wk9Discussion: Reporting a Process Evaluation Just as in needs assessments, inte

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wk9Discussion: Reporting a Process Evaluation
Just as in needs assessments, interviews and focus groups are common tools for obtaining information about the processes involved in the implementation of programs. Process evaluation should include specifics about purpose, questions which the evaluation will address, and methods that social workers will use to conduct evaluations.
Review the many examples of process evaluation results described in Chapter 8 of Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books, or in the optional resources. Select an example of a process evaluation that produced valuable information. Compare the description of those results with the Social Work Research Qualitative Groups case study located in this week’s resources..
By Day 3
Post a description of the process evaluation that you chose and explain why you selected this example. Describe the stage of program implementation in which the evaluation occurred, the informants, the questions asked, and the results. Based upon your comparison of the case study and the program evaluation report that you chose, improve upon the information presented in the case study by identifying gaps in information. Fill in these gaps as if you were the facilitator of the focus group. Clearly identify the purpose of the process evaluation and the questions asked.
“Social Work Research: Qualitative Groups” (pp. 68–69)
Document: Bliss, M. J., & Emshoff, J. G. (2002). Workbook for designing a process evaluation. Retrieved from http://beta.roadsafetyevaluation.com/evaluationguides/info/workbook-for-designing-a-process-evaluation.pdf (PDF)
Georgia Department of Human Resources, Division of Public Health.
Example of Process Evaluation
Boyce, C., & Neale, P. (2006). Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Pathfinder International Tool Series: Monitoring and Evaluation – 2. Retrieved from http://www.cpc.unc.edu/measure/training/materials/data-quality-portuguese/m_e_tool_series_indepth_interviews.pdf
Social Work Research: Qualitative Groups
A focus group was conducted to explore the application of a cross-system collaboration and its effect on service delivery outcomes among social service agencies in a large urban county on the West Coast. The focus group consisted of 10 social workers and was led by a facilitator from the local office of a major community support organization (the organization). Participants in the focus group had diverse experiences working with children, youth, adults, older adults, and families. They represented agencies that addressed child welfare, family services, and community mental health issues. The group included five males and five females from diverse ethnicities.
The focus group was conducted in a conference room at the organization’s headquarters. The organization was interested in exploring options for greater collaboration and less fragmentation of social services in the local area. Participants in the group were recruited from local agencies that were either already receiving or were applying for funding from the organization. The 2-hour focus group was recorded.
The facilitator explained the objective of the focus group and encouraged each participant to share personal experiences and perspectives regarding cross-system collaboration. Eight questions were asked that explored local examples of cross-system collaboration and the strengths and barriers found in using the model. The facilitator tried to achieve maximum participation by reflecting the answers back to the participants and maintaining eye contact.
To analyze the data, the researchers carefully transcribed the entire recorded discussion and utilized a qualitative data analysis software package issued by StatPac, which offers a product called Verbatim Blaster. This software focuses on content coding and word counting to identify the most salient themes and patterns.
The focus group was seen by the sponsoring entity as successful because every participant eventually provided feedback to the facilitator about cross-system collaboration. It was also seen as a success because the facilitator remained engaged and nonjudgmental and strived to have each participant share their experiences.
In terms of outcomes, the facilitator said that the feedback obtained was useful in exploring new ways of delivering services and encouraging greater cooperation. As a result of this process, the organization decided to add a component to all agency annual plans and reports that asked them to describe what types of cross-agency collaboration were occurring and what additional efforts were planned.
(Plummer 68-69)
Plummer, Sara-Beth, Sara Makris, Sally Brocksen. Social Work Case Studies: Concentration Year. Laureate Publishing, 10/21/13. VitalBook file.

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Just as in needs assessments, inte appeared first on homework handlers.

Is the impact of the Coronavirus Pandemic better understood in terms of a disrup

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Is the impact of the Coronavirus Pandemic better understood in terms of a disruption of the social order or a furthering of pre-existing social inequalities? Use the theoretical perspectives and concepts developed by Durkheim and Marx and evaluate which one is, according to you most appropriate to understanding the social impact of the Covid 19 Pandemic.
Word limit: 500 words
You are required to engage with the required readings from weeks 2 and 3, as well as any other material you may find to support your answer.
Your answer should contain a clear introductory paragraph, containing a clear argument. In the body, you should have at least two supporting points, illustrated with concrete examples as evidence.
A list of references must be provided, and the use of in-text citation should be consistent.

