Community Agency Report and Assessment:
Fairfax County Alcohol Drug Services/Community Service Board (ADS-CSB) Crossroads Youth and Adult Residential Program.

Agency visits are for the purpose of acquainting you with mental health agencies in the community and to begin acquiring a sense for what counselors really do in a mental health agency. You must include the following information in a 3 page report and assessment of Crossroads Youth and Adult Residential Program. (APA style formatting, reference page, typed, 12 point font, Times New Roman, double spaced):

1. Agency Services and Business Demographics:

Agency name, location, phone numbers, website
Crossroads Adult and Youth Residential Program
6901 South Van Dorn Street, Alexandria VA
(703) 313-6300

- Fairfaxcounty.gov

- http://www.fairfaxcounty.gov/csb/services/residential.htm

- http://www.fairfaxcounty.gov/csb/services/crossroads-youth.htm

- http://kingstowne.patch.com/listings/fairfax-county-crossroads

2. Mission statement:

3. Chart of organizational structure

4. Number of employed LPC, LMFT, LCSW clinicians, and psychologists

5. Number of student interns

6. Payment for services

7. Types of populations serviced

8. Types of service offered

9. Referral sources


Application to Coursework
? How does this agency fit into the framework of the community mental health model?
? What was your personal experience in visiting the agency?
? Was there any facet of this program or the population served that was unique?
? Is this a setting you could see yourself working within?
? Why or why not?


There are faxes for this order.

Do people in your local area have access to community mental health services? If so, what types of programs are available? In not, determine the reasons why these types of programs do not exist. How could you, as a community health care leader, help make such programs more readily available in your local area?

Resource: Case 10 of Ch. 10 of Management of Human Services Programs

Write a 350-word memo to senior management announcing an upcoming program evaluation at Greenby Community Mental Health Center. Be sure to address the following:


? Describe the process evaluation measure and at least one outcome evaluation measure that you would suggest for the Consultation and Education Department at Greenby Community Mental Health Center to display the program?s effectiveness and efficiency.


? List the issues and challenges may arise from evaluating the Greenby Community Mental Health Center.


? Explain why an evaluation may be helpful to the Consultation and Education Department director?s situation.


? Try to make this memo sound realistic. Include any relevant details such as timeframe, possible concerns for those affected, and how those concerns can be alleviated.

Assignment Below
1) Scenario: You are working for a community mental health agency that serves male adolescents aged 14-16 who have received a diagnosis of conduct disorder. You have been asked by your director of clinical training to answer the following questions (choose only one):
a) What individual treatment modes have been found to be effective (best practices, evidence-based) for treating this population?
b) What group treatment modes have been found to be effective (best practices, evidence-based) for treating this population?
c) What family treatment modes have been found to be effective (best practices, evidence-based) for treating this population?
2) Using database searches (e.g., EBSCO), locate at least three resources that provide information to answer your question. Some keywords to try for the search are highlighted in the question (best practices, evidence-based).
3) Your assignment response will consist of two sections:
a) Submit an annotated bibliography with an entry for each of your resources. Include the references in proper APA format. Write a brief summary highlighting the theory, treatment, intervention, and research methodology discussed in each resource. Use the additional materials for this module to help you in creating your annotated bibliography. There is no minimum required word count or length for your bibliography; however, you should conduct enough research to write the assigned paper for Module 1 (see below), and even more importantly, to write your final research proposal.
b) Based on your readings, write a paper (750-1,000 words) in which you prepare an answer to your question, citing the resource(s) you used for your answer. Note any gaps in information, special considerations, etc., that you found limited your ability to answer your question. Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is not required.

REFERENCES BELOW and Lecture NOTES
http://gcumedia.com/digital-resources/mcgraw-hill/2011/research-design-and-methods_a-process-approach_ebook_8e.php
http://www.library.cornell.edu/olinuris/ref/research/skill28.htm
http://owl.english.purdue.edu/owl/resource/614/01/

Lecture 1
Introduction
Profession: "A calling requiring specialized knowledge and often long and intensive preparation, including instruction in skills and methods as well as in the scientific, historical, or scholarly principles underlying such skills and methods..." (Webster, 1968, p. 1811). In addition to skills, competencies, and professional standards, professions are typically characterized by a set of basic theories, foundation knowledge, and processes for ongoing collection and assessment of knowledge. Research methods provide basic philosophies and tools for continuing acquisition and critique of such knowledge.
The Role of Research in Professional Counseling
In a time of emphasis on evidence-based practice(King & Heyne, 2000), it is even more important for mental health professionals to be able to locate and critically review the professional literature that presents evaluation of both theory and clinical practice. In addition, practitioners should be able to evaluate their own clinical practice to ensure that their methods are appropriate and effective. In fact, the Council for Accreditation of Counseling and Related Educational Programs (n.d.)?the training accreditation arm of the American Counseling Association?has identified the following as knowledge that should be developed in the course of training in the profession:
The importance of conducting research
Various types of research methods
The use of technology and statistical methods
The roles of research in program evaluation and modification
Using research to improve counseling effectiveness
Ethical and legal issues in conducting research
What Is Evidence-Based Practice?
Evidence-based practice generally refers to clinical activities and treatment protocols that are supported by systematic evaluation?in other words, research. Excellent resources on evidence-based practices for mental health professionals include edited collections by Stout and Hayes (2004), Roberts and Yeager (2004), and The Center for School Counseling Outcome Research (Carey & Dimmit, 2006). Professional journals and books are filled with reports of such research and preferred research designs to establish the level of evidence that have been identified (e.g., Chambless & Ollendick, 2001).
In practice, mental health professionals should be able to review the literature to seek information about the efficacy of various treatment options for specific disorders and client populations, apply this information in their own choices of service, and evaluate the progress and outcomes of their own treatment activities through single case designs and more structured experimental designs.
The Goals of Research
In general, any given research project will seek to fulfill one or more of the following goals:
Describing a phenomenon
Explaininga phenomenon (theory building, modeling)
Predicting events related to phenomenon (predictions generated from theories, models)
Controlling variables to affect a phenomenon
Describe
One goal of research is accurate portrayal of a phenomenon. Observation with description is often a first step in gathering better information about an incident, process, individual, etc. The information can become the basis for theory building. Various observational techniques might be used here, from naturalistic observation to more structured ways of collecting, coding, and counting information.
Qualitative research is frequently useful in gathering details about processes, such as how people are experiencing a phenomenon. Qualitative refers to focusing on features that are less understood in numbers. For example, while one may be able to count the exact wavelength of red light or count the number of red balls in a basket, this is not the same as studying the qualitative experience of seeing redness. Redness would be the quality of the experience. Diaries, folk stories, photo albums, newspaper reports, contents of speeches, open-ended responses in interviews and focus groups, and therapy session notes are but a few of the sources of information for qualitative research. Content analyses of the materials seek to identify common themes and relationships.
Quantitative research is also a tool for observing and describing a phenomenon. Quantitative refers to measuring and counting. Most phenomena can be counted in some way. Even the example from above regarding the experience of perceiving redness can be quantified. Early researchers of sensation and perception asked individuals to report when they first saw or experienced events such as color, and were able to devise measurement scales for these perceptual phenomena. They realized that experiences such as seeing a color are the result of much more than the simple wavelength of light?in fact, that they are very individualized processes.
Mixed-methods approaches might use a combination of qualitative and quantitative methods to gather basic information about a phenomenon. Examples are interviews, which allow respondents to describe their thoughts, needs, feelings, and behaviors in their own words, and a survey, which asks questions about these areas but in a structured question-and-answer format (e.g., "Use a scale from 1-5 to indicate the level of agreement with the following statement.") related to thoughts, needs, feelings, and/or behaviors. For example, a researcher might collect information in a clinical interview about new widow's experiences with depression and administer a quantitative measure, such as the Beck Depression Inventory.
Explain
Gathering and describing observations can give researchers pieces of a puzzle. The next step is to build on these pieces through inductive reasoning in order to develop an explanation for these observations. This is theory or model building. For example, Freud's psychosexual theory of personality development was built on the observations he collected from his patients, while Piaget's theory of cognitive development was based on his observations of his own young children. In addition, trait theories of personality are based on factor analyses of numerous types of measures of attitudes, aptitudes, and behaviors (Schultz & Schultz, 2008).
Co-relational methods allow researchers to study quantitative relationships between phenomena (e.g., the correlation between level of poverty and alcohol abuse rates) and these correlations can then be used to create explanatory models via statistical methods such as path analyses, factor analyses, discriminant analyses, and regression analyses. Literature reviews and meta-analyses also allow researchers to integrate existing thoughts and research findings on a particular topic. For example, Avants and colleagues have used path analysis (Avants, Margolin, & McKee, 2000) and regression analysis (Avants, Margolin, Warburton, Hawkins, & Shi, 2001) to try to explain treatment adherence patterns among individuals in methadone maintenance programs. Prendergast, Podus, Finney, Greenwell, and Roll (2006) conducted a meta-analysis to integrate findings about the usefulness of contingency management in the treatment of substance use disorders.
Good theories offer general principles to explain already observed events and relationships, but also generate testable predictions (hypotheses) about future events. Good theories are also economical or parsimonious, meaning they are explained in the most forthright manner and without unnecessary complexity. Theories ultimately rise or fall on their ability to be tested and to predict from their explanations.
Predict
It is important to test whether and how explanatory theories and models hold up in actual practice. This level of experimental research identifies predictions?that is, hypotheses?that would be made from a given line of explanation, and then devises designs that adequately test these hypotheses. The validity of these tests of hypotheses depends heavily on the quality of the research design. Previous co-relational research might suggest that there is a relationship between two variables, but it does not demonstrate cause and effect. For example, it might be observed that people who are depressed also express negative thinking; that is, the more depressed a person is, the more negative the beliefs, expectations, and interpretations he or she expresses. However, while there is a strong correlation here, it is difficult to know which factor is the cause and which is the effect. In other words, is negative thinking caused by depression, or is depression caused by negative thinking?
Abela, Brozine, and Seligman (2004) designed a study to test whether there was a cause-effect relationship between attribution style and later experiences of hopelessness depression in reaction to life stressors. Although they did not manipulate the person's attribution style (the independent variable, which is a subject variable that the person brought with him or her), the researchers measured it in advance as a predictor of later behavior. This type of directional prediction strengthens the argument that A must cause B. However, the problem is that investigators may not be able to rule out other confounding variables that might be equally as important or more important in causing B. For example, perhaps individuals who think negatively do so as an outcome of earlier depression, which could mean that depression predicts depression and that the thinking style is just an aftereffect of earlier depression. Perhaps these individuals are more likely to behave in ways that cause more negative stressors in their lives and feel more hopeless about their chances of not having negative outcomes in their lives. By contrast, those who do not think in a generally hopeless way may be able to see that bad things in their lives come along, but not as a consequence of their own choices. This would support greater hope that things could change in the future.
The true experiment involves the manipulation of the independent variable, which the researcher hypothesizes to be the cause, so he or she can observe what happens to the dependent variable, which the researcher hypothesizes to be the effect. In a simple experiment, Croft and Walker (2001) manipulated people's beliefs about Monday work days, and then observed their moods on subsequent work days. One group (A) was given information that supported the belief that people are more blue on Mondays, while the other group (B) was given information that this is not true. The hypothesis was that the more a person believe he/she will have the blues (negative affect) on Monday, the more likely he/she will be blue on that day (and more so than on other days of the week). That is, group A should then report more negative affect on Mondays than those in group B. In reality, the researchers found that both groups still reported more negative affect on Mondays, but that those in group A reported less positive affect on Mondays. Here, negative beliefs had more to do with decreasing the positive than increasing the negative. This kind of information may then be used to adjust the underlying theory about the relationship between beliefs and moods.
Control
Finally, once people believe there is a demonstrated relationship between an independent variable (cause) and dependent variable (effect), they may wish to manipulate the independent variable in order to control outcomes (dependent variable). An example of this might be the use of certain types of treatment to control symptoms. Background research demonstrates the effectiveness of a treatment mode for a particular client group. Researchers build on this by then using the treatment to affect outcomes.
Beginning a research process
Ideas for research projects may come from any number of sources. For example, one may simply be curious about something and want to know more using a systematic method. Alternatively, one may wish to gather data to assess a need, or to evaluate a program or intervention, in order to provide recommendations for treatment, program, or policy decisions. One might seek to identify risk factors for certain behaviors. One might wish to compare one form of intervention with another, or to compare the effectiveness of one type of treatment for different types of clients. Sometimes ideas for research projects are self-generated, while at other times they are requested or required by others (e.g., a class assignment).
Whenever someone begins a research project, it is important to collect information that is already known about the problem or target phenomenon. Information may exist on any or all of the four stages of the scientific method: observation, explanation (i.e., theories, models), prediction, and control. It is the researcher's responsibility to build upon previous work, not to start from scratch.
Step 1: Review of the Scientific Literature
Sources usually include scholarly books, articles in professional journals, and possibly unpublished manuscripts, such as papers delivered at professional conferences or dissertations. Sometimes something published in a less scholarly source can be of use. For example, a newspaper or magazine might contain an article on a topic and provide the names of researchers or theorists. One could then go to professional resources to track down the works by these researchers or theorists.
Whenever possible, primary sources?that is, those written by the original authors?are preferred over secondary sources, which contain secondhand reports and interpretations of the original work. Textbooks are a type of secondary source that should guide one toward finding the primary sources. Electronic databases such as PsycInfo and PsycArticlesprovide useful tools for searching a very large collection of publications (and some unpublished works) to find resources that pertain to a topic. In addition, e-mail addresses of authors are often provided in articles (or through Internet searches) and may be used to contact the authors directly to gather information. Reference lists within articles or books may also be used to gather references for more background information.
Creating an annotated bibliography is a good strategy while collecting and reviewing information. An annotated bibliography is an ongoing series of notes about all the materials that are read and reviewed in the process of researching the topic. Not all of the resources will be used in the final research proposal or report. However, they can serve as the source of background information.
It is important to write the reference for each item in correct APA format, with all of the necessary information recorded in order to access the source quickly when transferring the reference to the research proposal or report. Also, it is useful for researchers to use keywords that may help them organize the various items as they go.
Some create annotated bibliographies using Excel spreadsheets or other software to allow organization of and searching within the information that is collected. An example of an annotated bibliography and resources on annotated bibliographies can be found in the Overview section of this module.
Note that this step may lead to a dead end. Sometimes the review of the literature may convince a researcher that it is not a useful path to follow for a project. Perhaps there is too little known to build on, or, at the other extreme, it is a huge area that would be difficult to boil down to one project. If this is the case, repeat Step 1 with a new idea for review.
Step 2: Writing Introduction and Literature Review for Research Proposal
Research should be purposeful. Before collecting any data, it is important to state clearly the question or problem to be addressed. For example, the question might be, "How do military spouses who are recently widowed cope with grief?" Another question might ask whether a grief group for spouses who are recently widowed could be a viable new service to offer at an outpatient center. If such a group already exists, the question might be whether it has had any positive effects. Another question might be whether a peer support group for these recently widowed spouses is as effective as, more effective than, or less effective than a professionally facilitated grief group or individual treatment.
After stating the question or problem of interest, the next step is to present a review of relevant literature that can provide background knowledge on the question. Here, theories and prior research can be summarized. Key terms should be defined for the reader. Attention can also be given to operational definitions, measurement techniques, and research designs previously used to gather information. Limitations and gaps in information can be pointed out.
The review should be logical and not scattered. It should guide the reader toward expecting what the particulars of this new research project will be, such as the hypotheses.
Conclusion
Research plays an integral role in the development and maintenance of a profession. Members of the profession, including professional counseling, are expected to have a basic understanding of the research that supports theory and practice, to apply evidence-based practice as appropriate, and to be able to systematically gather information and evaluate services they provide.
Research activities help us to describe, explain, predict, and control phenomena, including those relevant in clinical practice. The ability to conduct a good review of the professional literature is a key skill underlying any research project.
References
Abela, J.R.Z., Brozina, K., & Seligman, M.E.P. (2004). A test of integration of the activation hypothesis and the diathesis-stress component of the hopelessness theory of depression. British Journal of Clinical Psychology, 43(2), 111-128
Avants, S. K., Margolin, A., & McKee, S. (2000). A path analysis of cognitive, affective, and behavioral predictors of treatment response in a methadone maintenance program. Journal of Substance Abuse, 11(3), 215-230.
Avants, S. K., Margolin, A., Warburton, L. A., Hawkins, K. A., & Shi, J. (2001). Predictors of nondherence to HIV-related medication regimens during methadone stabilization. American Journal of Addictions, 10(1), 69-78.
CACREP. 2001 Standards. Retrieved November 10, 2008, from http://www.cacrep.org/2001Standards.html.
Carey, J.C., & Dimmitt, C. (2006). Resources for school counselors and counselor
educators: The Center for School Counseling Outcome Research. Professional School Counseling, 9(5), 416-420.
Chambless, D.L., & Ollendick, T.H. (2001). Empirically supported psychological interventions: Controversies and evidence. Annual Review of Psychology, 52, 685-716.
Croft, G.P., & Walker, A.E. (2001). Are the Monday blues all in the mind? The role of expectance in subjective experience of mood. Journal of Applied Social Psychology, 31(6), 1133-1145
King, N.J., & Heyne, D. (2000). Promotion of empirically validated psychotherapies in counselling psychology. Counselling Psychology Quarterly, 13(1), 1-12.
Prendergast, M., Podus, D., Finney, J., Greenwell, L., & Roll, J. (2006). Contingency management for treatment of substance use disorders: A meta-analysis. Addiction, 101(11), 1546-1560.
Schultz, D. P., & Schultz, S. E. (2008). Theories of personality. New York: Cengage.
Webster, N. (1968). Webster's third new international dictionary (Unabridged). Springfield, MA: Merriam-Webster.
copyright 2009. Grand Canyon University. All Rights Reserved.

