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  Complete Answers to Exercise 16 Questions

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  EXERCISE 16 Questions to Be Graded
  Follow your instructor’s directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at http://evolve.elsevier.com/Grove/Statistics/ under “Questions to Be Graded.”

  1. What do degrees of freedom (df) mean? Canbulat et al. (2015) did not provide the dfs in their study. Why is it important to know the df for a t ratio? Using the df formula, calculate the df for this study.

  2. What are the means and standard deviations (SDs) for age for the Buzzy intervention and control groups? What statistical analysis is conducted to determine the difference in means for age for the two groups? Was this an appropriate analysis technique? Provide a rationale for your answer.

  3. What are the t value and p value for age? What do these results mean?

  4. What are the assumptions for conducting the independent samples t-test?

  5. Are the groups in this study independent or dependent? Provide a rationale for your answer.

  6. What is the null hypothesis for procedural self-reported pain measured with the Wong Baker Faces Scale (WBFS) for the two groups? Was this null hypothesis accepted or rejected in this study? Provide a rationale for your answer.

  7. Should a Bonferroni procedure be conducted in this study? Provide a rationale for your answer.

  8. What variable has a result of t = −6.135, p = 0.000? What does the result mean?

  9. In your opinion, is it an expected or unexpected finding that both t values on Table 2 were found to be statistically significant. Provide a rationale for your answer.

  10. Describe one potential clinical benefit for pediatric patients to receive the Buzzy intervention that combined cold and vibration during IV insertion.
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  Solutions to NSG4028 Quizzes

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  Download the solutions below

  Question 1: Barriers to teaching can be best described as factors that

  Student Answer: negatively impact on the learner’s efforts to establish a mutual partnership with the nurse educator. interfere with the learner’s ability to attend to and process information. impede the nurse’s ability to deliver educational services to the learner. limit the nurse’s focus to conducting only formal, intended teaching and learning encounters.

  Question 2. Question : Which are two ways to decrease a behavior or response?

  Student Answer: Avoidance conditioning and escape conditioning Punishment and nonreinforcement Positive reinforcement and punishment Punishment and escape conditioning

  Question 3. Question : The foremost challenge for nurses is to demonstrate:

  Student Answer: a definite link between education and positive behavioral outcomes in the learner competence in their teaching sills accurately documenting teaching to meet accreditation standards the ability to create a positive learning environment

  Question 4. Question : Which best defines the term teachable moment? The moment when

  Student Answer: the nurse feels educationally prepared to teach. the patient views new and different situations as challenges rather than defeats. illness suddenly forces an individual to take a less active role in his or her care. an informed patient complies with medical treatment plans.

  Question 5. Question : Barriers to teaching differ from obstacles to learning in that obstacles to learning:

  Student Answer: are barriers that impede the nurses ability to provide education are barriers that prevent the learner from paying attention are psychosocial issues presented by the learner include lack of time for the nurse to teach

  Question 6. Question : Learning that is directed by the individual learner where information is received, interpreted and reorganized is known as:

  Student Answer: information processing cognitive learning discrimination learning stimulus generalization

  Question 7. Question : The major contribution of QSEN is to develop

  Student Answer: competencies related to patient education and safety an educational program for undergraduate nursing students staff development guidelines for patient safety programs to change the attitudes of nurses related to patient education

  Question 8. Question : Which learning theory is described by the idea to change behavior, change a person’s subjective feelings about the self.

  Student Answer: Psychodynamic humanistic behaviorist cognitive

  Question 9. Question : The broad purposes, benefits, and goals of the teaching-learning process are

  Student Answer: to predetermine client outcomes to accomplish the goals of care. to improve the efficiency and effectiveness of practice. to ensure client/family compliance with therapeutic regimens. to increase the competence and confidence of the learner.

  Question 10. Question : With which learning theory individuals to be motivated, individuals need to be in a state of deprivation; there needs to be something that they want. Thus, giving children everything they want when they want it may undermine their motivation to perform

  Student Answer: humanistic psychodynamic cognitive behaviorist

  Question 11. Question : Which learning theory is described by the idea to change behavior, change the stimulus conditions in the environment and a person’s responses to the environment?

  Student Answer: Psychodynamic humanistic behaviorist cognitive

  Question 12. Question : Which of the following actions would not enhance the permanence of learning?

  Student Answer: utilizing the new skill reinforcing the information the nurse is called away during the teaching relate previous experiences to the learner

  Question 13. Question : Which learning theory represents a combination of behaviorist and cognitive principles of learning?

  Student Answer: Gestalt Developmental Attribution Social learning

  Question 14. Question : Which learning theory is described by the idea to change behavior, change a person’s perceptions and thoughts?

  Student Answer: Psychodynamic humanistic behaviorist cognitive

  Question 15. Question : When comparing nursing process and education process, the education process focuses on:

  Student Answer: the physical and psychosocial needs of patients changing knowledge, skills, attitudes and values (p. 11) quality outcomes meeting patient needs

  Question 16. Question : The primary role of the educator is to:

  Student Answer: teach create partnerships with learners promote learning in environments conducive to learning (p.13) meet accreditation and legal mandates related to patient teaching

  Question 17. Question : Which statement concerning nurses as educators is false?

  Student Answer: It is predicted that the growth of managed care will impact negatively on the nurse’s responsibility for health education of clients. During the past few decades, client and staff teaching have begun to be recognized as independent nursing functions. Nurses must be prepared to teach colleagues, staff and students effectively. The role of the nurse as educator has changed from a disease-oriented approach to a health-promotion approach

  Question 18. Question : When learning a new motor skill, the learner completes the skill and is praised by the nurse. This type of feedback is described as:

  Student Answer: intrinsic extrinsic follow-up outcome

  Question 19. Question : What is the single most important goal of the nurse as educator?

  Student Answer: To prepare the client for self-care management To determine the trends in the delivery of high-quality care To understand the forces affecting nurses’ responsibilities in practice To maintain the client’s sense of value and self-worth

  Question 20. Question : Which of the following is not a perspective within cognitive theory?

  Student Answer: Systematic desensitization Social constructivism Information-processing Developmental

  Question : Which principle is not applicable to adult learning?

  Student Answer: Learning is self-controlled and self-directed. Learning is person-centered and problem-centered. The nature of learning activities remains stable over time. Learning is reinforced by application and prompt feedback.

  Question 2. Question : The nurse demonstrates to a client how to change a dressing. During the return demonstration the nurse should include which intervention?

  Student Answer: Question the client about the procedure. Offer the client cues when necessary. Explain each step as the client does it. Reduce the client’s anxiety with casual conversation.

  Question 3. Question : What is the purpose of writing clear and concise behavioral objectives?

  Student Answer: To specify what the teacher is expected to teach To specify what the learner is expected to be able to do To keep the learner motivated To allow the learner to achieve many possible outcomes

  Question 4. Question : Which is the most significant guideline to consider when selecting audiovisual aids?

  Student Answer: Computer-assisted technology will be the more effective way to convey messages to the learner in the future. Materials of all types should be previewed for accuracy and appropriateness of content and delivery. Purchasing the best equipment available will ensure currency information for the longest period of time. The suitability of a medium depends on its diversity in communicating information.

  Question 5. Question : Who is the noted expert in defining the key milestones of psychosocial development?

  Student Answer: Erikson Havighurst Knowles Piaget

  Question 6. Question : What should be included in the performance characteristic of a well-written behavioral objective?

  Student Answer: The testing situation or constraints under which the learner’s behavior will be observed With what accuracy, or to what extent, the learner will be able to carry out the behavior Who will do the learning, such as the patient, family member, or significant other What behavior the learner is expected to be able to do to demonstrate evidence of achievement

  Question 7. Question : Which statement is false regarding the cognitive, affective, and psychomotor domains of learning?

