My Blog

Tag: Homework Solution

  • [Solved] Roch week 2 ppt

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Roch week 2 ppt ### Instructions 1. For this assignment you are going to identify a complex healthcare ethical dilemma facing the professional nurse in our multi-dimensional healthcare environment. 2. This ethical dilemma can be one that you have observed in your current practice setting or one that…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Roch week 2 ppt
    ### Instructions
    1. For this assignment you are going to identify a complex healthcare ethical dilemma facing the professional nurse in our multi-dimensional healthcare environment.
    2. This ethical dilemma can be one that you have observed in your current practice setting or one that you have observed in the literature.
    3. Once you have identified/selected the complex healthcare ethical dilemma you will conduct an in-depth exploration of the literature about the dilemma you have identified/selected.
    4. You will need to consider and identify Stakeholders relevant to the identified complex healthcare ethical dilemma so that you can explore their individual perspectives in your presentation.
    Presentation Requirements:
    Your presentation needs to include the following:
    – Introduction: (1-2 slides)
    – Define the meaning of healthcare ethics and its importance in the healthcare field.
    – Ethical Dilemma Overview: (1-2 slides)
    – Provide a brief overview of the complex healthcare ethical dilemma you have identified/selected for the purposes of the assignment.
    – Ethical Problem Analysis: (1-3 slides)
    – Discuss the ethical principles operational in the complex healthcare ethical dilemma you have identified/selected.
    – Stakeholders: (1-3 slides)
    – Identify the stakeholders relevant to the identified complex healthcare ethical dilemma and describe how values and perspectives of the stakeholders are impacted by the dilemma.
    – Conclusion: (1 slide)
    – Summarize the main points discussed in the presentation.

  • [Solved] WK5 DISCUSSION2 HP-214

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLKETE WITH 250 WORDS – ## WK5DISCUSSION2HP-214.docx **## WK5DISCUSSION2HP-214.docx** WK5 DISCUSSION2 HP-214 Medicare We have talked a lot about Medicare during this course because not only is it the largest single health care program in the U.S., but it often sets the standard of practice for ot…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    COMPLKETE WITH 250 WORDS

    – ## WK5DISCUSSION2HP-214.docx

    **## WK5DISCUSSION2HP-214.docx**

    WK5 DISCUSSION2 HP-214

    Medicare

    We have talked a lot about Medicare during this course because not only is it the largest single health care program in the U.S., but it often sets the standard of practice for other insurance groups. Using this video, review some of the features of Medicare and how Medicare has influenced health care in general.

    Articulate the main features of the Medicare plan.

    Include the following aspects in the discussion:

    · Name and describe the four parts of Medicare

    · Indicate the characteristics of people who qualify for Medicare

    · Discuss what you think are the most influential processes that Medicare

    ·
    has established

    250 WORDS

    **## WK5DISCUSSION2HP-214.docx**

    WK5 DISCUSSION2 HP-214

    Medicare

    We have talked a lot about Medicare during this course because not only is it the largest single health care program in the U.S., but it often sets the standard of practice for other insurance groups. Using this video, review some of the features of Medicare and how Medicare has influenced health care in general.

    Articulate the main features of the Medicare plan.

    Include the following aspects in the discussion:

    · Name and describe the four parts of Medicare

    · Indicate the characteristics of people who qualify for Medicare

    · Discuss what you think are the most influential processes that Medicare

    ·
    has established

    250 WORDS

  • [Solved] WK5 ASSIGNMENT HP-214

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE WITH ALL INFO PROVIDED – ## WK5LECTURE2HP-214.docx – ## WK5ASSIGNMENTHP-214.docx – ## WK5LECTUREHP-214.docx – NUCCManualWK5INFOHP-214.pdf **## WK5LECTURE2HP-214.docx** Reimbursement Methodologies – Week 5 Lecture 2 Clean vs. Dirty CMS1500/UB04 Claims A clean claim is a submitted claim witho…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    COMPLETE WITH ALL INFO PROVIDED

    – ## WK5LECTURE2HP-214.docx

    – ## WK5ASSIGNMENTHP-214.docx

    – ## WK5LECTUREHP-214.docx

    – NUCCManualWK5INFOHP-214.pdf

    **## WK5LECTURE2HP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 2

    Clean vs. Dirty CMS1500/UB04 Claims

    A clean claim is a submitted claim without any errors or other issues, including incomplete documentation that delays timely payment.

    There are several required elements for a clean claim, and medical bills are denied if elements are incomplete, illegible, or inaccurate. A clean claim meets all the following requirements:

    ·       Identifies the health professional, health facility, home health care provider or durable medical equipment provider who provided service sufficiently to verify, if necessary, affiliation status and includes any identifying numbers.

    ·       Sufficiently identifies the patient and health plan subscriber.

    ·       Lists the date and place of service.

    ·       Is a claim for covered services for an eligible individual?

    ·       If necessary, substantiates the medical necessity and appropriateness of the service provided.

    ·       If prior authorization is required for certain patient services, contains information sufficient to establish that prior authorization was obtained.

    ·       Identifies the service rendered using a generally accepted system of procedure or service coding.

    ·       Includes additional documentation based upon services rendered as reasonably required by the health plan.

    A dirty claim is a claim submitted with errors or one that requires manual processing to resolve problems or is rejected for payment.

    **## WK5ASSIGNMENTHP-214.docx**

    WK5 ASSIGNMENT HP-214

    Health Insurance Calculations – Medicare Participating Provider

    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Use the attached assignment document to complete and submit for grading.

    **Health Insurance Calculations – Medicare Participating Provider**
    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Specific tips are:

    · Participating provider receives the full amount listed on the Medicare Physician’s Fee Schedule (MPFS or PFS).

    · The copay may be paid by the patient or supplemental insurance.

    **Analyze** a scenario to determine monetary responsibility for a visit.

    Calculate the figures for each category under both scenarios.
    **Scenario 1A**
    **Calculate the following amounts for a participating provider who bills Medicare and has no deductible left.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Coinsurance amount (20% paid by)                                     $

    Medicare payment (80 percent of the PFS)                         $

    Provider write-off                                                                  $
    **Scenario 1B**
    **Calculate the following amounts for a participating provider who bills Medicare and the remaining annual deductible for the patient.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Patient pays $100 remaining on their deductible                  $

    Remaining amount for Insurance and patient to pay            $

    (PFS – $100)

    Coinsurance amount (20% of remaining amount)                $

    Total paid by patient (deductible & 20% of remaining)         $

    Medicare payment (80 percent of the remaining amount)   $

    Provider write-off

    **## WK5LECTUREHP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 1

    Medicare and Accurate Completion of the CMS-1500

    This is the last week that we will be discussing Medicare and the completion of the CMS-1500 claim form in specific terms. Medicare is a federal health insurance program that provides benefits to seniors and those with disabilities and certain illnesses. Medicare has four parts. Part A covers hospitals, nursing facilities, and home health services. Part B covers outpatient services like doctor visits, diagnostic tests, and medical equipment. Part D covers prescription drugs, and Part C, also known as Medicare Advantage, is contracted to private insurance carriers and may offer a variety of additional benefits. While Part A is typically free, Parts B, C, and D come with premiums and deductibles. General Medicare eligibility rules include individuals, or their spouses, who have worked at least 10 years in Medicare-covered employment, who are minimum of 65 years old, and are citizens or permanent residents of the United States. Individuals also qualify for coverage if they are younger than 65 and have a disability or end-stage renal disease (ESRD). The cost for beneficiaries continues to rise slightly in 2020. The standard monthly premium for Medicare Part B enrollees will be $144.60 for 2020 and has a deductible of $198. The Medicare Part A inpatient hospital deductible that beneficiaries will pay when admitted to the hospital will be $1,408 in 2020. The Part A inpatient hospital deductible covers beneficiaries’ share of costs for the first 60 days of Medicare-covered inpatient hospital care in a benefit period.

    The forms that we use to bill health insurance carriers were developed by the National Uniform Claim Committee (NUCC) which is led by the American Medical Association (AMA) with assistance from CMS. The CMS-1500, formerly known as the HCFA-1500, was for many years the universal health claim, meaning that it was accepted by most payers. HIPAA now requires electronic transmission of claims except from very small practices and those that never send any kind of electronic health care transactions. Only these providers can still mail or fax paper claims. Electronic transmission of the HIPAA claim is mandated for all other physician practices. The most current version of these forms is the 02/12 form which has been required since October 1, 2014.

    The HIPAA-mandated electronic transaction for claims form, or the 837P claim, is based on the CMS-1500 claim, which is a paper claim form. The “P” in 837P stands for professional and because this is the form required for outpatient provider services. There is also an 837I, which is used for Institutions, such as hospitals. The paper counterpart for the 837I form is the UB-04.  The information on the paper claim and on the electronic transaction is essentially the same with a few exceptions. The HIPAA claim contains data elements that are structured in the five major sections of the HIPAA 837 transaction. These five major sections include: provider information; subscriber information; payer information; claim information; and service line information. This claim contains 33 item numbers (INs), or information boxes. Item numbers 1-13 refer to the patient and the patient's insurance coverage. This information is entered based on the patient information form and the patient insurance card. Item numbers 14-33 contain information about the provider and the patient's condition, including diagnoses, procedures, and charges.

