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How would you apply the “impaired-at-risk role” to Janie’s situation and chronic condition?

How would you apply the “impaired-at-risk role” to Janie’s situation and chronic condition?

How would you apply the “impaired-at-risk role” to Janie’s situation and chronic condition?
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Assignment: Chronic Illness-A4

Assignment: Chronic Illness-A4

Assignment: Chronic Illness-A4

Assignment: Chronic Illness-A4

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
Please 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.

Your assignment should be 3-4 pages in length per vignette PLUS a title and reference page

Vignette One (3-4 page response)

Janie is a 42-year-old African American, wife of Jake, and mother of 12-year-old Stacy. Once a vibrant business office manager, Janie is now on disability and rarely leaves the house. She was diagnosed with major depressive disorder at age 20 when she reported feelings of worthlessness, fatigue, insomnia, and loss of concentration to doctor at her college health services. Janie stated that she had felt “blue and emotionally needy.” She had a relationship with a guy who “deceived me and physically and emotionally abused me for two years. I lost interest and respect for myself and others.” She was prescribed an antidepressant medication and referred to a counselor and support group.

Janie’s therapist stated that Janie’s depression is a chronic condition and Janie is at risk for recurrent episodes of depression. She asked Janie to identity triggers that might precipitate those episodes. Janie stated these triggers: (1) fear that I might return to my “lowest low” depression state, (2) anxiety that I want to spare my daughter the pains that I have endured, (3) periodic “sense of dread” for Stacy’s future in an uncertain world, and (4) wonder about what my “hormonal change” menopause will look like.

How would you apply the “impaired-at-risk role” to Janie’s situation and chronic condition? Illness behavior is shaped by sociocultural and social-psychologic factors. What are demographic and past experiences that shape Janie’s illness behaviors? What are some examples of Janie’s statements to support your responses?
Caring for a client with chronic illness requires a framework or model for practice that differs from that of caring for those with acute, episodic disease. Illness frameworks and models address the illness experience of the individual and family that occurs as a result of changing health status. How can you use the chronic illness and quality of life, the trajectory framework, and the shifting perspectives model of chronic illness with Janie and her family?
Chronic illness is fraught with unpredictable dilemmas. Dependency in chronic illness may link with a sense of powerlessness. How can you incorporate strategies to decrease Janie’s/her family’s feelings of powerlessness? How do you think that Janie would describe self-management? How can her healthcare team foster Janie’s sense of order and other themes associated with self-management?
Vignette Two (3-4 page response)

Tom is a 62-year-old Italian-American man who was diagnosed with Diabetes Mellitus Type II about 10 years ago. He has chosen to live with little diet control, weight gain, weekly elevated blood sugars of over 300, sedentary lifestyle, and non-adherence to prescribed diabetes medications. He freely admits that this disease “gets in the way of my life.” “I like to eat whenever and whatever I please, especially while I watch TV. You know, finger-sticks and doctors’ visits are not in my game plan. Maybe all of that later.” Tom now faces increasing blood pressure, increasing vision problems, unrelenting skin ulcers that will not heal, and insulin therapy. His wife, Gilda, describes Tom as, “he’s always been self-indulgent and does what he wants regardless of the consequences. When we first met, he was smoking marijuana daily, but he grew out of that”. Gilda does not understand Tom’s decisions and says, “If I had diabetes, I’d take care of myself by eating well, exercising, and taking my medicines.”

Use Stanton and Revenson’s five attributes of adjustment to conceptualize adjustment for Tom and his family. Discuss Engel’s Biopsychosocial Model in regard to Tom’s situation.
Coping is a complex, multidimensional process. It is sensitive both to the environment and its demands and resources, to personality traits that influence the appraisal of stress (such as a chronic illness), and to resources for coping. Project how Tom, his family, and his support systems might use 4 of the 8 categories of coping skills that Moos and Holahan identify.
Perhaps a blend of cognitive-behavioral, self-management, emotional intelligence, and self-help/support strategies might be helpful to the client and family’s adjustment/adaptation. How might you facilitate Tom’s cognitive processing of the implications and meaning of his condition(s)? Describe two interventions to address Tom’s coping effectiveness, individual-level change, self-efficacy, self-management, and decision-making. Suggest interventions to bridge the gap between Tom and Gilda’s thinking and approaches to adjustment/adaptation of living with Diabetes Mellitus Type II.
Reference:

Larsen, P.D., Whitney, F.W. (2016). Chronic Illness: Impact and Intervention. (9th edition). Burlington, MA Jones & Bartlett Learning. ISBN: 978-1284049008

Video
Acceptance and Commitment Therapy: Addressing Chronic Illness with Steven C. Hayes, Ph.D. https://www.youtube.com/watch?v=1KA0JjkB10k

Video
Dr Mark Morningstar – Chronic Pain – Auto Immune Disorders 2 of 6. https://www.youtube.com/watch?v=LX89LfDKncA
Video
Dr Mark Morningstar Chronic Pain- Failed Back Surgery 6 of 6. https://www.youtube.com/watch?v=EzogsQy1Z_I
Video
Dr Mark Morningstar Chronic Pain- Fibromyalgia- 5 of 6. https://www.youtube.com/watch?v=MTPKEvD304s
Video
Dr Mark Morningstar- Chronic Pain- Lyme Disease 4 of 6. https://www.youtube.com/watch?v=BKdfDEQ2TJM
Video
Dr Mark Morningstar Chronic Pain Workshop- Sources Of Pain 1of 6. https://www.youtube.com/watch?v=GNNrAN_0F60
Video
Dr Morninstar Chronic Pain Workshop-Heavy Metal and Chemical Toxicity 3 of 6. https://www.youtube.com/watch?v=KKmRMVzM8cc

Video
How to Live With a Chronic Illness. https://www.youtube.com/watch?v=DYnUaX67VbU
Video
Jon Kabat-Zinn – “The Healing Power of Mindfulness”. https://www.youtube.com/watch?v=_If4a-gHg_I

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Assignment: Chronic Illness-A4

Assignment: Chronic Illness-A4

Assignment: Chronic Illness-A4

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