(30 points)
4. Sources/Format :Use APA 7th edition style formatting and correct grammar (10 points).
**Quick Resources**
### **Case Study**
1. [IT Online Training Project Requirements 2018R2](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fIT+Online+Training+Project+Requirements+2018R2.pdf)
2. [Analysis Specification Template 2018R4](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Analysis+and+Design+Specifications%2fAnalysis+Specification+Template+2018R4.docx)
### **Finding Classes**
1. See this video on how to find classes using the noun technique: RMB1905. (2009, March 9). 4.11_Finding Classes. [Video file]. Retrieved from [**here**](https://www.youtube.com/watch?v=DYasVJfgyeU&list=PL46FE8B2506D9EE0%20C&index=29) **.**
2. In your textbook, see the ATM Case Study (see p. 178 Section 11.3.1 in your textbook) and then read about how to use the noun technique to identify classes for the ATM Case Study on pp. 183-187.
3. See the [**ITOT Noun Analysis Example 2018**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Examples%2fITOT+Noun+Analysis+Example+2018.pdf) example which demonstrates the noun analysis technique for the ITOT case study.
4. See [**Week 1 Web Resources**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Weekly+Resources%2fWeek+1+Web+Resources.pdf) for videos by one of the authors of your textbook, Michael Blaha on finding classes and class diagrams. It also contains links to videos on classes and objects using our selected CASE tool.
\
AnalysisSpecificationTemplate2018R41.pdf](https://www.sweetstudy.com/files/analysisspecificationtemplate2018r41-pdf "AnalysisSpecificationTemplate2018R41.pdf")

November 5, 2026
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Hello. Is there anyone that can assist me with my homework. I will have everything that is needed posted in the upload below. \ Chapter15Lesson3.docx](https://www.sweetstudy.com/files/chapter15lesson3-docx "Chapter15Lesson3.docx")

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Hello. Is there anyone that can assist me with my homework. I will have everything that is needed posted in the upload below.
\
Chapter15Lesson3.docx](https://www.sweetstudy.com/files/chapter15lesson3-docx "Chapter15Lesson3.docx")

November 5, 2026
[Solved] Mandated Reporting

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Defend the application of the mandated reporting laws in a scenario. – ## RequiredResources2.docx – ## Lesson2instructions.docx **## RequiredResources2.docx** **Required Resources** · [**Applying Ethical Theories to Ethics Codes and Ethical Decision Making**](https://search.ebscohost.com/login.aspx?…

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Assignment Prompt & Instructions

Defend the application of the mandated reporting laws in a scenario.

– ## RequiredResources2.docx

– ## Lesson2instructions.docx

**## RequiredResources2.docx**

**Required Resources**

·
[**Applying Ethical Theories to Ethics Codes and Ethical Decision Making**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-004&site=eds-live&scope=site&custid=natuniv)

Knapp, S. J., & Fingerhut, R. (2024). Applying ethical theories to ethics codes and ethical decision making. In
_Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 43–57). American Psychological Association.

**This resource is essential because it provides a foundational understanding of how to apply ethical theories to real-world decision-making. Given the complexity of the scenario involving Joseph, where ethical decision-making is at the core, it is important to understand how to navigate the APA Ethics Code and apply it to situations where ethical dilemmas arise.**

·
[**The Use and Misuse of Informed Consent in Reporting Sexual Intimacy Violations**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2023-63355-001&site=eds-live&scope=site&custid=natuniv)

Behnke, S. H., Thomas, J. T., Walker, L. E., & DeMatteo, D. (2023). The use and misuse of informed consent in reporting sexual intimacy violations.
_Professional Psychology: Research and Practice, 54_(2), 135–146.

**This article directly addresses the nuances of informed consent, a critical issue in the assignment. Joseph's scenario involves a disclosure that was not part of the original consent agreement, making it vital for understanding the ethical implications of such disclosures. This reading will equip learners with insights into when and how informed.**

·
[**A Child Abuse Reporting Framework for Early Career School Counselors**](https://files.eric.ed.gov/fulltext/EJ1232217.pdf)

Tuttle, M., Ricks, L., & Taylor, M. (2019). A child abuse reporting framework for early career school counselors.
_Professional Counselor, 9_(3), 238–251.

**This article provides a practical framework for reporting suspected child abuse, tailored specifically for school counselors. Since the scenario involves school personnel making a mandated report, understanding this framework will be crucial for applying the reading to justify the actions taken by the school staff. This resource will help ground arguments in established reporting practices.**

·
[**Ethical Dilemmas of Confidentiality With Adolescent Clients: Case Studies From Psychologists**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=102076178&site=eds-live&scope=site&custid=natuniv)

Duncan, R. E., Hall, A. C., & Knowles, A. (2015). Ethical dilemmas of confidentiality with adolescent clients: Case studies from psychologists.
_Ethics & Behavior, 25_(3), 197–221.

