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    See attached for word documents for instructions and samples. – 2 years ago **files (2)** – ## Instructions.docx – ## SampleInternetNavigationProject-1.docx **## Instructions.docx** **Internet Navigation Project** This project corresponds to health effects of exercise and physical activity and requi…

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    Assignment Prompt & Instructions

    See attached for word documents for instructions and samples.

    – 2 years ago

    **files (2)**

    – ## Instructions.docx

    – ## SampleInternetNavigationProject-1.docx

    **## Instructions.docx**

    **Internet Navigation Project**

    This project corresponds to health effects of exercise and physical activity and requires you to research a Centers for Disease Control national dataset to collect and interpret relevant physical activity (exposure) and outcome information (disease prevalence, economic cost of disease, morbidity and mortality statistics).

    Goal: Understanding the data by using online resources like CDC Behavioral Risk Factor surveillance website to underscore the magnitude of the obesity problem and why physical activity is so important to health.
    **You will be reporting prevalence rates for two topics: Physical Activity and Obesity.**

    TOPIC ONE: PHYSICAL ACTIVITY

    1. Search the Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS) link (
    [http://www.cdc.gov/brfss/brfssprevalence/index.html](http://www.cdc.gov/brfss/brfssprevalence/index.html)) and look to the "Explore BRFSS data by topic section. In the "Class" area choose: Physical Activity

    2. For the topic select: Physical Activity

    3. Choose one year at a time. Select the years of your choice. You will report on two different years (the larger the gap between the years the better). In the "question" link  choose: Adults with 30+ minutes of moderate activity five or more days per week (Do not select 20+ minutes question).

    4.  For each year report the following below:Then select "no" for the response

    1. For each of the two years choose two qualifiers to report on: Gender, Age group, Race/Ethnicity, Education, Household income. These are selected by clicking on the "view by" tab.

    5. Then report the crude prevalence for each category (there will be four displayed) shown. Tell the reader the percentages for each category and what states specifically correspond to each category.

    TOPIC TWO: BMI CATEGORIES

    1. Search the Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS) link (
    [http://www.cdc.gov/brfss/brfssprevalence/index.html](http://www.cdc.gov/brfss/brfssprevalence/index.html)) and look to the "Explore BRFSS data by topic section. In the "Class" area choose: Overweight and obesity

    2. For the topic select: BMI categories

    3. In the "question" link  choose the only question to select – Weight classification of BMI

    4. Select the same two years you reported on for physical activity. (Remember, the larger the gap between the years the better). For each year report the following below:Then for the response select "Obese (BMI 30.0 – 99.8)"

    1. For each of the two years choose two qualifiers to report on: Gender, Age group, Race/Ethnicity, Education, Household income.

    5. Then report the crude prevalence for each category (there will be four displayed) shown. Tell the reader the percentages for each category and what states specifically correspond to each category.

    Lastly, tell the reader how how the physical activity data correlate with the obesity/BMI data you found? What do the trend data suggest? How do you interpret these data? What does this mean for public health practitioners? Where should our programs focus in the future?

    **## SampleInternetNavigationProject-1.docx**

    Running Head: INTERNET NAVIGATION 1

    INTERNET NAVIGATION PROJECT 7

    Internet Navigation Project

    Student Name

    National University

    **Title of Paper Here**

    **Physical Activity (Qualifiers: Gender Female)**

    **1996**

    70.8 – 77.1%: Washington, Oregon, Nevada, Idaho, Utah, Montana, Wyoming, Colorado, New Mexico, Minnesota, Vermont, New Hampshire, Hawaii, Massachusetts

    77.2 – 79.8%: California, Alaska, Arizona, Texas, Wisconsin, Illinois, Michigan, Florida, Virginia, New Jersey, Connecticut, Rhode Island, Maine

    79.9 – 83.9%: North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, Iowa, Missouri, Arkansas, Louisiana, Alabama, New York, Pennsylvania, District of Columbia

    84 – 89.9%: Indiana, Kentucky, Tennessee, Mississippi, Ohio, West Virginia, North Carolina, South Carolina, Georgia, Maryland, Delaware, Puerto Rico

    **2000**

    72.7 – 75.8%: Washington, Oregon, Alaska, Idaho, Montana, Utah, Wyoming, Colorado, Michigan, Virginia, Vermont, District of Columbia

    75.9 – 78.5%: California, Nevada, New Mexico, North Dakota, South Dakota, Wisconsin, Florida, Maine, New Hampshire, Massachusetts, Connecticut, Rhode Island, Pennsylvania

    78.6 – 82.3%: Arizona, Texas, Nebraska, Minnesota, Iowa, Missouri, Arkansas, Illinois, Alabama, Georgia, South Carolina, Maryland, New Jersey, New York,

    82.4 – 86.7%: Delaware, West Virginia, North Carolina, Ohio, Indiana, Kentucky, Tennessee, Mississippi, Louisiana, Kansas, Oklahoma, Puerto Rico

    **Physical Activity (Qualifiers: Age Group 18 – 24)**

    **1996**

    65.4 – 70.4%: Washington, Oregon, Montana, Wyoming, Utah, Colorado, South Dakota, Minnesota, New Jersey, Vermont, Puerto Rico

    70.5 – 75.7%: Idaho, Texas, Louisiana, Mississippi, Florida, Wisconsin, Michigan, Pennsylvania, Maine, Rhode Island, Connecticut

    75.8 – 80.2%: California, North Dakota, Kansas, Oklahoma, Iowa, Missouri, Illinois, Indiana, Alabama, North Carolina, New York, Delaware

    80.3 – 85.9%: Arizona, Nebraska, Arkansas, Ohio, Kentucky, Tennessee, Georgia, South Carolina, West Virginia, Virginia, Maryland

    **2000**

    62.6 – 69.2%: Washington, Oregon, Alaska, Wyoming, North Dakota, Illinois, Pennsylvania, Virginia, Rhode Island, Connecticut, District of Columbia

    69.3 – 73.1%: California, Nevada, Utah, Montana, Colorado, Michigan, Indiana, Arkansas, Alabama, New York, Vermont, , Massachusetts, New Jersey, Delaware

    73.2 – 76.9%: Idaho, Arizona, New Mexico, South Dakota, Texas, Oklahoma, Missouri, Mississippi, Georgia, Florida, South Carolina, West Virginia, Maryland, New Hampshire

    77 – 82.9%: Puerto Rico, Nebraska, Kansas, Louisiana, Iowa, Wisconsin, Minnesota, Tennessee, Kentucky, Ohio, North Carolina, Maine

    **BMI (Qualifiers: Gender Female)**

    **1996**

    10.7 – 14.1%: Nevada, Arizona, Utah, Montana, Wyoming, Colorado, South Dakota, Minnesota, Georgia, New Jersey, New Hampshire, Connecticut, Rhode Island, Massachusetts, Hawaii

    14.2 – 17.6%: Washington, Oregon, California, Idaho, New Mexico, North Dakota, Nebraska, Kansas, Oklahoma, Florida, Virginia, New York, Maine, Vermont

    17.7 – 19.1%: Alaska, Puerto Rico, Texas, Iowa, Arkansas, Wisconsin, Illinois, Kentucky, Michigan, Tennessee, North Carolina, Pennsylvania, Delaware, Maryland

    19.2 -21.4%: Missouri, Louisiana, Mississippi, Alabama, Indiana, Ohio, West Virginia, South Carolina, District of Columbia

    **2000**

    14.2 – 17.1%: Nevada, Montana, Wyoming, Colorado, Minnesota, Virginia, New Hampshire, Massachusetts, Rhode Island, Denver

    17.2 – 19.8%: Washington, California, Idaho, Utah, Arizona, New Mexico, North Dakota, South Dakota, Nebraska, Wisconsin, Florida, New York, New Jersey, Vermont

    19.9 – 22.1%: Oregon, Alaska, Kansas, Oklahoma, Iowa, Missouri, Illinois, Indiana, Michigan, Kentucky, Ohio, Maine, Pennsylvania, Maryland

    22.2 – 26.3%: Texas, Arkansas, Louisiana, Mississippi, Alabama, Georgia, Tennessee, Puerto Rico, South Carolina, North Carolina, West Virginia, District of Columbia

    **BMI (Qualifiers: Age Group 18 – 24)**

    **1996**

    3.7 – 6.8%: Idaho, Arizona, Colorado, Nebraska, Kansas, Minnesota Mississippi, Indiana, Georgia, New Hampshire, District of Columbia, Puerto Rico

    6.9 – 8.1%: Washington, Oregon, Wyoming, New Mexico, South Dakota, North Dakota, Wisconsin, Arkansas, Tennessee, Virginia, North Carolina, New Jersey, Connecticut

    8.2 – 10.4%: California, Nevada, Utah, Montana, Texas, Illinois, Florida, New York, Vermont, Massachusetts, Rhode Island, Delaware

    10.5 – 17.4%: Alaska, Oklahoma, Louisiana, Iowa, Missouri, Alabama, South Carolina, Michigan, Kentucky, Ohio, West Virginia, Pennsylvania, Maryland, Maine

    **2000**

    3.4 – 9.1%: Montana, Utah, Colorado, Minnesota, South Carolina, Virginia, New York, Maryland, Delaware, New Jersey, Rhode Island, District of Columbia

    9.2 – 11.2%: Washington, California, Alaska, Nevada, Idaho, Wyoming, South Dakota, Texas, Missouri, Florida, Puerto Rico, Massachusetts, Connecticut

    11.3 -12.8%: Hawaii, Arizona, New Mexico, North Dakota, Nebraska, Kansas, Wisconsin, Michigan, Indiana, Ohio, West Virginia, Pennsylvania, Georgia, Vermont

    12.9 – 19.2%: Oregon, Oklahoma, Arkansas, Louisiana, Iowa, Illinois, Mississippi, Alabama, Tennessee, Kentucky, North Carolina, New Hampshire, Maine

    Internet Navigation Project

    The Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS) was used to explore the years 1996 and 2000 on how physical activity correlates with body mass index (BMI). In both topics physical activity and BMI, the two qualifiers focused on the female gender and the age group 18 to 24 years old. The physical activity topic focused on adults whose response was no to engaging in thirty minutes or more of moderate activity five or more days per week. The BMI topic focused on weight classification by BMI.

    According to the BRFSS in 1996, thirty minutes of any physical activity five or more days per week said the female gender had a higher crude prevalence of 84 to 89.9 percent in the southern states compared to the states in the west coast region that had a lower crude prevalence between 77.8 to 77.1 percent. However, in 2000 there was an increase of states in the central and southern region that had a higher crude prevalence of 78.6 to 82.3 percent. The northwest states remained having a low crude prevalence similar to the year 1996. In 2000 the states that continued in the high crude prevalence similar to the year 1996 were Oklahoma, Louisiana, Iowa, Alabama, Kentucky, and Maine. Concentrating on the age group 18 to 24 year olds on physical activity in 1996, states in the east coast had a higher crude prevalence of 80.3 to 85.9 percent. The states that remained in this higher category in 2000 were Nebraska, Tennessee, Kentucky, and Ohio.

    Reviewing the BMI topic with a response of an obese BMI of 30.0 to 99.8 in the female gender in the year 1996 the state in the west coast had either a crude prevalence of 10.7 to 14.1 percent or 12.2 to 17.6 percent. The southern states and some states in the east coast had a high crude prevalence of 17.7 to 19.1 percent or 19.2 to 21.4 percent. However, in 2000 there was a drastic increase of states mainly in the southern area that hit the higher crude prevalence percentage of 22.2 to 26.3. These states included, Texas, Arkansas, Louisiana, Mississippi, Alabama, Georgia, Tennessee, South Carolina, North Carolina, and West Virginia. In 2000, the west coast remained in the lower crude prevalence percentage of 14.2 to 17.1 percent or 17.2 to 19.8 percent.

    Comparing the physical activity data and BMI data there is a comparison that show how states that do not stay physically active have a higher BMI. Physical activity in 1996 based on age group did not improve in the central states but increased in 2000. Along the same lines there is significant correlation comparing the physical activity data to the BMI data that focused on age. The BMI data displayed no improvement from 1996 to 2000 but an increase in the central states as well. The south and east coast displayed a higher crude prevalence percentage in physical activity in the age group of 18 to 24 years old and the female gender. This relates to the BMI data that also illustrates the same pattern in the age group of 18 to 24 years old and the female gender. The BMI in 1996 has increased in 2000 mainly in the south and east coast, similarly to the physical activity data where those states have indicated low physical activity.

    Due to the increase in obesity in the United States there has been many programs implemented to help this growing epidemic. However, public health practitioners should focus on promoting and educating exercise and physical activity. There are programs already implemented that will help our future generations such as the
    _Let’s Move!_ campaign, a national initiative launch by First Lady Michelle Obama on February 9, 2010 (Gibi, 2013). The campaign plays an important role to putting children on the path to a healthy future by educating people on the importance of supporting and practicing a healthy lifestyle. The campaign aims to change an environment of a community to ensure families have access to healthy and affordable foods. A campaign that works toward stopping obesity is very important because in the article
    _Vital Signs: Obesity Among Low-Income, Preschool-Ages Children – United States, 2008-2011_ mentioned, “overweight or obese preschoolers are five times as likely to become overweight or obese adults, compared with their normal eight peers. In older children and adolescents, obesity is associated with high cholesterol, high blood sugar, asthma and mental health problems” (May et al., 2013, p. 633). The lack of physical activity and poor diet is connected to the increase in BMI and obesity. It is important for health practitioners to encourage a healthy lifestyle by promoting healthy eating and physical activity; the combination reduces an individual’s risk of developing chronic diseases. The BRFSS data displays that the lack of exercise does play a factor with the increase in BMI.

    References

    Centers for Disease Control and Prevention. (2016).
    _BRFSS Prevalence & Trends Data_. Retrieved from http://www.cdc.gov/brfss/brfssprevalence/index.html

    Gibi, K. (2013). Let’s Move! Cities, Towns and Counties.
    _Parks & Recreation,_ 48 (10), 37-39.

    May, A. L., Liping, P., Sherry, B., Blanck, H. M., Galuska, D., Dalenius, K., & Grummer-Strawn, L. M. (2013). Vital Signs: Obesity Among Low-Income, Preschool-Aged Children — United States, 2008-2011.
    _MMWR: Morbidity & Mortality Weekly Report_,
    _62_(31), 629-634.

    **## SampleInternetNavigationProject-1.docx**

    Running Head: INTERNET NAVIGATION 1

    INTERNET NAVIGATION PROJECT 7

    Internet Navigation Project

    Student Name

    National University

    **Title of Paper Here**

    **Physical Activity (Qualifiers: Gender Female)**

    **1996**

    70.8 – 77.1%: Washington, Oregon, Nevada, Idaho, Utah, Montana, Wyoming, Colorado, New Mexico, Minnesota, Vermont, New Hampshire, Hawaii, Massachusetts

    77.2 – 79.8%: California, Alaska, Arizona, Texas, Wisconsin, Illinois, Michigan, Florida, Virginia, New Jersey, Connecticut, Rhode Island, Maine

    79.9 – 83.9%: North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, Iowa, Missouri, Arkansas, Louisiana, Alabama, New York, Pennsylvania, District of Columbia

    84 – 89.9%: Indiana, Kentucky, Tennessee, Mississippi, Ohio, West Virginia, North Carolina, South Carolina, Georgia, Maryland, Delaware, Puerto Rico

    **2000**

    72.7 – 75.8%: Washington, Oregon, Alaska, Idaho, Montana, Utah, Wyoming, Colorado, Michigan, Virginia, Vermont, District of Columbia

    75.9 – 78.5%: California, Nevada, New Mexico, North Dakota, South Dakota, Wisconsin, Florida, Maine, New Hampshire, Massachusetts, Connecticut, Rhode Island, Pennsylvania

    78.6 – 82.3%: Arizona, Texas, Nebraska, Minnesota, Iowa, Missouri, Arkansas, Illinois, Alabama, Georgia, South Carolina, Maryland, New Jersey, New York,

    82.4 – 86.7%: Delaware, West Virginia, North Carolina, Ohio, Indiana, Kentucky, Tennessee, Mississippi, Louisiana, Kansas, Oklahoma, Puerto Rico

    **Physical Activity (Qualifiers: Age Group 18 – 24)**

    **1996**

    65.4 – 70.4%: Washington, Oregon, Montana, Wyoming, Utah, Colorado, South Dakota, Minnesota, New Jersey, Vermont, Puerto Rico

    70.5 – 75.7%: Idaho, Texas, Louisiana, Mississippi, Florida, Wisconsin, Michigan, Pennsylvania, Maine, Rhode Island, Connecticut

    75.8 – 80.2%: California, North Dakota, Kansas, Oklahoma, Iowa, Missouri, Illinois, Indiana, Alabama, North Carolina, New York, Delaware

    80.3 – 85.9%: Arizona, Nebraska, Arkansas, Ohio, Kentucky, Tennessee, Georgia, South Carolina, West Virginia, Virginia, Maryland

    **2000**

    62.6 – 69.2%: Washington, Oregon, Alaska, Wyoming, North Dakota, Illinois, Pennsylvania, Virginia, Rhode Island, Connecticut, District of Columbia

    69.3 – 73.1%: California, Nevada, Utah, Montana, Colorado, Michigan, Indiana, Arkansas, Alabama, New York, Vermont, , Massachusetts, New Jersey, Delaware

    73.2 – 76.9%: Idaho, Arizona, New Mexico, South Dakota, Texas, Oklahoma, Missouri, Mississippi, Georgia, Florida, South Carolina, West Virginia, Maryland, New Hampshire

    77 – 82.9%: Puerto Rico, Nebraska, Kansas, Louisiana, Iowa, Wisconsin, Minnesota, Tennessee, Kentucky, Ohio, North Carolina, Maine

