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  • [Solved] HUMN RESOUCES WEEK 4 ASSGN

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    – 2 years ago **files (2)** – ## MARCH22ASSGN.docx – ## HUMN_6000_W03_Use_of_Research.pdf **## MARCH22ASSGN.docx** Week 4 Assignment: Responding to Research as a Scholar Practitioner As a graduate student, it is not enough to absorb the information from a research study. Rather, you must consid…

    Instant Solution Download

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

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    – 2 years ago

    **files (2)**

    – ## MARCH22ASSGN.docx

    – ## HUMN_6000_W03_Use_of_Research.pdf

    **## MARCH22ASSGN.docx**

    Week 4 Assignment: Responding to Research as a Scholar Practitioner

    As a graduate student, it is not enough to absorb the information from a research study. Rather, you must consider that information’s value, react to the information, and apply it.

    You may have noticed while preparing for this week’s Discussion that reading a primary research article is different than reading other types of material. Articles can be dense and often contain tables and figures representing data. You may have noticed citations to other works. All of these features take some getting used to.

    In this Assignment, you have another opportunity to practice interacting with human services research. You first search in the library databases and access a scholarly, peer-reviewed article. Then you respond to that article, weighing how the research findings apply to your human services work.

    To Prepare

    · Conduct a database search in the library for a scholarly, peer-reviewed article from the last 5 years on a human services topic of interest to you. The article should be based on an empirical research study and be from the last 5 years. To help with your search, use tips from this week's Discussion as well as the Quick Answers link in the Learning Resources.

    · Read the article using the strategies described in the Learning Resources. Take note of the problem, the methods, the findings, and the researchers' conclusions.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/pages/week-4-learning-resources?module_item_id=6282639)

    By Day 7

    **Write** a 2-page response to the scholarly, peer-reviewed article you selected. In your response, briefly summarize the article. In your summary, include the purpose of the study, the method and data collection of the study, and the findings of the study. Then address the following: To what extent do the research findings align with your professional experiences? How might you use this evidence-based research to inform your work as an advanced human services professional practitioner?

    Please be sure that your paper contains all elements of an academic paper with an introduction with a thesis, body, and conclusion.

    Be sure that you cite any time you refer to the source in the body of the paper and include a corresponding citation on the reference list.

    REFERENCES

    · American Psychological Association. (2020). Reference list. In
    _Publication manual of the American Psychological Association_ (7th ed., pp. 281–312). https://doi.org/10.1037/0000165-000

    · American Psychological Association. (2020). Reference examples. In
    _Publication manual of the American Psychological Association_(7th ed., pp. 313–354). https://doi.org/10.1037/0000165-000

    · Walden University Writing Center. (n.d.-d).
    [_Common reference list examples.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) https://academicguides.waldenu.edu/writingcenter/apa/references/examples

    · Walden University Writing Center. (n.d.-i).
    [_Reference list: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general

    · Walden University Writing Center. (n.d.-m).
    [_Walden templates: General templatesLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general

    · Walden University Writing Center. (n.d.-k).
    [_Scholarly writing: Overview._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/scholarly) https://academicguides.waldenu.edu/writingcenter/scholarly

    · Walden University Writing Center. (n.d.-n).
    [_Writing a paper: Conclusions._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions) https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions

    · Walden University Writing Center. (n.d.-o).
    [_Writing a paper: Introductions._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions) https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions

    · Walden University Writing Center. (n.d.-q).
    [_Writing a paper: Thesis statements._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements) https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements

    · Document:
    [The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287?wrap=1) [Download The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287/download?download_frd=1)(PDF)

    **## HUMN_6000_W03_Use_of_Research.pdf**

    1

    © 2020 Walden University

    The Use of Research-Based Support

    Read the following examples, and consider these questions:

    • To what extent do you believe the authors are credible?

    • How might you verify the information provided by the authors?

    • How scholarly is the material? Does it read like scholarly research or like the

    author’s personal opinions, beliefs, and perspectives?

    Example A

    Without doubt, the onset of No Child Left Behind has generated a profusion of

    research and inquiry regarding high school dropouts and the methodology by which

    dropout rates are measured. Although researchers differ in the method of calculating

    dropout rates, they are in agreement that approximately every nine seconds a student

    decides to permanently leave high school prior to graduation. Such a premature

    departure from high school has required policy makers to address the educational,

    economic, and civic impact of dropouts to society.

    Currently, a major thrust of research regarding high school dropouts has

    centered on the identification and intervention of “at-risk” students with a propensity to

    drop out of school. Educational and community leaders as well as policy makers have

    incorporated available research and have crafted a myriad of intervention programs and

    strategies targeted toward this audience. Unfortunately, many of these efforts have

    failed to demonstrate effectiveness and/or have proven ineffective at significantly

    lowering the dropout rate across school, district, and state levels.

    2

    © 2020 Walden University

    Commentary

    What did you think as you read these paragraphs? Perhaps you felt that the

    voice was confident, but the lack of references to specific research made the piece feel

    less scholarly. In particular, the final “Unfortunately” sentence might have read like an

    opinion. Example A shows empty claims—claims that are made but not supported by

    citations. Citations clarify where the information comes from, point readers to additional

    research, and bolster academic integrity and credibility of the piece at large. The author

    of the content mentions “research” and “researchers” generally, but the reader is left

    wondering “What researchers?” and “How do you know that?” and ultimately “Where’s

    the evidence?” Therefore, not only is the lack of citations problematic from a scholarly

    perspective but it also confuses readers and obscures the message.

    Example B

    Without doubt, the onset of No Child Left Behind has generated a profusion of

    research and inquiry regarding high school dropouts and the methodology by which

    dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,

    2003b). Although researchers differ in the method of calculating dropout rates, they are

    in agreement that approximately every nine seconds a student decides to permanently

    leave high school prior to graduation (Children’s Defense Fund, 2002). Such a

    premature departure from high school has required policy makers to address the

    educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,

    Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).

    Currently, a major thrust of research regarding high school dropouts has

    centered on the identification and intervention of “at-risk” students with a propensity to

    3

    © 2020 Walden University

    drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).

    Educational and community leaders as well as policy makers have incorporated

    available research and have crafted a myriad of intervention programs and strategies

    targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &

    Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate

    effectiveness and/or have proven ineffective at significantly lowering the dropout rate

    across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder

    & South, 2003; Hickman, 2006; Rumberger, 2004).

    Commentary

    How did your reading experience here compare to Example A? The same

    content has been conveyed. However, in this example, the author has cited specific

    studies and government data to support the claims that are being made. Thus, the

    claims are no longer empty; they have clear research to back them up. Notice how, in

    many cases, the author has included multiple citations to support one statement.

    Establishing various sources shows that there is some agreement in the research and

    gives more weight to the point. The reader can now look up these other sources if

    desired, to learn more about the topic or check the validity of the information.

    Note: This passage is an excerpt from an article published in 2008, so you may have

    noticed that the referenced sources are older and that the style follows an earlier edition

    of the APA manual. In your work, you should aim to include sources that are current

    (i.e., published within the past 5 years).

    4

    © 2020 Walden University

    Reference

    Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential

    developmental pathways of high school dropouts and graduates. The Journal of

    Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14

    **## HUMN_6000_W03_Use_of_Research.pdf**

    1

    © 2020 Walden University

    The Use of Research-Based Support

    Read the following examples, and consider these questions:

    • To what extent do you believe the authors are credible?

    • How might you verify the information provided by the authors?

    • How scholarly is the material? Does it read like scholarly research or like the

    author’s personal opinions, beliefs, and perspectives?

    Example A

    Without doubt, the onset of No Child Left Behind has generated a profusion of

    research and inquiry regarding high school dropouts and the methodology by which

    dropout rates are measured. Although researchers differ in the method of calculating

    dropout rates, they are in agreement that approximately every nine seconds a student

    decides to permanently leave high school prior to graduation. Such a premature

    departure from high school has required policy makers to address the educational,

    economic, and civic impact of dropouts to society.