**This resource is still useful in understanding the complexities and ethical dilemmas involved in maintaining confidentiality with adolescent clients. The case studies can offer practical examples that can be referenced in the weekly assignment.**

·
[**Clinical Work With Non-Accepting Parents of Sexual Minority Children: Addressing Causal and Controllability Attributions**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.10.1037.a0031824&site=eds-live&scope=site&custid=natuniv)

Shpigel, M. S., Belsky, Y., & Diamond, G. M. (2015). Clinical work with non-accepting parents of sexual minority children: Addressing causal and controllability attributions.
_Professional Psychology: Research and Practice, 46_(1), 46–54.

**This article is important for understanding the dynamics between non-accepting parents and sexual minority children, which is relevant to Joseph's situation.**

**Week 2 Optional Resources**

·
[**Communicating With the Adolescent: Consent and Confidentiality Issues**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1522840115000208%3Fvia%253Dihub)

Goyal, M. K. (2015). Communicating with the adolescent: Consent and confidentiality issues.
_Clinical Pediatric Emergency Medicine, 16_(2), 96–101.

**This article discusses the nuances of consent and confidentiality when working with adolescents, which will be helpful in explaining why the assessment team had to act on the information disclosed by Joseph, even though it wasn't part of the planned assessment.**

·
[**A Q Methodology Investigation of School Counselors’ Beliefs and Feelings in Reporting Suspected Child Sexual Abuse**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ccm&AN=160623089&site=eds-live&scope=site&custid=natuniv)

Waalkes, P. L., DeCino, D. A., Stickl Haugen, J., & Woodruff, E. (2022). A Q methodology investigation of school counselors’ beliefs and feelings in reporting suspected child sexual abuse.
_Journal of Child Sexual Abuse, 31_(8), 911–929.

**This study examines the emotional and ethical dilemmas faced by school counselors when reporting child sexual abuse. Given that the assignment requires a defense of the school's actions, understanding the varied beliefs and feelings of counselors can help further appreciation of the complexity of mandated reporting decisions, making arguments more nuanced and empathetic.**

**## Lesson2instructions.docx**

**Mandated Reporting**

For your protection and that of youth with whom you are involved with in your role as parent, teacher, or anyone working in the helping professions, it is important for you to know and understand mandated reporting requirements. If you are involved with children, then you have a moral and/or legal obligation to protect them. If you are a mandated reporter, then, depending on your state, failure to report can result in your incarceration.

In their article, Lawrence, Levin, Jhai, Brady, and Lyon (2015) review the impact of child maltreatment within this society. They found that by the age of 18, one in eight children is a victim. They emphasize the tremendous social consequences, including long-lasting physical and mental harm to the victims. In addition, there is the financial cost of maltreatment, which costs $124 billion annually just in the United States. To reduce the impact of abuse, there are mandating reporting regulations in all states affecting almost everyone who works with children.

Why would a child report abuse or the fear of abuse? The authors concluded that a child’s main purpose in disclosing maltreatment is to protect themselves and other victims from further harm. They believe that since children are most often mistreated by their caretakers, they do not want their disclosures to lead to criminal action against a parent. Lawrence et al. (2015) assume that mandatory reporters act with the primary purpose of protecting children.

Another issue is the effect to the therapeutic process. Brown and Strozier, (2004) found no empirical evidence demonstrating that mandated reporting was an effective intervention for child abuse. They claimed that little research has been completed on the effects of mandated reporting on therapy with the family. Possibly as a result, Krase and DeLong-Hamilton (2015) found that the failure to report suspicions of child abuse to the appropriate authorities is a worldwide problem. They also report research demonstrating that professionals in the U.S. fail to report more than half of their suspicions of child abuse and neglect as required. According to the authors, one of the main factors behind the failure to report was the professionals’ perception of inadequate training and/or preparation. To facilitate the decision whether to report, reporters are required only to report suspected abuse and do not have to investigate. Regulations are not as clear with regards to fear of potential abuse.

Further complicating the reporting requirements is the fact that psychologists or anyone working in the helping profession are constantly dealing with the unknown. Balmforth and Elliott (2012) describe participation in therapy as an opportunity for a client to express thoughts and feelings that have not previously been expressed since only within the therapeutic relationship was there a guarantee of confidentiality. A psychologist must weigh all factors to determine whether this belief should be abrogated.

Be sure to review the resources carefully. You are expected to apply the information from these resources when you prepare your assignment.

**References**

Balmforth, J., & Elliott, R. (2012). ‘I never talked about, ever’: A comprehensive process analysis of a significant client disclosure event in therapy. Counselling & Psychotherapy Research, 12(1), 2-12.

Brown, R., & Strozier, M. (2004). Resisting abuse at what cost? The impact of mandated reporting laws on the process and content of therapy. Contemporary Family Therapy: An International Journal, 26(1), 45-60.

