Discuss about health budgeting

Discuss about health budgeting

need some help making corrects

  • attachment

    StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
  • attachment

    attempt2score.docx
  • attachment

    cf_bha_fpx4008_u02a1_apa_template.doc

    need some help making corrects

    • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
    • attempt2score.docx
    • cf_bha_fpx4008_u02a1_apa_template.doc

      need some help making corrects

      • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
      • attempt2score.docx
      • cf_bha_fpx4008_u02a1_apa_template.doc

        need some help making corrects

        • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
        • attempt2score.docx
        • cf_bha_fpx4008_u02a1_apa_template.doc

          need some help making corrects

          • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
          • attempt2score.docx
          • cf_bha_fpx4008_u02a1_apa_template.doc

            need some help making corrects

            • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
            • attempt2score.docx
            • cf_bha_fpx4008_u02a1_apa_template.doc

              need some help making corrects

              • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
              • attempt2score.docx
              • cf_bha_fpx4008_u02a1_apa_template.doc

                need some help making corrects

                • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
                • attempt2score.docx
                • cf_bha_fpx4008_u02a1_apa_template.doc

                  need some help making corrects

                  • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
                  • attempt2score.docx
                  • cf_bha_fpx4008_u02a1_apa_template.doc

                    need some help making corrects

                    • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
                    • attempt2score.docx
                    • cf_bha_fpx4008_u02a1_apa_template.doc

                      need some help making corrects

                      • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
                      • attempt2score.docx
                      • cf_bha_fpx4008_u02a1_apa_template.doc

                        need some help making corrects

                        • StAnthonyMedicalCenter_MedicalSurgicalDepartmentBudget22.xlsx
                        • attempt2score.docx
                        • cf_bha_fpx4008_u02a1_apa_template.doc

Discuss autism spectrum disorders and intellectual disabilities.

Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others

Discuss Different type of commination or kind

Discuss Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

-Homework  of communication

-Essential of Human Communication

-Different type of commination or kind

Discuss about the pink eye

Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.Jack is a 5-year-old Asian American boy who presents to your office because he was sent home from school today by the school nurse who said he had “pink eye.” He is accompanied by his mother and his 19-month-old sister.

Discuss about scholarly journal articles or primary legal sources

· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.

· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.

Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed

· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.

· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.

Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed

· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.

· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.

Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed

· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.

· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.

Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed

· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.

· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.

Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed

· You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words. Your response (reply) posts are worth 2 points (1 point per response). Your post will include a salutation, response (150 words), and a reference.

· Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

· Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos to be referenced without prior approval.

Discussion and responses must be posted in APA format for Canvas to receive full grades. Automatic deduction of 10% if not completed

Define patient compliance and explain its importance in your field.

Homework Topic One

Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

  1. Define patient compliance and explain its importance in your field.
  2. Identify the health care professionals’ role in compliance and give examples of ways in which the health care professional may actually contribute to noncompliance.
  3. Compare compliance and collaboration.
  4. Compare and contrast patient education in the past with that practiced today.
  5. Explain the importance of professional commitment in developing patient education as a clinical skill.
  6. Explain the three categories of learning and how they can be used in patient education.
  7. List three problems that may arise in patient education and how they would be solved?
  8. List some methods of documentation of patient education.

    Homework Topic One

    Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

    1. Define patient compliance and explain its importance in your field.
    2. Identify the health care professionals’ role in compliance and give examples of ways in which the health care professional may actually contribute to noncompliance.
    3. Compare compliance and collaboration.
    4. Compare and contrast patient education in the past with that practiced today.
    5. Explain the importance of professional commitment in developing patient education as a clinical skill.
    6. Explain the three categories of learning and how they can be used in patient education.
    7. List three problems that may arise in patient education and how they would be solved?
    8. List some methods of documentation of patient education.

      Homework Topic One

      Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

      1. Define patient compliance and explain its importance in your field.
      2. Identify the health care professionals’ role in compliance and give examples of ways in which the health care professional may actually contribute to noncompliance.
      3. Compare compliance and collaboration.
      4. Compare and contrast patient education in the past with that practiced today.
      5. Explain the importance of professional commitment in developing patient education as a clinical skill.
      6. Explain the three categories of learning and how they can be used in patient education.
      7. List three problems that may arise in patient education and how they would be solved?
      8. List some methods of documentation of patient education.