This is the situation:
A) I need to write a Thesis proposal. The topic approval form is a group of seven questions as follows:




TOPIC APPROVAL FORM




1. What specific topic or subject area do you propose to explore?

I am currently working with a small group of Mexican-Americans with Schizophrenia and their families. I am interested in identifying barriers related to their continuity of mental-health care.

2. What is your working title?

The working title that I am considering is:
Continuity of Mental-Health Care for Mexican-Americans with
Schizophrenia

3. What is the theoretical foundation for your work

The theoretical foundation of my work is the Qualitative Family Psycho educational approach

4. What is your research question (or questions)?

Please see addendum A

(The questionnaire consists of six main hierarchizied social dimensions
and forty short well wording indicators and subdimensions, using questions of the open type according to a logical sequence).

5. What research methods do you propose to answer your research question?

I am currently working with nine individuals and their nuclear families. If my formal proposal is approved, all participants and their family members would complete the proposed outline interview guide. I have spoken with my supervisor who has given me tentative permission to conduct research with this particular group. I plan to code and analyze all data myself, and I will preserve confidentiality of all questionnaires answered by assigning numbers to each file. I plan to share the results of my research with my supervisor and my group of Mexican-Americans with Schizophrenia and their families.

6. What is the purpose of your research?

To identify barriers that impede the continuity of Mental Health Care in Mexican-Americans with Schizophrenia.

7. What source material have you located thus far to support your research plans?

Andersen RM: Revisiting the behavioral model and access to health care: Does it matter? Journal of Health & Social Behavior 1995; 36:1-10

Briones DF, Heller Pl, Chalfant HP, et al.: Socioeconomic Status, ethnicity, Psychological distress, and readiness to utilize a mental health facility. American Journal of Psychiatry 1990; 147: 1333-1340

Burnam MA, Hough RL, Escobar JI, et al.: Six-month prevalence of specific psychiatric disorders among Mexican-Americans and non-Hispanic whites in Los Angeles. Archives of General Psychiatry 1987; 44:687-694

Cheung FK, Snowden LR, Community mental health and ethnic minority populations. Mental Health Journal 1990; 26: 277-291

Council on Scientific Affairs: Hispanic Health in the United States. Journal of the American Medical Association 1991; 265:248-252

Estrada Al, Trevino FM, Ray LA: Health care utilization barriers among Mexican-Americans: Evidence from HHANES 1982-1984. American Journal of Public Health 1990; 80 (supplement): 27-31

Hall LK: Providing culturally relevant mental health services for Central American immigrants. Hospital and community Psychiatry 1988; 39: 1139-1144

Higginbotham JC, Trevino FM, Ray LA, : Utilization of Curanderos by Mexican-Americans: Prevalence and predictor findings from HHANES 1982-1984. American Journal of Public Health 1990; 80 (supplement): 32-35

Hough RL, Landsverk JA, Karno M, et al.: Utilization of health and mental health services by Los Angeles Mexican ?American and non-Hispanic whites. Archives of General Psychiatry 1987; 44: 702-709

Karno M, Hough Rl, Burman MA , et al.: Lifetime prevalence of specific psychiatric disorders among Mexican-Americans and non-Hispanic whites in Los Angeles. Archives of General Psychiatry 1987; 44: 695-701

Keefe SE: Mexican-Americans? underutilization of mental health clinics: An evaluation of suggested explanations. Hispanic Journal of Behavioral Sciences 1979; 1: 93-115

O?Sullivan MJ, Peterson PD, Cox GB, et al.: Ethnic populations: Community mental Health Services ten years later. American Journal of Community Psychology 1989; 17:17-30

Rogler LH, Malgady RG, Constantino G, et al.: What do culturally sensitive mental health services mean? The case of Hispanics. American Psychologist 1987; 42: 565-570

Rogler LH, Malgady RG, Rodriguez O: Hispanics and Mental Health: A Framework for Research. Malabar, Florida, Robert E. Krieger Publishing Company 1989

Sofaer S: Qualitative methods : What are they and why use them? Health Services Research 1999; 34 (5Pt 2): 1101-1118

Solis, JM, Marks G, Garcia M. et al.: Acculturation, access to care, and use of preventive services by Hispanics: Findings from HHANES 1982-1984. American Journal of Public Health 1990: 80 (supplement): 11-19

Trevino FM, Moyer E, Valdez RB, et al.: Health insurance coverage and utilization of health services by Mexican-Americans, mainland Puerto Ricans, and Cuban-Americans. The Journal of the American Medical Association 1991;265: 233-237

U.S. Bureau of Census: Statistical Abstract of the United States , 111th Edition Washington DC, 1991

Wells KB, Hough RL, Golding JM, Burnam AM, et al.: Which Mexican-Americans underutilize mental health services? American Journal of Psychiatry 1987; 144:918-922


Wells KB, Hough RL, Golding JM, et al.: Acculturation and the probability of use of health services by Mexican-Americans . Health Services Research 1989; 24: 237-257

Woodward AM, Dwinell AD, Arons BS, : Barriers to mental health care for Hispanic Americans: A literature review and discussion. The Journal of Mental Health Administration. 1992;19: 224-236


Zarate R, Kopelowicz A, Gonzales V, Tripodis K: Mental Health services for Latinos with serious mental illness. A literature review and discussion. Community Mental Health Journal, in press











































ADDENDUM A


OUTLINE OF PROPOSED INTERVIEW GUIDE

How are you doing? Como esta Usted?

Is this a good time to talk for you? Es un buen momento para hablar con Usted?

I. Family and Social Network Supports Sistemas de apoyo familiar y
Social

A. Who lives with you in your household? Quien vive con usted en
la casa?

B. Tell me about your family. Cuenteme acerca de su familia

C. What?s a typical day like for you? With your Family? With your

friends? Como pasa Usted el dia? Con su familia? Con sus amigos?