Krase, K. S., & DeLong-Hamilton, T. A. (2015). Preparing social workers as reporters of suspected child maltreatment. Social Work Education, 34(8), 967-985.

Lawrence, J. A., Levin, D. B., Brady, K. L., Jhai, M., & Lyon, T. D. (2015). Ohio v. Clark: Brief of amicus curiae American Professional Society on the abuse of children in support of petitioner. Psychology, Public Policy, And Law, 21(4), 365-373.

**Background**

In this assignment, you will defend the application of the mandated reporting laws in the following scenario. Be sure to carefully review the following scenario before responding.

**Scenario**

Joseph, a 14-year-old student, has recently been referred for a psychoeducational evaluation by his high school. His parents, concerned about his academic performance and the potential of him failing some classes, requested the evaluation to determine if learning problems might be a factor. The school provided Joseph’s parents with an informed consent form, detailing the assessments to be administered, including measures of general ability, memory functions, abstract reasoning, neuropsychological functioning, and academic achievement. After reviewing and understanding the scope of the evaluation, Joseph’s parents signed the informed consent form, and the evaluation was conducted, resulting in a written report of the results.

Shortly after receiving the report, Joseph’s parents were visited by protective services. During the evaluation, Joseph had introduced the topic of sexual orientation and confided to school personnel that his father would probably “kill him” if he found out about Joseph’s sexual orientation. Upon learning of the involvement of protective services, Joseph’s parents become furious and threaten to sue the school district.

**Assignment Task**

As the principal of Joseph’s school, your task is to write a letter to Joseph’s parents defending the actions of the assessment team. Your letter should address the following points:

State Mandatory Reporting Laws:

Explain the mandatory reporting laws of your state that apply to this situation.

Clarify why the assessment team’s decision to report the disclosure to protective services was not optional, but a legal requirement.

Justification of the Assessment Team’s Actions:

Provide a rationale for the assessment team’s decision to report Joseph’s disclosure, emphasizing their concern for his health and safety.

Discuss the implications of Joseph’s statement about his father, and why it necessitated immediate action.

Informed Consent Considerations:

Address the issue that Joseph’s disclosure occurred outside the scope of the informed consent form.

Justify that, despite this, the school had a legal and ethical obligation to act on the information once it was disclosed.

Ethical Framework:

Cite relevant sections of the APA Code of Ethics regarding informed consent and disclosures to support the assessment team’s actions.

Mitigating the Risk of a Lawsuit:

Craft your letter to reduce the likelihood of the parents pursuing legal action. Be empathetic and informative, emphasizing the protection and well-being of their child, while also being clear, respectful, and firm in defending the school’s actions.

References: Support your assignment with citations from the APA Code of Ethics and your state’s specific reporting laws. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 2-3 pages, written in letter format. Ensure your letter includes a summary of the relevant state laws and the APA ethics code for the parents. A separate reference page is required, but it does not count towards the 2–3-page length of the letter.

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.

**## Lesson2instructions.docx**

**Mandated Reporting**

For your protection and that of youth with whom you are involved with in your role as parent, teacher, or anyone working in the helping professions, it is important for you to know and understand mandated reporting requirements. If you are involved with children, then you have a moral and/or legal obligation to protect them. If you are a mandated reporter, then, depending on your state, failure to report can result in your incarceration.

In their article, Lawrence, Levin, Jhai, Brady, and Lyon (2015) review the impact of child maltreatment within this society. They found that by the age of 18, one in eight children is a victim. They emphasize the tremendous social consequences, including long-lasting physical and mental harm to the victims. In addition, there is the financial cost of maltreatment, which costs $124 billion annually just in the United States. To reduce the impact of abuse, there are mandating reporting regulations in all states affecting almost everyone who works with children.

Why would a child report abuse or the fear of abuse? The authors concluded that a child’s main purpose in disclosing maltreatment is to protect themselves and other victims from further harm. They believe that since children are most often mistreated by their caretakers, they do not want their disclosures to lead to criminal action against a parent. Lawrence et al. (2015) assume that mandatory reporters act with the primary purpose of protecting children.

Another issue is the effect to the therapeutic process. Brown and Strozier, (2004) found no empirical evidence demonstrating that mandated reporting was an effective intervention for child abuse. They claimed that little research has been completed on the effects of mandated reporting on therapy with the family. Possibly as a result, Krase and DeLong-Hamilton (2015) found that the failure to report suspicions of child abuse to the appropriate authorities is a worldwide problem. They also report research demonstrating that professionals in the U.S. fail to report more than half of their suspicions of child abuse and neglect as required. According to the authors, one of the main factors behind the failure to report was the professionals’ perception of inadequate training and/or preparation. To facilitate the decision whether to report, reporters are required only to report suspected abuse and do not have to investigate. Regulations are not as clear with regards to fear of potential abuse.

