Explain your state laws for involuntary psychiatric holds for child and adult psychiatric emergencies. Include who can hold a patient and for how long, who can release the emergency hold, and who can pick up the patient after a hold is released.
Explain the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state (VIRGINIA). Explain the difference between capacity and competency in mental health contexts.
Select one of the following topics, and explain one legal issue and one ethical issue related to this topic that may apply within the context of treating psychiatric emergencies: patient autonomy, EMTALA, confidentiality, HIPAA privacy rule, HIPAA security rule, protected information, legal gun ownership, career obstacles (security clearances/background checks), and payer source.
Identify one evidence-based suicide risk assessment that you could use to screen patients.
Identify one evidence-based violence risk assessment that you could use to screen patients.
In completing this assignment, learners will research psychological specialties available in the workforce to gain an understanding of the careers in psychology. Research the psychology specialties listed below using the Occupational Outlook Handbook at the American Psychological Association website.
Child Psychologist
Counseling Psychologist
Clinical Psychologist
Developmental Psychologist
Experimental Psychologist
Forensic Psychologist
Industrial-Organizational Psychologist
Health Psychologist
Neuropsychologist
School Psychologist
Social Psychologist
Sports Psychologist
After researching each of the career specialties, write a pair (2) of succinct and thorough paragraphs summarizing the job responsibilities, work locations, salaries, education, licensing requirements and career outlooks for each career represented as percentage of growth expected.
Following each of the 12 paragraph pairs, note whether the specialty in psychology would be of interest to you as a career option in the future, explaining your reasons.
Once the 12 sets of paragraphs and interest or non-interest explanations are complete, compile them into a single APA formatted paper using the career titles as separate, APA formatted headings within the paper body.
Wrap up the paper with two paragraphs comparing the way in which information about the 12 careers is communicated in the Occupational Outlook Handbook versus how it is communicated on the APA website (i.e. which format was the easiest to navigate and understand, had the most useful information, etc.).
Provide specific one or two examples to exemplify the general comparisons provided.
Include a minimum 8 to 10 pages, not including the required APA formatted title and reference pages; submit APA style in-text citations throughout the work as well.
The basic parts of a paper should also be included; these are the opening, introduction section, with a precise thesis statement, the body of the paper with clear, discernable headings formatted to APA style levels of heading where appropriate, and a conclusion that restates the thesis and summarizes the major points of the entire paper.
The APUS Library provides APA formatting resources at Writing@APUS. You may also see Purdue’s OWL for general APA formatting information and for formatting help on many topics.
Explain your state laws for involuntary psychiatric holds for child and adult psychiatric emergencies. Include who can hold a patient and for how long, who can release the emergency hold, and who can pick up the patient after a hold is released.
Explain the differences among emergency hospitalization for evaluation/psychiatric hold, inpatient commitment, and outpatient commitment in your state.
Explain the difference between capacity and competency in mental health contexts.
Select one of the following topics, and explain one legal issue and one ethical issue related to this topic that may apply within the context of treating psychiatric emergencies: patient autonomy, EMTALA, confidentiality, HIPAA privacy rule, HIPAA security rule, protected information, legal gun ownership, career obstacles (security clearances/background checks), and payer source.
Identify one evidence-based suicide risk assessment that you could use to screen patients.
