This assignment focuses on vignette analysis and direct application of course concepts to the persons and situations presented in the vignette for each question. All

This assignment focuses on vignette analysis and direct application of course concepts to the persons and situations presented in the vignette for each question. All discussions must take into account the legal and ethical considerations, as well as issues of culture and human diversity that may pertain to the situations presented below. Use the reading assignments thoroughly in an integrative discussion. Remember to reference all work cited or quoted by the text authors. You should be doing this often in your responses keep your responses focused on what is presented in the vignette. Do not add information but use your creativity to support what you see in the vignette as written. Avoid elaborations and assumptions. This assignment MUST be typed, double-spaced, in APA style, and must be written in graduate level English. The decision about where and how to provide care for family members who have chronic conditions is emotionally charged and multifaceted. Reliance on family members as care providers creates multiple stressors for the family. What types of stressors might Anna, Betty, and other family members experience? What are potential/actual policy, legal, ethical, emotional, financial, and spiritual issues that Anna’s family may experience? What resources can you offer to them? Client and family education is “critical to successful coping with chronic illnesses.” Clinicians must carefully approach every client and family who may be similar in some respects to others, yet be quite distinct. The clinician must consider characteristics such as age, culture, socioeconomic status, functional status, motivation, self-efficacy, and learning capability. How will this assessment information guide your work with Anna and Betty? What developmental stage characteristics do you need to consider? A colleague and you decide to collaboratively work with a culturally diverse support group of teens who have Tourette Syndrome. The members’ self-identified cultural groups include: African-American, Japanese- American, Mexican-American, Jewish-American, and Anglo-American. You will collect intake assessment data, facilitate support group meetings for teens and families, use multiple media to provide information and resource, work closely with the treating physicians, psychiatrists and other health professionals to coordinate care in an ethical format.Consider cultural myths that you may encounter. What are elements of those cultural myths in light of the definitions of cultural competency? How might you investigate each teen’s cultural beliefs and values about their health and their illness Currently a variety of models, theories, and frameworks are available to assist clinicians in providing appropriate care for diverse populations. Which of these models, theories and frameworks do you feel would facilitate a cohesive group for these teens with Tourette Syndrome?  What legal and ethical issues might arise during group process? For healthcare professionals, there is a paramount need to incorporate appropriate strategies in all healthcare settings and to allocate resources in ways that recognize the patterns and lifeways of people of all cultures. From a holistic perspective, it is important to advocate for the client’s cultural needs. What creative interventions would you employ to assure culturally competent care for teens in this group? How would you ensure that the goals of this group align with those of to address health disparities? References: . Larsen, P.D., Whitney, F.W.    (2016). .   (9th edition).   Burlington, MA   Jones & Bartlett Learning.     ISBN: 978-1284049008 American Psychiatric Association    (2013). .   (5th ed).   Washington, D.C.   APA. ISBN-13: 978-0890425558 . . . . . . . . .

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