Action plan on the impact COVID ? – 2 years ago
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need help on a small writing assignmen that I have trouble understanding – 2 years ago
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Read attached Documents USE NO OTHER SOURCES BUT THE ONES I'VE PROVIDED ABSOLUTELY NO AI PLEASE – 2 years ago **files (2)** – ## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage.docx – Coggins2014Chapter21.pdf **## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage….
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USE NO OTHER SOURCES BUT THE ONES I'VE PROVIDED
ABSOLUTELY NO AI PLEASE
– 2 years ago
**files (2)**
– ## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage.docx
– Coggins2014Chapter21.pdf
**## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage.docx**
**Coggins Chapter 2 Discussion Questions and Video Protocol**
**Complete the following by Class on Wednesday, January 29, 2025, by 11: 15 am.** Remember to have hard copies before Class,
**Wednesday, January 29, 2025.**
Read carefully all of the below. You will need to TYPE responses within this document.
**Video Viewing Protocol**
1.
**View the three video provided in the module relative to Academic Language, functions, and demands. Links are below as well.**
**Understanding Academic Language:** [**https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E**](https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E)
**Language Supports:** [**https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k**](https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k)
**Good Sample: Academic Language in Lesson Plan:** [**https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg**](https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg)
**Before Watching:**
1. Preview the main topics covered in the videos: academic language, academic functions, and academic support. Reflect on what you already know about these concepts.
2. Read the title and description (if available) of each video to set expectations for the content.
**While Watching:**
1.
**Take notes under the following headings (You should type the following in a Word Document:**
·
**Key Terms and Definitions:** Write down important terms and their meanings as explained in the video.
·
**Examples:** Note any examples provided that illustrate academic language, functions, or supports.
·
**Strategies:** List strategies or teaching approaches mentioned.
2. Pause and rewind sections where terms, concepts, or examples are unclear. Jot down questions or ideas for further discussion.
**After Watching:**
1. Summarize the main idea of each video in a sentence or two.
**Discussion Questions: Comparing Videos and Chapter 2**
Coggins, D. (2014). English language learners in the mathematics classroom (2nd ed.). Corwin.
**Read over Chapter 2 from the Coggins (2024) text. A PDF copy has been provided in the module.**
2. Complete Chapter 2 Discussion Questions and Video Protocol from Coggins (2014) Chapter 2 BELOW. DO NOT delete the questions and you must TYPE your responses, use citations, and PRINT OUT a copy of responses to have in class on Wednesday of next week. Again, you will read from the Coggins (2014) book (chapters are provided as PDF files); Chapter 2, and complete the DQs. These are due by Wednesday, January 29, 2025, for Class.
Please have the following completed and TYPED. You must indicate the PAGE or paragraph and video timestamp in which you found your answers!!!
1.
**Defining Academic Language**: Compare how academic language is defined in the videos and Chapter 2. What similarities and differences do you notice in their descriptions and emphases?
Academic language is defined as the specialized language used in academic contexts, which includes specific vocabulary, phrases, and structures necessary for understanding and expressing complex ideas within a discipline. In mathematics, academic language encompasses specialized words and phrases related to content, procedures, and the expression of complex thinking processes (Coggins,2014, Pg.1). Echevarria, Vogt, and Short (2004) describe cognitive academic language proficiency (CALP) as "the abstract language abilities required for academic work," which involves higher-order thinking skills such as analysis, synthesis, and evaluation (Coggins,2014, Pg.1).
Furthermore, Barnett-Clarke and Ramirez (2004) emphasize that students need explicit instruction not only to read and write mathematical symbols and words but also to learn how to express mathematical ideas both orally and in written form (Page 1). This highlights the importance of developing communication skills alongside vocabulary acquisition, as true proficiency in academic language involves the ability to explain and justify mathematical ideas (Coggins,2014, Pg.12).
2.
**Strategies for Teaching Academic Language**: Identify strategies from both the videos and Chapter 2 for teaching academic language to English learners. Which strategies are emphasized in both, and why might they be effective?
3.