Identify one evidence-based violence risk assessment that you could use to screen patients
Assignment 3: Presentation Word/time limit: 1500 (+/– 10%) Weighting: 40% After you have read this information, head over to the Assignment 3 Q&A discussion board to ask any questions and see what your peers are saying about this assignment. Assignment overview This assignment is a mandatory submission, which means that in order to pass this unit of study, you must submit this assignment. For this assignment, students are required to design a 1500-word speech with both PowerPoint Slides and the speech notes that accompany those slides in the ’notes’ section below each slide. The presentation will have to answer a question that has been provided. The PowerPoint slides need to be saved as a PDF file and uploaded to Turnitin for submission. Students ARE NOT required to actually give a physical presentation. This assignment supports unit learning outcomes 1, 2, 3, 4 and 5. Assignment details You are asked to develop a presentation that responds to the following question: In what ways can the NSW child protection system address the rights of Children Who Live in Low Socio-Economic Environment? Write a 1500-word speech in response to this question in such a way that it would be read out as a speech to a professional practice audience, e.g. at a conference, a professional development day at your organisation or a practitioner team meeting. Use your annotated bibliography to inform your work and help you establish a basic claim or statement about the topic and critical argument for this position, clearly stating what recommendation(s) you are suggesting to address the issue you’ve identified. Discussing one recommendation in depth with critical comment is sufficient. Use a minimum of three peer-reviewed sources and an overall minimum of five references to support your recommendation(s). This means you can use grey literature, lecture content, workshop activities/discussion, videos, websites, etc. You should also include relevant legislation within your presentation (i.e. UNCROC [UNICEF n.d.] and NSW Children and Young Persons [Care and Protection] Act 1998 [Austlii 2021]). Design PowerPoint slides that you can use to deliver your speech; a maximum of 10 slides (not including an introductory slide and a reference slide). Do not use animation or slide transitions. You are encouraged to use pie charts, graphs, icons, symbols, pictographs or any other visual elements that support your presentation. Copy your speech into the ‘notes’ section under each slide. Save your PowerPoint file as a PDF. For assistance completing this step, refer to How to save PowerPoint as PDF with notes (Nyugen 2019) as a guide. Submit this through Turnitin. Note: the reference list is not included in the word count. Supporting resources Presentations (Western Sydney University n.d.). In-text citation using the Harvard WesternSydU style (Western Sydney U Lib 2017). Library Study Smart—a library resource that helps you complete assignments (Western Sydney U Lib 2019). Western Sydney University Library has further information about referencing on their Referencing and citation page. Submission details overview This assignment will be submitted through Canvas. When you are ready to submit your assignment, select the ‘Start Assignment’ button at the top of this page. You will be taken to the ‘File Upload’ tab, where you can choose your file or submit your URL. Please note: When you submit your assignment through Canvas, you are also submitting the assignment through Turnitin, which is a text-matching service that compares your work with an international database of information sources. You will need to agree to using it. Once you have submitted your assignment, select ‘Submission Details’ on the right of your screen to view your originality report if you haven’t already done so. Please allow a 24-hour turnaround for an originality report to be generated. Resubmissions after the due date without prior approval from your Unit Coordinator may not be marked. Assignment criteria Research and supporting evidence. Critical argument and recommendations. Visual presentation
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Most would agree that parenting is a lifelong job. The parent’s obligations begin once the baby is conceived and seemingly never end, even after his or her child becomes an adult.Suppose that you are the parent in each of the following scenarios. Based on what you have learned from this unit’s materials, answer the following questions for each scenario by explaining how you would effectively handle each situation.Note: While it is understood different people and even entire cultures have different parenting styles, your answers should be based on the research and theories presented in this unit.
Describe the stage of cognitive development of the child in each scenario.
Explain how you would address the child and the situation. Will you use punishment in any of the situations? What tactics would be the most useful considering your child’s level of cognitive development?
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Describe the stage of cognitive development of the child in each scenario.
Scenario 1: Jimmy screams when the batteries die on his Avengers motorcycle. Previously, his mother had been able to put the motorcycle away and have Jimmy immediately engage in playing with something else. However, she has noticed that he is not doing that this time. He continues to scream even though the motorcycle has been put in a drawer. As his parent, how would you respond?Scenario 2: An 8-year-old boy and his 10-year-old brother are told to share three cans of soda pop. The 8-year-old becomes angry when his 10-year-old brother takes two of the cans and gives the 8-year-old only one can. The 10-year-old grabs two glasses and pours one soda into the two glasses and gives it to the 8-year-old. Everything is fine now as they both have two soda pop drinks. How do you address each child?Scenario 3: Your 21-year-old daughter comes home from college and excitedly shares that she is quitting school to invest more time in her social media career. In fact, she reveals that she will be quitting school, despite only having 1 year left to complete her bachelor’s degree. (She does not see the need for her degree any longer, as her Instagram followers have increased exponentially since she has begun doing some of the popular Tik Tok challenges.) She has decided to throw away her former career plans and become a full-time social media influencer. Now, her life is all set! (What is your reaction?)Your combined answers for each scenario must be at least 150 words, for a minimum of 450 words for the entire assignment (not including the title and reference pages).Your answers should include an insightful and thorough analysis and present a strong argument with evidence. You must use at least one source to support your analysis. This may be your textbook or another scholarly source. All sources used will be properly cited. Your case study, including all references, will be formatted in APA style
2. For each pair of statements below, indicate which one is true and which one is false. For
the true statement, say which theory of language acquisition best accounts for it as well
as which theory is the least suited to explain the statement. Explain your answers.