    Do not be overwhelmed by the idea that there are 33 separate instructions for each of the 33 boxes on these forms. For the most part the instructions have similar guidelines about punctuation and formatting. First, always write everything in CAPITAL letters. Insurance carriers typically use optical character recognition (OCR) to process paper CMS-1500 claim forms. This means that claims will be processed more rapidly, without excessive denials, when the forms are typewritten using black ink and in a font such as Pica 10 or 12-point typeface. Use an ink jet or laser printer rather than a dot matrix, which is more difficult for OCR systems to read. For all claims, both paper and electronic, do not use special characters, (dollar signs, decimals, dashes, asterisk, or backslashes) unless otherwise specified. All identification numbers (social security, NPI, etc.) should be written without spaces or punctuation. As difficult as it may be, because it feels lacking in specificity, do not put decimals in the ICD-10 codes. Also, it is required that the patient’s date of birth (DOB) is written using 8 digits, mm dd yyyy, with a space between month, day, and year. It is also required that the rest of the dates are consistently written as either 6 or 8-digit, but not a mix of the two. It simplifies instructions if you just choose to always use the 8-digit formatting throughout the claim form. The rest of the instructions are straightforward with the exception of how to handle claims where the provider is not a physician.

    Non-physician providers (NPP), such as Physician’s Assistants (PAs) and Nurse Practitioners (NPs), can bill under their own names and NPI and receive 85 percent of the Medicare physician fee schedule (MPFS) rate. But physicians often work with NPPs on an incident-to basis. That permits the practice to bill for services provided by an NPP and supervised by a physician at the full MPFS rate, as if the physician personally performed the service. Effectively using incident-to rules can allow a practice to enhance revenues by ensuring that much of the NPP's time rendering services is billed at a higher rate and is increasing the range of services the practice offers. To qualify for incident-to designation, the services must meet certain requirements. Some requirements include:

    ·       Must relate to a service initially performed by the physician.

    ·       Must be performed under direct supervision – when the physician is in the office suite/building.

    ·       Cannot be billed when more than 50 percent of the visit is for counseling or care coordination.

    These specific requirements only apply to Medicare, but some private insurance plans allow incident-to billing using similar rules. When billing an incident-to scenario, the supervising physician will be listed in box 17 with the NPP listed in box 24J.

    It is highly recommended that you print out and use the NUCC instruction booklet (included under assigned reading). There are high-lighted areas within the booklet. You can add extra notes for Medicare and additional insurance types when we cover them in weeks 6-8.

    The following information is designed to help you to understand and complete the assignment scenarios found this week through the end of the course. We talked about the insurance terms that are most important when billing. There was an emphasis on a provider who was in “network”, or a “participating provider.” If a provider participates with an insurance carrier, they have a written contract agreeing that they will accept the allowed amount, as determined by the insurance carrier. We are now going to add to that concept by addressing non-participating providers who may, or may not, agree to accept assignment. Essentially, “assignment” means that a provider, or supplier, agrees to accept an insurance-approved amount as full payment for covered services.

    If a provider does not have a contractual agreement and does not wish to accept what the insurance carrier allows, they are a “non-participating provider” who does not “accept assignment”. It is important to note that a provider who does not participate can still opt to accept assignment on just a particular claim or for specific services. This later provider is called a “non-participating provider” who “accepts assignment”. These terms become very important when determining the financial responsibilities for the patient, insurance carrier and the provider.

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    **## WK5LECTURE2HP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 2

    Clean vs. Dirty CMS1500/UB04 Claims

    A clean claim is a submitted claim without any errors or other issues, including incomplete documentation that delays timely payment.

    There are several required elements for a clean claim, and medical bills are denied if elements are incomplete, illegible, or inaccurate. A clean claim meets all the following requirements:

    ·       Identifies the health professional, health facility, home health care provider or durable medical equipment provider who provided service sufficiently to verify, if necessary, affiliation status and includes any identifying numbers.

    ·       Sufficiently identifies the patient and health plan subscriber.

    ·       Lists the date and place of service.

    ·       Is a claim for covered services for an eligible individual?

    ·       If necessary, substantiates the medical necessity and appropriateness of the service provided.

    ·       If prior authorization is required for certain patient services, contains information sufficient to establish that prior authorization was obtained.

    ·       Identifies the service rendered using a generally accepted system of procedure or service coding.

    ·       Includes additional documentation based upon services rendered as reasonably required by the health plan.

    A dirty claim is a claim submitted with errors or one that requires manual processing to resolve problems or is rejected for payment.

    **## WK5ASSIGNMENTHP-214.docx**

    WK5 ASSIGNMENT HP-214

    Health Insurance Calculations – Medicare Participating Provider

    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Use the attached assignment document to complete and submit for grading.

    **Health Insurance Calculations – Medicare Participating Provider**
    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Specific tips are:

    · Participating provider receives the full amount listed on the Medicare Physician’s Fee Schedule (MPFS or PFS).

    · The copay may be paid by the patient or supplemental insurance.

    **Analyze** a scenario to determine monetary responsibility for a visit.

    Calculate the figures for each category under both scenarios.
    **Scenario 1A**
    **Calculate the following amounts for a participating provider who bills Medicare and has no deductible left.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Coinsurance amount (20% paid by)                                     $

    Medicare payment (80 percent of the PFS)                         $

    Provider write-off                                                                  $
    **Scenario 1B**
    **Calculate the following amounts for a participating provider who bills Medicare and the remaining annual deductible for the patient.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Patient pays $100 remaining on their deductible                  $

    Remaining amount for Insurance and patient to pay            $

    (PFS – $100)

    Coinsurance amount (20% of remaining amount)                $

    Total paid by patient (deductible & 20% of remaining)         $

    Medicare payment (80 percent of the remaining amount)   $

    Provider write-off

    **## WK5LECTUREHP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 1

    Medicare and Accurate Completion of the CMS-1500

    This is the last week that we will be discussing Medicare and the completion of the CMS-1500 claim form in specific terms. Medicare is a federal health insurance program that provides benefits to seniors and those with disabilities and certain illnesses. Medicare has four parts. Part A covers hospitals, nursing facilities, and home health services. Part B covers outpatient services like doctor visits, diagnostic tests, and medical equipment. Part D covers prescription drugs, and Part C, also known as Medicare Advantage, is contracted to private insurance carriers and may offer a variety of additional benefits. While Part A is typically free, Parts B, C, and D come with premiums and deductibles. General Medicare eligibility rules include individuals, or their spouses, who have worked at least 10 years in Medicare-covered employment, who are minimum of 65 years old, and are citizens or permanent residents of the United States. Individuals also qualify for coverage if they are younger than 65 and have a disability or end-stage renal disease (ESRD). The cost for beneficiaries continues to rise slightly in 2020. The standard monthly premium for Medicare Part B enrollees will be $144.60 for 2020 and has a deductible of $198. The Medicare Part A inpatient hospital deductible that beneficiaries will pay when admitted to the hospital will be $1,408 in 2020. The Part A inpatient hospital deductible covers beneficiaries’ share of costs for the first 60 days of Medicare-covered inpatient hospital care in a benefit period.

    The forms that we use to bill health insurance carriers were developed by the National Uniform Claim Committee (NUCC) which is led by the American Medical Association (AMA) with assistance from CMS. The CMS-1500, formerly known as the HCFA-1500, was for many years the universal health claim, meaning that it was accepted by most payers. HIPAA now requires electronic transmission of claims except from very small practices and those that never send any kind of electronic health care transactions. Only these providers can still mail or fax paper claims. Electronic transmission of the HIPAA claim is mandated for all other physician practices. The most current version of these forms is the 02/12 form which has been required since October 1, 2014.

    The HIPAA-mandated electronic transaction for claims form, or the 837P claim, is based on the CMS-1500 claim, which is a paper claim form. The “P” in 837P stands for professional and because this is the form required for outpatient provider services. There is also an 837I, which is used for Institutions, such as hospitals. The paper counterpart for the 837I form is the UB-04.  The information on the paper claim and on the electronic transaction is essentially the same with a few exceptions. The HIPAA claim contains data elements that are structured in the five major sections of the HIPAA 837 transaction. These five major sections include: provider information; subscriber information; payer information; claim information; and service line information. This claim contains 33 item numbers (INs), or information boxes. Item numbers 1-13 refer to the patient and the patient's insurance coverage. This information is entered based on the patient information form and the patient insurance card. Item numbers 14-33 contain information about the provider and the patient's condition, including diagnoses, procedures, and charges.

    Do not be overwhelmed by the idea that there are 33 separate instructions for each of the 33 boxes on these forms. For the most part the instructions have similar guidelines about punctuation and formatting. First, always write everything in CAPITAL letters. Insurance carriers typically use optical character recognition (OCR) to process paper CMS-1500 claim forms. This means that claims will be processed more rapidly, without excessive denials, when the forms are typewritten using black ink and in a font such as Pica 10 or 12-point typeface. Use an ink jet or laser printer rather than a dot matrix, which is more difficult for OCR systems to read. For all claims, both paper and electronic, do not use special characters, (dollar signs, decimals, dashes, asterisk, or backslashes) unless otherwise specified. All identification numbers (social security, NPI, etc.) should be written without spaces or punctuation. As difficult as it may be, because it feels lacking in specificity, do not put decimals in the ICD-10 codes. Also, it is required that the patient’s date of birth (DOB) is written using 8 digits, mm dd yyyy, with a space between month, day, and year. It is also required that the rest of the dates are consistently written as either 6 or 8-digit, but not a mix of the two. It simplifies instructions if you just choose to always use the 8-digit formatting throughout the claim form. The rest of the instructions are straightforward with the exception of how to handle claims where the provider is not a physician.