**Academic Functions and Mathematical Language**: The videos likely discuss academic functions such as explaining, arguing, and justifying. Chapter 2 highlights similar functions in mathematics teaching. How do the two sources align or differ in addressing the role of academic functions in building understanding?
4.
**Academic Supports**: Chapter 2 describes supports like visual aids, scaffolding, and peer collaboration. Compare these supports with those described in the videos. Are there any unique approaches mentioned in one but not the other?
5. Why is it advisable to teach vocabulary to English learners through movement an action? What else is advised in this chapter for best practices when teach vocabulary to English learners?
**Coggins2014Chapter21.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coggins2014chapter21-pdf)
**Coggins2014Chapter21.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coggins2014chapter21-pdf)
**## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage.docx**
**Coggins Chapter 2 Discussion Questions and Video Protocol**
**Complete the following by Class on Wednesday, January 29, 2025, by 11: 15 am.** Remember to have hard copies before Class,
**Wednesday, January 29, 2025.**
Read carefully all of the below. You will need to TYPE responses within this document.
**Video Viewing Protocol**
1.
**View the three video provided in the module relative to Academic Language, functions, and demands. Links are below as well.**
**Understanding Academic Language:** [**https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E**](https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E)
**Language Supports:** [**https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k**](https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k)
**Good Sample: Academic Language in Lesson Plan:** [**https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg**](https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg)
**Before Watching:**
1. Preview the main topics covered in the videos: academic language, academic functions, and academic support. Reflect on what you already know about these concepts.
2. Read the title and description (if available) of each video to set expectations for the content.
**While Watching:**
1.
**Take notes under the following headings (You should type the following in a Word Document:**
·
**Key Terms and Definitions:** Write down important terms and their meanings as explained in the video.
·
**Examples:** Note any examples provided that illustrate academic language, functions, or supports.
·
**Strategies:** List strategies or teaching approaches mentioned.
2. Pause and rewind sections where terms, concepts, or examples are unclear. Jot down questions or ideas for further discussion.
**After Watching:**
1. Summarize the main idea of each video in a sentence or two.
**Discussion Questions: Comparing Videos and Chapter 2**
Coggins, D. (2014). English language learners in the mathematics classroom (2nd ed.). Corwin.
**Read over Chapter 2 from the Coggins (2024) text. A PDF copy has been provided in the module.**
2. Complete Chapter 2 Discussion Questions and Video Protocol from Coggins (2014) Chapter 2 BELOW. DO NOT delete the questions and you must TYPE your responses, use citations, and PRINT OUT a copy of responses to have in class on Wednesday of next week. Again, you will read from the Coggins (2014) book (chapters are provided as PDF files); Chapter 2, and complete the DQs. These are due by Wednesday, January 29, 2025, for Class.
Please have the following completed and TYPED. You must indicate the PAGE or paragraph and video timestamp in which you found your answers!!!
1.
**Defining Academic Language**: Compare how academic language is defined in the videos and Chapter 2. What similarities and differences do you notice in their descriptions and emphases?
Academic language is defined as the specialized language used in academic contexts, which includes specific vocabulary, phrases, and structures necessary for understanding and expressing complex ideas within a discipline. In mathematics, academic language encompasses specialized words and phrases related to content, procedures, and the expression of complex thinking processes (Coggins,2014, Pg.1). Echevarria, Vogt, and Short (2004) describe cognitive academic language proficiency (CALP) as "the abstract language abilities required for academic work," which involves higher-order thinking skills such as analysis, synthesis, and evaluation (Coggins,2014, Pg.1).
Furthermore, Barnett-Clarke and Ramirez (2004) emphasize that students need explicit instruction not only to read and write mathematical symbols and words but also to learn how to express mathematical ideas both orally and in written form (Page 1). This highlights the importance of developing communication skills alongside vocabulary acquisition, as true proficiency in academic language involves the ability to explain and justify mathematical ideas (Coggins,2014, Pg.12).
2.
**Strategies for Teaching Academic Language**: Identify strategies from both the videos and Chapter 2 for teaching academic language to English learners. Which strategies are emphasized in both, and why might they be effective?