    **BMI (Qualifiers: Gender Female)**

    **1996**

    10.7 – 14.1%: Nevada, Arizona, Utah, Montana, Wyoming, Colorado, South Dakota, Minnesota, Georgia, New Jersey, New Hampshire, Connecticut, Rhode Island, Massachusetts, Hawaii

    14.2 – 17.6%: Washington, Oregon, California, Idaho, New Mexico, North Dakota, Nebraska, Kansas, Oklahoma, Florida, Virginia, New York, Maine, Vermont

    17.7 – 19.1%: Alaska, Puerto Rico, Texas, Iowa, Arkansas, Wisconsin, Illinois, Kentucky, Michigan, Tennessee, North Carolina, Pennsylvania, Delaware, Maryland

    19.2 -21.4%: Missouri, Louisiana, Mississippi, Alabama, Indiana, Ohio, West Virginia, South Carolina, District of Columbia

    **2000**

    14.2 – 17.1%: Nevada, Montana, Wyoming, Colorado, Minnesota, Virginia, New Hampshire, Massachusetts, Rhode Island, Denver

    17.2 – 19.8%: Washington, California, Idaho, Utah, Arizona, New Mexico, North Dakota, South Dakota, Nebraska, Wisconsin, Florida, New York, New Jersey, Vermont

    19.9 – 22.1%: Oregon, Alaska, Kansas, Oklahoma, Iowa, Missouri, Illinois, Indiana, Michigan, Kentucky, Ohio, Maine, Pennsylvania, Maryland

    22.2 – 26.3%: Texas, Arkansas, Louisiana, Mississippi, Alabama, Georgia, Tennessee, Puerto Rico, South Carolina, North Carolina, West Virginia, District of Columbia

    **BMI (Qualifiers: Age Group 18 – 24)**

    **1996**

    3.7 – 6.8%: Idaho, Arizona, Colorado, Nebraska, Kansas, Minnesota Mississippi, Indiana, Georgia, New Hampshire, District of Columbia, Puerto Rico

    6.9 – 8.1%: Washington, Oregon, Wyoming, New Mexico, South Dakota, North Dakota, Wisconsin, Arkansas, Tennessee, Virginia, North Carolina, New Jersey, Connecticut

    8.2 – 10.4%: California, Nevada, Utah, Montana, Texas, Illinois, Florida, New York, Vermont, Massachusetts, Rhode Island, Delaware

    10.5 – 17.4%: Alaska, Oklahoma, Louisiana, Iowa, Missouri, Alabama, South Carolina, Michigan, Kentucky, Ohio, West Virginia, Pennsylvania, Maryland, Maine

    **2000**

    3.4 – 9.1%: Montana, Utah, Colorado, Minnesota, South Carolina, Virginia, New York, Maryland, Delaware, New Jersey, Rhode Island, District of Columbia

    9.2 – 11.2%: Washington, California, Alaska, Nevada, Idaho, Wyoming, South Dakota, Texas, Missouri, Florida, Puerto Rico, Massachusetts, Connecticut

    11.3 -12.8%: Hawaii, Arizona, New Mexico, North Dakota, Nebraska, Kansas, Wisconsin, Michigan, Indiana, Ohio, West Virginia, Pennsylvania, Georgia, Vermont

    12.9 – 19.2%: Oregon, Oklahoma, Arkansas, Louisiana, Iowa, Illinois, Mississippi, Alabama, Tennessee, Kentucky, North Carolina, New Hampshire, Maine

    Internet Navigation Project

    The Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS) was used to explore the years 1996 and 2000 on how physical activity correlates with body mass index (BMI). In both topics physical activity and BMI, the two qualifiers focused on the female gender and the age group 18 to 24 years old. The physical activity topic focused on adults whose response was no to engaging in thirty minutes or more of moderate activity five or more days per week. The BMI topic focused on weight classification by BMI.

    According to the BRFSS in 1996, thirty minutes of any physical activity five or more days per week said the female gender had a higher crude prevalence of 84 to 89.9 percent in the southern states compared to the states in the west coast region that had a lower crude prevalence between 77.8 to 77.1 percent. However, in 2000 there was an increase of states in the central and southern region that had a higher crude prevalence of 78.6 to 82.3 percent. The northwest states remained having a low crude prevalence similar to the year 1996. In 2000 the states that continued in the high crude prevalence similar to the year 1996 were Oklahoma, Louisiana, Iowa, Alabama, Kentucky, and Maine. Concentrating on the age group 18 to 24 year olds on physical activity in 1996, states in the east coast had a higher crude prevalence of 80.3 to 85.9 percent. The states that remained in this higher category in 2000 were Nebraska, Tennessee, Kentucky, and Ohio.

    Reviewing the BMI topic with a response of an obese BMI of 30.0 to 99.8 in the female gender in the year 1996 the state in the west coast had either a crude prevalence of 10.7 to 14.1 percent or 12.2 to 17.6 percent. The southern states and some states in the east coast had a high crude prevalence of 17.7 to 19.1 percent or 19.2 to 21.4 percent. However, in 2000 there was a drastic increase of states mainly in the southern area that hit the higher crude prevalence percentage of 22.2 to 26.3. These states included, Texas, Arkansas, Louisiana, Mississippi, Alabama, Georgia, Tennessee, South Carolina, North Carolina, and West Virginia. In 2000, the west coast remained in the lower crude prevalence percentage of 14.2 to 17.1 percent or 17.2 to 19.8 percent.

    Comparing the physical activity data and BMI data there is a comparison that show how states that do not stay physically active have a higher BMI. Physical activity in 1996 based on age group did not improve in the central states but increased in 2000. Along the same lines there is significant correlation comparing the physical activity data to the BMI data that focused on age. The BMI data displayed no improvement from 1996 to 2000 but an increase in the central states as well. The south and east coast displayed a higher crude prevalence percentage in physical activity in the age group of 18 to 24 years old and the female gender. This relates to the BMI data that also illustrates the same pattern in the age group of 18 to 24 years old and the female gender. The BMI in 1996 has increased in 2000 mainly in the south and east coast, similarly to the physical activity data where those states have indicated low physical activity.

    Due to the increase in obesity in the United States there has been many programs implemented to help this growing epidemic. However, public health practitioners should focus on promoting and educating exercise and physical activity. There are programs already implemented that will help our future generations such as the
    _Let’s Move!_ campaign, a national initiative launch by First Lady Michelle Obama on February 9, 2010 (Gibi, 2013). The campaign plays an important role to putting children on the path to a healthy future by educating people on the importance of supporting and practicing a healthy lifestyle. The campaign aims to change an environment of a community to ensure families have access to healthy and affordable foods. A campaign that works toward stopping obesity is very important because in the article
    _Vital Signs: Obesity Among Low-Income, Preschool-Ages Children – United States, 2008-2011_ mentioned, “overweight or obese preschoolers are five times as likely to become overweight or obese adults, compared with their normal eight peers. In older children and adolescents, obesity is associated with high cholesterol, high blood sugar, asthma and mental health problems” (May et al., 2013, p. 633). The lack of physical activity and poor diet is connected to the increase in BMI and obesity. It is important for health practitioners to encourage a healthy lifestyle by promoting healthy eating and physical activity; the combination reduces an individual’s risk of developing chronic diseases. The BRFSS data displays that the lack of exercise does play a factor with the increase in BMI.

    References

    Centers for Disease Control and Prevention. (2016).
    _BRFSS Prevalence & Trends Data_. Retrieved from http://www.cdc.gov/brfss/brfssprevalence/index.html

    Gibi, K. (2013). Let’s Move! Cities, Towns and Counties.
    _Parks & Recreation,_ 48 (10), 37-39.

    May, A. L., Liping, P., Sherry, B., Blanck, H. M., Galuska, D., Dalenius, K., & Grummer-Strawn, L. M. (2013). Vital Signs: Obesity Among Low-Income, Preschool-Aged Children — United States, 2008-2011.
    _MMWR: Morbidity & Mortality Weekly Report_,
    _62_(31), 629-634.

    **## Instructions.docx**

    **Internet Navigation Project**

    This project corresponds to health effects of exercise and physical activity and requires you to research a Centers for Disease Control national dataset to collect and interpret relevant physical activity (exposure) and outcome information (disease prevalence, economic cost of disease, morbidity and mortality statistics).

    Goal: Understanding the data by using online resources like CDC Behavioral Risk Factor surveillance website to underscore the magnitude of the obesity problem and why physical activity is so important to health.
    **You will be reporting prevalence rates for two topics: Physical Activity and Obesity.**

    TOPIC ONE: PHYSICAL ACTIVITY

    1. Search the Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS) link (
    [http://www.cdc.gov/brfss/brfssprevalence/index.html](http://www.cdc.gov/brfss/brfssprevalence/index.html)) and look to the "Explore BRFSS data by topic section. In the "Class" area choose: Physical Activity

    2. For the topic select: Physical Activity

    3. Choose one year at a time. Select the years of your choice. You will report on two different years (the larger the gap between the years the better). In the "question" link  choose: Adults with 30+ minutes of moderate activity five or more days per week (Do not select 20+ minutes question).

    4.  For each year report the following below:Then select "no" for the response

    1. For each of the two years choose two qualifiers to report on: Gender, Age group, Race/Ethnicity, Education, Household income. These are selected by clicking on the "view by" tab.

    5. Then report the crude prevalence for each category (there will be four displayed) shown. Tell the reader the percentages for each category and what states specifically correspond to each category.

    TOPIC TWO: BMI CATEGORIES

    1. Search the Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS) link (
    [http://www.cdc.gov/brfss/brfssprevalence/index.html](http://www.cdc.gov/brfss/brfssprevalence/index.html)) and look to the "Explore BRFSS data by topic section. In the "Class" area choose: Overweight and obesity

    2. For the topic select: BMI categories

    3. In the "question" link  choose the only question to select – Weight classification of BMI

    4. Select the same two years you reported on for physical activity. (Remember, the larger the gap between the years the better). For each year report the following below:Then for the response select "Obese (BMI 30.0 – 99.8)"

    1. For each of the two years choose two qualifiers to report on: Gender, Age group, Race/Ethnicity, Education, Household income.

    5. Then report the crude prevalence for each category (there will be four displayed) shown. Tell the reader the percentages for each category and what states specifically correspond to each category.

    Lastly, tell the reader how how the physical activity data correlate with the obesity/BMI data you found? What do the trend data suggest? How do you interpret these data? What does this mean for public health practitioners? Where should our programs focus in the future?

    **## SampleInternetNavigationProject-1.docx**

    Running Head: INTERNET NAVIGATION 1

    INTERNET NAVIGATION PROJECT 7

    Internet Navigation Project

    Student Name

    National University

    **Title of Paper Here**

    **Physical Activity (Qualifiers: Gender Female)**

    **1996**

    70.8 – 77.1%: Washington, Oregon, Nevada, Idaho, Utah, Montana, Wyoming, Colorado, New Mexico, Minnesota, Vermont, New Hampshire, Hawaii, Massachusetts

    77.2 – 79.8%: California, Alaska, Arizona, Texas, Wisconsin, Illinois, Michigan, Florida, Virginia, New Jersey, Connecticut, Rhode Island, Maine

    79.9 – 83.9%: North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, Iowa, Missouri, Arkansas, Louisiana, Alabama, New York, Pennsylvania, District of Columbia

    84 – 89.9%: Indiana, Kentucky, Tennessee, Mississippi, Ohio, West Virginia, North Carolina, South Carolina, Georgia, Maryland, Delaware, Puerto Rico

    **2000**

    72.7 – 75.8%: Washington, Oregon, Alaska, Idaho, Montana, Utah, Wyoming, Colorado, Michigan, Virginia, Vermont, District of Columbia

    75.9 – 78.5%: California, Nevada, New Mexico, North Dakota, South Dakota, Wisconsin, Florida, Maine, New Hampshire, Massachusetts, Connecticut, Rhode Island, Pennsylvania

    78.6 – 82.3%: Arizona, Texas, Nebraska, Minnesota, Iowa, Missouri, Arkansas, Illinois, Alabama, Georgia, South Carolina, Maryland, New Jersey, New York,

    82.4 – 86.7%: Delaware, West Virginia, North Carolina, Ohio, Indiana, Kentucky, Tennessee, Mississippi, Louisiana, Kansas, Oklahoma, Puerto Rico

    **Physical Activity (Qualifiers: Age Group 18 – 24)**

    **1996**

    65.4 – 70.4%: Washington, Oregon, Montana, Wyoming, Utah, Colorado, South Dakota, Minnesota, New Jersey, Vermont, Puerto Rico

    70.5 – 75.7%: Idaho, Texas, Louisiana, Mississippi, Florida, Wisconsin, Michigan, Pennsylvania, Maine, Rhode Island, Connecticut

    75.8 – 80.2%: California, North Dakota, Kansas, Oklahoma, Iowa, Missouri, Illinois, Indiana, Alabama, North Carolina, New York, Delaware

    80.3 – 85.9%: Arizona, Nebraska, Arkansas, Ohio, Kentucky, Tennessee, Georgia, South Carolina, West Virginia, Virginia, Maryland

    **2000**

    62.6 – 69.2%: Washington, Oregon, Alaska, Wyoming, North Dakota, Illinois, Pennsylvania, Virginia, Rhode Island, Connecticut, District of Columbia

    69.3 – 73.1%: California, Nevada, Utah, Montana, Colorado, Michigan, Indiana, Arkansas, Alabama, New York, Vermont, , Massachusetts, New Jersey, Delaware

    73.2 – 76.9%: Idaho, Arizona, New Mexico, South Dakota, Texas, Oklahoma, Missouri, Mississippi, Georgia, Florida, South Carolina, West Virginia, Maryland, New Hampshire

    77 – 82.9%: Puerto Rico, Nebraska, Kansas, Louisiana, Iowa, Wisconsin, Minnesota, Tennessee, Kentucky, Ohio, North Carolina, Maine

    **BMI (Qualifiers: Gender Female)**

    **1996**

    10.7 – 14.1%: Nevada, Arizona, Utah, Montana, Wyoming, Colorado, South Dakota, Minnesota, Georgia, New Jersey, New Hampshire, Connecticut, Rhode Island, Massachusetts, Hawaii

    14.2 – 17.6%: Washington, Oregon, California, Idaho, New Mexico, North Dakota, Nebraska, Kansas, Oklahoma, Florida, Virginia, New York, Maine, Vermont

    17.7 – 19.1%: Alaska, Puerto Rico, Texas, Iowa, Arkansas, Wisconsin, Illinois, Kentucky, Michigan, Tennessee, North Carolina, Pennsylvania, Delaware, Maryland

    19.2 -21.4%: Missouri, Louisiana, Mississippi, Alabama, Indiana, Ohio, West Virginia, South Carolina, District of Columbia

    **2000**

    14.2 – 17.1%: Nevada, Montana, Wyoming, Colorado, Minnesota, Virginia, New Hampshire, Massachusetts, Rhode Island, Denver

    17.2 – 19.8%: Washington, California, Idaho, Utah, Arizona, New Mexico, North Dakota, South Dakota, Nebraska, Wisconsin, Florida, New York, New Jersey, Vermont

    19.9 – 22.1%: Oregon, Alaska, Kansas, Oklahoma, Iowa, Missouri, Illinois, Indiana, Michigan, Kentucky, Ohio, Maine, Pennsylvania, Maryland

    22.2 – 26.3%: Texas, Arkansas, Louisiana, Mississippi, Alabama, Georgia, Tennessee, Puerto Rico, South Carolina, North Carolina, West Virginia, District of Columbia

    **BMI (Qualifiers: Age Group 18 – 24)**

    **1996**

    3.7 – 6.8%: Idaho, Arizona, Colorado, Nebraska, Kansas, Minnesota Mississippi, Indiana, Georgia, New Hampshire, District of Columbia, Puerto Rico

    6.9 – 8.1%: Washington, Oregon, Wyoming, New Mexico, South Dakota, North Dakota, Wisconsin, Arkansas, Tennessee, Virginia, North Carolina, New Jersey, Connecticut

    8.2 – 10.4%: California, Nevada, Utah, Montana, Texas, Illinois, Florida, New York, Vermont, Massachusetts, Rhode Island, Delaware

    10.5 – 17.4%: Alaska, Oklahoma, Louisiana, Iowa, Missouri, Alabama, South Carolina, Michigan, Kentucky, Ohio, West Virginia, Pennsylvania, Maryland, Maine

    **2000**

    3.4 – 9.1%: Montana, Utah, Colorado, Minnesota, South Carolina, Virginia, New York, Maryland, Delaware, New Jersey, Rhode Island, District of Columbia

    9.2 – 11.2%: Washington, California, Alaska, Nevada, Idaho, Wyoming, South Dakota, Texas, Missouri, Florida, Puerto Rico, Massachusetts, Connecticut

    11.3 -12.8%: Hawaii, Arizona, New Mexico, North Dakota, Nebraska, Kansas, Wisconsin, Michigan, Indiana, Ohio, West Virginia, Pennsylvania, Georgia, Vermont

    12.9 – 19.2%: Oregon, Oklahoma, Arkansas, Louisiana, Iowa, Illinois, Mississippi, Alabama, Tennessee, Kentucky, North Carolina, New Hampshire, Maine

    Internet Navigation Project

    The Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS) was used to explore the years 1996 and 2000 on how physical activity correlates with body mass index (BMI). In both topics physical activity and BMI, the two qualifiers focused on the female gender and the age group 18 to 24 years old. The physical activity topic focused on adults whose response was no to engaging in thirty minutes or more of moderate activity five or more days per week. The BMI topic focused on weight classification by BMI.

    According to the BRFSS in 1996, thirty minutes of any physical activity five or more days per week said the female gender had a higher crude prevalence of 84 to 89.9 percent in the southern states compared to the states in the west coast region that had a lower crude prevalence between 77.8 to 77.1 percent. However, in 2000 there was an increase of states in the central and southern region that had a higher crude prevalence of 78.6 to 82.3 percent. The northwest states remained having a low crude prevalence similar to the year 1996. In 2000 the states that continued in the high crude prevalence similar to the year 1996 were Oklahoma, Louisiana, Iowa, Alabama, Kentucky, and Maine. Concentrating on the age group 18 to 24 year olds on physical activity in 1996, states in the east coast had a higher crude prevalence of 80.3 to 85.9 percent. The states that remained in this higher category in 2000 were Nebraska, Tennessee, Kentucky, and Ohio.