D. Tell me about your friends Cuenteme sobre sus amigos

E. Who are the people you can count on the most in time of need?

Quienes son las personas con las que puede contar cuando las necesita?

F. Do you belong to groups or organizations that you feel you get
support from? Examples? What kind of support?
Pertenece a algun grupo u organizacion que le proporciona apoyo?
Pongame algun ejemplo, que tipo de apoyo?

G. How does the family and friends support you and your family?

Como le apoya la familiay/o amigos a usted y su familia ?





II. Language Idioma ( About relative) (acerca del familiar)

A. What Languages do you speak fluently? Que idiomas habla Ud.
con fluidez?

If Spanish: Do you read and write Spanish? Sabe usted leer y escribir en espanol?

If English: Do you read and write English? Sabe usted leer y
escribir en Ingles?

B. Do you find it easier talking to people in your native language?

Le parece mas facil hablar con la gente en su propio idioma?

C. If bilingual, where did you learn your second language?

Donde aprendio su segundo idioma?

D. What is your language of preference? What is your preference in
Language when talking with your family? Friends? Strangers?

Cual es su idioma de preferencia? Que Idioma prefiere cuando habla con su familia? Amigos? Extranos?

E. Are most of your friends bilingual? Son la mayoria de sus amigos
bilingues?

F. How difficult is for you to comprehend English? Cuan dificil es
para ud. Comprender Ingles?

G. What is your level of education and where did you study?
Cual es su nivel educativo? Y donde estudio? (familiar)













III. Access Problems (Financial, insurance status, transportation and
Child care)

Problemas de accesibilidad (economicos, seguro medico, transporte
Y cuidado de los ninos) ( acerca del paciente y su familia)

A. Who in your household works? Do you work? Quien trabaja
en su casa? Trabaja usted?

B. What do you use for transportation? Que medio de transporte usa? (carro, bus etc)?

C. Do you have access to childcare if needed? Tiene acceso a cuidado
de ninos si lo necesita?

D. Do you have medical insurance? If so, what kind? If not so, how
Do you manage with healthcare payments? Tiene seguro medico?
De que tipo? Como hace para pagar los gastos medicos?




























IV. Experience of the Hospital Experiencia del Hospital

A. What?s is like going to the hospital? Como se siente
Al hospital?

B. What do you like about going to the hospital? Que
le gusta de ir al hospital? Why? Porque?

C. What do you dislike about going to the hospital?
Que no le gusta de ir al hospital? Why? Porque?

D. Do you procrastinate when going to the hospital?
Evita ir al hospital? Why? Porque?

E. Do you have obligations that impede going to the
Hospital (such as job, financial problems, etc.)?
Tiene obligaciones que le impiden ir al hospital
Como trabajo, problemas economicos, etc.)?

F. Are there times when going to the hospital is time
Consuming? Example?
Hay veces que ir al hospital le supone por mucho tiempo? Pongame un ejemplo.

G. Is it difficult to travel to the hospital? Why or why
not? Es dificil el transporte hasta el hospital? Por que si o por que no?

H. Do you have difficult in obtaining mental mental healt
Services because of the lack of lack of chilcare? Tiene dificultades en obtener servicios de salud mental por que no tiene nadie que le cuide los ninos?

I. Does language matter to you when going to the
hospital ? Why? How? Le importa en que Idioma le hablan cueando va al hospital? Porque? Como le afecta?

J. How well can you communicate with clinicians at the
hospital? Que bien se comunica con el personal medico del hospital?

K. Is that a strong determinant to using the hospital?
Why? Example? Es esto un factor determinante
para que usted vaya al Hospital? Porque ? Puede darme un ejemplo?
V. Cultural differences. Diferencias culturales

A. What do you expect from mental health treatment for
(relative?s name)? (Do not prompt).
Que espera del tratamiento para la salud mental que
Su familiar recibe?

What are your preferences for mental health
treatment for (relative?s name)
Que tratamientos para la salud mental prefiere
que reciba su familiar?


B. Before taking (relative?s name) to the hospital, what
did you think about mental health treatment?
Antes de traer a su familiar al hospital , que opinaba
usted de los tratamientos de salud mental?

Were you familiar with mental health treatment?
How? Estaba usted familiarizado(a) con los
tratamientos para la salud mental? Como?

C. What mental health services and treatments do you
know of?
Cuales servicios y tratamientos de salud mental conoce
Usted?

D. What is your understanding about (relative?s name)
condition or situation? Que sabe usted de la condicion
o situacion de su familiar?

E. How does the Psychologist/Psychiatrist treats
(relative?s name)? Como el Sicologo/Siquiatra trata a su familiar?

Do you feel comfortable with how the Psychiatrist /Psycologist treats {relative?s name)?Se siente a gusto con el trato que el psiquiatra da a su familiar?
Why? Porque?

F. What other things do you think would help (relative?s
Name)? Que otras cosas cree usted que ayudarian a su familiar?

VI. Future Considerations. Consideraciones futuras.

A. Do you think that (relative?s name) will need
Treatment after the hospital?

Cree usted que su familiar necesitara tratamiento despues de salir del hospital?

B. What will you do if the doctor advises (relative?s
name) to continue treatment after he or she is disrcharged? Why? Que haria usted si el doctor le dijera que su familiar necesita continuar con su tratamiento despues de salir del hospital?

C. Do you think that family and/or friends will encourage
Or discourage continuing treatment after discharge?
Cree usted que su familia y/o amigos le animaran o le desanimaran a continuar su tratamiento despues de salir del hospital?

D. Do you have obligations that impede going to
Treatment at the clinic after discharge from the hospital (such as any of the factors mentioned in the hospital section)? How will these factor impact (relative?s name) ability to receive aftercare?

Tiene obligaciones que le impiden ir a recibir
Tratamiento a la clinica despues de salir del hospital (tales como aquellas mencionadas en la seccion IV (hospital)? Como le afectaran estos factores para poder ir a recibir tratamiento a la clinica?















I submitted to them the answers I believed were the right ones; however this is what this is what the research Topic approval Committee Review answered to me:


Question #1 Describe the general area of Schizophrenia and place it within the context of your target population, Mexican-Americans.

Question # 2 Revise

Question #3 Expand

Question # 4 State the research question(s) that you wish to answer. At present, you have provided a measure in the form of a questionnaire.

Question # 5 Fully describe the research methods and statistical analyses you propose to use in answering your research questions (t-tests, ANOVA, multivariate statistics?).

Questions # 6 expand desensitization


Obviously, I need a custom research service. Will you please do it for me? Also, I suggest to review carefully the outline of the proposed interview guide in order to have a better idea how to answer question #4.

Sincerely,

Edgar
[email protected]
[email protected]

Essay: A Local Mental Health Community Assessment of the Las Vegas, NV Homeless Community
10 pages maximum for essay (7 pages minimum)...not including references or appendices (let me know if you need more pages for appendices like charts, community genograms, etc.)

"Community" refers to the homeless population with mental health problems in LAS VEGAS, NEVADA (may also include Southern Nevada area).

Please use the following outline headers in the paper (subheaders are optional but all the data needs to be included in the paper):
1. Introduction
2. Community Assessment -- include geographical area, area size, community population size, community demographics, community physical and social environment. Create a community genogram/profile reflecting the health status of the community (sample genogram will be provided as a resource).
3. Health Concerns of the Community --
a. Background in relation to "Health People 2020" and local public health data that characterizes this health concern.
b. Data from national, state, and/or local level related to the homeless community mental health concerns
4. Community Description -- inlcude data on gender, age, socioeconomic status, education level, etc.
a. Describe how the health concern is linked to health inequity for this population/community.
b. Use data to support the conclusion
5. Community Resources -- resources and partners (governmental, missions, activities, hospitals, websites, etc.) currently involved with the health concern of this community.
6. Diagnosis - discuss aspects of the health concern of this community that is NOT being addressed despite the efforts of the partners involved.
7. Outcomes Identification -- describe ultimate outcomes or goals for improvement related to the health concerns of this community.
8. Planning
a. Recommed nursing actions to improve the health concern
b. Explain how nurses might work with the community and the population of interest to improve the health concern -- select primary and secondary prevention activities only.
c. Discuss potential public and private partnerships that could be formed to implement the recommendations.
d. Discuss overall objective(s) for implementing these activities.
e. Create a timeline for expected outcomes.
9. Evaluation -- explain how you would evaluate whether the efforts to improve the health concern were effective. Include in the explanation the tools needed to use this evaluation.
10. Conclusion -- reflect on your perspective of the community's health and the national, state, and local efforts toward a healthier population has changed as a result of the study of this community.

Please make sure data is as up-to-date as possible (last 3 years preferably) as I will be using this paper as the base for the final paper and will be printing out a copy of all references for my final paper. THANK YOU.

Another note: Please include somewhere in the paper a discussion of the Nevada Legal Hold (sometimes known as Legal 2000, L2K, or civil commitment) process for people with psychiatric issues.

APA FORMATED CITATIONS AND REFERENCE PAGE PLEASE.
There are faxes for this order.

Hi,

I have to write an essay as part of admission package for Occupational Therapy program.
The topic is :

1. Demonstrate your understanding of the profession of OT by identifying 2 current or emerging trends in Canada's healthcare system and discussing how occupational therapists are well positioned to play a leadership role on healthcare teams (maximum 5000 characters).

As English is not my first language, I feel I need some help.
I would choose the following two trends:

1) Increased role of OT in work with elderly, as aging population is growing:
- OT role in case of home retirement
- role of OT at a retirement home facility.
2) Community Mental health - integration of patients into community

If the writer would think these are not the major trends and my choice is incorrect- I would consider writer's opinion.

For Trend #1 I have gathered the following materials:

On October 24th OSOT made a presentation and submission to the Innovations Expert Panel hosted by the Ontario Long Term Care Association (OLTCA). This presentation and submission responded to OLTCA?s call for input on the possible content and priorities for an innovation strategy for the residential long term care sector. Our submission, Contributions to an Innovation Strategy for Ontario?s Long Term Care Sector, October 2011, presented meaningful ways in which access to occupational therapy services as a core service within LTC Homes would lend to the sector?s capacity to achieve its vision and to contribute to the quality of resident care and quality of life
Ontario Long Term Care Association commissioned the Conference Board of Canada to investigate the innovation potential of the Ontario residential long term care sector. The resulting report Towards an Innovation Strategy for Long-term Care, January 2011 highlights significant challenges and opportunities within the sector and recommends the development of a comprehensive strategy to promote internal and sector-wide innovation and system transformation. OLTCA subsequently recruited a panel of experts to consult with key stakeholders on the possible content and priorities for an innovation strategy.

There is a lot of information about Long Term Care Retirement strategy and Home retirement strategy in the report: http://www.oltca.com/Library/march11_cboc_report.pdf
It would be great if writer could formulate them some-what laconically.

For Trend #(2) I've the following.
Writer, please note that I am pretty sure the first trend is one of the major, but I am not sure if my second one is chosen correctly...:((

The overall goal of occupational therapy in community mental health is to help people develop the skills and obtain the supports necessary for independent, interdependent, productive living. Particular emphasis is given to interventions that result in improved quality of life and decrease hospitalization.

Occupational therapists and occupational therapy assistants provide purposeful, goal-oriented activities that teach and facilitate skills in:

?assertiveness;
?cognition (e.g., problem solving);
?independent living including using community resources, home management, time management, management of medication, and safety in the home and community;
?vocational interest and pursuits:
?self-awareness;
?interpersonal and social skills;
?stress management;
?activities of daily living (e.g.; hygiene);
?role development (e.g., parenting);
?self-sufficiency and interdependency; and
?wellness.

