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  • [Solved] Prof Double R

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    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology) The first step in preparing your case law analysis is to choose a legal decision involving contracts. In your briefing, you must be able to understand the court’s decision, summarize it, and evaluate it. You may choose…

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    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology)

    The first step in preparing your case law analysis is to choose a legal decision involving contracts. In your briefing, you must be able to understand the court’s decision, summarize it, and evaluate it. You may choose any publicly available legal case involving a breach of contract or dispute arising from a contractual agreement. To help you get started, use these useful resources to find an interesting case involving breach or a contractual dispute uploaded below.

    Once you have selected a business-related case involving tort law and an organization impacted by the decision, assume you’re a senior manager in the organization you selected and that you were asked to prepare a briefing (3–4 double-spaced pages) of the court decision to help the executive team of the organization understand the impact the case might have on the company.

    In your briefing, please complete the following:

    1. **Summarize the facts of the case.**
    – Include detailed explanations of the facts.
    – Include key distinctions and nuances that enhance understanding of the case.
    2. **Analyze all relevant tort(s) and the elements required to prove each.**
    – Provide detailed explanations of their significance and relevance.
    – Explain how these torts and the associated elements matter in the case.
    3. **Evaluate the strengths and weaknesses of each party’s arguments.**
    – Provide insightful and nuanced analyses of each party's arguments.
    4. **Analyze the court’s ruling and rationale clearly and accurately.**
    – Offer detailed commentary on the rationale and implications.
    5. **Explain accurately how the ruling applies to a specific industry and third-party company.**
    – This is the company and industry where you should imagine yourself to be a senior manager for this assessment.
    – It is for the real or imagined executives of this company that you write this briefing.
    – Provide these executives with concrete examples to demonstrate how they should modify their operating procedures to be consistent with the case opinion.

    Based on your executive audience, your executive briefing should be no more than four pages, in addition to the references page, and should be well organized and written in clear, succinct language. Follow APA rules for attributing content to sources that support your analysis and conclusions.

    Your submission should meet the following requirements:

    – **Written communication:** Write in complete sentences free from errors that detract from the overall message.
    – **Font and font size:** Arial, 12 point.
    – **Format and length:** Double-spaced, 3–4 pages.
    – **Citations:** Include complete citations of your sources along with a references page.

    – [\
    \
    GuideHome-DatabaseGuide_HeinOnline-LibraryGuidesatCapellaUniversity.html](https://www.sweetstudy.com/files/guidehome-databaseguide-heinonline-libraryguidesatcapellauniversity-html-10208493 "GuideHome-DatabaseGuide_HeinOnline-LibraryGuidesatCapellaUniversity.html")
    – [\
    \
    FindingLegalCases-LegalResearch-LibraryGuidesatCapellaUniversity.html](https://www.sweetstudy.com/files/findinglegalcases-legalresearch-libraryguidesatcapellauniversity-html-10208495 "FindingLegalCases-LegalResearch-LibraryGuidesatCapellaUniversity.html")

    – 2 years ago

  • [Solved] Nursing HOMEWORK

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    – 2 years ago **files (1)** – ## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm **## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm** Use the PMHNP Clinical Skills Self-Assessment Form to complete the following: · Rate yourself according to y…

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    – 2 years ago

    **files (1)**

    – ## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm

    **## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm**

    Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

    · Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.

    · Based on your ratings, summarize your strengths and opportunities for improvement.

    · Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

    **_PMHNP PRAC 6645 Clinical Skills_**

    **_Self-Assessment Form_**

    | | | | | |
    | — | — | — | — | — |
    | **Desired Clinical Skills for Students to Achieve** | **Confident**(Can complete independently) | **Mostly confident**(Can complete with supervision) | **Beginning**(Have performed with supervision or need supervision to feel confident) | **New**(Have never performed or does not apply) |
    | **Comprehensive psychiatric evaluation skills in:** |
    | Recognizing clinical signs and symptoms of psychiatric illness across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Differentiating between pathophysiological and psychopathological conditions | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a mental status examination | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a psychosocial assessment and family psychiatric history | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Diagnostic reasoning skill in:** |
    | Developing and prioritizing a differential diagnoses list | | **Mostly confident**(Can complete with supervision | | |
    | Formulating diagnoses according to DSM 5 based on assessment data | | **Mostly confident**(Can complete with supervision | | |
    | Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | | **Mostly confident**(Can complete with supervision | | |
    | **Pharmacotherapeutic skills in:** |
    | Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating patient response and modify plan as necessary | | **Mostly confident**(Can complete with supervision | | |
    | Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Psychotherapeutic Treatment Planning:** |
    | Recognizes concepts of therapeutic modalities across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) | | **Mostly confident**(Can complete with supervision | | |
    | Applies age appropriate psychotherapeutic counseling techniques with individuals, families, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Develop an age appropriate individualized plan of care | **Confident**(Can complete independently | | | |
    | Provide psychoeducation to individuals, family, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Promote health and disease prevention techniques | | **Mostly confident**(Can complete with supervision | | |
    | **Self-Assessment skills:** |
    | Develop SMART goals for practicum experiences | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating outcomes of practicum goals and modify plan as necessary | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Documenting and reflecting on learning experiences | | **Mostly confident**(Can complete with supervision | | |
    | **Professional skills:** |
    | Maintains professional boundaries and therapeutic relationship with clients and staff | | **Mostly confident**(Can complete with supervision | | |
    | Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Identifies ethical and legal dilemmas with possible resolutions | | **Mostly confident**(Can complete with supervision | | |
    | Demonstrates non-judgmental practice approach and empathy | | **Mostly confident**(Can complete with supervision | | |
    | Practices within scope of practice | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:** |
    | Demonstrates selecting the correct screening instrument appropriate for the clinical situation | | **Mostly confident**(Can complete with supervision | | |
    | Implements the screening instrument efficiently and effectively with the clients | **Confident**(Can complete independently | | | |
    | Interprets results for screening instruments accurately | | **Mostly confident**(Can complete with supervision | | |
    | Develops an appropriate plan of care based upon screening instruments response | | **Mostly confident**(Can complete with supervision | | |
    | Identifies the need to refer to another specialty provider when applicable | | **Mostly confident**(Can complete with supervision | | |
    | Accurately documents recommendations for psychiatric consultations when applicable | | **Mostly confident**(Can complete with supervision | | |

    **Summary of strengths:**

    | |
    | — |
    | |

    **Opportunities for growth:**

    | |
    | — |
    | |

    **Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

    | |
    | — |
    | 1. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>2. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>3. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>4. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:** |

    **Signature:**

    **Date:**

    **Course/Section:**

    **## WEEK1_AYIKA_P_PMHNPClinicalSkillsSelfAssessmentFormPsychtherapyprac.docm**

    Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

    · Rate yourself according to your confidence level performing the procedures identified on the Clinical Skills Self-Assessment Form.

    · Based on your ratings, summarize your strengths and opportunities for improvement.

    · Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form.