  Student Answer: Each domain is ordered in a taxonomic form of hierarchy from a series of simple to complex behaviors. The cognitive, affective, and psychomotor domains are separate and unrelated, reflecting the development of skills, thinking, and feeling capabilities, respectively. The cognitive and psychomotor domains represent the degree of understanding and skill attainment while the affective domain represents the degree of internalization and commitment to a feeling. The learner must be successful at demonstrating behaviors at the lower levels of any domain before being able to achieve behaviors at the higher levels in that domain.

  Question 8. Question : Which of the following statements is false with respect to the characteristics of goals and objectives?

  Student Answer: A goal is multidimensional and long-term. An objective describes the specific performance a learner must exhibit to be considered competent. An objective is unidimensional and short-term. A goal is the intended result of instruction that is derived from the stated objectives.

  Question 9. Question : A nurse educator is conducting a learning needs assessment prior to teaching a group. Which is the best method to collect information quickly while safeguarding individual privacy?

  Student Answer: Structured interviews Focus groups Questionnaires Observations

  Question 10. Question : Which of the following is mandated by The Joint Commission?

  Student Answer: Teaching plans must address stage-specific competencies of the learner. Families must decide whether to participate in patient education prior to patient discharge. The client is required to initiate education about his or her diagnosis. The nurse must provide patient education in written form.

  Question 11. Question : How does anxiety affect emotional readiness to learn?

  Student Answer: As the level of anxiety increases, emotional readiness peaks and then begins to decrease. The optimal time for learning is when a person experiences a low level of anxiety. A person is most ready to learn when his or her anxiety is on either end of the continuum, either mild or severe. Moderate anxiety interferes with a person’s readiness to learn.

  Question 12. Question : Educators provide the best teaching when:

  Student Answer: educators avoid using only teaching methods that match their own learning style. learning activities reinforce the teachers learning style only one learning style is used by the educator the educator stimulates learners to utilize new learning styles

  Question 13. Question : Which is a common argument by educators against the use of behavioral objectives for teaching and learning?

  Student Answer: Written objectives tailor teaching only to the learner’s particular circumstances and needs. Careful construction of objectives directs educators to keep their teaching targeted and learner-centered. Predetermined objectives force teachers and learners to attend only to specific objectives, thereby stifling creativity and freedom in teaching and learning. Mutual decision making in establishing objectives requires effort on the part of both the teacher and the learner.

  Question 14. Question : All of the following statements are true about learning styles except:

  Student Answer: Leaning style theory assists the nurse educator to ensure that each individual learner is given an equal opportunity to learn. Nurse educators tend to prefer abstract and unstructured approaches to teaching. No single mode describes someone’s learning style, because each person is unique and comes with other factors that are equally important in learning. Preference for a particular style of learning tends to change very little over time.

  Question 15. Question : The most important criterion in evaluating an instructional method is to determine whether the method:

  Student Answer: facilitates the achievement of objectives. uses resources efficiently. promotes active learning. is enjoyed by learners.

  Question 16. Question : Which guideline should the educator follow when selecting instructional materials?

  Student Answer: The goal for learning should be set before materials are selected. The choice of materials should give direction in the establishment of objectives for learning. The selection of appropriate materials should assist the educator in determining the domains of learning on which to focus instruction. The audiovisual tools available should guide the educator’s decision making regarding the content for instruction.

  Question 17. Question : Learning needs can best be defined as

  Student Answer: gaps in knowledge that exists between a desired level of performance and the actual level of performance. the manner by which an individual perceives and processes information. an outcome by which learners demonstrate more confidence in what they are expected to do. an interest and an ability in learning the type and degree of information or skills necessary to maintain optimal health.

  Question 18. Question : The nurse educator is preparing a class for a group of middle-aged adults. Based on the developmental stage of this group, which topic should the nurse select for this class to meet the immediate needs of these learners?

  Student Answer: Accident prevention Stress reduction Chronic illness management Treatment of acute illnesses

  Question 19. Question : Which is not part of the instructor’s role when using gaming as an instructional method?

  Student Answer: Explain the objectives and rules for the players. Intervene during the game to explain concepts. Award prizes to winners at the finish. Debrief players after the game.

