Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.

1. First, choose an ethical dilemma topic (from Chapter 2 of the textbook). This is to be the same topic that will be used for the Week 4 Ethical Reasoning Paper.
2. Next locate books, periodicals, and journal articles that may contain useful information and ideas on your ethical dilemma topic.
3. Briefly examine and review each item.
4. Choose a minimum of ten credible, scholarly publications that provide a variety of perspectives on your topic to use in this annotated bibliography assignment.
5. Cite each of the ten using APA style making sure to include an APA formatted cover page too.
6. Under each citation, write a concise annotation (approximately 150 words per citation) that summarizes the central theme and scope of the book, periodical, or article.
7. Include a minimum of one to two sentences to address each of the following: (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, (d) critically evaluate how this work informs your bibliography topic.
8. Make sure to review the grading rubric (linked within the Deliverables table) for more detailed information before starting to work on this assignment.

Domestic Violence

Introduction

In 2014, a graphic CCTV footage of Baltimore Ravens running back Ray Rice punching his wife Janay Rice in an elevator was in public view (MSNBC, 2014). It not only caused the athletes’ career but also involved Mrs. Rice publicly apologizing for contributing to the violence. This opened up an emotive discussion of domestic violence in America. Both men and women can be abusive in their relationships. It occurs regardless of gender, age, ethnicity, socioeconomic background, sexual orientation, or education (Feder et al., 2013). According to Firestone (2012), women and children are more likely to be victims of abusive relationships than men are. This form of abuse is a learned behavior. Firestone (2012), observed that children raised in abusive families are more likely to become abusive or tolerate abusive relationships during their adulthood. More so, drug and substance abuse, poverty, and family issues augment it. Abuse can be physical or emotional (Icheku & Graham, 2016). It is imperative to state that regardless of the cause and form of violence, domestic abuse should not be tolerated. While people use domestic violence to express themselves, it should be discourage because it contributes to social, psychological, physical, and economic problems.

Argument

Domestic violence should be discouraged because it breaks the social fabric. Icheku & Graham (2016) conducted a systematic review of literature to assess the social impact of exposure to domestic violence on young men. The study revealed that boys exposed to abuse in their families developed conduct disorder that led to crime. In addition, Icheku & Graham (2016), established that parental violence destroyed the relationship between the boys and their fathers. As a result, these boys developed gender identity issues, subsequently influencing their sexual orientations (Icheku & Graham, 2016). What is more, Feder et al. (2013), pointed that girls who grew in abusive families were more likely to take part in teen sex, and highly likely to experience teenage pregnancies than girls who in stable families.

Domestic violence should not be tolerated because of its psychological (emotive and behavioral) impacts. Studies have shown that domestic violence leads to psychological and emotional distress among the victims of abuse. Icheku & Graham (2016) reviewed literature that assessed the relationship between physical and emotional abuse and depression. The study revealed that nearly all the participants (90%) had experienced some form of emotional and physical abuse. They reported undergoing significant depression and psychological distress (Icheku & Graham, 2016). In another study, Campbell (2002) conducted a study to assess the impact of abuse on children’s behavior. The study revealed that children who were abused in their families reported high school dropouts, antisocial behavior, self-harming, somatic complaints, and suicidal gestures (Campbell, 2002). To have a healthy society, it is imperative to discourage domestic violence.

Domestic violence should not be tolerated because it leads to physical injuries and death. A study by Feder et al. (2013) revealed that the majority of domestic violence victims suffered both mild and severe injuries in their upper bodies. These include head injuries, arm mutilations, disfigured faces, broken bones, scars, and heart conditions (Feder et al., 2013). Furthermore, Davey (2018) reported that four out of five incidences of domestic violence homicides involve men killing women. The study conducted in Australia revealed that at least 80 percent of women were killed in domestic violence between 2010 and 2014 (Davey, 2018). This was compared to 24 percent of men killed by their current or former female partners. These studies cement the fatal consequences of domestic violence.

Domestic violence should be discouraged because it is costly for both households and the economy. According to the Center for Domestic Peace (2018), the cost of domestic violence in Marin is more than 80 million US dollars. For an individual female victim in the US, the cost of domestic violence assault is more than 27000 US dollars (Center for Domestic Peace, 2018). In 2015, Domestic Shelters (2015)compiled a shocking report highlighting the economic impact of domestic violence:

The costs associated with healthcare spending ($11,000), criminal behavior ($14,000) and loss of labor market productivity ($26,000) is $50,000 per person from the ages of 20-64 as a result of being exposed to domestic violence as child is $50,000. Applied to the entire U.S., the economic burden is over $55 billion (Domestic Shelters, 2015).

Violence within families is also costly. When individuals are injured because of physical and emotional abuse, their economic productivity reduces (Feder et al., 2013). As a result, waged parents are not able to go to work. Others spend significant resources (time and money) in hospital nursing their wounds (Feder et al., 2013).