    **_PMHNP PRAC 6645 Clinical Skills_**

    **_Self-Assessment Form_**

    | | | | | |
    | — | — | — | — | — |
    | **Desired Clinical Skills for Students to Achieve** | **Confident**(Can complete independently) | **Mostly confident**(Can complete with supervision) | **Beginning**(Have performed with supervision or need supervision to feel confident) | **New**(Have never performed or does not apply) |
    | **Comprehensive psychiatric evaluation skills in:** |
    | Recognizing clinical signs and symptoms of psychiatric illness across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Differentiating between pathophysiological and psychopathological conditions | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Performing and interpreting a mental status examination | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a psychosocial assessment and family psychiatric history | | **Mostly confident**(Can complete with supervision | | |
    | Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational). | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Diagnostic reasoning skill in:** |
    | Developing and prioritizing a differential diagnoses list | | **Mostly confident**(Can complete with supervision | | |
    | Formulating diagnoses according to DSM 5 based on assessment data | | **Mostly confident**(Can complete with supervision | | |
    | Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes | | **Mostly confident**(Can complete with supervision | | |
    | **Pharmacotherapeutic skills in:** |
    | Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management) | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating patient response and modify plan as necessary | | **Mostly confident**(Can complete with supervision | | |
    | Documenting (e.g., adverse reaction, the patient response, changes to the plan of care) | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Psychotherapeutic Treatment Planning:** |
    | Recognizes concepts of therapeutic modalities across the lifespan | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) | | **Mostly confident**(Can complete with supervision | | |
    | Applies age appropriate psychotherapeutic counseling techniques with individuals, families, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Develop an age appropriate individualized plan of care | **Confident**(Can complete independently | | | |
    | Provide psychoeducation to individuals, family, and/or groups | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Promote health and disease prevention techniques | | **Mostly confident**(Can complete with supervision | | |
    | **Self-Assessment skills:** |
    | Develop SMART goals for practicum experiences | | **Mostly confident**(Can complete with supervision | | |
    | Evaluating outcomes of practicum goals and modify plan as necessary | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Documenting and reflecting on learning experiences | | **Mostly confident**(Can complete with supervision | | |
    | **Professional skills:** |
    | Maintains professional boundaries and therapeutic relationship with clients and staff | | **Mostly confident**(Can complete with supervision | | |
    | Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | Identifies ethical and legal dilemmas with possible resolutions | | **Mostly confident**(Can complete with supervision | | |
    | Demonstrates non-judgmental practice approach and empathy | | **Mostly confident**(Can complete with supervision | | |
    | Practices within scope of practice | | | **Beginning**(Have performed with supervision or need supervision to feel confident | |
    | **Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:** |
    | Demonstrates selecting the correct screening instrument appropriate for the clinical situation | | **Mostly confident**(Can complete with supervision | | |
    | Implements the screening instrument efficiently and effectively with the clients | **Confident**(Can complete independently | | | |
    | Interprets results for screening instruments accurately | | **Mostly confident**(Can complete with supervision | | |
    | Develops an appropriate plan of care based upon screening instruments response | | **Mostly confident**(Can complete with supervision | | |
    | Identifies the need to refer to another specialty provider when applicable | | **Mostly confident**(Can complete with supervision | | |
    | Accurately documents recommendations for psychiatric consultations when applicable | | **Mostly confident**(Can complete with supervision | | |

    **Summary of strengths:**

    | |
    | — |
    | |

    **Opportunities for growth:**

    | |
    | — |
    | |

    **Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.**

    | |
    | — |
    | 1. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>2. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>3. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:**<br>4. <br>**Goal:**<br>a. <br>**Objective:**<br>b. <br>**Objective:**<br>c. <br>**Objective:** |

    **Signature:**

    **Date:**

    **Course/Section:**

  • [Solved] biology

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    In-depth study guidance and analytical solution covering biology.

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  • [Solved] Discussion

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    Describe dynamic followership and explain why it is a requirement for effective leadership. – 2 years ago

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    Describe dynamic followership and explain why it is a requirement for effective leadership.

    – 2 years ago

  • [Solved] Discussion

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    Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017. This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease. Please answer each question with a…

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    Anonymous. (2017). May smartphones help to maintain memory in patients with mild Alzheimer’s disease? Science News, March 1, 2017.

    This article discusses the success of using Google Calendar to maintain prospective memory in a patient with mild Alzheimer’s disease.

    Please answer each question with at least 3 sentences.

    – What strategy was used to help the patient with memory tasks?
    – What other potential benefits could be gained with smartphone technology to help Alzheimer’s patients with memory?
    – How do you use your smartphone/tablet/fitness monitoring device to help you with memory?

    [https://www.sciencedaily.com/releases/2017/03/170301105526.htm](https://www.sciencedaily.com/releases/2017/03/170301105526.htm)

    – 2 years ago

  • [Solved] discussion

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    – 2 years ago **files (1)** – ## DISCUSSIONCHAT.docx **## DISCUSSIONCHAT.docx** Biological Basis and Ethical/Legal Considerations of Psychotherapy Respond **to** at least two **of your colleagues on** 2 different days **by providing an additional scholarly resource that supports or challenges their …

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    – 2 years ago

    **files (1)**

    – ## DISCUSSIONCHAT.docx

    **## DISCUSSIONCHAT.docx**

    Biological Basis and Ethical/Legal Considerations of Psychotherapy

    Respond
    **to** at least two
    **of your colleagues on** 2 different days
    **by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource**.

    Kanika S

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation. Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation.

    SHEILA FIL

    Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Individuals who are affiliated with religious communities are less inclined to seek behavioral services from a mental health counselor.  They would prefer to seek counseling from their church leaders for spiritual and mental health assistance rather than undergoing mental health remedies.  Malvia (2023) recommends that patients be advised to adhere to medication management and engage in spiritual counseling.

    When establishing psychotherapy for patients, it is crucial to consider legal and ethical considerations.   Cognitive insight, clinical insight, metacognition, and self-awareness.  In psychiatry, insight regarding an illness broadly denotes the patient's capacity to be consciously aware of the illness, recognize that their symptoms are indicative of mental illness, and understand that these symptoms necessitate treatment.   Cognitive insight is the ability to correct inappropriate interpretations and conclusions by engaging in self-reflectiveness as a mechanism for evaluating one's symptoms and self-certainty (Martin, 2023).

    Metacognition is an additional factor in psychotherapy that encompasses a variety of activities, including the recognition of discrete thoughts, desires, and emotions, the identification of attentional biases, and the integration of these phenomena into a more intricate understanding of oneself and others, which is necessary for navigating psychosocial challenges.  Lastly, self-consciousness, which encompasses the capacity to be the focus of one's own attention, can be categorized as either internal private self-consciousness or public self-consciousness (Martin,, 2023).

    Informed assent is an additional critical component of psychotherapy that must be obtained before the commencement of the treatment.  In order to engage in counseling, therapists must obtain the consent of their parents or guardians.   Confidentiality must be preserved during both individual and group therapy.  Confidentiality must be consistently reinforced and clear guidelines must be established.  Verifying custody of minors and reporting information to the parents or legal guardians are additional legal considerations (An et al., 2023).

    **## DISCUSSIONCHAT.docx**

    Biological Basis and Ethical/Legal Considerations of Psychotherapy

    Respond
    **to** at least two
    **of your colleagues on** 2 different days
    **by providing an additional scholarly resource that supports or challenges their position, along with a brief explanation of the resource**.

    Kanika S

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation. Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Psychotherapy is a therapeutic way to communicate with clients, leading to mutual understanding, self-awareness, and conflict resolution in oneself and interpersonal relationships. According to Cammisuli and Castelnuovo (2023), psychotherapy affects clients biologically by changing the amygdala and prefrontal cortex neural pathways that process emotions, behaviors, and attachment styles. Chemical messages from the brain control feelings, emotions, and subsequent behavior if there is no differentiation.

    SHEILA FIL

    Psychotherapy can directly change thought processes and behavior, thereby affecting the biochemical environment in the brain of an individual through emotional regulation and behavioral change.

              Many factors, such as culture, religion, and socioeconomic considerations, can influence how psychotherapy intervention is viewed. The client's interaction with society can determine an individual's perspective on the validity, usefulness, and importance of mental health interventions such as psychotherapy. Individuals understand the world through their environment and experiences shaped by cultural norms, religion, and socioeconomic status. Likewise, societal status can limit access to healthcare resources; religious constructs can influence moral barometers of what is considered appropriate, and cultural norms can determine what is viewed as acceptable behavior, which can manifest as guilt, shame, and denial (Fonagy & Luyten, 2021).