a. • A Chinese child adopted soon after birth by a Danish family will learn Danish
like other children growing up in Denmark with Danish parents.
• A Chinese child adopted soon after birth by a Danish family will learn Danish
more slowly than other children growing up in Denmark with Danish parents because the child is genetically predisposed to learn Chinese.
b. • Children say things like foots and both mans before they master the correct forms feet
and both men because they overuse the rule for regular plural information.
• Children never say things like foots and both mans, because imitate what
adults say and no adult would say this.
3. Consider the following examples of children’s speech taken from Clark (1995), and
answer the questions:
[playing with a toy lawnmower] “I’m lawning.”
[pretending to be superman] “I’m supermanning.”
[realizing his father was joking] “Daddy, you joked me.
[of food on his plate] “I’m gonna fork this.”
i. Explain what the children are doing with language. How are these utterances different from the adult norm? What do the children not know about the English language yet? On the other hand, what do the children already demonstrate knowing
about English in order to use it so creatively?
ii. Which theory of language acquisition best accounts for these data? Why?
4. Consider the following exchange taken from Braine (1971). Discuss the effectiveness Of
the father’s strategy in teaching the child. Also think about what the father’s and child’s
respective objectives are. Which theory of language acquisition does this example
refute?
Child: Want other one spoon, Daddy.
Father: You mean, you want the other spoon.
Child: Yes, I want other one spoon, please Daddy.
Father: Can you say “the other spoon”?
Child: Other … one … spoon.
Father: Say “other.”
Child: Other.
Father: “Spoon.”
Child: Spoon.
Father: “Other spoon.”
Child: Other … spoon. Now give me other one spoon.
8. The data below are from a child named Paul at the age of two. They were collected by
his father, Timothy Shopen. Consider each set of examples, and answer the questions
at the end of each section.
A. Adult Word Paul Adult Word Paul
a. sun [SAn] d. snake [nelk]
b. see [si] e. sky [kai]
c. spoon [pun] f. stop [tap]
i. State a principle that describes Paul’s pronunciation of these words. That
is, how does Paul’s pronunciation systematically differ from the adult pronunciation?
B. Adult Word Paul Adult Word Paul
g. bed [bet] w. bus [bAS]
h. wet [wet] n. buzz [bAS]
i. egg [ek] o. man [mien]
j. rake [lelk] p. door [d:)J]
k. tub [tAp] q. some [SAm]
I. soap [soup] r. boy [b:H]
ii. State another principle describing Paul’s pronunciations here. Be sure to word
your statement in a way that reflects the fact that (o)-(r) are not affected.
C. Adult Word Paul
s. laugh [l<ep]
t. off [Jp]
u. coffee [kJfi]
iii. State a third principle describing Paul’s pronunciation in this section.
Based on the principles you have seen so far, suggest how Paul would pronounce the word love.
D. Adult Word Paul Adult Word Paul
v. truck [tAk] aa. clay [keI]
w. brownie [bauni] bb. cute [kut]
x. plane [pem] CC. beautiful [butdpdl]
y. broken [boukan] dd. twig [tlk]
z. crack [k<ek]
iv. State a fourth principle describing the new aspects of Paul’s pronunciation
in these examples.
E. Adult Word Paul
ee. quick [kWlk]
ft. quack [kw<ek]
v. Do these two words illustrate an exception to the fourth principle? If so, how?