Further complicating the reporting requirements is the fact that psychologists or anyone working in the helping profession are constantly dealing with the unknown. Balmforth and Elliott (2012) describe participation in therapy as an opportunity for a client to express thoughts and feelings that have not previously been expressed since only within the therapeutic relationship was there a guarantee of confidentiality. A psychologist must weigh all factors to determine whether this belief should be abrogated.

Be sure to review the resources carefully. You are expected to apply the information from these resources when you prepare your assignment.

**References**

Balmforth, J., & Elliott, R. (2012). ‘I never talked about, ever’: A comprehensive process analysis of a significant client disclosure event in therapy. Counselling & Psychotherapy Research, 12(1), 2-12.

Brown, R., & Strozier, M. (2004). Resisting abuse at what cost? The impact of mandated reporting laws on the process and content of therapy. Contemporary Family Therapy: An International Journal, 26(1), 45-60.

Krase, K. S., & DeLong-Hamilton, T. A. (2015). Preparing social workers as reporters of suspected child maltreatment. Social Work Education, 34(8), 967-985.

Lawrence, J. A., Levin, D. B., Brady, K. L., Jhai, M., & Lyon, T. D. (2015). Ohio v. Clark: Brief of amicus curiae American Professional Society on the abuse of children in support of petitioner. Psychology, Public Policy, And Law, 21(4), 365-373.

**Background**

In this assignment, you will defend the application of the mandated reporting laws in the following scenario. Be sure to carefully review the following scenario before responding.

**Scenario**

Joseph, a 14-year-old student, has recently been referred for a psychoeducational evaluation by his high school. His parents, concerned about his academic performance and the potential of him failing some classes, requested the evaluation to determine if learning problems might be a factor. The school provided Joseph’s parents with an informed consent form, detailing the assessments to be administered, including measures of general ability, memory functions, abstract reasoning, neuropsychological functioning, and academic achievement. After reviewing and understanding the scope of the evaluation, Joseph’s parents signed the informed consent form, and the evaluation was conducted, resulting in a written report of the results.

Shortly after receiving the report, Joseph’s parents were visited by protective services. During the evaluation, Joseph had introduced the topic of sexual orientation and confided to school personnel that his father would probably “kill him” if he found out about Joseph’s sexual orientation. Upon learning of the involvement of protective services, Joseph’s parents become furious and threaten to sue the school district.

**Assignment Task**

As the principal of Joseph’s school, your task is to write a letter to Joseph’s parents defending the actions of the assessment team. Your letter should address the following points:

State Mandatory Reporting Laws:

Explain the mandatory reporting laws of your state that apply to this situation.

Clarify why the assessment team’s decision to report the disclosure to protective services was not optional, but a legal requirement.

Justification of the Assessment Team’s Actions:

Provide a rationale for the assessment team’s decision to report Joseph’s disclosure, emphasizing their concern for his health and safety.

Discuss the implications of Joseph’s statement about his father, and why it necessitated immediate action.

Informed Consent Considerations:

Address the issue that Joseph’s disclosure occurred outside the scope of the informed consent form.

Justify that, despite this, the school had a legal and ethical obligation to act on the information once it was disclosed.

Ethical Framework:

Cite relevant sections of the APA Code of Ethics regarding informed consent and disclosures to support the assessment team’s actions.

Mitigating the Risk of a Lawsuit:

Craft your letter to reduce the likelihood of the parents pursuing legal action. Be empathetic and informative, emphasizing the protection and well-being of their child, while also being clear, respectful, and firm in defending the school’s actions.

References: Support your assignment with citations from the APA Code of Ethics and your state’s specific reporting laws. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 2-3 pages, written in letter format. Ensure your letter includes a summary of the relevant state laws and the APA ethics code for the parents. A separate reference page is required, but it does not count towards the 2–3-page length of the letter.

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.

**## RequiredResources2.docx**

**Required Resources**

·
[**Applying Ethical Theories to Ethics Codes and Ethical Decision Making**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-004&site=eds-live&scope=site&custid=natuniv)

Knapp, S. J., & Fingerhut, R. (2024). Applying ethical theories to ethics codes and ethical decision making. In
_Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 43–57). American Psychological Association.

**This resource is essential because it provides a foundational understanding of how to apply ethical theories to real-world decision-making. Given the complexity of the scenario involving Joseph, where ethical decision-making is at the core, it is important to understand how to navigate the APA Ethics Code and apply it to situations where ethical dilemmas arise.**

·
[**The Use and Misuse of Informed Consent in Reporting Sexual Intimacy Violations**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2023-63355-001&site=eds-live&scope=site&custid=natuniv)

Behnke, S. H., Thomas, J. T., Walker, L. E., & DeMatteo, D. (2023). The use and misuse of informed consent in reporting sexual intimacy violations.
_Professional Psychology: Research and Practice, 54_(2), 135–146.