              Furthermore, the clinician should consider legal and ethical considerations for group and family therapy and the differences between individual therapy. According to (Avasthi et al., 2022), psychotherapy group sessions can strengthen relationships and foster mutual reliance on community but come with additional concerns about maintaining a therapeutic environment for healing and growth. The therapeutic relationship during psychotherapy should involve informed consent, respect for individual agency to make informed decisions, confidentiality regarding the disclosure of sensitive information in a group setting, permission to engage others in health promotion, and maintaining boundaries of others. Therefore, approaches to group or family sessions should be handled differently, personal boundaries for mutual respect, group confidentiality during sessions, and healthy conflict resolution. The references to support this discussion are secondary sources from peer-reviewed articles from scholarly journals.

    Individuals who are affiliated with religious communities are less inclined to seek behavioral services from a mental health counselor.  They would prefer to seek counseling from their church leaders for spiritual and mental health assistance rather than undergoing mental health remedies.  Malvia (2023) recommends that patients be advised to adhere to medication management and engage in spiritual counseling.

    When establishing psychotherapy for patients, it is crucial to consider legal and ethical considerations.   Cognitive insight, clinical insight, metacognition, and self-awareness.  In psychiatry, insight regarding an illness broadly denotes the patient's capacity to be consciously aware of the illness, recognize that their symptoms are indicative of mental illness, and understand that these symptoms necessitate treatment.   Cognitive insight is the ability to correct inappropriate interpretations and conclusions by engaging in self-reflectiveness as a mechanism for evaluating one's symptoms and self-certainty (Martin, 2023).

    Metacognition is an additional factor in psychotherapy that encompasses a variety of activities, including the recognition of discrete thoughts, desires, and emotions, the identification of attentional biases, and the integration of these phenomena into a more intricate understanding of oneself and others, which is necessary for navigating psychosocial challenges.  Lastly, self-consciousness, which encompasses the capacity to be the focus of one's own attention, can be categorized as either internal private self-consciousness or public self-consciousness (Martin,, 2023).

    Informed assent is an additional critical component of psychotherapy that must be obtained before the commencement of the treatment.  In order to engage in counseling, therapists must obtain the consent of their parents or guardians.   Confidentiality must be preserved during both individual and group therapy.  Confidentiality must be consistently reinforced and clear guidelines must be established.  Verifying custody of minors and reporting information to the parents or legal guardians are additional legal considerations (An et al., 2023).

  • [Solved] Research Questions and Theory or Model

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    Research on Improving Patient Experience with multiple blood collections The final capstone project is a series of written research-based assignments completed throughout this course that culminate in a final evidenced-based proposal paper and presentation. Students are encouraged to share their com…

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    Assignment Prompt & Instructions

    Research on Improving Patient Experience with multiple blood collections

    The final capstone project is a series of written research-based assignments completed throughout this course that culminate in a final evidenced-based proposal paper and presentation. Students are encouraged to share their completed proposals with a health care organization that could benefit from the proposal. For this third assignment, you will complete a two-part assignment that explores potential research questions for your proposed topic intervention, and you will select a theory or model for the implementation of your evidence-based intervention.

    _**Part 1: Proposed Research Questions**_

    Ongoing research is crucial to clarifying the research process and focusing the direction of research. To accomplish this, it is essential to develop strong research questions that can further focus the research and help make it relevant to your filed. In 250-500 words, propose ethical research questions for further study. Include the following:

    1. Propose three research questions that would further the study on the health care problem or issue you have selected for your topic.
    2. Discuss the parameters for developing ethical research questions. Describe potential ethical considerations for the questions you proposed.

    _**Part 2: Incorporating a Theory or Model**_

    Select a theory or model to assist with the implementation of your proposed evidence-based practice intervention. In 250-500 words, discuss the following:

    1. Summarize the theory or model. Explain why this theory or model is best for your proposed evidence-based intervention.
    2. Describe how you will apply the theory or model in the implementation of your evidence-based intervention.

    _**General Requirements**_

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center

    – 2 years ago

  • [Solved] responses to two discussions post

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    See Attached doc – 2 years ago **files (1)** – ## Responses.docx **## Responses.docx** **At least 2 references for each response. Respond by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment…

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    Assignment Prompt & Instructions

    See Attached doc

    – 2 years ago

    **files (1)**

    – ## Responses.docx

    **## Responses.docx**

    **At least 2 references for each response. Respond by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.**

    **Response 1**

    In the YMH Boston Vignette video scenario, the practitioner demonstrated effective techniques but also had areas for improvement. She maintained a neutral facial expression, communicated non-judgmentally, and used open-ended questions, which can foster therapeutic rapport and aid in gathering essential information for an accurate assessment. However, she did not introduce herself or clarify her role in the treatment process, which led to the patient appearing hesitant to engage and displaying a facial expression suggesting confusion about why he was being asked these questions.

    At this point in the interview, there are some compelling concerns. The patient has indicated that he has been having thoughts about “not wanting to be alive” following his girlfriend's breakup. He admitted to the practitioner that he had contemplated harming himself. She stated, “Tell me more about that.” However, my next question would be, “Do you have a plan to hurt yourself?” This would be my next question instead of "Tell me more about that" because assessing for imminent risk is a priority in suicide risk evaluation. When a patient expresses thoughts of not wanting to be alive or has contemplated self-harm, it is crucial to determine the severity and immediacy of the risk. Asking the patient about a plan helps establish the level of danger by assessing specificity, intent, and means. If the patient has a well-developed plan, the risk of suicide can be significantly higher and may require immediate intervention. "Tell me more about that" encourages the patient to elaborate and discuss his feelings; however, it may not provide the practitioner with the urgent, concrete information needed to assess the potential for immediate self-harm. By directly asking about a plan, the practitioner can quickly determine the appropriate level of care required for this patient, whether that be increased monitoring, hospitalization, or other crisis interventions.

    **Comprehensive Psychiatric Assessment:**

    A comprehensive psychiatric assessment of a child or adolescent is essential for accurately diagnosing mental health conditions and formulating an appropriate treatment plan. Children and adolescents may present symptoms differently than adults, and biological, psychological, and social factors influence their behaviors, emotions, and cognitive development. A thorough assessment considers these variables, identifies co-occurring conditions, and ensures interventions are tailored to the child’s developmental stage and needs (Boland et al., 2022).

    Two symptom rating scales that could be used to assess a child or adolescent are the Child Behavior Checklist (CBCL) and the Pediatric Symptom Checklist (PSC). The Pediatric Symptom Checklist is a brief screening tool completed by parents that evaluates psychosocial functioning in children. It helps identify emotional and behavioral difficulties that may require further psychiatric evaluation (Pagano et al., 2000). The Child Behavior Checklist (CBCL) is a parent-reported questionnaire that assesses a wide range of emotional and behavioral problems in children and adolescents. It provides standardized scores for anxiety, depression, aggression, and hyperactivity behaviors, aiding in diagnosis and treatment planning (Mazefsky et al., 2010).

    Play therapy is a therapeutic approach designed for younger children who may lack the verbal skills to express their emotions effectively. Through play, therapists can observe behaviors, identify emotional conflicts, and help children process experiences developmentally appropriately (Wheeler, 2022). Another intervention tailored explicitly for children is Parent-Child Interaction Therapy (PCIT). This is an evidence-based treatment for behavioral issues in young children, specifically ages 2-7 years. PCIT involves real-time coaching for parents to enhance communication, set appropriate limits, and reinforce positive behaviors. Unlike treatments commonly used for adults, PCIT focuses on strengthening the caregiver-child relationship to promote healthier interactions and emotional regulation (Lieneman et al., 2017).