    Non-physician providers (NPP), such as Physician’s Assistants (PAs) and Nurse Practitioners (NPs), can bill under their own names and NPI and receive 85 percent of the Medicare physician fee schedule (MPFS) rate. But physicians often work with NPPs on an incident-to basis. That permits the practice to bill for services provided by an NPP and supervised by a physician at the full MPFS rate, as if the physician personally performed the service. Effectively using incident-to rules can allow a practice to enhance revenues by ensuring that much of the NPP's time rendering services is billed at a higher rate and is increasing the range of services the practice offers. To qualify for incident-to designation, the services must meet certain requirements. Some requirements include:

    ·       Must relate to a service initially performed by the physician.

    ·       Must be performed under direct supervision – when the physician is in the office suite/building.

    ·       Cannot be billed when more than 50 percent of the visit is for counseling or care coordination.

    These specific requirements only apply to Medicare, but some private insurance plans allow incident-to billing using similar rules. When billing an incident-to scenario, the supervising physician will be listed in box 17 with the NPP listed in box 24J.

    It is highly recommended that you print out and use the NUCC instruction booklet (included under assigned reading). There are high-lighted areas within the booklet. You can add extra notes for Medicare and additional insurance types when we cover them in weeks 6-8.

    The following information is designed to help you to understand and complete the assignment scenarios found this week through the end of the course. We talked about the insurance terms that are most important when billing. There was an emphasis on a provider who was in “network”, or a “participating provider.” If a provider participates with an insurance carrier, they have a written contract agreeing that they will accept the allowed amount, as determined by the insurance carrier. We are now going to add to that concept by addressing non-participating providers who may, or may not, agree to accept assignment. Essentially, “assignment” means that a provider, or supplier, agrees to accept an insurance-approved amount as full payment for covered services.

    If a provider does not have a contractual agreement and does not wish to accept what the insurance carrier allows, they are a “non-participating provider” who does not “accept assignment”. It is important to note that a provider who does not participate can still opt to accept assignment on just a particular claim or for specific services. This later provider is called a “non-participating provider” who “accepts assignment”. These terms become very important when determining the financial responsibilities for the patient, insurance carrier and the provider.

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    **## WK5LECTURE2HP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 2

    Clean vs. Dirty CMS1500/UB04 Claims

    A clean claim is a submitted claim without any errors or other issues, including incomplete documentation that delays timely payment.

    There are several required elements for a clean claim, and medical bills are denied if elements are incomplete, illegible, or inaccurate. A clean claim meets all the following requirements:

    ·       Identifies the health professional, health facility, home health care provider or durable medical equipment provider who provided service sufficiently to verify, if necessary, affiliation status and includes any identifying numbers.

    ·       Sufficiently identifies the patient and health plan subscriber.

    ·       Lists the date and place of service.

    ·       Is a claim for covered services for an eligible individual?

    ·       If necessary, substantiates the medical necessity and appropriateness of the service provided.

    ·       If prior authorization is required for certain patient services, contains information sufficient to establish that prior authorization was obtained.

    ·       Identifies the service rendered using a generally accepted system of procedure or service coding.

    ·       Includes additional documentation based upon services rendered as reasonably required by the health plan.

    A dirty claim is a claim submitted with errors or one that requires manual processing to resolve problems or is rejected for payment.

    **## WK5ASSIGNMENTHP-214.docx**

    WK5 ASSIGNMENT HP-214

    Health Insurance Calculations – Medicare Participating Provider

    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Use the attached assignment document to complete and submit for grading.

    **Health Insurance Calculations – Medicare Participating Provider**
    Please review the lecture information prior to completing this task. This scenario is for a provider who contracts with Medicare. More information is available to you on pages 322-330 of your text.

    Specific tips are:

    · Participating provider receives the full amount listed on the Medicare Physician’s Fee Schedule (MPFS or PFS).

    · The copay may be paid by the patient or supplemental insurance.

    **Analyze** a scenario to determine monetary responsibility for a visit.

    Calculate the figures for each category under both scenarios.
    **Scenario 1A**
    **Calculate the following amounts for a participating provider who bills Medicare and has no deductible left.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Coinsurance amount (20% paid by)                                     $

    Medicare payment (80 percent of the PFS)                         $

    Provider write-off                                                                  $
    **Scenario 1B**
    **Calculate the following amounts for a participating provider who bills Medicare and the remaining annual deductible for the patient.**

    Submitted charge (based on provider’s regular fee)            $650

    Medicare participating physician fee schedule (PFS)          $450

    Patient pays $100 remaining on their deductible                  $

    Remaining amount for Insurance and patient to pay            $

    (PFS – $100)

    Coinsurance amount (20% of remaining amount)                $

    Total paid by patient (deductible & 20% of remaining)         $

    Medicare payment (80 percent of the remaining amount)   $

    Provider write-off

    **## WK5LECTUREHP-214.docx**

    Reimbursement Methodologies – Week 5 Lecture 1

    Medicare and Accurate Completion of the CMS-1500

    This is the last week that we will be discussing Medicare and the completion of the CMS-1500 claim form in specific terms. Medicare is a federal health insurance program that provides benefits to seniors and those with disabilities and certain illnesses. Medicare has four parts. Part A covers hospitals, nursing facilities, and home health services. Part B covers outpatient services like doctor visits, diagnostic tests, and medical equipment. Part D covers prescription drugs, and Part C, also known as Medicare Advantage, is contracted to private insurance carriers and may offer a variety of additional benefits. While Part A is typically free, Parts B, C, and D come with premiums and deductibles. General Medicare eligibility rules include individuals, or their spouses, who have worked at least 10 years in Medicare-covered employment, who are minimum of 65 years old, and are citizens or permanent residents of the United States. Individuals also qualify for coverage if they are younger than 65 and have a disability or end-stage renal disease (ESRD). The cost for beneficiaries continues to rise slightly in 2020. The standard monthly premium for Medicare Part B enrollees will be $144.60 for 2020 and has a deductible of $198. The Medicare Part A inpatient hospital deductible that beneficiaries will pay when admitted to the hospital will be $1,408 in 2020. The Part A inpatient hospital deductible covers beneficiaries’ share of costs for the first 60 days of Medicare-covered inpatient hospital care in a benefit period.

    The forms that we use to bill health insurance carriers were developed by the National Uniform Claim Committee (NUCC) which is led by the American Medical Association (AMA) with assistance from CMS. The CMS-1500, formerly known as the HCFA-1500, was for many years the universal health claim, meaning that it was accepted by most payers. HIPAA now requires electronic transmission of claims except from very small practices and those that never send any kind of electronic health care transactions. Only these providers can still mail or fax paper claims. Electronic transmission of the HIPAA claim is mandated for all other physician practices. The most current version of these forms is the 02/12 form which has been required since October 1, 2014.

    The HIPAA-mandated electronic transaction for claims form, or the 837P claim, is based on the CMS-1500 claim, which is a paper claim form. The “P” in 837P stands for professional and because this is the form required for outpatient provider services. There is also an 837I, which is used for Institutions, such as hospitals. The paper counterpart for the 837I form is the UB-04.  The information on the paper claim and on the electronic transaction is essentially the same with a few exceptions. The HIPAA claim contains data elements that are structured in the five major sections of the HIPAA 837 transaction. These five major sections include: provider information; subscriber information; payer information; claim information; and service line information. This claim contains 33 item numbers (INs), or information boxes. Item numbers 1-13 refer to the patient and the patient's insurance coverage. This information is entered based on the patient information form and the patient insurance card. Item numbers 14-33 contain information about the provider and the patient's condition, including diagnoses, procedures, and charges.

    Do not be overwhelmed by the idea that there are 33 separate instructions for each of the 33 boxes on these forms. For the most part the instructions have similar guidelines about punctuation and formatting. First, always write everything in CAPITAL letters. Insurance carriers typically use optical character recognition (OCR) to process paper CMS-1500 claim forms. This means that claims will be processed more rapidly, without excessive denials, when the forms are typewritten using black ink and in a font such as Pica 10 or 12-point typeface. Use an ink jet or laser printer rather than a dot matrix, which is more difficult for OCR systems to read. For all claims, both paper and electronic, do not use special characters, (dollar signs, decimals, dashes, asterisk, or backslashes) unless otherwise specified. All identification numbers (social security, NPI, etc.) should be written without spaces or punctuation. As difficult as it may be, because it feels lacking in specificity, do not put decimals in the ICD-10 codes. Also, it is required that the patient’s date of birth (DOB) is written using 8 digits, mm dd yyyy, with a space between month, day, and year. It is also required that the rest of the dates are consistently written as either 6 or 8-digit, but not a mix of the two. It simplifies instructions if you just choose to always use the 8-digit formatting throughout the claim form. The rest of the instructions are straightforward with the exception of how to handle claims where the provider is not a physician.