3.
**Academic Functions and Mathematical Language**: The videos likely discuss academic functions such as explaining, arguing, and justifying. Chapter 2 highlights similar functions in mathematics teaching. How do the two sources align or differ in addressing the role of academic functions in building understanding?
4.
**Academic Supports**: Chapter 2 describes supports like visual aids, scaffolding, and peer collaboration. Compare these supports with those described in the videos. Are there any unique approaches mentioned in one but not the other?
5. Why is it advisable to teach vocabulary to English learners through movement an action? What else is advised in this chapter for best practices when teach vocabulary to English learners?
**Coggins2014Chapter21.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coggins2014chapter21-pdf)
**## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage.docx**
**Coggins Chapter 2 Discussion Questions and Video Protocol**
**Complete the following by Class on Wednesday, January 29, 2025, by 11: 15 am.** Remember to have hard copies before Class,
**Wednesday, January 29, 2025.**
Read carefully all of the below. You will need to TYPE responses within this document.
**Video Viewing Protocol**
1.
**View the three video provided in the module relative to Academic Language, functions, and demands. Links are below as well.**
**Understanding Academic Language:** [**https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E**](https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E)
**Language Supports:** [**https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k**](https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k)
**Good Sample: Academic Language in Lesson Plan:** [**https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg**](https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg)
**Before Watching:**
1. Preview the main topics covered in the videos: academic language, academic functions, and academic support. Reflect on what you already know about these concepts.
2. Read the title and description (if available) of each video to set expectations for the content.
**While Watching:**
1.
**Take notes under the following headings (You should type the following in a Word Document:**
·
**Key Terms and Definitions:** Write down important terms and their meanings as explained in the video.
·
**Examples:** Note any examples provided that illustrate academic language, functions, or supports.
·
**Strategies:** List strategies or teaching approaches mentioned.
2. Pause and rewind sections where terms, concepts, or examples are unclear. Jot down questions or ideas for further discussion.
**After Watching:**
1. Summarize the main idea of each video in a sentence or two.
**Discussion Questions: Comparing Videos and Chapter 2**
Coggins, D. (2014). English language learners in the mathematics classroom (2nd ed.). Corwin.
**Read over Chapter 2 from the Coggins (2024) text. A PDF copy has been provided in the module.**
2. Complete Chapter 2 Discussion Questions and Video Protocol from Coggins (2014) Chapter 2 BELOW. DO NOT delete the questions and you must TYPE your responses, use citations, and PRINT OUT a copy of responses to have in class on Wednesday of next week. Again, you will read from the Coggins (2014) book (chapters are provided as PDF files); Chapter 2, and complete the DQs. These are due by Wednesday, January 29, 2025, for Class.
Please have the following completed and TYPED. You must indicate the PAGE or paragraph and video timestamp in which you found your answers!!!
1.
**Defining Academic Language**: Compare how academic language is defined in the videos and Chapter 2. What similarities and differences do you notice in their descriptions and emphases?
Academic language is defined as the specialized language used in academic contexts, which includes specific vocabulary, phrases, and structures necessary for understanding and expressing complex ideas within a discipline. In mathematics, academic language encompasses specialized words and phrases related to content, procedures, and the expression of complex thinking processes (Coggins,2014, Pg.1). Echevarria, Vogt, and Short (2004) describe cognitive academic language proficiency (CALP) as "the abstract language abilities required for academic work," which involves higher-order thinking skills such as analysis, synthesis, and evaluation (Coggins,2014, Pg.1).
Furthermore, Barnett-Clarke and Ramirez (2004) emphasize that students need explicit instruction not only to read and write mathematical symbols and words but also to learn how to express mathematical ideas both orally and in written form (Page 1). This highlights the importance of developing communication skills alongside vocabulary acquisition, as true proficiency in academic language involves the ability to explain and justify mathematical ideas (Coggins,2014, Pg.12).
2.
**Strategies for Teaching Academic Language**: Identify strategies from both the videos and Chapter 2 for teaching academic language to English learners. Which strategies are emphasized in both, and why might they be effective?