        Homework Topic One

        Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

        1. Define patient compliance and explain its importance in your field.
        2. Identify the health care professionals’ role in compliance and give examples of ways in which the health care professional may actually contribute to noncompliance.
        3. Compare compliance and collaboration.
        4. Compare and contrast patient education in the past with that practiced today.
        5. Explain the importance of professional commitment in developing patient education as a clinical skill.
        6. Explain the three categories of learning and how they can be used in patient education.
        7. List three problems that may arise in patient education and how they would be solved?
        8. List some methods of documentation of patient education.

Discuss about evidence-based interventions. 

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu

Imagine you have just been hired to open a new hospital unit at City General Hospital. Use the GCU Library link below to find resources to discuss how you will plan for workflow efficiency, unit layout, or staffing using evidence-based interventions.

https://www.gcu.edu v

Discuss about deficit hyperactivity disorder (ADHD)

Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others. Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others. Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others. Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others. Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others. Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others. Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others. Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others. Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others.

Discuss about digital clinical experience

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

* Please review the complete instructions on the attached document.

* Use the attached template to complete the assignment

* Please review and use the transcripts of the assessment attached as information to complete the assignment.

Systematic review of trials in adult health volunteers. 

Reply to the following discussion by supporting the post.  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources. Be objective, clear, and concise. 

It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. 

LH Discussion:

Pediatric Depression

This is a controversial topic and has piqued the interest to explore it further because of the potential adverse impacts, specifically increased risk for violence/aggression, of SSRI therapy in treating adolescent depression. Depression is an overwhelming phenomenon for which there is a wide array of treatment options. It has been suggested and heavily scrutinized that the use of antidepressant medications in the treatment of depression in adolescents and young adults can increase violent or suicidal behavior (Bielefeldt, Danborg, & Gotzsche, 2016).  Youth violence is a growing and significant public health concern that results in the premature death of thousands of people annually (David-Ferdon et al., 2016).  Due to the seriousness of this often-silenced epidemic, it has long been the CDC’s goal to prevent youth violence from occurring in the first place (“CDC ,” 2021).  To successfully achieve this health promotional goal, providers must strive to better understand and address questionable and contributing risk factors. Youth violence can be prevented (David-Ferdon et al., 2016).

It was reported two weeks ago that an adolescent boy from Iowa was arrested for brutally stabbing his parents to death with a knife and axe inside their home. When the authorities arrived at the scene of this tragic crime, the 17-year-old teen was sitting outside his house and claimed the reason behind his violent act was that he just wanted to regain control of his life (Casiano, 2021).  Where, as a society focused on the promotion of health and prevention of youth violence, is the gap, that so many mentally unstable young people slip through the cracks without early screening and treatment intervention? What are the safest interventions for treating an underlying pediatric depression or other behavioral disorders? If there is a better and safer form of antidepressant therapy for adolescents and young adults than the typical first line SSRI pharmacotherapy, then more statistically significant research evidence is needed to support this theory (Maroun, Thackeray, & Midgley, 2018).  The only way to determine best practice standards is to challenge the existing ones.

References

Bielefeldt, A., Danborg, P. B., & Gotzsche, P. C. (2016, October 11). Precursors to suicidality and violence on antidepressants: Systematic review of trials in adult health volunteers. JRSM109(10), 381-392. http://dx.doi.org/10.1177/0141076816666805

Casiano, L. (2021, October 15). Iowa teen covered in blood admits to killing parents with knife and axe, police say. Fox News . Retrieved from https://www.foxnews.com/us/iowa-teen-covered-in-blood-admits-to-killing-parents-with-knife-and-axe-police-say

David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N., & Hall, J. E. (2016). A comprehensive technical package for the prevention of youth violence and assoicated risk behaviors . Retrieved from https://www.cdc.gov/violenceprevention/pdf/yv-technicalpackage.pdf

Maroun, R. A., Thackeray, L. A., & Midgley, N. (2018, November 28). Meaning and medication: a thematic analysis of depressed adolescents’ views and experiences of SSRI antidepressants alongside psychological therapies. BMC Psychiatry , 18(374). http://dx.doi.org/10.1186/s12888-018-1961-y

Violence prevention strategies . (2021). Retrieved from https://www.cdc.gov/violenceprevention/youthviolence/prevention.html

Reply to the following discussion by supporting the post.  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources. Be objective, clear, and concise. 

It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. 