  Question 20. Question : Which method is best to accomplish objectives in the psychomotor domain?

  Student Answer: Computer-assisted instruction Group discussion Role-modeling Simulation
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  PHI 413V Week 5 Assignment Case Study on Death and Dying

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  PHI 413V Week 5 Assignment Religious View of Euthanasia

  The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and acceptance of a diversity of faith expressions.

  The purpose of this paper is to complete a comparative ethical analysis of George’s situation and decision from the perspective of two worldviews or religions: Christianity and a second religion of your choosing. For the second faith, choose a faith that is unfamiliar to you. Examples of faiths to choose from include Sikh, Baha’i, Buddhism, Shintoism, etc.

  In your comparative analysis, address all of the worldview questions in detail for Christianity and your selected faith. Refer to Chapter 2 of Called to Care for the list of questions. Once you have outlined the worldview of each religion, begin your ethical analysis from each perspective.

  In a minimum of 1,500-2,000 words, provide an ethical analysis based upon the different belief systems, reinforcing major themes with insights gained from your research, and answering the following questions based on the research:

  • How would each religion interpret the nature of George’s malady and suffering? Is there a “why” to his disease and suffering? (i.e., is there a reason for why George is ill, beyond the reality of physical malady?)
  • In George’s analysis of his own life, how would each religion think about the value of his life as a person, and value of his life with ALS?
  • What sorts of values and considerations would each religion focus on in deliberating about whether or not George should opt for euthanasia?
  • Given the above, what options would be morally justified under each religion for George and why?

  Finally, present and defend your own view.

  Support your position by referencing at least three academic resources (preferably from the GCU Library) in addition to the course readings, lectures, the Bible, and the textbooks for each religion. Each religion must have a primary source included. A total of six references are required according to the specifications listed above. Incorporate the research into your writing in an appropriate, scholarly manner.

  Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

  This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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  Interview and Analysis Case Study (PHI 413V Week 4 Assignment)

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  This assignment requires you to interview one person and requires an analysis of your interview experience.

  Part I: Interview

  Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee’s experience as a patient, regardless of whom you choose to interview.

  Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.

  Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee’s responses.

  The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.

  Part II: Analysis

  Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:

  • What went well?
  • Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
  • How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
  • Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.
  • Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.
  • Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

  This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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  Solutions to Case Study: Healing and Autonomy

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  Case Study: Healing and Autonomy

  Instructions

  Write a 1,200-1,500 word analysis of “Case Study: Healing and Autonomy.” In light of the readings, be sure to address the following questions:

  1. Under the Christian narrative and Christian vision, what sorts of issues are most pressing in this case study
  2. Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James?
  3. According to the Christian narrative and the discussion of the issues of treatment refusal, patient autonomy, and organ donation in the topic readings, how might one analyze this case?
  4. According to the topic readings and lecture, how ought the Christian think about sickness and health? What should Mike as a Christian do? How should he reason about trusting God and treating James?

  Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

  This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

  Case Study: Healing and Autonomy

  Mike and Joanne are the parents of James and Samuel, identical twins born eight years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’ condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own, or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.
  The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.
  Two days later the family returned, and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James kidneys had deteriorated such that his dialysis was now not a temporary matter, and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.
  James’ nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’ brother Samuel.
  Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney, or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? “This time around, it is a matter of life and death, what could require greater faith than that?” Mike reasons.
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  Moral Positions on a Fetal Abnormality Case Study

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  Fetal Abnormality: Case Study

  Questions

  Fetal Abnormality.” Be sure to address the following questions:

  • Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? Explain.
  • How does the theory determine or influence each of their recommendation for action? What theory do you agree with?
  • How would the theory determine or influence the recommendation for action?