**This article directly addresses the nuances of informed consent, a critical issue in the assignment. Joseph's scenario involves a disclosure that was not part of the original consent agreement, making it vital for understanding the ethical implications of such disclosures. This reading will equip learners with insights into when and how informed.**

·
[**A Child Abuse Reporting Framework for Early Career School Counselors**](https://files.eric.ed.gov/fulltext/EJ1232217.pdf)

Tuttle, M., Ricks, L., & Taylor, M. (2019). A child abuse reporting framework for early career school counselors.
_Professional Counselor, 9_(3), 238–251.

**This article provides a practical framework for reporting suspected child abuse, tailored specifically for school counselors. Since the scenario involves school personnel making a mandated report, understanding this framework will be crucial for applying the reading to justify the actions taken by the school staff. This resource will help ground arguments in established reporting practices.**

·
[**Ethical Dilemmas of Confidentiality With Adolescent Clients: Case Studies From Psychologists**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=102076178&site=eds-live&scope=site&custid=natuniv)

Duncan, R. E., Hall, A. C., & Knowles, A. (2015). Ethical dilemmas of confidentiality with adolescent clients: Case studies from psychologists.
_Ethics & Behavior, 25_(3), 197–221.

**This resource is still useful in understanding the complexities and ethical dilemmas involved in maintaining confidentiality with adolescent clients. The case studies can offer practical examples that can be referenced in the weekly assignment.**

·
[**Clinical Work With Non-Accepting Parents of Sexual Minority Children: Addressing Causal and Controllability Attributions**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.10.1037.a0031824&site=eds-live&scope=site&custid=natuniv)

Shpigel, M. S., Belsky, Y., & Diamond, G. M. (2015). Clinical work with non-accepting parents of sexual minority children: Addressing causal and controllability attributions.
_Professional Psychology: Research and Practice, 46_(1), 46–54.

**This article is important for understanding the dynamics between non-accepting parents and sexual minority children, which is relevant to Joseph's situation.**

**Week 2 Optional Resources**

·
[**Communicating With the Adolescent: Consent and Confidentiality Issues**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1522840115000208%3Fvia%253Dihub)

Goyal, M. K. (2015). Communicating with the adolescent: Consent and confidentiality issues.
_Clinical Pediatric Emergency Medicine, 16_(2), 96–101.

**This article discusses the nuances of consent and confidentiality when working with adolescents, which will be helpful in explaining why the assessment team had to act on the information disclosed by Joseph, even though it wasn't part of the planned assessment.**

·
[**A Q Methodology Investigation of School Counselors’ Beliefs and Feelings in Reporting Suspected Child Sexual Abuse**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ccm&AN=160623089&site=eds-live&scope=site&custid=natuniv)

Waalkes, P. L., DeCino, D. A., Stickl Haugen, J., & Woodruff, E. (2022). A Q methodology investigation of school counselors’ beliefs and feelings in reporting suspected child sexual abuse.
_Journal of Child Sexual Abuse, 31_(8), 911–929.

**This study examines the emotional and ethical dilemmas faced by school counselors when reporting child sexual abuse. Given that the assignment requires a defense of the school's actions, understanding the varied beliefs and feelings of counselors can help further appreciation of the complexity of mandated reporting decisions, making arguments more nuanced and empathetic.**

**## Lesson2instructions.docx**

**Mandated Reporting**

For your protection and that of youth with whom you are involved with in your role as parent, teacher, or anyone working in the helping professions, it is important for you to know and understand mandated reporting requirements. If you are involved with children, then you have a moral and/or legal obligation to protect them. If you are a mandated reporter, then, depending on your state, failure to report can result in your incarceration.

In their article, Lawrence, Levin, Jhai, Brady, and Lyon (2015) review the impact of child maltreatment within this society. They found that by the age of 18, one in eight children is a victim. They emphasize the tremendous social consequences, including long-lasting physical and mental harm to the victims. In addition, there is the financial cost of maltreatment, which costs $124 billion annually just in the United States. To reduce the impact of abuse, there are mandating reporting regulations in all states affecting almost everyone who works with children.

Why would a child report abuse or the fear of abuse? The authors concluded that a child’s main purpose in disclosing maltreatment is to protect themselves and other victims from further harm. They believe that since children are most often mistreated by their caretakers, they do not want their disclosures to lead to criminal action against a parent. Lawrence et al. (2015) assume that mandatory reporters act with the primary purpose of protecting children.

