...Clinical Assessment PSY/270 September 9, 2012 Tiffany Hamlet Clinical Assessment Information and Questions During the interview with the family I would be interested in learning more about Clara’s birth parents, and also the circumstances surrounding her adoption. I would inquire about the adoptive parents and their history. I would also ask if there have been any recent changes within the home recently. I would ask how Clara entered the home, such as being showered with extra attention and/or gifts compared to the present. I would also ask if she knew she was adopted and if so, what her feelings. Furthermore, was Clara removed from the home or simply put up for adoption? Additionally, I would ask how Clara is doing in school, and how her relationships are with her peers and teachers. I would ask if she has recently gotten a new teacher, or if her school environment has changed in any way. Assessment Tools After gathering all the important information from the parents I could determine a plan of approaching Clara and conversing with her. One form of assessment I would consider is the PAPA or Preschool Age Psychiatric Assessment. This assessment offers direct questioning of the foster parents in an effort to use diagnostic measures for the child’s pathology (Comer, 2006). This tool is appropriate in this case because this is the first time in Clara’s life she has had a structured social interaction and she could be exhibiting early signs of social phobia or...
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...and Prevention. (2014). Data and statistics. Occurrence of Down syndrome. Retrieved on February 17, 2017, from https://www.cdc.gov/ncbddd/birthdefects/downsyndrome/data.html Chen, L., Mullegama, S.S.V., Alaino, J.T. & Elsea, S.H. (2015). Smith-Magenis syndrome and its influence on development, behavior, and obesity – Own experience. Developmental Period Medicine 19 (2). 149-156. Dykens, E.M. & Smith, A.C. (1998). Distinctiveness and correlates of maladaptive behaviors in children and adolescents with Smith-Magenis syndrome. Journal of Intellectual Disability Research 42 (Pt 6). 481-489. Elon University (2015). Test and measures. Early Clinical Assessment of Balance. Retrieved on April 2, 2017 from blogs.elo.edu/ptkids2015/03/16early-clincial-assessment-of-balance Elon University (2015). Tests and measures. Pediatric Evaluation of Disability Inventory (PEDI). Retrieved on February 12, 217 from blogs.elon.edu/ptkids/category/tm-tools/19-pediatric-evaluation-of-disability-inventory-pedi/ Elsea, S.H. & Girirajan, S. (2008). Practical Genetics. Smith-Magenis syndrome. European Journal of Human Genetics 16. 412-421. doi: 10.1038/sj.ejhg.5202009 Elsea, S.H. (2011). Smith-Magenis syndrome: Haploinsufficiency of RAI1 results in altered gene regulation in neurological and metabolic pathways. Expert Review in Molecular Medicine 13: e14. doi: 10.1017/S1462399411001827 Finucane, B., Dirrigi, K.H. & Simon, E.W. (2001). Characterization of self-injurious behaviors in children...
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...Effectos of Communication on Patient Care Travis Porterfield Grand Canyon University Effectos of Communication on Patient Care The process of curing a patient requires a holistic approach which involves considerations beyond treating a disease. It warrants several skills in a doctor along with technical expertise. Studies have shown that good communication skill in a doctor improve patient’s compliance and overall satisfaction. There are certain basic principles of practicing good communication. Patient listening, empathy, and paying attention to the paraverbal and non verbal components of the communication are the important ones that are frequently neglected. Proper information about the nature, course and prognosis of the disease is important. Besides, patients and attendants should always be explained about the necessity and yield of expensive investigations and risks/benefits involved in invasive procedures. One should be extremely cautious while managing difficult encounters and breaking bad news. Formal training of the doctors in improving communication skills is necessary and has proven to improve overall outcome. (Ranjan, Kumari, & Chakrawarty, 2015, p. 1) Significant differences were found in eye gaze patterns across the groups.•Some technology use styles can engage patient more in the visit than others.•This study has implication for future EHRs which can enhance the communication.•This study has training implications for physicians for more efficient use...
