Describe the type of design to be used in the study or project (qualitative or quantitative). Specify the variables measured as well as the levels of these variables.

The student needs to comment on the following areas in the paper that indicating Evidence of Completion of Step 3:

Participants, Materials, Design, Procedure, and Timeline

1. Introduction: Include in this section a restatement of your purpose and introduce what you will say in the methodology chapter.

2. Participants: Describe the participants in your study or project, including who they will be, how many there will be, and how they will be selected.

3. Materials: Describe the materials, measures, equipment, or stimuli to be used in the study or project. This may include testing instruments, technical equipment, books, organizational procedures or equipment, images, or other materials used in the course of the study or project.

4. Design: Describe the type of design to be used in the study or project (qualitative or quantitative). Specify the variables measured as well as the levels of these variables.

5. Procedure: The next part of your method section should detail the procedures to be used in your study or project. Explain what you will have participants do, how you will collect data, and the order in which steps will occur.

6. Work Plan with Timetable: It is important that the proposal include a work plan of how the study or project will be completed. Describe in detail what you plan to do until completion of your thesis study or project. Use a table format. In one column list the steps involved in your project or study. In the other column indicate dates when you plan to complete each step.

Discuss how immigration or emigration could affect the gene frequency of F and f in this population of rabbits?

You will need to read all the information and write a lab report covering the activity.
The lab report needs to be submitted by the due date using the link below and contain the following sections:
Introduction
Hypothesis
Materials
Procedures
Data Table
Graph
Conclusion
Summarize your results.
Discuss if your hypothesis is supported or not and how you know.
Answer the following questions in complete sentences:
What was the original gene frequency of the F and the f alleles before selection occurred?
How did the gene frequency of the F and f alleles change by the 10th generation?
How do you explain that both alleles, F and f, changed in frequency over time in the lab?
Discuss how immigration or emigration could affect the gene frequency of F and f in this population of rabbits? How might you simulate this effect if you were to repeat this activity.
In nature, how is it that lethal alleles, like furlessness, are still passed along through the generations and not completely selected out of the population? (Think about the genotypes and resulting phenotypes and if the allele is dominant or recessive.)

Why does “work dominate Americans’ lives as never before” (3)? According to Curry, what toll does this situation take on American workers?

Link to the book: https://console.pearson.com/console/home
Username: stanietawilliams
Password: Myassignmenthelp@1

After reading “Why We Work” by Andrew Curry, answer Responding to Reading (#1-2) with support from the text (page 359).

1. Why does “work dominate Americans’ lives as never before” (3)? According to Curry, what toll does this situation take on American workers?

2. How did the Industrial Revolution change the nature of work? What effect did Frederick Taylor have on work? According to Curry, why were the first labor unions formed? Why was the New Deal the “golden age” for workers (18)?

3. Considering the opening Focus images (page 352-353)(TBR), are you working for different reasons than your parents or grandparents.(for this question you can include outside citation if necessary

Analyze legal and ethical implications of counseling child and adolescent clients with psychiatric disorders

Learning Objectives
Students will:
Develop effective documentation skills to examine group therapy sessions with children and adolescents *
Develop diagnoses for child and adolescent clients receiving group psychotherapy *
Analyze legal and ethical implications of counseling child and adolescent clients with psychiatric disorders *
Select two clients you observed or counseled this week during a group therapy session for children and adolescents. Note: The two clients you select must have attended the same group session. If you select the same group you selected for the Week 8 or Week 9 Journal Entries, you must select different clients.

Then, address in your Practicum Journal the following:

Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.
Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.
Using the DSM-5, explain and justify your diagnosis for each client.
Explain any legal and/or ethical implications related to counseling each client.
Support your approach with evidence-based literature.

Learning Resources
Required Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

Chapter 17, “Psychotherapy with Children” (pp. 597–624)
Chapter 20, “Termination and Outcome Evaluation” (pp. 693–712)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

McGillivray, J. A., & Evert, H. T. (2014). Group cognitive behavioural therapy program shows potential in reducing symptoms of depression and stress among young people with ASD. Journal of Autism and Developmental Disorders, 44(8), 2041-2051. doi:10.1007/s10803-014-2087-9

Restek-Petrović, B., Bogović, A., Mihanović, M., Grah, M., Mayer, N., & Ivezić, E. (2014). Changes in aspects of cognitive functioning in young patients with schizophrenia during group psychodynamic psychotherapy: A preliminary study. Nordic Journal of Psychiatry, 68(5), 333-340. doi:10.3109/08039488.2013.839738

Document: Group Therapy Progress Note

Required Media
Microtraining Associates (Producer). (2009). Leading groups with adolescents [Video file]. Alexandria, VA: Author.

Psychotherapy.net (Producer). (2002). Adlerian parent consultation [Video file]. Mill Valley, CA: Author.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6650_Week10_Assignment2_Rubric
Grid View
List View
Satisfactory Unsatisfactory
Quality of Work Submitted:

The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.
26 (26%) – 30 (30%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
0 (0%) – 25 (25%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Quality of Work Submitted:

The purpose of the paper is clear.
4 (4%) – 5 (5%)
Purpose of the assignment is stated, yet is brief and not descriptive.
0 (0%) – 3 (3%)
No purpose statement was provided.
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.
8 (8%) – 10 (10%)
Demonstrates a clear understanding of key concepts.
0 (0%) – 7 (7%)
Shows a lack of understanding of key concepts, deviates from topics.
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
16 (16%) – 20 (20%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
0 (0%) – 15 (15%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.
16 (16%) – 20 (20%)
Summarizes information gleaned from sources to support major points, but does not synthesize.
0 (0%) – 15 (15%)
Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.
Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.
4 (4%) – 5 (5%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time.
Written Expression and Formatting

English writing standards: Correct grammar, mechanics, and proper punctuation
3 (3%) – 5 (5%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting