Latin America: The National Period

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Description
Imagine a conversation between Bolivar, Sarmiento, Marti, and Rodo. Would they mostly agree
or disagree on how to build strong nations, and WHY?
Be sure to address ALL of the following thoroughly and accurately in your essay:
-How each of them thought “good government” was, and/or how to make a strong nation
-The obstacles each of them identified to create a strong nation and good government
-How each of them would propose to resolve or overcome these challenges

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Civil Liberties & the Supreme Court

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Visit the American Civil Liberties Union Supreme Court Cases website to see civil liberties cases
that the U.S. Supreme Court has ruled on, organized by term.
Select one of the cases on civil liberties that interests you. Provide an analysis that addresses
the following:
The civil liberty that is addressed in the case, including the text of the amendment from the Bill
of Rights
An explanation of the Supreme Court’s involvement, including the following:
The importance of the ruling (why it is significant)
How the case moved through the lower courts to eventually be heard by the Supreme Court
The powers granted to the Supreme Court by the constitution that allowed them to rule on the case

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Hurricane Katrina Case Study

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Description
Summary
To demonstrate what you have learned in this course, for your final written assignment you will
develop a Leadership Analysis case study that addresses multiple aspects of leadership within
an organization and the larger community during a crisis or disaster. This will require you to
identify the leadership styles and strategies used by a municipal level (local), state, or national
public safety agency or organization. Please include transformational or transactional leader
theory.
Option B:
For this option, view these articles as a starting point:
Curtis, C. A. (2018). Organizational networks in times of crisis: Lessons from Katrina. Journal of
Contingencies & Crisis Management, 26(2), 202–211.
Boin, A., Hart, P., McConnell, A., & Preston, T. (2010). Leadership style, crisis response, and blame
management: The case of Hurricane Katrina. Public Administration, 88(3), 706–723.
For either option, you will develop a 7–10-page analysis that examines leadership types,
theories, and scholarly literature relevant to the organization/situation and provides a
recommendation of the most effective leadership model as applied to the scenario and community. See the scoring guide for more details.
In your paper:
Provide a broad description of the organization, the problem, and the leader involved.
Identify the agency or organization selected and the leader selected for your analysis.
Identify the problem facing that leader in terms of the crisis or disaster.
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Elaborate on that leader’s preparation (education, skills, and experience that prepared him or her
for the leadership response).
Analyze how the leader’s style and practices relate to emerging leadership theories.
Determine the leadership style (primary) used by the leader to respond to the crisis or disaster
and identify the ancillary leadership styles employed to address different stakeholders.
Analyze the ethical implication of the leader’s decisions and communication choices.
In concluding remarks, determine how the leader’s decisions and communication practices
promoted or failed to promote social responsibility.
Additional Requirements

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Developmental assessment of children and adolescents