    Non-physician providers (NPP), such as Physician’s Assistants (PAs) and Nurse Practitioners (NPs), can bill under their own names and NPI and receive 85 percent of the Medicare physician fee schedule (MPFS) rate. But physicians often work with NPPs on an incident-to basis. That permits the practice to bill for services provided by an NPP and supervised by a physician at the full MPFS rate, as if the physician personally performed the service. Effectively using incident-to rules can allow a practice to enhance revenues by ensuring that much of the NPP's time rendering services is billed at a higher rate and is increasing the range of services the practice offers. To qualify for incident-to designation, the services must meet certain requirements. Some requirements include:

    ·       Must relate to a service initially performed by the physician.

    ·       Must be performed under direct supervision – when the physician is in the office suite/building.

    ·       Cannot be billed when more than 50 percent of the visit is for counseling or care coordination.

    These specific requirements only apply to Medicare, but some private insurance plans allow incident-to billing using similar rules. When billing an incident-to scenario, the supervising physician will be listed in box 17 with the NPP listed in box 24J.

    It is highly recommended that you print out and use the NUCC instruction booklet (included under assigned reading). There are high-lighted areas within the booklet. You can add extra notes for Medicare and additional insurance types when we cover them in weeks 6-8.

    The following information is designed to help you to understand and complete the assignment scenarios found this week through the end of the course. We talked about the insurance terms that are most important when billing. There was an emphasis on a provider who was in “network”, or a “participating provider.” If a provider participates with an insurance carrier, they have a written contract agreeing that they will accept the allowed amount, as determined by the insurance carrier. We are now going to add to that concept by addressing non-participating providers who may, or may not, agree to accept assignment. Essentially, “assignment” means that a provider, or supplier, agrees to accept an insurance-approved amount as full payment for covered services.

    If a provider does not have a contractual agreement and does not wish to accept what the insurance carrier allows, they are a “non-participating provider” who does not “accept assignment”. It is important to note that a provider who does not participate can still opt to accept assignment on just a particular claim or for specific services. This later provider is called a “non-participating provider” who “accepts assignment”. These terms become very important when determining the financial responsibilities for the patient, insurance carrier and the provider.

    **NUCCManualWK5INFOHP-214.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nuccmanualwk5infohp-214-pdf)

    – 1
    – 2
    – 3
    – 4

  • [Solved] Criminal Case Study

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    800 word assignment on a criminal

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    800 word assignment on a criminal

  • [Solved] M PR

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    \ 20250911_011552.jpg](https://www.sweetstudy.com/files/20250911-011552-jpg "20250911_011552.jpg") \ 20250911_012614.jpg](https://www.sweetstudy.com/files/20250911-012614-jpg "20250911_012614.jpg") \ 20250911_012807.jpg](https://www.sweetstudy.com/files/20250911-012807-jpg "20250911_012807.jpg…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    \
    20250911_011552.jpg](https://www.sweetstudy.com/files/20250911-011552-jpg "20250911_011552.jpg")
    \
    20250911_012614.jpg](https://www.sweetstudy.com/files/20250911-012614-jpg "20250911_012614.jpg")
    \
    20250911_012807.jpg](https://www.sweetstudy.com/files/20250911-012807-jpg "20250911_012807.jpg")
    \
    20250911_013352.jpg](https://www.sweetstudy.com/files/20250911-013352-jpg "20250911_013352.jpg")
    \
    20250911_013158.jpg](https://www.sweetstudy.com/files/20250911-013158-jpg "20250911_013158.jpg")

  • [Solved] Growth and Development Analysis P

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    \ GrowthandDevelopmentAnalysisPaper.png](https://www.sweetstudy.com/files/growthanddevelopmentanalysispaper-png "GrowthandDevelopmentAnalysisPaper.png")

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    \
    GrowthandDevelopmentAnalysisPaper.png](https://www.sweetstudy.com/files/growthanddevelopmentanalysispaper-png "GrowthandDevelopmentAnalysisPaper.png")

  • [Solved] Developing Categories for the Literature Review

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## DevelopingCategoriesfortheLiteratureReview.docx – ## CriticalAnnotatedBibliography12.docx **## DevelopingCategoriesfortheLiteratureReview.docx** 2 In this discussion topic, we will explore some resources that are designed to help students understand the concept of a _literature review_. Please …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## DevelopingCategoriesfortheLiteratureReview.docx

    – ## CriticalAnnotatedBibliography12.docx

    **## DevelopingCategoriesfortheLiteratureReview.docx**

    2

    In this discussion topic, we will explore some resources that are designed to help students understand the concept of a
    _literature review_. Please browse these resources and then complete the discussion post below.

    · the article by Debora F.B. Leite, Maria Auxiliadora Soares Padilha, Jose G. Cecatti, "Approaching Literature Review for Academic Purposes: The Literature Review Checklist." Please use this
    [pdf version](https://learn.umgc.edu/content/enforced/633182-003683-01-2222-OL3-7360/approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf?_&d2lSessionVal=36PUA1Nj7axqXseSn0QtaHgUX).

    · the tutorial from The University of North Carolina on writing literature reviews.  You can find this link in Content/Learning Resources for this week.

    Task:

    After reviewing the material on writing the Literature Review posted above, please return to your annotated bibliography, or your last assignment, and begin developing "categories" to help you to organize your sources. For the literature review, you will want to collect your sources into themes, or categories. There are many ways to develop categories–thematic, schools of thought, major authors, or chronological.

    **Example:** Say that my topic was on
    _women and humor_ and I wanted to develop thematic categories for my literature review. I would gather current sources from authors researching on many aspects of the topic. However, as I read them over, I might discover that several of them discuss what women's humor consists of, while others might talk about the difference between men's humor and women's humor, and still others might discuss the history of women's humor. So, I would divide them up into categories:
    _defining women's humor_,
    _men's humor versus women's humor_, and
    _the history of women's humor_.

    Post one category based on
    _your topic_ below and list at least three sources that might fill that category. Remember that some sources may fall into more than one category. Please feel free to post questions or concerns because your instructor wants to help you. Please respond generously to at least two of your classmates.

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

    **## DevelopingCategoriesfortheLiteratureReview.docx**

    2

    In this discussion topic, we will explore some resources that are designed to help students understand the concept of a
    _literature review_. Please browse these resources and then complete the discussion post below.

    · the article by Debora F.B. Leite, Maria Auxiliadora Soares Padilha, Jose G. Cecatti, "Approaching Literature Review for Academic Purposes: The Literature Review Checklist." Please use this
    [pdf version](https://learn.umgc.edu/content/enforced/633182-003683-01-2222-OL3-7360/approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf?_&d2lSessionVal=36PUA1Nj7axqXseSn0QtaHgUX).

    · the tutorial from The University of North Carolina on writing literature reviews.  You can find this link in Content/Learning Resources for this week.

    Task:

    After reviewing the material on writing the Literature Review posted above, please return to your annotated bibliography, or your last assignment, and begin developing "categories" to help you to organize your sources. For the literature review, you will want to collect your sources into themes, or categories. There are many ways to develop categories–thematic, schools of thought, major authors, or chronological.

    **Example:** Say that my topic was on
    _women and humor_ and I wanted to develop thematic categories for my literature review. I would gather current sources from authors researching on many aspects of the topic. However, as I read them over, I might discover that several of them discuss what women's humor consists of, while others might talk about the difference between men's humor and women's humor, and still others might discuss the history of women's humor. So, I would divide them up into categories:
    _defining women's humor_,
    _men's humor versus women's humor_, and
    _the history of women's humor_.

    Post one category based on
    _your topic_ below and list at least three sources that might fill that category. Remember that some sources may fall into more than one category. Please feel free to post questions or concerns because your instructor wants to help you. Please respond generously to at least two of your classmates.

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

    **## DevelopingCategoriesfortheLiteratureReview.docx**

    2

    In this discussion topic, we will explore some resources that are designed to help students understand the concept of a
    _literature review_. Please browse these resources and then complete the discussion post below.

    · the article by Debora F.B. Leite, Maria Auxiliadora Soares Padilha, Jose G. Cecatti, "Approaching Literature Review for Academic Purposes: The Literature Review Checklist." Please use this
    [pdf version](https://learn.umgc.edu/content/enforced/633182-003683-01-2222-OL3-7360/approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf?_&d2lSessionVal=36PUA1Nj7axqXseSn0QtaHgUX).

    · the tutorial from The University of North Carolina on writing literature reviews.  You can find this link in Content/Learning Resources for this week.

    Task:

    After reviewing the material on writing the Literature Review posted above, please return to your annotated bibliography, or your last assignment, and begin developing "categories" to help you to organize your sources. For the literature review, you will want to collect your sources into themes, or categories. There are many ways to develop categories–thematic, schools of thought, major authors, or chronological.

    **Example:** Say that my topic was on
    _women and humor_ and I wanted to develop thematic categories for my literature review. I would gather current sources from authors researching on many aspects of the topic. However, as I read them over, I might discover that several of them discuss what women's humor consists of, while others might talk about the difference between men's humor and women's humor, and still others might discuss the history of women's humor. So, I would divide them up into categories:
    _defining women's humor_,
    _men's humor versus women's humor_, and
    _the history of women's humor_.