    Currently, a major thrust of research regarding high school dropouts has

    centered on the identification and intervention of “at-risk” students with a propensity to

    drop out of school. Educational and community leaders as well as policy makers have

    incorporated available research and have crafted a myriad of intervention programs and

    strategies targeted toward this audience. Unfortunately, many of these efforts have

    failed to demonstrate effectiveness and/or have proven ineffective at significantly

    lowering the dropout rate across school, district, and state levels.

    2

    © 2020 Walden University

    Commentary

    What did you think as you read these paragraphs? Perhaps you felt that the

    voice was confident, but the lack of references to specific research made the piece feel

    less scholarly. In particular, the final “Unfortunately” sentence might have read like an

    opinion. Example A shows empty claims—claims that are made but not supported by

    citations. Citations clarify where the information comes from, point readers to additional

    research, and bolster academic integrity and credibility of the piece at large. The author

    of the content mentions “research” and “researchers” generally, but the reader is left

    wondering “What researchers?” and “How do you know that?” and ultimately “Where’s

    the evidence?” Therefore, not only is the lack of citations problematic from a scholarly

    perspective but it also confuses readers and obscures the message.

    Example B

    Without doubt, the onset of No Child Left Behind has generated a profusion of

    research and inquiry regarding high school dropouts and the methodology by which

    dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,

    2003b). Although researchers differ in the method of calculating dropout rates, they are

    in agreement that approximately every nine seconds a student decides to permanently

    leave high school prior to graduation (Children’s Defense Fund, 2002). Such a

    premature departure from high school has required policy makers to address the

    educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,

    Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).

    Currently, a major thrust of research regarding high school dropouts has

    centered on the identification and intervention of “at-risk” students with a propensity to

    3

    © 2020 Walden University

    drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).

    Educational and community leaders as well as policy makers have incorporated

    available research and have crafted a myriad of intervention programs and strategies

    targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &

    Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate

    effectiveness and/or have proven ineffective at significantly lowering the dropout rate

    across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder

    & South, 2003; Hickman, 2006; Rumberger, 2004).

    Commentary

    How did your reading experience here compare to Example A? The same

    content has been conveyed. However, in this example, the author has cited specific

    studies and government data to support the claims that are being made. Thus, the

    claims are no longer empty; they have clear research to back them up. Notice how, in

    many cases, the author has included multiple citations to support one statement.

    Establishing various sources shows that there is some agreement in the research and

    gives more weight to the point. The reader can now look up these other sources if

    desired, to learn more about the topic or check the validity of the information.

    Note: This passage is an excerpt from an article published in 2008, so you may have

    noticed that the referenced sources are older and that the style follows an earlier edition

    of the APA manual. In your work, you should aim to include sources that are current

    (i.e., published within the past 5 years).

    4

    © 2020 Walden University

    Reference

    Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential

    developmental pathways of high school dropouts and graduates. The Journal of

    Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14

    **## MARCH22ASSGN.docx**

    Week 4 Assignment: Responding to Research as a Scholar Practitioner

    As a graduate student, it is not enough to absorb the information from a research study. Rather, you must consider that information’s value, react to the information, and apply it.

    You may have noticed while preparing for this week’s Discussion that reading a primary research article is different than reading other types of material. Articles can be dense and often contain tables and figures representing data. You may have noticed citations to other works. All of these features take some getting used to.

    In this Assignment, you have another opportunity to practice interacting with human services research. You first search in the library databases and access a scholarly, peer-reviewed article. Then you respond to that article, weighing how the research findings apply to your human services work.

    To Prepare

    · Conduct a database search in the library for a scholarly, peer-reviewed article from the last 5 years on a human services topic of interest to you. The article should be based on an empirical research study and be from the last 5 years. To help with your search, use tips from this week's Discussion as well as the Quick Answers link in the Learning Resources.

    · Read the article using the strategies described in the Learning Resources. Take note of the problem, the methods, the findings, and the researchers' conclusions.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/pages/week-4-learning-resources?module_item_id=6282639)

    By Day 7

    **Write** a 2-page response to the scholarly, peer-reviewed article you selected. In your response, briefly summarize the article. In your summary, include the purpose of the study, the method and data collection of the study, and the findings of the study. Then address the following: To what extent do the research findings align with your professional experiences? How might you use this evidence-based research to inform your work as an advanced human services professional practitioner?

    Please be sure that your paper contains all elements of an academic paper with an introduction with a thesis, body, and conclusion.

    Be sure that you cite any time you refer to the source in the body of the paper and include a corresponding citation on the reference list.

    REFERENCES

    · American Psychological Association. (2020). Reference list. In
    _Publication manual of the American Psychological Association_ (7th ed., pp. 281–312). https://doi.org/10.1037/0000165-000

    · American Psychological Association. (2020). Reference examples. In
    _Publication manual of the American Psychological Association_(7th ed., pp. 313–354). https://doi.org/10.1037/0000165-000

    · Walden University Writing Center. (n.d.-d).
    [_Common reference list examples.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) https://academicguides.waldenu.edu/writingcenter/apa/references/examples

    · Walden University Writing Center. (n.d.-i).
    [_Reference list: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general

    · Walden University Writing Center. (n.d.-m).
    [_Walden templates: General templatesLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general

    · Walden University Writing Center. (n.d.-k).
    [_Scholarly writing: Overview._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/scholarly) https://academicguides.waldenu.edu/writingcenter/scholarly

    · Walden University Writing Center. (n.d.-n).
    [_Writing a paper: Conclusions._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions) https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions

    · Walden University Writing Center. (n.d.-o).
    [_Writing a paper: Introductions._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions) https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions

    · Walden University Writing Center. (n.d.-q).
    [_Writing a paper: Thesis statements._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements) https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements

    · Document:
    [The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287?wrap=1) [Download The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287/download?download_frd=1)(PDF)

    **## HUMN_6000_W03_Use_of_Research.pdf**

    1

    © 2020 Walden University

    The Use of Research-Based Support

    Read the following examples, and consider these questions:

    • To what extent do you believe the authors are credible?

    • How might you verify the information provided by the authors?

    • How scholarly is the material? Does it read like scholarly research or like the

    author’s personal opinions, beliefs, and perspectives?

    Example A

    Without doubt, the onset of No Child Left Behind has generated a profusion of

    research and inquiry regarding high school dropouts and the methodology by which

    dropout rates are measured. Although researchers differ in the method of calculating

    dropout rates, they are in agreement that approximately every nine seconds a student

    decides to permanently leave high school prior to graduation. Such a premature

    departure from high school has required policy makers to address the educational,

    economic, and civic impact of dropouts to society.

    Currently, a major thrust of research regarding high school dropouts has

    centered on the identification and intervention of “at-risk” students with a propensity to

    drop out of school. Educational and community leaders as well as policy makers have

    incorporated available research and have crafted a myriad of intervention programs and

    strategies targeted toward this audience. Unfortunately, many of these efforts have

    failed to demonstrate effectiveness and/or have proven ineffective at significantly

    lowering the dropout rate across school, district, and state levels.

    2

    © 2020 Walden University

    Commentary

    What did you think as you read these paragraphs? Perhaps you felt that the

    voice was confident, but the lack of references to specific research made the piece feel

    less scholarly. In particular, the final “Unfortunately” sentence might have read like an

    opinion. Example A shows empty claims—claims that are made but not supported by

    citations. Citations clarify where the information comes from, point readers to additional

    research, and bolster academic integrity and credibility of the piece at large. The author

    of the content mentions “research” and “researchers” generally, but the reader is left

    wondering “What researchers?” and “How do you know that?” and ultimately “Where’s

    the evidence?” Therefore, not only is the lack of citations problematic from a scholarly

    perspective but it also confuses readers and obscures the message.