    Parents and guardians play a crucial role in the psychiatric assessment of children and adolescents. They provide valuable insight into the child’s developmental history, behavioral patterns, and any concerns observed at home, school, or social settings. Parents and/or guardians collaborate with clinicians to ensure accurate symptom reporting, support treatment adherence, and implement recommended behavioral interventions. “Clinical assessments with children and adolescents are, therefore, elaborate and require the clinician to be astute and conscientious in obtaining information from multiple sources and settings, i.e., the child, parents, teachers, and other caregivers. There are bound to be discrepancies in the report; nevertheless, multi-source information is a requirement during diagnosis and management (Sharma et al., 2019, p.). Their involvement is critical for a holistic understanding of the child's mental health and well-being.

    **Response 2**

    Vignette 5 presents an adolescent male who is being assessed by a practitioner for mood symptoms. The practitioner demonstrated several strengths during the evaluation. One of these was the use of a combination of open-ended and direct questions which enabled them to obtain responses to specific issues affecting the patient and presented the patient with an opportunity to explain his current needs. Additionally, the practitioner’s use of active listening provides reassurance to the patient and motivates him to share more information about his mental state (Corey et al., 2024). Further, the practitioner encouraged the patient to share his current struggles by applying good communication skills and respectful language. However, the practitioner could have hindered therapeutic alliance due to her failure to introduce herself to the patient (Corey et al., 2024; Wheeler, 2020). Further, it is important to obtain informed consent from the patient or the parent in case the patient has not attained the legal age of consent before initiating the evaluation (Wheeler, 2020). The practitioner should also ask more relevant questions that are appropriate for the patient’s age. For instance, the patient appeared embarrassed when he was asked if he cries a lot.

    There are some compelling concerns that emerge during the psychiatric evaluation. One of these is the failure to obtain informed consent which raises both ethical and legal issues (Wheeler, 2020). Another concern is the patient’s hesitancy to respond to questions which raises questions about his comfort with the presence of his parents and the completeness of the responses that he provides (Wheeler, 2020). The practitioner’s failure to follow up on the patient despite his endorsement of suicidality is a key concern. Powsner et al. (2023) emphasized the need to conduct extensive screening to determine the patient’s suicide risk while Nöhles et al. (2023) recommended initiation of support services considering that half of patients with major depressive disorder demonstrate passive suicide similar to the patient in the video and 31% of them attempt suicide at some point in their lives. Based on these concerns, the next questions should whether the patient is comfortable answering questions with his parents present and if he ever attempted suicide.

    Practitioners must always perform a thorough psychiatric assessment of children and adolescents who present with psychiatric needs. Wheeler (2020) argued that a thorough assessment is key to understanding the specific needs of the patients, accurate diagnosis, and personalization of treatment plan. The author added that a thorough assessment enables providers to discern the specific causes of the patient’s symptoms considering the thin line that separates most mental/psychiatric disorders.

    Screening tools could also help in performing a comprehensive psychiatric evaluation. Precisely, the Beck Depression Inventory-II is a valuable tool for this patient since it could aid in assessing the presence of and severity of depression with great accuracy considering that the patient already endorsed feeling depressed (Almeida et al., 2022). Austria-Corrales et al. (2023) also recommended the Columbia-Suicide Severity Rating Scale for such patients who endorse passive suicidality since it helps to perform a risk assessment and informs support services necessary for the patient.

    Age is a significant factor when selecting treatments. Wheeler (2020) identified Parent-Child Interaction Therapy and Interpersonal Psychotherapy with Adolescents as two interventions that may be suitable for children and adolescents but unsuitable when treating adults. The author also recognized the role of parents when performing psychiatric evaluations on pediatric patients since it creates trust, builds patients’ confidence, and presents an opportunity for parents to provide additional information that could be easily missed by pediatric patients.

    **## Responses.docx**

    **At least 2 references for each response. Respond by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.**

    **Response 1**

    In the YMH Boston Vignette video scenario, the practitioner demonstrated effective techniques but also had areas for improvement. She maintained a neutral facial expression, communicated non-judgmentally, and used open-ended questions, which can foster therapeutic rapport and aid in gathering essential information for an accurate assessment. However, she did not introduce herself or clarify her role in the treatment process, which led to the patient appearing hesitant to engage and displaying a facial expression suggesting confusion about why he was being asked these questions.

    At this point in the interview, there are some compelling concerns. The patient has indicated that he has been having thoughts about “not wanting to be alive” following his girlfriend's breakup. He admitted to the practitioner that he had contemplated harming himself. She stated, “Tell me more about that.” However, my next question would be, “Do you have a plan to hurt yourself?” This would be my next question instead of "Tell me more about that" because assessing for imminent risk is a priority in suicide risk evaluation. When a patient expresses thoughts of not wanting to be alive or has contemplated self-harm, it is crucial to determine the severity and immediacy of the risk. Asking the patient about a plan helps establish the level of danger by assessing specificity, intent, and means. If the patient has a well-developed plan, the risk of suicide can be significantly higher and may require immediate intervention. "Tell me more about that" encourages the patient to elaborate and discuss his feelings; however, it may not provide the practitioner with the urgent, concrete information needed to assess the potential for immediate self-harm. By directly asking about a plan, the practitioner can quickly determine the appropriate level of care required for this patient, whether that be increased monitoring, hospitalization, or other crisis interventions.

    **Comprehensive Psychiatric Assessment:**

    A comprehensive psychiatric assessment of a child or adolescent is essential for accurately diagnosing mental health conditions and formulating an appropriate treatment plan. Children and adolescents may present symptoms differently than adults, and biological, psychological, and social factors influence their behaviors, emotions, and cognitive development. A thorough assessment considers these variables, identifies co-occurring conditions, and ensures interventions are tailored to the child’s developmental stage and needs (Boland et al., 2022).

    Two symptom rating scales that could be used to assess a child or adolescent are the Child Behavior Checklist (CBCL) and the Pediatric Symptom Checklist (PSC). The Pediatric Symptom Checklist is a brief screening tool completed by parents that evaluates psychosocial functioning in children. It helps identify emotional and behavioral difficulties that may require further psychiatric evaluation (Pagano et al., 2000). The Child Behavior Checklist (CBCL) is a parent-reported questionnaire that assesses a wide range of emotional and behavioral problems in children and adolescents. It provides standardized scores for anxiety, depression, aggression, and hyperactivity behaviors, aiding in diagnosis and treatment planning (Mazefsky et al., 2010).

    Play therapy is a therapeutic approach designed for younger children who may lack the verbal skills to express their emotions effectively. Through play, therapists can observe behaviors, identify emotional conflicts, and help children process experiences developmentally appropriately (Wheeler, 2022). Another intervention tailored explicitly for children is Parent-Child Interaction Therapy (PCIT). This is an evidence-based treatment for behavioral issues in young children, specifically ages 2-7 years. PCIT involves real-time coaching for parents to enhance communication, set appropriate limits, and reinforce positive behaviors. Unlike treatments commonly used for adults, PCIT focuses on strengthening the caregiver-child relationship to promote healthier interactions and emotional regulation (Lieneman et al., 2017).

    Parents and guardians play a crucial role in the psychiatric assessment of children and adolescents. They provide valuable insight into the child’s developmental history, behavioral patterns, and any concerns observed at home, school, or social settings. Parents and/or guardians collaborate with clinicians to ensure accurate symptom reporting, support treatment adherence, and implement recommended behavioral interventions. “Clinical assessments with children and adolescents are, therefore, elaborate and require the clinician to be astute and conscientious in obtaining information from multiple sources and settings, i.e., the child, parents, teachers, and other caregivers. There are bound to be discrepancies in the report; nevertheless, multi-source information is a requirement during diagnosis and management (Sharma et al., 2019, p.). Their involvement is critical for a holistic understanding of the child's mental health and well-being.