3.
**Academic Functions and Mathematical Language**: The videos likely discuss academic functions such as explaining, arguing, and justifying. Chapter 2 highlights similar functions in mathematics teaching. How do the two sources align or differ in addressing the role of academic functions in building understanding?
4.
**Academic Supports**: Chapter 2 describes supports like visual aids, scaffolding, and peer collaboration. Compare these supports with those described in the videos. Are there any unique approaches mentioned in one but not the other?
5. Why is it advisable to teach vocabulary to English learners through movement an action? What else is advised in this chapter for best practices when teach vocabulary to English learners?
**Coggins2014Chapter21.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coggins2014chapter21-pdf)
– 2 years ago **files (3)** – ## GraduateMentalStatusExamGuide.docx – NUR630PPTPresentation1.docx – Toddlerdocument.pdf **## GraduateMentalStatusExamGuide.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vo…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (3)**
– ## GraduateMentalStatusExamGuide.docx
– NUR630PPTPresentation1.docx
– Toddlerdocument.pdf
**## GraduateMentalStatusExamGuide.docx**
**MENTAL STATUS EXAM GUIDE**
Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):
What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:
Compare your impression of the patient’s status now to the initial impression:
**BRIEF MENTAL STATUS EXAM**
Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.
GENERAL DESCRIPTION
Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):
Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:
Speech characteristic –
What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:
What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:
Psychomotor activity
**(INCLUDED IN BEHAVIOR)**
Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:
Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:
MOOD/AFFECT
Mood – is the sustained/consistent emotion that colors their perception of the word.
Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.
Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.
What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:
Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:
Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:
Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:
DISORDERS OF THE FORM OF THOUGHT
The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:
Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:
PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**
Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:
Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.
COGNITION
Orientation
Person:
Place:
Time:
Is the patient’s orientation good, fair or poor; support your conclusion:
Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.
Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:
Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:
Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,
Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:
Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:
Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?
Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:
JUDGMENT AND INSIGHT
Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.
Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:
**BIOLOGICAL DATA**
Oxygenation:
Respiration: (Quality and quantity):
Temp:
B/P:
Pulse: (Quality and quantity):
Metabolism
Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:
Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?
Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:
Sleep Patterns
Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:
Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:
**SOCIAL HISTORY**
Support system: (Is there support from family, friends, church, work, etc.):
Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):
Spiritual Assessment
What importance does religion/spirituality have in the patient’s life:
Do the patient’s beliefs help with stressful situations:
Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:
Financial Support – who works in the household; what other means of financial support is there for the household:
Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):
**NUR630PPTPresentation1.docx**
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**Toddlerdocument.pdf**
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**Toddlerdocument.pdf**
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**## GraduateMentalStatusExamGuide.docx**
**MENTAL STATUS EXAM GUIDE**
Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):
What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:
Compare your impression of the patient’s status now to the initial impression:
**BRIEF MENTAL STATUS EXAM**
Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.
GENERAL DESCRIPTION
Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):
Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:
Speech characteristic –
What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:
What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:
Psychomotor activity
**(INCLUDED IN BEHAVIOR)**
Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:
Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:
MOOD/AFFECT
Mood – is the sustained/consistent emotion that colors their perception of the word.
Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.
Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.
What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:
Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:
Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:
Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:
DISORDERS OF THE FORM OF THOUGHT
The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:
Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:
PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**
Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:
Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.
COGNITION
Orientation
Person:
Place:
Time:
Is the patient’s orientation good, fair or poor; support your conclusion:
Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.
Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:
Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:
Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,
Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:
Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:
Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?
Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:
JUDGMENT AND INSIGHT
Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.
Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:
**BIOLOGICAL DATA**
Oxygenation:
Respiration: (Quality and quantity):
Temp:
B/P:
Pulse: (Quality and quantity):
Metabolism
Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:
Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?
Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:
Sleep Patterns
Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:
Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:
**SOCIAL HISTORY**
Support system: (Is there support from family, friends, church, work, etc.):
Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):
Spiritual Assessment
What importance does religion/spirituality have in the patient’s life:
Do the patient’s beliefs help with stressful situations:
Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:
Financial Support – who works in the household; what other means of financial support is there for the household:
Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):
**NUR630PPTPresentation1.docx**
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**Toddlerdocument.pdf**
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**## GraduateMentalStatusExamGuide.docx**
**MENTAL STATUS EXAM GUIDE**
Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):
What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:
Compare your impression of the patient’s status now to the initial impression:
**BRIEF MENTAL STATUS EXAM**
Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.
GENERAL DESCRIPTION
Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):
Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:
Speech characteristic –
What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:
What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:
Psychomotor activity
**(INCLUDED IN BEHAVIOR)**
Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:
Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:
MOOD/AFFECT
Mood – is the sustained/consistent emotion that colors their perception of the word.
Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.
Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.
What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:
Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:
Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:
Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:
DISORDERS OF THE FORM OF THOUGHT
The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:
Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:
PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**
Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:
Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.
COGNITION
Orientation
Person:
Place:
Time:
Is the patient’s orientation good, fair or poor; support your conclusion:
Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.
Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:
Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:
Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,
Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:
Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:
Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?
Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:
JUDGMENT AND INSIGHT
Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.
Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:
**BIOLOGICAL DATA**
Oxygenation:
Respiration: (Quality and quantity):
Temp:
B/P:
Pulse: (Quality and quantity):
Metabolism
Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:
Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?
Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:
Sleep Patterns
Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:
Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:
**SOCIAL HISTORY**
Support system: (Is there support from family, friends, church, work, etc.):
Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):
Spiritual Assessment
What importance does religion/spirituality have in the patient’s life:
Do the patient’s beliefs help with stressful situations:
Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:
Financial Support – who works in the household; what other means of financial support is there for the household:
Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):
**NUR630PPTPresentation1.docx**
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**Toddlerdocument.pdf**
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In-depth study guidance and analytical solution covering CLP DISCUSSION 7 REPLIES.
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– 2 years ago **files (3)** – ## GraduateMentalStatusExamGuide.docx – NUR630PPTPresentation1.docx – Toddlerdocument.pdf **## GraduateMentalStatusExamGuide.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vo…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– 2 years ago
**files (3)**
– ## GraduateMentalStatusExamGuide.docx
– NUR630PPTPresentation1.docx
– Toddlerdocument.pdf
**## GraduateMentalStatusExamGuide.docx**
**MENTAL STATUS EXAM GUIDE**
Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):
What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:
Compare your impression of the patient’s status now to the initial impression:
**BRIEF MENTAL STATUS EXAM**
Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.
GENERAL DESCRIPTION
Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):
Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:
Speech characteristic –
What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:
What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:
Psychomotor activity
**(INCLUDED IN BEHAVIOR)**
Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:
Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:
MOOD/AFFECT
Mood – is the sustained/consistent emotion that colors their perception of the word.
Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.
Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.
What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:
Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:
Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:
Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:
DISORDERS OF THE FORM OF THOUGHT
The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:
Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:
PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**
Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:
Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.
COGNITION
Orientation
Person:
Place:
Time:
Is the patient’s orientation good, fair or poor; support your conclusion:
Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.
Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:
Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:
Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,
Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:
Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:
Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?
Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:
JUDGMENT AND INSIGHT
Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.
Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:
**BIOLOGICAL DATA**
Oxygenation:
Respiration: (Quality and quantity):
Temp:
B/P:
Pulse: (Quality and quantity):
Metabolism
Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:
Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?
Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:
Sleep Patterns
Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:
Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:
**SOCIAL HISTORY**
Support system: (Is there support from family, friends, church, work, etc.):
Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):
Spiritual Assessment
What importance does religion/spirituality have in the patient’s life:
Do the patient’s beliefs help with stressful situations:
Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:
Financial Support – who works in the household; what other means of financial support is there for the household:
Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):
**NUR630PPTPresentation1.docx**
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**Toddlerdocument.pdf**
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**Toddlerdocument.pdf**
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**## GraduateMentalStatusExamGuide.docx**
**MENTAL STATUS EXAM GUIDE**
Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):
What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:
Compare your impression of the patient’s status now to the initial impression:
**BRIEF MENTAL STATUS EXAM**
Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.
