PLEASE FOLLOW THE INSTRUCTIONS BELOW

4 REFERENCES 

ZERO PLAGIARISM

Although termination is an inevitable part of the therapeutic process, it is often difficult for clients. However, by discussing termination throughout therapy, you can better prepare your clients for life without you. Once a client has achieved his or her therapeutic goals, termination sessions should be held and documented in a client termination summary. For this Assignment, you have the opportunity to practice writing a termination summary for a client with whom you have worked during your practicum experience.

Learning Objectives

Students will:

• Develop client termination summaries

To prepare:

• For guidance on writing a client termination summary, review pages 693–712 of Wheeler (2014) in this week’s Learning Resources.
• Identify a client who may be ready to terminate therapy.

Assignment

With the client you selected in mind, address in a client termination summary (without violating HIPAA regulations) the following:

• Identifying information of client (e.g., hypothetical name and age)
• Date the client initially contacted therapist, date therapy began, duration of therapy, and date therapy will end
• Total number of sessions, including number of missed sessions
• Whether termination was planned or unplanned
• Presenting problem
• Major psychosocial issues
• Types of services rendered (e.g., individual, couple/family therapy, group therapy)
• Overview of treatment process
• Goal status (goals met, partially met, unmet)
• Treatment limitations (if any)
• Remaining difficulties and/or concerns
• Recommendations
• Follow-up plan (if indicated)
• Instructions for future contact
• Signatures

Video Transcript:

KARI (on phone): This is Kari the nurse from the Emergency Department. I’m calling to give you a transfer report on Ms. Janet Lieberman. Janet is a 36-year-old woman who came because she felt weak and dizzy. She has a history of Crohn’s disease with intermittent gastritis and six months ago she had surgery and an ileostomy. Traces of serosanguineous effluent were present in her ostomy bag upon arrival. Her Blood type is A-. She is typed and cross-matched for two units of packed RBCs, so please administer as soon as they are available. She started on Infliximab IV six months ago and the last dose was given seven weeks ago. Her vital signs were temperature 98.8, pulse 114, respiration 22, blood pressure 100/60, and oxygen saturation 95%. Her hemoglobin is seven milligrams per deciliter and her hematocrit is 21%. She has an IV of 0.9% sodium chloride 1000- milliliters infusing at 150-milliliters per hour, and has 700-milliliters remaining in the bag. We started an IV while she was in ED. Her skin has been pale, warm, and dry to the touch. She voided 500-milliliters at 1500 in the ED. A hemoccult of her stool was sent to the lab. Esther: Were the coagulation tests within normal range? KARI: Yes, her pro time is 12.2, her PT is 21 seconds, and her INR is 0.7. Esther: Okay, thanks for the report. KARI: You’re welcome. I’ll bring her up to your unit in a few minutes. Esther: Thanks. KARI: Hi Esther, this is Janet Lieberman. Esther: Hi Ms. Lieberman, my name’s Esther. I’ll be taking care of you this evening. KARI: I gave you a transfer report a couple minutes ago. Ms. Lieberman needs the two units of packed RBCs as soon as possible. Esther: Okay. Ms. Lieberman, I need to take a quick look at your ostomy bag. MS. LIEBERMAN: Sure, okay. Esther: Thank you. Do you have any family here? MS. LIEBERMAN: No, I came alone to the emergency room today, but I have a sister who’s on her way to the hospital. KARI: Do you have any questions before I leave? Esther: No, thanks for the report. I can take it from here. KARI: I am going back to the Emergency Department now. Esther’s going to be taking care of you. I hope you feel better soon. MS. LIEBERMAN: Thanks so much for taking such good care of me. Esther: Ms. Lieberman, I need to ask you some questions. MS. LIEBERMAN: Okay, what else do you need to know? Esther: I need to review your abdominal status. Are you having abdominal pain? MS. LIEBERMAN: Oh yes, it’s very sore and crampy. Esther: On a scale of 0 to 10, with 0 being no pain, and 10 being unbearable, how do you rate your pain now? MS. LIEBERMAN: I would say a 6. Esther: When did the pain begin? MS. LIEBERMAN: Uh, after I got up this morning. Esther: Can I ask you where the pain is? MS. LIEBERMAN: Yes, it’s here in the top of my stomach. Esther: Okay, Have you noticed anything that brings on the pain or makes it worse? MS. LIEBERMAN: I’m pretty sure stress makes it worse. Esther: Okay. MS. LIEBERMAN: When I get stressed I don’t eat healthy foods and then I get headaches and take Ibuprofen. Esther: Okay, when you’re feeling a little bit better I’d like to review some ways to manage your stress. For now, I need to take a listen to your bowel sounds. MS. LIEBERMAN: Sure, Okay

 How effectively do you think the Coyne et al. study and the Messina et al. study both used their review of literature to help the reader understand why the research question was asked? How could they have done it more effectively? please include in-text citation and references.