    **Response 2**

    Vignette 5 presents an adolescent male who is being assessed by a practitioner for mood symptoms. The practitioner demonstrated several strengths during the evaluation. One of these was the use of a combination of open-ended and direct questions which enabled them to obtain responses to specific issues affecting the patient and presented the patient with an opportunity to explain his current needs. Additionally, the practitioner’s use of active listening provides reassurance to the patient and motivates him to share more information about his mental state (Corey et al., 2024). Further, the practitioner encouraged the patient to share his current struggles by applying good communication skills and respectful language. However, the practitioner could have hindered therapeutic alliance due to her failure to introduce herself to the patient (Corey et al., 2024; Wheeler, 2020). Further, it is important to obtain informed consent from the patient or the parent in case the patient has not attained the legal age of consent before initiating the evaluation (Wheeler, 2020). The practitioner should also ask more relevant questions that are appropriate for the patient’s age. For instance, the patient appeared embarrassed when he was asked if he cries a lot.

    There are some compelling concerns that emerge during the psychiatric evaluation. One of these is the failure to obtain informed consent which raises both ethical and legal issues (Wheeler, 2020). Another concern is the patient’s hesitancy to respond to questions which raises questions about his comfort with the presence of his parents and the completeness of the responses that he provides (Wheeler, 2020). The practitioner’s failure to follow up on the patient despite his endorsement of suicidality is a key concern. Powsner et al. (2023) emphasized the need to conduct extensive screening to determine the patient’s suicide risk while Nöhles et al. (2023) recommended initiation of support services considering that half of patients with major depressive disorder demonstrate passive suicide similar to the patient in the video and 31% of them attempt suicide at some point in their lives. Based on these concerns, the next questions should whether the patient is comfortable answering questions with his parents present and if he ever attempted suicide.

    Practitioners must always perform a thorough psychiatric assessment of children and adolescents who present with psychiatric needs. Wheeler (2020) argued that a thorough assessment is key to understanding the specific needs of the patients, accurate diagnosis, and personalization of treatment plan. The author added that a thorough assessment enables providers to discern the specific causes of the patient’s symptoms considering the thin line that separates most mental/psychiatric disorders.

    Screening tools could also help in performing a comprehensive psychiatric evaluation. Precisely, the Beck Depression Inventory-II is a valuable tool for this patient since it could aid in assessing the presence of and severity of depression with great accuracy considering that the patient already endorsed feeling depressed (Almeida et al., 2022). Austria-Corrales et al. (2023) also recommended the Columbia-Suicide Severity Rating Scale for such patients who endorse passive suicidality since it helps to perform a risk assessment and informs support services necessary for the patient.

    Age is a significant factor when selecting treatments. Wheeler (2020) identified Parent-Child Interaction Therapy and Interpersonal Psychotherapy with Adolescents as two interventions that may be suitable for children and adolescents but unsuitable when treating adults. The author also recognized the role of parents when performing psychiatric evaluations on pediatric patients since it creates trust, builds patients’ confidence, and presents an opportunity for parents to provide additional information that could be easily missed by pediatric patients.

  • [Solved] Prof Double R

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) Consider that you work for a company that develops and sells case studies and case study analyses. Your company's primary customers are colleges and universities wanting to use them within their courses, but y…

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    Assignment Prompt & Instructions

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    Consider that you work for a company that develops and sells case studies and case study analyses. Your company's primary customers are colleges and universities wanting to use them within their courses, but your company also has customers using them for management training and development. Your manager asked you to conduct research and develop a case study analysis on the company's supply chain strategy, including transportation. She's specifically interested in you doing the analysis on one of the companies from this list:

    – Amazon.
    – Apple.
    – AT&T.
    – CVS Health.
    – L. L. Bean.
    – McKesson.
    – Starbucks.
    – Walmart.
    – Your workplace (if your company sells more than $50 million per year).

    Research and write about the company that you have selected from the above list.

    You and your manager discussed the high-level outline of your analysis and agreed you should address the following items:

    – Describe the company's business model and illustrate the business model through the use of a diagram or visual.
    – Compare and contrast the company's supply chain strategy with another organization's strategies and summarize key findings of areas the other organization excels in.
    – Use another company from the list to determine which supply chain areas the company excels at compared to your selected company.
    – Analyze the transportation strategy of the company using examples of the various transportation modes to support the effectiveness of moving products from factories to customers.
    – Analyze the global challenges that the company faces in its supply chain and discuss risks and associated strategies to minimize the risks.
    – Analyze the economic and political factors that can impact the company’s transportation network and relate to future improvements.
    – Analyze the role demand forecasting plays in the company's supply chain strategy and support the analysis with ways to manage the challenges of forecasting in times of uncertainty.
    – Analyze how pricing promotions are used to change demand through relevant examples that demonstrate this strategy.

    Your assessment should also meet the following requirements:

    – **Format:** Based on the intended audience, your report should be well organized and written in clear, succinct language.
    – **Length:** 5–6 double-spaced pages.
    – **Font and font size:** Times New Roman, 12 point.
    – **APA format:** Use current APA style and formatting for in-text citations and references. See [Evidence and APA](https://lat.strategiced.com/redirect?linkid=1540) for help if you need it.
    – **References:**3–4 sources are required. As the basis for your research, you can use any of the resources noted in this course, in the Capella library, and on the Internet.

    – Include at least one reference from _The Wall Street Journal_.

    – 2 years ago

  • [Solved] PLAGIARISM FREE “A” WORK IN 18 HOURS

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    SEE ATTACHMENT – 2 years ago **files (2)** – ## ActionResearchProposalProposedStudyandResearchDraft.pdf – ## InstitutionalReviewBoard.pdf **## ActionResearchProposalProposedStudyandResearchDraft.pdf** Write: Content Expectations Complete the following sections for your Action Research Proposal: Stud…

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    SEE ATTACHMENT

    – 2 years ago

    **files (2)**

    – ## ActionResearchProposalProposedStudyandResearchDraft.pdf

    – ## InstitutionalReviewBoard.pdf

    **## ActionResearchProposalProposedStudyandResearchDraft.pdf**

    Write: Content Expectations

    Complete the following sections for your Action Research Proposal: Study and
    Research Draft:

    • Intervention Plan: In two pages,
    o Describe in chronological order how you will implement your

    intervention and provide a hypothetical yet practical timeframe for
    these steps.

    o You may include a chart that organizes how you would implement your
    intervention from week to week.

    ▪ This will be a timeline including dates and tasks.
    ▪ Your chart could include date, tasks, people, location, etc.

    o Ethical Considerations: Informed Consent and Institutional Review
    Board (IRB) Approval: In two paragraphs,

    ▪ Discuss how you would approach informed consent and IRB
    approval if you were to implement your action research study.

    ▪ Explain how you would ensure that participants enter the
    research of their free will and with an understanding of the study
    and any potential dangers.

    ▪ Review the UAGC Institutional Review Board (ATTACHED)
    ▪ page for information as needed.
    ▪ Ethical Considerations: Freedom from Harm: In two

    paragraphs,
    ▪ Explain how the literature you reviewed and your plan for

    implementation leads you to believe what you are doing is an
    appropriate intervention and not exposing your participants to
    risk.

    ▪ Ethical Considerations: Anonymity and Confidentiality: In one
    paragraph,

    ▪ Explain your planned measures to use anonymity and
    confidentiality to avoid privacy invasion and potential harm.