Another issue is the effect to the therapeutic process. Brown and Strozier, (2004) found no empirical evidence demonstrating that mandated reporting was an effective intervention for child abuse. They claimed that little research has been completed on the effects of mandated reporting on therapy with the family. Possibly as a result, Krase and DeLong-Hamilton (2015) found that the failure to report suspicions of child abuse to the appropriate authorities is a worldwide problem. They also report research demonstrating that professionals in the U.S. fail to report more than half of their suspicions of child abuse and neglect as required. According to the authors, one of the main factors behind the failure to report was the professionals’ perception of inadequate training and/or preparation. To facilitate the decision whether to report, reporters are required only to report suspected abuse and do not have to investigate. Regulations are not as clear with regards to fear of potential abuse.

Further complicating the reporting requirements is the fact that psychologists or anyone working in the helping profession are constantly dealing with the unknown. Balmforth and Elliott (2012) describe participation in therapy as an opportunity for a client to express thoughts and feelings that have not previously been expressed since only within the therapeutic relationship was there a guarantee of confidentiality. A psychologist must weigh all factors to determine whether this belief should be abrogated.

Be sure to review the resources carefully. You are expected to apply the information from these resources when you prepare your assignment.

**References**

Balmforth, J., & Elliott, R. (2012). ‘I never talked about, ever’: A comprehensive process analysis of a significant client disclosure event in therapy. Counselling & Psychotherapy Research, 12(1), 2-12.

Brown, R., & Strozier, M. (2004). Resisting abuse at what cost? The impact of mandated reporting laws on the process and content of therapy. Contemporary Family Therapy: An International Journal, 26(1), 45-60.

Krase, K. S., & DeLong-Hamilton, T. A. (2015). Preparing social workers as reporters of suspected child maltreatment. Social Work Education, 34(8), 967-985.

Lawrence, J. A., Levin, D. B., Brady, K. L., Jhai, M., & Lyon, T. D. (2015). Ohio v. Clark: Brief of amicus curiae American Professional Society on the abuse of children in support of petitioner. Psychology, Public Policy, And Law, 21(4), 365-373.

**Background**

In this assignment, you will defend the application of the mandated reporting laws in the following scenario. Be sure to carefully review the following scenario before responding.

**Scenario**

Joseph, a 14-year-old student, has recently been referred for a psychoeducational evaluation by his high school. His parents, concerned about his academic performance and the potential of him failing some classes, requested the evaluation to determine if learning problems might be a factor. The school provided Joseph’s parents with an informed consent form, detailing the assessments to be administered, including measures of general ability, memory functions, abstract reasoning, neuropsychological functioning, and academic achievement. After reviewing and understanding the scope of the evaluation, Joseph’s parents signed the informed consent form, and the evaluation was conducted, resulting in a written report of the results.

Shortly after receiving the report, Joseph’s parents were visited by protective services. During the evaluation, Joseph had introduced the topic of sexual orientation and confided to school personnel that his father would probably “kill him” if he found out about Joseph’s sexual orientation. Upon learning of the involvement of protective services, Joseph’s parents become furious and threaten to sue the school district.

**Assignment Task**

As the principal of Joseph’s school, your task is to write a letter to Joseph’s parents defending the actions of the assessment team. Your letter should address the following points:

State Mandatory Reporting Laws:

Explain the mandatory reporting laws of your state that apply to this situation.

Clarify why the assessment team’s decision to report the disclosure to protective services was not optional, but a legal requirement.

Justification of the Assessment Team’s Actions:

Provide a rationale for the assessment team’s decision to report Joseph’s disclosure, emphasizing their concern for his health and safety.

Discuss the implications of Joseph’s statement about his father, and why it necessitated immediate action.

Informed Consent Considerations:

Address the issue that Joseph’s disclosure occurred outside the scope of the informed consent form.

Justify that, despite this, the school had a legal and ethical obligation to act on the information once it was disclosed.

Ethical Framework:

Cite relevant sections of the APA Code of Ethics regarding informed consent and disclosures to support the assessment team’s actions.

Mitigating the Risk of a Lawsuit:

Craft your letter to reduce the likelihood of the parents pursuing legal action. Be empathetic and informative, emphasizing the protection and well-being of their child, while also being clear, respectful, and firm in defending the school’s actions.

References: Support your assignment with citations from the APA Code of Ethics and your state’s specific reporting laws. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 2-3 pages, written in letter format. Ensure your letter includes a summary of the relevant state laws and the APA ethics code for the parents. A separate reference page is required, but it does not count towards the 2–3-page length of the letter.

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.

**## RequiredResources2.docx**

**Required Resources**

·
[**Applying Ethical Theories to Ethics Codes and Ethical Decision Making**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2024-04177-004&site=eds-live&scope=site&custid=natuniv)

Knapp, S. J., & Fingerhut, R. (2024). Applying ethical theories to ethics codes and ethical decision making. In
_Practical ethics for psychologists: A positive approach., 4th ed._ (pp. 43–57). American Psychological Association.