  Case Study

  Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the U.S. for the last 3 years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant, and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant.   Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted and it is determined that the fetus has a rare condition in which it has not developed any arms, and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome. Dr. Wilson, the primary attending physician is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying out loud. Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis, and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears. Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes, but is finding it difficult to not view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place, and urges Jessica to think of her responsibility as a mother.
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  Family Therapy Concepts: Application of Theories

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  1. Family Therapy Concepts: Application of Theories
     1. List the members of the Maxson family and estimate their ages. Briefly describe each of their roles in the family system.
     2. Describe the important extra-familial members and their significance to the Maxson family.
     3. Describe centrifugal and centripetal tendencies impacting the Maxson family.
     4. Discuss significant horizontal and vertical stressors influencing the Maxson family.
     5. Describe important cultural influences on the Maxson family.
     6. Describe and discuss a couple of important Maxson family rules.
     7. Are the concepts of pseudo mutuality or pseudo independence relevant to the Maxson family? If so, describe them.
     8. Think of a problem impacting on the Maxson family. How do you understand the origins of this problem in systems terms? What part do the various relationship with the family play in the development, maintenance, and perpetuation of the problem?
     9. Describe the Maxson family in terms of adaptability and cohesion?
     10. What person (or persons) have the most power in the Maxson family? Discuss any changes to the distribution of power as the play progresses.
     11. Describe instances of enmeshed and disengaged relationships in the Maxson family?
     12. If a structural family therapist were to restructure the family system in the Maxson family, what would be important changes s/he seek, including changes in rules, alignments, distribution of power, hierarchy, subsystems, dyads, triads, boundaries, etc. Explain.
     13. Describe the level of self-differentiation in each of the members of the Maxson family. Place each of the members on the scale of (0-100) and explain your scores.
     14. Describe examples of emotional cutoff in the Maxson family.
     15. Discuss the Maxson parents’ choice of each other as partners from an intergenerational point of view (i.e., we select partners with a similar level of differentiation, despite an appearance to the contrary).
     16. Describe examples of overadequate-underadequate reciprocity in the Maxson family (i.e. where one partner takes on most or even all family responsibilities, while the other plays the counterpoint role of being under responsible).

     22 pages
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  Career Counseling Concepts: Application of Theories, Self-Study, Career Projection and Employment Packet

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  1. Career Theory: Apply and discuss two career theories and/or decision-making models that reflect your development into your chosen career and/or career history overall.
  2. Self-Study Paper: Students will personally complete career assessments and reflectively integrate the results. The first and second pages of the paper will discuss two assessment instruments used. The third page is to be a concise summary of the test results highlighting the career implications for the student.

  MAPP RESULTS:

  INTEREST IN JOB CONTENT (Those tasks you want to perform)

  TEMPERAMENT FOR THE JOB (How you prefer to perform tasks)

  APTITUDE FOR THE JOB (Expression of performing tasks)

  PEOPLE (How you relate to people, in priority order)

  THINGS (How you relate to things, in priority order)

  DATA (How you relate to data, in priority order)

  REASONING (How you relate to reasoning, in priority order)

  MATHEMATICAL CAPACITY (How you relate to the applied usage of math)

  LANGUAGE CAPACITY (How you relate to the usage of language)

  ISEEK SKILLS ASSESSMENT RESULTS:

  1. Career Projections: The student will look up the statistics for salaries of counselors in their area and education needed.
  2. Employment Packet: Each student will assemble a counseling employment packet containing a formal cover letter to a place you would like to work once you graduate, current resume, and reference page (minimum of three references), and ten interview questions related to the career field of counseling (5 questions you should ask during an interview; 5 questions an interviewer might ask you during interview).

  24 pages
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  Substance Abuse Case Study: A Disease Model Approach

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  Substance Abuse Case Study: A Disease Model Approach

  Abstract

  The researcher presents the disease model for substance abuse and addiction in the identified case study client.   Based on former, current and continuing research in the field of substance abuse, the researcher highlights the framework of the disease model to accurately diagnosis, counsel, treat and follow-up with identified client.  An in-depth evaluation of family background and possible solutions for familial non-involvement is also included as well as recreational and supportive services to aid client in recovery.  Supporting evidence is also presented with treatment goals and subsequent possible outcomes of the applied disease model of approach

  8 pages