    Reviewing the BMI topic with a response of an obese BMI of 30.0 to 99.8 in the female gender in the year 1996 the state in the west coast had either a crude prevalence of 10.7 to 14.1 percent or 12.2 to 17.6 percent. The southern states and some states in the east coast had a high crude prevalence of 17.7 to 19.1 percent or 19.2 to 21.4 percent. However, in 2000 there was a drastic increase of states mainly in the southern area that hit the higher crude prevalence percentage of 22.2 to 26.3. These states included, Texas, Arkansas, Louisiana, Mississippi, Alabama, Georgia, Tennessee, South Carolina, North Carolina, and West Virginia. In 2000, the west coast remained in the lower crude prevalence percentage of 14.2 to 17.1 percent or 17.2 to 19.8 percent.

    Comparing the physical activity data and BMI data there is a comparison that show how states that do not stay physically active have a higher BMI. Physical activity in 1996 based on age group did not improve in the central states but increased in 2000. Along the same lines there is significant correlation comparing the physical activity data to the BMI data that focused on age. The BMI data displayed no improvement from 1996 to 2000 but an increase in the central states as well. The south and east coast displayed a higher crude prevalence percentage in physical activity in the age group of 18 to 24 years old and the female gender. This relates to the BMI data that also illustrates the same pattern in the age group of 18 to 24 years old and the female gender. The BMI in 1996 has increased in 2000 mainly in the south and east coast, similarly to the physical activity data where those states have indicated low physical activity.

    Due to the increase in obesity in the United States there has been many programs implemented to help this growing epidemic. However, public health practitioners should focus on promoting and educating exercise and physical activity. There are programs already implemented that will help our future generations such as the
    _Let’s Move!_ campaign, a national initiative launch by First Lady Michelle Obama on February 9, 2010 (Gibi, 2013). The campaign plays an important role to putting children on the path to a healthy future by educating people on the importance of supporting and practicing a healthy lifestyle. The campaign aims to change an environment of a community to ensure families have access to healthy and affordable foods. A campaign that works toward stopping obesity is very important because in the article
    _Vital Signs: Obesity Among Low-Income, Preschool-Ages Children – United States, 2008-2011_ mentioned, “overweight or obese preschoolers are five times as likely to become overweight or obese adults, compared with their normal eight peers. In older children and adolescents, obesity is associated with high cholesterol, high blood sugar, asthma and mental health problems” (May et al., 2013, p. 633). The lack of physical activity and poor diet is connected to the increase in BMI and obesity. It is important for health practitioners to encourage a healthy lifestyle by promoting healthy eating and physical activity; the combination reduces an individual’s risk of developing chronic diseases. The BRFSS data displays that the lack of exercise does play a factor with the increase in BMI.

    References

    Centers for Disease Control and Prevention. (2016).
    _BRFSS Prevalence & Trends Data_. Retrieved from http://www.cdc.gov/brfss/brfssprevalence/index.html

    Gibi, K. (2013). Let’s Move! Cities, Towns and Counties.
    _Parks & Recreation,_ 48 (10), 37-39.

    May, A. L., Liping, P., Sherry, B., Blanck, H. M., Galuska, D., Dalenius, K., & Grummer-Strawn, L. M. (2013). Vital Signs: Obesity Among Low-Income, Preschool-Aged Children — United States, 2008-2011.
    _MMWR: Morbidity & Mortality Weekly Report_,
    _62_(31), 629-634.

    **## Instructions.docx**

    **Internet Navigation Project**

    This project corresponds to health effects of exercise and physical activity and requires you to research a Centers for Disease Control national dataset to collect and interpret relevant physical activity (exposure) and outcome information (disease prevalence, economic cost of disease, morbidity and mortality statistics).

    Goal: Understanding the data by using online resources like CDC Behavioral Risk Factor surveillance website to underscore the magnitude of the obesity problem and why physical activity is so important to health.
    **You will be reporting prevalence rates for two topics: Physical Activity and Obesity.**

    TOPIC ONE: PHYSICAL ACTIVITY

    1. Search the Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS) link (
    [http://www.cdc.gov/brfss/brfssprevalence/index.html](http://www.cdc.gov/brfss/brfssprevalence/index.html)) and look to the "Explore BRFSS data by topic section. In the "Class" area choose: Physical Activity

    2. For the topic select: Physical Activity

    3. Choose one year at a time. Select the years of your choice. You will report on two different years (the larger the gap between the years the better). In the "question" link  choose: Adults with 30+ minutes of moderate activity five or more days per week (Do not select 20+ minutes question).

    4.  For each year report the following below:Then select "no" for the response

    1. For each of the two years choose two qualifiers to report on: Gender, Age group, Race/Ethnicity, Education, Household income. These are selected by clicking on the "view by" tab.

    5. Then report the crude prevalence for each category (there will be four displayed) shown. Tell the reader the percentages for each category and what states specifically correspond to each category.

    TOPIC TWO: BMI CATEGORIES

    1. Search the Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS) link (
    [http://www.cdc.gov/brfss/brfssprevalence/index.html](http://www.cdc.gov/brfss/brfssprevalence/index.html)) and look to the "Explore BRFSS data by topic section. In the "Class" area choose: Overweight and obesity

    2. For the topic select: BMI categories

    3. In the "question" link  choose the only question to select – Weight classification of BMI

    4. Select the same two years you reported on for physical activity. (Remember, the larger the gap between the years the better). For each year report the following below:Then for the response select "Obese (BMI 30.0 – 99.8)"

    1. For each of the two years choose two qualifiers to report on: Gender, Age group, Race/Ethnicity, Education, Household income.

    5. Then report the crude prevalence for each category (there will be four displayed) shown. Tell the reader the percentages for each category and what states specifically correspond to each category.

    Lastly, tell the reader how how the physical activity data correlate with the obesity/BMI data you found? What do the trend data suggest? How do you interpret these data? What does this mean for public health practitioners? Where should our programs focus in the future?

    **## SampleInternetNavigationProject-1.docx**

    Running Head: INTERNET NAVIGATION 1

    INTERNET NAVIGATION PROJECT 7

    Internet Navigation Project

    Student Name

    National University

    **Title of Paper Here**

    **Physical Activity (Qualifiers: Gender Female)**

    **1996**

    70.8 – 77.1%: Washington, Oregon, Nevada, Idaho, Utah, Montana, Wyoming, Colorado, New Mexico, Minnesota, Vermont, New Hampshire, Hawaii, Massachusetts

    77.2 – 79.8%: California, Alaska, Arizona, Texas, Wisconsin, Illinois, Michigan, Florida, Virginia, New Jersey, Connecticut, Rhode Island, Maine

    79.9 – 83.9%: North Dakota, South Dakota, Nebraska, Kansas, Oklahoma, Iowa, Missouri, Arkansas, Louisiana, Alabama, New York, Pennsylvania, District of Columbia

    84 – 89.9%: Indiana, Kentucky, Tennessee, Mississippi, Ohio, West Virginia, North Carolina, South Carolina, Georgia, Maryland, Delaware, Puerto Rico

    **2000**

    72.7 – 75.8%: Washington, Oregon, Alaska, Idaho, Montana, Utah, Wyoming, Colorado, Michigan, Virginia, Vermont, District of Columbia

    75.9 – 78.5%: California, Nevada, New Mexico, North Dakota, South Dakota, Wisconsin, Florida, Maine, New Hampshire, Massachusetts, Connecticut, Rhode Island, Pennsylvania

    78.6 – 82.3%: Arizona, Texas, Nebraska, Minnesota, Iowa, Missouri, Arkansas, Illinois, Alabama, Georgia, South Carolina, Maryland, New Jersey, New York,

    82.4 – 86.7%: Delaware, West Virginia, North Carolina, Ohio, Indiana, Kentucky, Tennessee, Mississippi, Louisiana, Kansas, Oklahoma, Puerto Rico

    **Physical Activity (Qualifiers: Age Group 18 – 24)**

    **1996**

    65.4 – 70.4%: Washington, Oregon, Montana, Wyoming, Utah, Colorado, South Dakota, Minnesota, New Jersey, Vermont, Puerto Rico

    70.5 – 75.7%: Idaho, Texas, Louisiana, Mississippi, Florida, Wisconsin, Michigan, Pennsylvania, Maine, Rhode Island, Connecticut

    75.8 – 80.2%: California, North Dakota, Kansas, Oklahoma, Iowa, Missouri, Illinois, Indiana, Alabama, North Carolina, New York, Delaware

    80.3 – 85.9%: Arizona, Nebraska, Arkansas, Ohio, Kentucky, Tennessee, Georgia, South Carolina, West Virginia, Virginia, Maryland

    **2000**

    62.6 – 69.2%: Washington, Oregon, Alaska, Wyoming, North Dakota, Illinois, Pennsylvania, Virginia, Rhode Island, Connecticut, District of Columbia

    69.3 – 73.1%: California, Nevada, Utah, Montana, Colorado, Michigan, Indiana, Arkansas, Alabama, New York, Vermont, , Massachusetts, New Jersey, Delaware

    73.2 – 76.9%: Idaho, Arizona, New Mexico, South Dakota, Texas, Oklahoma, Missouri, Mississippi, Georgia, Florida, South Carolina, West Virginia, Maryland, New Hampshire

    77 – 82.9%: Puerto Rico, Nebraska, Kansas, Louisiana, Iowa, Wisconsin, Minnesota, Tennessee, Kentucky, Ohio, North Carolina, Maine

    **BMI (Qualifiers: Gender Female)**

    **1996**

    10.7 – 14.1%: Nevada, Arizona, Utah, Montana, Wyoming, Colorado, South Dakota, Minnesota, Georgia, New Jersey, New Hampshire, Connecticut, Rhode Island, Massachusetts, Hawaii

    14.2 – 17.6%: Washington, Oregon, California, Idaho, New Mexico, North Dakota, Nebraska, Kansas, Oklahoma, Florida, Virginia, New York, Maine, Vermont

    17.7 – 19.1%: Alaska, Puerto Rico, Texas, Iowa, Arkansas, Wisconsin, Illinois, Kentucky, Michigan, Tennessee, North Carolina, Pennsylvania, Delaware, Maryland

    19.2 -21.4%: Missouri, Louisiana, Mississippi, Alabama, Indiana, Ohio, West Virginia, South Carolina, District of Columbia

    **2000**

    14.2 – 17.1%: Nevada, Montana, Wyoming, Colorado, Minnesota, Virginia, New Hampshire, Massachusetts, Rhode Island, Denver

    17.2 – 19.8%: Washington, California, Idaho, Utah, Arizona, New Mexico, North Dakota, South Dakota, Nebraska, Wisconsin, Florida, New York, New Jersey, Vermont

    19.9 – 22.1%: Oregon, Alaska, Kansas, Oklahoma, Iowa, Missouri, Illinois, Indiana, Michigan, Kentucky, Ohio, Maine, Pennsylvania, Maryland

    22.2 – 26.3%: Texas, Arkansas, Louisiana, Mississippi, Alabama, Georgia, Tennessee, Puerto Rico, South Carolina, North Carolina, West Virginia, District of Columbia

    **BMI (Qualifiers: Age Group 18 – 24)**

    **1996**

    3.7 – 6.8%: Idaho, Arizona, Colorado, Nebraska, Kansas, Minnesota Mississippi, Indiana, Georgia, New Hampshire, District of Columbia, Puerto Rico

    6.9 – 8.1%: Washington, Oregon, Wyoming, New Mexico, South Dakota, North Dakota, Wisconsin, Arkansas, Tennessee, Virginia, North Carolina, New Jersey, Connecticut

    8.2 – 10.4%: California, Nevada, Utah, Montana, Texas, Illinois, Florida, New York, Vermont, Massachusetts, Rhode Island, Delaware

    10.5 – 17.4%: Alaska, Oklahoma, Louisiana, Iowa, Missouri, Alabama, South Carolina, Michigan, Kentucky, Ohio, West Virginia, Pennsylvania, Maryland, Maine

    **2000**

    3.4 – 9.1%: Montana, Utah, Colorado, Minnesota, South Carolina, Virginia, New York, Maryland, Delaware, New Jersey, Rhode Island, District of Columbia

    9.2 – 11.2%: Washington, California, Alaska, Nevada, Idaho, Wyoming, South Dakota, Texas, Missouri, Florida, Puerto Rico, Massachusetts, Connecticut

    11.3 -12.8%: Hawaii, Arizona, New Mexico, North Dakota, Nebraska, Kansas, Wisconsin, Michigan, Indiana, Ohio, West Virginia, Pennsylvania, Georgia, Vermont

    12.9 – 19.2%: Oregon, Oklahoma, Arkansas, Louisiana, Iowa, Illinois, Mississippi, Alabama, Tennessee, Kentucky, North Carolina, New Hampshire, Maine

    Internet Navigation Project

    The Centers for Disease Control and Prevention (CDC) Behavioral Risk Factor Surveillance Survey (BRFSS) was used to explore the years 1996 and 2000 on how physical activity correlates with body mass index (BMI). In both topics physical activity and BMI, the two qualifiers focused on the female gender and the age group 18 to 24 years old. The physical activity topic focused on adults whose response was no to engaging in thirty minutes or more of moderate activity five or more days per week. The BMI topic focused on weight classification by BMI.

    According to the BRFSS in 1996, thirty minutes of any physical activity five or more days per week said the female gender had a higher crude prevalence of 84 to 89.9 percent in the southern states compared to the states in the west coast region that had a lower crude prevalence between 77.8 to 77.1 percent. However, in 2000 there was an increase of states in the central and southern region that had a higher crude prevalence of 78.6 to 82.3 percent. The northwest states remained having a low crude prevalence similar to the year 1996. In 2000 the states that continued in the high crude prevalence similar to the year 1996 were Oklahoma, Louisiana, Iowa, Alabama, Kentucky, and Maine. Concentrating on the age group 18 to 24 year olds on physical activity in 1996, states in the east coast had a higher crude prevalence of 80.3 to 85.9 percent. The states that remained in this higher category in 2000 were Nebraska, Tennessee, Kentucky, and Ohio.

    Reviewing the BMI topic with a response of an obese BMI of 30.0 to 99.8 in the female gender in the year 1996 the state in the west coast had either a crude prevalence of 10.7 to 14.1 percent or 12.2 to 17.6 percent. The southern states and some states in the east coast had a high crude prevalence of 17.7 to 19.1 percent or 19.2 to 21.4 percent. However, in 2000 there was a drastic increase of states mainly in the southern area that hit the higher crude prevalence percentage of 22.2 to 26.3. These states included, Texas, Arkansas, Louisiana, Mississippi, Alabama, Georgia, Tennessee, South Carolina, North Carolina, and West Virginia. In 2000, the west coast remained in the lower crude prevalence percentage of 14.2 to 17.1 percent or 17.2 to 19.8 percent.

    Comparing the physical activity data and BMI data there is a comparison that show how states that do not stay physically active have a higher BMI. Physical activity in 1996 based on age group did not improve in the central states but increased in 2000. Along the same lines there is significant correlation comparing the physical activity data to the BMI data that focused on age. The BMI data displayed no improvement from 1996 to 2000 but an increase in the central states as well. The south and east coast displayed a higher crude prevalence percentage in physical activity in the age group of 18 to 24 years old and the female gender. This relates to the BMI data that also illustrates the same pattern in the age group of 18 to 24 years old and the female gender. The BMI in 1996 has increased in 2000 mainly in the south and east coast, similarly to the physical activity data where those states have indicated low physical activity.

    Due to the increase in obesity in the United States there has been many programs implemented to help this growing epidemic. However, public health practitioners should focus on promoting and educating exercise and physical activity. There are programs already implemented that will help our future generations such as the
    _Let’s Move!_ campaign, a national initiative launch by First Lady Michelle Obama on February 9, 2010 (Gibi, 2013). The campaign plays an important role to putting children on the path to a healthy future by educating people on the importance of supporting and practicing a healthy lifestyle. The campaign aims to change an environment of a community to ensure families have access to healthy and affordable foods. A campaign that works toward stopping obesity is very important because in the article
    _Vital Signs: Obesity Among Low-Income, Preschool-Ages Children – United States, 2008-2011_ mentioned, “overweight or obese preschoolers are five times as likely to become overweight or obese adults, compared with their normal eight peers. In older children and adolescents, obesity is associated with high cholesterol, high blood sugar, asthma and mental health problems” (May et al., 2013, p. 633). The lack of physical activity and poor diet is connected to the increase in BMI and obesity. It is important for health practitioners to encourage a healthy lifestyle by promoting healthy eating and physical activity; the combination reduces an individual’s risk of developing chronic diseases. The BRFSS data displays that the lack of exercise does play a factor with the increase in BMI.

    References

    Centers for Disease Control and Prevention. (2016).
    _BRFSS Prevalence & Trends Data_. Retrieved from http://www.cdc.gov/brfss/brfssprevalence/index.html

    Gibi, K. (2013). Let’s Move! Cities, Towns and Counties.
    _Parks & Recreation,_ 48 (10), 37-39.

    May, A. L., Liping, P., Sherry, B., Blanck, H. M., Galuska, D., Dalenius, K., & Grummer-Strawn, L. M. (2013). Vital Signs: Obesity Among Low-Income, Preschool-Aged Children — United States, 2008-2011.
    _MMWR: Morbidity & Mortality Weekly Report_,
    _62_(31), 629-634.