**This resource is essential because it provides a foundational understanding of how to apply ethical theories to real-world decision-making. Given the complexity of the scenario involving Joseph, where ethical decision-making is at the core, it is important to understand how to navigate the APA Ethics Code and apply it to situations where ethical dilemmas arise.**

·
[**The Use and Misuse of Informed Consent in Reporting Sexual Intimacy Violations**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2023-63355-001&site=eds-live&scope=site&custid=natuniv)

Behnke, S. H., Thomas, J. T., Walker, L. E., & DeMatteo, D. (2023). The use and misuse of informed consent in reporting sexual intimacy violations.
_Professional Psychology: Research and Practice, 54_(2), 135–146.

**This article directly addresses the nuances of informed consent, a critical issue in the assignment. Joseph's scenario involves a disclosure that was not part of the original consent agreement, making it vital for understanding the ethical implications of such disclosures. This reading will equip learners with insights into when and how informed.**

·
[**A Child Abuse Reporting Framework for Early Career School Counselors**](https://files.eric.ed.gov/fulltext/EJ1232217.pdf)

Tuttle, M., Ricks, L., & Taylor, M. (2019). A child abuse reporting framework for early career school counselors.
_Professional Counselor, 9_(3), 238–251.

**This article provides a practical framework for reporting suspected child abuse, tailored specifically for school counselors. Since the scenario involves school personnel making a mandated report, understanding this framework will be crucial for applying the reading to justify the actions taken by the school staff. This resource will help ground arguments in established reporting practices.**

·
[**Ethical Dilemmas of Confidentiality With Adolescent Clients: Case Studies From Psychologists**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=102076178&site=eds-live&scope=site&custid=natuniv)

Duncan, R. E., Hall, A. C., & Knowles, A. (2015). Ethical dilemmas of confidentiality with adolescent clients: Case studies from psychologists.
_Ethics & Behavior, 25_(3), 197–221.

**This resource is still useful in understanding the complexities and ethical dilemmas involved in maintaining confidentiality with adolescent clients. The case studies can offer practical examples that can be referenced in the weekly assignment.**

·
[**Clinical Work With Non-Accepting Parents of Sexual Minority Children: Addressing Causal and Controllability Attributions**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edsovi&AN=edsovi.10.1037.a0031824&site=eds-live&scope=site&custid=natuniv)

Shpigel, M. S., Belsky, Y., & Diamond, G. M. (2015). Clinical work with non-accepting parents of sexual minority children: Addressing causal and controllability attributions.
_Professional Psychology: Research and Practice, 46_(1), 46–54.

**This article is important for understanding the dynamics between non-accepting parents and sexual minority children, which is relevant to Joseph's situation.**

**Week 2 Optional Resources**

·
[**Communicating With the Adolescent: Consent and Confidentiality Issues**](https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1522840115000208%3Fvia%253Dihub)

Goyal, M. K. (2015). Communicating with the adolescent: Consent and confidentiality issues.
_Clinical Pediatric Emergency Medicine, 16_(2), 96–101.

**This article discusses the nuances of consent and confidentiality when working with adolescents, which will be helpful in explaining why the assessment team had to act on the information disclosed by Joseph, even though it wasn't part of the planned assessment.**

·
[**A Q Methodology Investigation of School Counselors’ Beliefs and Feelings in Reporting Suspected Child Sexual Abuse**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ccm&AN=160623089&site=eds-live&scope=site&custid=natuniv)

Waalkes, P. L., DeCino, D. A., Stickl Haugen, J., & Woodruff, E. (2022). A Q methodology investigation of school counselors’ beliefs and feelings in reporting suspected child sexual abuse.
_Journal of Child Sexual Abuse, 31_(8), 911–929.

**This study examines the emotional and ethical dilemmas faced by school counselors when reporting child sexual abuse. Given that the assignment requires a defense of the school's actions, understanding the varied beliefs and feelings of counselors can help further appreciation of the complexity of mandated reporting decisions, making arguments more nuanced and empathetic.**

**## Lesson2instructions.docx**

**Mandated Reporting**

For your protection and that of youth with whom you are involved with in your role as parent, teacher, or anyone working in the helping professions, it is important for you to know and understand mandated reporting requirements. If you are involved with children, then you have a moral and/or legal obligation to protect them. If you are a mandated reporter, then, depending on your state, failure to report can result in your incarceration.

In their article, Lawrence, Levin, Jhai, Brady, and Lyon (2015) review the impact of child maltreatment within this society. They found that by the age of 18, one in eight children is a victim. They emphasize the tremendous social consequences, including long-lasting physical and mental harm to the victims. In addition, there is the financial cost of maltreatment, which costs $124 billion annually just in the United States. To reduce the impact of abuse, there are mandating reporting regulations in all states affecting almost everyone who works with children.