9. The data below are taken from Fasold and Connor-Linton (2006). The data show words
pronounced by different children at about the same age. Are there any sounds or sound
sequences that seem to be particularly difficult? What patterns are evident in the children’s pronunciations?
Adult Word/ Child Adult Word/ Child
a. bottle [boboJ h. key [til ]
b. [bAfm] i. duck [gAk]
c. tub [bAbJ j. water [wowo]
d. baby [bibiJ k. stop [tJp]
e. tree [til I. blanket [ba:ki]
f. candy [ka:kiJ m. doggie [gJgi]
g. banana [na:n;) n. this [dis]
10.) The children below pronounce some words differently than adults do, and differently from one another. Look at the examples of each child’s speech and determine how each will pronounce the target phrases that follow.
Child A:
Adult word Child
A. ghost (doust)
B. dog (dag)
C. cat (kaet)
D. gopher (doufer)
E. muffin (mafin)
F. pig (pig)
Child B:
Adult word Child
A. ghost (goust)
B. dog (dak)
C. cat (kaet)
D. gopher (gouf)
E. muffin (maf)
F. pig (pik)
Targets:
Go Faster
Big tummy
Good baby
15. For each word below, explain what a child has to learn about the word in order to use
it correctly.
ft. cold
b. Susan
c. you
d. bird
e. this
16. This activity is adapted from Yule (1996). Show the following list of expressions to some
friends and ask them to guess the meaning:
ft. a snow-car
a running-stick
a water-cake
a finger-brush
a pony-kid
Now compare your friends’ versions with those of a two-year-old child below (from
Clark 1993). What do the examples suggest about the nature of vocabulary acquisition?
b. [talking about a toy car completely painted white]
Child: This is a snow-car.
Parent: Why is this a snow-car?
Child: ‘Cause it’s got lots of snow on it. I can’t see the windows.
Child: This is a running stick.
Parent: A running-stick?
Child: Yes, because I run with it.
Child: [in the bath] It’s a water-cake.
Parent: Why do you call it a water-cake?
Child: I made it in the water.
Child: I bought you a toothbrush and a finger-brush.
Parent: ‘vVhat’s a finger-brush?
Child: It’s for cleaning your nails.
Child: [wearing a sun hat] I look like a pony-kid.
Parent: What’s a pony-kid?
Child: A kid who rides ponies.
17. Read the following “conversations!! between three-month-old Ann and her mother
(from Snow 1977). Which aspects of how adults talk to young children and what they
say to young children can you identify in each “conversation!!?
a. Mom: Oh you are a funny little one, aren’t you, hmm?
[pause]
Aren’t you a funny little one?
[pause]
Hmm?
b. Ann: abaabaa
Mom: Baba.
Yes, that’s you, what you are.
18. For each pair of sentences, which of the two would an adult most likely say to a young
child? Justify your answer.
a. Timmy, see the bird?
Do you see the bird?
b. You are taking a bath now.
Timmy is taking a bath now.
c. Look, the girl is eating. And now she is playing with the balL
Look, the girl is eating. And now the girl is playing with the ball.
d. That’s a birdie.
That’s a robin.
e, No, that’s a kitty, not a doggy.
No, say went, not goed.
19. Many adults use child-directed speech to speak to children, and they seem to be able to
use child-directed speech in ways that are helpful to the child. How do you think adults
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A Chinese child adopted soon after birth by a Danish family will learn Danish
You will write a paper of 3-5 pages that makes a historical argument based on the primary sources provided (1-14). Consider what you have learned from the primary sources about the American past, and answer:
In what ways did Americans’ opinions about mothers, work, and child care change and stay the same over the period 1950-2000, and what factors influenced those changes?
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As a practice scholar, the interdisciplinary team you are leading develops the below two practice questions in PICOT format to drive practice change. Select one of the practice questions and respond to the directions and discussion questions.
Practice Question 1: Does motivational interviewing during a regularly scheduled well-child visit for children between 5-19 years with a BMI of 30 and above as compared to practice as usual, influence BMI, BP, quality of life, and daily physical activity over 8-10 weeks?
· Identify the PICOT elements.
· What are key search terms identified in the practice question?
Conduct a library search using these search terms to locate a research study addressing this practice problem and consider the following.