    Post one category based on
    _your topic_ below and list at least three sources that might fill that category. Remember that some sources may fall into more than one category. Please feel free to post questions or concerns because your instructor wants to help you. Please respond generously to at least two of your classmates.

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

    – 1
    – 2

  • [Solved] Education Assignment 4 AM

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Assignment2.docx **## Assignment2.docx** Assignment 2 **Applied Linguistics Second Language Acquisition (20 points)** Language is extremely complex to learn and is acquired in stages and over time. There are many second language learning theories that explore the area of language acquisition. I…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Assignment2.docx

    **## Assignment2.docx**

    Assignment 2

    **Applied Linguistics Second Language Acquisition (20 points)**

    Language is extremely complex to learn and is acquired in stages and over time. There are many second language learning theories that explore the area of language acquisition.  It is important to understand how children and adults acquire a second language. For this assignment you will transcribe and analyze an interview of an English Language Learning (ELL) student regarding English language development based on linguistic principles.

    Use
    **Appendix A** in your syllabus as a format and example for this assignment.

    **This assignment has four parts:**

    **Part I. The introduction:** Include an introduction about the IELTS interviewee. In the introduction, include information about the ELL’s English proficiency, cultural background, age, the setting of the interview, and any other background information that you feel is important about the student being interviewed
    **.**

    **Part II. The interview**: Review the interview of one of the ELLs in the videos who is learning English as a second language. Both ELLs are intermediate English proficient.

    **Interview choice #1** Ali, a Saudi Arabian man (4:58 minutes)
    [https://www.youtube.com/watch?v=ZVef7Wf63bE&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=4Links to an external site.](https://www.youtube.com/watch?v=ZVef7Wf63bE&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=4)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/education-assignment-4-am-20938399)

    **Interview choice #2** Li a Chinese woman (4:22 minutes)

    [https://www.youtube.com/watch?v=gkFyWO70uGk&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=8Links to an external site.](https://www.youtube.com/watch?v=gkFyWO70uGk&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=8)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/education-assignment-4-am-20938399)

    **Interview choice #3** Constantinos a Greek Man (10:40 minutes)

    [https://www.google.com/search?q=youtube+IELTS+level+6+speaking+band&rlz=1C1GCFR_enUS1106US1106&oq=youtube+IELTS+level+6+speaking+band&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQRRhA0gEIOTk5MmowajmoAgCwAgE&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:652cdd98,vid:mZF0irCXLTQ,st:0Links to an external site.](https://www.google.com/search?q=youtube+IELTS+level+6+speaking+band&rlz=1C1GCFR_enUS1106US1106&oq=youtube+IELTS+level+6+speaking+band&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQRRhA0gEIOTk5MmowajmoAgCwAgE&sourceid=chrome&ie=UTF-8)

    **Interview choice #4** Ming/Olivia a Chinese woman (3:56 minutes)

    [https://www.youtube.com/watch?v=hZQbh5qMK_ALinks to an external site.](https://www.youtube.com/watch?v=hZQbh5qMK_A)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/education-assignment-4-am-20938399)

    Make sure you write down
    **exactly** what the ELL says, including all errors.  Do your best to spell words that are mispronounced. Use the following format:

    **Interviewer**: (Write what the interviewer says…)

    **ELL**: (Write what the ELL says…)

    **Part III. Analysis**: Use Appendix A for the analysis of the English language errors. Analyze the student’s recorded speech for errors of phonology, morphology, syntax, and semantics.

    **Part IV. Conclusion:** Write a conclusion of your ELL’s language transcription that summarizes your findings and makes suggestions for the ELL’s continued English language acquisition. What are the ELL’s next steps for learning the English language?

    **Rubric**

    **Applied Linguistics Second Language Acquisition (20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 15 points** | **Met**<br>**16 – 18 points** | **Exceeded**<br>**19- 20 points** |
    | **Introduc-**<br>**tion**<br>(2 points) | An introduction about the ELL is not completed. | An introduction about the ELL is included. Some information about the ELLs English proficiency, cultural background, age, the setting of the interview, about the student being interviewed is included. | A clear and comprehensive introduction about the ELL is included. All information about the ELLs English proficiency, cultural background, age, the setting of the interview, and any other important background information about the ELL being interviewed is written. |
    | **Interview**<br>(6 points) | An interview of one of the two ELLs on the video link in the assignment directions was not included. | An interview of one of the two ELLs on the video link in the assignment directions was included. The interview was transcribed but there may be some errors or missing information. The correct format is used. | An interview of one of the two ELLs on the video link in the assignment directions was included. The interview was transcribed with no errors or missing information. The correct format for the interview is used. |
    | **Analysis**<br>(6 points) | Most grammatical subsystems listed in Appendix A are not assigned and the analysis is incorrect or incomplete. | Most grammatical subsystems listed in Appendix A are assigned at least once in the interview.  Most of the analyses of errors are correct. | All grammatical subsystems listed in Appendix A are assigned at least once in the interview. The analysis of errors is correct and clearly stated. |
    | **Conclusion**<br>(2 points) | A conclusion that summarizes the findings of the interview and analysis is not included. | A conclusion that summarizes the findings of the interview and analysis is included. | A clear and comprehensive conclusion that summarizes the findings of the interview and analysis is included. Next steps for English learning and instruction for the ELL are listed. |
    | **Writing format**<br>(2 points) | The assignment is not well organized. There are numerous errors in APA format and NSU style guide throughout the paper. | The written report includes an introduction, interview, analysis, and conclusion. There are some minor errors in APA format and NSU style guide requirements throughout the paper. The assignment may not be submitted on time. | APA format and NSU style guide requirements are correctly used throughout the paper. The written report includes an introduction, interview, analysis, and conclusion. The assignment is submitted on time. |

    ## image1.png

    **## Assignment2.docx**

    Assignment 2

    **Applied Linguistics Second Language Acquisition (20 points)**

    Language is extremely complex to learn and is acquired in stages and over time. There are many second language learning theories that explore the area of language acquisition.  It is important to understand how children and adults acquire a second language. For this assignment you will transcribe and analyze an interview of an English Language Learning (ELL) student regarding English language development based on linguistic principles.

    Use
    **Appendix A** in your syllabus as a format and example for this assignment.

    **This assignment has four parts:**

    **Part I. The introduction:** Include an introduction about the IELTS interviewee. In the introduction, include information about the ELL’s English proficiency, cultural background, age, the setting of the interview, and any other background information that you feel is important about the student being interviewed
    **.**

    **Part II. The interview**: Review the interview of one of the ELLs in the videos who is learning English as a second language. Both ELLs are intermediate English proficient.

    **Interview choice #1** Ali, a Saudi Arabian man (4:58 minutes)
    [https://www.youtube.com/watch?v=ZVef7Wf63bE&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=4Links to an external site.](https://www.youtube.com/watch?v=ZVef7Wf63bE&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=4)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/education-assignment-4-am-20938399)

    **Interview choice #2** Li a Chinese woman (4:22 minutes)

    [https://www.youtube.com/watch?v=gkFyWO70uGk&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=8Links to an external site.](https://www.youtube.com/watch?v=gkFyWO70uGk&list=PLsuhejYkZ347SSZIRO-bh5t0aiDl5lNO5&index=8)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/education-assignment-4-am-20938399)

    **Interview choice #3** Constantinos a Greek Man (10:40 minutes)

    [https://www.google.com/search?q=youtube+IELTS+level+6+speaking+band&rlz=1C1GCFR_enUS1106US1106&oq=youtube+IELTS+level+6+speaking+band&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQRRhA0gEIOTk5MmowajmoAgCwAgE&sourceid=chrome&ie=UTF-8#fpstate=ive&vld=cid:652cdd98,vid:mZF0irCXLTQ,st:0Links to an external site.](https://www.google.com/search?q=youtube+IELTS+level+6+speaking+band&rlz=1C1GCFR_enUS1106US1106&oq=youtube+IELTS+level+6+speaking+band&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQRRhA0gEIOTk5MmowajmoAgCwAgE&sourceid=chrome&ie=UTF-8)

    **Interview choice #4** Ming/Olivia a Chinese woman (3:56 minutes)

    [https://www.youtube.com/watch?v=hZQbh5qMK_ALinks to an external site.](https://www.youtube.com/watch?v=hZQbh5qMK_A)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/education-assignment-4-am-20938399)

    Make sure you write down
    **exactly** what the ELL says, including all errors.  Do your best to spell words that are mispronounced. Use the following format:

    **Interviewer**: (Write what the interviewer says…)

    **ELL**: (Write what the ELL says…)

    **Part III. Analysis**: Use Appendix A for the analysis of the English language errors. Analyze the student’s recorded speech for errors of phonology, morphology, syntax, and semantics.

    **Part IV. Conclusion:** Write a conclusion of your ELL’s language transcription that summarizes your findings and makes suggestions for the ELL’s continued English language acquisition. What are the ELL’s next steps for learning the English language?

