Describe two other aspects of the addiction field that are uniquely different from the general field of mental health, and explain why they are different.

Week 5 Discussion: Unique Features of Addictions Treatment A therapist specializing in childhood sexual abuse would not likely divulge his or her experience with a similar trauma. Instead, the therapist would most likely have a doctorate in psychology, counseling, or social work, and would take an objective role in therapy. However, this is not the case in addictions treatment. In fact, it was not until the mid-1970s that licensure of addictions counselors became common practice. Prior to that time, it was common for addictions counselors to enter the field with a history of substance abuse. Today, however, many view the treatment of addictions as a complex process requiring specialized skills and education. The practice of recovering substance abusers serving as addictions professionals is one unique feature of the field of addictions. Addictions professionals should understand both sides of this argument and be familiar with other unique aspects of the addictions field. To prepare for this Discussion: Review the Learning Resources, particularly Learning the Language of Addiction Counseling, Chapter 13, “Personal and Professional Development of the Counselor” (pp. 436-438). By Day 4 Post your response to the following question: Does personal history of addiction and treatment make counselors more effective? Provide an informed argument based on the week’s Learning Resources and any other factors you have identified. Finally, describe two other aspects of the addiction field that are uniquely different from the general field of mental health, and explain why they are different. Be specific and use the week’s Learning Resources in your response. By Day 6 Respond to at least two of your colleagues. State why you agree or disagree with your colleague’s position on the personal history of addictions. Provide a different perspective on one aspect of a colleague’s post. Provide a rationale for why an aspect of the addictions field mentioned by a colleague is not unique.

Identify any potential obstacles and challenges to achieving your goal.

Course: WRK100: Preparing for the Future of Work Assignment 3: Skill Development Plan Due: Week 9 Points: 125 What to submit/deliverables: Word document that contains the Skill Development Plan. What is the value of doing this assignment? For the last nine weeks, you‘ve been learning how the 10 Skills are an essential part of being successful in the future world of work. In Assignment 2, you began to reflect on your skills and goals and how the 10 Skills have helped you reach accomplishments. Your understanding of the skills have been refined, and now it‘s time to reflect on your strengths and areas for growth again in order to develop a plan moving forward. For this assignment, you‘ll identify three skills that you‘d like to focus on and develop a plan for. As you think of which skills you‘d like to improve upon, consider choosing skills at varying levels. You might, for example, choose a skill that you are already strong in, but would be excited to continue exploring and building upon, as well as a skill that you might have more room for growth in. At the end of the assignment, you‘ll leave with the beginning of a tangible plan for personal and professional development that you can review with the Career Center team. Your goal for this assignment is to: Practice your communication skill by using the Skill Development Plan Template to outline a plan for developing skills to support a successful learning experience and career. (See the Skill Development Plan Sample.) Steps to complete: In Week 9, complete and submit your Skill Development Plan using the following steps: STEP 1: Identify the targeted skill. Summarize your strengths and areas of improvement in this skill area. Then, identify your desired outcomes around this skill area and write a positive goal statement. Complete the following sections of the template: Target Skill, Strengths, Areas of Improvement, Desired Outcome, and Goal Statement. STEP 2: Specify the actions you can take to work towards your goals, with specific strategies and practices that you can apply. Identify any potential obstacles and challenges to achieving your goal. Complete the following sections of the template: Practices for Growth, Action Steps, and Potential Obstacles and Challenges. STEP 3: Keeping your action plan in mind, identify trusted supporters and university resources that can help you in your skill development plan. Complete the following sections of the template: Key Supporters and Supporting University Resources. STEP 4: Reflect on the connections between skill development and your overall personal, academic, and professional goals. Complete the following sections of the template: Benefits From Change and Connections to Personal, Academic, and Career Goals. STEP 5: Complete Steps 1‐4 for the two other skills you have identified. STEP 6: Save the template with your completed responses as a Word file titled Your Name, WRK100_Assignment 3 Skill Development Plan and submit in Blackboard in Week 9

Has the knowledge you gained been valuable in helping you understand or evaluate events or policies?

Take some time to think about the ways in which your learning in this class relates to the real world. Has the knowledge you gained been valuable in helping you understand or evaluate events or policies? Are there any current events in the news that you can directly link to concepts or theories covered so far? Guided Response: Review the popular news websites listed in the Current Events required readings section for this week.

Explain the rationale for exercise conditioning and psychosocial support of patients with chronic pulmonary diseases