    Example B

    Without doubt, the onset of No Child Left Behind has generated a profusion of

    research and inquiry regarding high school dropouts and the methodology by which

    dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,

    2003b). Although researchers differ in the method of calculating dropout rates, they are

    in agreement that approximately every nine seconds a student decides to permanently

    leave high school prior to graduation (Children’s Defense Fund, 2002). Such a

    premature departure from high school has required policy makers to address the

    educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,

    Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).

    Currently, a major thrust of research regarding high school dropouts has

    centered on the identification and intervention of “at-risk” students with a propensity to

    3

    © 2020 Walden University

    drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).

    Educational and community leaders as well as policy makers have incorporated

    available research and have crafted a myriad of intervention programs and strategies

    targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &

    Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate

    effectiveness and/or have proven ineffective at significantly lowering the dropout rate

    across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder

    & South, 2003; Hickman, 2006; Rumberger, 2004).

    Commentary

    How did your reading experience here compare to Example A? The same

    content has been conveyed. However, in this example, the author has cited specific

    studies and government data to support the claims that are being made. Thus, the

    claims are no longer empty; they have clear research to back them up. Notice how, in

    many cases, the author has included multiple citations to support one statement.

    Establishing various sources shows that there is some agreement in the research and

    gives more weight to the point. The reader can now look up these other sources if

    desired, to learn more about the topic or check the validity of the information.

    Note: This passage is an excerpt from an article published in 2008, so you may have

    noticed that the referenced sources are older and that the style follows an earlier edition

    of the APA manual. In your work, you should aim to include sources that are current

    (i.e., published within the past 5 years).

    4

    © 2020 Walden University

    Reference

    Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential

    developmental pathways of high school dropouts and graduates. The Journal of

    Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14

    **## MARCH22ASSGN.docx**

    Week 4 Assignment: Responding to Research as a Scholar Practitioner

    As a graduate student, it is not enough to absorb the information from a research study. Rather, you must consider that information’s value, react to the information, and apply it.

    You may have noticed while preparing for this week’s Discussion that reading a primary research article is different than reading other types of material. Articles can be dense and often contain tables and figures representing data. You may have noticed citations to other works. All of these features take some getting used to.

    In this Assignment, you have another opportunity to practice interacting with human services research. You first search in the library databases and access a scholarly, peer-reviewed article. Then you respond to that article, weighing how the research findings apply to your human services work.

    To Prepare

    · Conduct a database search in the library for a scholarly, peer-reviewed article from the last 5 years on a human services topic of interest to you. The article should be based on an empirical research study and be from the last 5 years. To help with your search, use tips from this week's Discussion as well as the Quick Answers link in the Learning Resources.

    · Read the article using the strategies described in the Learning Resources. Take note of the problem, the methods, the findings, and the researchers' conclusions.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/pages/week-4-learning-resources?module_item_id=6282639)

    By Day 7

    **Write** a 2-page response to the scholarly, peer-reviewed article you selected. In your response, briefly summarize the article. In your summary, include the purpose of the study, the method and data collection of the study, and the findings of the study. Then address the following: To what extent do the research findings align with your professional experiences? How might you use this evidence-based research to inform your work as an advanced human services professional practitioner?

    Please be sure that your paper contains all elements of an academic paper with an introduction with a thesis, body, and conclusion.

    Be sure that you cite any time you refer to the source in the body of the paper and include a corresponding citation on the reference list.

    REFERENCES

    · American Psychological Association. (2020). Reference list. In
    _Publication manual of the American Psychological Association_ (7th ed., pp. 281–312). https://doi.org/10.1037/0000165-000

    · American Psychological Association. (2020). Reference examples. In
    _Publication manual of the American Psychological Association_(7th ed., pp. 313–354). https://doi.org/10.1037/0000165-000

    · Walden University Writing Center. (n.d.-d).
    [_Common reference list examples.Links to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) https://academicguides.waldenu.edu/writingcenter/apa/references/examples

    · Walden University Writing Center. (n.d.-i).
    [_Reference list: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general

    · Walden University Writing Center. (n.d.-m).
    [_Walden templates: General templatesLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/templates/general) _._ https://academicguides.waldenu.edu/writingcenter/templates/general

    · Walden University Writing Center. (n.d.-k).
    [_Scholarly writing: Overview._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/scholarly) https://academicguides.waldenu.edu/writingcenter/scholarly

    · Walden University Writing Center. (n.d.-n).
    [_Writing a paper: Conclusions._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions) https://academicguides.waldenu.edu/writingcenter/writingprocess/conclusions

    · Walden University Writing Center. (n.d.-o).
    [_Writing a paper: Introductions._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions) https://academicguides.waldenu.edu/writingcenter/writingprocess/introductions

    · Walden University Writing Center. (n.d.-q).
    [_Writing a paper: Thesis statements._\
    _Links to an external site._](https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements) https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements

    · Document:
    [The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287?wrap=1) [Download The Use of Research-Based Support](https://waldenu.instructure.com/courses/156493/files/12426287/download?download_frd=1)(PDF)

    **## HUMN_6000_W03_Use_of_Research.pdf**

    1

    © 2020 Walden University

    The Use of Research-Based Support

    Read the following examples, and consider these questions:

    • To what extent do you believe the authors are credible?

    • How might you verify the information provided by the authors?

    • How scholarly is the material? Does it read like scholarly research or like the

    author’s personal opinions, beliefs, and perspectives?

    Example A

    Without doubt, the onset of No Child Left Behind has generated a profusion of

    research and inquiry regarding high school dropouts and the methodology by which

    dropout rates are measured. Although researchers differ in the method of calculating

    dropout rates, they are in agreement that approximately every nine seconds a student

    decides to permanently leave high school prior to graduation. Such a premature

    departure from high school has required policy makers to address the educational,

    economic, and civic impact of dropouts to society.

    Currently, a major thrust of research regarding high school dropouts has

    centered on the identification and intervention of “at-risk” students with a propensity to

    drop out of school. Educational and community leaders as well as policy makers have

    incorporated available research and have crafted a myriad of intervention programs and

    strategies targeted toward this audience. Unfortunately, many of these efforts have

    failed to demonstrate effectiveness and/or have proven ineffective at significantly

    lowering the dropout rate across school, district, and state levels.

    2

    © 2020 Walden University

    Commentary

    What did you think as you read these paragraphs? Perhaps you felt that the

    voice was confident, but the lack of references to specific research made the piece feel

    less scholarly. In particular, the final “Unfortunately” sentence might have read like an

    opinion. Example A shows empty claims—claims that are made but not supported by

    citations. Citations clarify where the information comes from, point readers to additional

    research, and bolster academic integrity and credibility of the piece at large. The author

    of the content mentions “research” and “researchers” generally, but the reader is left

    wondering “What researchers?” and “How do you know that?” and ultimately “Where’s

    the evidence?” Therefore, not only is the lack of citations problematic from a scholarly

    perspective but it also confuses readers and obscures the message.

    Example B

    Without doubt, the onset of No Child Left Behind has generated a profusion of

    research and inquiry regarding high school dropouts and the methodology by which

    dropout rates are measured (Bryk, 2003; Kaufman, 2000; Losen, 2004; Swanson,

    2003b). Although researchers differ in the method of calculating dropout rates, they are

    in agreement that approximately every nine seconds a student decides to permanently

    leave high school prior to graduation (Children’s Defense Fund, 2002). Such a

    premature departure from high school has required policy makers to address the

    educational, economic, and civic impact of dropouts to society (Card, 2001; Heckman,

    Heinrich, & Smith, 2002; Heckman & Krueger, 2003; U.S. Census Bureau, 2002).

    Currently, a major thrust of research regarding high school dropouts has

    centered on the identification and intervention of “at-risk” students with a propensity to

    3

    © 2020 Walden University

    drop out of school (Bailey & Stegelin, 2003; Hickman, 2006; Smink & Schargel, 2004).