Occupational therapy services include:

?adapting the environment at home, work, and school to promote an individual's optimal functioning
?providing education programs, experiential learning, and treatment groups or classes;
?functional evaluation and ongoing monitoring of clients for placement in jobs and housing;
?providing assistance or guidance with client-run support groups;
?goal setting and rehabilitation plan development with client; and
?providing guidance and consultation to persons in all employment settings, including supportive employment

Please help me to put together an essay at about 600-800 words.
Thank you!

I am requesting a research critique on a article written in the Journal of Psychiatric and Mental Health Nursing 2002, vol 9 111-117 'Partnership':a co-operative inquiry between Community Mental Health Nurses and their clients. 2. The nurse-client relationship. If you desire the article I can fax you a copy just let me know. in the text there are several items that should be included such as:
The importance of research to nursing
Why nurses should critique research
Demonstrate knowledge and understanding of the research process
Apply a model of critiquing to critically evaluate the piece of research
Support this evaluation with revelant literature.

I would like the Benton and Cormick's Model 2000 used to critique this piece of research. Using this model and answering each of its areas should meet all my needs.

Tittle
Authors
Abstract
Introduction
Literature Review
Hypothesis/research question
Methodology
Subjects/Sample selection Data Collection
Ethical Considerations
Results
Data Analysis
Discussion
Conclusion
Recommendations
Endnotes
I need footnotes and also reference page
This should be the complete list of info I need again if you need the article to be faxed please let me know soonest and thank you for your time I look forward to recieving the research critique.

Mock paper on Aaron Hernandez (Former Tight End New England Patriots football player), awaiting trial for murder his best friend and waiting trial on another murder case. Also rumors that he is member of the Famous Gang "The Bloods."


Must apply Community Mental Health Model. Also, apply a synopsis and Axis I through V

Must apply APA 6th edition.

Background Info: A community mental health center has developed an extensive program using local community members to counsel teens and adults about their emotional, sexual and educational problems. Program participants will be compared with those treated by psychologists and social workers. After 1 year in operation and 70 participants, the director of the mental health center has retained you to evaluate the program. Positive results/findings will mean increased funding for the program.


Question to be answered: What type of evaluation will you conduct? Who are the stakeholders, and what interests do they have? Discuss the considerations that will guide your evaluation planning.


A Maximum of 2 pages and 1 inch margins and need by 11 July 02.

We will pay $170.00 for this order!!

*** I will email the journal articles and fax the information from my text.*****


Compose and type a literary composition answering the following questions. Use the assigned class readings and any other readings you completed for this course, as well as your own ideas, to answer the questions. Suggested length: 8-10 pages, double-spaced. Be sure to check spelling, punctuation, and grammar.


COMPARISON OF THREE MODELS OF PSYCHOTHERAPY


Select three of the therapy models included in the content and readings for SOCW 608.


(1) Briefly summarize the basic assumptions and major concepts of each model.

(2) Compare and contrast the relevance of the models for use in the following settings:
a. Community mental health center
b. Child welfare agency
c. Private practice
d. Psychiatric hospital

(3) Compare the fit of each model with social work values and ethics.

(4) Compare the sensitivity of each model to cultural differences such as ethnicity, race, age, gender, religion, lifestyles, physical and mental ability, and socio-economic status.

(5) Explain how effective each model is in helping the social worker


a. collect, organize, and interpret client data;
b. assess client strengths and limitations;
c. develop mutually agreed-on intervention goals and objectives; and
d. select appropriate intervention strategies.

(6) Explain how effective each model is in helping the social worker


a. Initiate actions to achieve therapeutic goals;
b. Implement prevention interventions that enhance client capacities;
c. Help clients resolve problems;
d. Negotiate, mediate, and advocate for clients; and
e. Facilitate transitions and endings.

(7) Describe and appraise how research-based knowledge about each model informs your practice.

(8) How was your knowledge of each model informed by practice wisdom?

(9) Explain how effective each model is in helping the social worker critically analyze, monitor, and evaluation the interventions used.

(10) Which model(s) are you more likely to use in your practice? Why? What challenges will you face in mastering the model(s) you selected?

There are faxes for this order.

Test Review and Critique

All papers should be 5 pages, single spaced, with one-inch margins and Times New Roman 12-point font. There is no limit to the references. Papers should be formatted to APA 6th edition including correct headings, subheadings, and references. Any tables or figures that will enhance paper are acceptable but not required.

The paper should contain 6 sections- general information, test description, technical evaluation, practical evaluation, summary evaluation and critique, and references. Each section is worth 5 points, and expectations for each section are presented below.

Empirical evidence should be gathered from any published test manuals or articles published in peer-reviewed scientific journals. You are required to cite at least 3 sources in your paper.

1. General Information

This should be written like an introduction- you are setting up the scope of the entire paper and providing basic information about the test you are evaluating such as type of test, what it is thought to measure, etc.

2. Test Description

This section should provide a brief history of your test: who developed it, have there been revisions, issues of test construction. This section should also contain information regarding test items, administration procedures, scoring procedures, etc.

3. Technical Evaluation

This section should evaluate the psychometric properties of the test. This will vary test by test depending on how much information is available about your specific test. You must provide some information on norms, reliability, content validity, criterion-related validity, and construct-related validity.

4. Practical Evaluation

This section should evaluate the feasibility of using the test in various settings and specifically with the population of focus. You should touch on practicality of using your test in a clinical and a research setting.

5. Summary Evaluation and Critique

This section is the conclusion to the entire paper. Summarize key points and provide an analysis of the test in your population. The critique should include your interpretation (guided by empirical evidence) about how well the test performs currently, areas of concern, and thoughts about expansion or revisions.

6. References

They should be correctly formatted in APA 6th edition style. The score in this section will also reflect overall formatting, grammar, punctuation, writing style, etc.


References
Beck, A. T., Epstein, N., Brown, G. and Steer, R. A. (1988). An inventory for measuring clinical anxiety: Psychometric properties. Journal of Consulting and Clinical Psychology, 56, 893-897.

DeAyala, R. J., Vondeharr-Carlson, D. J., & Kim D. (2005). Assessing the reliability of the beck anxiety inventory scores. Educational and Psychological Measurement, Vol. 65, 5, 742-756.

Eack, S. M. & Singer, J. B. & Greeno, C. G. (2006). Screening for anxiety and depression in community mental health: The beck anxiety and depression inventories. Community Mental Health Journal. Advance online publication doi:10.1007/s10597-008-9150-4.

Grant, M. Beck Anxiety Inventory. Retrieved from:
http://www.coastalcognitive.com

Fidalgo, T. M., daSilveira, E. D., & daSilveira, D. X. (2008). Psychiatric comorbidity related to alcohol use among adolescents. The American Journal of Drug and Alcohol abuse, 34:83-89.

Hewitt, P. L. & Norton, G. R. (1993). The beck anxiety inventory: A psychometric analysis. Psychological Assessment, Vol. 5,(4), 408-412.

Leyfer, O. T., Rubert, J. L. & Woodruff-Borden, J. (2005). Examination of the utility of the
Beck Anxiety Inventory and its factors as a screener for anxiety disorders. Elsevier Inc. Advance online publication doi:10.10116/j.janxdis.2005.05.004.

Muntingh, A., van der Feltz-Cornelis, C. M., van Marwijk, H. W. J., Spinhover, P., Penninx, B. W. J. H. and van Balkom, Anton, J. L. M. (2011). Is the beck anxiety inventory a good tool to assess the severity of anxiety? Advance online publication doi:10.1186/1471- 2296-12-66.

CALL ME IF YOU NEED TO CONFIRM ANY INFORMATION
508-450-5483 Allen

Evidence Based Practices -
We can all agree that utilizing interventions that have been shown to work with certain symptomology is optimal, yet clinicians have a hard time implementing and working from an evidence based model. Based on your reading for this week, make an argument for why clinicians should or should not use best practices or evidence based practices when working with clients (support your response by citing your sources).

Chapters 13 (Assertive Community Treatment: An Evidence-Based Practice and its Evolution), 14 (Evidence-Based Treatment for Adults with Co-Occurring Mental and Substance Use Disorders: Current Practice and Future Directions), and 15 (Neuropsychiatric Perspectives for Community Mental Health: Theory and Practice) of the text Community Mental Health by Rosenberg & Rosenberg.

As we were ringing in the New Year and watching the ball drop on television, little did we realize that a bombshell was soon to drop on our family. My mother received a phone call and we soon saw her cheery face change to gloom. She later told us that my uncles wife walked out on him and took his daughter along with her. She explained how my uncle and his wife were going to file for a divorce. She told us that the primary reason for the divorce was his wifes lack of understanding due to her problems with depression. We were totally shocked because divorce was unheard of in our family and it was considered taboo since it went against our strict East-Indian culture and beliefs. Moreover, we never knew that my aunt was suffering from depression. We were shocked to hear of the news, especially since they were married for 24 years and they seemed like a picture-perfect family. As I witnessed my uncles divorce process unfold over the last few months, I could see the emotional and physical toll it took on him. He became very sad and dejected and was deeply saddened because his only child also turned against him on her mothers behest. Day by day, he was becoming increasingly depressed with the tensions and stress of the divorce. However, on recommendation by his doctor, he saw a family therapist. The family therapist helped him to deal with the emotional implications of his divorce as well as help his 14-year-old daughter view her father in an objective manner. I feel that if the therapist had intervened earlier, he perhaps could have saved their marriage and family.

Family therapy not only helped my uncle, but it has also helped me. Family counseling helped me better deal with family conflict as an adolescent growing up in two distinctly different cultures. During my high school years, arguments between my mother and I grew from bad to worse; we were arguing about everything from grades to dating. I always felt that she was too strict with me and did not allow me to exercise my freedom. She was unhappy that I did not conform to the stereotypical image of an East-Indian girl. I could not understand her perspective and she could not understand mine. Finally, the arguments became so bad that we sought the help of a family counselor to resolve our conflicts. The family counselor resolved our conflicts by getting each of us to understand the others point of view. She made me understand how my mother was brought up in a different environment than myself, and she made my mother understand that she could not expect me to totally conform to my native culture as I was living amidst two different cultures. Through the process of self-introspection and contemplation of the people and circumstances surrounding us, the counselors intervention helped us to better understand each other by helping us to bridge the communication gap that existed between us. When most of my East-Indian friends were choosing a career in medicine, engineering, or computer science, I chose to pursue a psychology major in college because of my drive and interest in exploring human relationships. The success of family counseling in saving my relationship with my mother and the therapists role in helping my uncle deal with his divorce and the separation from his child, however, motivated me to seek a career in Marriage and Family Therapy.

My undergraduate experience as a psychology major prepared me well to tackle challenging studies by developing my analytical, deductive reasoning, and critical thinking skills. Analyzing case studies in my psychology courses enabled me to analyze situations from different perspectives, leading to a refined method of thinking that has helped me to interact better with my college peers as well as develop good interpersonal communication skills. My work as a research assistant in a cognitive psychology lab in my senior year gave me experience in encoding and analyzing data as well as provided me experience in using analytical tests and interpreting statistical data. Bookkeeping of participants demographic information also further developed my organizational skills. Having been a research assistant, I have gained a reasonable understanding of research design and statistics to conduct research. For my senior major project, I wrote a research paper on an empirical study that investigated the role of change detection in studies of visual attention in the field of cognitive psychology. This paper was awarded the Sharon Borine award for the best major project in Psychology that term because of its adherence to APA (American Psychology Association) guidelines, and for my successful demonstration of conveying my research on paper. I strongly believe my research experience will help me be successful in conducting graduate research and the success of my research paper demonstrating my strong written skills will ensure me success in writing graduate research papers.