Assignment 2: Practicum – Week 10 Journal Entry

Learning Objectives

Students will:

• Develop effective documentation skills to examine group therapy sessions with children and adolescents *
• Develop diagnoses for child and adolescent clients receiving group psychotherapy *
• Analyze legal and ethical implications of counseling child and adolescent clients with psychiatric disorders *

Select two clients you observed or counseled this week during a group therapy session for children and adolescents. Note: The two clients you select must have attended the same group session. If you select the same group you selected for the Week 8 or Week 9 Journal Entries, you must select different clients.

Then, address in your Practicum Journal the following:

• Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
• Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
• Using the DSM-5, explain and justify your diagnosis for each client.
• Explain any legal and/or ethical implications related to counseling each client.
• Support your approach with evidence-based literature.

 There is a relationship between policy evaluation and production identification, policy evaluation and policy implement, and policy evaluation and policy formulation.  Can you explain this relationship and why they are important?  

-Paper has to be about the Amniotic Fluid Embolism 

-Has to be five pages 

-First page (title page)

-In between (introduction paragraph, body paragraphs, and conclusion paragraph)

-Last page (reference page)

-APA style or MLA style 

-Double spaced

-No plagiarism 

Discussion

Adversity and Depression Treatment Disparities

Discussion related to early life adversity’s impact on the development of depression in later life. Student will research methods to improve treatment disparities among children and young adults who experience early adversity. 

Read Stern, K. R. & Thayer, Z. M. (2019). Adversity in childhood and young adulthood predicts young adult depression. This is Module 8.

Research on your own to uncover methods to improve statistics found in the attached literature. Post for your peers what you find that could be useful to close the gap and offer potential improvement in the treatment disparity of adversity and its impact on development of depression.

For the Discussion (Include the corresponding number below as you respond in your initial post):

1. What did you take from the literature attached to the discussion board?

2. What literature did you find on your own that might be helpful for this population?

3. What resources and tools would you need to help implement helpful interventions in the primary care setting?

Discussion: Using the Walden Library

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

To Prepare:

• Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and evaluating online resources.
• Begin searching for a peer-reviewed article that pertains to your practice area and interests you.

By Day 3 of Week 6

While doing research I came across a few articles that spoke about child sexual abuse. One spoke about the life long implications and risks that have been linked and associated with victims of sexual abuse. Some examples are substance abuse, suicide, slowed brain development, and chronic pain. (Bustamante et al., 2019). In another article I found it interesting that victims of sexual abuse can present with Alexithymia, is a cognitive disorder defined as the inability to express or identify with ones emotions. It is used a defense mechanism to avoid negative feelings. Alexithymia is shown to have a relationship with childhood traumas. (Boisjoli and Hebert, 2020).

                                                                Resources

Boisjoli, C., Hebert, M. (2020). Importance of telling the unutterable: Alexithymia among sexually abused children. Psychiatry Research, 291, 11328. Retrieved from https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S016517812030295X

Bustamante, G., Andrade, M. S., Mikesell, C., Cullen, C., Endara, P., Burneo, V., Yépez, P., Avila Saavedra, S., Ponce, P., & Grunauer, M. (2019). “I have the right to feel safe”: Evaluation of a school-based child sexual abuse prevention program in Ecuador. Child Abuse & Neglect, 91, 31–40. Retrieved from https://doi-org.lopes.idm.oclc.org/10.1016/j.chiabu.2019.02.009

Complete a course project on your approved chosen topic and discuss how you would improve the patient outcome in your targeted population, including all relevant criteria as listed in the rubric below. 

*** My topic of choice is Patient-centered in relation to death and dying/Hospice****

*** Please see attached file for assignment details.