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Workplace violence differ from those of your peers

Please respond to a minimum of two (2) peers. Consider the following when responding:

  • How does your personal definition of workplace diversity or workplace violence differ from those of your peers?
  • What additional suggestions or resources would you recommend to a leader or manager when fostering a culture of diversity or establishing processes to prevent workplace violence?

Please be sure to validate your opinions and ideas with citations and references.

Jena,

How would you define workplace violence? Provide examples of workplace violence from your readings, personal, or professional experience.

I would define workplace violence as any physical or non-physical threat in the workplace. “Workplace violence is any act or threat of physical violence, harassment, intimidation, or other threatening disruptive behavior that occurs at the work site. It ranges from threats and verbal abuse to physical assaults and even homicide. It can affect and involve employees, clients, customers and visitors” (OSHA, n.d.). Examples of workplace violence are physical assault, threats, verbal abuse, harassment, and intimidation. 

Are there reliable standards and clear definitions for workplace violence from a legal perspective? Do you think the definitions agree?

There are legal standards and clear definitions for workplace violence. OSHA (Occupational Safety and Health Administration) provides guidelines and regulations relating to workplace violence prevention. They define workplace violence as any act or threat of physical violence, harassment, or other threatening disruptive behavior that occurs at the work site. These guidelines outline the steps employers should take to prevent and address workplace violence, including conducting risk assessments, developing violence prevention programs, providing employee training, and implementing reporting and response procedures. In addition, each jurisdiction may have specific laws and regulations to prevent these issues. The definitions agree. 

Which regulatory bodies provide the most reliable definitions? Are there any areas that may not be clear?

OSHA provided an excellent, reliable definition. They are a federal agency in the U.S. that sets and enforces standards for workplace safety and health. They have guidelines on recognizing, preventing, and addressing workplace violence. The Health and Safety Executive (HSE) is another regulatory body in the United Kingdom responsible for promoting and enforcing workplace health, safety, and welfare. They help guide managing and preventing workplace violence. It is essential to consult the specific regulatory bodies in one’s jurisdiction for the most accurate and up-to-date information. These are two regulatory bodies that provide reliable definitions of workplace violence, and no information is unclear. 

As a leader, you are responsible for preventing workplace violence. What resources would you recommend for a leader to assist with that responsibility?

I recommend that staff do preventative training. Managers could implement this by making training sessions or online mandatory; this way, people must review the policies and learn new information. A leader should also assist with using OSHA’s provided resources. They have guidelines, training materials, and resources specifically aimed at preventing workplace violence. Their website contains extensive information on identifying risk factors, implementing preventative measures, and creating a violence prevention program. Lastly, various non-profit organizations are dedicated to promoting workplace safety and preventing violence. Examples include the NIOSH, Health and Safety Executive (HSE), and the Canadian Centre for Occupational Health and Safety (CCOHS). These organizations can provide resources, training materials, and assistance developing violence prevention programs. Leaders should consult local labor and employment laws, industry-specific guidelines, and best practices. 

Janice,

Discussion: Diversity In the Workplace

In recent years, diversity in the workplace has become a critical subject area as the workforce continues to become diverse. Understanding clearly how culture influences workplace diversity and defining workplace diversity are crucial elements for effective leadership (Morris, 2023). As a result, it is vital to define workplace diversity and evaluate its presence while concurrently analyzing the benefits and disadvantages associated with different levels of diversity.

Workplace diversity primarily focuses on individuals’ various backgrounds, such as different genders, ethnicities, ages, and experiences, working together in an organization. To analyze workplace diversity in an organization, it is critical to examine the composition of the workforce and whether it reflects a mix of these characteristics (Tamunomiebi & John-Eke, 2020). A diverse workforce has multiple advantages, including increased creativity, better problem-solving, and a broader range of perspectives. However, there can be challenges like communication barriers and potential conflicts.

Culture’s impact on the workplace can be both positive and negative. It can foster rich, enhanced ideas, customs, and values, resulting in creativity and innovation (Dolan et al., 2020). However, cultural differences may result in misunderstandings and conflicts. As a leader, it is vital to encourage open communication and mutual respect while discouraging biases and stereotypes.