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...Week 5: Confidentiality and Bioethical Issues (Nov 20 - Nov 27) Welcome to Week 5! This week, we discuss issues related to bioethics. Since the time of Hippocrates, “First Do No Harm” has been the medical mandate. It is the basic concept that drives all of the codes of ethics for the health professions. The concept is one of the first you learn in school. From this comes the duty to make ethical decisions “in the best interest of the patient.” While all medical professionals would agree that this is the goal, not all would agree on exactly what IS the best interest of the patient in a given situation. Healthcare workers—and specifically physicians—work hard to save lives. Many times, death is seen as a medical failure. Health professionals go to great lengths to preserve life with the assumption that saving the life—at all costs—is in the best interest of all patients. In the past, if that left the patient paralyzed or in a vegetative coma, it was still success - they were alive. Today, this assumption is being reconsidered as patients themselves demand to decide for themselves what is in their own best interest. Of particular interest is Oregon law which states, "an adult who is capable and has been determined by the attending doctor to be suffering from a terminal disease, and who has voluntarily expressed his or her wish to die, may make a written request for medication for the purpose of ending his or her life in a humane and dignified manner." In short, the patient can...
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...Informed Consent 1 Running Head: HUMAN SUBJECTS Human Subject’s Comprehension of Informed Consent Informed Consent 2 Statement of the Problem A primary protection of the rights of clinical research subjects revolves around the concept respect for persons and the provision of informed consent (Belmont Report, 1979). Legal and ethical policies and guidelines enforce that research participants give informed consent prior to voluntary enrollment in a research study (Code of Federal Regulations,1999). However, the informed consent process presents some major challenges for study participants and research staff. Several papers have addressed problems with the current process. Brady (2003) identifies the following issues: subject’s hesitation to ask detailed questions, variable presentation of the content, and difficulty verifying the subject’s comprehension. Also, a survey performed by Center Watch in 2002 found that 14% of subjects did not read the consent before signing it and a high percentage of volunteers admitted to not fully understanding the risks and not knowing what questions to ask. The concept of “therapeutic misconception” (Joffe, Cook, Cleary, Clark, & Weeks, 2001) in research is another problem that has received much attention in both legal and bioethics literature. It is important that potential subjects are aware that...
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...out-of-hospital cardiac arrest patients in an Australian hospital. The study design was quantitative using a cross sectional retrospective chart audit (Boyce, Bures, Czamanski, & Mitchell, 2012). Patients admitted to the intensive care unit following out-of-hospital cardiac arrest with an underlying cardiac disease over a 12 month period were considered for the sample (Boyce, Bures, Czamanski, & Mitchell, 2012). Exclusion criteria included less than 18 years of age, cardiac arrest resulting from acute cervical spine fracture, asphyxiation, acute traum or subarchnoid hemorrhage, cardiac arrest during in-patient admission, or transfer from another hospital (Boyce, Bures, Czamanski, & Mitchell, 2012). Patients were identified through clincial information systems and reviewed by an emergency department research nurse and an ICU data manger (Boyce, Bures, Czamanski, & Mitchell, 2012). A total of 106 emergency department patients were identified using this method. From this initial identification, only 42 patients met inclusion criteria, and only 33 were admitted to the intensive care unit (Boyce, Bures, Czamanski, & Mitchell, 2012). Patients were cooled by several different means including cooling blankets, cooling hat and vest, ice packs, or normal saline. The recommended cooling time was between 12 and 24 hours, reaching the designated target temperature within two hours. Following the 12 month collection period, a retrospective chart audit was completed on all patients...
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...Running head: VILLIAGE MEADOWS COMMUNITY ASSESSMENT Community Assessment of Village Meadows Elementary School Grand Canyon University Community Health October 18, 2010 Community Boundaries This community is comprised of school-aged children ranging from kindergarten and lasting up until sixth grade. The phenomological community is represented in the fact that the community members are all considered to be in elementary school. The community is made up of children with and without special needs and learning disabilities. These children live in the geopolitical area of Bell Road to the 101 Freeway, and between 19th Avenue and 25th Avenue. This area is the pre-determined area set forth by the county to represent the appropriate amount of households for the school size. The community expands and shrinks as students move into or out of this plotted area. They represent people who are mostly Caucasian and Hispanic, but there is a blend of Slavic and Middle Eastern community members. Many of the community members live in apartments or other grouped housing, and has the ability to interact outside of school as well. Assumptions The main assumptions of the community include that some of the children will be poorly educated because of the community in which it resides. It is also assumed that these children are not going to be eager about school, particularly high school and college because the percent of bachelor level families is...
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