Explain the rationale for exercise conditioning and psychosocial support of patients with chronic pulmonary diseases List and describe the indications for cardiopulmonary exercise testing for evaluation of hypoxemia and desaturation Identify and interpret parameters measured during cardiopulmonary exercise testing Background Medical therapy is important in alleviating symptoms of chronic obstructive pulmonary disease (COPD), particularly the frightening symptom of dyspnea (breathing that is labored making it difficult). However, patients are still left to cope with the consequences of a chronic, irreversible condition. These individuals who are often: dyspneic, depressed, dysfunctional, disabled, desperate, and difficult to deal with often visit physician’s offices, emergency departments and hospitals in part because of their inability to cope with their distressing symptoms. Pulmonary rehabilitation programs must incorporate a program with physical and psychological components to assist the patient in returning to the highest level of independent function. Psychological, emotional and social issues are common among patients with chronic lung disease as they struggle to deal with symptoms that are often poorly understood. Those diagnosed with chronic lung disease often experience depression, fear, anxiety, and dependency. Dyspnea is a frightening symptom! When experiencing dyspnea upon exertion, many patients prefer to reduce their exercise, which leads to more anxiety, which aggravates the dyspnea, and the patient becomes caught in a cycle. In extreme cases, the patient can become housebound. Subsequent hospital visits follow patients who do not have social support. Therefore, when assessing a patient for cardiopulmonary rehabilitation we must include an assessment of the patient’s: psychological state, cognition, family and social support, activities of daily living and employment history. Identifying key support individuals is paramount. Many programs also measure baseline dyspnea and health-related quality of life at the time of enrollment and at the time of follow-up. Common Goals of a Pulmonary Rehabilitation Program  Controls of respiratory infections Basic airway management Improvement of ventilation and cardiac status Improvement in ambulation and other types of physical activity Reduction of overall medical cost Reduction of hospitalization Psychosocial retaining and replacement Family education, counseling and support Patient education, counseling and support Program Design Format Opened ended design-this format allows patients to enter the program and progress through until predetermined objectives are met. This format is best suited for self-directed patients or patients with scheduling difficulties. Major drawback is the lack of group support and involvement. Closed designed-this format is more traditional with a set time period to cover content of the program. A typical program run 6-16 weeks, with classes meeting 1-3 times a week. All sessions are formal and group support and involved are encouraged. A major drawback to this format is that the schedule and not objectives determines program completion. Content The program will combine physical reconditioning and educational content. The education portion of the program is necessary and an especially important part of the pulmonary rehabilitation program. There are twelve typical education topics for a program. Introduction and welcome Respiratory structure, function, and pathology* Breathing control methods* Relaxation and stress management Proper exercise techniques and personal routines* Methods to aid secretion clearance (bronchial hygiene)* Home oxygen and aerosol therapy* Medications Use of MDI’s and spacers* Dietary Guidelines Recreation and vocational counseling Planning for the future The educational topics with an * are typically taught by a registered respiratory therapist. Physical Reconditioning The physical reconditioning will consist of an exercise prescription with a target heart rate based on the initial exercise evaluation. The prescription usually includes: Lower extremity (leg) aerobic exercises Time walking (6 or 12 minute walk) Upper extremity (arm) aerobic exercises Ventilator muscle training Program Implementation Staffing-should be multidisciplinary involving various health care professionals involved in the planning, implementation, and evaluation of the program. It is recommended that staff members be certified in basic life support or advance cardiac life support. Facilities- the quality and location of the program is directly related to patient’s attendance. Patients are more likely to attend if they have access to public transportation and parking arrangement. Scheduling-timely scheduling of the session, usually three times a week for 1-2 hours. The length of the program is often projected by insurance coverage.   Class size-the ideal size of a group should range from 3-10 participants.  Watch the video below on Pulmonary Rehabilitation and Exercise (Total time 38:17 minutes). This video will provide you with an understanding of how patients are instructed on exercise and fitness to promote a healthier life with pulmonary disorders.    Pulmonary Rehab: Daily Fitness & Exercise  (Links to an external site.) Prompt Choose three of the asterisked rehabilitation education topics above. These topics are based on the information covered during a 12-week rehabilitation program as outlined in your reading. Based on the program outlined in your reading, explain how you would teach the information to a patient participating in the pulmonary rehabilitation program.

Find three research papers and describe the evidence presented in the papers that supports the statement: “inappropriate footwear worn by older people in hospital can increase the risk of falling”

Read the rubric and instruction carefully. Please find the three (3) research papers related to hospital, don’t use others such as community, health care centre etc. 1.       Using the template develop a search strategy to locate relevant sources of evidence that supports the assignment question. 2.       Conduct a search of the literature using your search strategy. 3.       Choose three (3) primary research papers most relevant in supporting the assignment question. 4.       Extract information from each of the three (3) papers and organise using the template (total approx. 1000 words) outlining the:  a)       Purpose/aim of the study b)      Sample – who was included in the research? How many were included?  c)       Design – what kind of research was undertaken? d)      Method – describe how the research was undertaken. e)      Key findings – describe the findings that relate specifically to supporting the question statement. 5.       Summarise and describe the overall findings from the three (3) research papers in order to provide supporting evidence that demonstrates “inappropriate footwear worn by older people in hospital can increase the risk of falling”. This should be written in the form of a short essay.  Your essay should:  a)       Introduce the problem and topic area briefly (no additional references required). b)      Discuss the context of the research (this may include the aim, sample and setting). c)       Summarise and describe the most relevant key findings from the research that support the statement.  d)      Relate the findings specifically to the statement and explain why the evidence supports the statement. e)      Conclude with a summary of the supporting evidence to bring together your discussion.  Please note: •       Please use the template provided in the assessment folder. •       Please use primary original research only for your three chosen papers (i.e. no systematic reviews) as this assessment is designed to teach you skills on how to read and interpret original research.

Based on your results, provide an explanation of what the implications of social change might be.

Assignment: Testing for Multiple Regression You had the chance earlier in the course to practice with multiple regression and obtain peer feedback. Now, it is time once again to put all of that good practice to use and answer a social research question with multiple regression. As you begin the Assignment, be sure and pay close attention to the assumptions of the test. Specifically, make sure the variables are metric level variables. Part 1 To prepare for this Part 1 of your Assignment: Review this week 9 and 10 Learning Resources and media program related to multiple regression. Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in the Learning Resources for this week. Based on the dataset you chose, construct a research question that can be answered with a multiple regression analysis. Once you perform your multiple regression analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document. For this Part 1 Assignment: Write an analysis of your multiple regression results for each research question. In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be. Part 2 To prepare for this Part 2 of your Assignment: Review Warner’s Chapter 12 and Chapter 2 of the Wagner course text and the media program found in this week’s Learning Resources and consider the use of dummy variables. Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in this week’s Learning Resources. Consider the following: Create a research question with metric variables and one variable that requires dummy coding. Estimate the model and report results. Note: You are expected to perform regression diagnostics and report that as well. Once you perform your analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.