  • [Solved] Health P D3

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  • [Solved] Health P D2

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  • [Solved] Health P D1

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  • [Solved] Health P A2

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  • [Solved] Educating Clients on Wearable Technologies

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    ### Assignment #### Purpose The purpose of this assignment is to provide education to clients on the use of the selected wearable technology in health and wellness. #### Course Outcomes This assignment enables the student to meet the following course outcomes: – CO 2: Demonstrate how current and eme…

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    ### Assignment

    #### Purpose

    The purpose of this assignment is to provide education to clients on the use of the selected wearable technology in health and wellness.

    #### Course Outcomes

    This assignment enables the student to meet the following course outcomes:

    – CO 2: Demonstrate how current and emerging information and communication technologies are utilized to address the needs of a diverse population. (POs 3, 4)
    – CO 5: Apply ethical, legal, regulatory, and professional standards to the use of information systems and communication technologies. (POs 2, 6)

    #### Due Date

    Students must complete the Part 3: Educating Clients on Wearable Technologies assignment and submit it to the Dropbox by Sunday at 11:59 p.m. MT.

    #### Total Points Possible

    This assignment is worth 175 points.

    #### Preparing the Assignment

    Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.

    **Directions:**

    Complete the Part 3: Educating Clients on Wearable Technologies template, following the steps below.

    1. Download the [Part 3: Educating Clients on Wearable Technologies templateLinks to an external site.](https://cdn.brandfolder.io/74235FBJ/at/gwkm8phg38gj3t96n7xcxfb/Week6_NR361_Part_3_EducatingClientsonWearableTechnologies_Template_1.docx). Use of this template is required. A 10% deduction will be applied if the template is not used. See the rubric.
    2. Save the template and include your name in the file name.
    3. To complete the template, use the wearable technology device, population, and health condition you selected in the Week 3 Part 1: Examining Wearable Technologies assignment.
    4. On the template, click into each [Text Box] that contains the client education to include. Remove the words [Text Box] and answer the questions.
    1. Please use a combination of full sentences and bullet points within the template, keeping in mind the chosen population and health condition/health behavior.
    2. Do not change the font size. Ensure the font color is black and your answer fits within the box.
    3. Use information from the previous assignments and at least two external scholarly sources of evidence from the Chamberlain Library to complete the template for educating clients on the chosen wearable technology.
    4. To add an image to the template, save the image to your device. Select Insert > Pictures > This Device. Select the image and click Insert.
    5. Provide APA in-text citations for all listed references. Reference sources should be no more than five years old unless they are historical references. The required scholarly sources should come from the Chamberlain Library and should include the full APA reference plus the permalink.
    6. Follow grammar, spelling, word usage, and punctuation rules consistent with professional writing.
    7. Abide by Chamberlain University’s academic integrity policy.

    **Include the following sections (detailed criteria listed below and in the grading rubric). Answer the questions under each section with explanation and detail. A combination of complete sentences and bullet points may be used.**

    **Safety Precautions and Appropriate Use**

    Provide education on:

    1. Safety precautions
    2. Appropriate usage of the device
    3. Possible limitations

    **Features and Functions**

    Provide education on:

    1. Core function
    2. Additional features
    3. Potential benefit

    **Interoperability**

    Provide education on:

    1. How the device communicates with other healthcare applications
    2. The advantages of data sharing
    3. Privacy settings

    **Device Maintenance**

    Provide education on:

    1. Maintenance
    2. Software updates
    3. User information

    **Troubleshooting**

    Provide education on:

    1. Common issues
    2. How to troubleshoot issues
    3. How to get user support

    **Photos**

    1. Insert a photo of the chosen wearable technology onto the first page of the brochure.
    2. Insert a photo of the chosen wearable technology onto the second page of the brochure.
    3. Photos are appropriate and maintain the format of the brochure.

    **Format**

    1. Answer all questions/criteria with explanation and detail appropriate to the assignment.
    2. A minimum of two scholarly sources with permalinks from the Chamberlain Library are used.
    3. Answers are written using professional language.
    4. Scholarly sources pertain to the topic and are no more than five years old unless they are historical references.
    5. Removes [Text Boxes], uses the proper font, and maintains the template format.

    **Citation and Reference Formation**

    1. Use the current APA format to format citations and references and is free of errors.

    **Writing Requirements**

    1. Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.

    Submit the completed Part 3: Educating Clients on Wearable Technologies template to the Week 6 Dropbox by Sunday at 11:59 p.m. MT.

    – 2 years ago

  • [Solved] Discussion Prompt: Lifestyle Changes for Disease Prevention and Management

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    Overview: Lifestyle modifications play a crucial role in preventing and managing chronic diseases such as Hypertension discussion, you will explore how lifestyle changes—such as nutrition, physical activity, stress management, and avoiding harmful behaviors—can prevent or modify disease processes an…

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    Overview: Lifestyle modifications play a crucial role in preventing and managing chronic diseases such as Hypertension discussion, you will explore how lifestyle changes—such as nutrition, physical activity, stress management, and avoiding harmful behaviors—can prevent or modify disease processes and promote restoration of health.

    2. Discuss Lifestyle Changes: Describe at least two lifestyle changes that can prevent, modify, or restore health in relation to your selected disease. Use evidence-based practice (EBP) to support your discussion.

    o Include specific examples of dietary changes, physical activity, smoking cessation, or stress management techniques.

    3. Explain the Impact: Discuss how these lifestyle changes influence the disease process. Explain the physiological or behavioral changes that occur as a result.

    4. Relate to Nursing Practice: Identify the nurse's role in educating and promoting these lifestyle modifications. How can nurses empower patients to adopt and sustain these changes?

    5. Support with Evidence: Integrate at least two peer-reviewed scholarly sources published within the last five years. Use APA format for in-text citations and your reference list.

    6. Use 400 to 500 words

    – 2 years ago

  • [Solved] DISCUSSION CHAMB

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    Imagine a case scenario where you are the nurse leader for a clinical healthcare environment of your choosing. As the nurse leader, you have been asked to determine the best patient care delivery model to use on the unit. Consider this situation, and respond to the following. – What two patient care…

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    Assignment Prompt & Instructions

    Imagine a case scenario where you are the nurse leader for a clinical healthcare environment of your choosing. As the nurse leader, you have been asked to determine the best patient care delivery model to use on the unit. Consider this situation, and respond to the following.

    – What two patient care delivery models could be considered for use within the clinical healthcare environment you identified? Describe how each model would support safe, high-quality, person-centered care.
    – What decision-making model would you apply to facilitate the selection of the model best suited for the environment, and what steps would you take to apply the model?
    – What leadership competencies will be needed to implement the new model?

    1 PAGE

    DUE DATE JANUARY 8, 2025

    NO PLAGIO MORE THAN 10%

    REFERENCES IN APA STYLE

    PROPER GRAMMAR, spelling, syntax, and organizational flow of the content reflects professional standards

    – 2 years ago

  • [Solved] discussion and more

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    – 2 years ago **files (1)** – ## HEALTHCONDITIONSANDIMPLICATIONSFORWOMEN.docx **## HEALTHCONDITIONSANDIMPLICATIONSFORWOMEN.docx** HEALTH CONDITIONS AND IMPLICATIONS FOR WOMEN ![](https://www.sweetstudy.com/questions/discussion-and-more) Some health issues, including heart disease, depression, and au…

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    – 2 years ago

    **files (1)**

    – ## HEALTHCONDITIONSANDIMPLICATIONSFORWOMEN.docx

    **## HEALTHCONDITIONSANDIMPLICATIONSFORWOMEN.docx**

    HEALTH CONDITIONS AND IMPLICATIONS FOR WOMEN

    ![](https://www.sweetstudy.com/questions/discussion-and-more)

    Some health issues, including heart disease, depression, and autoimmune disease, present more frequently in women than in men. Others, including ovarian cancer and pregnancy issues, are obviously exclusive to the female population. Nurse practitioners focused on women’s healthcare become well-versed in these health issues and apply their expertise to helping to screen for and offer care for patients with these conditions.

    For this Discussion, you will select a specific women’s health issue. You will research this issue, and share common symptoms, recommended diagnostic tests, and common treatments.

    RESOURCES

    LEARNING RESOURCES

    [Required Readings](https://waldenu.instructure.com/courses/145236/pages/week-7-learning-resources?module_item_id=5638269)

    · Schuiling, K. D., & Likis, F. E. (2022). G
    _ynecologic health_ c
    _are_ (4th ed.). Jones and Bartlett Learning.

    · Chapter 29, “Gynecologic Cancers” (pp. 569-597)

    · Chapter 30, “Chronic Pelvic Pain” (pp. 601-616)

    ADULT GERONTOLOGY RESOURCES

    · van Dijk, G. M., Kavousi, M., Troup, J., & Franco, O. H. (2015).
    [Health issues for menopausal women: The top 11 conditions have common solutionsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S0378512214003004?via%3Dihub).
    _Maturitas_, 80(1), 24–30. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.maturitas.2014.09.013

    · North American Menopause Society. (2020).
    [_Sexual health & menopause_.Links to an external site.](http://www.menopause.org/for-women/sexual-health-menopause-online/how-to-navigate-this-online-resource) http://www.menopause.org/for-women/sexual-health-menopause-online/how-to-navigate-this-online-resource

    CLINICAL GUIDELINE RESOURCES

    As you review the following resources, you may want to include a topic in the search area to gather detailed information (e.g., breast cancer screening guidelines; CDC – for zika in pregnancy, etc.).

    ·
    [American College of Obstetricians and Gynecologists (ACOG).Links to an external site.](https://www.acog.org/) (2020).  https://www.acog.org/

    · American Cancer Society, Inc. (ACS). (2020).
    [_Information and Resources about Cancer: Breast, Colon, Lung, Prostate, Skin._ Links to an external site.](https://www.cancer.org/) https://www.cancer.org/

    · American Nurses Association (ANA). (n.d.).
    [Lead the profession to share the future of nursing and health care.Links to an external site.](https://www.nursingworld.org/) https://www.nursingworld.org/

    · Centers for Disease Control and Prevention. (CDC). (n.d.).
    [_CDC in action._ Links to an external site.](https://www.cdc.gov/) https://www.cdc.gov/

    · HealthyPeople 2030. (2020).
    [_Healthy People 2030 Framework_.Links to an external site.](https://www.healthypeople.gov/2020/About-Healthy-People/Development-Healthy-People-2030/Framework)  https://www.healthypeople.gov/2020/About-Healthy-People/Development-Healthy-People-2030/Framework

    · The American Association of Nurse Practitioners (AANP). (2020).
    [What’s Happening at your association.Links to an external site.](https://www.aanp.org/) https://www.aanp.org/

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/145236/modules/items/5638269)

    **To prepare:**

    · Review the Learning Resources for this week and consider the different types of women’s health issues.

    · Choose one of the women’s health issue from the following
    **list** and once you have selected an issue, search the Walden Library and/or the Internet regarding the health issue symptoms, diagnostic tests, and common treatments:

    · Osteoporosis

    · Bladder Issues

    · Pre-diabetes

    · Thyroid

    · Hypertension

    · Seizure Disorders

    · Psychiatric Disorders

    PART 1: BY DAY 3

    Based on the issue you chose,
    **post** a description and explanation of common symptoms, recommended diagnostic tests, and common treatments. Be specific and provide examples. Use the evidence from your search of the literature to support your explanation of the woman’s health issue you chose.

    PART 2: BY DAY 5

    Next,
    **based off the one women’s health issue you picked listed below, post** your responses to the following questions that corresponds to your women’s health issue.

    ·
    **Osteoporosis** – What are your options for primary prevention? How would you educate someone on the treatment?

    ·
    **Bladder Issues** – What exactly are the symptoms? What about Interstitial cystitis (IC) and pelvic pain?

    ·
    **Thyroid** – What symptoms occur in women? What can you discern from that? What about infertility?

    ·
    **Pre-diabetes** – Are there menstrual irregularities? What types of medication are they taking? What about pregnancy plans?

    ·
    **Hypertension** – What medications are appropriate for a woman of reproductive age? Should you counsel the woman on appropriate dieting?

    ·
    **Seizure Disorders** – What special implications do you need to consider in this particular population?

    ·
    **Psychiatric Disorders** – Specify the types of disorders i.e., anxiety/depression/substance abuse/eating disorders

    **Read** a selection of your colleagues’ responses.

    BY DAY 7

    **Respond** to at least
    **two** of your colleagues’ posts on
    **two different days** and provide additional insight that might be useful and appropriate for the issue addressed. Use your learning resources and/or evidence from the literature to support your position.

    | | | |
    | — | — | — |
    | **NRNP_6552_Week7_Discussion_Rubric** |
    | **Criteria** | **Ratings** | **Pts** |
    | Main Posting:<br>**view longer description** | **44 to >39.16 pts**<br>**Excellent Point range: 90–100**<br>Thoroughly responds to the discussion question(s)… Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources… No less than 75% of post has exceptional depth and breadth… Supported by at least 3 current credible sources.<br>**39.16 to >34.76 pts**<br>**Good Point range: 80–89**<br>Responds to most of the discussion question(s)… Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module… 50% of the post has exceptional depth and breadth… Supported by at least 3 credible references.<br>**34.76 to >30.36 pts**<br>**Fair Point range: 70–79**<br>Responds to some of the discussion question(s)… One to two criteria are not addressed or are superficially addressed… Is somewhat lacking reflection and critical analysis and synthesis… Somewhat represents knowledge gained from the course readings for the module… Post is cited with fewer than 2 credible references.<br>**30.36 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not respond to the discussion question(s)… Lacks depth or superficially addresses criteria… Lacks reflection and critical analysis and synthesis… Does not represent knowledge gained from the course readings for the module… Contains only 1 or no credible references. | / 44 pts |
    | Main Posting:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Written clearly and concisely… Contains no grammatical or spelling errors… Further adheres to current APA manual writing rules and style.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Written concisely… May contain one to two grammatical or spelling errors… Adheres to current APA manual writing rules and style.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Written somewhat concisely… May contain more than two spelling or grammatical errors… Contains some APA formatting errors.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Not written clearly or concisely… Contains more than two spelling or grammatical errors… Does not adhere to current APA manual writing rules and style. | / 6 pts |
    | Main Posting:<br>**view longer description** | **10 to >8.9 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts main discussion by due date.<br>**8.9 to >7.9 pts**<br>**Good Point range: 80–89**<br>Posts main discussion by due date… Meets requirements for full participation.<br>**7.9 to >6.9 pts**<br>**Fair Point range: 70–79**<br>Posts main discussion by due date.<br>**6.9 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post main discussion by due date. | / 10 pts |
    | First Response:<br>**view longer description** | **9 to >8.01 pts**<br>**Excellent Point range: 90–100**<br>Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.<br>**8.01 to >7.11 pts**<br>**Good Point range: 80–89**<br>Response has some depth and may exhibit critical thinking or application to practice setting.<br>**7.11 to >6.21 pts**<br>**Fair Point range: 70–79**<br>Response is on topic, may have some depth.<br>**6.21 to >0 pts**<br>**Poor Point range: 0–69**<br>Response may not be on topic, lacks depth. | / 9 pts |
    | First Response:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Communication is professional and respectful to colleagues… Response to faculty questions are fully answered, if posed… Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in Standard, Edited English.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Communication is mostly professional and respectful to colleagues… Response to faculty questions are mostly answered, if posed… Provides opinions and ideas that are supported by few credible sources… Response is written in Standard, Edited English.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Response posed in the discussion may lack effective professional communication… Response to faculty questions are somewhat answered, if posed… Few or no credible sources are cited.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Responses posted in the discussion lack effective communication… Response to faculty questions are missing… No credible sources are cited. | / 6 pts |
    | First Response:<br>**view longer description** | **5 to >4.45 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts by due date.<br>**4.45 to >3.95 pts**<br>**Good Point range: 80–89**<br>Meets requirements for full participation… Posts by due date.<br>**3.95 to >3.45 pts**<br>**Fair Point range: 70–79**<br>Posts by due date.<br>**3.45 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post by due date. | / 5 pts |
    | Second Response:<br>**view longer description** | **9 to >8.01 pts**<br>**Excellent Point range: 90–100**<br>Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.<br>**8.01 to >7.11 pts**<br>**Good Point range: 80–89**<br>Response has some depth and may exhibit critical thinking or application to practice setting.<br>**7.11 to >6.21 pts**<br>**Fair Point range: 70–79**<br>Response is on topic, may have some depth.<br>**6.21 to >0 pts**<br>**Poor Point range: 0–69**<br>Response may not be on topic, lacks depth. | / 9 pts |
    | Second Response:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Communication is professional and respectful to colleagues… Response to faculty questions are fully answered, if posed… Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in Standard, Edited English.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Communication is mostly professional and respectful to colleagues… Response to faculty questions are mostly answered, if posed… Provides opinions and ideas that are supported by few credible sources… Response is written in Standard, Edited English.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Response posed in the discussion may lack effective professional communication… Response to faculty questions are somewhat answered, if posed… Few or no credible sources are cited.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Responses posted in the discussion lack effective communication… Response to faculty questions are missing… No credible sources are cited. | / 6 pts |
    | Second Response:<br>**view longer description** | **5 to >4.45 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts by due date.<br>**4.45 to >3.95 pts**<br>**Good Point range: 80–89**<br>Meets requirements for full participation… Posts by due date.<br>**3.95 to >3.45 pts**<br>**Fair Point range: 70–79**<br>Posts by due date.<br>**3.45 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post by due date. | |

    ## image1.jpeg

    **## HEALTHCONDITIONSANDIMPLICATIONSFORWOMEN.docx**

    HEALTH CONDITIONS AND IMPLICATIONS FOR WOMEN

    ![](https://www.sweetstudy.com/questions/discussion-and-more)

    Some health issues, including heart disease, depression, and autoimmune disease, present more frequently in women than in men. Others, including ovarian cancer and pregnancy issues, are obviously exclusive to the female population. Nurse practitioners focused on women’s healthcare become well-versed in these health issues and apply their expertise to helping to screen for and offer care for patients with these conditions.

