Each One Is 350 Or More Wordsd8first Review The Nissen 2014 Article ✓ Solved

Each one is 350 or more words D8 First, review the Nissen (2014) article. Choose one of the articles listed in the bibliography of the Nissen (2014). Go to the Library and find that article. Read, reflect upon, and evaluate the information shared in the article. Be sure to address the following in your response: · Which article did you choose, and why? · What type of journal article did you read? · What did the authors discuss in the article? · How does the information in the article apply to intervention, prevention, and/or treatment within a particular population?

Next, consider the career opportunities for both addictions and forensic psychology professionals. Review options that require a master’s degree in either of these specializations. Choose the career option that you find most interesting, and explore it. Describe the career option in your post. Be sure to address the following: · What career option did you choose, and why? · Where would someone in this career role work? · What types of professional activities does someone perform in this role? · What requirements must a person meet to pursue this career option?

D9 First, explain whether you are required to obtain a license or certification to practice in your field at the state and/or national levels. If you are required to obtain these credentials, what requirements must you fulfill to do so? Please make sure to include the website for the licensing or credentialing agency in your post. If you are not required to obtain a license or certification, what next steps will you take after graduating? Next, describe your career goals.

Be sure to address the following: · What does your intended career path look like? · What type of employment setting interests you (e.g. government, school, private practice, consulting firm, residential facility, etc…)? · What are some specific accomplishments you wish to make at some point during your career? These may be one time events or achievements that take a career to reach. For example, perhaps you wish to make a particular type of impact on those you serve, teach at a university, write a book, serve on a Board of Directors, etc… D10 Review the student clubs and organizations available for you at PG. You can find a list of student organizations here: Describe the PG club or organization that most interests you.

Be sure to address the following: · Why are you interested in this club or organization? · What must you do to join? · Outside of PG, what other professional organizations would you like to join? Why? Next, reflect on your experience in this course. Be sure to address the following: · Which course activities and assignments were most helpful for you? Why? · How has this course helped you grow personally and professionally? · What changes would you make to the course or the course curriculum? · What is one way that you will use the information learned in this course to help you succeed?

Community Teaching Work Plan Proposal Planning and Topic Directions: Develop an educational series proposal for your community using one of the following four topics: 1. Bioterrorism/Disaster 2. Environmental Issues 3. Primary Prevention/Health Promotion 4. Secondary Prevention/Screenings for a Vulnerable Population Planning Before Teaching: Name and Credentials of Teacher: Estimated Time Teaching Will Last: Location of Teaching: Supplies, Material, Equipment Needed: Estimated Cost: Community and Target Aggregate: Topic: Identification of Focus for Community Teaching (Topic Selection): Epidemiological Rationale for Topic (Statistics Related to Topic): Teaching Plan Criteria Your teaching plan will be graded based on its effectiveness and relevance to the population selected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Nursing Diagnosis : Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn. Learning Theory to Be Utilized : Explain how the theory will be applied.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals. How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods : Behavioral Objective and Domain Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain) Content (be specific) Example – The Food Pyramid has five food groups which are….

Healthy foods from each group are…. Unhealthy foods containing a lot of sugar or fat are…. Strategies/Methods (label and describe) Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.

1. 1. 1. 2. 2.

2. 3. 3. 3. 4.

4. 4. Creativity : How was creativity applied in the teaching methods/strategies? Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. 1.

2. 3. 4. Planned Evaluation of Goal : Describe how and when you could evaluate the overall effectiveness of your teaching plan. Planned Evaluation of Lesson and Teacher (Process Evaluation): Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Therapeutic Communication 4.2 Communicate therapeutically with patients. How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation?

What nonverbal communication techniques will you employ? © 2019. Grand Canyon University. All Rights Reserved. 4

Paper for above instructions

Community Teaching Work Plan Proposal: Addressing Primary Prevention for Youth Mental Health

Teacher Credentials:

Name: [Insert Your Name]
Credentials: [Insert Your Credentials Here, e.g., BSN, RN, etc.]

Estimated Time Teaching Will Last:

Duration: 90 Minutes

Location of Teaching:

Location: [Insert Venue Name, e.g., local community center, school, etc.]

Supplies, Material, Equipment Needed:

- Projector and screen for presentations
- Printed handouts on mental health resources
- Pens and paper for interactive feedback
- A whiteboard and markers
- Refreshments (optional)

Estimated Cost:

Total Cost: 0 (including supplies, refreshments, and venue rental if applicable)

Community and Target Aggregate:

Community: [Specify the Community/Region]
Target Aggregate: Youth ages 12-18 years in local schools and community organizations.

Topic:

Chosen Topic: Primary Prevention in Mental Health for Adolescents

Identification of Focus for Community Teaching:

Mental health issues among adolescents are rising at an alarming rate. According to the National Alliance on Mental Illness (NAMI, 2021), approximately one in five youths aged 13–18 experiences some form of mental illness. Early intervention through psychoeducation and community resources can significantly reduce the impact on the mental health of teens (Nissen, 2014).