Counterargument and Refutation

Nevertheless, some studies have shown that perpetrators of domestic violence use it to assert their authority and control. According to Feder et al. (2013), people who engage in domestic violence assert (both men and women) their authority in the family. Abusive people consider that they have the right to control their partners (subjects) and enjoy the feeling they derive from exerting that power (Feder et al., 2013). Furthermore, Firestone (2012) pointed that individuals who perpetrate violence believe that their feelings should be prioritized, and thus, device abusive tactics to bring down anyone who attempts to make them feel less valuable. In the wild, this is a common phenomenon. Lions fight to exert their authority and control over their prides. It is a form of instilling fear in other subjects so as to maintain the leadership role, and discourage any species that would consider challenging that authority.

However, human being are rational being. While bartering can be used to instill fear and demand respect, a better way to exert authority is through dialogue. Dialogue has been used in different facets of human social institutions to establish authority and bring harmony. Materu (2014) explains that Kenya in 2007 experienced post-election violence. Two factions – the incumbent government and the opposition – maintained they won the election. The aftermath was intense ethnic violence in which at least 1000 lives were lost. However, a truce was arrived at mediated by the late Kofi Annan. Both the government and the opposition entered into a power sharing agreement. This ended the violence in the country. Thus, negotiations can be used in place of violence to assert authority.

Conclusion

Domestic violence should not be a channel of self-expression because leads to socioeconomic and health issues among the victims of violence. It causes family relationships to break down, leads to distress, instils pain, and requires a lot of money to manage. Perpetrators of domestic violence use this approach to exert authority and control over their subjects. However, considering the significant consequences of domestic abuse, dialogue can be used as an alternative to resolve power issues.

References

Campbell, J. (2002). Health Consequences of Intimate Partner Violence. Lancet, 359, 1331-1336.

Center for Domestic Peace (2018). Economic impact of domestic violence. Retrieved from: http://www.centerfordomesticpeace.org/cost-domestic-violence

Davey, M. (2018). Men kill women in four of five domestic violence homicides. Retrieved from: https://www.theguardian.com/society/2018/may/31/men-kill-women-in-four-of-five-domestic-violence-homicides

Domestic Shelters. (2015). Economic impact of domestic violence. Retrieved from: https://www.domesticshelters.org/domestic-violence-statistics/economic-impact-of-domestic-violence

Feder, G., Howard, L., & Agnew-Davies, R. (2013). Domestic violence and mental health. London Royal College of Psychiatrists.

Firestone, L. (2012). How domestic violence occurs and how to stop it. Retrieved from: https://www.psychologytoday.com/us/blog/compassion-matters/201210/why-domestic-violence-occurs-and-how-stop-it

Icheku, V., & Graham, R. M. (2016). What Social Impact Does Exposure to Domestic Violence Have on Adolescent Males? A Systemic Review of Literature. J Healthc Commun, 2(1). DOI: 10.4172/2472-1654.100045

Materu, S. F. (2015). The post-election violence in Kenya: Domestic and international legal responses. The Hague, The Netherlands : Asser Press.

MSNBC. (2014). Janay Rice Tells Her Story. Retrieved from: https://www.youtube.com/watch?v=D8L-VoZH_wc

Cognitive Behavioral Therapy

Introduction

Smartphones are advanced technological gadgets that function in a similar manner like computers in the sense that they allow for the installation of software applications (Donker et al., 2013). In the past few decades, the capabilities of this smartphones have reached new heights through being integrated into the social, occupational and personal aspects of peoples lives. Over half the Australian population owns smartphones and most of them do walk around without them or are even addicted to them. It is estimated that average smartphone users check them almost 150 time in a day and this reflects the richness of how the phones can be utilized to impact changes into people’s trends and routines (Donker et al., 2013). In the recent past, many mental health applications and software have been created for the general public. The application allow people to improve their emotional health, engage in more beneficial routines and have a guide through illness recovery all this in the prospects of improving mental well-being. This means that smartphones can be used as cognitive behavioral therapy tools as they are becoming essential in the controlling of peoples behaviors. This paper assesses an evidence-based approach of utilizing smartphones as cognitive therapy tools through evaluation of different literature.

Cognitive Behavioral Therapy and Mental Health Apps

Cognitive Behavioral therapy can be described as a treatment model that enables patients to manage their problems by making changes in the way they think and behave. It works through the modification of dysfunctional thoughts, behaviors and emotions. It derives its concept from the notion that perceptions influence behaviors identifying that sensations, actions, feelings and thoughts are somehow interconnected meaning that engagement in negative perceptions results to a person’s entrapment in a vicious cycle (Hofmann et al., 2012). Therefore, through cognitive behavioral therapy one can break down overwhelming problems into positive minute points and change them to derive a positive attitude and feeling. This is a way of dealing with an individual’s current issues and is utilized in the treatment of anxiety, depression, panic disorders, phobias, obsessive compulsive disorders and eating disorders among others (Beck, 2011). Mental health apps have a huge potential to be game changers in the future of treating and addressing mental healthcare. They can be essential in removing barriers for those seeking help and make the help accessible to a wide range of affected individuals. Given that many people suffering from mental issues never seek professional help due to factors such as stigmatization, innovative self-management solution will always come in handy (Layard et al., 2014). Additionally, even for those who are self-aware and looking for help there maybe barriers such as geographical, financial and accessibility issues. However, smartphones have no geographical barriers and can be excellent for private use making them an attractive and flexible option for engagement with confidentiality aspects.