My volunteer work of packaging meals at Feed My Starving Children developed in me a keen sense of awareness and understanding regarding lifes fragility and a renewed appreciation of my simple comforts. My volunteer work at senior centers, convalescent homes, and assisted living centers allowed me to entertain seniors and assist them in their daily living activities. Interacting with elderly residents in these facilities provided me a chance to interact and communicate with individuals who were not in my age-group, invoking a type of sensitivity towards individuals who were different from me and who were faced with challenging circumstances.

I am interested in pursuing this career path because I would like to enrich the lives of families by helping them to resolve relationship difficulties by helping them to adjust to the changing dynamics of the family as they face challenging situations. I also would like to help kids from multicultural families to resolve family issues by promoting understanding and by providing ways to cope with family conflicts and difficult challenges in a peaceful manner. Thus, at Saint Marys, I hope to focus on families who are facing severe mental illnesses and emotional disorders, couples facing crises, and parent and child conflict, with an emphasis on how relationships change between parents and children as children approach adolescence. My long-term goal is to become a licensed marriage and family therapist and work in either a community mental health center, or a social and human services agency. I feel that the accredited Marriage and Family Therapy Masters program at Saint Marys University will prepare me well to become a licensed marriage and family therapist because it offers a clinical practicum with direct clinical service contact with couples and families. This will provide me with the practical experience necessary to diagnose and treat individuals, couples, and families with clinical problems and the specifically designed coursework will provide me with a greater understanding of the application of proper interventions to help resolve relationship problems between family members. Finally, this program will also allow me the opportunity to utilize my psychology background so I can learn more about the mental, emotional, and behavioral aspects of individuals within the context of the family.
(1183 words total)





The following is what is required by St. Mary's University.
A Personal Statement: All applicants must submit a personal statement that includes the following:
- A brief description of the applicant's background, training, and experience;
- A statement indicating the career goals of the applicant and his/her reasons for seeking admission to this program;
- A description of the areas that the applicant considers to be his/her strengths and areas in which the applicant wishes to develop greater strengths and abilities;and personal information the applicant wishes to share.

Article Critiques: You will be critiquing an article of your choice. The article must be from a peer reviewed journal, published within the last five years, and be related to either school or community counseling. These are worth 15 points each.

The following guidelines are for the Article Critique:

a. At least 2 pages, not including title page, abstract or references?
b. Appropriate use of APA style, including a title page, reference page and abstract?
c. Each student will choose a researchable topic in their area (school or community mental health)?
d. Once the article is selected, the critique must draw a conclusion on its impact on practice including measurable outcomes, interventions, treatments and/or activities to improve and/or inform practice either in CMHC or School Counseling.?
e. You will also want to evaluate the published research for ethical and cultural biases, while identifying what makes the article quantitative or qualitative.

LAURA JO ONLY TAKE THIS PAPER!!!

I need to send via attachment assignment instructions from my instructor in an attachment.

Here are my specific instructions along with my references:

The role of balanced diet in preventing weight gain in population of Severely Mentally Ill (SMI).

The title can be change.

Introduction.
? The definition of SMI (Colton & Manderscheid, 2006)
? Stress the high number of morbidity and mortality (Bushe & Holt, 2004; Chafetz, White, Collins-Bride, & Nickens, 2005; Colton & Manderscheid, 2006; Hannerz & Borga, 2000; Miller, Paschall, & Svendsen, 2006; Neeleman, 2001; Perese & Perese, 2003)
? All these problems can be combined to the one ?? metabolic syndrome (Kato, Currier, Gomez, Hall, & Gonzalez-Blanco, 2004; Toalson, Ahmed, Hardy, & Kabinoff, 2004)
? One of the causes is antipsychotic treatment (Ascher-Svanum, Stensland, Zhao, & Kinon, 2005; Chue & Cheung, 2004; Tirupati & Ling-Ern, 2007)
? Another cause is poor diet (Brown, Birtwistle, Roe, & Thompson, 1999)
The problem.
? How to help. The long-term educational program about dieting with clients with SMI and their families?? involvement. Nurses and dietitians will play the main roles.
? There are positive experiences of the long-term program in population of diabetes and weight loss (Albarran, Ballesteros, Morales, & Ortega, 2006; Boltri et al., 2007; Lang & Froelicher, 2006)
? Dietetic association is ready to participate (Hampl, Anderson, Mullis, & Mullis, 2002)
? The previous experiences in SMI weight gain were successful in the short-term and the necessity to provide this nursing implementation is vital (Centorrino et al., 2006; El-Mallakh, 2006; Houltram & Scanlan, 2004; Klam, McLay, & Grabke, 2006; Littrell, Hilligoss, Kirshner, Petty, & Johnson, 2003; Muir-Cochrane, 2006; O'Melia, Shaw, & Dickinson, 2004; Timmerman, Reifsnider, & Allan, 2000; Usher, Foster, & Park, 2006; Vreeland & Kim, 2004; Weber & Wyne, 2006)
The conclusion.
The importance such an intervention is to improve and expend the lives of SMI, to decrease number of diseases and expense for the treatment.
References


Albarran, N. B., Ballesteros, M. N., Morales, G. G., & Ortega, M. I. (2006). Dietary behavior and type 2 diabetes care. Patient Education and Counseling, 61(2), 191-199.
Ascher-Svanum, H., Stensland, M., Zhao, Z., & Kinon, B. (2005). Acute weight gain, gender, and therapeutic response to antipsychotics in the treatment of patients with schizophrenia. BMC Psychiatry, 5(3), 1-13.
Boltri, J. M., Okosun, I., Davis-Smith, Y. M., Seale, J. P., Roman, P., & Tobin, B. W. (2007). A simple nurse-based prompt increases screening and prevention counseling for diabetes. Diabetes Research and Clinical Practice, 75(1), 81-87.
Brown, S., Birtwistle, J., Roe, L., & Thompson, C. (1999). The unhealthy lifestyle of people with schizophrenia. Psychological Medicine, 29(3), 697-701.
Bushe, C., & Holt, R. (2004). Prevalence of diabetes and impaired glucose tolerance in patients with schizophrenia. British Journal of Psychiatry, 186(47), 67-71.
Centorrino, F., Wurtman, J., Duca, K., Fellman, V., Fogarty, K., Berry, J., et al. (2006). Weight loss in overweight patients maintained on atypical antipsychotic agents. International Journal of Obesity, 30, 1011-1016.
Chafetz, L., White, M. C., Collins-Bride, G., & Nickens, J. (2005). The poor general health of the severely mentally ill: impact of schizophrenic diagnosis. Community Mental Health Journal, 41(2), 169-184.
Chue, P., & Cheung, R. (2004). The impact of weight gain associated with atypical antipsychotics use in schizophrenia. Blackwell Munkgaard. Acta Neuropsychiatrica, 16, 113-123.
Colton, C. W., & Manderscheid, R. W. (2006). Congruencies in increased mortality rates, years of potential life lost, and causes of death among public mental health clients in eight states, Preventing Chronic Disease (Vol. 3).
El-Mallakh, P. (2006). Evolving self-care in individuals with schizophrenia and diabetes mellitus. Archives of Psychiatric Nursing, 20(2), 55-64.
Hampl, J. S., Anderson, J. V., Mullis, R., & Mullis, R. (2002). Position of the American Dietetic Association: the role of dietetics professionals in health promotion and disease prevention. Journal of the American Dietetic Association, 102(11), 1680-1687.
Hannerz, H., & Borga, P. (2000). Mortality among persons with a history as psychiatric inpatients with functional psychosis. Social Psychiatry and Psychiatric Epidemiology, 35(8), 380-387.
Houltram, B., & Scanlan, M. (2004). Care map 1 : atypical antipsychotics. Weight gain. Nursing Standard, 18(37), 41-42.
Kato, M., Currier, M., Gomez, C., Hall, L., & Gonzalez-Blanco, M. (2004). Prevalence of metabolic syndrome in Hispanic and Non-Hispanic patients with schizophrenia. Primary Care Companion Journal Clinical Psychiatry, 6(2), 74-77.
Klam, J., McLay, M., & Grabke, D. (2006). Personal empowerment program: addressing health concerns in people with schizophrenia. Journal of Psychosocial Nursing and Mental Health Services, 44(8), 20-28.
Lang, A., & Froelicher, E. S. (2006). Management of overweight and obesity in adults: behavioral intervention for long-term weight loss and maintenance. European Journal of Cardiovascular Nursing : Journal of the Working Group on Cardiovascular Nursing of the European Society of Cardiology, 5(2), 102-114.
Littrell, K. H., Hilligoss, N. M., Kirshner, C. D., Petty, R. G., & Johnson, C. G. (2003). The effects of an educational intervention on antipsychotic-induced weight gain. Journal of Nursing Scholarship : an Official Publication of Sigma Theta Tau International Honor Society of Nursing / Sigma Theta Tau, 35(3), 237-241.
Miller, B., Paschall, B., & Svendsen, D. (2006). Mortality and medical comorbidity among patients with serious mental illness. Psychiatric Services, 57(10), 1482-1487.
Muir-Cochrane, E. (2006). Medical co-morbidity risk factors and barriers to care for people with schizophrenia. Journal of Psychiatric and Mental Health Nursing, 13(4), 447-452.
Neeleman, J. (2001). A continuum of premature death. Meta-analysis of competing mortality in the psychosocial vulnerable. International Epidemiological Association, 30, 154-162.
O'Melia, J., Shaw, P., & Dickinson, C. (2004). A Meaningful Day Group approach to weight gain from antipsychotic medication. Journal of Psychiatric and Mental Health Nursing, 11(1), 112-116.
Perese, E., & Perese, K. (2003). Health problem of women with sever mental illness. Journal of the American Academy of Nurse Practitioners, 15(5), 212-219.
Timmerman, G., Reifsnider, E., & Allan, J. (2000). Weight management practice among primary care providers. Journal of the American Academy of Nurse Practitioners, 12(4), 113-116.
Tirupati, S., & Ling-Ern, C. (2007). Obesity and metabolic syndrome in a psychiatric rehabilitation service. The Australian and New Zealand Journal of Psychiatry, 41(7), 606-610.
Toalson, P., Ahmed, S., Hardy, T., & Kabinoff, G. (2004). The metabolic syndrome in patients with severe mental illnesses. Prim Care Companion Journal Clinical Psychiatry, 6(4), 152-158.
Usher, K., Foster, K., & Park, T. (2006). The metabolic syndrome and schizophrenia: the latest evidence and nursing guidelines for management. Journal of Psychiatric and Mental Health Nursing, 13, 730-734.
Vreeland, B., & Kim, E. (2004). Managing the clinical consequences of psychiatric illness and antipsychotic treatment: a discussion of obesity, diabetes, and hyperprolactinemia. Journal of American Psychiatric Nurses Association, 10(3), S17-S24.
Weber, M., & Wyne, K. (2006). A cognitive/behavioral group intervention for weight loss in patients treated with atypical antipsychotics. Schizophrenia Research, 83(1), 95-101."


There are faxes for this order.

Reflections of a female social worke aged 45. Having 3rd year student reflecting after a supervision session. with her Where Community Mental Health unit 18 65 year old clients. How supervision benift practtiooners peactice. How it made me feel and reflectt on my own practice

Hi I have attached a copy of the first assignment that has identified the area of clinical risk. This also has the references for this assignment. They are asking for an audit plan on how you would develop an audit.
Intro:
It has been asked to provide a clear statement of the area of clinical risk, why it is important to audit this specific area, using contentions from assignment 1 to set the intro for this assignment.
Body:
In the body use points of assignment topic to keep structure these are:
1:audit cycle
2:preparing for audit
3:selecting criteria
4:measuring performance
5:implementing best practice/making improvements

-provide outline of the area of clinical risk, why do we need to focus on this area, why need to be audit
-need to develop a detailed and defendable clinical audit plan addressing each of the subheadings.
-need to relate the literature to unit i work in ie: community mental health team
-how to disseminate findings to change practice ie: inservice education, involve others in audit

conclusion:
-summarize area of clinical risl, what is warranted for further investigation using audit and why.
-how clinical audit may head to change in clinical practice.