To implement the national CLAS (Culturally and Linguistically Appropriate Services) standards, leaders can foster cultural competency (Uher et al., 2023), ensuring employees are trained to understand and respect different cultures. This includes offering language assistance to those who need it and addressing health disparities within the workforce.

In a nutshell, workplace diversity is about embracing differences. Organizational leaders should foster an inclusive environment where all employees are valued, regardless of background. By adhering to national CLAS standards, we can ensure culturally competent care and interactions within the healthcare setting

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The distance covered will differ greatly depending on the complexity of the environment and of the phenomena being observed

Research Project Part C: Annotated Bibliography

  • Annotated Bibliography
  • Worth 10% of final grade

Late Submission Policy

  • This assignment is subject to the Late Submission penalty policy, namely 5% per day for three days.
  • This page will close and will not allow further submissions after this Late Submission period has expired.
  • In the event of an emergency preventing you from submitting within this time frame, special permission must be obtained from your instructor. Documentation substantiating emergency is required. In such a circumstance, if the extension is granted, the professor will reopen the submission function for you on an individual basis.
  • Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle).

Instructions

Based on the topic and theoretical lens you have chosen in Unit Four, carry out a review of the literature around the topic selected and generate an annotated bibliography.

  1. Gather and assess five scholarly research articles relevant to your topic, compiling these articles into an annotated bibliography.
    • Annotated bibliographies are comprised of a brief summary of the article and a discussion and assessment of how the article will contribute to the research project.
    • These five sources must be scholarly sources of original research, such as journal articles and books.
    • Although students may use relevant course readings for their research projects, the annotated bibliographies must not include course readings.
    • Each annotated bibliography should be approximately 150 – 200 words per entry (total 750 – 1000 words).
    • Annotated bibliographies must be written according to academic standards of scholarship and referencing using APA. 
  2. There are many helpful university-based websites, including the following, to help students prepare their annotated bibliographies:
  • OWL. (n.d.). Purdue online writing lab. https://owl.english.purdue.edu/owl/resource/614/03/
  • Cornell Unversity. (n.d.). How to prepare an annotated bibliography: The annotated bibliography. http://guides.library.cornell.edu/annotatedbibliography

Evaluation

Part C will be marked in its entirety out of 100. The following rubric indicates the criteria students are to adhere to, and their relative weights to the assignment overall.

Part 1

The field excursion is intended to give students an opportunity to carry out an applied geographical research project based on observation, data recording, and analysis.

Using a field site of your own choosing, go for a walk and observe the world around you.

Plan to spend at least two hours on the excursion.

The distance covered will differ greatly depending on the complexity of the environment and of the phenomena being observed. For example,

a walk in a mixed-use urban neighbourhood might cover a number of city blocks;

observation of activity in a public square might involve little walking;

observation of activity in a shopping centre might involve considerable walking but little distance covered in overall area.

Dates and times of observations should be recorded clearly

For students living in cities or towns, observe the complexity of urban landscapes, recording things like:

what the built environment looks like,

what people are doing,

how people are interacting with each other,

how much vehicular traffic is there and of what type, etc.

How is space regulated, for example by bylaws, signage, and land use zoning?

Is it possible to get clues about the socioeconomic status of the population from the landscape?

What about other social categories, such as race, ethnicity, sex, gender, age, and class?

What about the ‘natural’ landscape?

For students in rural areas, a walk may result in very different observations than an urban walk.

What is going on in the landscape?

What can be observed about the political economy by observing the landscape?

What other information would be useful to have and how might this information be gathered?

Record your observations using a variety of tools: hand-written notes and a notebook, sketches, photography, video cameras, and so on.

Please respect local rules and people’s privacy with respect to photography and video recording.

Write and submit a field excursion report based on your observations

Reports should be mainly descriptive and should include at least five photographs and/or sketches and one location map (which appropriate citations if applicable).

Photographs, sketches, maps, or any other visual representations should be accompanied by descriptive captions according to APA formatting, including date and author, and should be referred to in the field excursion report.