    Educational and community leaders as well as policy makers have incorporated

    available research and have crafted a myriad of intervention programs and strategies

    targeted toward this audience (Currie, 2001; Kemple & Herlihy, 2004; Smink &

    Schargel, 2004). Unfortunately, many of these efforts have failed to demonstrate

    effectiveness and/or have proven ineffective at significantly lowering the dropout rate

    across school, district, and state levels (Alexander, Entwisle, & Kabbini, 2001; Crowder

    & South, 2003; Hickman, 2006; Rumberger, 2004).

    Commentary

    How did your reading experience here compare to Example A? The same

    content has been conveyed. However, in this example, the author has cited specific

    studies and government data to support the claims that are being made. Thus, the

    claims are no longer empty; they have clear research to back them up. Notice how, in

    many cases, the author has included multiple citations to support one statement.

    Establishing various sources shows that there is some agreement in the research and

    gives more weight to the point. The reader can now look up these other sources if

    desired, to learn more about the topic or check the validity of the information.

    Note: This passage is an excerpt from an article published in 2008, so you may have

    noticed that the referenced sources are older and that the style follows an earlier edition

    of the APA manual. In your work, you should aim to include sources that are current

    (i.e., published within the past 5 years).

    4

    © 2020 Walden University

    Reference

    Hickman, G. P., Bartholomew, M., Mathwig, J., & Heinrich, R. S. (2008). Differential

    developmental pathways of high school dropouts and graduates. The Journal of

    Educational Research, 102(1), 3–14. https://doi.org/10.3200/JOER.102.1.3-14

  • [Solved] psych 422

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (2)** – ## DiagnosticEvaluationDraftReport.docx – ## DiagnosticTemplate.docx **## DiagnosticEvaluationDraftReport.docx** Diagnostic Evaluation Draft Report NOTE! If you do a great job on this draft and would like to make no changes and keep the same grade for your final report,…

    Instant Solution Download

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## DiagnosticEvaluationDraftReport.docx

    – ## DiagnosticTemplate.docx

    **## DiagnosticEvaluationDraftReport.docx**

    Diagnostic Evaluation Draft Report

    NOTE! If you do a great job on this draft and would like to make no changes and keep the same grade for your final report, that's fine with me.  If you earn 100, I'll do that for you automatically.  If you don't submit a final diagnostic evaluation, I'll use the score from your draft as your final evaluation score. It would help if you add the comment "please use my midterm evaluation grade for my final evaluation grade" just so we're clear.

    [Diagnostic Evaluation Draft Report Template – you must use this document](https://uncfsu.instructure.com/courses/43251/files/8352708?wrap=1) [Download Diagnostic Evaluation Draft Report Template – you must use this document](https://uncfsu.instructure.com/courses/43251/files/8352708/download?download_frd=1)

    _Diagnostic Evaluation Draft Report_: You will create a diagnostic evaluation draft report using the template above.  Please assess and diagnose
    **a fictional character from a well-known movie, book, or television program that has a diagnosis covered in the class**.  IMAGINE THAT THE CHARACTER HAS LEFT THE MOVIE/BOOK/SHOW AND WALKED INTO YOUR THERAPY OFFICE.  How would that character respond to your questions?

    _Submission Guidelines_: Reports must be submitted through Canvas.  Plagiarism or other forms of academic dishonesty will not be tolerated and will result in at least an automatic “F” for the assignment (also see FSU regulations).

    Please include the following statement on every assignment: "I hereby declare that I have not utilized any generative artificial intelligence (AI) tools or technologies in the creation of this work."

    **Diagnostic Evaluation Guidelines**

    · Please use the provided report template.

    · Please address all of the components for each section.

    · If the book, movie, or TV show does not provide you with much information about your character, it may be wise to select a character from another source that provides more detail.

    · It is also permissible to take some creative license and fill in the blanks with made-up information if you feel it will bring your character to life.

    · For this reason, I ask that you only choose fictional (not real) characters. Please do not choose a book/show/movie that portrays the life of a real person, alive or deceased.

    · While it is helpful to report some information about the client’s family and friends, please avoid the mistake of over-analyzing a family member. Keep the focus on the client.

    · I DO NOT need a plot summary. Only share what is relevant to the client’s diagnosis and DO NOT start detailing what happened in the movie.  I should feel like I am reading about a real person that you met, not about a movie or show.

    · Please follow APA format where necessary. Cite sources.  Provide a references page which includes the full citation for the move/book/show.

    Need help finding a movie? Here are some resources…

    [https://www.bustle.com/p/25-movies-about-mental-health-to-watch-this-month-58200Links to an external site.](https://www.bustle.com/p/25-movies-about-mental-health-to-watch-this-month-58200)

    [https://en.wikipedia.org/wiki/List_of_mental_disorders_in_filmLinks to an external site.](https://en.wikipedia.org/wiki/List_of_mental_disorders_in_film)

    **## DiagnosticTemplate.docx**

    **Diagnostic Evaluation Template**

    Demographic Information:

    _Age:_

    _Sex:_

    _Race/Ethnicity:_

    _Culture:_

    _Religion:_

    _Marital/Relationship status:_

    _Any other pertinent information:_

    #### Current Mental Status: USE A MOOD DISORDER SUCH AS BIPOLAR

    #### Choose the most appropriate answers from the following options. If you do not know what a word means, please look it up in a dictionary or in the textbook.

    | | |
    | — | — |
    | _Orientation:_ | (X3: Oriented to Person, Place, and Time) |
    | _General Appearance:_ | (Appropriate/Disheveled/Emaciated/Poor Hygiene) |
    | _Dress:_ | (Appropriate/Eccentric/Seductive/Bizarre) |
    | _Motor Activity:_ | (Unremarkable/Agitated/Retardation/Repetitive Actions/Tics/Tremor/Unusual Gait) |
    | _Interview Behavior:_ | (Appropriate/Aggressive/Angry/Apathetic/Argumentative/Childlike/Demanding/Evasive/Hostile/Irritable/Passive/Manipulative/Withdrawn/Uncooperative) |
    | _Speech:_ | (Normal/Hesitant/Slurred/Soft/Stuttering/Mute/Verbose) |
    | _Mood:_ | (Euthymic/Dysphoric/Depressed/Euphoric/Grandiose/Anxious/Labile/Irritable/Angry) |
    | _Affect:_ | (Appropriate/Inappropriate/Reactive/Constricted/Blunted/<br>Flat/Congruent/Incongruent) |
    | _Insight:_ | (Excellent/Good/Fair/Poor/Nil) |
    | _Judgment/Impulse Control:_ | (Excellent/Good/Fair/Poor/Nil) |
    | _Memory:_ | (Intact/Poor Remote/Poor Recent) |
    | _Attention/Concentration:_ | (Good/Distractible/Variable) |
    | _Thought Process:_ | (Unremarkable/Blocking/Circumstantial/Flight of Ideas/Loose Associations/Perseveration/Tangential) |
    | _Thought Content:_ | (Appropriate/Preoccupied/Obsessions/Delusions: Persecutory/Delusions: Bizarre/Delusions: Grandeur/ Delusions: Guilt/Delusions: Somatic/Delusions: Ideas of Reference/Delusions: Thought Broadcasting/Delusions: Thought Control) |
    | _Perception:_ | (Unremarkable/Auditory Hallucinations/Visual Hallucinations/Olfactory Hallucinations/Tactile Hallucinations/Gustatory Hallucinations) |
    | _Functional Status:_ | (Intact/Mildly Impaired/Moderately Impaired/Severely Impaired/Variably Impaired) |

    Current Problems/Presenting Problems:

    _Provide a thorough account of the reason client came to see you and/or was brought to you by friends/family; detail will help here (but do not do a plot summary):_

    Problematic symptoms:

    _First, list each symptom (HINT- they should be consistent with your diagnosis):_

    Then, please note the…

    _Frequency of symptoms (how often they occur?):_

    _Duration of symptoms (how long have they been present):_

    _Severity of symptoms (how serious they are):_

    _Symptom triggers (events or situations that trigger the symptoms):_

    Social and Occupational History:

