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Behavioral psychology

Submit a 6- to 9-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A: Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:

  • Presenting issue (including referral source)
  • Demographic information
  • Current living situation
  • Birth and developmental history
  • School and social relationships
  • Family members and relationships
  • Health and medical issues (including psychological and psychiatric functioning, substance abuse)
  • Spiritual development
  • Social, community, and recreational activities
  • Client strengths, capacities, and resources

Part B: Analysis of Assessment. Address each of the following:

  • Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
  • Analyze how the social environment affects the client.
  • Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
  • Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
  • Explain how you would use the identified strengths of the client(s) in a treatment plan.
  • Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
  • Analyze the ethical issues present in the case. Explain how will you address them.
  • Describe the issues will you need to address around cultural competence.

APA FORMAT
6-9 PAGES
USE MY REFERENCES ONLY!!!
USE TEMPLATE PROVIDED
Logan Family- Eboni Case study
TURN IT IN A MUST
References:
Zastrow, C. H., & Kirst-Ashman, K. K. (2013). Understanding human behavior and the social environment (9th ed.). Belmont, CA: Brooks/Cole.
Melchert, T. P. (2015).  Treatment. In Biopsychosocial practice: A science-based framework for behavioral health (pp. 211-233). Washington, District of Columbia: American Psychological Association.

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Characteristics of High-Incidence Disability Groups

CLass 550

Article Reflection
In Comparing Characteristics of High-Incidence Disability Groups, Saborne, Evans, Cullinan (2006), analyzed research articles surrounding characteristics of high incidence groups to determine similarities and differences between three groups: emotional-behavior disorders (EBD), mild-intellectual disabilities (MID), and learning disabilities (LD). By the end of their review, Saborne, et al. (2006) concluded, “Individualized, appropriate assessment and effective instruction regardless of the disability category are still best practice for students with high-incidence disabilities in special and general education.
Having little background in understanding the characteristics of these three high-incidence groups (EBD, MID, and LD), I was surprised to discover the similarities and differences presented in this article. I was surprised to learn that MID and LD, IQ domain aside, were similar across five of the six categories compared. It was interesting to realize that LD and EBD groups had a range in IQ from 90-95 and that the MID groups scored lower than both groups. This also surprised me since the LD and MID groups were similar across the other domains. In regards to academics, I discovered there was a large difference (in 80% of the studies) between EBD and MID groups. However, when learning that “students with MID received significantly less academic instruction and were given significantly more free-time activities than students with EBD or LD” (Saborne, et al.), it helped to explain the difference between EBD and MID groups based on academics. It also makes me wonder how we could change that from occurring in schools to better help MID students and expose them to more academic instruction.
It is also helpful to learn that all groups do require additional support in behavioral and social skill domains, though it appears that EBD requires more support in the behavioral domain than the other groups. Finally, it surprised me to learn that “an immediate family member with chemical dependency was reported by 47% of students with EBD, by 15% of those with LD, and by 20% of students without disabilities.” (Saborne, et al. 2006)
In considering all of these characteristics and understanding the need for instruction to be individualized, I would like more information on the best assessments and instruction practices to explore for all students and groups. For me, this article helped to highlight the areas of needs for high-incidence disability groups. It is helpful to understand how these groups differ and are similar across the domains mentioned in the article, so I can better prepare to teach to the areas of need across all 3 groups of high-incidence disabilities.
Bibliography
Saborne, E. J., Evans, C., & Cullinan, D. (2006). Comparing Characteristics of High-Incidence Disability Groups. Remedial and Special Education,27(2), 95-104.
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Health Information Technology And Systems

For this discussion board, choose a healthcare accreditation body (e.g., hospital, laboratory) and discuss the following:
What are the purposes of the accreditation body?
What types of “authorities” does this accreditation body have?
Who or what entity governs and oversees the accreditation body you have selected? Identify a local hospital within your community that has this accreditation, and include a link and reference within your posting.
Please include the name of the person or question to which you are replying in the subject line. For example, “Tom’s response to Susan’s comment.”
See attachment for reply⬇️

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What Are Gamma Rays-"The Electromagnetic Spectrum"