Assignment topic
Develop a clinical audit plan using the area of clinical risk identified in Assignment 1. Your explanation should be related to your area of clinical practice and include the following elements:
i. how you would prepare for the audit;
ii. criteria selection and justification of criteria;
iii. data collection strategy including possible tools or sources of data;
iv. strategy for disseminating audit results; and
v. methods for implementing practice change in response to the audit findings.
The development of your plan should be supported by rationales and references from the contemporary literature.

I require this by 23rd as the assignment is due on the 26th of September

Cheers

Scenario: You are one of two finalists for the position of CEO of Kemp Community Mental Health Center. The other finalist has one more year of experience than you; everything else is equal. You have had three interviews with the owner and the staff and for your final task, you are asked to writer the following essay:
Task: Using Piaget' s theory explain the characteristics of YOUR personality that will make you the best choice for CEO of Kemp Community Mental Health Center.

further instructions per professor: must assume that the owner knows nothing about the theory and it is your responsibility to explain the tenets of the theory that best explain your personality. Give detail that will discuss your qualitifications. You know that in order to be truthful, you must dicuss your "challenges" as well as your strength. Make sure that the owner understands the definition of each tenet or stage you see and how it applies to you directly. Do not leave it up to the owner to assume what you mean. Make sure the introduction is "relevant" and not just "pretty" words that do not give meaning to your answer!!! Make sure that your conclusion is full of important information and not just "pretty" words that tend to lack in real depth!!!!!!!!!

APA format, 12 point, Times New Roman, double space, Topic of paper Consultation and Education Department at Greenby Community Mental Health Center,

1 Page
* Introduction-with minimum of 100 words count
* Develop at least one process evaluation measure and at least one outcome evaluation measure for the Consultation and Education Department at Greenby Community Mental Health Center to display the program?s effectiveness and efficiency- with minimum of 200 words count

Page 2
*What are the scope and purpose of your process evaluation measure and outcome evaluation measure and how did they influence your design-with minimum of 250 words counts

Page 3
* What issues and challenges may arise from evaluating the Greenby Community Mental Health Center? identifying 3 issues and why, and 3 challenges and why-with minimum of 275 word count.

Page 4
* Explain why an evaluation may be helpful to the Consultation and Education Department director?s? with minimum of 200 word counts
*Conclusion- 75 to 100 word counts

reference page

This paper should not exceed three double spaced pages. Please include references and adhere to APA 6th edition formatting.

Assignment Description:
Evidence-based group work practice enables us to assess the quality of experience for group members, and can help the worker better understand the impact of his/her interventions on the group.

When you propose to study your work, your problem statement must be member relevant, and practical- as it should benefit the group members? experience as well as be instructive to you.
Choose one domain of group life from the list below:

a. Leadership/group facilitation
b. Silence
c. Sharing of group time
d. offensive or acting out behaviors
e. attendance
f. group purpose
g. cohesion

Choose a group setting:
a. school
b. therapeutic school
c. inpatient mental health
d. outpatient
e. hospital or nursing home
f. community mental health

Choose a client population (please note that if you would like to choose a client population that is not represented on the list, you are welcome to do so).

a. pre-school aged children
b. elementary aged children
c. adolescents
d. young adults
e. adults of diverse ages
f. elders
g. court clinic
h. GLBTQ (any age)

1. Formulate an answerable question based on your choices. The question should be practical, member relevant and answerable. If you want to look at treatment strategies or interventions, an example of a question might be: ?How can I increase the verbal participation of adolescents in a substance abuse group??

2. Search for evidence. Please document your search terms, changes to search terms, and choice of search engines. Remember there are many kinds of evidence. There are
10

helpful tips in the Macgowan text as well as on his website: www.evidencebasedgroupwork.com.

3. Choose two forms of evidence, and according to Macgowan?s Hierarchy of Rigor and Merit, undertake a critical review of your evidence. Please reflect on the rigor, utility and applicability of the evidence.

4. How might you use this evidence to inform your group work practice? How does the evidence make you think differently about your own group work practice approach?

Below are internet links to the In Treatment: Season 3, Ep. 1 "Sunil - Week One" presentation of HBO's In Treatment: Sunil Week 1.

There are 3 essay prompts listed below.


Amazon.com Link to Sunil Week One http://www.amazon.com/gp/product/B006GLQP4W/ref=avod_yvl_watch_now

ESSAY 1:
Write a session note of this intake appointment. Consider the clinical presentation both at the onset of the appointment and as the session concluded. Include an Axis 1-5 diagnostic summary and an outline of treatment initiatives specific to Sunil.

ESSAY 2:
In Module 1, we discussed RESPECTFUL counseling as a framework to address multiculturalism and human diversity as it presents in the counseling relationship. In considering the interaction between Dr. Weston and Sunil, what are the key RESPECTFUL factors that manifest during this intake appointment? What strategies or nuances did Dr. Weston utilize to normalize the differences between them? What was effective? Ineffective? Now consider that Sunil is your client. Which RESPECTFUL dynamics might manifest in your interactions with Sunil and how might you address them accordingly? Would you be able to work effectively with Sunil? Why or why not?

ESSAY 4:
Consider Bronfenbrenner's (1976,1988) description of how ecological factors impact human development with respect to the following systems: microsystem, mesosystem, exosystem, and macrosystem. Apply the ecological approach across each system, using Sunil as the identified microsystem, with respect to a community mental health perspective. Choose an intervention that would be effective within each system. What is the overall desired change? What individuals or groups might actively oppose making the sort of changes you propose for Sunil? What is your role as the change agent?



Customer is requesting that (Jomomerritt) completes this order.

Could you give this to write: Writer?s
Dear Missionduo,

First of all thank you for the great works before.

For this assignment I interviewed a person who is parent coaching for autism

There are 11 questions and answers in this assignment and I paraphrased her answers from 2 till 11 and my request is from you to paraphrase first question?s answer it is too long need to be maximum 275 words and second thing is I like to ask from you to read all the answer and then describe what you understand or learn from her answers into three paragraphs as a conclusion. However, this assignment will be maximum 7 pages so that please do not go more than that. Please let me know if you need more explanation about this assignment.
Thanks

PS. I wonder how busy you are until end of the December I have several more assignment to order if you are net busy I like to you do it all. Could you let me know by tomorrow ?


1 - Could you please tell me a little bit about yourself and things that inspired you to do the parent-coaching?
This answer NEED TO PARAPHRISE
Decades ago, I was a very young and overwhelmed parent that felt lost and lonely, useless and powerless. I became a mom much too early in life and I struggled with a very premature infant that had special needs. I was newly married, alone and isolated in a place far away from my own family with very little support.

Not soon enough, but gratefully, I crossed paths with a woman I call my SOS, a Supportive Objective Someone, who guided me to grow and thrive as a parent. This connection had such a positive impact on me I decided I wanted to give back someday. I then joined a mom?s group to get support and be an SOS to others and soon found myself running the group.

Fast-forward seven years and two other children later. Soon after my third child was born a friend of mine confided that a neighbor had sexually abused her daughter and I found myself not only being an SOS but a strong advocate as well. My objective to help parents deal with parenting challenges was intensified.

This experience caused me to grow again as a parent, a person and a professional. I established a non-profit agency to prevent child abuse in my community and then went on to finish my college education and acquire a Master?s in Social Work while going through a divorce and parenting three adolescent boys. Phew!

Out in the work world I held various roles; all working with and helping parents grow. I spent the bulk of my working profession employed as a school social worker counseling parents and children whether in the regular classroom or special education arena to maximize their greatest potential, regardless of abilities.

In 2005 I went back to school to become a PCI Certified Parent Coach? and started my online parent coaching business, The Progressive Parent, LLC, the following year. Four years later, I acquired a client who had twins, both on the spectrum. This mom was challenged by the school system as her daughter?s were about to enroll into kindergarten but with my guidance and support she was able to advocate for the best possible placements for each girl. It was at that point that I knew I wanted to focus on helping parents of children recently diagnosed with autism and Parent Coaching for Autism was born in 2010.

Since then I have worked with: a parent of a child with PDD in Australia to reduce her daughter?s social anxiety and expand her ability to interact socially and acquire friends at school; a single dad from Canada who was struggling to help his son with Asperger?s make a positive transition into adulthood; a grandmother of a seven year old boy in Maine to better understand and manage his behaviors as well as discover new ways to communicate; and have transformed the lives of many, many more along the way.

2 - What are the educational requirements to become a parent-coaching?
She said that she went to the Parent Coaching Institute (PCI) in Bellevue, WA, which to her knowledge was still the only Parent Coach Certification? Training Program for becoming a truly certified parent coach. All applicants must already have an undergraduate degree in a related field such as education, social work, counseling, child development, etc. It is a one-year, graduate level, distance-learning program that is offered in collaboration with Seattle Pacific University?s Department of education and is independent of their religious affiliation.
The PCI curriculum meets the standards of a 5000-graduate level program. She researched other programs before deciding on this program and none of the others required the number of hours or the curriculum that this one does. There are some programs that require as little as three weeks in order to get certified.
Because there are no current regulations around coaching, especially parent coaching, people can call themselves a parent coach at whim. Due to the social work degree she already held, she was even advised by my business couch to just hang up her own shingle and start her business without any training.
3- If you could go back in time and get some advice before starting your career path what would it have been and why?
She said pay attention to where your energy leads you even though it may not be the norm, and always follow your passion. No one gave her that advice but that is exactly what she did and it all worked out.
Rather than being intentional about her career choice, she just did what she enjoyed doing, what she was passionate about and low and behold, those actions led to her career choices. Before she even went to get her undergraduate degree she found herself involved with helping parents. she had a friend whose child has been sexually abused by a neighbor and she was driven to help her.
In her passion to support an advocate for her friend and her daughter she found herself involved in creating an organization in her community to address the prevention of child abuse. That non-profit still exists today, 28 years later, with a mission to prevent child abuse through education and awareness for parents, professionals and community members. After founding the organization and directing it for 3 years she went back to school to pursue what was obvious to her - a degree in social work.
4 - Were you required to do hands-on training and if so, could you describe what you had to do?
She said yes. In both her undergraduate and graduate level social work experience she was required to do a number of contact hours with clients under supervision. For her undergraduate degree, her field placement was in child development and her graduate internship was in an adolescent drug/alcohol recovery center for abused children. For her PCI parent coach certification program was required to do 500 hours of coaching with individuals that she either pursued herself for pro bono coaching, and/or some clients were provided to her by the Parent Coaching Institute. In all of these cases, she was assigned a supervisor that she met with regularly to discuss my cases and receive guidance.
5 - What skills, knowledge and abilities do you recommend a person entering into this line of work should embody?
She said that: Knowledge in child development /Past work with parents/families/
Relationship building skills/Good organizational skills/Great listening skills/
Ability to see the big picture and ask the right questions/ Knowing how to guide rather than lead / Being proactive in seeking resources / A caring, loving person /
High level of integrity and honesty/Forthright and confident/Strong desire to support parents/Enthusiasm and passion for this work/Creative, innovative thinker
6- What part of your job inspires you the most and what are the least inspiring part?
The part of the job she likes best is witnessing positive growth that resulted from the mindful and intentional action of the parent; as opposed to something she told them to do. Being a catalyst for change is the most inspiring part of the job and when she see a parent gain confidence in their own skills as a result of my support and guidance it makes her day. She said that "it is important not to do "to them? or ?for them? so they can feel empowered. As the old proverb says: You can "give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime." "
The least inspiring part of this work is the marketing piece and what she has to do to promote her business and keep it going. Being her own boss is nice but it requires me to wear many hats that she has not yet mastered. She does have a virtual assistant (VA) that does a lot of the technical marketing and maintains my website.
7- What work hours do you keep?
She keeps very flexible hours but basically works by appointment only. she tries to accommodate parents whenever possible. In addition to weekdays, she will coach parents in the evenings and on weekends and when she gets a client from abroad, such as Australia, there is the challenge of different time zones to consider.
8- How hard is it to land a job in this field of work? What recommendations would you give to someone who is interested in working in this profession?
She said she does have some PCI colleagues that have landed jobs where they can use their coaching skills but she does not know of any agency yet that hires parent coaches to do parent coaching. Many of her colleagues already had their own counseling or therapy practices and they just added parent coaching to the list of services they already provided. The rest are working independently or have their own businesses such as she does.
9- Do you have experience working in both the public and private setting? If so are there any differences between the two settings?
Not with coaching. All of her coaching is done in her own private business setting. She has worked in the public school system and community mental health agencies but that was as a social worker, not a parent coach.
10 - Parent-coaching has become a vital interest of many parents; what is your vision for this profession for the next 10 years?
To her, parent coaching is just a customized form of parent education and support. There are many studies that verify the positive benefits of education and support for parents, such as preventing child abuse. Anything one can do to enhance the home environment and the skills a parent has will help maximize their child?s potential. Her tag line is ? Helping parents uncover abilities to change possibilities! Her vision for parent coaching is that it becomes the norm. Helping parents be their best is the best thing we can do for the future of our communities and our world.
11- Is there any final advice you would like to give to a person interested in pursuing a career as a parent-coaching?
Get the proper training from an accredited school, agency or organization. Look for one that will offer people a network of colleagues to connect with and continuing education opportunities to maintain your education and training just like any other licensed profession.
Once you receive the proper training people can call themselves a parent coach with confidence and authentically market themselves as qualified. Then they can begin to experience the joy and satisfaction that comes with being a catalyst for change and witness the amazing transformation a parent and their entire family can undergo.