Epidemiological Rationale for Topic:

Adolescent mental health disorders can lead to lifelong consequences. Statistics reveal that 50% of lifelong mental illnesses begin by age 14, yet 75% of those in distress do not receive treatment (Kessler et al., 2005). Addressing mental health through early educational interventions can help to reduce stigma, create supportive environments, and promote mental well-being.

Nursing Diagnosis:

Nursing Diagnosis: Readiness for Learning
The target group demonstrates readiness for learning through their active participation in school activities and openness to discussions about personal experiences and emotions. Engaging adolescents through relatable content and interactive activities can enhance their emotional readiness to learn.

Learning Theory to Be Utilized:

The Constructivist Learning Theory (Piaget and Vygotsky) will guide the teaching strategy. This approach promotes active involvement in learning and the construction of understanding through personal experiences and social interactions. Using role-playing and group discussions, adolescents will contextualize mental health importance in their lives.

Goal:

Healthy People 2020 (HP2020) Objective:
Objective: MHMD-1.1: Increase the proportion of adolescents who believe that they can successfully manage their emotions and mental health.
Rationale: This objective aligns with promoting resilience and coping strategies among youth, addressing the rising mental health concerns.

Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objectives:

1. By the end of the presentation, 75% of participants will name at least three strategies to manage stress. (Cognitive Domain)
2. 80% of participants will demonstrate one coping skill during interactive role-play. (Psychomotor Domain)
3. 90% of participants will express their understanding of mental health as it relates to their lives through an open discussion. (Affective Domain)

Content:

- Introduction to mental health and its significance
- Common mental health issues affecting adolescents
- Healthy coping mechanisms for stress and anxiety
- Resources available for mental health support

Strategies/Methods:

- Interactive Presentation: Use a PowerPoint presentation complemented with video clips of real-life stories addressing youth mental health.
- Group Discussions: Facilitate small-group discussions highlighting personal experiences and emotions connected to mental health.
- Role-Playing Activities: Engage students in practicing coping strategies in hypothetical scenarios (stressful situations, peer pressure).

Creativity:

Creativity will be infused through visual aids (infographics), inviting local mental health professionals for a Q&A session, and incorporating games that engage students in learning about mental health topics interactively.

Planned Evaluation of Objectives (Outcome Evaluation):

1. Objective 1: Administer a brief quiz post-presentation to assess knowledge gained about stress management strategies.
2. Objective 2: Observe participant involvement during role-play to gauge the practical application of learned coping skills.
3. Objective 3: Use a feedback form prompting participants to share thoughts on how their perceptions of mental health have changed.

Planned Evaluation of Goal:

An overall evaluation could occur through follow-up surveys three months post-event to measure sustained knowledge and behavioral changes among participants.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Barriers: Potential barriers include deep-rooted stigma around mental health, lack of parental involvement, and cultural sensitivities. To handle these, establish a safe and non-judgmental environment promoting open discussions, alongside outreach to families to encourage attendance.
Engagement Techniques: The presentation will commence with an eye-catching video on mental health. Active listening will be promoted through interactive questions and encouraging participant stories.

Conclusion:

In conclusion, the initiative to teach adolescents about mental health is timely and crucial in fostering a supportive community towards mental wellness. By leveraging engagement techniques and structured planning, the proposed community workshop aims to equip participants with essential skills to navigate mental health challenges in their lives.

References:

1. Kessler, R. C., Berglund, P., Demler, O., et al. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey replication. Archives of General Psychiatry, 62(6), 593-602.
2. National Alliance on Mental Illness (NAMI), (2021). Mental Health Information. Retrieved from [https://www.nami.org](https://www.nami.org).
3. Nissen, L. (2014). Role of primary prevention in mental health. American Journal of Public Health, 104(5), 1121-1125.
4. Piaget, J. (1954). The Construction of Reality in the Child. New York: Basic Books.
5. Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.
6. U.S. Department of Health and Human Services. (2010). Healthy People 2020. Retrieved from [https://www.healthypeople.gov](https://www.healthypeople.gov).
7. Weisz, J. R., & Kazdin, A. E. (2017). Evidence-based psychotherapies for children and adolescents. Guilford Press.
8. World Health Organization. (2018). Mental Health Action Plan 2013-2020. Retrieved from [https://www.who.int/mental_health/publications/action_plan_2013_2020/en](https://www.who.int/mental_health/publications/action_plan_2013_2020/en).
9. Substance Abuse and Mental Health Services Administration (SAMHSA). (2020). National Survey on Drug Use and Health. Retrieved from [https://www.samhsa.gov](https://www.samhsa.gov).
10. Center for Disease Control and Prevention (CDC). (2017). Youth Risk Behavior Surveillance. Retrieved from [https://www.cdc.gov/healthyyouth/data/yrbs/index.htm](https://www.cdc.gov/healthyyouth/data/yrbs/index.htm).
This proposal outlines a community-based teaching plan aimed at primary prevention of mental health issues among youth, fostering preparedness through knowledge, skills, and community resources.