GENERAL DESCRIPTION
Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):
Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:
Speech characteristic –
What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:
What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:
Psychomotor activity
**(INCLUDED IN BEHAVIOR)**
Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:
Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:
MOOD/AFFECT
Mood – is the sustained/consistent emotion that colors their perception of the word.
Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.
Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.
What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:
Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:
Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:
Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:
DISORDERS OF THE FORM OF THOUGHT
The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:
Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:
PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**
Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:
Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.
COGNITION
Orientation
Person:
Place:
Time:
Is the patient’s orientation good, fair or poor; support your conclusion:
Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.
Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:
Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:
Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,
Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:
Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:
Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?
Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:
JUDGMENT AND INSIGHT
Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.
Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:
**BIOLOGICAL DATA**
Oxygenation:
Respiration: (Quality and quantity):
Temp:
B/P:
Pulse: (Quality and quantity):
Metabolism
Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:
Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?
Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:
Sleep Patterns
Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:
Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:
**SOCIAL HISTORY**
Support system: (Is there support from family, friends, church, work, etc.):
Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):
Spiritual Assessment
What importance does religion/spirituality have in the patient’s life:
Do the patient’s beliefs help with stressful situations:
Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:
Financial Support – who works in the household; what other means of financial support is there for the household:
Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):
**NUR630PPTPresentation1.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur630pptpresentation1-docx)
**Toddlerdocument.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/toddlerdocument-pdf-10175301)
**## GraduateMentalStatusExamGuide.docx**
**MENTAL STATUS EXAM GUIDE**
Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):
What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:
Compare your impression of the patient’s status now to the initial impression:
**BRIEF MENTAL STATUS EXAM**
Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.
GENERAL DESCRIPTION
Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):
Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:
Speech characteristic –
What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:
What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:
Psychomotor activity
**(INCLUDED IN BEHAVIOR)**
Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:
Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:
MOOD/AFFECT
Mood – is the sustained/consistent emotion that colors their perception of the word.
Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.
Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.
What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:
Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:
Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:
Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:
DISORDERS OF THE FORM OF THOUGHT
The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:
Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:
IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.
Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:
PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**
Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:
Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.
COGNITION
Orientation
Person:
Place:
Time:
Is the patient’s orientation good, fair or poor; support your conclusion:
Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.
Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:
Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:
Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,
Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:
Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:
Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?
Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:
JUDGMENT AND INSIGHT
Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.
Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:
**BIOLOGICAL DATA**
Oxygenation:
Respiration: (Quality and quantity):
Temp:
B/P:
Pulse: (Quality and quantity):
Metabolism
Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:
Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?
Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:
Sleep Patterns
Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:
Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:
**SOCIAL HISTORY**
Support system: (Is there support from family, friends, church, work, etc.):
Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):
Spiritual Assessment
What importance does religion/spirituality have in the patient’s life:
Do the patient’s beliefs help with stressful situations:
Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:
Financial Support – who works in the household; what other means of financial support is there for the household:
Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):
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[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **Identify how the relationship between the local police and the local media can either enhance or hinder police–community relations. In what ways can the media enhance or hinder police-community relations? How can police depa…
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**Identify how the relationship between the local police and the local media can either enhance or hinder police–community relations. In what ways can the media enhance or hinder police-community relations? How can police departments build relationships with local media?**
– 2 years ago
Unit 4 – 2 years ago **files (1)** – ## HSV368Unit4Assignment.pdf **## HSV368Unit4Assignment.pdf** Due Date: 11:59 p.m. EST Points: 100 Overview: For this assignment, you will select an actual current event that has taken place during the last five years (natural disaster, political event, act of te…
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Order on TutorsGallery →Unit 4
– 2 years ago
**files (1)**
– ## HSV368Unit4Assignment.pdf
**## HSV368Unit4Assignment.pdf**
Due Date: 11:59 p.m. EST
Points: 100
Overview:
For this assignment, you will select an actual current event that has taken place during
the last five years (natural disaster, political event, act of terror, community crisis, etc.)
and write a paper assuming you are working with a client who has experienced the
identified crisis.