Field excursion reports will be used as the first phase of the research paper to be submitted at the end of the term (1000 words).

Part B

Based on your field excursion, draw on key concepts and themes in human geography to develop a research paper topic for your Research Project. This assignment will be relatively succint (50-200 words).

Follow these steps to develop your research paper topic. Please use the space provided and do not exceed 200 words:

  1. In one sentence, state the research site. Then in one or two sentences, describe the research question or topic about that site that will form the basis of the final research paper. The site should be either the same as the field excursion site or a smaller area within the field excursion. 
  2. In one or two sentences, state the theoretical lens (or a combination of theories) that you will use to investigate your research question (e.g., nature-society relations, economic development, public space, gentrification, political geography, globalization, retail geography, de-industrialization, neoliberal urbanization, governance and regulation, etc.)

Don’t worry if you are uncertain as to which theoretical lens to use. Your instructor is here to help! The most important thing is that you carry out a geographical project that interests and challenges you.

Example

For Part A, a field excursion was done in the Glebe business area in Ottawa.

Part B.

The study site is the Lansdowne Park area in Ottawa, which is in the Glebe. The research topic is about the redevelopment of Lansdowne Park that happened starting in 2012 through a partnership with the City of Ottawa and a group of local investors, including owners of the local CFL football team. The research purpose is to investigate the rationale for and the process through which Lansdowne Park was redeveloped. The theoretical lens is neoliberal planning and governance. (73 words)

My 2nd assignment Answer

In second assignment I talked about Metrotown.

Issue- Covid-19

Theorical lens-Public space, Governance and regulations, Nature society relation.

The answer for the assignment should be in APA format

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How does the treatment planning process at your site differ from the ideal that is described in the lecture for this topic?

Treatment planning is emphasized as collaborative, but is this an ideal that is not realized in practice? How does the treatment planning process at your site differ from the ideal that is described in the lecture for this topic?

In thinking about the way my site does the treatment planning with by laying out goals and then working on those goals while in session and during case manger sessions as well. I feel that we do the same that is stated in the lecture. Due to the fact that by seeing what needs to be fixed in order to get the client in a better place. For instance if the client was working in order to change there living situation it will be stated that they will work on this goal. Even having a family session if it is needed in order to help the family understand what the client needs from them. By setting various goals it gives something for the client and the counselor to work towards. By also giving the client some space if they are not ready to work on certain things. Such as not wanting to work on trauma quite yet which is ok because it does take time for the client wanting to open up more the counselor. It is so important to not rush the client into working on trauma but it has to be known that it is so important to work on that trauma at some point in time.

My response:

Good morning Lauren

Hello Professor and Class,

I feel that treatment planning is very important and for the most part is recognized as an important part of the plan for the client, as they begin to recognize their issues and engage regarding steps to take to reach desired goals. In practice I feel that there are places that may not consider the process of collaborative planning as important, as it is a very effective in my opinion if it is utilized correctly. The treatment planning process at the site I’m currently at is very comparable to the one presented in through the lecture. The collaborative effort from the counselor and client allow the client to express the direction they desire to go, while the counselor ensures that the goals are specific, measurable, and attainable. I also like how the reading addressed the language used and the methods of explanation of the process of treatment planning, as it was explained to me at the site I’m at as a therapist it is important to be able to lay things out to the client in a manner that isn’t over their heads or demeaning.

My response:

Good morning Katrina

I believe that treatment planning is emphasized as a collaborative, this is why counselors do prior assessments to gather past and current information (depending on the assessment) regarding the client. It also reveals family history which is important when diagnosing because there are diagnoses that are hereditary such as depression, schizophrenia and alcohol and substance abuse. I believe that if treatment planning was not emphasized in our practice that things can be missed.

After reading “Using the WDEP System of Reality Therapy to Support Person-Centered Treatment planning.” I found some similarity with my site that is mentioned in this journal under clinical treatment planning such as “Treatment plan templates can be completed in an almost formulaic way by a counselor on behalf of a client, following an initial assessment/therapy session. Such completed templates are generally reviewed briefly with the client at a subsequent session and, after being signed by the client, are filed to meet insurance billing and reimbursement requirements.” (Wubboldng, Casstevens & Fulkerson, 2017).