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Part 1 Answer all 3 questions/items: 1. Personality tests are often used in the

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Part 1
Answer all 3 questions/items:
1. Personality tests are often used in the selection of employees for jobs.
2. List one example of a personality test often used by Human Resources Departments.
3. Do you think this is a sound recruiting technique? Explain why it is –or not.
Have you ever had to take a personality test at time of hiring? If so, how was your experience. If not, did you wish you could have taken one to prove that you could do the job well?
Please support your points with references (from the textbook, articles, a reliable website, etc. Cite at least ONE outside source).
Please make sure that you back up the posts with factual information from the book, work/life experiences, your online library, etc. Cite any idea that is not your idea.
Textbook:
Title: Staffing Organizations, 9th edition.
Authors: Herbert G. Heneman III, Timothy A. Judge, and John D. Kammeyer-Mueller.
ISBN: ***
book attached.
Part 2
Answer all of these questions in your post:
Robbinsdale Hospital is one of two hospitals among the six facilities in the city to have an intensive care (Level III) nursery. This facility is tailored to treat infants suffering from severe medical complications upon delivery. The program director is deciding whether to use an emotional or rational appeal in advertising copy.
a. What are the considerations in this decision?
b. Support your position with facts and examples.
Source: Chapter 12 Problems (Essentials of Health Care Marketing – Berkowitz)
Please put together complete and well thought out responses. I am looking for original input so please share your thoughts and experiences so we can all learn from them. Please make sure that you back up the posts with factual information from the textbook, research, work/life experiences, etc.
Essentials of Health Care Marketing, 4th edition (2015)
Publisher: Rittenhouse/ Jones and Bartlett
Author’s Name: Erin N. Berkowitz
ISBN: ***
brytewave.redshelf.com
username ***
password ***

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Answer all 3 questions/items:
1. Personality tests are often used in the appeared first on homework handlers.

Diego, a 9-year-old third grader, had always been an energetic child with a shor

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Diego, a 9-year-old third grader, had always been an energetic child with a short attention span. For years, his mother attributed his behaviors to him being “all boy” and assumed it would improve as he grew older. Instead, daily tasks like chores and homework became increasingly overwhelming for Diego, resulting in disruptive behaviors at home and school. After being evaluated by his healthcare provider, Diego was diagnosed with and treated for attention deficit hyperactivity disorder (ADHD).
ADHD is a prevalent disorder for patients across the lifespan, as more than 6 million children (CDC, n.d.) have been diagnosed with the disorder. Further, consider that about 60% of children with ADHD in the United States become adults with ADHD (ADAA, n.d.). Like Diego, individuals of all ages find that symptoms of ADHD can make life challenging. However, when properly diagnosed and treated, patients often respond well to therapies and have positive health outcomes.
This week, as you study ADHD therapies, you examine the assessment and treatment of patients with ADHD. You also explore ethical and legal implications of these therapies.
References:
Centers for Disease Control and Prevention. (n.d.). Data and statistics about ADHD. https://www.cdc.gov/ncbddd/adhd/data.html
Anxiety and Depression Association of America. (n.d.). Adult ADHD (Attention Deficit Hyperactive Disorder). https://adaa.org/understanding-anxiety/related-illnesses/other-related-conditions/adult-adhd
Learning Objectives
Students will:
Assess patient factors and history to develop personalized therapy plans for patients with ADHD
Analyze factors that influence pharmacokinetic and pharmacodynamic processes in patients requiring therapy for ADHD
Synthesize knowledge of providing care to patients presenting for ADHD
Analyze ethical and legal implications related to prescribing therapy for patients with ADHD
Identify concepts related to psychopharmacologic treatments and therapy for patients across the lifespan
Learning Resources
Required Readings (click to expand/reduce)
Medication Resources (click to expand/reduce)
Required Media (click to expand/reduce)
Case Study: A Young Caucasian Girl with ADHD
Note: This case study will serve as the foundation for this week’s Assignment.
Psychopharmacologic Approaches to Treatment of Psychopathology
Assignment: Assessing and Treating Patients With ADHD
Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. Different people may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults. In your role, as a psychiatric nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for patients across the life span. For this Assignment, you consider how you might assess and treat patients presenting with ADHD.
To prepare for this Assignment:
Review this week’s Learning Resources, including the Medication Resources indicated for this week.
Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients with ADHD.
The Assignment: 5 pages
Examine Case Study: A Young Caucasian Girl with ADHD. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.
At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.
Introduction to the case
Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.
Decision #1
Which decision did you select?
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #2
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #3
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Conclusion
Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.
Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature.
Attention Deficit Hyperactivity Disorder
A Young Girl With ADHD
A Young Girl With ADHD
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give you a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.
SUBJECTIVE
Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.”
Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time.
MENTAL STATUS EXAM
The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation.
Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation
RESOURCES
§ Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and restandardization of the Conners’ Teacher Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 279-291.
Decision Point One
Select what you should do:
Begin Wellbutrin (bupropion) XL 150 mg orally daily
Begin Intuniv extended release 1 mg orally at BEDTIME
Begin Ritalin (methylphenidate) chewable tablets 10 mg orally in the MORNING

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