Instructions:
• In your writing, you will address the following:
o Identify the individual(s) and/or group(s) impacted by the event (including
relevant demographic information, i.e. age, gender, sexual orientation,
marital status, race/ethnicity, culture, etc.).
o Identify the nature of the crisis (what is the crisis, who is involved, source
of the crisis, type of crisis).
o The course of the crisis and any initial concerns (PTSD, physical danger,
emotional stability, discrimination, support system, etc.).
o Using the ABC method of crisis intervention, explain how you would work
with at least one person experiencing the crisis. Provide specific
intervention strategies in this discussion.
o Identify potential resources needed (community resources, stress
management resources, diagnosis/medicated treatment) and further
implications (policy change, safety assessments, large-scale recovery
efforts).
Requirements:
• Submit a Word document in APA format.
• Maximum 6 pages in length, excluding the Title and Reference pages.
• At least two resources, in addition to the course textbook.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
HSV368 – Crisis Interventi
Current Crisis Event
HSV368–Crisis Intervention
Current Crisis Event
Evaluation Rubric for Current Crisis Event Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0-23 Points 24-31 Points 32-39 Points 40 Points
Structure
Well-
developed
paragraphs,
complete
sentences, title
page, body of
work meets
requirements,
references,
followed the
example
specifically
Organizational
structure and
paragraphing
have
serious and
persistent
errors.
Directions were
ignored and
information
provided
was insufficient
to
meet
assignment
guidelines.
Written work
inadequate for
college-level
work;
Paragraphing
and
transitions are
inadequate;
inappropriate
guidelines
outlined
for paper were
not
met with
several
problems (see
directions).
Written work is
clear
and adequate
college-level
work;
Paragraphing
and
transitions are
adequate;
appropriate
guidelines
outlined
for paper were
met
with a few
noted
problems (see
directions).
Written work is
clear and
excellent
college-level
work;
Paragraphing
and
transitions are
clear
and
appropriate;
appropriate
guidelines
outlined
for paper were
met
(see
directions).
0-29 Points 30-39 Points 40-49 Points 50 Points
Content
Demonstrates
knowledge of
topics, through
discussion of
concepts,
appropriate
integrate of
topics on
directions;
scholarly
journal use
Written work
does
not cover the
assigned topic;
assertions are
not
supported by
evidence;
paper is
seriously
lacking in
content and
detail;
scholarly
journals
were not used
or
used properly.
Written work
does
not do an
adequate
job of covering
the
assigned topic;
assertions are
weakly
supported
by evidence;
paper
is inadequate
in
meeting the
page
and content
area
requirements;
less
The length of
the
written work is
sufficient to
cover
the topic;
assertions
are supported
by
evidence; does
not
meet full
required
number of
pages
and content
areas.
Required
number of
scholarly
journals
The length of
the
written work
provides in-
depth
coverage of the
topics,
assertions
are clearly
supported by
evidence;
Paper meets
required length
of
pages and
content
areas; More
than the
required
number of
than the
required
number of
scholarly
journals were
used.
were used. scholarly
journals
were used.
0-5 Points 6-7 Points 8-9 Points 10 Points
Mechanics
Spelling;
grammar; use
of
APA style
Written work
had
serious and
persistent
errors in
word selection
and
use; sentence
structure,
spelling,
grammar,
punctuation
was
inappropriate
and
with serious
errors;
APA style was
completely
unacceptable.
Written work
had
several major
errors
in word
selection
and use;
sentence
structure,
spelling,
grammar,
punctuation
was
inappropriate;
APA
style was
unacceptable
with a
few to multiple
errors.
Written work
was
generally free
of
errors in word
selection and
use;
sentence
structure,
spelling,
grammar,
punctuation
was
adequate; APA
style
was acceptable
with
a few errors.
Written work
has no
major errors in
word
selection and
use;
sentence
structure,
spelling,
grammar,
punctuation
was
appropriate;
APA
style was
acceptable with
no
to few errors.
**## HSV368Unit4Assignment.pdf**
Due Date: 11:59 p.m. EST
Points: 100
Overview:
For this assignment, you will select an actual current event that has taken place during
the last five years (natural disaster, political event, act of terror, community crisis, etc.)
and write a paper assuming you are working with a client who has experienced the
identified crisis.