LH Discussion:

Pediatric Depression

This is a controversial topic and has piqued the interest to explore it further because of the potential adverse impacts, specifically increased risk for violence/aggression, of SSRI therapy in treating adolescent depression. Depression is an overwhelming phenomenon for which there is a wide array of treatment options. It has been suggested and heavily scrutinized that the use of antidepressant medications in the treatment of depression in adolescents and young adults can increase violent or suicidal behavior (Bielefeldt, Danborg, & Gotzsche, 2016).  Youth violence is a growing and significant public health concern that results in the premature death of thousands of people annually (David-Ferdon et al., 2016).  Due to the seriousness of this often-silenced epidemic, it has long been the CDC’s goal to prevent youth violence from occurring in the first place (“CDC ,” 2021).  To successfully achieve this health promotional goal, providers must strive to better understand and address questionable and contributing risk factors. Youth violence can be prevented (David-Ferdon et al., 2016).

It was reported two weeks ago that an adolescent boy from Iowa was arrested for brutally stabbing his parents to death with a knife and axe inside their home. When the authorities arrived at the scene of this tragic crime, the 17-year-old teen was sitting outside his house and claimed the reason behind his violent act was that he just wanted to regain control of his life (Casiano, 2021).  Where, as a society focused on the promotion of health and prevention of youth violence, is the gap, that so many mentally unstable young people slip through the cracks without early screening and treatment intervention? What are the safest interventions for treating an underlying pediatric depression or other behavioral disorders? If there is a better and safer form of antidepressant therapy for adolescents and young adults than the typical first line SSRI pharmacotherapy, then more statistically significant research evidence is needed to support this theory (Maroun, Thackeray, & Midgley, 2018).  The only way to determine best practice standards is to challenge the existing ones.

References

Bielefeldt, A., Danborg, P. B., & Gotzsche, P. C. (2016, October 11). Precursors to suicidality and violence on antidepressants: Systematic review of trials in adult health volunteers. JRSM109(10), 381-392. http://dx.doi.org/10.1177/0141076816666805

Casiano, L. (2021, October 15). Iowa teen covered in blood admits to killing parents with knife and axe, police say. Fox News . Retrieved from https://www.foxnews.com/us/iowa-teen-covered-in-blood-admits-to-killing-parents-with-knife-and-axe-police-say

David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N., & Hall, J. E. (2016). A comprehensive technical package for the prevention of youth violence and assoicated risk behaviors . Retrieved from https://www.cdc.gov/violenceprevention/pdf/yv-technicalpackage.pdf

Maroun, R. A., Thackeray, L. A., & Midgley, N. (2018, November 28). Meaning and medication: a thematic analysis of depressed adolescents’ views and experiences of SSRI antidepressants alongside psychological therapies. BMC Psychiatry , 18(374). http://dx.doi.org/10.1186/s12888-018-1961-y

Violence prevention strategies . (2021). Retrieved from https://www.cdc.gov/violenceprevention/youthviolence/prevention.html

Reply to the following discussion by supporting the post.  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources. Be objective, clear, and concise. 

It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. 

LH Discussion:

Pediatric Depression

This is a controversial topic and has piqued the interest to explore it further because of the potential adverse impacts, specifically increased risk for violence/aggression, of SSRI therapy in treating adolescent depression. Depression is an overwhelming phenomenon for which there is a wide array of treatment options. It has been suggested and heavily scrutinized that the use of antidepressant medications in the treatment of depression in adolescents and young adults can increase violent or suicidal behavior (Bielefeldt, Danborg, & Gotzsche, 2016).  Youth violence is a growing and significant public health concern that results in the premature death of thousands of people annually (David-Ferdon et al., 2016).  Due to the seriousness of this often-silenced epidemic, it has long been the CDC’s goal to prevent youth violence from occurring in the first place (“CDC ,” 2021).  To successfully achieve this health promotional goal, providers must strive to better understand and address questionable and contributing risk factors. Youth violence can be prevented (David-Ferdon et al., 2016).

It was reported two weeks ago that an adolescent boy from Iowa was arrested for brutally stabbing his parents to death with a knife and axe inside their home. When the authorities arrived at the scene of this tragic crime, the 17-year-old teen was sitting outside his house and claimed the reason behind his violent act was that he just wanted to regain control of his life (Casiano, 2021).  Where, as a society focused on the promotion of health and prevention of youth violence, is the gap, that so many mentally unstable young people slip through the cracks without early screening and treatment intervention? What are the safest interventions for treating an underlying pediatric depression or other behavioral disorders? If there is a better and safer form of antidepressant therapy for adolescents and young adults than the typical first line SSRI pharmacotherapy, then more statistically significant research evidence is needed to support this theory (Maroun, Thackeray, & Midgley, 2018).  The only way to determine best practice standards is to challenge the existing ones.