You are working for a community mental health agency that serves male adolescents aged 14-16 who have received a diagnosis of conduct disorder. You have been asked by your director of clinical training to answer one of the following questions
1) This assignment is one in a progression of assignments that will move you toward your final research proposal.
2) Building upon the research question and nonexperimental design method
you completed in Module 3, create some hypothetical quantitative data from
your data collection method. Include the following:
a) Describe the processes you would use to organize the data to prepare for
analysis.
b) What is the level of measurement you are using?
c) What processes would you use to inspect your data? What descriptive
statistics would you graph and compute for your data?
d) Provide these descriptive statistics on the hypothetical data you have
described for this assignment.
3) Use standard essay format in APA style, including an introduction, a conclusion, and a title page. An abstract is not required. Cite in-text and in the References section.

The following is the MOD 3 Assignment that part 2 is referring to:

Conduct Disorder
Conduct disorder is considered to be one of the most intractable and the most difficult mental health problems, which are mostly found among children?s and adolescents. Conduct disorder involves an extensive number of problematic behaviors which includes, defiant and oppositional behaviors, along with certain other antisocial activities such as stealing, lying, physical violence, running away from home, and sexually coercive behaviors. Researchers have found some preventable and predisposing factors that becomes a result for the development of all types of mental disorders among adolescents through a cross sectional survey the factors which were identified by the researchers includes, an exposure of second hand smoke among youth especially the ones who are not smokers themselves, along with certain other factors.

Cognitive behavioral approach
This approach could be used for the treatment of children?s and adolescents suffering with conduct disorder. This approach could be defined as a rational amalgam; it could be defined as a purposeful attempt for preserving and demonstrating the positive effects of the behavioral therapy within a context that is off fewer doctrinaires along with the incorporation of certain cognitive activities of the clients into the efforts for producing therapeutic changes. Cognitive behavioral strategies along with adolescents and children?s use performance based, and enactive procedures as well as some cognitive interventions for the production of changes in the way a child or adolescent thinks, feels, or behaves under a certain situation (Beck, J. S., & Beck, J. S, 2011).

Adapting cognitive behavioral therapy for children and adolescents
As the developments continue to take place in pediatric medicine, clinicians are using cognitive behavioral therapy with children?s and adolescents which have initially had to be extrapolated from the findings of the studies conducted on adults. Clinicians are using their expertise to adapt the same method for the treatment of conductive disorder in children?s. The model of cognitive behavioral therapy continues to be evaluated. Some of the particular adaption?s used by the therapists when working with children?s and adolescents are to do with the pacing of the content along with speed of the therapy at a level that is appropriate for the child, one important factor that bears in the mind of therapists regarding young children?s are the limitations in meta cognition and ineptitude in the labeling of feelings.

Peer Group Therapy
The monitoring of the activities of children during the period of early adolescence is immensely important, because it is the stage when the influences of peer groups increase in the life of the child. These vulnerable youth are most suspectible to the influences of peer such as sexual risk taking smoking, alcohol along with other substance abuse. For the prevention of such susceptible activities parents and clinicians often follow a therapy known as the peer group therapy in which the main focus is laid on the development of social along with the interpersonal skills of the child. This is done by arranging activities such as; sports, scouting, youth clubs, and other recreational programs under the supervision of churches. This therapy helps a child for improving their interpersonal and social skills, and at the same time it also saves from negative peer influences (Bloomquist, M. L., & Schnell, 2002).
Non-experimental model














This non-experimental social model could be immensely helpful for studying the cause of conduct behavior in the child or adolescent. These are the factors which becomes the reason of development of conduct disorder in a child or adolescent factors including social context, along with bad constitution of the child by the parents, and parents not interacting effectively and efficiently with their child?s, and failing to keep an eye on their activities. This result in the development of conduct behavior in the child and child had to face consequences such as; bad reputation in the social community, failure in the schools, having negative image with the teachers, along with peer rejection (Sholevar, 1995).

Sampling
The method which we would use for the sampling of conduct disorder in child would be to demeanor the study of symptoms of conduct disorder in the child. It has been seen that children suffering from conduct disorder tend to be more impulsive, and are hard to control, tends to break the rules without any reason, starts lying, behaves in a cruel and annoying manner, and they are not concerned with the feelings of other people (Lahey, B. B., Moffitt, T. E., & Caspi, A., 2003).

Measurement
Once the process of sampling is done next the affect of the conduct disorder, will be measured with the help of the samples that have been taken before. Once the samples have been perfectly analyzed the next step would be to take some steps for starting the treatment procedure for the child.

Treatment procedures
Following are the treatments procedures which could be used for the treatment of conduct disorder in child (Horne, A. M., & Sayger, 1990).


Family Therapy
This treatment is focused towards the changes that have to be made in the family system, such as improving family interaction with the child.
Peer group therapy
In this therapy we will work to develop the social and interpersonal skills of the child.
Cognitive therapy
This therapy will help the child in improving his communication skills, and problem solving skills. Along with that it provides anger management training to the child, along with impulsive control training.
In closing, parents should use certain measures for the prevention of behavioral disorders in children. Prevent the development of character reactions may help early detection of character accentuations. By identifying the child, for example, features hyperintimate (permanently elevated mood, uncontrolled mobility, incessant activity, giperobschitelnost, talkative, tolerance for upsets, the desire for leadership, short temper, playfulness), a physician in order to prevent behavioral problems interfere with excessive care and limitations in family education, mindful of the tendency of children to the reaction of emancipation.

References
Beck, J. S., & Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. New York: Guilford Press.
Bloomquist, M. L., & Schnell, S. V. (2002). Helping children with aggression and conduct problems: Best practices for intervention. New York: Guilford Press.
Horne, A. M., & Sayger, T. V. (1990). Treating conduct and oppositional defiant disorders in children. New York: Pergamon Press.
Lahey, B. B., Moffitt, T. E., & Caspi, A. (2003). Causes of conduct disorder and juvenile delinquency. New York: Guilford Press.
Sholevar, G. P. (1995). Conduct disorders in children and adolescents. Washington, DC: American Psychiatric Press.

The following is Additional Information to assit with assignment:

PCN 540 Lecture 4
________________________________________
Introduction
There is an expression that says, "The devil is in the details." This is true in research. Just as researchers need to plan the process of collecting the data, they need to plan the process of recording it. Processes for organizing, summarizing, and evaluating data for type of statistical analysis will be discussed in this lecture.
Recording and Maintaining Data
Issues of Information Confidentiality and Anonymity of Respondents
First, researchers should be aware of the ethical (and possibly legal) considerations for the collection and maintenance of data. Procedures should be planned in advance of the study. The informed consent process will notify participants of the level of confidentiality and anonymity guaranteed for the project. Also, ownership of data collected should be specified (e.g., whether they will be available to the agency that has requested the study, etc.). It is critical that all promises be followed exactly. For example, if the plan is to assure confidentiality, it is critical that only the researcher and others indicated in the informed consent agreement have access to the materials. If anonymity is guaranteed, it is important to use a number code for each participant and to separate any identifying information from the responses that the participant offered. Adequate physical security of papers, computer files, videos, and other sources containing participant information and data must be maintained from the time the data are collected through the analysis and report and in post-study storage (or destruction of the material) as planned. It is not permissible to change the rules after the fact unless a researcher receives new authorization with informed consent from the participants.
Techniques for Recording Data
Written surveys (or verbal surveys with an interviewer recording information onto a structured answer sheet), questionnaires, logs that the participants keep, tests, archival data, etc., provide us with a hard copy of participants' responses. However, there are other forms of data collection that do not. For example, interviews and behavioral observations require researchers to find a way to record the information. Audio, videotaping, or taking photos are options for recording behavior-note that in most cases, recording requires knowledge and explicit written consent of those being recorded. However, there may be situations where recordings may be permissible without knowledge and explicit consent (e.g., when the person does not have the expectation of privacy). This would be a consideration for you and your Institutional Review Board. The researcher-observer can also take carefully written notes of responses during interviews or make precise entries into behavioral logs while observing behaviors. The quality of the input information affects the quality of the information that can be used, analyzed, and interpreted.
Additional information on behavioral observation coding may be found in a useful article by Nock and Kurtz (2005), who provide an overview of the applications of behavioral observation in naturalistic school settings, as well as precise guidelines and forms for recording behaviors.
Preparing Data for Analysis
Disparate pieces of information from respondents need to be collected and entered into a central data file. Here, standard plans are applied for how to code independent and dependent variables and then code nominal and other qualitative data (e.g., True = 1, False = 2, No answer = 0; red = 1, black = 2, yellow = 3) to enter under the various variables. Initial data cleanup and screening for correctness of entry, missing data, etc., follows. Depending on the type of data summary and statistics you plan to use, a researcher may be able to work with pencil and paper and a hand calculator. However, in most cases, it is best to use a spreadsheet program such as Excel that contains built-in formulas for many data management (e.g., sort), statistical functions (e.g., count, mean, standard deviation, etc.), and statistical tests (e.g., t-test, bivariate correlation coefficient, Chi square, F-test) or a more robust statistical package, such as SPSS (the Statistical Package for the Social Sciences). Like Excel, SPSS can do more basic descriptive statistics and statistical analyses, but can also perform multiple regressions, logistic regressions, multivariate analyses of variance factor analyses, discriminant analyses, etc. Many easy-to-read resources may be used to gain an introduction to basic or more advanced statistics, data entry, and the use of Excel (e.g., Mann & West, 2004) or SPSS (e.g., Morgan, Griego, & Gloeckner, 2001; Morgan, Leech, Gloeckner, & Barrett, 2007) for data analyses. Mertler and Vannatta's (2005) book presents chapters with clear information on research designs and appropriate multivariate statistics, accompanied by specific directions and screenshots on how to organize data and perform the analysis using SPSS.
For example, a researcher has gathered information (i.e., age, gender, and Beck Depression Inventory total score) from a sample. One way to organize the information is to record the individual data into rows and columns on a spreadsheet. Each row is a different respondent, and each column is a different variable. The label for gender can be given a numerical code (e.g., male = 1, female = 2, and one might use 99 as a code for missing information on any variable).
Results
The results section of a research proposal or report presents a summary of the data that were collected and statistical analyses to answer the specific questions or test the specific hypotheses of the study. The Results section should be logical, presenting information in a way that is responsive to the specific questions or hypotheses of the study.
Organizing and Analyzing Discontinuous Data
Organizing and analyzing data at the discontinuous (nominal, ordinal) level of measurement is essentially summarized by reporting on the number or percentage of cases that fall into a particular category (e.g., % true, % false; number of respondents who indicated a product was their first choice, number who indicated it as second choice, number who indicated it was their third choice). For example, one could ask equal numbers of men and women to sample the product and indicate whether they would purchase a product for future use (yes or no). The resulting data could be organized and summarized as follows:
Intent to Purchase Product for Future Use:

