...The client received a percentile rank of 4%, which only indicates she scored higher than 4% of those who also took the CELF-4. Based on the standard score obtained in this assessment, there is an indication of a receptive disorder being present on this client. For the Expressive Language part of the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) assessment the client received a standard score of 53, which indicates she is more than -2 standard deviations away from the mean. The client obtained a percentile rank of .1%, which only means she scored higher than .1% of those who took the CELF-4. These scores are an indicative of an expressive disorder being present. On the Language Content portion of the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) assessment the client received a standard score of 82, which indicates she is 1 within the mean. Tina received a percentile rank score of 12%, which means she scored higher than 12% of those who took the same...
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...Examination of Clinical Psychology Savannah Slayton PSY480 February 23, 2015 Professor Lori Hale Clinical Psychology General psychology is like many disciplines, consisting of an array of subgroups. Within psychology there are psychologist who counsel within school psychologist, social psychologist, and developmental psychologist. A clinical psychologist is described as an individual who performs group or individual therapy, conducts survey to determine psychiatric symptoms, assesses personality, and measures intelligence. When clinical psychologist are not conducting therapy or assessing clients many psychologist are researching mental health disorders. Clinical psychologist are often employed by universities to research and develop and test prevention or treatment of mental health disorders. Other clinical psychologist are instructors or professors who teach psychology to undergraduate and graduate students (Witmer, 1996). Clinical Psychology History The field of psychology developed during the late 1800s and early 1900s. The development of psychology allowed the foundation of clinical psychology to form. Increased interest in the study of the human mind helped psychology develop. Sir Francis Galton became of the first individuals to research and study mental ability. After only a few years Wilhelm Wundt established the first psychology laboratory in Germany. In the United States, William James developed the first psychology laboratory. As laboratories began to establish...
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...Exploring the Motherboard and Busses Exploring the Motherboard and Busses The motherboard represents the logical foundation of the computer. Everything that makes a computer must be attached to the motherboard. Answer the following questions: 1. What are the major components of the motherboard? Provide a brief description of each component. 1. Processor (CPU): The processor is the brain of the computer and is the chip where all the computing is done. 2. Memory: This is where the computer stores information while it is working on it. 3. Chipset: The chipset is a link between the processor and the outside world, and handles things like controlling the hard drives, the USB ports, the keyboard and mouse, generates the sounds the computer makes, and sometimes even creates the pictures you see on the screen. 4. Expansion Slots: Expansion slots are connectors that allow you to attach additional cards on the computer, such as video cards, sound cards, modems, and add abilities to the computer that the motherboard doesn’t provide. 5. I/O (Inputs/ Outputs): These are a set of connectors that allows you to connect various devices to the computer, such as the keyboard, monitor, mouse, hard drives, flash drives, printers, and connect the computer to a network. 2. Upgrading only the motherboard will give some performance improvement to a computer system. Why? Upgrading the motherboard will definitely give performance improvement to any computer system...
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...UNIVERSITY OF SYDNEY. DEPARTMENT OF ANATOMY AND HISTOLOGY. ANAT 3008. MUSCULOSKELETAL ANATOMY. SEMESTER 2, 2011. COMMONWEALTH OF AUSTRALIA Copyright Regulation WARNING This material has been reproduced and communicated to you by or on behalf of the University of Sydney pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice UNIT OF STUDY INFORMATION. UNIT OF STUDY CODE AND TITLE. ANAT 3008. Musculoskeletal Anatomy. UNIT OF STUDY DESCRIPTION AND GOALS. The unit of study is available in semester two of year three in medical science and science degrees and is worth six credit points. The unit provides an opportunity for students to study the macroscopic topographical and systems anatomy of the limbs. The curriculum varies from year to year and other regions and topics are introduced. Emphasis is placed upon the identification and description of structures, the correlation of structure with function and the use of anatomical knowledge in understanding or solving problems in other disciplines. Particular emphasis is given to the innervation of the limbs. The unit also aims to develop the general skills of observation, description, drawing, writing and discussion as they apply to biological structures. The unit builds upon...