    **Rubric**

    **Applied Linguistics Second Language Acquisition (20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 15 points** | **Met**<br>**16 – 18 points** | **Exceeded**<br>**19- 20 points** |
    | **Introduc-**<br>**tion**<br>(2 points) | An introduction about the ELL is not completed. | An introduction about the ELL is included. Some information about the ELLs English proficiency, cultural background, age, the setting of the interview, about the student being interviewed is included. | A clear and comprehensive introduction about the ELL is included. All information about the ELLs English proficiency, cultural background, age, the setting of the interview, and any other important background information about the ELL being interviewed is written. |
    | **Interview**<br>(6 points) | An interview of one of the two ELLs on the video link in the assignment directions was not included. | An interview of one of the two ELLs on the video link in the assignment directions was included. The interview was transcribed but there may be some errors or missing information. The correct format is used. | An interview of one of the two ELLs on the video link in the assignment directions was included. The interview was transcribed with no errors or missing information. The correct format for the interview is used. |
    | **Analysis**<br>(6 points) | Most grammatical subsystems listed in Appendix A are not assigned and the analysis is incorrect or incomplete. | Most grammatical subsystems listed in Appendix A are assigned at least once in the interview.  Most of the analyses of errors are correct. | All grammatical subsystems listed in Appendix A are assigned at least once in the interview. The analysis of errors is correct and clearly stated. |
    | **Conclusion**<br>(2 points) | A conclusion that summarizes the findings of the interview and analysis is not included. | A conclusion that summarizes the findings of the interview and analysis is included. | A clear and comprehensive conclusion that summarizes the findings of the interview and analysis is included. Next steps for English learning and instruction for the ELL are listed. |
    | **Writing format**<br>(2 points) | The assignment is not well organized. There are numerous errors in APA format and NSU style guide throughout the paper. | The written report includes an introduction, interview, analysis, and conclusion. There are some minor errors in APA format and NSU style guide requirements throughout the paper. The assignment may not be submitted on time. | APA format and NSU style guide requirements are correctly used throughout the paper. The written report includes an introduction, interview, analysis, and conclusion. The assignment is submitted on time. |

    ## image1.png

  • [Solved] 1. Developing Categories for the Literature Review and 2. Applying the Spider Diagram

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## 1DevelopingCategoriesfortheLiteratureReviewand2ApplyingtheSpiderDiagram.docx – ## CriticalAnnotatedBibliography12.docx – approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf **## 1DevelopingCategoriesfortheLiteratureReviewand2ApplyingtheSpiderDiagram.docx** 4 **THIS ASSIGN…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## 1DevelopingCategoriesfortheLiteratureReviewand2ApplyingtheSpiderDiagram.docx

    – ## CriticalAnnotatedBibliography12.docx

    – approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf

    **## 1DevelopingCategoriesfortheLiteratureReviewand2ApplyingtheSpiderDiagram.docx**

    4

    **THIS ASSIGNMENT IS TWO IN ONE. Also I will attach the previous Critical annotated Biography assignment you did before and the PDF**

    | | | | |
    | — | — | — | — |
    | **We will explore some resources that are designed to help students understand the concept of a**<br>**_literature review_. Please browse these resources and then complete the discussion post below.**<br>· <br>**the article by Debora F.B. Leite, Maria Auxiliadora Soares Padilha, Jose G. Cecatti, "Approaching Literature Review for Academic Purposes: The Literature Review Checklist." Please use this** [**pdf version**](https://learn.umgc.edu/content/enforced/633182-003683-01-2222-OL3-7360/approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf?_&d2lSessionVal=36PUA1Nj7axqXseSn0QtaHgUX) **.**<br>· <br>**the tutorial from The University of North Carolina on writing literature reviews.  You can find this link in Content/Learning Resources for this week.**<br>· <br>**the tutorial from UMGC's Effective Writing Center on writing the literature review.  You can find this link in Content/Learning Resources for this week.**<br>**Task:**<br>**After reviewing the material on writing the Literature Review posted above, please return to your annotated bibliography, or your last assignment, and begin developing "categories" to help you to organize your sources. For the literature review, you will want to collect your sources into themes, or categories. There are many ways to develop categories–thematic, schools of thought, major authors, or chronological.**<br>**Example: Say that my topic was on**<br>**_women and humor_ and I wanted to develop thematic categories for my literature review. I would gather current sources from authors researching on many aspects of the topic. However, as I read them over, I might discover that several of them discuss what women's humor consists of, while others might talk about the difference between men's humor and women's humor, and still others might discuss the history of women's humor. So, I would divide them up into categories:**<br>**_defining women's humor_,**<br>**_men's humor versus women's humor_, and**<br>**_the history of women's humor_.**<br>**Post one category based on**<br>**_your topic_ below and list at least three sources that might fill that category. Remember that some sources may fall into more than one category.** | | | |
    | [**Week 5, Discussion 2 — Applying the Spider Diagram**](https://learn.umgc.edu/d2l/le/1387508/discussions/topics/5094785/View)<br>**).**<br>**\_\_\___________________**<br>**You can use a**<br>**_spider diagram_ to help you to structure your discussion of sources for writing assignments #3 and #4. It can also help you to identify gaps and unanswered questions.**<br>**A spider diagram is a visual tool usually used for planning your writing. However, you can also use it for evaluating and thinking about a topic in detail.**<br>**To use the spider diagram, please print out your draft of your last assignment. Then place a piece of paper in front of you and complete the tasks listed below.**<br>**_For more information on the Spider Diagram, please visit the link in the Learning Resources in this week's Content, Spider Diagrams._**<br>**Task :**<br>· <br>**Write your topic or title in the center of a piece of paper. Draw a circle around it.**<br>· <br>**Draw a "leg" from the central "body" of your topic towards the top right hand corner of the page. Label this "leg" with the first topic/category that you dealt with in your last assignment.**<br>· <br>**Add more legs moving clockwise around the page until all the sections have been included, with the final one being somewhere near the top left of the page.**<br>· <br>**Now divide each "leg" up into smaller "legs" with all the points that you made in each section. (Again work clockwise from the top left so that the sequence of ideas is maintained).**<br>· <br>**Finally, please be sure that one section is devoted to identifying any gaps or niches in the research on your topic that you've discovered so far. For example, a lack of longterm studies on veterans with PTSD or studies on female video game players.**<br>· <br>**You may have to redraw your spider diagram several times until you find a structure that works for you. However, the result should help you decide the best categories for your essay–as well as what's missing. Please post your spider diagram below.** | | | |

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

    **approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/approachingliteraturereviewsacademicweek51-s2-0-s1807593222007438-main-pdf-10396445)

    **approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/approachingliteraturereviewsacademicweek51-s2-0-s1807593222007438-main-pdf-10396445)

    **## 1DevelopingCategoriesfortheLiteratureReviewand2ApplyingtheSpiderDiagram.docx**

    4

    **THIS ASSIGNMENT IS TWO IN ONE. Also I will attach the previous Critical annotated Biography assignment you did before and the PDF**

    | | | | |
    | — | — | — | — |
    | **We will explore some resources that are designed to help students understand the concept of a**<br>**_literature review_. Please browse these resources and then complete the discussion post below.**<br>· <br>**the article by Debora F.B. Leite, Maria Auxiliadora Soares Padilha, Jose G. Cecatti, "Approaching Literature Review for Academic Purposes: The Literature Review Checklist." Please use this** [**pdf version**](https://learn.umgc.edu/content/enforced/633182-003683-01-2222-OL3-7360/approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf?_&d2lSessionVal=36PUA1Nj7axqXseSn0QtaHgUX) **.**<br>· <br>**the tutorial from The University of North Carolina on writing literature reviews.  You can find this link in Content/Learning Resources for this week.**<br>· <br>**the tutorial from UMGC's Effective Writing Center on writing the literature review.  You can find this link in Content/Learning Resources for this week.**<br>**Task:**<br>**After reviewing the material on writing the Literature Review posted above, please return to your annotated bibliography, or your last assignment, and begin developing "categories" to help you to organize your sources. For the literature review, you will want to collect your sources into themes, or categories. There are many ways to develop categories–thematic, schools of thought, major authors, or chronological.**<br>**Example: Say that my topic was on**<br>**_women and humor_ and I wanted to develop thematic categories for my literature review. I would gather current sources from authors researching on many aspects of the topic. However, as I read them over, I might discover that several of them discuss what women's humor consists of, while others might talk about the difference between men's humor and women's humor, and still others might discuss the history of women's humor. So, I would divide them up into categories:**<br>**_defining women's humor_,**<br>**_men's humor versus women's humor_, and**<br>**_the history of women's humor_.**<br>**Post one category based on**<br>**_your topic_ below and list at least three sources that might fill that category. Remember that some sources may fall into more than one category.** | | | |
    | [**Week 5, Discussion 2 — Applying the Spider Diagram**](https://learn.umgc.edu/d2l/le/1387508/discussions/topics/5094785/View)<br>**).**<br>**\_\_\___________________**<br>**You can use a**<br>**_spider diagram_ to help you to structure your discussion of sources for writing assignments #3 and #4. It can also help you to identify gaps and unanswered questions.**<br>**A spider diagram is a visual tool usually used for planning your writing. However, you can also use it for evaluating and thinking about a topic in detail.**<br>**To use the spider diagram, please print out your draft of your last assignment. Then place a piece of paper in front of you and complete the tasks listed below.**<br>**_For more information on the Spider Diagram, please visit the link in the Learning Resources in this week's Content, Spider Diagrams._**<br>**Task :**<br>· <br>**Write your topic or title in the center of a piece of paper. Draw a circle around it.**<br>· <br>**Draw a "leg" from the central "body" of your topic towards the top right hand corner of the page. Label this "leg" with the first topic/category that you dealt with in your last assignment.**<br>· <br>**Add more legs moving clockwise around the page until all the sections have been included, with the final one being somewhere near the top left of the page.**<br>· <br>**Now divide each "leg" up into smaller "legs" with all the points that you made in each section. (Again work clockwise from the top left so that the sequence of ideas is maintained).**<br>· <br>**Finally, please be sure that one section is devoted to identifying any gaps or niches in the research on your topic that you've discovered so far. For example, a lack of longterm studies on veterans with PTSD or studies on female video game players.**<br>· <br>**You may have to redraw your spider diagram several times until you find a structure that works for you. However, the result should help you decide the best categories for your essay–as well as what's missing. Please post your spider diagram below.** | | | |