    Next Steps

    The Action Research Proposal: Proposed Study and Research Draft paper
    • Must be five double-spaced pages in length (not including title and references

    pages) and formatted according to APA Style.
    • Must include a separate title page with the following:

    o Title of paper in bold font
    ▪ Space should appear between the title and the rest of the

    information on the title page.
    o Student’s name
    o Name of institution (The University of Arizona Global Campus)

    [https://www.uagc.edu/institutional-review-board](https://www.uagc.edu/institutional-review-board)

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    o Course name and number
    o Instructor’s name
    o Due date

    • Must utilize academic voice.
    • Must include an introduction and conclusion paragraph. Your introduction

    paragraph needs to end with a clear thesis statement that indicates the purpose
    of your paper.

    • Must use at least six scholarly, peer-reviewed, credible sources in addition to the
    course textbooks

    Course Textbooks:
    Mills, G. E. (2018). Action research: A guide for the teacher researcher (6th ed.). Pearson.

    Sagor, R. (2000). Guiding school improvement with action research. Retrieved from

    http://www.ebrary.com/corp

    [https://uagc.instructure.com/courses/142830/external_tools/retrieve?display=borderless&url=https%3A%2F%2Fcontent.uagc.edu%2Flti%3Fbookcode%3DMills.3071.18.1](https://uagc.instructure.com/courses/142830/external_tools/retrieve?display=borderless&url=https%3A%2F%2Fcontent.uagc.edu%2Flti%3Fbookcode%3DMills.3071.18.1)

    [https://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=3002152](https://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=3002152)

    **## InstitutionalReviewBoard.pdf**

    Institutional Review Board
    About the Board

    The purpose of the University of Arizona Global Campus Institutional Review Board (IRB) is to
    ensure ethical research practices among its faculty and students. Individuals affiliated with the
    University of Arizona Global Campus who are conducting research projects must receive approval
    from the IRB before commencing the study. IRB policies and procedures apply to all research
    involving human participants, funded or non-funded, sponsored or not sponsored, and carried out
    by the University of Arizona Global Campus faculty, staff, and students, on or off campus, whenever
    human participants are included. The University of Arizona Global Campus’s Institutional Review
    Board is registered with the Office of Human Research Protections (OHRP) though the U.S.
    Department of Health and Human Services (IRB00010175). This registration is listed on the OHRP
    website at https://ohrp.cit.nih.gov/search/search.aspx.

    Statement of Ethical Principles

    The University of Arizona Global Campus is committed to the highest ethical standards in conduct
    of research. For projects involving humans as participants, the University of Arizona Global
    Campus is guided by the ethical principles set forth in the Declaration of Helsinki, the National
    Commission for the Protection of Human Participants of Biomedical and Behavioral Research’s
    Ethical Principles, and Guidelines for the Protection of Human Participants of Research: The
    Belmont Report. In addition, the University of Arizona Global Campus is committed to ensuring that
    all human participant research, regardless of funding source, follows the requirements set forth in
    Title 45, Part 46 of the Code of Federal Regulations. The following broad principles are the basis for
    the University of Arizona Global Campus policy concerning review of research involving humans:

    • Whereas the participation of humans in research projects may raise fundamental ethical
    and civil rights questions, all such research, funded and unfunded projects, sponsored and
    not sponsored, which is carried out by the University of Arizona Global Campus students,
    faculty, or other University of Arizona Global Campus employees, on or off campus, shall be
    covered by the University of Arizona Global Campus Institutional Review Board (hereinafter
    referred to as IRB) for the Protection of Human Participants in Research Policies and
    Procedures covered by this document.

    • All activities involving human participants must provide for the rights, safety, health, and
    welfare of each individual participant.

    • The direct or potential benefit to the participant and the importance of the knowledge
    gained must outweigh any inherent risk to the individual.

    • Participation in research must be voluntary and informed consent procedures must
    conform to the IRB Policies and Procedures.

    • An individual does not abdicate any rights by consenting to be a research participant. A
    participant has the right to refuse to participate or may withdraw from research at any time
    without penalty or loss of benefits to which the participant would otherwise be entitled.

    [https://ohrp.cit.nih.gov/search/search.aspx](https://ohrp.cit.nih.gov/search/search.aspx)

    [https://en.wikipedia.org/wiki/Declaration_of_Helsinki](https://en.wikipedia.org/wiki/Declaration_of_Helsinki)

    • Safeguarding information about an individual that has been obtained in the course of an
    investigation is a primary obligation of the principal investigator.

    • The primary responsibility for protection of human participants rests with the principal
    investigator and with support, approval, and monitoring by the University of Arizona Global
    Campus as set forth in the IRB Policies and Procedures.

    All proposals to conduct research must be submitted to the IRB through the application process.
    The investigator must obtain IRB approval before undertaking the research and beginning data
    collection. All principal investigators submitting proposals must show certification of training within
    the last three years, or undergo training, and submit the appropriate documentation of successful
    human subjects training either offered by National Institutes of Health (NIH) or Collaborative
    Institutional Collaborative Initiative (CITI) training along with each proposal. Proposals should be
    submitted electronically in .doc or .docx format to IRB@uagc.edu. Please review the Forms tab for
    additional guidance. Any concerns regarding research involving human subjects should be directed
    to the IRB Chair. For more information on research misconduct please visit responding to
    allegations of research misconduct.

    [mailto:irb@uagc.edu](mailto:irb@uagc.edu)

    [https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct](https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct)

    [https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct](https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct)

    **## InstitutionalReviewBoard.pdf**

    Institutional Review Board
    About the Board

    The purpose of the University of Arizona Global Campus Institutional Review Board (IRB) is to
    ensure ethical research practices among its faculty and students. Individuals affiliated with the
    University of Arizona Global Campus who are conducting research projects must receive approval
    from the IRB before commencing the study. IRB policies and procedures apply to all research
    involving human participants, funded or non-funded, sponsored or not sponsored, and carried out
    by the University of Arizona Global Campus faculty, staff, and students, on or off campus, whenever
    human participants are included. The University of Arizona Global Campus’s Institutional Review
    Board is registered with the Office of Human Research Protections (OHRP) though the U.S.
    Department of Health and Human Services (IRB00010175). This registration is listed on the OHRP
    website at https://ohrp.cit.nih.gov/search/search.aspx.

    Statement of Ethical Principles

    The University of Arizona Global Campus is committed to the highest ethical standards in conduct
    of research. For projects involving humans as participants, the University of Arizona Global
    Campus is guided by the ethical principles set forth in the Declaration of Helsinki, the National
    Commission for the Protection of Human Participants of Biomedical and Behavioral Research’s
    Ethical Principles, and Guidelines for the Protection of Human Participants of Research: The
    Belmont Report. In addition, the University of Arizona Global Campus is committed to ensuring that
    all human participant research, regardless of funding source, follows the requirements set forth in
    Title 45, Part 46 of the Code of Federal Regulations. The following broad principles are the basis for
    the University of Arizona Global Campus policy concerning review of research involving humans:

    • Whereas the participation of humans in research projects may raise fundamental ethical
    and civil rights questions, all such research, funded and unfunded projects, sponsored and
    not sponsored, which is carried out by the University of Arizona Global Campus students,
    faculty, or other University of Arizona Global Campus employees, on or off campus, shall be
    covered by the University of Arizona Global Campus Institutional Review Board (hereinafter
    referred to as IRB) for the Protection of Human Participants in Research Policies and
    Procedures covered by this document.

    • All activities involving human participants must provide for the rights, safety, health, and
    welfare of each individual participant.

    • The direct or potential benefit to the participant and the importance of the knowledge
    gained must outweigh any inherent risk to the individual.

    • Participation in research must be voluntary and informed consent procedures must
    conform to the IRB Policies and Procedures.