Instructions:
• In your writing, you will address the following:
o Identify the individual(s) and/or group(s) impacted by the event (including
relevant demographic information, i.e. age, gender, sexual orientation,
marital status, race/ethnicity, culture, etc.).
o Identify the nature of the crisis (what is the crisis, who is involved, source
of the crisis, type of crisis).
o The course of the crisis and any initial concerns (PTSD, physical danger,
emotional stability, discrimination, support system, etc.).
o Using the ABC method of crisis intervention, explain how you would work
with at least one person experiencing the crisis. Provide specific
intervention strategies in this discussion.
o Identify potential resources needed (community resources, stress
management resources, diagnosis/medicated treatment) and further
implications (policy change, safety assessments, large-scale recovery
efforts).
Requirements:
• Submit a Word document in APA format.
• Maximum 6 pages in length, excluding the Title and Reference pages.
• At least two resources, in addition to the course textbook.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
HSV368 – Crisis Interventi
Current Crisis Event
HSV368–Crisis Intervention
Current Crisis Event
Evaluation Rubric for Current Crisis Event Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0-23 Points 24-31 Points 32-39 Points 40 Points
Structure
Well-
developed
paragraphs,
complete
sentences, title
page, body of
work meets
requirements,
references,
followed the
example
specifically
Organizational
structure and
paragraphing
have
serious and
persistent
errors.
Directions were
ignored and
information
provided
was insufficient
to
meet
assignment
guidelines.
Written work
inadequate for
college-level
work;
Paragraphing
and
transitions are
inadequate;
inappropriate
guidelines
outlined
for paper were
not
met with
several
problems (see
directions).
Written work is
clear
and adequate
college-level
work;
Paragraphing
and
transitions are
adequate;
appropriate
guidelines
outlined
for paper were
met
with a few
noted
problems (see
directions).
Written work is
clear and
excellent
college-level
work;
Paragraphing
and
transitions are
clear
and
appropriate;
appropriate
guidelines
outlined
for paper were
met
(see
directions).
0-29 Points 30-39 Points 40-49 Points 50 Points
Content
Demonstrates
knowledge of
topics, through
discussion of
concepts,
appropriate
integrate of
topics on
directions;
scholarly
journal use
Written work
does
not cover the
assigned topic;
assertions are
not
supported by
evidence;
paper is
seriously
lacking in
content and
detail;
scholarly
journals
were not used
or
used properly.
Written work
does
not do an
adequate
job of covering
the
assigned topic;
assertions are
weakly
supported
by evidence;
paper
is inadequate
in
meeting the
page
and content
area
requirements;
less
The length of
the
written work is
sufficient to
cover
the topic;
assertions
are supported
by
evidence; does
not
meet full
required
number of
pages
and content
areas.
Required
number of
scholarly
journals
The length of
the
written work
provides in-
depth
coverage of the
topics,
assertions
are clearly
supported by
evidence;
Paper meets
required length
of
pages and
content
areas; More
than the
required
number of
than the
required
number of
scholarly
journals were
used.
were used. scholarly
journals
were used.
0-5 Points 6-7 Points 8-9 Points 10 Points
Mechanics
Spelling;
grammar; use
of
APA style
Written work
had
serious and
persistent
errors in
word selection
and
use; sentence
structure,
spelling,
grammar,
punctuation
was
inappropriate
and
with serious
errors;
APA style was
completely
unacceptable.
Written work
had
several major
errors
in word
selection
and use;
sentence
structure,
spelling,
grammar,
punctuation
was
inappropriate;
APA
style was
unacceptable
with a
few to multiple
errors.
Written work
was
generally free
of
errors in word
selection and
use;
sentence
structure,
spelling,
grammar,
punctuation
was
adequate; APA
style
was acceptable
with
a few errors.
Written work
has no
major errors in
word
selection and
use;
sentence
structure,
spelling,
grammar,
punctuation
was
appropriate;
APA
style was
acceptable with
no
to few errors.
In-depth study guidance and analytical solution covering How to reflect.
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Full assignment prompt and step-by-step guidance are included in the downloadable solution file.