    Information on family of origin including ethnic/cultural information

    _Where did the patient grow up?_

    _Who did the patient live with as a child?_

    _Were parents/caregivers married/separated/estranged?_

    _Does patient have siblings?_

    _Does patient have strong ties with Grandparents?_

    _Additional Information:_

    General information on childhood

    _Traumatic events:_

    _History of abuse:_

    _Notable events:_

    _Additional Information:_

    Occupational history

    _Current employment_

    _Past employment_

    _Employment struggles/successes_

    Educational history

    _Highest level of education achieved:_

    _Educational struggles/successes:_

    Current family constellation

    _General information on spouse/partner (remember to focus on your client’s symptoms,_ _you are only diagnosing one person; report whatever you think may be impacting your_ _client):_

    _General information on children and close family members:_

    _Is client satisfied with current family situation?:_

    Psychiatric History

    _Provide history of mental health diagnoses prior to when you met the client as well as any treatment received:_

    _Include a family history of psychiatric conditions in this section (if no history state that there is no family history:_

    Medical History

    _Note all medical conditions the client has (these are conditions that are not psychiatric in nature, such as diabetes):_

    _Especially for conditions that might impact mental functioning, provide details about treatment, prognosis, etc. For example, is the client managing their diabetes well?:_

    Substance Use:

    Note any previous or current substance use. Report which drug as well as amount/frequency of use.

    Diagnostic Summary

    _First, summarize the information you obtained in your report in 1-2 paragraphs (hint: focus on what most directly connects to your diagnosis:_

    Then, explain each diagnosis you made and why

    _Specifically list which criteria from the DSM the client meets:_

    _Explain any other diagnoses you considered and explain why you ruled them out?:_

    _Provide a brief prognosis – is this treatable?:_

    Then, provide a brief treatment plan

    _What type of therapy would be beneficial?_

    _Would you refer this client to a psychiatrist for medication?_

    _Does this client need to be hospitalized immediately?_

    **## DiagnosticTemplate.docx**

    **Diagnostic Evaluation Template**

    Demographic Information:

    _Age:_

    _Sex:_

    _Race/Ethnicity:_

    _Culture:_

    _Religion:_

    _Marital/Relationship status:_

    _Any other pertinent information:_

    #### Current Mental Status: USE A MOOD DISORDER SUCH AS BIPOLAR

    #### Choose the most appropriate answers from the following options. If you do not know what a word means, please look it up in a dictionary or in the textbook.

    | | |
    | — | — |
    | _Orientation:_ | (X3: Oriented to Person, Place, and Time) |
    | _General Appearance:_ | (Appropriate/Disheveled/Emaciated/Poor Hygiene) |
    | _Dress:_ | (Appropriate/Eccentric/Seductive/Bizarre) |
    | _Motor Activity:_ | (Unremarkable/Agitated/Retardation/Repetitive Actions/Tics/Tremor/Unusual Gait) |
    | _Interview Behavior:_ | (Appropriate/Aggressive/Angry/Apathetic/Argumentative/Childlike/Demanding/Evasive/Hostile/Irritable/Passive/Manipulative/Withdrawn/Uncooperative) |
    | _Speech:_ | (Normal/Hesitant/Slurred/Soft/Stuttering/Mute/Verbose) |
    | _Mood:_ | (Euthymic/Dysphoric/Depressed/Euphoric/Grandiose/Anxious/Labile/Irritable/Angry) |
    | _Affect:_ | (Appropriate/Inappropriate/Reactive/Constricted/Blunted/<br>Flat/Congruent/Incongruent) |
    | _Insight:_ | (Excellent/Good/Fair/Poor/Nil) |
    | _Judgment/Impulse Control:_ | (Excellent/Good/Fair/Poor/Nil) |
    | _Memory:_ | (Intact/Poor Remote/Poor Recent) |
    | _Attention/Concentration:_ | (Good/Distractible/Variable) |
    | _Thought Process:_ | (Unremarkable/Blocking/Circumstantial/Flight of Ideas/Loose Associations/Perseveration/Tangential) |
    | _Thought Content:_ | (Appropriate/Preoccupied/Obsessions/Delusions: Persecutory/Delusions: Bizarre/Delusions: Grandeur/ Delusions: Guilt/Delusions: Somatic/Delusions: Ideas of Reference/Delusions: Thought Broadcasting/Delusions: Thought Control) |
    | _Perception:_ | (Unremarkable/Auditory Hallucinations/Visual Hallucinations/Olfactory Hallucinations/Tactile Hallucinations/Gustatory Hallucinations) |
    | _Functional Status:_ | (Intact/Mildly Impaired/Moderately Impaired/Severely Impaired/Variably Impaired) |

    Current Problems/Presenting Problems:

    _Provide a thorough account of the reason client came to see you and/or was brought to you by friends/family; detail will help here (but do not do a plot summary):_

    Problematic symptoms:

    _First, list each symptom (HINT- they should be consistent with your diagnosis):_

    Then, please note the…

    _Frequency of symptoms (how often they occur?):_

    _Duration of symptoms (how long have they been present):_

    _Severity of symptoms (how serious they are):_

    _Symptom triggers (events or situations that trigger the symptoms):_

    Social and Occupational History:

    Information on family of origin including ethnic/cultural information

    _Where did the patient grow up?_

    _Who did the patient live with as a child?_

    _Were parents/caregivers married/separated/estranged?_

    _Does patient have siblings?_

    _Does patient have strong ties with Grandparents?_

    _Additional Information:_

    General information on childhood

    _Traumatic events:_

    _History of abuse:_

    _Notable events:_

    _Additional Information:_

    Occupational history

    _Current employment_

    _Past employment_

    _Employment struggles/successes_

    Educational history

    _Highest level of education achieved:_

    _Educational struggles/successes:_

    Current family constellation

    _General information on spouse/partner (remember to focus on your client’s symptoms,_ _you are only diagnosing one person; report whatever you think may be impacting your_ _client):_

    _General information on children and close family members:_

    _Is client satisfied with current family situation?:_

    Psychiatric History

    _Provide history of mental health diagnoses prior to when you met the client as well as any treatment received:_

    _Include a family history of psychiatric conditions in this section (if no history state that there is no family history:_

    Medical History

    _Note all medical conditions the client has (these are conditions that are not psychiatric in nature, such as diabetes):_

    _Especially for conditions that might impact mental functioning, provide details about treatment, prognosis, etc. For example, is the client managing their diabetes well?:_

    Substance Use:

    Note any previous or current substance use. Report which drug as well as amount/frequency of use.

    Diagnostic Summary

    _First, summarize the information you obtained in your report in 1-2 paragraphs (hint: focus on what most directly connects to your diagnosis:_

    Then, explain each diagnosis you made and why

    _Specifically list which criteria from the DSM the client meets:_

    _Explain any other diagnoses you considered and explain why you ruled them out?:_

    _Provide a brief prognosis – is this treatable?:_

    Then, provide a brief treatment plan

    _What type of therapy would be beneficial?_

    _Would you refer this client to a psychiatrist for medication?_

    _Does this client need to be hospitalized immediately?_

    **## DiagnosticEvaluationDraftReport.docx**

    Diagnostic Evaluation Draft Report

    NOTE! If you do a great job on this draft and would like to make no changes and keep the same grade for your final report, that's fine with me.  If you earn 100, I'll do that for you automatically.  If you don't submit a final diagnostic evaluation, I'll use the score from your draft as your final evaluation score. It would help if you add the comment "please use my midterm evaluation grade for my final evaluation grade" just so we're clear.