    For this Discussion, you will select a specific women’s health issue. You will research this issue, and share common symptoms, recommended diagnostic tests, and common treatments.

    RESOURCES

    LEARNING RESOURCES

    [Required Readings](https://waldenu.instructure.com/courses/145236/pages/week-7-learning-resources?module_item_id=5638269)

    · Schuiling, K. D., & Likis, F. E. (2022). G
    _ynecologic health_ c
    _are_ (4th ed.). Jones and Bartlett Learning.

    · Chapter 29, “Gynecologic Cancers” (pp. 569-597)

    · Chapter 30, “Chronic Pelvic Pain” (pp. 601-616)

    ADULT GERONTOLOGY RESOURCES

    · van Dijk, G. M., Kavousi, M., Troup, J., & Franco, O. H. (2015).
    [Health issues for menopausal women: The top 11 conditions have common solutionsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S0378512214003004?via%3Dihub).
    _Maturitas_, 80(1), 24–30. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.maturitas.2014.09.013

    · North American Menopause Society. (2020).
    [_Sexual health & menopause_.Links to an external site.](http://www.menopause.org/for-women/sexual-health-menopause-online/how-to-navigate-this-online-resource) http://www.menopause.org/for-women/sexual-health-menopause-online/how-to-navigate-this-online-resource

    CLINICAL GUIDELINE RESOURCES

    As you review the following resources, you may want to include a topic in the search area to gather detailed information (e.g., breast cancer screening guidelines; CDC – for zika in pregnancy, etc.).

    ·
    [American College of Obstetricians and Gynecologists (ACOG).Links to an external site.](https://www.acog.org/) (2020).  https://www.acog.org/

    · American Cancer Society, Inc. (ACS). (2020).
    [_Information and Resources about Cancer: Breast, Colon, Lung, Prostate, Skin._ Links to an external site.](https://www.cancer.org/) https://www.cancer.org/

    · American Nurses Association (ANA). (n.d.).
    [Lead the profession to share the future of nursing and health care.Links to an external site.](https://www.nursingworld.org/) https://www.nursingworld.org/

    · Centers for Disease Control and Prevention. (CDC). (n.d.).
    [_CDC in action._ Links to an external site.](https://www.cdc.gov/) https://www.cdc.gov/

    · HealthyPeople 2030. (2020).
    [_Healthy People 2030 Framework_.Links to an external site.](https://www.healthypeople.gov/2020/About-Healthy-People/Development-Healthy-People-2030/Framework)  https://www.healthypeople.gov/2020/About-Healthy-People/Development-Healthy-People-2030/Framework

    · The American Association of Nurse Practitioners (AANP). (2020).
    [What’s Happening at your association.Links to an external site.](https://www.aanp.org/) https://www.aanp.org/

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/145236/modules/items/5638269)

    **To prepare:**

    · Review the Learning Resources for this week and consider the different types of women’s health issues.

    · Choose one of the women’s health issue from the following
    **list** and once you have selected an issue, search the Walden Library and/or the Internet regarding the health issue symptoms, diagnostic tests, and common treatments:

    · Osteoporosis

    · Bladder Issues

    · Pre-diabetes

    · Thyroid

    · Hypertension

    · Seizure Disorders

    · Psychiatric Disorders

    PART 1: BY DAY 3

    Based on the issue you chose,
    **post** a description and explanation of common symptoms, recommended diagnostic tests, and common treatments. Be specific and provide examples. Use the evidence from your search of the literature to support your explanation of the woman’s health issue you chose.

    PART 2: BY DAY 5

    Next,
    **based off the one women’s health issue you picked listed below, post** your responses to the following questions that corresponds to your women’s health issue.

    ·
    **Osteoporosis** – What are your options for primary prevention? How would you educate someone on the treatment?

    ·
    **Bladder Issues** – What exactly are the symptoms? What about Interstitial cystitis (IC) and pelvic pain?

    ·
    **Thyroid** – What symptoms occur in women? What can you discern from that? What about infertility?

    ·
    **Pre-diabetes** – Are there menstrual irregularities? What types of medication are they taking? What about pregnancy plans?

    ·
    **Hypertension** – What medications are appropriate for a woman of reproductive age? Should you counsel the woman on appropriate dieting?

    ·
    **Seizure Disorders** – What special implications do you need to consider in this particular population?

    ·
    **Psychiatric Disorders** – Specify the types of disorders i.e., anxiety/depression/substance abuse/eating disorders

    **Read** a selection of your colleagues’ responses.

    BY DAY 7

    **Respond** to at least
    **two** of your colleagues’ posts on
    **two different days** and provide additional insight that might be useful and appropriate for the issue addressed. Use your learning resources and/or evidence from the literature to support your position.

    | | | |
    | — | — | — |
    | **NRNP_6552_Week7_Discussion_Rubric** |
    | **Criteria** | **Ratings** | **Pts** |
    | Main Posting:<br>**view longer description** | **44 to >39.16 pts**<br>**Excellent Point range: 90–100**<br>Thoroughly responds to the discussion question(s)… Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources… No less than 75% of post has exceptional depth and breadth… Supported by at least 3 current credible sources.<br>**39.16 to >34.76 pts**<br>**Good Point range: 80–89**<br>Responds to most of the discussion question(s)… Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module… 50% of the post has exceptional depth and breadth… Supported by at least 3 credible references.<br>**34.76 to >30.36 pts**<br>**Fair Point range: 70–79**<br>Responds to some of the discussion question(s)… One to two criteria are not addressed or are superficially addressed… Is somewhat lacking reflection and critical analysis and synthesis… Somewhat represents knowledge gained from the course readings for the module… Post is cited with fewer than 2 credible references.<br>**30.36 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not respond to the discussion question(s)… Lacks depth or superficially addresses criteria… Lacks reflection and critical analysis and synthesis… Does not represent knowledge gained from the course readings for the module… Contains only 1 or no credible references. | / 44 pts |
    | Main Posting:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Written clearly and concisely… Contains no grammatical or spelling errors… Further adheres to current APA manual writing rules and style.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Written concisely… May contain one to two grammatical or spelling errors… Adheres to current APA manual writing rules and style.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Written somewhat concisely… May contain more than two spelling or grammatical errors… Contains some APA formatting errors.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Not written clearly or concisely… Contains more than two spelling or grammatical errors… Does not adhere to current APA manual writing rules and style. | / 6 pts |
    | Main Posting:<br>**view longer description** | **10 to >8.9 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts main discussion by due date.<br>**8.9 to >7.9 pts**<br>**Good Point range: 80–89**<br>Posts main discussion by due date… Meets requirements for full participation.<br>**7.9 to >6.9 pts**<br>**Fair Point range: 70–79**<br>Posts main discussion by due date.<br>**6.9 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post main discussion by due date. | / 10 pts |
    | First Response:<br>**view longer description** | **9 to >8.01 pts**<br>**Excellent Point range: 90–100**<br>Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.<br>**8.01 to >7.11 pts**<br>**Good Point range: 80–89**<br>Response has some depth and may exhibit critical thinking or application to practice setting.<br>**7.11 to >6.21 pts**<br>**Fair Point range: 70–79**<br>Response is on topic, may have some depth.<br>**6.21 to >0 pts**<br>**Poor Point range: 0–69**<br>Response may not be on topic, lacks depth. | / 9 pts |
    | First Response:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Communication is professional and respectful to colleagues… Response to faculty questions are fully answered, if posed… Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in Standard, Edited English.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Communication is mostly professional and respectful to colleagues… Response to faculty questions are mostly answered, if posed… Provides opinions and ideas that are supported by few credible sources… Response is written in Standard, Edited English.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Response posed in the discussion may lack effective professional communication… Response to faculty questions are somewhat answered, if posed… Few or no credible sources are cited.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Responses posted in the discussion lack effective communication… Response to faculty questions are missing… No credible sources are cited. | / 6 pts |
    | First Response:<br>**view longer description** | **5 to >4.45 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts by due date.<br>**4.45 to >3.95 pts**<br>**Good Point range: 80–89**<br>Meets requirements for full participation… Posts by due date.<br>**3.95 to >3.45 pts**<br>**Fair Point range: 70–79**<br>Posts by due date.<br>**3.45 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post by due date. | / 5 pts |
    | Second Response:<br>**view longer description** | **9 to >8.01 pts**<br>**Excellent Point range: 90–100**<br>Response exhibits critical thinking and application to practice settings… Responds to questions posed by faculty… The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.<br>**8.01 to >7.11 pts**<br>**Good Point range: 80–89**<br>Response has some depth and may exhibit critical thinking or application to practice setting.<br>**7.11 to >6.21 pts**<br>**Fair Point range: 70–79**<br>Response is on topic, may have some depth.<br>**6.21 to >0 pts**<br>**Poor Point range: 0–69**<br>Response may not be on topic, lacks depth. | / 9 pts |
    | Second Response:<br>**view longer description** | **6 to >5.34 pts**<br>**Excellent Point range: 90–100**<br>Communication is professional and respectful to colleagues… Response to faculty questions are fully answered, if posed… Provides clear, concise opinions and ideas that are supported by two or more credible sources… Response is effectively written in Standard, Edited English.<br>**5.34 to >4.74 pts**<br>**Good Point range: 80–89**<br>Communication is mostly professional and respectful to colleagues… Response to faculty questions are mostly answered, if posed… Provides opinions and ideas that are supported by few credible sources… Response is written in Standard, Edited English.<br>**4.74 to >4.14 pts**<br>**Fair Point range: 70–79**<br>Response posed in the discussion may lack effective professional communication… Response to faculty questions are somewhat answered, if posed… Few or no credible sources are cited.<br>**4.14 to >0 pts**<br>**Poor Point range: 0–69**<br>Responses posted in the discussion lack effective communication… Response to faculty questions are missing… No credible sources are cited. | / 6 pts |
    | Second Response:<br>**view longer description** | **5 to >4.45 pts**<br>**Excellent Point range: 90–100**<br>Meets requirements for timely, full, and active participation… Posts by due date.<br>**4.45 to >3.95 pts**<br>**Good Point range: 80–89**<br>Meets requirements for full participation… Posts by due date.<br>**3.95 to >3.45 pts**<br>**Fair Point range: 70–79**<br>Posts by due date.<br>**3.45 to >0 pts**<br>**Poor Point range: 0–69**<br>Does not meet requirements for full participation… Does not post by due date. | |

    ## image1.jpeg

  • [Solved] Practicing ethics

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    follow all directions – 2 years ago **files (2)** – ## Week7Discussio1.docx – ## ethics-code-2024.pdf **## Week7Discussio1.docx** Week 7 Discussion: Practicing Ethics Practicing ethics is central to your role a HSPP and is essential for the profession as a whole to maintain credibility and trust wit…

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    follow all directions

    – 2 years ago

    **files (2)**

    – ## Week7Discussio1.docx

    – ## ethics-code-2024.pdf

    **## Week7Discussio1.docx**

    Week 7 Discussion: Practicing Ethics

    Practicing ethics is central to your role a HSPP and is essential for the profession as a whole to maintain credibility and trust with service users and the wider public. Practicing ethics can be challenging when two ethical decisions may be in conflict. For example, you have to protect a service user’s right to confidentiality until doing so could cause harm to the service user or others. Knowing if a service user is going to act in a way that may be harmful to themselves or others may require a judgment call based on consultation with colleagues or supervisors. How do you err on the side of caution, when the consequences of either decision may be undesirable: the potential harm or danger the service user could cause to themselves or others; or the violation of confidentiality that could damage the service user’s relationship to the HSPP or other providers?

    For this Discussion, you will apply ethical standards to a critical incident and consider how to analyze potential conflicts between ethical standards and legal obligations.

    · Review the Learning Resources and Course Announcements.

    · Review the Ethical Standards for Human Services Professionals

    · Research news articles from the past year for a critical incident that highlights a situation where an ethical choice may conflict with the legal obligations for HSPPs.

    · Choose one of the Ethical Standards found within the NOHS Ethical Standards that relates to the critical incident from the past year.

    · Review the Human Services Ethical Decision Model  (Eber, 2018,p.34) in the Learning Resources.

    By Day 4

    **Post a response to the following:**

    ·
    **Briefly describe a critical incident from the news in the past year and how it relates to one of the Ethical Standards found within the NOHS Ethical Standards.**

    ·
    **Explain why the ethical standard could be challenging to apply in the critical incident and how it may conflict with an HSPP’s legal obligations.**

    ·
    **Explain which step in the human services ethical decision model (Eber, 2018) would you find most challenging if you were confronted with a similar situation. In your explanation, include who you would consult to assist in your decision-making process, and whether you think the situation requires you to err on the side of your ethical or legal obligations. Provide a rationale for your choice.**

    Eber, P. A. (2018).
    [A pedagogical approach to ethical decision making in a human services curriculumLinks to an external site.](http://www.nationalhumanservices.org/assets/Conference/2017%20NOHS%20Proceedings%20Final.pdf), presented at NOHS National Conference. Des Moines, IA, 2017: National Organizations for Human Services.

    **Note:** Go to page 34 of the document to find the Human Services Ethical Decision Model.

    National Organization for Human Services. (2015).
    [Ethical standards for human services professionals.Links to an external site.](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)

    Tarvydas, V. M., Levers, L. L., & Teahen, P. R. (2017).
    [Ethical guidelines for mass trauma and complex humanitarian emergencies.Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=123715852&site=ehost-live&scope=site&authtype=shib&custid=s6527200) _Journal of Counseling & Development,_ 95(3), 260-268.

    **## ethics-code-2024.pdf**

    Ethical Standards for Human Services Professionals

    National Organization for Human Services adopted 2024

    Ethical Standards Subjects

    Preamble Responsibility to the Public & Society

    Responsibility to Clients Responsibility to Employers

    Responsibility to Colleagues Responsibility to Self

    Responsibility to the Profession Responsibility to Students

    PREAMBLE

    The field of human services is broadly defined, uniquely approaching the objective of meeting human
    needs through an interdisciplinary knowledge base, focusing on prevention as well as remediation of
    problems, and maintaining a commitment to improving the overall quality of life of service populations. The
    human services profession is one which promotes improved service delivery systems by addressing not
    only the quality of direct services, but also by seeking to improve accessibility, accountability, and
    coordination among professionals and agencies in service delivery.

    Ethics Code Purpose:

    The purpose of this ethics code is to establish a set of principles and standards to guide decision-making
    and conduct for all human services professionals. It serves to safeguard the well-being of clients, uphold
    the integrity of the profession, and foster trust and respect in all professional relationships. This code is
    designed to promote excellence in service delivery, ensure ethical practice in diverse social contexts, and
    address ethical dilemmas with professionalism and moral clarity. By adhering to this code, members
    commit to the highest standards of ethical behavior of their field which transcend legal requirements, foster
    enduring trust and respect, and advance the principles of human dignity, social justice, and responsible
    stewardship of the care placed in them by clients and society towards making profound contributions to
    their well-being.

    Persons who use this code include members of the National Organization for Human Services, students in
    relevant academic degree programs, faculty in those same programs, researchers, administrators,
    practitioners, employers, supervisors, and others in community agencies who identify with the human
    services field (henceforth all are referred to throughout this code as human service professionals). The
    ethical standards are organized according to defined professional domains.

    This ethics code emphasizes our unwavering commitment to ethical decision-making, a cornerstone of the
    human services profession. This commitment obliges all human service professionals to engage in
    continuous reflection, prioritize the welfare and rights of service recipients, and navigate complex ethical
    landscapes with diligence and moral clarity. It mandates the seeking of counsel and adherence to
    established ethical guidelines when confronting dilemmas, and ensures decisions are made with integrity
    and transparency.

    RESPONSIBILITY TO CLIENTS

    STANDARD 1 Human service professionals recognize and build on client and community strengths.

    STANDARD 2 At the beginning of the helping relationship, human service professionals obtain informed
    consent for services from clients. Clients should be informed that they may withdraw consent at any time
    and can ask questions before agreeing to the services. Clients who are unable to give consent should have
    those who are legally responsible for them review an informed consent statement document and provide
    appropriate consent. In the case of mandated services, human service professionals explain to clients their
    right to consent, including limitations to confidentiality and privacy, and possible consequences from
    service refusal.

    STANDARD 3 Human service professionals protect the client's right to privacy and confidentiality except
    when such confidentiality would cause serious harm to the client or others, when agency guidelines state
    otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals
    inform clients of the limits of confidentiality prior to the onset of the helping relationship.

    STANDARD 4 When a human service professional suspects a client's behavior may endanger themselves
    or others, they must take appropriate and professional actions to ensure safety, which may include
    consulting, seeking supervision, or, in accordance with state and federal laws, breaching confidentiality.

    STANDARD 5 Human service professionals recognize the potential harm and impaired judgment resulting
    from dual or multiple relationships with clients. If such relationships cannot be avoided, professionals must
    assess whether to limit or forego the professional relationship and make appropriate referrals as needed.

    STANDARD 6 Human service professionals must not engage in sexual or romantic relationships with
    current clients. In the case of former clients, their friends, or family, professionals must thoroughly assess
    any potential harm or exploitative dynamics before considering such relationships.

    STANDARD 7 Human service professionals ensure that their values or biases are not imposed upon their
    clients.

    STANDARD 8 Human service professionals are responsible for safeguarding the integrity, safety, and
    security of client records. Client information, whether in written or electronic form, can only be shared with
    other professionals with the client's prior written consent, unless required or allowed by law or during
    professional supervision.

    STANDARD 9 When providing services through the use of technology, human service professionals take
    precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements
    regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that

    clients are aware of any issues and concerns related to confidentiality, service issues, and how technology
    might negatively or positively impact the helping relationship.

    RESPONSIBILITY TO THE PUBLIC AND SOCIETY

    STANDARD 10 Human service professionals are committed to delivering services equitably, ensuring
    inclusion and accessibility, and respective diversity by valuing and affirming differences in age, ethnicity,
    culture, race, ability, gender, gender identity, gender expression, language preference, religion, sexual
    orientation, socioeconomic status, nationality, and other identities associated with historically marginalized
    groups.