· What is the research-evidence based intervention addressed in the study?
· What is the quantifiable outcome(s)? How will the outcome(s) be measured? What potential reliable and valid measurements/tools may be used to measure this quantifiable data?
· Is this practice question answerable within 8-10 weeks? Why or why not?
Practice Question 2: In the adult critical care population, does a research-based skin care integrity bundle, compared to standard care, influence the incidence of hospital-acquired pressure injuries over an 8-10 week time period?
· Identify the PICOT elements.
· What are key search terms identified in the practice question?
Conduct a library search using these search terms to locate a research study addressing this practice problem and consider the following.
· What is the research-evidence based intervention in the study?
· What is the quantifiable outcome(s)? How will the outcome(s) be measured? What potential reliable and valid measurements/tools may be used to measure this quantifiable data?
· Is this practice question answerable within 8-10 weeks? Why or why not?
PLEASE NOTE: The requirements for the Week 7 discussion are that you respond to one of the practice questions.
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Assignment Details: “Evil Child” Movie: The Exorcist Watch The Exorcist, what is your first impression of the movie? As an adult, what do you feel toward children after watching the movie? If you had watched this movie when you were a child, how would it have affected you? Does the movie indicate anything about the sociopolitical climate regarding having children and child-rearing practices of the time? Being works of fiction, do such movies have any bearing on the type of environment into which Generation X babies were born and by which they were shaped in their early lives? Pay attention to how the child is raised and what it does (how might nature vs. nurture be implied in these films, I wonder). Also, think about the depiction of family in these films. The suggestion here is that this horror film tapped into changing views on child-rearing and pregnancy that were widespread in social and political discourse during the years mostly associated with the trend of evil child films. How do you see that play out in the film? We still see some films like this today, but what is it about a possessed child that we find so compelling?
My first impression of the movie The Exorcistis that it would scare many people especially the children. The movie is a horror based on actual events dealing with demonic possession of a child aged 12 years, while the mother tries to get her back through exorcism conducted by two priests (Holtzclawn.d). After watching this movie it’s clear that children are vulnerable beings and do things unaware of the dangers that they might face. Additionally, children are more prone to inflicted danger and try to experiment certain things as a way of being playful and fully unaware of the consequences. If I had watched this movie as a child I will be cautious in the kind of games I play and activities I engage in. Furthermore I would grow fearing demonic possession and anything associated with board games as well as ensure that I behave morally upright since most signs of possession according to the movie are immoral acts such as stealing and use of offensive language (Susmann.d).
The movie display themes of social-political climate. During the Chris’s party there is presence of an American Senator representing American political power. Chris and her cycle also add a cultural dimension to the American political power (Cull n.d). Additionally, the demon that possesses Reagan, Father Merrin tells the people that to beware of the demon since it mixes the truth with the lies. President Nixon also argued the same concerning the American media houses indicating that they mix the truth with the lies, hence the movie brining in a socio-political climate. The socio-political climate brought by the movie indicate that during the child rearing process, parents should be able to teach their children concerning all elements associated with social-political climate in order to differentiate between the truth and the lies (Traversand Rieff 149).
The movie and the childrearing process presented in the film reflects on how the childrearing process of generation X. Parents are more dis-attached by their children activities in the film since Reagan’s parents do not notice that their child is…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. Evil Child” Movie: The Exorcist
You are focusing your attention on observation, “one of the most widely used methods of assessment” (Morrison, 2009). Observation is defined as “the intentional, systematic act of looking at the behavior of a child in a particular setting, program, or situation” (pg. 69). It might surprise you to know the number of new teachers who feel that observation is “simple” because it just involves watching. This could not be further from the truth behind what observation is. In fact, if you reread the definition provided above, you will notice the word “systematic” is used. Morrison (2009) states, “the significance and importance of critical behaviors may go undetected if observation is done casually and is limited to unsystematic looking” (pg. 69). Teachers must have a plan for how to conduct observation on any given day, but also overall in their classrooms (you will actually be tackling this very thing this week). Subsequently, another mistake in thought process is that observation is only used to determine if a child is grasping a particular skill. While this is definitely one of the functions of observation, as Wortham (2012) states, it can (and should) also be used to assess a child’s behavior and for “the teacher to get to know the child as a unique individual, rather than as a member of a group” (p. 116). As teachers and caregivers, if you strive to find concrete information out about your students to use in planning, reporting, or conferencing with families, observation is a crucial part of this! As your text shows there is a definite process to observing your students, as well as many varied types of observation. That is where your work starts for this assignment.