Suppose there was an equal number of yes and no answers for all 62 respondents, which would indicate in this example that the product had a 50/50 chance of being purchased for future use. In order to evaluate whether males and females differed in their preference for the product, researchers would use a nonparametric test of significance. The null hypothesis (Ho) would be that there is no difference between the answers of males and females. If this is so, 50% of the yes answers would be from males, and 50% would be from females, and the same would be true of the no answers.
The statistical test that could be used for testing whether there is a difference between the choices of males and females is the Chi Square test. Here, the observed values are compared with what would be expected by chance alone. For example, if one tosses a coin 10 times, one would expect that by chance alone, five of the outcomes would be heads and five of the outcomes would be tails. If a Chi Square analysis were used to evaluate the outcomes of this coin toss, the number of observed heads (e.g., two) would be compared with the number of expected heads (i.e., five) and the number of observed tails (e.g., eight) would be compared with the number of expected tails (i.e., five); then, a formula that computes the total of these comparisons would provide a value for Chi Square. This value would then be compared with the criterion value for the selected alpha (e.g., p 0.05) and the number of degrees of freedom. Similar to other statistical tests, the criterion values for Chi Square may be found in statistical tables. A quick way to evaluate whether the above results are statistically significant is to use the online calculator.
Organizing and Summarizing Continuous Data
It is important to conduct initial inspections of data in order to present descriptive statistics and to plan for statistical analyses.
Shape of the Distribution
Creating a graph of the observed values in a data set is a good way to get an initial picture of the shape of the distribution of scores. A histogram (a graphical display of tabulated frequencies) or stemplot (device for presenting quantitative data in a graphical format) is a useful graphing procedure.
Measures of Central Tendency: Mean, Median, Mode
The mean is the average of the set of values. To calculate the mean, add up all the scores and divide the total by the number of scores.
Sample data: 6 + 4 + 4 + 4 + 5 + 6 + 2
Mean = 31/7 = 4.4
The median is the middle value of a distribution; half the scores are above the median and half are below the median.
Sample data: 6 + 4 + 4 + 4 + 5 + 6 + 2
Reorder from lowest to highest: 2, 4, 4, 4, 5, 6, 6
Median = 4 (If the data set was 2, 4, 4, 5, 6, 6, the median = 4.5)
The mode is the most common (frequent) value. A list can have more than one mode.
Sample data: 6 + 4 + 4 + 4 + 5 + 6 + 2
Mode=4
Notice that this same set of data produces three estimates of central tendency (mean = 4.4, median = 4, and mode = 4).
What is the best descriptor of central tendency?
All three measures of central tendency are useful when the frequency distribution of the data is symmetrical. That is, most of the cases fall close to the value of the mean, and there are relatively equal values that fall below and above the mean.

The Y-axis is the frequency of the value in a set of data. The X-axis is the value. However, the median is a better measure of central tendency when the distribution is highly skewed-that is, when the frequency of the occurrence of values is not equally distributed on both sides of the central value. The type of skew is identified by the direction of the tail (i.e., the direction where the more extreme, but less frequent, values fall.)

Most inferential statistical tests (e.g., the Student t-test, F-test, Pearson correlation coefficient) are based on the assumption of a normal, symmetric distribution. It is important to look at the distribution of data to see if this assumption is met. If not, a nonparametric statistical test (e.g., Chi Square) should be used.
Range, Standard Deviation, and Variance
In addition to the shape of a distribution, the spread of the distribution is also an important type of information. Range is simply the difference between the highest score in the data set and the lowest. However, in order to know the typical amount of spread of scores around the mean score, one can subtract each score from the mean score, square the difference (which makes all differences positive), add up all of these squared differences, and divide the total by the number of scores minus 1. The result is:

Below would be examples of two symmetrical distributions with the same mean, but different ranges and SDs (and variances):

Check the data to make sure they meet the assumptions of the statistical test to be used.
Scatterplots for Bivariate Correlations
Statistics that evaluate the strength and probability of a correlation between two variables basically evaluate how well a straight line would fit or describe the observed data. That is, correlations are based on models of linear relationships. It is important to graph data before applying correlational statistical tests to determine if the data may be better described as curvilinear, rather than linear. A study might produce very important findings of relationships between two variables that are shaped either as a U or inverted-U, but not like a straight line. After plotting the scores on measures of self-esteem (self-ideal discrepancies) and emotional adjustment, Karmos and Karmos (1981) reported that "[t]he curve shows higher emotional adjustment for people with smaller and larger self-ideal discrepancies and lower emotional adjustment for those in the middle" (p. 255). Instead of using an inappropriate correlation statistic, they divided the data into three groups-lowest third, middle third, and highest third-and compared the scores among the three groups to more accurately evaluate the outcomes.
Distribution of the Mean for Parametric Inferential Statistics
Data that are measured on continuous scales (interval, ratio) and meet the assumptions may be analyzed using parametric statistics. One essential assumption for parametric statistical analyses is that the observed data approximate the normal distribution. This is because the parameters (e.g., mean, SD) of the sample of observed data are compared with a hypothetical normally distributed population of all possible outcomes that could occur by chance alone. Thus, the sample of observed data must not be too skewed. If it is, it would be better to convert the data to a discontinuous level of measurement (e.g., scores above the median versus scores below the median) and use a nonparametric statistic for analysis.
Descriptive Statistics
Nominal or ordinal data might be presented in cross-tabulated tables or in bar graphs showing the total number (or percentage) of males and females who gave True or False responses on key items. For interval- or ratio-level measurement, the number of responses; the mean, mode, and median score; the distribution; the SD of the scores; and confidence intervals might be presented for each key variable.
For example:
Demographics
Ten individuals completed the Beck Depression Inventory; 50% were female.
Ages ranged from 18 to 57 years.
Total: Mean = 33.4 years, SD = 11.7 years Females only: Mean = 29.8 years, SD = 8.8, Range = 18-57
Males only: Mean = 37 years, SD = 14, Range = 23-45
BDI Scores
Total: Mean BDI score for all 10 respondents: 16.4, SD = 8.7; Range = 2-27
Females only: Mean = 16.2, SD = 9.1, Range = 2-26
Males only: Mean = 18.4, SD = 11.0, Range = 4-27
More information regarding descriptive statistics using Excel spreadsheets can be found in the Overview of this module.
Conclusion
It is very important to have systematic plans for how to record, maintain, and organize data as collected in a study. Descriptive statistics are used to summarize data that have been collected, according to the level of measurement.
References
Karmos, A. H., & Karmos, J. S. (1981). Analysis of a curvilinear relationship between self-esteem and emotional adjustment. Ohio Journal of Science, 81(6), 253-258.
Mann, P. S., & West, J. K. (2004). Excel manual: Introductory statistics (5th ed.). New York: John Wiley.
Mertler, C. A., & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3rd ed.). Glendale, CA: Pyrczak Publishing.
Morgan, G. A., Griego, O. V., & Gloeckner, G. W. (2001). SPSS for windows: An introduction to use and interpretation in research. Mahwah, NJ: Lawrence Erlbaum.
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2007). SPSS for introductory statistics: Use and interpretation (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
Nock, M. K., & Kurtz, S. M. S. (2005). Direct behavioral observation in school settings: Bringing science to practice. Cognitive and Behavioral Practice, 12, 359-370.
Copyright 2009. Grand Canyon University. All Rights Reserved.

This is the assignment that is due this week, but it is also a continuation of week one. I am attaching both parts and will email you my first paper to continue on with what I already have if you need it. My first paper probably isn't the best, but never-the-less; I have already submitted it to my professor. Please note, any sources used must be scholarly/peer reviews. I am expected to turn this paper into turnitin; which should be 15% or less similarity.


Week Two: Due Date: Nov 02, 2011 23:59:59 Max Points: 90

Details:

Research Question

1) This assignment is one in a progression of assignments that will move you toward your final research proposal. See Resource 1: Final Research Proposal, for information about the final proposal.

2) Utilizing the same type of treatment that you began researching in Module 1 (i.e., individual treatment, group treatment, or family treatment with male adolescents who have received a diagnosis of conduct disorder), write a paper (750-1,000 words) addressing the following:

I discussed individual treatment with male adolescents who have received a diagnosis of conduct disorder.

a) Identify one research question that you would like to explore in your final
project that is related to this type of treatment (individual, group, or family
therapy) for conduct disorder. For example, you might be interested in
evaluating the client's perceptions of the treatment process and/or the
outcome of the treatment experience, or comparing an outcome of this type
of treatment with that of another form of treatment (e.g., military-type boot
camps, peer-support groups, multifamily versus single-family therapy, etc.).

b) Identify who you would like to include as the sample in your study. How
would you identify them, select them, and assure compliance with ethical
expectations regarding informed consent?

c) Identify your dependent variable(s) and the measure(s) you would use to
evaluate it/them. Describe them and explain why you are selecting them. What
is the known reliability and validity of the measure? If not known, how would
you go about developing your own measure(s) and assessing the measurement
reliability and some form(s) of validity? (Hint: Measuring behaviors and using
tools that have been in prior research are good ways to offer replication with
a change in some variable that adds to the understanding of the area in
question.)

3) Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is not required. Cite in-text and in the References section.



Below is: Week One Assignment Information ( Will email

Week One: Due Date: Nov 02, 2011 23:59:59 Max Points: 90

Details:

Proposal Research

1) This is the first assignment in a progression of assignments that will move you toward your final research proposal. See Resource 1: Final Research Proposal, for information about the final proposal.

2) Scenario: You are working for a community mental health agency that serves male adolescents aged 14-16 who have received a diagnosis of conduct disorder. You have been asked by your director of clinical training to answer one of the following questions (choose only one):

Again, I discussed (a) individual treatment modes that were found to be effective for treating this population in my first paper.

a) What individual treatment modes have been found to be effective (best
practices, evidence-based) for treating this population?

b) What group treatment modes have been found to be effective (best
practices, evidence-based) for treating this population?

c) What family treatment modes have been found to be effective (best
practices, evidence-based) for treating this population?

3) Using database searches (e.g., EBSCO), locate at least three resources that provide information to answer your question. Some keywords to try for the search are highlighted in the question (best practices, evidence-based).

4) Your assignment response will consist of two sections:

a) Submit an annotated bibliography with an entry for each of your
resources. Include the references in proper APA format. Write a brief
summary highlighting the theory, treatment, intervention, and research
methodology discussed in each resource. Use the additional materials for this
module to help you in creating your annotated bibliography. There is no
minimum required word count or length for your bibliography; however, you
should conduct enough research to write the assigned paper for Module 1
(see below), and even more importantly, to write your final research
proposal.

b) Based on your readings, write a paper (750-1,000 words) in which you
prepare an answer to your question, citing the resource(s) you used for your
answer. Note any gaps in information, special considerations, etc., that you
found limited your ability to answer your question. Use standard essay format
in APA style, including an introduction, conclusion, and title page. An
abstract is not required.