References

Bielefeldt, A., Danborg, P. B., & Gotzsche, P. C. (2016, October 11). Precursors to suicidality and violence on antidepressants: Systematic review of trials in adult health volunteers. JRSM109(10), 381-392. http://dx.doi.org/10.1177/0141076816666805

Casiano, L. (2021, October 15). Iowa teen covered in blood admits to killing parents with knife and axe, police say. Fox News . Retrieved from https://www.foxnews.com/us/iowa-teen-covered-in-blood-admits-to-killing-parents-with-knife-and-axe-police-say

David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N., & Hall, J. E. (2016). A comprehensive technical package for the prevention of youth violence and assoicated risk behaviors . Retrieved from https://www.cdc.gov/violenceprevention/pdf/yv-technicalpackage.pdf

Maroun, R. A., Thackeray, L. A., & Midgley, N. (2018, November 28). Meaning and medication: a thematic analysis of depressed adolescents’ views and experiences of SSRI antidepressants alongside psychological therapies. BMC Psychiatry , 18(374). http://dx.doi.org/10.1186/s12888-018-1961-y

Violence prevention strategies . (2021). Retrieved from https://www.cdc.gov/violenceprevention/youthviolence/prevention.html

Reply to the following discussion by supporting the post.  You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources. Be objective, clear, and concise. 

It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. 

LH Discussion:

Pediatric Depression

This is a controversial topic and has piqued the interest to explore it further because of the potential adverse impacts, specifically increased risk for violence/aggression, of SSRI therapy in treating adolescent depression. Depression is an overwhelming phenomenon for which there is a wide array of treatment options. It has been suggested and heavily scrutinized that the use of antidepressant medications in the treatment of depression in adolescents and young adults can increase violent or suicidal behavior (Bielefeldt, Danborg, & Gotzsche, 2016).  Youth violence is a growing and significant public health concern that results in the premature death of thousands of people annually (David-Ferdon et al., 2016).  Due to the seriousness of this often-silenced epidemic, it has long been the CDC’s goal to prevent youth violence from occurring in the first place (“CDC ,” 2021).  To successfully achieve this health promotional goal, providers must strive to better understand and address questionable and contributing risk factors. Youth violence can be prevented (David-Ferdon et al., 2016).

It was reported two weeks ago that an adolescent boy from Iowa was arrested for brutally stabbing his parents to death with a knife and axe inside their home. When the authorities arrived at the scene of this tragic crime, the 17-year-old teen was sitting outside his house and claimed the reason behind his violent act was that he just wanted to regain control of his life (Casiano, 2021).  Where, as a society focused on the promotion of health and prevention of youth violence, is the gap, that so many mentally unstable young people slip through the cracks without early screening and treatment intervention? What are the safest interventions for treating an underlying pediatric depression or other behavioral disorders? If there is a better and safer form of antidepressant therapy for adolescents and young adults than the typical first line SSRI pharmacotherapy, then more statistically significant research evidence is needed to support this theory (Maroun, Thackeray, & Midgley, 2018).  The only way to determine best practice standards is to challenge the existing ones.

References

Bielefeldt, A., Danborg, P. B., & Gotzsche, P. C. (2016, October 11). Precursors to suicidality and violence on antidepressants: Systematic review of trials in adult health volunteers. JRSM109(10), 381-392. http://dx.doi.org/10.1177/0141076816666805

Casiano, L. (2021, October 15). Iowa teen covered in blood admits to killing parents with knife and axe, police say. Fox News . Retrieved from https://www.foxnews.com/us/iowa-teen-covered-in-blood-admits-to-killing-parents-with-knife-and-axe-police-say

David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N., & Hall, J. E. (2016). A comprehensive technical package for the prevention of youth violence and assoicated risk behaviors . Retrieved from https://www.cdc.gov/violenceprevention/pdf/yv-technicalpackage.pdf

Maroun, R. A., Thackeray, L. A., & Midgley, N. (2018, November 28). Meaning and medication: a thematic analysis of depressed adolescents’ views and experiences of SSRI antidepressants alongside psychological therapies. BMC Psychiatry , 18(374). http://dx.doi.org/10.1186/s12888-018-1961-y

Violence prevention strategies . (2021). Retrieved from https://www.cdc.gov/violenceprevention/youthviolence/prevention.html