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...Clinical Assessment Estella M. Swaims PSY 270 11/20/2011 Andrew Graham Clinical Assessment Hello Mr. And Mrs. Lawson my name is Dr. Mason and this must be Clara. Hello Clara my name is Mr. Mason it is so nice to meet you. I would like to ask just a few short questions Clara please answer them if you would like. Initial Questions Mrs. Lawson has there been any recent changes at Clara school, such as a new teacher or a new child, in her class? Does she talk about anything that she does not like in school? Clara your mom and dad say you do not like school anymore can you tell me why? Assessment I would like to know when you first noticed Clara acting out. I would ask what is the standard or norm for Clara on any given day. I would need to know more about Clara surroundings at her school to see if there was indeed a reason for her recent temper tantrums. If this is the first time this has happened perhaps there is a root cause that needs to be explored (validity of compliant). I would ask Clara to draw me a picture of what is scaring her at school and talk to me about it. Intervention I would ask the parents to write down each time Clara had one of these tantrums and the events that lead up to it. Knowing this information would give a better overall picture of what is happening. Clara is adopted so I would ask Mr. and Mrs. Lawson if they have any medical background on Clara’s biological parents. How long Clara has been with them...
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...The study focused on worry and suggested that one’s self-worry is increased by negative metacognition of worry. This is to say that worrying about worrying essentially causes more worrying especially when your thoughts about worrying are negative rather than positive. The study seeks to answer the question whether negative metacognition causes the maintenance of excessive levels of worry (Thielsch, 2015). The question on negative metacognition influence on worry is supported by evaluations of elevated negative metacognition in individuals who suffer from GAD compared to other clinical or non-clinical groups (Thielsch, 2015). The hypothesis as stated is if everyday worry assessed by an ecological momentary assessment would be correlated with cognitive variables of negative metacognition (Thielsch,...
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...question then becomes am I depressed and if I am would I really think about ending it all and committing suicide. The question though is if you are that depressed how does the idea of committing suicide get introduced into your mind. And how long before the thoughts become actions. Suicide (risk) Assessment refers to the establishment of a clinical judgment of risk in very near future, based on the weighing of very large mass of available clinical detail. Risk assessment carried out in a systematic, disciplined way is more than a guess or intuition it is a reasoned, inductive process, and a necessary exercise in exercise in estimating probability over short periods. Looking into many different sources there are many different ways that psychologist look into the threat of suicide and determine if you are considered an “high risk” or just a “low risk” and if your personal depression is leading up to your thoughts of suicide. Questions that they may look into is: 1. Details, 2. How prepared you are, 3. How soon, 4. How (lethality of method, 5. chance of intervention. Depending upon how the questions are answered can determine how far at risk you may be. For example if you were to answer the questions as 1. Well thought out, 2. Has means in hand, 3. Immediately, 4. Gun, hanging, jumping, 5. No one nearby: isolated. Than you would be considered a very high risk. But then it comes down to is the why. Are you depressed and can’t seem to find a way out. Did something traumatic happen...
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...feeling jumpy all of the time, and an inability to concentrate. She feels that these symptoms are the cause of her inability to concentrate at work. It is obvious that a concern for Maria’s employment has brought her to the mental health clinic to help her with these issues. Maria’s symptoms require further analysis to reach a diagnostic conclusion as her symptoms are apparent in the criteria of a variety of disorders, to include, post traumatic stress disorder, certain panic disorders, and major depression. Maria will be observed, and a complete assessment of her will be concluded. Once the assessment is complete a diagnosis will be made and a complete and effective treatment plan will be administered. What will also be included by the attending therapists is the diagnosis, along with the possible causes, names of treatment, and a copy of the treatment plan. The clinical interview is the beginning point for Maria and how she answers the interview questions applies to the analysis and diagnosis of her issues. The questions asked during Maria’s interview are as follows: 1. Why do you feel the need to seek therapy? 2. What do you expect to gain from your therapy sessions? 3. How was your relationship with your family as a child versus how it is currently? 4. How have you been during intimate relationships? 5. Have you ever experienced a panic attack and if so, what usually triggers it? 6. Give me one memory that makes you...
