PSY 241:MidtermTreatment (Care) Plan

 

 

Order Number			45471455714
Type of Paper			Essay
Writer Classification Level			Undergraduate
Style of Writing			MLA/APA/CHICAGO/
Sources and References			5
Number of Pages			4
Paper Instructions   Objectives: Apply textbook concepts to “real-life” situations, as a health practitioner. Demonstrateunderstanding of milestones, across multiple ages/stages, in a clinical situation. Use a client history to assess and collect relevant client information. Assess and filter pertinent, and non-pertinent, information. Accurately explain concepts in the correct domain; physical, cognitive, social, and other.   Directions (read carefully) There are some helpful videos throughout… start with this one: Tips for the Treatment Plan Exam Type directly into this document. Do not change the formatting. Use Microsoft Word only, downloaded onto your computer (not Word online or any other program). Write in full and complete sentences throughout, adding specific examples for each age/stage. The Internet can be consulted minimally (ex. medications). The textbook is the only source When citing, the page numbers are required after each answer, from the textbook. Do not include recommendations, treatments and/or solutions. Statements go under the domain they belong. A social fact = a social reason for difficulty sleeping. Apply theorists and theories from the book. Avoid subjective wording and/or words that are vague. Ex: “enough” “poor” “better” “a lot”. Use academic writing skills, punctuation, concise wording, and use quotes when a client speaks. Writing a treatment/care plan is challenging and takes continual practice.Help video: click here Write as if your care plan could be subpoenaed by a judge. Each word has meaning.   Before you begin: In each scenario, clients are presenting difficulty sleeping and/or staying asleep. As a health practitioner, you need to recognize milestones and then hypothesize to the causes for the difficulties sleeping. Understanding the normal physical, cognitive, social, and other milestones for each age/stage, may narrow down the reasons for the potential sleep problems. The client’s history needs to be considered and applied. TheScenario information may, or may not, be relevant to the sleep problem… so be careful in your assessments.   Treatment Plan Examples: 2-3 sentences only(like the Ages/Stages Charts)(cannot be duplicated) Physical: Susan (38 yrs.) is taking 3 college classes, working a full-time job, caring for her family, and providing for her aging parents (sandwich affect). Susan eats fast food 5 times a week and is experiencing digestive problems (and headaches) from the decrease in nutrients in her diet. The pain is causing a reduction in restful sleep and increasing the need for medication during the night (pg. #). Cognitive: John (9 yrs.)attempted a 500-piece Lego set and “threw a temper tantrum” in the first ten minutes of playing. His mom stated he doesn’t “positive self-talk”and demonstrates a “delay” in his complex “reasoning”. John’s delay in cognitive development may be causing interruptions in his nighttime sleep, as he is overthinking and reasoning in his sleep (pg. #). Social: Molly (14 yrs.) is frequently bullied and has begun bullying others. She states, “feeling guilty” and “sees how others are sad” by her actions. According to Kohlberg’sMoral Reasoning,Molly may be transitioning to the Conventional level, leading to “feelings of remorse” for how she treats others. The change in social dynamics and hurtful treatment toward others may be causing her nightmares. (pg. #). Emotional (Other): Smith (68 yrs.) retired six months ago, and her husband died two years ago. She “feels lonely most of the time” and is concerned about “financially supporting herself”. Her unresolved questions and feelings of “despair” may be resulting in stressful and disturbed sleep. (pg. #) Student’s full name: ______________________________ PSY 241 –  _____ (section number)   I. Treatment Plan Barry Overton:   Barry(12 yrs.) was born at 39 weeks, with no complications. His mother breastfedhim for eighteen months and stayed home with him full time. He is the olderof two children and has a 6-yr. old sister.His younger sister, Carrie, has Autism and continual health problems. Barry’s parents have been married for 18 years and attend church regularly. A year ago, the Overton’s relocated to Clayton (from CA), leaving their family and friends. The relocation was a promotion for Mr. Overton;however, he travels out of NCregularly.   Barry is an honor roll student and on the Baseball team. He is going into theseventh gradeand attending his first church camp this summer. He enjoys playing video games, playing baseball, and reading mysteries. Barry tries not to complain and/or burden his parents with his struggles.He cares for his family and knows they care for him. After school he helps his mother with Carrie, attends Baseball practice, plays video gamesand/or does homework. When Barry’s dad is out-of-town, he tends to help additionally around the house.   Barry has approached milestones with little, to no, delay since his birth. His last well-visit was normal (90% percentile), though he is slightly overweight for his age. His next well visit is in two weeks, since Barry is almost 13 years old.   Barry’s parents are very proud of him; yet, are concerned about his difficulty sleeping. They are completely baffled to the cause, since he is a model child. Barryhas no history of disorders and is not taking any prescription medications. ——————————————————————————-   Before writing Treatment plan statements, think about what you caninfer/deduce (video help)about Barry, according to his age?What can we learn about Barry, because we understand this age? Do not look at the scenario but focus on milestones, in development, for this age/stage. For this section, the goal is to understand Barry by what we can deduce about her. Write 10 facts about this age (focus on developmental milestones for a male at this age) and add specific examples.   Number 1-10. Example fact:Boys (11-12 years), in late childhood, can recall memories from when they were younger andcan retain memories from significant events (death of a grandparent, moving, first girlfriend) (pg. xx).   For B-E:For this part, the goal is to write Treatment Plan statements. Think of the mostly likely reason why Barry is having difficulty sleeping. Do not use the facts from A. For help, refer to the examples on page 1, consult the textbook, re-read the scenario, and refer to Ages/Stages Charts. These statements need to be original and apply specifically to Barry.   Write 1 Biological Treatment Plan Statement   Write 1 Cognitive Treatment Plan Statement   Write 1 Social Treatment Plan Statement   Write 1 Other (emotional, language and/or personality development) Treatment Plan Statement II. Treatment Plan James Bern:   9-month old, James, was born at 29 weeks, due tocomplicationswith his mother’s high blood pressure.James spent multiple weeks in the hospital and was released at 42 weeks gestation.James is her only child and she is unable to have more children. Mrs. Bern’s has considered adopting but wants to “wait a few more years”.   