Why would a child report abuse or the fear of abuse? The authors concluded that a child’s main purpose in disclosing maltreatment is to protect themselves and other victims from further harm. They believe that since children are most often mistreated by their caretakers, they do not want their disclosures to lead to criminal action against a parent. Lawrence et al. (2015) assume that mandatory reporters act with the primary purpose of protecting children.

Another issue is the effect to the therapeutic process. Brown and Strozier, (2004) found no empirical evidence demonstrating that mandated reporting was an effective intervention for child abuse. They claimed that little research has been completed on the effects of mandated reporting on therapy with the family. Possibly as a result, Krase and DeLong-Hamilton (2015) found that the failure to report suspicions of child abuse to the appropriate authorities is a worldwide problem. They also report research demonstrating that professionals in the U.S. fail to report more than half of their suspicions of child abuse and neglect as required. According to the authors, one of the main factors behind the failure to report was the professionals’ perception of inadequate training and/or preparation. To facilitate the decision whether to report, reporters are required only to report suspected abuse and do not have to investigate. Regulations are not as clear with regards to fear of potential abuse.

Further complicating the reporting requirements is the fact that psychologists or anyone working in the helping profession are constantly dealing with the unknown. Balmforth and Elliott (2012) describe participation in therapy as an opportunity for a client to express thoughts and feelings that have not previously been expressed since only within the therapeutic relationship was there a guarantee of confidentiality. A psychologist must weigh all factors to determine whether this belief should be abrogated.

Be sure to review the resources carefully. You are expected to apply the information from these resources when you prepare your assignment.

**References**

Balmforth, J., & Elliott, R. (2012). ‘I never talked about, ever’: A comprehensive process analysis of a significant client disclosure event in therapy. Counselling & Psychotherapy Research, 12(1), 2-12.

Brown, R., & Strozier, M. (2004). Resisting abuse at what cost? The impact of mandated reporting laws on the process and content of therapy. Contemporary Family Therapy: An International Journal, 26(1), 45-60.

Krase, K. S., & DeLong-Hamilton, T. A. (2015). Preparing social workers as reporters of suspected child maltreatment. Social Work Education, 34(8), 967-985.

Lawrence, J. A., Levin, D. B., Brady, K. L., Jhai, M., & Lyon, T. D. (2015). Ohio v. Clark: Brief of amicus curiae American Professional Society on the abuse of children in support of petitioner. Psychology, Public Policy, And Law, 21(4), 365-373.

**Background**

In this assignment, you will defend the application of the mandated reporting laws in the following scenario. Be sure to carefully review the following scenario before responding.

**Scenario**

Joseph, a 14-year-old student, has recently been referred for a psychoeducational evaluation by his high school. His parents, concerned about his academic performance and the potential of him failing some classes, requested the evaluation to determine if learning problems might be a factor. The school provided Joseph’s parents with an informed consent form, detailing the assessments to be administered, including measures of general ability, memory functions, abstract reasoning, neuropsychological functioning, and academic achievement. After reviewing and understanding the scope of the evaluation, Joseph’s parents signed the informed consent form, and the evaluation was conducted, resulting in a written report of the results.

Shortly after receiving the report, Joseph’s parents were visited by protective services. During the evaluation, Joseph had introduced the topic of sexual orientation and confided to school personnel that his father would probably “kill him” if he found out about Joseph’s sexual orientation. Upon learning of the involvement of protective services, Joseph’s parents become furious and threaten to sue the school district.

**Assignment Task**

As the principal of Joseph’s school, your task is to write a letter to Joseph’s parents defending the actions of the assessment team. Your letter should address the following points:

State Mandatory Reporting Laws:

Explain the mandatory reporting laws of your state that apply to this situation.

Clarify why the assessment team’s decision to report the disclosure to protective services was not optional, but a legal requirement.

Justification of the Assessment Team’s Actions:

Provide a rationale for the assessment team’s decision to report Joseph’s disclosure, emphasizing their concern for his health and safety.

Discuss the implications of Joseph’s statement about his father, and why it necessitated immediate action.

Informed Consent Considerations:

Address the issue that Joseph’s disclosure occurred outside the scope of the informed consent form.

Justify that, despite this, the school had a legal and ethical obligation to act on the information once it was disclosed.

Ethical Framework:

Cite relevant sections of the APA Code of Ethics regarding informed consent and disclosures to support the assessment team’s actions.

Mitigating the Risk of a Lawsuit:

Craft your letter to reduce the likelihood of the parents pursuing legal action. Be empathetic and informative, emphasizing the protection and well-being of their child, while also being clear, respectful, and firm in defending the school’s actions.

References: Support your assignment with citations from the APA Code of Ethics and your state’s specific reporting laws. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.

Length: 2-3 pages, written in letter format. Ensure your letter includes a summary of the relevant state laws and the APA ethics code for the parents. A separate reference page is required, but it does not count towards the 2–3-page length of the letter.

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA 7th edition standards.

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November 5, 2026