· Watch the video titled “What Are Gamma Rays?” (1 min 39 sec) under the Gamma Rays terms section of the Science Corner. You can also view the video at https://www.youtube.com/watch?v=PPlrtgilgK8. Next, give your opinion on whether or not the benefits of space exploration to the Moon and Mars outweigh the risks and costs of exposing such travelers to gamma rays above Earth’s atmosphere. Provide a rationale for your response.
· Watch the video titled “Video Tour of the Electromagnetic Spectrum” (5 min 3 sec) under the EM Spectrum terms section of the Science Corner. You can also view the video at https://www.youtube.com/watch?v=lwfJPc-rSXw&list=PL09E558656CA5DF76 . Next, describe one to two (1-2) ways that you encounter and utilize electromagnetic radiation in your daily life. Note: Feel free to include both naturally occurring examples, as well as any man-made technologies.
· Choose a technology device that makes use of the EM Spectrum. Next, explain how this device works using terminology learned in this chapter.

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Progressivism Collapse

I believe that true progressives are the same as they were in the 1900’s because to be a true progressive is to focus on using government power to make large institutions play by a set of rules. The term progressivism, however, has now been somewhat blurred together with the term liberalism, and although they share in common the support for or advocacy of social reform, they do have major differences in resolutions for reform. Liberalism, unlike progressivism, advocates the use of tax dollars for reform, rather than government power. Modern day politicians tend to shy away from progressivism, perhaps because their campaigns are funded by big business. A modern day example of this was in the bailout of the automakers in 2008. The government used taxpayer dollars in order to eliminate the threat of our major automakers going bankrupt from bad decisions and creating a crisis of job loss to the American workers. Although, in the end it aided the workers by preserving the company that they worked for, this approach allowed large economic institutions to leverage their irresponsible behavior into government handouts. While this was using government as an instrument of reform, as the early progressives did, it did not seem to me to be the economic justice that was sought after in the early 20th century.
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CLC Business Individual Project Plan- Price Is Firm

Please create another executive summary due to the one in the business plan has already been submitted.
As a culminating project, this assignment has two parts: an executive  summary and a project plan created in either MS Project (PC) or Apple  Merlin (MAC). Those experiencing problems with Project software may  complete this portion of the assignment in Excel. Use prior course  information and data gathered for your CLC Business Plan to complete  this assignment.
Write an executive summary of your CLC Business Plan.
Write a project plan in Microsoft Project or Apple Merlin. Excel may be substituted as needed.

  1. Examine your CLC Business Plan: Extract the distinct activities  needed to start up the business: (a) Identify tasks needed to complete  the project. (b) Develop a completion schedule. (c) Assign resources to  project tasks.
  2. Be creative. For example: If your plan calls for three nurses, you  will need to plan for hiring, and training. Create arbitrary timelines  for each activity. They could be very general (2 weeks to hire, 2 weeks  to train) or they could dive much deeper (1 week to write hiring ad, 1  week to place ad, 2 weeks to accept applications, 1 week to review, 3  weeks for interviews, 1 week for offer-letters, 2 weeks to establish in  HR system, etc.). Do this for each section of the CLC Business Plan.
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"The Electromagnetic Spectrum"

· Watch the video titled “What Are Gamma Rays?” (1 min 39 sec) under the Gamma Rays terms section of the Science Corner. You can also view the video at https://www.youtube.com/watch?v=PPlrtgilgK8. Next, give your opinion on whether or not the benefits of space exploration to the Moon and Mars outweigh the risks and costs of exposing such travelers to gamma rays above Earth’s atmosphere. Provide a rationale for your response.
· Watch the video titled “Video Tour of the Electromagnetic Spectrum” (5 min 3 sec) under the EM Spectrum terms section of the Science Corner. You can also view the video at https://www.youtube.com/watch?v=lwfJPc-rSXw&list=PL09E558656CA5DF76 . Next, describe one to two (1-2) ways that you encounter and utilize electromagnetic radiation in your daily life. Note: Feel free to include both naturally occurring examples, as well as any man-made technologies.
· Choose a technology device that makes use of the EM Spectrum. Next, explain how this device works using terminology learned in this chapter.