    STANDARD 11 Human service professionals are knowledgeable about their cultures and communities
    within which they practice. They are aware of diversity in society and its impact on the community as well
    as individuals within the community. They respect the cultures and beliefs of individuals and groups.

    STANDARD 12 Human service professionals have a duty to be informed about relevant local, state, and
    federal laws. They bear the responsibility to advocate for amendments or changes in regulations and
    statutes when they conflict with the ethical standards and/or the rights of clients.

    STANDARD 13 Human service professionals stay informed about current social issues as they affect
    clients and communities. If appropriate to the helping relationship, they share this information with clients,
    groups, and communities as part of their work.

    STANDARD 14 Human service professionals are aware of social and political issues, comprehend their
    effects on clients, and recognize how the impact of such issues vary among individuals from diverse
    backgrounds.

    STANDARD 15 Human service professionals must establish processes to identify client needs and assets,
    actively draw attention to them, and facilitate planning and advocacy at individual, community, and societal
    levels to address them.

    STANDARD 16 Human service professionals advocate for social justice and seek to eliminate oppression.
    They raise awareness about systems of discrimination and inequity that affect historically minoritized and
    marginalized groups and advocate for systemic change to address these inequalities within their
    workplace, communities, and legislative systems.

    STANDARD 17 Human service professionals accurately represent the effectiveness of their treatment
    programs, interventions, and techniques, substantiating claims with empirical data and/or sound theoretical
    inferences whenever feasible.

    RESPONSIBILITY TO COLLEAGUES

    STANDARD 18 Human service professionals avoid duplicating another professional's helping relationship
    with a client. With written permission from their client, human service professionals consult with other
    professionals who are assisting the client in a different type of relationship when it is in the best interest of
    the client to do so.

    STANDARD 19 When human service professionals have a conflict with a colleague, they first seek out the
    colleague to manage the problem. If this effort fails, the professional then seeks the assistance of
    supervisors, consultants, or other professionals in efforts to address the conflict.

    STANDARD 20 Human service professionals have a duty to respond appropriately to unethical behavior of
    colleagues. This generally means first discussing the issue directly with the colleague in question, unless
    there are extenuating circumstances, such as concerns about repercussions due to an existing power
    relationship. If a satisfactory resolution is not reached or extenuating circumstances exist, the professional
    should report the colleague's behavior to a supervisor. If the potential unethical behavior is seen as
    egregious, then the individual should report the behavior to the colleague’s professional association,
    credentialing board, police, and/or other administrators or boards, as appropriate.

    STANDARD 21 Clients have a right to information discussed between their helper and other professionals,
    except when state or federal law notes otherwise. All information discussed among professionals should be
    kept confidential from all others, except when withholding information would lead to harm to clients, others,
    or communities.

    RESPONSIBILITY TO EMPLOYERS

    STANDARD 22 Human service professionals honor their commitments to employers to the fullest extent
    possible.

    STANDARD 23 Human service professionals participate in efforts to establish and maintain employment
    conditions which are conducive to high quality client services. Whenever possible, they assist in evaluating
    the effectiveness of the agency through reliable and valid assessment measures.

    STANDARD 24 When a conflict arises between fulfilling the responsibility to the employer and the
    responsibility to the client, human service professionals work with all involved to manage the conflict.

    RESPONSIBILITY TO THE PROFESSION

    STANDARD 25 Human service professionals seek the training, experience, education, and supervision
    necessary to ensure their effectiveness in working with culturally diverse individuals, families, and
    communities.

    STANDARD 26 Human service professionals provide services only within their expertise and scope of
    practice, recognizing the limits to their knowledge and skills.

    STANDARD 27 Human service professionals must accurately represent their qualifications,
    encompassing, but not limited to, their skills, education, credentials, training, and areas of expertise, to the
    client, colleagues, and members of the public. When any intentional or accidental misrepresentation is
    discovered, they must take immediate action to rectify the situation.

    STANDARD 28 Human service professionals must pursue relevant consultation and supervision to guide
    their decision-making in the face of legal, ethical, or other complex dilemmas.

    STANDARD 29 Human service professionals promote cooperation across related disciplines, aiming to
    enhance professional development and maximize the benefits of inter-professional collaboration for clients
    at all levels.

    STANDARD 30 Human service professionals are committed to the continued development of the field.
    They promote professional association memberships, support research initiatives, foster educational
    advancement, advocate for appropriate legislative actions, and engage in other professional development
    activities.

    STANDARD 31 Human service professionals continually seek out new and effective approaches to
    enhance their professional abilities and use techniques that are evidence-based. When practicing
    techniques that are experimental or new, they inform clients of the status of such techniques as well as the
    possible risks and gain client consent for their usage.

    STANDARD 32 Human service professionals engage in research that upholds ethical standards, meets
    institutional standards, and maintains scientific integrity. Such research accounts for cross-cultural and
    diversity bias and is reported with transparency regarding its limitations.

    STANDARD 33 Human service professionals exercise discretion in sharing personal information on social
    media, knowing that they reflect the profession of human services. They also reflect on how their public
    behavior might impact their personal reputation and the perception of their professional community.

    RESPONSIBILITY TO SELF

    STANDARD 34 Human service professionals maintain awareness of their own cultural and diverse
    backgrounds, beliefs, values, and biases. They recognize the potential impact of these factors on their
    relationships with others and commit to delivering culturally competent services to all clients.

    STANDARD 35 Human service professionals are committed to their personal growth and well-being to
    ensure they provide the highest quality service to clients. Should they become aware of any physical,
    emotional, or psychological impediments to their ability to serve clients effectively, they direct clients to
    appropriate alternative services and seek measures for personal remediation of such impediments via
    consultation, treatment, or education.

    STANDARD 36 Human service professionals are dedicated to lifelong learning, consistently seeking to
    enhance their knowledge and skills to better serve their clients.

    RESPONSIBILITY TO STUDENTS

    STANDARD 37 Human service educators develop and implement teaching methodologies that are
    culturally sensitive, using pedagogical approaches that recognize student’s diverse backgrounds and
    perspectives.

    STANDARD 38 Human service educators commit to fostering equity and inclusion, actively employing
    measures to ensure educational accessibility for students of all abilities.

    STANDARD 39 Human service educators uphold high standards of scholarship in their academic,
    pedagogical, and professional engagements. They remain abreast of developments in the field through
    active participation in professional associations, attendance at workshops and conferences, and
    engagement in both the review and conduct of research.

    STANDARD 40 Human service educators recognize and acknowledge the contributions of students to
    their work including, but not limited to, case material, grants, workshops, research, publications, and other
    related activities.

    STANDARD 41 Human service educators monitor students' field experiences to ensure the quality of the
    placement site, the supervisory experience, and that the educational outcomes align with the objectives of
    personal, professional, academic, career, and civic development of the student. When students experience
    potentially harmful situations during field placements, educators provide appropriate investigations and
    respond as necessary to safeguard the student.

    STANDARD 42 Human service educators establish and uphold appropriate guidelines regarding student
    disclosure of sensitive or personal information. This involves providing students with advance notice of any
    activities requiring self-disclosure, offering students the option to opt-out of in-depth self-disclosure when
    reasonable, and ensuring that there are processes in place to discuss and debrief these activities.

    STANDARD 43 Human service educators acknowledge the inherent power imbalance in their relationships
    with students and are committed to defining and upholding clear ethical and professional boundaries. This
    commitment includes avoiding any behavior that is demeaning, embarrassing, or exploitative. Human
    service educators are dedicated to treating all students with fairness and equity, actively working to
    eliminate discrimination in all forms, and ensuring a respectful and inclusive educational environment.

    STANDARD 44 Human service educators ensure that students are familiar with, guided by, and held
    accountable to the ethical standards and policies established by their academic program or department,
    the specific guidelines outlined in the course syllabus by the instructor, the expectations of their advisors,
    and the Ethical Standards of Human Service Professionals.

    Copyright © 2024 National Organization for Human Services. All rights reserved. Note: This document may
    be reproduced in its entirety without permission for non-commercial purposes only. Any reproduction,
    modification, distribution, transmission, or commercial use of this document, or any part thereof, without prior
    written permission is strictly prohibited.

    – Ethical Standards for Human Services Professionals
    – National Organization for Human Services adopted 2024
    – Preamble
    – Responsibility to the Public and Society
    – Responsibility to Colleagues
    – Responsibility to Employers
    – Responsibility to the Profession
    – Responsibility to Self
    – STANDARD 34 Human service professionals maintain awareness of their own cultural and diverse backgrounds, beliefs, values, and biases. They recognize the potential impact of these factors on their relationships with others and commit to delivering culturally competent services to all clients.
    – Responsibility to Students

    **## ethics-code-2024.pdf**

    Ethical Standards for Human Services Professionals

    National Organization for Human Services adopted 2024

    Ethical Standards Subjects

    Preamble Responsibility to the Public & Society

    Responsibility to Clients Responsibility to Employers

    Responsibility to Colleagues Responsibility to Self

    Responsibility to the Profession Responsibility to Students

    PREAMBLE

    The field of human services is broadly defined, uniquely approaching the objective of meeting human
    needs through an interdisciplinary knowledge base, focusing on prevention as well as remediation of
    problems, and maintaining a commitment to improving the overall quality of life of service populations. The
    human services profession is one which promotes improved service delivery systems by addressing not
    only the quality of direct services, but also by seeking to improve accessibility, accountability, and
    coordination among professionals and agencies in service delivery.

    Ethics Code Purpose:

    The purpose of this ethics code is to establish a set of principles and standards to guide decision-making
    and conduct for all human services professionals. It serves to safeguard the well-being of clients, uphold
    the integrity of the profession, and foster trust and respect in all professional relationships. This code is
    designed to promote excellence in service delivery, ensure ethical practice in diverse social contexts, and
    address ethical dilemmas with professionalism and moral clarity. By adhering to this code, members
    commit to the highest standards of ethical behavior of their field which transcend legal requirements, foster
    enduring trust and respect, and advance the principles of human dignity, social justice, and responsible
    stewardship of the care placed in them by clients and society towards making profound contributions to
    their well-being.

    Persons who use this code include members of the National Organization for Human Services, students in
    relevant academic degree programs, faculty in those same programs, researchers, administrators,
    practitioners, employers, supervisors, and others in community agencies who identify with the human
    services field (henceforth all are referred to throughout this code as human service professionals). The
    ethical standards are organized according to defined professional domains.

    This ethics code emphasizes our unwavering commitment to ethical decision-making, a cornerstone of the
    human services profession. This commitment obliges all human service professionals to engage in
    continuous reflection, prioritize the welfare and rights of service recipients, and navigate complex ethical
    landscapes with diligence and moral clarity. It mandates the seeking of counsel and adherence to
    established ethical guidelines when confronting dilemmas, and ensures decisions are made with integrity
    and transparency.

    RESPONSIBILITY TO CLIENTS

    STANDARD 1 Human service professionals recognize and build on client and community strengths.

    STANDARD 2 At the beginning of the helping relationship, human service professionals obtain informed
    consent for services from clients. Clients should be informed that they may withdraw consent at any time
    and can ask questions before agreeing to the services. Clients who are unable to give consent should have
    those who are legally responsible for them review an informed consent statement document and provide
    appropriate consent. In the case of mandated services, human service professionals explain to clients their
    right to consent, including limitations to confidentiality and privacy, and possible consequences from
    service refusal.

    STANDARD 3 Human service professionals protect the client's right to privacy and confidentiality except
    when such confidentiality would cause serious harm to the client or others, when agency guidelines state
    otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals
    inform clients of the limits of confidentiality prior to the onset of the helping relationship.

    STANDARD 4 When a human service professional suspects a client's behavior may endanger themselves
    or others, they must take appropriate and professional actions to ensure safety, which may include
    consulting, seeking supervision, or, in accordance with state and federal laws, breaching confidentiality.

    STANDARD 5 Human service professionals recognize the potential harm and impaired judgment resulting
    from dual or multiple relationships with clients. If such relationships cannot be avoided, professionals must
    assess whether to limit or forego the professional relationship and make appropriate referrals as needed.

    STANDARD 6 Human service professionals must not engage in sexual or romantic relationships with
    current clients. In the case of former clients, their friends, or family, professionals must thoroughly assess
    any potential harm or exploitative dynamics before considering such relationships.

    STANDARD 7 Human service professionals ensure that their values or biases are not imposed upon their
    clients.

    STANDARD 8 Human service professionals are responsible for safeguarding the integrity, safety, and
    security of client records. Client information, whether in written or electronic form, can only be shared with
    other professionals with the client's prior written consent, unless required or allowed by law or during
    professional supervision.

    STANDARD 9 When providing services through the use of technology, human service professionals take
    precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements
    regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that

    clients are aware of any issues and concerns related to confidentiality, service issues, and how technology
    might negatively or positively impact the helping relationship.

    RESPONSIBILITY TO THE PUBLIC AND SOCIETY

    STANDARD 10 Human service professionals are committed to delivering services equitably, ensuring
    inclusion and accessibility, and respective diversity by valuing and affirming differences in age, ethnicity,
    culture, race, ability, gender, gender identity, gender expression, language preference, religion, sexual
    orientation, socioeconomic status, nationality, and other identities associated with historically marginalized
    groups.

    STANDARD 11 Human service professionals are knowledgeable about their cultures and communities
    within which they practice. They are aware of diversity in society and its impact on the community as well
    as individuals within the community. They respect the cultures and beliefs of individuals and groups.

    STANDARD 12 Human service professionals have a duty to be informed about relevant local, state, and
    federal laws. They bear the responsibility to advocate for amendments or changes in regulations and
    statutes when they conflict with the ethical standards and/or the rights of clients.

    STANDARD 13 Human service professionals stay informed about current social issues as they affect
    clients and communities. If appropriate to the helping relationship, they share this information with clients,
    groups, and communities as part of their work.

    STANDARD 14 Human service professionals are aware of social and political issues, comprehend their
    effects on clients, and recognize how the impact of such issues vary among individuals from diverse
    backgrounds.

    STANDARD 15 Human service professionals must establish processes to identify client needs and assets,
    actively draw attention to them, and facilitate planning and advocacy at individual, community, and societal
    levels to address them.

    STANDARD 16 Human service professionals advocate for social justice and seek to eliminate oppression.
    They raise awareness about systems of discrimination and inequity that affect historically minoritized and
    marginalized groups and advocate for systemic change to address these inequalities within their
    workplace, communities, and legislative systems.

    STANDARD 17 Human service professionals accurately represent the effectiveness of their treatment
    programs, interventions, and techniques, substantiating claims with empirical data and/or sound theoretical
    inferences whenever feasible.

    RESPONSIBILITY TO COLLEAGUES

    STANDARD 18 Human service professionals avoid duplicating another professional's helping relationship
    with a client. With written permission from their client, human service professionals consult with other
    professionals who are assisting the client in a different type of relationship when it is in the best interest of
    the client to do so.

    STANDARD 19 When human service professionals have a conflict with a colleague, they first seek out the
    colleague to manage the problem. If this effort fails, the professional then seeks the assistance of
    supervisors, consultants, or other professionals in efforts to address the conflict.

    STANDARD 20 Human service professionals have a duty to respond appropriately to unethical behavior of
    colleagues. This generally means first discussing the issue directly with the colleague in question, unless
    there are extenuating circumstances, such as concerns about repercussions due to an existing power
    relationship. If a satisfactory resolution is not reached or extenuating circumstances exist, the professional
    should report the colleague's behavior to a supervisor. If the potential unethical behavior is seen as
    egregious, then the individual should report the behavior to the colleague’s professional association,
    credentialing board, police, and/or other administrators or boards, as appropriate.

    STANDARD 21 Clients have a right to information discussed between their helper and other professionals,
    except when state or federal law notes otherwise. All information discussed among professionals should be
    kept confidential from all others, except when withholding information would lead to harm to clients, others,
    or communities.

    RESPONSIBILITY TO EMPLOYERS

    STANDARD 22 Human service professionals honor their commitments to employers to the fullest extent
    possible.

    STANDARD 23 Human service professionals participate in efforts to establish and maintain employment
    conditions which are conducive to high quality client services. Whenever possible, they assist in evaluating
    the effectiveness of the agency through reliable and valid assessment measures.

    STANDARD 24 When a conflict arises between fulfilling the responsibility to the employer and the
    responsibility to the client, human service professionals work with all involved to manage the conflict.

    RESPONSIBILITY TO THE PROFESSION

    STANDARD 25 Human service professionals seek the training, experience, education, and supervision
    necessary to ensure their effectiveness in working with culturally diverse individuals, families, and
    communities.

    STANDARD 26 Human service professionals provide services only within their expertise and scope of
    practice, recognizing the limits to their knowledge and skills.

    STANDARD 27 Human service professionals must accurately represent their qualifications,
    encompassing, but not limited to, their skills, education, credentials, training, and areas of expertise, to the
    client, colleagues, and members of the public. When any intentional or accidental misrepresentation is
    discovered, they must take immediate action to rectify the situation.

    STANDARD 28 Human service professionals must pursue relevant consultation and supervision to guide
    their decision-making in the face of legal, ethical, or other complex dilemmas.

    STANDARD 29 Human service professionals promote cooperation across related disciplines, aiming to
    enhance professional development and maximize the benefits of inter-professional collaboration for clients
    at all levels.

    STANDARD 30 Human service professionals are committed to the continued development of the field.
    They promote professional association memberships, support research initiatives, foster educational
    advancement, advocate for appropriate legislative actions, and engage in other professional development
    activities.

    STANDARD 31 Human service professionals continually seek out new and effective approaches to
    enhance their professional abilities and use techniques that are evidence-based. When practicing
    techniques that are experimental or new, they inform clients of the status of such techniques as well as the
    possible risks and gain client consent for their usage.