    [Diagnostic Evaluation Draft Report Template – you must use this document](https://uncfsu.instructure.com/courses/43251/files/8352708?wrap=1) [Download Diagnostic Evaluation Draft Report Template – you must use this document](https://uncfsu.instructure.com/courses/43251/files/8352708/download?download_frd=1)

    _Diagnostic Evaluation Draft Report_: You will create a diagnostic evaluation draft report using the template above.  Please assess and diagnose
    **a fictional character from a well-known movie, book, or television program that has a diagnosis covered in the class**.  IMAGINE THAT THE CHARACTER HAS LEFT THE MOVIE/BOOK/SHOW AND WALKED INTO YOUR THERAPY OFFICE.  How would that character respond to your questions?

    _Submission Guidelines_: Reports must be submitted through Canvas.  Plagiarism or other forms of academic dishonesty will not be tolerated and will result in at least an automatic “F” for the assignment (also see FSU regulations).

    Please include the following statement on every assignment: "I hereby declare that I have not utilized any generative artificial intelligence (AI) tools or technologies in the creation of this work."

    **Diagnostic Evaluation Guidelines**

    · Please use the provided report template.

    · Please address all of the components for each section.

    · If the book, movie, or TV show does not provide you with much information about your character, it may be wise to select a character from another source that provides more detail.

    · It is also permissible to take some creative license and fill in the blanks with made-up information if you feel it will bring your character to life.

    · For this reason, I ask that you only choose fictional (not real) characters. Please do not choose a book/show/movie that portrays the life of a real person, alive or deceased.

    · While it is helpful to report some information about the client’s family and friends, please avoid the mistake of over-analyzing a family member. Keep the focus on the client.

    · I DO NOT need a plot summary. Only share what is relevant to the client’s diagnosis and DO NOT start detailing what happened in the movie.  I should feel like I am reading about a real person that you met, not about a movie or show.

    · Please follow APA format where necessary. Cite sources.  Provide a references page which includes the full citation for the move/book/show.

    Need help finding a movie? Here are some resources…

    [https://www.bustle.com/p/25-movies-about-mental-health-to-watch-this-month-58200Links to an external site.](https://www.bustle.com/p/25-movies-about-mental-health-to-watch-this-month-58200)

    [https://en.wikipedia.org/wiki/List_of_mental_disorders_in_filmLinks to an external site.](https://en.wikipedia.org/wiki/List_of_mental_disorders_in_film)

    **## DiagnosticTemplate.docx**

    **Diagnostic Evaluation Template**

    Demographic Information:

    _Age:_

    _Sex:_

    _Race/Ethnicity:_

    _Culture:_

    _Religion:_

    _Marital/Relationship status:_

    _Any other pertinent information:_

    #### Current Mental Status: USE A MOOD DISORDER SUCH AS BIPOLAR

    #### Choose the most appropriate answers from the following options. If you do not know what a word means, please look it up in a dictionary or in the textbook.

    | | |
    | — | — |
    | _Orientation:_ | (X3: Oriented to Person, Place, and Time) |
    | _General Appearance:_ | (Appropriate/Disheveled/Emaciated/Poor Hygiene) |
    | _Dress:_ | (Appropriate/Eccentric/Seductive/Bizarre) |
    | _Motor Activity:_ | (Unremarkable/Agitated/Retardation/Repetitive Actions/Tics/Tremor/Unusual Gait) |
    | _Interview Behavior:_ | (Appropriate/Aggressive/Angry/Apathetic/Argumentative/Childlike/Demanding/Evasive/Hostile/Irritable/Passive/Manipulative/Withdrawn/Uncooperative) |
    | _Speech:_ | (Normal/Hesitant/Slurred/Soft/Stuttering/Mute/Verbose) |
    | _Mood:_ | (Euthymic/Dysphoric/Depressed/Euphoric/Grandiose/Anxious/Labile/Irritable/Angry) |
    | _Affect:_ | (Appropriate/Inappropriate/Reactive/Constricted/Blunted/<br>Flat/Congruent/Incongruent) |
    | _Insight:_ | (Excellent/Good/Fair/Poor/Nil) |
    | _Judgment/Impulse Control:_ | (Excellent/Good/Fair/Poor/Nil) |
    | _Memory:_ | (Intact/Poor Remote/Poor Recent) |
    | _Attention/Concentration:_ | (Good/Distractible/Variable) |
    | _Thought Process:_ | (Unremarkable/Blocking/Circumstantial/Flight of Ideas/Loose Associations/Perseveration/Tangential) |
    | _Thought Content:_ | (Appropriate/Preoccupied/Obsessions/Delusions: Persecutory/Delusions: Bizarre/Delusions: Grandeur/ Delusions: Guilt/Delusions: Somatic/Delusions: Ideas of Reference/Delusions: Thought Broadcasting/Delusions: Thought Control) |
    | _Perception:_ | (Unremarkable/Auditory Hallucinations/Visual Hallucinations/Olfactory Hallucinations/Tactile Hallucinations/Gustatory Hallucinations) |
    | _Functional Status:_ | (Intact/Mildly Impaired/Moderately Impaired/Severely Impaired/Variably Impaired) |

    Current Problems/Presenting Problems:

    _Provide a thorough account of the reason client came to see you and/or was brought to you by friends/family; detail will help here (but do not do a plot summary):_

    Problematic symptoms:

    _First, list each symptom (HINT- they should be consistent with your diagnosis):_

    Then, please note the…

    _Frequency of symptoms (how often they occur?):_

    _Duration of symptoms (how long have they been present):_

    _Severity of symptoms (how serious they are):_

    _Symptom triggers (events or situations that trigger the symptoms):_

    Social and Occupational History:

    Information on family of origin including ethnic/cultural information

    _Where did the patient grow up?_

    _Who did the patient live with as a child?_

    _Were parents/caregivers married/separated/estranged?_

    _Does patient have siblings?_

    _Does patient have strong ties with Grandparents?_

    _Additional Information:_

    General information on childhood

    _Traumatic events:_

    _History of abuse:_

    _Notable events:_

    _Additional Information:_

    Occupational history

    _Current employment_

    _Past employment_

    _Employment struggles/successes_

    Educational history

    _Highest level of education achieved:_

    _Educational struggles/successes:_

    Current family constellation

    _General information on spouse/partner (remember to focus on your client’s symptoms,_ _you are only diagnosing one person; report whatever you think may be impacting your_ _client):_

    _General information on children and close family members:_

    _Is client satisfied with current family situation?:_

    Psychiatric History

    _Provide history of mental health diagnoses prior to when you met the client as well as any treatment received:_

    _Include a family history of psychiatric conditions in this section (if no history state that there is no family history:_

    Medical History

    _Note all medical conditions the client has (these are conditions that are not psychiatric in nature, such as diabetes):_

    _Especially for conditions that might impact mental functioning, provide details about treatment, prognosis, etc. For example, is the client managing their diabetes well?:_

    Substance Use:

    Note any previous or current substance use. Report which drug as well as amount/frequency of use.

    Diagnostic Summary

    _First, summarize the information you obtained in your report in 1-2 paragraphs (hint: focus on what most directly connects to your diagnosis:_

    Then, explain each diagnosis you made and why

    _Specifically list which criteria from the DSM the client meets:_

    _Explain any other diagnoses you considered and explain why you ruled them out?:_

    _Provide a brief prognosis – is this treatable?:_

    Then, provide a brief treatment plan

    _What type of therapy would be beneficial?_

    _Would you refer this client to a psychiatrist for medication?_

    _Does this client need to be hospitalized immediately?_

    **## DiagnosticEvaluationDraftReport.docx**

    Diagnostic Evaluation Draft Report

    NOTE! If you do a great job on this draft and would like to make no changes and keep the same grade for your final report, that's fine with me.  If you earn 100, I'll do that for you automatically.  If you don't submit a final diagnostic evaluation, I'll use the score from your draft as your final evaluation score. It would help if you add the comment "please use my midterm evaluation grade for my final evaluation grade" just so we're clear.