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...Contents Introduction ………………………………………………………………….Pages 2-3 Discussion…...…………………………………………………………………Pages 4-14 Conclusion …………………………………………………………………...Pages 15-16 References ………………………………………………………………….Pages 17-20 Introduction This essay aims to explore the processes of teaching, training and mentoring of adults. The setting in which this will be explored and linked to, will be one of nursing, although it is recognised that the fundamental theories explored may be applied to any setting where the teaching, training and mentoring of adults occur. The essay will explore the writer’s understanding regarding the role of a mentor within the workplace and the theoretical ties surrounding mentorship and how these are linked into the writer’s role of a mentor. Any names or areas of work mentioned in the essay have been changed in order to maintain confidentiality, clause five of the Nursing and Midwifery Council (NMC) Code of Professional Conduct: Standards for Conduct, Performance and Ethics (NMC 2004). The term ‘mentor’ is defined by the English National Board (ENB) and the Department of Health (DOH) to “denote the role of the nurse, midwife or health visitor who facilitates learning and supervises and assesses students in their practice setting” (ENB & DOH 2001a P6). Nicklin and Kenworthy (2000) define a mentor as someone who by example and facilitation guides, assists, and supports the student in learning new skills, adopting new behaviour and acquiring...
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...SUICIDE RISK ASSESSMENT GUIDE REFERENCE MANUAL INTRODUCTION The Suicide Risk Assessment Pocket Card was developed to assist clinicians in all areas but especially in primary care and the emergency room/triage area to make an assessment and care decisions regarding patients who present with suicidal ideation or provide reason to believe that there is cause for concern. This reference guide provides more specific information and the rationale for the sections on the pocket card. The sections of the guide correspond with the sections of the card. The Reference Guide may also be used as a teaching aid for new providers, residents and students at all levels and disciplines as well as other caregivers. This introduction provides general information regarding the nature and prevalence of suicidal behaviors and factors associated with increased risk for suicide and suicide attempts. Suicidal thoughts and behaviors (including suicide attempts and death by suicide) are commonly found at increased rates among individuals with psychiatric disorders, especially major depressive disorder, bipolar disorders, schizophrenia, PTSD, anxiety, chemical dependency, and personality disorders (e.g., antisocial and borderline). A history of a suicide attempt is the strongest predictor of future suicide attempts, as well as death by suicide. Intentional self-harm (i.e., intentional self-injury without the expressed intent to die) is also associated with long-term risk for repeated attempts...
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...Critically Reflective Account of My Experience of Mentoring and Assessing a Student in Practice Carole Smith Student Number COX07411185 Module Title: Supporting Learning and Assessment in Practice Module No: GM6411 Attempt: First Deadline Date: August 1 2008 Submission Date: August 1 2008 Word Count: 2000 For this assignment I will give an account of my experience while mentoring and assessing a 2nd year student nurse during a six week placement. I will critically reflect on the experience, looking at learning theories, giving feedback and the importance of reflecting on experiences in practice. For reasons of confidentiality I will refer to my student as Sam. A mentor can be defined as a nurse that has reached the Nursing and Midwifery Councils (NMC) mentor requirement and has achieved the knowledge, skills and competence required to assess a pre-registration student nurse in practice placement (NMC 2006). The NMC (2006) has also identified eight mandatory standards that nurses must achieved to become a mentor they include Establishing effective working relationships, Facilitation of learning, Assessment of accountability, Evaluation of learning, Creating an environment for learning, Context of practice, Evidence based practice and leadership. An alternative definition of a mentor as defined by English National Board (ENB) & Department Of Health...
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...interviewees as it is a relevant area for our team and it was insightful to see the recruitment process they went through considering we may engage in a related process in the near future. Review of Literature Interview Once a candidate is selected, it is the responsibility of the recruiter to determine the method necessary to select the ideal employee for a given position. There are a number of techniques that can be utilized for this assessment, the primary ones being interviewing, psychometric testing, and provided work samples or references. The type of evaluation chosen must take into account the nature of the position, the expectations of the company, and how accurately it will provide insight into a candidate. The success of this process hinges on the ability to accurately compare all candidates on many levels. Finding a method that is both standardized and minimizes bias provides a greater opportunity for successful recruitment. The interview is a complex method of the recruitment process. While this method is the most commonly utilized assessment, the flexible design offers more opportunities for bias. Interview techniques range from casual to highly structured, and multiple techniques may be used in conjunction to assess a candidate. While it is important to carefully select the interview design, it must also...