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Developmental assessment of children and adolescents is essential because it observes the growth
and changes in the child over time. A developmental assessment allows the Psychiatric Mental
Health Nurse Practitioner (PMHNP) to compare developmental growth to expected
achievements of children of the same age and identify any delays in developmental milestones.
The identification of any abnormalities prompts a need to refer a child to the appropriate clinician for further testing. The Centers for Disease Control and Prevention (2019) recognized
that early intervention could change a child’s developmental path and improve outcomes for not
only the child but families and communities as well. The earlier the detection of abnormal
development, the higher the chances the child has in reaching his or her best potential with
intervention (Centers for Disease Control and Prevention, 2019).
Assessment Instruments
Dominic-R- is a comprehensive child self-report screening tool that is used to diagnose common mental health problems in children ages 6 to 11. The instrument provides instant results in
diagnosing “separation anxiety, generalized anxiety, depression and dysthymia, ADHD,
oppositional defiant disorder, conduct disorder, and specific phobia” (Sadock, Sadock, & Ruiz,
2014). The highly standardized test combines colorful pictures, text, and a voiceover with child interaction. The instrument uses a child named “Dominic,” who experiences symptoms in question, from the child’s point of view (Sadock et al., 2014). Dominic-R uses the combination of auditory and visual symptoms to achieve a better understanding versus the use of traditional questionnaires. According to Sadock, Sadock, and Ruiz (2014), “information gleaned from this instrument can also be applied in conjunction with clinical information to the DSM-5” (p. 1111).
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Dominic-R is appropriate for children as young as the age of 6. Cognitive theories recommend external data input through multiple sensory channels, achieves the enhancement of information processing (Dominic Interaction, 2009). This assessment instrument is more
relatable to a child or adolescent versus an adult as it is driven towards limited comprehension
of abstract concepts that apply to this age group.
Reynolds Child Depression Scale- 2nd Edition (RCDS-2)- is an adolescent self-report screening tool that measures the severity of depression in 11-20-year old. The RCDS-2 assesses for
dysphoric mood, anhedonia-negative affect, negative self-evaluation, and somatic complaints
(Ortuño-Sierra et al., 2017). This tool uses a 30-item questionnaire that uses a Likert scale to assess the severity of the depression. The rationale that this assessment is used in adolescents versus adults in the diagnosis of major depression disorder (MDD) in children and adolescence can directly affect academic performance, increase the risk for attempted suicide and increase the risk of suffering from depression as an adult (Ortuño-Sierra et al., 2017). Early intervention is ideal.
Treatment Options
Pediatric Medical Dance/Movement Therapy- is a dance therapy designed for childhood and adolescent with disorders such as ADHD, mental disability, anxiety, depression, and disordered eating (Tortora, 2019). Pediatric medical DMT is practiced in both in-patient and out-patient
settings to engage children in dance/movement providing psychosocial support. The goals of
therapy are to improve experiences and address concerns related to medical illness (Tortora,
2019). DMT has been identified as successful in improving stress management, improving
quality of life, manages pain, reduces anxiety and depression, and improves body self-image
(Tortora, 2019).
Play Therapy- therapy used in children ages 3-12. Play therapy typically is a weekly 30 to a 60-
the minute session that is used to assist children in addressing and resolving problems (Association
for Play Therapy, n.d.). Play therapy is designed to assist children in learning how to cope with
difficult emotions and find solutions to problems through natural play (Association for Play
Therapy, n.d.).
Parents Role
Parents play a significant role in the assessment and treatment of the child and adolescent as
they are likely the first to recognize a change. As clinicians, we rely on parents to keep the child
compliant with visits and keep us updated on treatment failures and successes. The
participation of the parent ultimately predicts the child or adolescent’s outcome. Negligence of
the parent failing to comply with treatment or lack of alerting clinicians of developmental delays
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impacts the child’s care and ability to seek intervention, which ultimately decreases the likelihood
of the child successfully reaching his or her potential. Ignoring signs or symptoms of anxiety or
depression could lead to the worsening of symptoms as an adult or self-harm.
References
Centers for Disease Control and Prevention. (2019). Why act early if you’re concerned about development? Retrieved from https://www.cdc.gov/ncbddd/actearly/whyActEarly.html
Dominic Interaction. (2009). Children ages 6 to 11. Retrieved from
http://www.dominicinteractive.com/21_en.jsp
Ortuño-Sierra, J., Artio-Solana, R., Inchausti, F., Chocarro de Luis, E., Lucas Molina, B., Pérez de Albéniz, A., & Fonseca-Pedrero, E. (2017). Screening for depressive symptoms in
adolescents at school: New validity evidence on the short form of the Reynolds
Depression Scale. PloS one, 12(2). https://doi.org/10.1371/journal.pone.0170950
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry:
Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
Tortora, S. (2019). Children are born to dance! Pediatric medical dance/movement therapy:
The view from integrative pediatric oncology. Children (Basel, Switzerland), 6(1), 14.

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