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

    **approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/approachingliteraturereviewsacademicweek51-s2-0-s1807593222007438-main-pdf-10396445)

    **## 1DevelopingCategoriesfortheLiteratureReviewand2ApplyingtheSpiderDiagram.docx**

    4

    **THIS ASSIGNMENT IS TWO IN ONE. Also I will attach the previous Critical annotated Biography assignment you did before and the PDF**

    | | | | |
    | — | — | — | — |
    | **We will explore some resources that are designed to help students understand the concept of a**<br>**_literature review_. Please browse these resources and then complete the discussion post below.**<br>· <br>**the article by Debora F.B. Leite, Maria Auxiliadora Soares Padilha, Jose G. Cecatti, "Approaching Literature Review for Academic Purposes: The Literature Review Checklist." Please use this** [**pdf version**](https://learn.umgc.edu/content/enforced/633182-003683-01-2222-OL3-7360/approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf?_&d2lSessionVal=36PUA1Nj7axqXseSn0QtaHgUX) **.**<br>· <br>**the tutorial from The University of North Carolina on writing literature reviews.  You can find this link in Content/Learning Resources for this week.**<br>· <br>**the tutorial from UMGC's Effective Writing Center on writing the literature review.  You can find this link in Content/Learning Resources for this week.**<br>**Task:**<br>**After reviewing the material on writing the Literature Review posted above, please return to your annotated bibliography, or your last assignment, and begin developing "categories" to help you to organize your sources. For the literature review, you will want to collect your sources into themes, or categories. There are many ways to develop categories–thematic, schools of thought, major authors, or chronological.**<br>**Example: Say that my topic was on**<br>**_women and humor_ and I wanted to develop thematic categories for my literature review. I would gather current sources from authors researching on many aspects of the topic. However, as I read them over, I might discover that several of them discuss what women's humor consists of, while others might talk about the difference between men's humor and women's humor, and still others might discuss the history of women's humor. So, I would divide them up into categories:**<br>**_defining women's humor_,**<br>**_men's humor versus women's humor_, and**<br>**_the history of women's humor_.**<br>**Post one category based on**<br>**_your topic_ below and list at least three sources that might fill that category. Remember that some sources may fall into more than one category.** | | | |
    | [**Week 5, Discussion 2 — Applying the Spider Diagram**](https://learn.umgc.edu/d2l/le/1387508/discussions/topics/5094785/View)<br>**).**<br>**\_\_\___________________**<br>**You can use a**<br>**_spider diagram_ to help you to structure your discussion of sources for writing assignments #3 and #4. It can also help you to identify gaps and unanswered questions.**<br>**A spider diagram is a visual tool usually used for planning your writing. However, you can also use it for evaluating and thinking about a topic in detail.**<br>**To use the spider diagram, please print out your draft of your last assignment. Then place a piece of paper in front of you and complete the tasks listed below.**<br>**_For more information on the Spider Diagram, please visit the link in the Learning Resources in this week's Content, Spider Diagrams._**<br>**Task :**<br>· <br>**Write your topic or title in the center of a piece of paper. Draw a circle around it.**<br>· <br>**Draw a "leg" from the central "body" of your topic towards the top right hand corner of the page. Label this "leg" with the first topic/category that you dealt with in your last assignment.**<br>· <br>**Add more legs moving clockwise around the page until all the sections have been included, with the final one being somewhere near the top left of the page.**<br>· <br>**Now divide each "leg" up into smaller "legs" with all the points that you made in each section. (Again work clockwise from the top left so that the sequence of ideas is maintained).**<br>· <br>**Finally, please be sure that one section is devoted to identifying any gaps or niches in the research on your topic that you've discovered so far. For example, a lack of longterm studies on veterans with PTSD or studies on female video game players.**<br>· <br>**You may have to redraw your spider diagram several times until you find a structure that works for you. However, the result should help you decide the best categories for your essay–as well as what's missing. Please post your spider diagram below.** | | | |

    **## CriticalAnnotatedBibliography12.docx**

    4

    **Critical Annotated Bibliography**

    Student

    Institution

    Course

    Tutor

    Date

    **Stress Management and the Clinical Interventions in Psychology**

    Boucher, E., Ward, H., Miles, C., Henry, R. D., & Stoeckl, S. E. (2024). Effects of a digital mental health intervention on perceived stress and rumination in adolescents aged 13 to 17: A randomized controlled trial (Preprint).
    _JMIR. Journal of Medical Internet Research/Journal of Medical Internet Research_,
    _26_. https://doi.org/10.2196/54282

    This study sought to evaluate the efficacy of an online mental health intervention, Happify for Teens, for stress management and reducing rumination among adolescents. The intervention showed a significant reduction in perceived stress and rumination in the treatment group compared to the waitlist group over 12 weeks. The program, which is based on CBT, mindfulness, and positive psychology, was well-received and suggests that digital interventions could be a convenient and scalable mental health solution for adolescents. Despite these positive results, the study indicates that it is still unclear how the program impacts long-term mental health and that further investigation is warranted. The intervention's digital characteristics constitute one avenue by which adolescent mental health services could be expanded. This article largely contains my research. It offers insights into how digital tools can intervene in transdiagnostic risk factors, such as stress and rumination, which are key areas in clinical psychology for adolescent mental health outcomes.

    Cuijpers, P., Pineda, B. S., Quero, S., Karyotaki, E., Struijs, S. Y., Figueroa, C. A., … & Muñoz, R. F. (2021). Psychological interventions to prevent the onset of depressive disorders: a meta-analysis of randomized controlled trials.
    _Clinical Psychology Review_, 83. https://doi.org/10.1016/j.cpr.2020.101955

    The current meta-analytic study explores the effectiveness of psychological intervention in the onset of depressive disorders, offering analyses for persons with no diagnosis of depression at baseline. The synthesis was drawn from 50 random controlled trials which in total draw over 14,000 subjects. The study inferred that psychological preventive interventions, indicated chiefly cognitive-behavioral therapy, would prevent 19% of the development of depression. As such, psychological interventions appear to be useful in preventing disorders such as depression, especially in well-defined risk groups such as persons with a family history of depression or persons currently putting a lot of stress on themselves. The study presumes these interventions as being effective for short-term prevention, whereas their long-term effect is yet to be established. While the study is quite large and employs good methodology, they note the effect might differ, based on the patient’s initial risk and the intervention provided. The article will hold great importance in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression, in my research into the prevention of mental disorders, especially in parallel with understanding how early intervention reduces the burden of depression and will provide feedback into the future practice of clinicians in mental health prevention.

    Duagi, D., Carter, B., Farrelly, M., Lisk, S., Shearer, J., Byford, S., James, K., & Brown, J. (2024). Long-term effects of psychosocial interventions for adolescents on depression and anxiety: a systematic review and meta-analysis.
    _EClinicalMedicine_,
    _68_. https://doi.org/10.1016/j.eclinm.2023.102382

    The systematic review and meta-analysis aim to investigate how psychosocial interventions influence the long-term management of adolescent depression and anxiety. A sum of 57 studies with a combined sample size of 46,678 was introduced into the analysis. According to the findings, psychosocial interventions generated slight but sustained decreases in depressive symptoms up to two years after follow-up. The changes in anxiety symptoms were negligible, however. The study emphasized that interventions with more potent effects were provided by trained mental health professionals, particularly when the intervention was targeted. While presenting promising prevention effects for adolescent depression, this study also emphasized the need to improve access to such services, primarily through schools. This study is of immense importance given its broad scope: both universal and targeted interventions, which thus provide a panoramic perspective on how adolescent mental health may be affected by different approaches. However, due to the nonsignificant findings for anxiety, its implementations for handling broader adolescent mental health problems are limited. The article will shed light on incorporating psychosocial interventions into mental health prevention strategies for children and adolescents in clinical and school-based domains.

    Fazia, T., Bubbico, F., Nova, A., Chiara Buizza, Cela, H., Iozzi, D., Beril Calgan, Maggi, F., Floris, V., Sutti, I., Bruno, S., Ghilardi, A., & Bernardinelli, L. (2023). Improving stress management, anxiety, and mental well-being in medical students through an online Mindfulness-Based Intervention: a randomized study.
    _Scientific Reports_,
    _13_(1). https://doi.org/10.1038/s41598-023-35483-z

    This randomized trial examines the efficacy of an online Mindfulness-Based Intervention to reduce stress and anxiety among medical students. The intervention combined mindfulness exercises, yoga, and dietary advice. There were significant improvements in mental well-being, emotional regulation, and stress management in the intervention group compared to the control subjects. The results thus suggest that interventions to develop mindfulness skills in individuals, mainly through an online user-friendly program, can effectively reduce stress and build emotional resilience in high-stress academic settings like medical school. The study fills a gap in the literature by studying issues unique to medical students, among whom high stress levels are nearly constant. While the research was intense in its well-defined methods and meaningful results, its limitations were the relatively short follow-up period and bias in the self-reported measurement sources. This study is germane to research in clinical psychology, especially in stressing online-based interventions as accessible means for managing stress and emotional well-being among students and practitioners in high-pressure environments.