    • An individual does not abdicate any rights by consenting to be a research participant. A
    participant has the right to refuse to participate or may withdraw from research at any time
    without penalty or loss of benefits to which the participant would otherwise be entitled.

    [https://ohrp.cit.nih.gov/search/search.aspx](https://ohrp.cit.nih.gov/search/search.aspx)

    [https://en.wikipedia.org/wiki/Declaration_of_Helsinki](https://en.wikipedia.org/wiki/Declaration_of_Helsinki)

    • Safeguarding information about an individual that has been obtained in the course of an
    investigation is a primary obligation of the principal investigator.

    • The primary responsibility for protection of human participants rests with the principal
    investigator and with support, approval, and monitoring by the University of Arizona Global
    Campus as set forth in the IRB Policies and Procedures.

    All proposals to conduct research must be submitted to the IRB through the application process.
    The investigator must obtain IRB approval before undertaking the research and beginning data
    collection. All principal investigators submitting proposals must show certification of training within
    the last three years, or undergo training, and submit the appropriate documentation of successful
    human subjects training either offered by National Institutes of Health (NIH) or Collaborative
    Institutional Collaborative Initiative (CITI) training along with each proposal. Proposals should be
    submitted electronically in .doc or .docx format to IRB@uagc.edu. Please review the Forms tab for
    additional guidance. Any concerns regarding research involving human subjects should be directed
    to the IRB Chair. For more information on research misconduct please visit responding to
    allegations of research misconduct.

    [mailto:irb@uagc.edu](mailto:irb@uagc.edu)

    [https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct](https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct)

    [https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct](https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct)

    **## ActionResearchProposalProposedStudyandResearchDraft.pdf**

    Write: Content Expectations

    Complete the following sections for your Action Research Proposal: Study and
    Research Draft:

    • Intervention Plan: In two pages,
    o Describe in chronological order how you will implement your

    intervention and provide a hypothetical yet practical timeframe for
    these steps.

    o You may include a chart that organizes how you would implement your
    intervention from week to week.

    ▪ This will be a timeline including dates and tasks.
    ▪ Your chart could include date, tasks, people, location, etc.

    o Ethical Considerations: Informed Consent and Institutional Review
    Board (IRB) Approval: In two paragraphs,

    ▪ Discuss how you would approach informed consent and IRB
    approval if you were to implement your action research study.

    ▪ Explain how you would ensure that participants enter the
    research of their free will and with an understanding of the study
    and any potential dangers.

    ▪ Review the UAGC Institutional Review Board (ATTACHED)
    ▪ page for information as needed.
    ▪ Ethical Considerations: Freedom from Harm: In two

    paragraphs,
    ▪ Explain how the literature you reviewed and your plan for

    implementation leads you to believe what you are doing is an
    appropriate intervention and not exposing your participants to
    risk.

    ▪ Ethical Considerations: Anonymity and Confidentiality: In one
    paragraph,

    ▪ Explain your planned measures to use anonymity and
    confidentiality to avoid privacy invasion and potential harm.

    Next Steps

    The Action Research Proposal: Proposed Study and Research Draft paper
    • Must be five double-spaced pages in length (not including title and references

    pages) and formatted according to APA Style.
    • Must include a separate title page with the following:

    o Title of paper in bold font
    ▪ Space should appear between the title and the rest of the

    information on the title page.
    o Student’s name
    o Name of institution (The University of Arizona Global Campus)

    [https://www.uagc.edu/institutional-review-board](https://www.uagc.edu/institutional-review-board)

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    o Course name and number
    o Instructor’s name
    o Due date

    • Must utilize academic voice.
    • Must include an introduction and conclusion paragraph. Your introduction

    paragraph needs to end with a clear thesis statement that indicates the purpose
    of your paper.

    • Must use at least six scholarly, peer-reviewed, credible sources in addition to the
    course textbooks

    Course Textbooks:
    Mills, G. E. (2018). Action research: A guide for the teacher researcher (6th ed.). Pearson.

    Sagor, R. (2000). Guiding school improvement with action research. Retrieved from

    http://www.ebrary.com/corp

    [https://uagc.instructure.com/courses/142830/external_tools/retrieve?display=borderless&url=https%3A%2F%2Fcontent.uagc.edu%2Flti%3Fbookcode%3DMills.3071.18.1](https://uagc.instructure.com/courses/142830/external_tools/retrieve?display=borderless&url=https%3A%2F%2Fcontent.uagc.edu%2Flti%3Fbookcode%3DMills.3071.18.1)

    [https://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=3002152](https://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=3002152)

    **## InstitutionalReviewBoard.pdf**

    Institutional Review Board
    About the Board

    The purpose of the University of Arizona Global Campus Institutional Review Board (IRB) is to
    ensure ethical research practices among its faculty and students. Individuals affiliated with the
    University of Arizona Global Campus who are conducting research projects must receive approval
    from the IRB before commencing the study. IRB policies and procedures apply to all research
    involving human participants, funded or non-funded, sponsored or not sponsored, and carried out
    by the University of Arizona Global Campus faculty, staff, and students, on or off campus, whenever
    human participants are included. The University of Arizona Global Campus’s Institutional Review
    Board is registered with the Office of Human Research Protections (OHRP) though the U.S.
    Department of Health and Human Services (IRB00010175). This registration is listed on the OHRP
    website at https://ohrp.cit.nih.gov/search/search.aspx.

    Statement of Ethical Principles

    The University of Arizona Global Campus is committed to the highest ethical standards in conduct
    of research. For projects involving humans as participants, the University of Arizona Global
    Campus is guided by the ethical principles set forth in the Declaration of Helsinki, the National
    Commission for the Protection of Human Participants of Biomedical and Behavioral Research’s
    Ethical Principles, and Guidelines for the Protection of Human Participants of Research: The
    Belmont Report. In addition, the University of Arizona Global Campus is committed to ensuring that
    all human participant research, regardless of funding source, follows the requirements set forth in
    Title 45, Part 46 of the Code of Federal Regulations. The following broad principles are the basis for
    the University of Arizona Global Campus policy concerning review of research involving humans:

    • Whereas the participation of humans in research projects may raise fundamental ethical
    and civil rights questions, all such research, funded and unfunded projects, sponsored and
    not sponsored, which is carried out by the University of Arizona Global Campus students,
    faculty, or other University of Arizona Global Campus employees, on or off campus, shall be
    covered by the University of Arizona Global Campus Institutional Review Board (hereinafter
    referred to as IRB) for the Protection of Human Participants in Research Policies and
    Procedures covered by this document.

    • All activities involving human participants must provide for the rights, safety, health, and
    welfare of each individual participant.

    • The direct or potential benefit to the participant and the importance of the knowledge
    gained must outweigh any inherent risk to the individual.

    • Participation in research must be voluntary and informed consent procedures must
    conform to the IRB Policies and Procedures.

    • An individual does not abdicate any rights by consenting to be a research participant. A
    participant has the right to refuse to participate or may withdraw from research at any time
    without penalty or loss of benefits to which the participant would otherwise be entitled.

    [https://ohrp.cit.nih.gov/search/search.aspx](https://ohrp.cit.nih.gov/search/search.aspx)

    [https://en.wikipedia.org/wiki/Declaration_of_Helsinki](https://en.wikipedia.org/wiki/Declaration_of_Helsinki)

    • Safeguarding information about an individual that has been obtained in the course of an
    investigation is a primary obligation of the principal investigator.

    • The primary responsibility for protection of human participants rests with the principal
    investigator and with support, approval, and monitoring by the University of Arizona Global
    Campus as set forth in the IRB Policies and Procedures.