    [Diagnostic Evaluation Draft Report Template – you must use this document](https://uncfsu.instructure.com/courses/43251/files/8352708?wrap=1) [Download Diagnostic Evaluation Draft Report Template – you must use this document](https://uncfsu.instructure.com/courses/43251/files/8352708/download?download_frd=1)

    _Diagnostic Evaluation Draft Report_: You will create a diagnostic evaluation draft report using the template above.  Please assess and diagnose
    **a fictional character from a well-known movie, book, or television program that has a diagnosis covered in the class**.  IMAGINE THAT THE CHARACTER HAS LEFT THE MOVIE/BOOK/SHOW AND WALKED INTO YOUR THERAPY OFFICE.  How would that character respond to your questions?

    _Submission Guidelines_: Reports must be submitted through Canvas.  Plagiarism or other forms of academic dishonesty will not be tolerated and will result in at least an automatic “F” for the assignment (also see FSU regulations).

    Please include the following statement on every assignment: "I hereby declare that I have not utilized any generative artificial intelligence (AI) tools or technologies in the creation of this work."

    **Diagnostic Evaluation Guidelines**

    · Please use the provided report template.

    · Please address all of the components for each section.

    · If the book, movie, or TV show does not provide you with much information about your character, it may be wise to select a character from another source that provides more detail.

    · It is also permissible to take some creative license and fill in the blanks with made-up information if you feel it will bring your character to life.

    · For this reason, I ask that you only choose fictional (not real) characters. Please do not choose a book/show/movie that portrays the life of a real person, alive or deceased.

    · While it is helpful to report some information about the client’s family and friends, please avoid the mistake of over-analyzing a family member. Keep the focus on the client.

    · I DO NOT need a plot summary. Only share what is relevant to the client’s diagnosis and DO NOT start detailing what happened in the movie.  I should feel like I am reading about a real person that you met, not about a movie or show.

    · Please follow APA format where necessary. Cite sources.  Provide a references page which includes the full citation for the move/book/show.

    Need help finding a movie? Here are some resources…

    [https://www.bustle.com/p/25-movies-about-mental-health-to-watch-this-month-58200Links to an external site.](https://www.bustle.com/p/25-movies-about-mental-health-to-watch-this-month-58200)

    [https://en.wikipedia.org/wiki/List_of_mental_disorders_in_filmLinks to an external site.](https://en.wikipedia.org/wiki/List_of_mental_disorders_in_film)

    **## DiagnosticTemplate.docx**

    **Diagnostic Evaluation Template**

    Demographic Information:

    _Age:_

    _Sex:_

    _Race/Ethnicity:_

    _Culture:_

    _Religion:_

    _Marital/Relationship status:_

    _Any other pertinent information:_

    #### Current Mental Status: USE A MOOD DISORDER SUCH AS BIPOLAR

    #### Choose the most appropriate answers from the following options. If you do not know what a word means, please look it up in a dictionary or in the textbook.

    | | |
    | — | — |
    | _Orientation:_ | (X3: Oriented to Person, Place, and Time) |
    | _General Appearance:_ | (Appropriate/Disheveled/Emaciated/Poor Hygiene) |
    | _Dress:_ | (Appropriate/Eccentric/Seductive/Bizarre) |
    | _Motor Activity:_ | (Unremarkable/Agitated/Retardation/Repetitive Actions/Tics/Tremor/Unusual Gait) |
    | _Interview Behavior:_ | (Appropriate/Aggressive/Angry/Apathetic/Argumentative/Childlike/Demanding/Evasive/Hostile/Irritable/Passive/Manipulative/Withdrawn/Uncooperative) |
    | _Speech:_ | (Normal/Hesitant/Slurred/Soft/Stuttering/Mute/Verbose) |
    | _Mood:_ | (Euthymic/Dysphoric/Depressed/Euphoric/Grandiose/Anxious/Labile/Irritable/Angry) |
    | _Affect:_ | (Appropriate/Inappropriate/Reactive/Constricted/Blunted/<br>Flat/Congruent/Incongruent) |
    | _Insight:_ | (Excellent/Good/Fair/Poor/Nil) |
    | _Judgment/Impulse Control:_ | (Excellent/Good/Fair/Poor/Nil) |
    | _Memory:_ | (Intact/Poor Remote/Poor Recent) |
    | _Attention/Concentration:_ | (Good/Distractible/Variable) |
    | _Thought Process:_ | (Unremarkable/Blocking/Circumstantial/Flight of Ideas/Loose Associations/Perseveration/Tangential) |
    | _Thought Content:_ | (Appropriate/Preoccupied/Obsessions/Delusions: Persecutory/Delusions: Bizarre/Delusions: Grandeur/ Delusions: Guilt/Delusions: Somatic/Delusions: Ideas of Reference/Delusions: Thought Broadcasting/Delusions: Thought Control) |
    | _Perception:_ | (Unremarkable/Auditory Hallucinations/Visual Hallucinations/Olfactory Hallucinations/Tactile Hallucinations/Gustatory Hallucinations) |
    | _Functional Status:_ | (Intact/Mildly Impaired/Moderately Impaired/Severely Impaired/Variably Impaired) |

    Current Problems/Presenting Problems:

    _Provide a thorough account of the reason client came to see you and/or was brought to you by friends/family; detail will help here (but do not do a plot summary):_

    Problematic symptoms:

    _First, list each symptom (HINT- they should be consistent with your diagnosis):_

    Then, please note the…

    _Frequency of symptoms (how often they occur?):_

    _Duration of symptoms (how long have they been present):_

    _Severity of symptoms (how serious they are):_

    _Symptom triggers (events or situations that trigger the symptoms):_

    Social and Occupational History:

    Information on family of origin including ethnic/cultural information

    _Where did the patient grow up?_

    _Who did the patient live with as a child?_

    _Were parents/caregivers married/separated/estranged?_

    _Does patient have siblings?_

    _Does patient have strong ties with Grandparents?_

    _Additional Information:_

    General information on childhood

    _Traumatic events:_

    _History of abuse:_

    _Notable events:_

    _Additional Information:_

    Occupational history

    _Current employment_

    _Past employment_

    _Employment struggles/successes_

    Educational history

    _Highest level of education achieved:_

    _Educational struggles/successes:_

    Current family constellation

    _General information on spouse/partner (remember to focus on your client’s symptoms,_ _you are only diagnosing one person; report whatever you think may be impacting your_ _client):_

    _General information on children and close family members:_

    _Is client satisfied with current family situation?:_

    Psychiatric History

    _Provide history of mental health diagnoses prior to when you met the client as well as any treatment received:_

    _Include a family history of psychiatric conditions in this section (if no history state that there is no family history:_

    Medical History

    _Note all medical conditions the client has (these are conditions that are not psychiatric in nature, such as diabetes):_

    _Especially for conditions that might impact mental functioning, provide details about treatment, prognosis, etc. For example, is the client managing their diabetes well?:_

    Substance Use:

    Note any previous or current substance use. Report which drug as well as amount/frequency of use.

    Diagnostic Summary

    _First, summarize the information you obtained in your report in 1-2 paragraphs (hint: focus on what most directly connects to your diagnosis:_

    Then, explain each diagnosis you made and why

    _Specifically list which criteria from the DSM the client meets:_

    _Explain any other diagnoses you considered and explain why you ruled them out?:_

    _Provide a brief prognosis – is this treatable?:_

    Then, provide a brief treatment plan

    _What type of therapy would be beneficial?_

    _Would you refer this client to a psychiatrist for medication?_

    _Does this client need to be hospitalized immediately?_

  • [Solved] HIMS 12

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    **Assignment Instructions:** Healthcare data comprises both _structured_ and _unstructured_ data. The latter mostly comprises progress notes that contain healthcare information vital for patient care and billing for revenue management. However, extracting medical and billing information is both labo…

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    **Assignment Instructions:**

    Healthcare data comprises both _structured_ and _unstructured_ data. The latter mostly comprises progress notes that contain healthcare information vital for patient care and billing for revenue management. However, extracting medical and billing information is both labor-intensive and time-consuming. Recently, Natural Language Processing (NLP) has been used for this purpose. **Provide a written response to the following:**

    – Describe what is NLP and how it works in deciphering the required medical and billing information from the unstructured data. What are the pros and cons of this tool? Assess the tool applicability to current and future healthcare management needs. Offer an example of current application.