    Rogerson, O., Wilding, S., Prudenzi, A., & O’Connor, D. B. (2023). Effectiveness of stress management interventions to change cortisol levels: a systematic review and meta-analysis.
    _Psychoneuroendocrinology_,
    _159_(159).
    [https://doi.org/10.1016/j.psyneuen.2023.106415](https://doi.org/10.1016/j.psyneuen.2023.106415)

    The authors conducted a systematic review and meta-analysis of psychological interventions on salivary cortisol (primary stress hormone) by considering 58 trials and 3,508 participants. Mindfulness and relaxation exercises showed a medium positive effect size favoring a decrease in cortisol, with mind-body and talking therapies showing a lesser effect. The interventions with active control groups showed larger effects than those with passive controls as well. As previously mentioned, mindfulness, most notably psychological interventions, helps reduce the physiological stress response, which further emphasizes the data's role in cortisol as a biological marker of stress. The authors noted the citations of the article might reflect the impact of methodological differences in non-pharmaceutical forms of cortisol measurement due to differences in the sample types (blood, saliva, hair, etc.). This article is pertinent to my purview on stress management in clinical environments as it aids in understanding the physiological grounding through which certain interventions deliver their impact. Therefore, how cortisol is regulated will be critical to understanding evidence-based clinical psychology approaches to managing stress

    **approachingliteraturereviewsacademicweek51-s2.0-S1807593222007438-main.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/approachingliteraturereviewsacademicweek51-s2-0-s1807593222007438-main-pdf-10396445)

    – 1
    – 2
    – 3

  • [Solved] Module 5 Discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Module5Discussion.docx **## Module5Discussion.docx** Module 5 MSL 680 Module Five Lecture Notes and Discussion Questions **Module 5** Discussion topics include: 1. Follower motivation and satisfaction 2. Groups versus teams Assignments for Session 5 include: 1. Text: Chapters 9-12 Chapter 9 …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Module5Discussion.docx

    **## Module5Discussion.docx**

    Module 5

    MSL 680
    Module Five Lecture Notes and Discussion Questions

    **Module 5**

    Discussion topics include:
    1.    Follower motivation and satisfaction
    2.    Groups versus teams

    Assignments for Session 5 include:
    1.    Text: Chapters 9-12

    Chapter 9 deals with the very important topic of motivation.  This topic is quite complex and is usually covered in an organizational behavior class. Since this is a leadership course, the focus on motivation should be on how leaders can motivate their followers.  One way of looking at this is how leaders develop excellent followers.

    Chapter 10 deals with Satisfaction and Engagement, and Chapter 11 deals with follower Potential. No lecture notes are provided for these two chapters but please take some time to read these chapter.

    Chapter 12 deals with groups and teams. The latter have become extremely important as in today’s organizations. At the most basic level, you need to understand group dynamics.
    To understand how people work together in groups effectively, you ought to know some of the major group characteristics and the effects they have on group interaction.  You should also understand that all groups go through a predictable progression of development.   The Four Developmental Stages of Groups are: forming, storming, norming, and performing. This section of the lecture notes examines four of the most important characteristics of groups: roles, norms, cohesion, and group size.

    **Roles:**    A “role” is an expected behavior.  In any group situation, members are concerned with three types of roles: perceived, expected, and enacted.  The “perceived role” is the way individuals believe they ought to act.  The corollary to the perceived role is the expected role. An “expected role” is the way others expect you to act.  Finally, the “enacted role” is the way a person actually does something.

    **Norms:** Norms are implied and/or stated rules of behavior that have been accepted by members of a group.  Most groups do not have a large number of norms.  Usually only those areas or things that are important to the functioning or existence of the group become focal points for normative behavior.  For example, the average group does not care where its members attend church, but is usually very much concerned that no member of the group “squeals” to management about the behavior of any other member.  Typical company-wide norms include coming to work each day, arriving on time, and observing company holidays.

    **Cohesion:** Cohesiveness refers to the closeness or personal attractiveness that exists between members of a group.  When cohesion is high, members are motivated to remain with the group; when it is low, they are motivated to leave the group.  Among formal organizations, if there is low cohesiveness, the members will seek promotions, transfers, or reassignments to other groups in the hierarchy or will simply leave the organization and seek employment elsewhere.  Within informal organizations, low cohesiveness will bring about intragroup conflict and tension.

    **Size:**    Another important group characteristic is size.  Workers tend to be more satisfied in smaller groups of eight or less; as group size increases, there is less satisfaction.  The reason for the dissatisfaction can often be traced back to a decline in cohesiveness.  Group members find it difficult to interact and share feelings and work assignments with twenty people as easily as they can with five.

    Is there a difference between a group and a team? Groups rely on interaction and mutual goals.  Teams probably have a greater emphasis on outcomes and task interdependence is typically greater.  In today’s workplace, teams exist for many purposes and employees may belong to more than one team. There is also the issue of virtual teams where interaction is done by electronic means rather than face-to-face meetings.  Read carefully the next two articles required for this week.  They will supplement your knowledge on these issues.

    **Module Five Discussion Questions (due by Thursday)**

    Note: Please type the question and then the answer which should be about 250 words for each question

    1.    Chapter 9 introduces you to the concept of the Pygmalion Effect and the Golem Effect.  In your own words, tell us what each of these means and give a real example of each from your own experience.

    **## Module5Discussion.docx**

    Module 5

    MSL 680
    Module Five Lecture Notes and Discussion Questions

    **Module 5**

    Discussion topics include:
    1.    Follower motivation and satisfaction
    2.    Groups versus teams

    Assignments for Session 5 include:
    1.    Text: Chapters 9-12

    Chapter 9 deals with the very important topic of motivation.  This topic is quite complex and is usually covered in an organizational behavior class. Since this is a leadership course, the focus on motivation should be on how leaders can motivate their followers.  One way of looking at this is how leaders develop excellent followers.

    Chapter 10 deals with Satisfaction and Engagement, and Chapter 11 deals with follower Potential. No lecture notes are provided for these two chapters but please take some time to read these chapter.

    Chapter 12 deals with groups and teams. The latter have become extremely important as in today’s organizations. At the most basic level, you need to understand group dynamics.
    To understand how people work together in groups effectively, you ought to know some of the major group characteristics and the effects they have on group interaction.  You should also understand that all groups go through a predictable progression of development.   The Four Developmental Stages of Groups are: forming, storming, norming, and performing. This section of the lecture notes examines four of the most important characteristics of groups: roles, norms, cohesion, and group size.

    **Roles:**    A “role” is an expected behavior.  In any group situation, members are concerned with three types of roles: perceived, expected, and enacted.  The “perceived role” is the way individuals believe they ought to act.  The corollary to the perceived role is the expected role. An “expected role” is the way others expect you to act.  Finally, the “enacted role” is the way a person actually does something.

    **Norms:** Norms are implied and/or stated rules of behavior that have been accepted by members of a group.  Most groups do not have a large number of norms.  Usually only those areas or things that are important to the functioning or existence of the group become focal points for normative behavior.  For example, the average group does not care where its members attend church, but is usually very much concerned that no member of the group “squeals” to management about the behavior of any other member.  Typical company-wide norms include coming to work each day, arriving on time, and observing company holidays.

    **Cohesion:** Cohesiveness refers to the closeness or personal attractiveness that exists between members of a group.  When cohesion is high, members are motivated to remain with the group; when it is low, they are motivated to leave the group.  Among formal organizations, if there is low cohesiveness, the members will seek promotions, transfers, or reassignments to other groups in the hierarchy or will simply leave the organization and seek employment elsewhere.  Within informal organizations, low cohesiveness will bring about intragroup conflict and tension.

    **Size:**    Another important group characteristic is size.  Workers tend to be more satisfied in smaller groups of eight or less; as group size increases, there is less satisfaction.  The reason for the dissatisfaction can often be traced back to a decline in cohesiveness.  Group members find it difficult to interact and share feelings and work assignments with twenty people as easily as they can with five.

    Is there a difference between a group and a team? Groups rely on interaction and mutual goals.  Teams probably have a greater emphasis on outcomes and task interdependence is typically greater.  In today’s workplace, teams exist for many purposes and employees may belong to more than one team. There is also the issue of virtual teams where interaction is done by electronic means rather than face-to-face meetings.  Read carefully the next two articles required for this week.  They will supplement your knowledge on these issues.

    **Module Five Discussion Questions (due by Thursday)**

    Note: Please type the question and then the answer which should be about 250 words for each question

    1.    Chapter 9 introduces you to the concept of the Pygmalion Effect and the Golem Effect.  In your own words, tell us what each of these means and give a real example of each from your own experience.