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...Geriatrics Geriatrics Jennifer P. Dugan, Pharm.D., BCPS Clinical Assistant Professor University of Colorado Colorado, Denver Updates in Therapeutics: The Pharmacotherapy Preparatory Review and Recertification Course 31 Geriatrics Learning Objectives: The following case pertains to questions 2 and 3. J.T. is an 82-year-old community-dwelling woman with a history of stage III Parkinson disease, hypertension, and urinary incontinence (UI). She is receiving carbidopa/levodopa, pramipexole, selegiline, tolterodine, diazepam, metoprolol, and hydrochlorothiazide. When she comes to your pharmacy to get her prescriptions, she walks slowly with a cane, and she is stooped over. 1. Identify age-related pharmacokinetic and pharmacodynamic changes in older people. 2. Evaluate the pharmacotherapy regimens of older people to support the maintenance of optimal physical and mental function. 3. Identify inappropriate medication prescribing in older people. 4. Recommend appropriate pharmacotherapy for patients with dementia. 5. Evaluate the risks and benefits of the use of antipsychotics (APs) (including atypical APs) in older patients with dementia. 6. Recommend appropriate interventions for patients suffering from behavioral symptoms related to dementia. 7. Identify the types of urinary incontinence and recommend appropriate treatments. 8. Given a patient’s American Urology Association Symptom Index for benign prostatic hyperplasia, recommend...
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...This essay will be divided into two parts, one will be focus on the aspects of communication while the second part will be concentrate on the nursing care. In both parts of this essay the focus will be on the same patient Mrs D Campbell which is not her real name. This is to make sure that the patient privacy and confidentiality will be maintain at all times. According with NHS England, confidentiality Policy, (2014) all members of the staff need to understand the safeguarding of patients confidentiality and respect their privacy concerning information. All information that recognise a patient identity must be avoid unless absolute necessary. The name of the ward in which this patient was admitted also will be change to “silver unit” which is a stroke and rehabilitation ward. In this place the staff is specialised in looking after individuals suffering from acute and chronic problems (strokes) as well as help them with their rehabilitation and social needs. Mrs D Campbell is an 82 years old widow from Jamaica, who lived in London for several years with his daughter and son in law, she was a very healthy independent person that was capable of doing everything by herself and also exercise very often. Mrs Campbell was admitted to silver ward with Left Middle Cerebral Artery Stroke (L MCA). In health settings such as hospitals it is indispensable that the health professionals like nurses, doctors, physiotherapies, health care assistants amount others understand the importance...
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...Allowed Open Book (all reference materials allowed) Take-Home Exam Instructions 1. Please know your correct Spring 2013 exam number and include this number at the top of each page of your exam answer (for example, in a header). To locate your exam number, go to www.hamline.edu and follow the steps below. A graphic guide to locating your exam number is attached to these instructions. Click on Logins in the header. Go to Piperline Log in to the secure area Enter your Student ID and PIN Click Student Services Click Registration Click Student Detail Schedule Select the appropriate term from the drop down menu Exam Numbers are listed below Total Credit Hours at the top of the page 2. Confirm that you are using and have typed the correct exam number on your exam document. 3. You may download the exam from the course TWEN site any time after 12:01 a.m. on Monday, April 29, 2013. All exams must be submitted within 72 hours of download. But, in any case, all exams must be submitted by the end of the final exam period, i.e. by 11:59 p.m. on Monday, May 13, 2013. Therefore, you will want to download your exam no later than 11:59 p.m. on Friday, May 10, 2013, to ensure that you have the full allowed 72 hours to complete your exam. 4. Write your answers to BOTH parts of the exam in a word processor. Save your document as a single PDF file before uploading to TWEN. Use your exam number as the name for the PDF file. Instructions Specific to This Examination ...
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