James’s mom plans to return to work, as a Lawyer, in two months.Extended family lives far away and support is minimal.Mr. Bern’s works as a Pharmacist, so they have the financial resources to either hire a nanny and/or afford preschool. However, they are unclear of what path is best for their family. They have been married for 3 years and have considered the last year the most challenging.   Mrs. Bern currently takes Diltiazem for her high blood pressure and has dietary constrictions.James alternates between breastfeeding andGerber formula.Three weeks ago, James began Stage 2 Earth’s Best baby food, for lunch, and diced banana for dinner. Mrs. Bern’s has tried to wean James from his pacifier but finds it hard when he is crying.   James sleeps in his parent’s room and has been co-sleeping since birth. James is fed every 3-4 hours (day/night),waking/crying at 1am and 4am.He has trouble staying asleep and has “fits of crying”. The family is stressed and tired, needing some relief. Mrs. Bern wants to know why James is not sleeping through the night. ——————————————————————————-   Before writing Treatment plan statements, think about what you caninfer/deduce (video help)about James, according to his age?What can we learn about James because we understand this age? Do not look at the scenario but focus on milestones, in development, for this age/stage. For this section, the goal is to understand James by what we can deduce about her. Write 10 facts about this age (focus on developmental milestones for a male at this age) and add specific examples.   Number 1-10. Example fact:9-month-old babies need an average of 12-14hours of sleep a day, which may include a 2-hour mid-day nap (pg.xx).   For B-E:For this part, the goal is to write Treatment Plan statements. Think of the mostly likely reason why James is having difficulty sleeping. Do not use the facts from A. For help, refer to the examples on page 1, consult the textbook, re-read the scenario, and refer to Ages/Stages Charts. These statements need to be original and apply specifically to James.   Write 1 Biological Treatment Plan Statement   Write 1 Cognitive Treatment Plan Statement   Write 1 Social Treatment Plan Statement   Write 1 Other (emotional, language and/or personality development) Treatment Plan Statement     Remember: Upload to Blackboard on/before the deadline. Make sure the first submission is your correct submission. SAVE your file with your name and final exam, no spaces/characters (Example: SmithFinalExam). Upload from Microsoft Word, from your desktop, not Word Online, OneDrive or SharePoint.
	Distinguished (100%)	Proficient (85%)		Basic (70%)	Below Expectations (50%)	Non-Performance (0%)
Thesis Statement	Raises the strongest   objection to the thesis presented in the assignment. The objection is strongly grounded in research and logical reasoning.	Raises a plausible objection to the thesis presented in the assignment. The objection is mostly grounded in research and logical reasoning.		Raises an objection to the thesis presented in the assignment. The objection is somewhat grounded in research and logical reasoning.	Attempts to raise an objection to the thesis presented in the assignment. The objection is minimally grounded in research and logical reasoning.	The objection to the thesis is either nonexistent or lacks the components described in the assignment instructions.
Counter Argument	Provides a strong, thorough rebuttal to the objection. The rebuttal effectively demonstrates that the thesis can withstand the objection and applies the principles of charity and accuracy.	Provides a rebuttal to the objection. The rebuttal mostly demonstrates that the thesis can withstand the objection and mostly applies the principles of charity and accuracy.		Provides a limited rebuttal to the objection. The rebuttal somewhat demonstrates that the thesis can withstand the objection and somewhat applies the principles of charity and accuracy.	Attempts to provide a rebuttal to the objection; however, the rebuttal minimally demonstrates that the thesis can withstand the objection and does not apply the principles of charity and accuracy.	The rebuttal is either nonexistent or lacks the components described in the assignment instructions.
Conclusion	Provides clear and concise closing remarks that comprehensively summarize the essay. The remarks consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem.	Provides closing remarks that summarize the essay. The remarks mostly consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are somewhat unclear.		Provides closing remarks that minimally summarizes the essay. The remarks minimally consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problems. The closing remarks are unclear and/or vague.	Attempts to provide closing remarks that summarize the essay; however, the remarks do not consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are unclear and vague.	The closing remarks are either nonexistent or lack the components described in the assignment instructions.
Written Communication: Context of and Purpose for Writing	Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.	Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.		Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.	Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics	– Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.	Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand		Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.	Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Required Formatting	Accurately uses required formatting consistently throughout the paper, title page, and reference page.	Exhibits required formatting throughout the paper. However, layout contains a few minor errors.		Exhibits limited knowledge of required formatting throughout the paper. However, layout does not meet all requirements.	Fails to exhibit basic knowledge of required formatting. There are frequent errors, making the layout difficult to distinguish as required style.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Word Requirement	The length of the paper is equivalent to the required number of words.	The length of the paper is nearly equivalent to the required number of words.		The length of the paper is equivalent to at least three quarters of the required number of words.	The length of the paper is equivalent to at least one half of the required number of words.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Resource Requirement	Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.	Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.		Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.	Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.	The assignment is either nonexistent or lacks the components described in the instructions.