    STANDARD 32 Human service professionals engage in research that upholds ethical standards, meets
    institutional standards, and maintains scientific integrity. Such research accounts for cross-cultural and
    diversity bias and is reported with transparency regarding its limitations.

    STANDARD 33 Human service professionals exercise discretion in sharing personal information on social
    media, knowing that they reflect the profession of human services. They also reflect on how their public
    behavior might impact their personal reputation and the perception of their professional community.

    RESPONSIBILITY TO SELF

    STANDARD 34 Human service professionals maintain awareness of their own cultural and diverse
    backgrounds, beliefs, values, and biases. They recognize the potential impact of these factors on their
    relationships with others and commit to delivering culturally competent services to all clients.

    STANDARD 35 Human service professionals are committed to their personal growth and well-being to
    ensure they provide the highest quality service to clients. Should they become aware of any physical,
    emotional, or psychological impediments to their ability to serve clients effectively, they direct clients to
    appropriate alternative services and seek measures for personal remediation of such impediments via
    consultation, treatment, or education.

    STANDARD 36 Human service professionals are dedicated to lifelong learning, consistently seeking to
    enhance their knowledge and skills to better serve their clients.

    RESPONSIBILITY TO STUDENTS

    STANDARD 37 Human service educators develop and implement teaching methodologies that are
    culturally sensitive, using pedagogical approaches that recognize student’s diverse backgrounds and
    perspectives.

    STANDARD 38 Human service educators commit to fostering equity and inclusion, actively employing
    measures to ensure educational accessibility for students of all abilities.

    STANDARD 39 Human service educators uphold high standards of scholarship in their academic,
    pedagogical, and professional engagements. They remain abreast of developments in the field through
    active participation in professional associations, attendance at workshops and conferences, and
    engagement in both the review and conduct of research.

    STANDARD 40 Human service educators recognize and acknowledge the contributions of students to
    their work including, but not limited to, case material, grants, workshops, research, publications, and other
    related activities.

    STANDARD 41 Human service educators monitor students' field experiences to ensure the quality of the
    placement site, the supervisory experience, and that the educational outcomes align with the objectives of
    personal, professional, academic, career, and civic development of the student. When students experience
    potentially harmful situations during field placements, educators provide appropriate investigations and
    respond as necessary to safeguard the student.

    STANDARD 42 Human service educators establish and uphold appropriate guidelines regarding student
    disclosure of sensitive or personal information. This involves providing students with advance notice of any
    activities requiring self-disclosure, offering students the option to opt-out of in-depth self-disclosure when
    reasonable, and ensuring that there are processes in place to discuss and debrief these activities.

    STANDARD 43 Human service educators acknowledge the inherent power imbalance in their relationships
    with students and are committed to defining and upholding clear ethical and professional boundaries. This
    commitment includes avoiding any behavior that is demeaning, embarrassing, or exploitative. Human
    service educators are dedicated to treating all students with fairness and equity, actively working to
    eliminate discrimination in all forms, and ensuring a respectful and inclusive educational environment.

    STANDARD 44 Human service educators ensure that students are familiar with, guided by, and held
    accountable to the ethical standards and policies established by their academic program or department,
    the specific guidelines outlined in the course syllabus by the instructor, the expectations of their advisors,
    and the Ethical Standards of Human Service Professionals.

    Copyright © 2024 National Organization for Human Services. All rights reserved. Note: This document may
    be reproduced in its entirety without permission for non-commercial purposes only. Any reproduction,
    modification, distribution, transmission, or commercial use of this document, or any part thereof, without prior
    written permission is strictly prohibited.

    – Ethical Standards for Human Services Professionals
    – National Organization for Human Services adopted 2024
    – Preamble
    – Responsibility to the Public and Society
    – Responsibility to Colleagues
    – Responsibility to Employers
    – Responsibility to the Profession
    – Responsibility to Self
    – STANDARD 34 Human service professionals maintain awareness of their own cultural and diverse backgrounds, beliefs, values, and biases. They recognize the potential impact of these factors on their relationships with others and commit to delivering culturally competent services to all clients.
    – Responsibility to Students

    **## Week7Discussio1.docx**

    Week 7 Discussion: Practicing Ethics

    Practicing ethics is central to your role a HSPP and is essential for the profession as a whole to maintain credibility and trust with service users and the wider public. Practicing ethics can be challenging when two ethical decisions may be in conflict. For example, you have to protect a service user’s right to confidentiality until doing so could cause harm to the service user or others. Knowing if a service user is going to act in a way that may be harmful to themselves or others may require a judgment call based on consultation with colleagues or supervisors. How do you err on the side of caution, when the consequences of either decision may be undesirable: the potential harm or danger the service user could cause to themselves or others; or the violation of confidentiality that could damage the service user’s relationship to the HSPP or other providers?

    For this Discussion, you will apply ethical standards to a critical incident and consider how to analyze potential conflicts between ethical standards and legal obligations.

    · Review the Learning Resources and Course Announcements.

    · Review the Ethical Standards for Human Services Professionals

    · Research news articles from the past year for a critical incident that highlights a situation where an ethical choice may conflict with the legal obligations for HSPPs.

    · Choose one of the Ethical Standards found within the NOHS Ethical Standards that relates to the critical incident from the past year.

    · Review the Human Services Ethical Decision Model  (Eber, 2018,p.34) in the Learning Resources.

    By Day 4

    **Post a response to the following:**

    ·
    **Briefly describe a critical incident from the news in the past year and how it relates to one of the Ethical Standards found within the NOHS Ethical Standards.**

    ·
    **Explain why the ethical standard could be challenging to apply in the critical incident and how it may conflict with an HSPP’s legal obligations.**

    ·
    **Explain which step in the human services ethical decision model (Eber, 2018) would you find most challenging if you were confronted with a similar situation. In your explanation, include who you would consult to assist in your decision-making process, and whether you think the situation requires you to err on the side of your ethical or legal obligations. Provide a rationale for your choice.**

    Eber, P. A. (2018).
    [A pedagogical approach to ethical decision making in a human services curriculumLinks to an external site.](http://www.nationalhumanservices.org/assets/Conference/2017%20NOHS%20Proceedings%20Final.pdf), presented at NOHS National Conference. Des Moines, IA, 2017: National Organizations for Human Services.

    **Note:** Go to page 34 of the document to find the Human Services Ethical Decision Model.

    National Organization for Human Services. (2015).
    [Ethical standards for human services professionals.Links to an external site.](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)

    Tarvydas, V. M., Levers, L. L., & Teahen, P. R. (2017).
    [Ethical guidelines for mass trauma and complex humanitarian emergencies.Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=123715852&site=ehost-live&scope=site&authtype=shib&custid=s6527200) _Journal of Counseling & Development,_ 95(3), 260-268.

    **## ethics-code-2024.pdf**

    Ethical Standards for Human Services Professionals

    National Organization for Human Services adopted 2024

    Ethical Standards Subjects

    Preamble Responsibility to the Public & Society

    Responsibility to Clients Responsibility to Employers

    Responsibility to Colleagues Responsibility to Self

    Responsibility to the Profession Responsibility to Students

    PREAMBLE

    The field of human services is broadly defined, uniquely approaching the objective of meeting human
    needs through an interdisciplinary knowledge base, focusing on prevention as well as remediation of
    problems, and maintaining a commitment to improving the overall quality of life of service populations. The
    human services profession is one which promotes improved service delivery systems by addressing not
    only the quality of direct services, but also by seeking to improve accessibility, accountability, and
    coordination among professionals and agencies in service delivery.

    Ethics Code Purpose:

    The purpose of this ethics code is to establish a set of principles and standards to guide decision-making
    and conduct for all human services professionals. It serves to safeguard the well-being of clients, uphold
    the integrity of the profession, and foster trust and respect in all professional relationships. This code is
    designed to promote excellence in service delivery, ensure ethical practice in diverse social contexts, and
    address ethical dilemmas with professionalism and moral clarity. By adhering to this code, members
    commit to the highest standards of ethical behavior of their field which transcend legal requirements, foster
    enduring trust and respect, and advance the principles of human dignity, social justice, and responsible
    stewardship of the care placed in them by clients and society towards making profound contributions to
    their well-being.

    Persons who use this code include members of the National Organization for Human Services, students in
    relevant academic degree programs, faculty in those same programs, researchers, administrators,
    practitioners, employers, supervisors, and others in community agencies who identify with the human
    services field (henceforth all are referred to throughout this code as human service professionals). The
    ethical standards are organized according to defined professional domains.

    This ethics code emphasizes our unwavering commitment to ethical decision-making, a cornerstone of the
    human services profession. This commitment obliges all human service professionals to engage in
    continuous reflection, prioritize the welfare and rights of service recipients, and navigate complex ethical
    landscapes with diligence and moral clarity. It mandates the seeking of counsel and adherence to
    established ethical guidelines when confronting dilemmas, and ensures decisions are made with integrity
    and transparency.

    RESPONSIBILITY TO CLIENTS

    STANDARD 1 Human service professionals recognize and build on client and community strengths.

    STANDARD 2 At the beginning of the helping relationship, human service professionals obtain informed
    consent for services from clients. Clients should be informed that they may withdraw consent at any time
    and can ask questions before agreeing to the services. Clients who are unable to give consent should have
    those who are legally responsible for them review an informed consent statement document and provide
    appropriate consent. In the case of mandated services, human service professionals explain to clients their
    right to consent, including limitations to confidentiality and privacy, and possible consequences from
    service refusal.

    STANDARD 3 Human service professionals protect the client's right to privacy and confidentiality except
    when such confidentiality would cause serious harm to the client or others, when agency guidelines state
    otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals
    inform clients of the limits of confidentiality prior to the onset of the helping relationship.

    STANDARD 4 When a human service professional suspects a client's behavior may endanger themselves
    or others, they must take appropriate and professional actions to ensure safety, which may include
    consulting, seeking supervision, or, in accordance with state and federal laws, breaching confidentiality.

    STANDARD 5 Human service professionals recognize the potential harm and impaired judgment resulting
    from dual or multiple relationships with clients. If such relationships cannot be avoided, professionals must
    assess whether to limit or forego the professional relationship and make appropriate referrals as needed.

    STANDARD 6 Human service professionals must not engage in sexual or romantic relationships with
    current clients. In the case of former clients, their friends, or family, professionals must thoroughly assess
    any potential harm or exploitative dynamics before considering such relationships.

    STANDARD 7 Human service professionals ensure that their values or biases are not imposed upon their
    clients.

    STANDARD 8 Human service professionals are responsible for safeguarding the integrity, safety, and
    security of client records. Client information, whether in written or electronic form, can only be shared with
    other professionals with the client's prior written consent, unless required or allowed by law or during
    professional supervision.

    STANDARD 9 When providing services through the use of technology, human service professionals take
    precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements
    regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that

    clients are aware of any issues and concerns related to confidentiality, service issues, and how technology
    might negatively or positively impact the helping relationship.

    RESPONSIBILITY TO THE PUBLIC AND SOCIETY

    STANDARD 10 Human service professionals are committed to delivering services equitably, ensuring
    inclusion and accessibility, and respective diversity by valuing and affirming differences in age, ethnicity,
    culture, race, ability, gender, gender identity, gender expression, language preference, religion, sexual
    orientation, socioeconomic status, nationality, and other identities associated with historically marginalized
    groups.

    STANDARD 11 Human service professionals are knowledgeable about their cultures and communities
    within which they practice. They are aware of diversity in society and its impact on the community as well
    as individuals within the community. They respect the cultures and beliefs of individuals and groups.

    STANDARD 12 Human service professionals have a duty to be informed about relevant local, state, and
    federal laws. They bear the responsibility to advocate for amendments or changes in regulations and
    statutes when they conflict with the ethical standards and/or the rights of clients.

    STANDARD 13 Human service professionals stay informed about current social issues as they affect
    clients and communities. If appropriate to the helping relationship, they share this information with clients,
    groups, and communities as part of their work.

    STANDARD 14 Human service professionals are aware of social and political issues, comprehend their
    effects on clients, and recognize how the impact of such issues vary among individuals from diverse
    backgrounds.

    STANDARD 15 Human service professionals must establish processes to identify client needs and assets,
    actively draw attention to them, and facilitate planning and advocacy at individual, community, and societal
    levels to address them.

    STANDARD 16 Human service professionals advocate for social justice and seek to eliminate oppression.
    They raise awareness about systems of discrimination and inequity that affect historically minoritized and
    marginalized groups and advocate for systemic change to address these inequalities within their
    workplace, communities, and legislative systems.

    STANDARD 17 Human service professionals accurately represent the effectiveness of their treatment
    programs, interventions, and techniques, substantiating claims with empirical data and/or sound theoretical
    inferences whenever feasible.

    RESPONSIBILITY TO COLLEAGUES

    STANDARD 18 Human service professionals avoid duplicating another professional's helping relationship
    with a client. With written permission from their client, human service professionals consult with other
    professionals who are assisting the client in a different type of relationship when it is in the best interest of
    the client to do so.

    STANDARD 19 When human service professionals have a conflict with a colleague, they first seek out the
    colleague to manage the problem. If this effort fails, the professional then seeks the assistance of
    supervisors, consultants, or other professionals in efforts to address the conflict.

    STANDARD 20 Human service professionals have a duty to respond appropriately to unethical behavior of
    colleagues. This generally means first discussing the issue directly with the colleague in question, unless
    there are extenuating circumstances, such as concerns about repercussions due to an existing power
    relationship. If a satisfactory resolution is not reached or extenuating circumstances exist, the professional
    should report the colleague's behavior to a supervisor. If the potential unethical behavior is seen as
    egregious, then the individual should report the behavior to the colleague’s professional association,
    credentialing board, police, and/or other administrators or boards, as appropriate.

    STANDARD 21 Clients have a right to information discussed between their helper and other professionals,
    except when state or federal law notes otherwise. All information discussed among professionals should be
    kept confidential from all others, except when withholding information would lead to harm to clients, others,
    or communities.

    RESPONSIBILITY TO EMPLOYERS

    STANDARD 22 Human service professionals honor their commitments to employers to the fullest extent
    possible.

    STANDARD 23 Human service professionals participate in efforts to establish and maintain employment
    conditions which are conducive to high quality client services. Whenever possible, they assist in evaluating
    the effectiveness of the agency through reliable and valid assessment measures.

    STANDARD 24 When a conflict arises between fulfilling the responsibility to the employer and the
    responsibility to the client, human service professionals work with all involved to manage the conflict.

    RESPONSIBILITY TO THE PROFESSION

    STANDARD 25 Human service professionals seek the training, experience, education, and supervision
    necessary to ensure their effectiveness in working with culturally diverse individuals, families, and
    communities.

    STANDARD 26 Human service professionals provide services only within their expertise and scope of
    practice, recognizing the limits to their knowledge and skills.

    STANDARD 27 Human service professionals must accurately represent their qualifications,
    encompassing, but not limited to, their skills, education, credentials, training, and areas of expertise, to the
    client, colleagues, and members of the public. When any intentional or accidental misrepresentation is
    discovered, they must take immediate action to rectify the situation.

    STANDARD 28 Human service professionals must pursue relevant consultation and supervision to guide
    their decision-making in the face of legal, ethical, or other complex dilemmas.

    STANDARD 29 Human service professionals promote cooperation across related disciplines, aiming to
    enhance professional development and maximize the benefits of inter-professional collaboration for clients
    at all levels.

    STANDARD 30 Human service professionals are committed to the continued development of the field.
    They promote professional association memberships, support research initiatives, foster educational
    advancement, advocate for appropriate legislative actions, and engage in other professional development
    activities.

    STANDARD 31 Human service professionals continually seek out new and effective approaches to
    enhance their professional abilities and use techniques that are evidence-based. When practicing
    techniques that are experimental or new, they inform clients of the status of such techniques as well as the
    possible risks and gain client consent for their usage.

    STANDARD 32 Human service professionals engage in research that upholds ethical standards, meets
    institutional standards, and maintains scientific integrity. Such research accounts for cross-cultural and
    diversity bias and is reported with transparency regarding its limitations.

    STANDARD 33 Human service professionals exercise discretion in sharing personal information on social
    media, knowing that they reflect the profession of human services. They also reflect on how their public
    behavior might impact their personal reputation and the perception of their professional community.

    RESPONSIBILITY TO SELF

    STANDARD 34 Human service professionals maintain awareness of their own cultural and diverse
    backgrounds, beliefs, values, and biases. They recognize the potential impact of these factors on their
    relationships with others and commit to delivering culturally competent services to all clients.

    STANDARD 35 Human service professionals are committed to their personal growth and well-being to
    ensure they provide the highest quality service to clients. Should they become aware of any physical,
    emotional, or psychological impediments to their ability to serve clients effectively, they direct clients to
    appropriate alternative services and seek measures for personal remediation of such impediments via
    consultation, treatment, or education.

    STANDARD 36 Human service professionals are dedicated to lifelong learning, consistently seeking to
    enhance their knowledge and skills to better serve their clients.

    RESPONSIBILITY TO STUDENTS

    STANDARD 37 Human service educators develop and implement teaching methodologies that are
    culturally sensitive, using pedagogical approaches that recognize student’s diverse backgrounds and
    perspectives.

    STANDARD 38 Human service educators commit to fostering equity and inclusion, actively employing
    measures to ensure educational accessibility for students of all abilities.

    STANDARD 39 Human service educators uphold high standards of scholarship in their academic,
    pedagogical, and professional engagements. They remain abreast of developments in the field through
    active participation in professional associations, attendance at workshops and conferences, and
    engagement in both the review and conduct of research.

    STANDARD 40 Human service educators recognize and acknowledge the contributions of students to
    their work including, but not limited to, case material, grants, workshops, research, publications, and other
    related activities.

