Self-management of longer term depression

THE SELF MANAGEMENT OF LONGER TERM DEPRESSION 1
Topic: Research Article Identification

Student’s name: Pamela Jackson

Professor’s name: Mirella Brooks

Course title: PSY 325

Institution: Ashford University

Date: 12/18/17

The Self-management of longer term depression: learning from the patient, a qualitative study by Eleni Chambers, Sarah Cook, Anna Thake, Alexis Foster, Sue Shaw, Rebecca Hutten, Glenys Parry and Tom Ricketts

This is a qualitative survey carried out by several authors with the intention of comprehending the manner in which individuals with longer haul depression deal with the sickness, the manner in which services can best back up self-administration and if the standards along with conceptions of the recuperation strategy would be beneficial. The study is making an effort to address the questions on how individuals encountered depression along with what assisted them to self administer (Chambers, Cook, Thake, Foster, Shaw, Hutten, Parry & Ricketts, 2015). This study on the self-management of longer term depression can be associated with biological psychology as a research area in psychology. This is due to the fact that the study entails looking in depth the lives of individuals with continuing depression and how they help themselves to live with it. This is to say that to some extent the study looks into physiological psychology along with health psychology. These two aspects are connected to biological psychology thus making it possible to associate the two.

Ethical issues are unavoidable in the course of carrying out a research, it is therefore advisable that psychologists look into the different ethical issues and considerations that might come up prior to, in the course of and after a research. This study addressed several ethical issues, they comprise of; informed consent; the study team enlightened participants about the survey and what they were aiming to address and giving them the chance to decide whether or not to take part in the study. The second principle was do not harm; this principle was dealt with by the survey team making use of abilities to reduce any probable discomfort or stress in the course of the interview procedure. This is to show that they had the participants’ wellbeing in mind. There was also respect for anonymity and privacy; this ethical issue is highly linked to the privileged of do not harm, esteem for dignity along with honesty. The researchers made this issue achievable by making certain that participants were not forced into giving out their personal details. On top of this, the study team gave room such that the interviews along with audio recording could be halted on the participant’s request. This is a clear indication that they did not want to go against or violate any person’s rights in the course of this survey (Chambers, Cook, Thake, Foster, Shaw, Hutten, Parry & Ricketts, 2015).

I discern that vulnerable groups of people are an ethical issue that applies but was not discussed. Individuals who are known to have been suffering from disconsolation for long periods of time are clearly are known to be vulnerable. This means that they are somehow to some extent not in a position to safeguard their personal privileges along with wellbeing. It also means that they are not capable of giving an informed consent as they can be easily manipulated. The research team ought to have addressed this ethical issue due to the fact that it was dealing with and studying a vulnerable set of individuals.

Another ethical issue that I discern should have been mentioned in the study is; the abilities of the researcher. The surveyors ought to have introduced themselves before the participants and stated their different skills as researchers. This would have acted as a way of assuring the participants that they were dealing with professional researchers and that they were safe in their hands.

Reference

Chambers, E., Cook, S., Thake, A., Foster, A., Shaw, S., Hutten, R., Parry, G., & Ricketts, T. (2015). The self-management of longer-term depression: Learning from the patient, A qualitative study. BMC Psychiatry, 15, 172. doi:10.1186/s12888-015-0550-6