    All proposals to conduct research must be submitted to the IRB through the application process.
    The investigator must obtain IRB approval before undertaking the research and beginning data
    collection. All principal investigators submitting proposals must show certification of training within
    the last three years, or undergo training, and submit the appropriate documentation of successful
    human subjects training either offered by National Institutes of Health (NIH) or Collaborative
    Institutional Collaborative Initiative (CITI) training along with each proposal. Proposals should be
    submitted electronically in .doc or .docx format to IRB@uagc.edu. Please review the Forms tab for
    additional guidance. Any concerns regarding research involving human subjects should be directed
    to the IRB Chair. For more information on research misconduct please visit responding to
    allegations of research misconduct.

    [mailto:irb@uagc.edu](mailto:irb@uagc.edu)

    [https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct](https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct)

    [https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct](https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct)

    **## ActionResearchProposalProposedStudyandResearchDraft.pdf**

    Write: Content Expectations

    Complete the following sections for your Action Research Proposal: Study and
    Research Draft:

    • Intervention Plan: In two pages,
    o Describe in chronological order how you will implement your

    intervention and provide a hypothetical yet practical timeframe for
    these steps.

    o You may include a chart that organizes how you would implement your
    intervention from week to week.

    ▪ This will be a timeline including dates and tasks.
    ▪ Your chart could include date, tasks, people, location, etc.

    o Ethical Considerations: Informed Consent and Institutional Review
    Board (IRB) Approval: In two paragraphs,

    ▪ Discuss how you would approach informed consent and IRB
    approval if you were to implement your action research study.

    ▪ Explain how you would ensure that participants enter the
    research of their free will and with an understanding of the study
    and any potential dangers.

    ▪ Review the UAGC Institutional Review Board (ATTACHED)
    ▪ page for information as needed.
    ▪ Ethical Considerations: Freedom from Harm: In two

    paragraphs,
    ▪ Explain how the literature you reviewed and your plan for

    implementation leads you to believe what you are doing is an
    appropriate intervention and not exposing your participants to
    risk.

    ▪ Ethical Considerations: Anonymity and Confidentiality: In one
    paragraph,

    ▪ Explain your planned measures to use anonymity and
    confidentiality to avoid privacy invasion and potential harm.

    Next Steps

    The Action Research Proposal: Proposed Study and Research Draft paper
    • Must be five double-spaced pages in length (not including title and references

    pages) and formatted according to APA Style.
    • Must include a separate title page with the following:

    o Title of paper in bold font
    ▪ Space should appear between the title and the rest of the

    information on the title page.
    o Student’s name
    o Name of institution (The University of Arizona Global Campus)

    [https://www.uagc.edu/institutional-review-board](https://www.uagc.edu/institutional-review-board)

    [https://writingcenter.uagc.edu/apa-style](https://writingcenter.uagc.edu/apa-style)

    o Course name and number
    o Instructor’s name
    o Due date

    • Must utilize academic voice.
    • Must include an introduction and conclusion paragraph. Your introduction

    paragraph needs to end with a clear thesis statement that indicates the purpose
    of your paper.

    • Must use at least six scholarly, peer-reviewed, credible sources in addition to the
    course textbooks

    Course Textbooks:
    Mills, G. E. (2018). Action research: A guide for the teacher researcher (6th ed.). Pearson.

    Sagor, R. (2000). Guiding school improvement with action research. Retrieved from

    http://www.ebrary.com/corp

    [https://uagc.instructure.com/courses/142830/external_tools/retrieve?display=borderless&url=https%3A%2F%2Fcontent.uagc.edu%2Flti%3Fbookcode%3DMills.3071.18.1](https://uagc.instructure.com/courses/142830/external_tools/retrieve?display=borderless&url=https%3A%2F%2Fcontent.uagc.edu%2Flti%3Fbookcode%3DMills.3071.18.1)

    [https://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=3002152](https://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=3002152)

    **## InstitutionalReviewBoard.pdf**

    Institutional Review Board
    About the Board

    The purpose of the University of Arizona Global Campus Institutional Review Board (IRB) is to
    ensure ethical research practices among its faculty and students. Individuals affiliated with the
    University of Arizona Global Campus who are conducting research projects must receive approval
    from the IRB before commencing the study. IRB policies and procedures apply to all research
    involving human participants, funded or non-funded, sponsored or not sponsored, and carried out
    by the University of Arizona Global Campus faculty, staff, and students, on or off campus, whenever
    human participants are included. The University of Arizona Global Campus’s Institutional Review
    Board is registered with the Office of Human Research Protections (OHRP) though the U.S.
    Department of Health and Human Services (IRB00010175). This registration is listed on the OHRP
    website at https://ohrp.cit.nih.gov/search/search.aspx.

    Statement of Ethical Principles

    The University of Arizona Global Campus is committed to the highest ethical standards in conduct
    of research. For projects involving humans as participants, the University of Arizona Global
    Campus is guided by the ethical principles set forth in the Declaration of Helsinki, the National
    Commission for the Protection of Human Participants of Biomedical and Behavioral Research’s
    Ethical Principles, and Guidelines for the Protection of Human Participants of Research: The
    Belmont Report. In addition, the University of Arizona Global Campus is committed to ensuring that
    all human participant research, regardless of funding source, follows the requirements set forth in
    Title 45, Part 46 of the Code of Federal Regulations. The following broad principles are the basis for
    the University of Arizona Global Campus policy concerning review of research involving humans:

    • Whereas the participation of humans in research projects may raise fundamental ethical
    and civil rights questions, all such research, funded and unfunded projects, sponsored and
    not sponsored, which is carried out by the University of Arizona Global Campus students,
    faculty, or other University of Arizona Global Campus employees, on or off campus, shall be
    covered by the University of Arizona Global Campus Institutional Review Board (hereinafter
    referred to as IRB) for the Protection of Human Participants in Research Policies and
    Procedures covered by this document.

    • All activities involving human participants must provide for the rights, safety, health, and
    welfare of each individual participant.

    • The direct or potential benefit to the participant and the importance of the knowledge
    gained must outweigh any inherent risk to the individual.

    • Participation in research must be voluntary and informed consent procedures must
    conform to the IRB Policies and Procedures.

    • An individual does not abdicate any rights by consenting to be a research participant. A
    participant has the right to refuse to participate or may withdraw from research at any time
    without penalty or loss of benefits to which the participant would otherwise be entitled.

    [https://ohrp.cit.nih.gov/search/search.aspx](https://ohrp.cit.nih.gov/search/search.aspx)

    [https://en.wikipedia.org/wiki/Declaration_of_Helsinki](https://en.wikipedia.org/wiki/Declaration_of_Helsinki)

    • Safeguarding information about an individual that has been obtained in the course of an
    investigation is a primary obligation of the principal investigator.

    • The primary responsibility for protection of human participants rests with the principal
    investigator and with support, approval, and monitoring by the University of Arizona Global
    Campus as set forth in the IRB Policies and Procedures.

    All proposals to conduct research must be submitted to the IRB through the application process.
    The investigator must obtain IRB approval before undertaking the research and beginning data
    collection. All principal investigators submitting proposals must show certification of training within
    the last three years, or undergo training, and submit the appropriate documentation of successful
    human subjects training either offered by National Institutes of Health (NIH) or Collaborative
    Institutional Collaborative Initiative (CITI) training along with each proposal. Proposals should be
    submitted electronically in .doc or .docx format to IRB@uagc.edu. Please review the Forms tab for
    additional guidance. Any concerns regarding research involving human subjects should be directed
    to the IRB Chair. For more information on research misconduct please visit responding to
    allegations of research misconduct.

    [mailto:irb@uagc.edu](mailto:irb@uagc.edu)

    [https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct](https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct)

    [https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct](https://policy.arizona.edu/ethics-and-conduct/responding-allegations-research-misconduct)