    STANDARD 41 Human service educators monitor students' field experiences to ensure the quality of the
    placement site, the supervisory experience, and that the educational outcomes align with the objectives of
    personal, professional, academic, career, and civic development of the student. When students experience
    potentially harmful situations during field placements, educators provide appropriate investigations and
    respond as necessary to safeguard the student.

    STANDARD 42 Human service educators establish and uphold appropriate guidelines regarding student
    disclosure of sensitive or personal information. This involves providing students with advance notice of any
    activities requiring self-disclosure, offering students the option to opt-out of in-depth self-disclosure when
    reasonable, and ensuring that there are processes in place to discuss and debrief these activities.

    STANDARD 43 Human service educators acknowledge the inherent power imbalance in their relationships
    with students and are committed to defining and upholding clear ethical and professional boundaries. This
    commitment includes avoiding any behavior that is demeaning, embarrassing, or exploitative. Human
    service educators are dedicated to treating all students with fairness and equity, actively working to
    eliminate discrimination in all forms, and ensuring a respectful and inclusive educational environment.

    STANDARD 44 Human service educators ensure that students are familiar with, guided by, and held
    accountable to the ethical standards and policies established by their academic program or department,
    the specific guidelines outlined in the course syllabus by the instructor, the expectations of their advisors,
    and the Ethical Standards of Human Service Professionals.

    Copyright © 2024 National Organization for Human Services. All rights reserved. Note: This document may
    be reproduced in its entirety without permission for non-commercial purposes only. Any reproduction,
    modification, distribution, transmission, or commercial use of this document, or any part thereof, without prior
    written permission is strictly prohibited.

    – Ethical Standards for Human Services Professionals
    – National Organization for Human Services adopted 2024
    – Preamble
    – Responsibility to the Public and Society
    – Responsibility to Colleagues
    – Responsibility to Employers
    – Responsibility to the Profession
    – Responsibility to Self
    – STANDARD 34 Human service professionals maintain awareness of their own cultural and diverse backgrounds, beliefs, values, and biases. They recognize the potential impact of these factors on their relationships with others and commit to delivering culturally competent services to all clients.
    – Responsibility to Students

    **## Week7Discussio1.docx**

    Week 7 Discussion: Practicing Ethics

    Practicing ethics is central to your role a HSPP and is essential for the profession as a whole to maintain credibility and trust with service users and the wider public. Practicing ethics can be challenging when two ethical decisions may be in conflict. For example, you have to protect a service user’s right to confidentiality until doing so could cause harm to the service user or others. Knowing if a service user is going to act in a way that may be harmful to themselves or others may require a judgment call based on consultation with colleagues or supervisors. How do you err on the side of caution, when the consequences of either decision may be undesirable: the potential harm or danger the service user could cause to themselves or others; or the violation of confidentiality that could damage the service user’s relationship to the HSPP or other providers?

    For this Discussion, you will apply ethical standards to a critical incident and consider how to analyze potential conflicts between ethical standards and legal obligations.

    · Review the Learning Resources and Course Announcements.

    · Review the Ethical Standards for Human Services Professionals

    · Research news articles from the past year for a critical incident that highlights a situation where an ethical choice may conflict with the legal obligations for HSPPs.

    · Choose one of the Ethical Standards found within the NOHS Ethical Standards that relates to the critical incident from the past year.

    · Review the Human Services Ethical Decision Model  (Eber, 2018,p.34) in the Learning Resources.

    By Day 4

    **Post a response to the following:**

    ·
    **Briefly describe a critical incident from the news in the past year and how it relates to one of the Ethical Standards found within the NOHS Ethical Standards.**

    ·
    **Explain why the ethical standard could be challenging to apply in the critical incident and how it may conflict with an HSPP’s legal obligations.**

    ·
    **Explain which step in the human services ethical decision model (Eber, 2018) would you find most challenging if you were confronted with a similar situation. In your explanation, include who you would consult to assist in your decision-making process, and whether you think the situation requires you to err on the side of your ethical or legal obligations. Provide a rationale for your choice.**

    Eber, P. A. (2018).
    [A pedagogical approach to ethical decision making in a human services curriculumLinks to an external site.](http://www.nationalhumanservices.org/assets/Conference/2017%20NOHS%20Proceedings%20Final.pdf), presented at NOHS National Conference. Des Moines, IA, 2017: National Organizations for Human Services.

    **Note:** Go to page 34 of the document to find the Human Services Ethical Decision Model.

    National Organization for Human Services. (2015).
    [Ethical standards for human services professionals.Links to an external site.](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)

    Tarvydas, V. M., Levers, L. L., & Teahen, P. R. (2017).
    [Ethical guidelines for mass trauma and complex humanitarian emergencies.Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=123715852&site=ehost-live&scope=site&authtype=shib&custid=s6527200) _Journal of Counseling & Development,_ 95(3), 260-268.

    **## ethics-code-2024.pdf**

    Ethical Standards for Human Services Professionals

    National Organization for Human Services adopted 2024

    Ethical Standards Subjects

    Preamble Responsibility to the Public & Society

    Responsibility to Clients Responsibility to Employers

    Responsibility to Colleagues Responsibility to Self

    Responsibility to the Profession Responsibility to Students

    PREAMBLE

    The field of human services is broadly defined, uniquely approaching the objective of meeting human
    needs through an interdisciplinary knowledge base, focusing on prevention as well as remediation of
    problems, and maintaining a commitment to improving the overall quality of life of service populations. The
    human services profession is one which promotes improved service delivery systems by addressing not
    only the quality of direct services, but also by seeking to improve accessibility, accountability, and
    coordination among professionals and agencies in service delivery.

    Ethics Code Purpose:

    The purpose of this ethics code is to establish a set of principles and standards to guide decision-making
    and conduct for all human services professionals. It serves to safeguard the well-being of clients, uphold
    the integrity of the profession, and foster trust and respect in all professional relationships. This code is
    designed to promote excellence in service delivery, ensure ethical practice in diverse social contexts, and
    address ethical dilemmas with professionalism and moral clarity. By adhering to this code, members
    commit to the highest standards of ethical behavior of their field which transcend legal requirements, foster
    enduring trust and respect, and advance the principles of human dignity, social justice, and responsible
    stewardship of the care placed in them by clients and society towards making profound contributions to
    their well-being.

    Persons who use this code include members of the National Organization for Human Services, students in
    relevant academic degree programs, faculty in those same programs, researchers, administrators,
    practitioners, employers, supervisors, and others in community agencies who identify with the human
    services field (henceforth all are referred to throughout this code as human service professionals). The
    ethical standards are organized according to defined professional domains.

    This ethics code emphasizes our unwavering commitment to ethical decision-making, a cornerstone of the
    human services profession. This commitment obliges all human service professionals to engage in
    continuous reflection, prioritize the welfare and rights of service recipients, and navigate complex ethical
    landscapes with diligence and moral clarity. It mandates the seeking of counsel and adherence to
    established ethical guidelines when confronting dilemmas, and ensures decisions are made with integrity
    and transparency.

    RESPONSIBILITY TO CLIENTS

    STANDARD 1 Human service professionals recognize and build on client and community strengths.

    STANDARD 2 At the beginning of the helping relationship, human service professionals obtain informed
    consent for services from clients. Clients should be informed that they may withdraw consent at any time
    and can ask questions before agreeing to the services. Clients who are unable to give consent should have
    those who are legally responsible for them review an informed consent statement document and provide
    appropriate consent. In the case of mandated services, human service professionals explain to clients their
    right to consent, including limitations to confidentiality and privacy, and possible consequences from
    service refusal.

    STANDARD 3 Human service professionals protect the client's right to privacy and confidentiality except
    when such confidentiality would cause serious harm to the client or others, when agency guidelines state
    otherwise, or under other stated conditions (e.g., local, state, or federal laws). Human service professionals
    inform clients of the limits of confidentiality prior to the onset of the helping relationship.

    STANDARD 4 When a human service professional suspects a client's behavior may endanger themselves
    or others, they must take appropriate and professional actions to ensure safety, which may include
    consulting, seeking supervision, or, in accordance with state and federal laws, breaching confidentiality.

    STANDARD 5 Human service professionals recognize the potential harm and impaired judgment resulting
    from dual or multiple relationships with clients. If such relationships cannot be avoided, professionals must
    assess whether to limit or forego the professional relationship and make appropriate referrals as needed.

    STANDARD 6 Human service professionals must not engage in sexual or romantic relationships with
    current clients. In the case of former clients, their friends, or family, professionals must thoroughly assess
    any potential harm or exploitative dynamics before considering such relationships.

    STANDARD 7 Human service professionals ensure that their values or biases are not imposed upon their
    clients.

    STANDARD 8 Human service professionals are responsible for safeguarding the integrity, safety, and
    security of client records. Client information, whether in written or electronic form, can only be shared with
    other professionals with the client's prior written consent, unless required or allowed by law or during
    professional supervision.

    STANDARD 9 When providing services through the use of technology, human service professionals take
    precautions to ensure and maintain confidentiality and comply with all relevant laws and requirements
    regarding storing, transmitting, and retrieving data. In addition, human service professionals ensure that

    clients are aware of any issues and concerns related to confidentiality, service issues, and how technology
    might negatively or positively impact the helping relationship.

    RESPONSIBILITY TO THE PUBLIC AND SOCIETY

    STANDARD 10 Human service professionals are committed to delivering services equitably, ensuring
    inclusion and accessibility, and respective diversity by valuing and affirming differences in age, ethnicity,
    culture, race, ability, gender, gender identity, gender expression, language preference, religion, sexual
    orientation, socioeconomic status, nationality, and other identities associated with historically marginalized
    groups.

    STANDARD 11 Human service professionals are knowledgeable about their cultures and communities
    within which they practice. They are aware of diversity in society and its impact on the community as well
    as individuals within the community. They respect the cultures and beliefs of individuals and groups.

    STANDARD 12 Human service professionals have a duty to be informed about relevant local, state, and
    federal laws. They bear the responsibility to advocate for amendments or changes in regulations and
    statutes when they conflict with the ethical standards and/or the rights of clients.

    STANDARD 13 Human service professionals stay informed about current social issues as they affect
    clients and communities. If appropriate to the helping relationship, they share this information with clients,
    groups, and communities as part of their work.

    STANDARD 14 Human service professionals are aware of social and political issues, comprehend their
    effects on clients, and recognize how the impact of such issues vary among individuals from diverse
    backgrounds.

    STANDARD 15 Human service professionals must establish processes to identify client needs and assets,
    actively draw attention to them, and facilitate planning and advocacy at individual, community, and societal
    levels to address them.

    STANDARD 16 Human service professionals advocate for social justice and seek to eliminate oppression.
    They raise awareness about systems of discrimination and inequity that affect historically minoritized and
    marginalized groups and advocate for systemic change to address these inequalities within their
    workplace, communities, and legislative systems.

    STANDARD 17 Human service professionals accurately represent the effectiveness of their treatment
    programs, interventions, and techniques, substantiating claims with empirical data and/or sound theoretical
    inferences whenever feasible.

    RESPONSIBILITY TO COLLEAGUES

    STANDARD 18 Human service professionals avoid duplicating another professional's helping relationship
    with a client. With written permission from their client, human service professionals consult with other
    professionals who are assisting the client in a different type of relationship when it is in the best interest of
    the client to do so.

    STANDARD 19 When human service professionals have a conflict with a colleague, they first seek out the
    colleague to manage the problem. If this effort fails, the professional then seeks the assistance of
    supervisors, consultants, or other professionals in efforts to address the conflict.

    STANDARD 20 Human service professionals have a duty to respond appropriately to unethical behavior of
    colleagues. This generally means first discussing the issue directly with the colleague in question, unless
    there are extenuating circumstances, such as concerns about repercussions due to an existing power
    relationship. If a satisfactory resolution is not reached or extenuating circumstances exist, the professional
    should report the colleague's behavior to a supervisor. If the potential unethical behavior is seen as
    egregious, then the individual should report the behavior to the colleague’s professional association,
    credentialing board, police, and/or other administrators or boards, as appropriate.

    STANDARD 21 Clients have a right to information discussed between their helper and other professionals,
    except when state or federal law notes otherwise. All information discussed among professionals should be
    kept confidential from all others, except when withholding information would lead to harm to clients, others,
    or communities.

    RESPONSIBILITY TO EMPLOYERS

    STANDARD 22 Human service professionals honor their commitments to employers to the fullest extent
    possible.

    STANDARD 23 Human service professionals participate in efforts to establish and maintain employment
    conditions which are conducive to high quality client services. Whenever possible, they assist in evaluating
    the effectiveness of the agency through reliable and valid assessment measures.

    STANDARD 24 When a conflict arises between fulfilling the responsibility to the employer and the
    responsibility to the client, human service professionals work with all involved to manage the conflict.

    RESPONSIBILITY TO THE PROFESSION

    STANDARD 25 Human service professionals seek the training, experience, education, and supervision
    necessary to ensure their effectiveness in working with culturally diverse individuals, families, and
    communities.

    STANDARD 26 Human service professionals provide services only within their expertise and scope of
    practice, recognizing the limits to their knowledge and skills.

    STANDARD 27 Human service professionals must accurately represent their qualifications,
    encompassing, but not limited to, their skills, education, credentials, training, and areas of expertise, to the
    client, colleagues, and members of the public. When any intentional or accidental misrepresentation is
    discovered, they must take immediate action to rectify the situation.

    STANDARD 28 Human service professionals must pursue relevant consultation and supervision to guide
    their decision-making in the face of legal, ethical, or other complex dilemmas.

    STANDARD 29 Human service professionals promote cooperation across related disciplines, aiming to
    enhance professional development and maximize the benefits of inter-professional collaboration for clients
    at all levels.

    STANDARD 30 Human service professionals are committed to the continued development of the field.
    They promote professional association memberships, support research initiatives, foster educational
    advancement, advocate for appropriate legislative actions, and engage in other professional development
    activities.

    STANDARD 31 Human service professionals continually seek out new and effective approaches to
    enhance their professional abilities and use techniques that are evidence-based. When practicing
    techniques that are experimental or new, they inform clients of the status of such techniques as well as the
    possible risks and gain client consent for their usage.

    STANDARD 32 Human service professionals engage in research that upholds ethical standards, meets
    institutional standards, and maintains scientific integrity. Such research accounts for cross-cultural and
    diversity bias and is reported with transparency regarding its limitations.

    STANDARD 33 Human service professionals exercise discretion in sharing personal information on social
    media, knowing that they reflect the profession of human services. They also reflect on how their public
    behavior might impact their personal reputation and the perception of their professional community.

    RESPONSIBILITY TO SELF

    STANDARD 34 Human service professionals maintain awareness of their own cultural and diverse
    backgrounds, beliefs, values, and biases. They recognize the potential impact of these factors on their
    relationships with others and commit to delivering culturally competent services to all clients.

    STANDARD 35 Human service professionals are committed to their personal growth and well-being to
    ensure they provide the highest quality service to clients. Should they become aware of any physical,
    emotional, or psychological impediments to their ability to serve clients effectively, they direct clients to
    appropriate alternative services and seek measures for personal remediation of such impediments via
    consultation, treatment, or education.

    STANDARD 36 Human service professionals are dedicated to lifelong learning, consistently seeking to
    enhance their knowledge and skills to better serve their clients.

    RESPONSIBILITY TO STUDENTS

    STANDARD 37 Human service educators develop and implement teaching methodologies that are
    culturally sensitive, using pedagogical approaches that recognize student’s diverse backgrounds and
    perspectives.

    STANDARD 38 Human service educators commit to fostering equity and inclusion, actively employing
    measures to ensure educational accessibility for students of all abilities.

    STANDARD 39 Human service educators uphold high standards of scholarship in their academic,
    pedagogical, and professional engagements. They remain abreast of developments in the field through
    active participation in professional associations, attendance at workshops and conferences, and
    engagement in both the review and conduct of research.

    STANDARD 40 Human service educators recognize and acknowledge the contributions of students to
    their work including, but not limited to, case material, grants, workshops, research, publications, and other
    related activities.

    STANDARD 41 Human service educators monitor students' field experiences to ensure the quality of the
    placement site, the supervisory experience, and that the educational outcomes align with the objectives of
    personal, professional, academic, career, and civic development of the student. When students experience
    potentially harmful situations during field placements, educators provide appropriate investigations and
    respond as necessary to safeguard the student.

    STANDARD 42 Human service educators establish and uphold appropriate guidelines regarding student
    disclosure of sensitive or personal information. This involves providing students with advance notice of any
    activities requiring self-disclosure, offering students the option to opt-out of in-depth self-disclosure when
    reasonable, and ensuring that there are processes in place to discuss and debrief these activities.

    STANDARD 43 Human service educators acknowledge the inherent power imbalance in their relationships
    with students and are committed to defining and upholding clear ethical and professional boundaries. This
    commitment includes avoiding any behavior that is demeaning, embarrassing, or exploitative. Human
    service educators are dedicated to treating all students with fairness and equity, actively working to
    eliminate discrimination in all forms, and ensuring a respectful and inclusive educational environment.

    STANDARD 44 Human service educators ensure that students are familiar with, guided by, and held
    accountable to the ethical standards and policies established by their academic program or department,
    the specific guidelines outlined in the course syllabus by the instructor, the expectations of their advisors,
    and the Ethical Standards of Human Service Professionals.

    Copyright © 2024 National Organization for Human Services. All rights reserved. Note: This document may
    be reproduced in its entirety without permission for non-commercial purposes only. Any reproduction,
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    – Ethical Standards for Human Services Professionals
    – National Organization for Human Services adopted 2024
    – Preamble
    – Responsibility to the Public and Society
    – Responsibility to Colleagues
    – Responsibility to Employers
    – Responsibility to the Profession
    – Responsibility to Self
    – STANDARD 34 Human service professionals maintain awareness of their own cultural and diverse backgrounds, beliefs, values, and biases. They recognize the potential impact of these factors on their relationships with others and commit to delivering culturally competent services to all clients.
    – Responsibility to Students