Research Proposal-ethical issues

Final Paper: Research Proposal
Review the Example Research Proposal provided in the course materials. Design a research study on the topic of the study selected in Week One and critiqued in Week Three. Your design should seek to resolve the limitations you identified in the study you critiqued. Your paper must address all of the components required in the “Methods” section of a research proposal:
State the research question and/or hypothesis.
Specify the approach (qualitative or quantitative), research design, sampling strategy, data collection procedures, and data analysis techniques to be used.
If the design is quantitative, also describe the variables, measures, and statistical tests you would use.
Analyze ethical issues that may arise and explain how you would handle these issues.
Your Final Paper must be six to eight pages in length (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. Utilize a minimum of six peer-reviewed sources that were published within the last 10 years, in addition to the textbook, that are documented in APA style as outlined in the Ashford
Writing Center. The sources should consist of the following:
One source should be the article you critiqued in the Week Three assignment.
At least two sources should be about the research methodology you have chosen for your study.
At least one source should be on ethical issues in research.
The remaining sources may be about anything pertinent to your study. In accordance with APA style, all references listed must be cited in the body of the paper.
Required Sections and Subsections (use these headings in your paper)
Introduction – Introduce the research topic, explain why it is important, and present your research question and/or hypothesis.
Literature Review – Summarize the current state of knowledge on your topic, making reference to the findings of previous research studies (including the one you critiqued in Week Three). Briefly analyze and critique these studies and mention the research methods that have previously been used to study the topic. State whether your proposed study is a replication of a previous study or a new approach using methods that have not been used before. Be sure to properly cite all of your sources in APA style.
Methods
Design – Indicate whether your proposed study is qualitative or quantitative in approach. Identify the specific research design, using one of the designs we have studied in Weeks Three through Five, and indicate whether it is experimental or non-experimental. Evaluate your chosen design and explain why you believe this design is appropriate for the topic and how it will provide the information you need to answer the research question. Cite sources on research methodology to support your choices.
Participants – Identify and describe the sampling strategy you would use to recruit participants for your study. Estimate the number of participants you would need and explain why your sampling method is appropriate for your research design and approach.
Procedure/Measures – Apply the scientific method by describing the steps you would use in carrying out your study. Indicate whether you will use any kind of test, questionnaire, or measurement instrument. If using an existing published instrument, provide a brief description and cite your source. If you are creating a questionnaire, survey, or test, describe the types of information you will gather and explain how you would establish the validity and reliability. If you are not using such an instrument, describe how you would collect the data.
Data Analysis – Describe the statistical techniques (if quantitative) or the analysis procedure (if qualitative) you plan to use to analyze the data. Cite at least one source on the chosen analysis technique (from your Week Two assignment).
Ethical Issues – Analyze the impact of ethical concerns on your proposed study, such as confidentiality, deception, informed consent, potential harm to participants, conflict of interest, IRB approval, etc. After analyzing the ethical issues that apply to your research proposal, indicate what you would do to handle these concerns.
Conclusion – Briefly summarize the major points from your paper and reiterate why your proposed study is needed. Writing the Final Paper
The Final Paper:
Must be six to eight double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least six peer-reviewed sources that were published within the last 10 years, in addition to the textbook.
Must document all sources in APA style, as outlined in the Ashford
Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
Stuck on a problem? Don’t skip that assignment – click the button to chat with a live tutor. It is free and here to help you now.
Go to top of page
Waypoint Assignment Submission
The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to submit your assignment.
Click on the Assignment Submission button below. The Waypoint “Student
Dashboard” will open in a new browser window.
Browse for your assignment.
Click Upload.
Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint.
For more detailed instructions, refer to the Waypoint Tutorial.

Comparison of Behavioral Assessment

Comparison of Behavioral Assessment

Prompt: Imagine that you have been put in charge of choosing a child behavior rating test for your agency, a center offering psychological treatment and consultation to parents for a variety of behavioral and educational issues commonly seen in school-aged children. You will analyze the BASC-2 Behavioral and Emotional Screening System and Achenbach System of Empirically Based Assessment behavior-rating tests. Using the ASEBA Catalog, the Pearson Clinical Catalog, and Mental Measurements Yearbook, determine which of these two tests you would choose for the agency to buy: the Behavior Rating Assessment for Children (BASC2) or Achenbach System of Empirically Based Assessment (ASEBA). State your choice and explain your decision. Be sure to justify and support your recommendation with research.
In your short paper, the following critical elements must be addressed:
 A thorough and detailed comparison of the BASC2 and ASEBA tests
 A thorough and detailed explanation of the differences between the BASC2 and ASEBA tests  A statement and clear explanation of which test you are recommending your agency purchase  A well-supported justification using relevant research of why you are recommending your choice
Guidelines for Submission: Your paper must be submitted as a one- to two-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.

Workplace stress

Workplace stress can have long-term effects. Our text identifies the  following four areas which can increase this type of stress:

  • Role conflict: two or more incompatible demands at work or across work and non-work roles
  • Role ambiguity: vagueness or unclearness in role responsibilities and functions
  • Workload incompatibility: occurs when the amount of work to be accomplished exceeds the employee’s capabilities
  • Job insecurity: the feeling that the security of one’s job is unstable

In addition, happiness and positivity can lead to personal success  and further indicates the following ideas to increase one’s happiness:

  • Setting challenging and meaningful goals
  • Disputing negative thinking and deliberately practicing positive self-talk
  • Choosing to forgive others and let go of grudges and hard feelings
  • Counting one’s blessings and intentionally expressing gratitude for them
  • Visualizing future success
  • Practicing healthy habits such as a balanced diet, adequate sleep, and regular exercise

Thus, hypothetically these suggestions  and ideas can be applied to each of our lives. Whether you are working  and going to school, or just going to school, they are applicable since  school, too, is an organization.
After reading and viewing all of the required resources this week,  consider all of the factors related to a person’s health and the  workplace, how can you apply the concepts to your own life right now?

Your journal should be a minimum of four to five double-spaced pages,  adequately discuss all questions posed, and demonstrate maturating  self-awareness.

  • This is a reflection based on all of your required resources for the  week and you will not be required to use additional sources.
  • Use the rubric to check for thoroughness of your writing.

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.

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.

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⬇️

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.

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.