Next, review the resources for Anecdotal Records, the Rating Scale, and the Checklist (ANNA SMITH) provided for you within the classroom. You will use the instructions below to guide your creation of your curriculum plan based on the assessment data in the resources. Remember, this plan is to be in the form of a two- to three-page Word document that includes the following:
Introduction: Write a brief introduction that informs the reader of the topic of the assignment and its organization. Remember, an effective essay introduction tells the reader what you will discuss in your paper.
Assessment Observations: Describe the observations that you made from the data using several examples from the assessments (one to two paragraphs).
Child Observations: Describe the strengths and areas of opportunity (i.e., weaknesses) for the child based on the assessment data (three to four paragraphs).
Short-Term Goal: Explain three specific instructional decisions for a short-term goal for the child based on the data analysis (three to four paragraphs).
Long-Term Goal: Explain one specific long-term goal for the child based on the data analysis (one to two paragraphs).
Conclusion: Write a short conclusion that informs the reader of the main points from the assignment. Remember, an effective essay conclusion summarizes what you have discussed in your paper.
Writing Tips:
Use APA formatting consistently throughout the assignment, which includes citations in the body of the assignment, the title page, and references list.
Remember to reference three scholarly sources in addition to Jaruszewicz text (so four total).
Remember your paper is to be two to three pages, not including the title and references pages.
Early Childhood Observation: Assessment, Goals and Instruction Strategy
This paper is based on observation of statistical data of a kindergarten pupil, Anna Smith, offered for case study. It assesses the data to determine the child’s strengths and weaknesses with a view to determining opportunities for the child’s development. Further it lays out a long-term goal and a short-term goal for the development. Specific instructional decisions for achieving the short-term goal are also identified.
Assessment and Child Observations
Anna Smith’s overall development is as expected of children of her age (Jaruszewicz, 2012). She excels in certain areas notably social and emotional skills while there are weaknesses in such areas as language and motor skills development.
Anna’s physical development includes average gross motor skills that include standing on one foot for a few seconds, climbing and swinging. Anna has also developed good hand and finger skills where she can perform most tasks expected of the pupils, except drawing a human with a body. Further, her social and emotional development is positive and suitable; with the pupil enjoying being with friends, social activities, independence, sharing, helping and being directed. She needs more direction in terms of agreeing to rules as evident in ignoring clean-up until directed.
However, her speech and language skills need more development so that the pupil can recall part of a story, tell longer stories and use future tense. Cognitive development is average with the pupil being good at counting and identifying some colors but needing to be aware of time and everyday items as well as to differentiate resembling colors notably red and pink.
Instructionaldecisions for short-term goal
Short-term goals should lead to the achievement of the long-term goal in the school year. The goals will have conditions, defined behavior and performance criteria (Boehm and Weinberg, 2017). For Anna Smith, it is important they target specific motor, language and cognition skills.One short-term goal for Anna would be that given a classroom situation, Anna will tell a long storyeach week with 80% accuracy.
An instructional decision for the above short-term goal is to model demonstrations of short stories using gestures and motions(Conroy, Sutherland, Vo and Ogston, 2014). Similarly Anna will demonstrate her story telling. It will also involve modeling cooperation by directing using nonverbal and verbal cues.
Another instructional decision is to add challenge and to give cues to elongate Anna’s stories(Conroy, et. al, 2014)… This can be through prompts using “w” questions during the story telling e.g. “How many birds flew away? 1, 2,…” “How did they fly away?” “Where did they fly away? On top of the…”
There is also the instructional decision to provide Anna relevant information during play and social activities (Kraft, Marchand-Martella and Martella, 2003). ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
systematic act of looking at the behavior of a child