Where I am doing my internship, they use templates for their treatment planning and we briefly follow-up with the client before they sign them. They are also reviewed to make sure they meet requirements for the individual’s insurance company. Our compliance coordinator also reviews the goals that are set and makes sure the theory we are using is appropriate, it needs to match up with what we are doing. One thing I do not like about these templates we use for treatment planning is the drop-down box we use for goals and objectives because most the time my client goals do not always match.

So, far my answer is “work with what you have, you can only do your best”.

Reference

Wubbolding, R. E., Casstevens, W. J., & Fulkerson, M. H. (2017). Using the WDEP system of reality therapy to support person-centered treatment planning. Journal of Counseling and Development, (4), 472. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=edsgsr&AN=edsgcl.507658356&site=eds-live&scope=site

My response:

Good morning Iva,

Most providers, especially those in the mental health field, use treatment plans as blueprints to guide services provided. Mental health treatment plans typically highlight important assessment information, define areas of concern, and establish concrete goals for treatment. At my worksite Clinicians gather unformation from the intake assessment that the client provides, they also inclde information the client discusses with them during the first session. Treatment plans are strenght-based and they include goals that are attainable for the client. Items included in the treatment plan include basic demographic information, psychosocial history, onset of symptoms, diagnoses (past and present), treatment history, and any other assessment information pertinent to well-being. It is pretty standard as how treatment plans are completed. I work within a system called MINDLIC and Clinicians just follow the standard questions to gather information from the psychiatrist, client history, strengths, goals, outcomes, objectives, interventions and a timeframe that the clinician feels they will be able to meet the clients need.  

My response:

Good morning Tamera

DQ#2 How do you resolve the dilemma that is created when biopsychosocial assessment clearly identifies a major problem area that the client does not wish to contemplate changing?

Re: Topic 3 DQ 2 Thinking about this question I do feel like it is important to be able to adjust your plan when the client does not feel they are ready to tackle a point of trauma in there life. I do feel like being able to let the client tell you when they are ready is key because you never want to push a client into working on something. For instance if they feel they are comfortable enough without working on there trauma then that is fine. But is also important to remind them that you are there for them when they are ready to work on it. If they do transition to IOP or another level of care and that trauma becomes something that they are ready to work on then it will be worked on. It is also key to give the client tools in order to get through those bad moments. By just reminding them that you are here for them when they are ready to talk and work on it is just important. I do feel like just making sure the client is able to be safe when something comes up is so important.

My response:

Good afternoon Lauren

Hello Professor Krupp & Class

As a counselor, it is not enough just to look a client you have to look at the client’s environment as well. A biopsychosocial interview is utilized because problems usually don’t exist in a vacuum. They all influence each other in different ways. When dealing with a client who is identified in the biopsychosocial assessment as having major problems to include alcohol, sex offences, stealing and lying, who refuse to change his way, the counselor must cultivate patience, reframe resistance, express empathy, keep calm, seek support from peers or consider terminating the therapeutic relationship. When dealing with a difficult client the counselor must first determine the client stage of readiness and the therapy should be less about making change but more about moving forward. Giving the client choices, gives the client the chance to make informed decisions and engages them in the process. Counselor should talk with the client and write the discussion down giving the client feedback while focusing on the client’s strength and paying attention to the client’s behavior.

My response:

Good evening Gloria

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Activity Based Costing (ABC) differ from traditional costing

How does Activity Based Costing (ABC) differ from traditional costing?  Which is better to allocate the cost of hospital X-ray equipment?  Why?

  Indirect costs must be allocated to assign them to activities that caused them to be incurred.  A significant indirect cost in Health Services organizations is the cost of Financial Services.  To allocate these costs would it be better to use patient revenues or the number of bills generated?  

Read the article from the link below.  This Week’s chapter is on cost allocation.  The article was written in 2011, just before the implementation of the Affordable Care Act.  With the implementation of the Affordable Care Act, is the method of cost allocation more important or less important?  Why?  

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