    Formatted in APA 7th Edition. Provide credible evidence, through the use of in-text citations from your references, to support your conclusions/information.

    – 2 years ago

  • [Solved] PICOT Literature search

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    exact instructions to follow attached – 2 years ago **files (1)** – ## INSTRUCTIONS.docx **## INSTRUCTIONS.docx** Submission Type: 6-to-8-page paper Details: This Literature Search Review should be 6-8 pages (not including the title or references pages) **Part 1** Review the systematic search strate…

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    Assignment Prompt & Instructions

    exact instructions to follow attached

    – 2 years ago

    **files (1)**

    – ## INSTRUCTIONS.docx

    **## INSTRUCTIONS.docx**

    Submission Type: 6-to-8-page paper

    Details: This Literature Search Review should be 6-8 pages (not including the title or references pages)

    **Part 1**

    Review the systematic search strategies and examples in Chapter 3 before completing this assignment.

    **Part 2**

    Choose one PICOT question from the Week 2 Assignment. Complete the tasks below to address this question with the following components:

    ·
    _Title Page:_ Use APA style

    ·
    _Introduction:_ Summarize the primary intent of your paper

    · Key Words: Identify five to seven keywords from your PICOT Question.

    ·
    _Databases:_ Determine at least three appropriate databases you plan to search and explain why they are applicable.

    ·
    _Synonyms:_ Identify at least two synonyms for each PICOT component.

    ·
    _Screen Shots:_ Conduct your search using the identified keywords and synonyms from identified databases. Include screenshots of the process.

    ·
    _Subject Headings:_ Identify at least two subject headings for each PICOT component from the initial hits in databases.

    ·
    _Total Yield per Database:_ The total yield for each combined keyword, synonym, and subject heading across all PICOT terms combined using the Boolean connector AND and OR.

    ·
    _Limiters:_ Define and apply at least three appropriate limiters (e.g., age, language, human, etc.). I

    ·
    _Inclusion/Exclusion Criteria:_ Define and apply your inclusion/exclusion criteria to further narrow results. Final Yield: Identify the final yield for all the PICOT terms across all databases.

    ·
    _Final Yield:_ Identify the final yield for all the PICOT terms across all databases.

    ·
    _Document:_ Using APA format, organize and list ten or more studies (at least 10) related to this question.

    PICOT QUESTIONS MENTIONED:

    | |
    | — |
    | **INTERVENTION**<br>In hospitalized adult patients (P), how does the use of electronic hand hygiene monitoring systems (I) compared to traditional observational audits (C) affect hand hygiene compliance rates (O) within a 6-month period (T)? |
    | **ETIOLOGY**<br>Are school-aged children (P) who have high screen time exposure (I) compared to those without excessive screen time (C) at increased risk for obesity (O) over a 12-month period (T)? |
    | |
    | **PROGNOSIS/PREDICTION**<br>For adult patients with type 2 diabetes (P), how does participation in a structured lifestyle modification program (I) compared to standard care alone (C) influence long-term glycemic control (HbA1c levels) (O) over 12 months (T)? |

    In hospitalized adult patients (P), how does the use of electronic hand hygiene monitoring systems (I) compared to traditional observational audits (C) affect hand hygiene compliance rates (O) within 6 months (T)?

    **## INSTRUCTIONS.docx**

    Submission Type: 6-to-8-page paper

    Details: This Literature Search Review should be 6-8 pages (not including the title or references pages)

    **Part 1**

    Review the systematic search strategies and examples in Chapter 3 before completing this assignment.

    **Part 2**

    Choose one PICOT question from the Week 2 Assignment. Complete the tasks below to address this question with the following components:

    ·
    _Title Page:_ Use APA style

    ·
    _Introduction:_ Summarize the primary intent of your paper

    · Key Words: Identify five to seven keywords from your PICOT Question.

    ·
    _Databases:_ Determine at least three appropriate databases you plan to search and explain why they are applicable.

    ·
    _Synonyms:_ Identify at least two synonyms for each PICOT component.

    ·
    _Screen Shots:_ Conduct your search using the identified keywords and synonyms from identified databases. Include screenshots of the process.

    ·
    _Subject Headings:_ Identify at least two subject headings for each PICOT component from the initial hits in databases.

    ·
    _Total Yield per Database:_ The total yield for each combined keyword, synonym, and subject heading across all PICOT terms combined using the Boolean connector AND and OR.

    ·
    _Limiters:_ Define and apply at least three appropriate limiters (e.g., age, language, human, etc.). I

    ·
    _Inclusion/Exclusion Criteria:_ Define and apply your inclusion/exclusion criteria to further narrow results. Final Yield: Identify the final yield for all the PICOT terms across all databases.

    ·
    _Final Yield:_ Identify the final yield for all the PICOT terms across all databases.

    ·
    _Document:_ Using APA format, organize and list ten or more studies (at least 10) related to this question.

    PICOT QUESTIONS MENTIONED:

    | |
    | — |
    | **INTERVENTION**<br>In hospitalized adult patients (P), how does the use of electronic hand hygiene monitoring systems (I) compared to traditional observational audits (C) affect hand hygiene compliance rates (O) within a 6-month period (T)? |
    | **ETIOLOGY**<br>Are school-aged children (P) who have high screen time exposure (I) compared to those without excessive screen time (C) at increased risk for obesity (O) over a 12-month period (T)? |
    | |
    | **PROGNOSIS/PREDICTION**<br>For adult patients with type 2 diabetes (P), how does participation in a structured lifestyle modification program (I) compared to standard care alone (C) influence long-term glycemic control (HbA1c levels) (O) over 12 months (T)? |

    In hospitalized adult patients (P), how does the use of electronic hand hygiene monitoring systems (I) compared to traditional observational audits (C) affect hand hygiene compliance rates (O) within 6 months (T)?

  • [Solved] osh communication

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    Examine effective means of communication. Explain the importance of communicating safety and health issues in the workplace. – 2 years ago

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    Examine effective means of communication. Explain the importance of communicating safety and health issues in the workplace.

    – 2 years ago

  • [Solved] Organizational culture in public safety

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    Competency Posttest 1 2-3 page paper, in APA format, answering the following: – How do the police tend to engage as they identify and enforce morality? – Explain what factors influence organizational culture. – Explain how the police culture/subculture can have both positive and negative connotation…

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    Assignment Prompt & Instructions

    Competency Posttest 1

    2-3 page paper, in APA format, answering the following:

    – How do the police tend to engage as they identify and enforce morality?
    – Explain what factors influence organizational culture.
    – Explain how the police culture/subculture can have both positive and negative connotations, with examples of each, and the implications of such.
    – Do you think the police decide what moral behavior is appropriate?

    Plagiarism and turnitin required

    – 2 years ago

  • [Solved] One to two page paper

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) Visit the Retraction Watch website and choose a retraction that occurred within the last month: [https://retractionwatch.com/](https://retractionwatch.com/) In a one- to two-page paper, a…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    Visit the Retraction Watch website and choose a retraction that occurred within the last month: [https://retractionwatch.com/](https://retractionwatch.com/)

    In a one- to two-page paper, answer the following questions:

    – Provide a link to the retraction you chose.
    – Describe the article and discuss why it was retracted.
    – What went wrong during the process of reviewing and publishing this article? What process did the journal use to update and correct this error?
    – When you encounter information in everyday life, how often do you check the source of that information and examine how it was fact-checked?
    – Why is it important to examine where information comes from and if there is a process for correcting errors?

    – 2 years ago

  • [Solved] NUR512 disc 2

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    In-depth study guidance and analytical solution covering NUR512 disc 2.

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  • [Solved] NL

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    In-depth study guidance and analytical solution covering NL.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.