The Concepts

Cognitive Behavioral Therapy is an individualized and collaborative treatment model hugely recognized due to its approach that seeks to elicit cognitive, emotional and behavioral adaptation when it comes to tackling various psychological aspects (Hofmann et al., 2012). In this case, even though this approach has been mainly clinician centered it has been constantly used as a basis for the principles of the formation of varying self-help measure (Beck, 2011)s. Research has already shown the success of technological interventions that utilized cognitive behavioral therapy in conditions such as depression and anxiety. This approach is mainly based on therapy sessions with professionals. During these sessions, patients have to open up to allow the professional to break down his/her problems identifying them as they are in aspects of either feelings, actions and thoughts. All this aspects of sharing and opening up have been incorporated into mental health app (Donker et al., 2013). By maintaining the core principles of cognitive behavioral theory in mind when creating a smartphone application, technicians are able to formulate apps with three main characteristics, which are attention change, cognitive change and context engagement. Attention change involves the ability of the app to ensure that the user focuses his/her attention on relevant and non-distressing issues or stimuli. This incorporates aspects such as mindfulness, tolerance or acceptance and attention training (Layard et al., 2014). One can experience these aspects through an application such as smiling mind. Cognitive change brings in the ability to alter an individual’s perspective on a certain issue affecting the emotional meaning and significance of that issue. Examples include cognitive distancing and metacognitive awareness promoted through specific techniques such as decentering and cognitive reappraisal or reframing. These aspects can be found in an app such as MoodKit under Thoughts tool. Context engagement could be defined as the training of users in a manner which promotes adaptive associative learning. Here users can learn varying cues that have different rewards and threats more reasonable than the existing cures and can lead to more productive functioning (Hofmann et al., 2012). In cognitive behavioral therapy, this includes the reconditioning of maladaptive associations. An app like SuperBetter incorporates this perspective by availing power-ups that utilize these concepts. To implement these strategies, a patient has to collaborate with a therapist who can formulate a foundation and basis for the initialization of the use of apps and the best suited apps for specific clients.

Advantages and Disadvantages

The incorporation of mental health applications can be advantageous in the aspects of privacy and confidentiality (Bieling et al., 2009). Through mental health apps, clients may be able to access help and support without having to visit therapists regularly and this eliminates some reservations and fears that some affected people poses. These technologies may also be exceedingly helpful in scenarios where medication on its own is not a solution. The provision of cognitive behavioral therapy can also be diversified taking on different formats tailored to meet the specific needs of every client (Layard et al., 2014). Through these incorporations, clients are able to keep track of their recovery taking care of themselves daily. However, there are some disadvantages in the aspects of lack of adequate training for appropriate use of these apps. This may lead to inappropriate diagnosis and harmful use of the offered tools. Additionally, the level of commitment required if untracked can be exceedingly difficult to monitor hence it can be exceedingly difficult to come up with accurate results (Hofmann et al., 2012). The confrontation of anxieties and emotions can be quite difficult for many and can need some guidance and this is where the aspects of a physical councilor comes in. Cognitive behavioral therapy focuses on an individual’s willingness and capacity to alter their behaviors, feelings and thoughts therefore they is a shortcoming in addressing wide issues in bigger systems such as families.

Conclusion

Mental health applications are offering a new and exciting opportunity in the improvement and management of varying disorders using private hand held objects. This analysis elaborates the various incorporations from the cognitive behavioral therapy concepts that make the applications more effective (Bieling et al., 2009). However, it is imperative to note that these applications may at times need to be incorporated together with professional assistance to ensure that they are used appropriately and effectively. The advantages outweigh the disadvantages and this means that this treatment model can be beneficial in the context of a population that is continuously embracing its reliance in the use of smartphones and other technological gadgets.

References

Donker, T., Petrie, K., Birch, M. & Christensen, H. (2013). Smartphones for smarter delivery of mental health programs: A systematic review. Journal Med Internet Res., 15(11)

Hofmann, S., Asnaani A., Sawyer. A., Fang, A. & Vonk I. (2012) The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognit Ther Res. 2012 Oct 1;36(5):427–440.

Layard, R. and Clark, D. (2014). Thrive: The Power of Evidence-Based Psychological Therapies. London: Penguin Publishers.

Beck, J. S., & Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond. New York: Guilford Press.

Bieling, P. J., McCabe, R. E., & Antony, M. M. (2009). Cognitive-behavioral therapy in groups. New York: Guilford Press.

Title:
Documentation of problem based assessment of the head, ears, and eyes.

Purpose of Assignment:
Learning the required components of documenting a problem based subjective and objective assessment of a head, ears, and eyes. Identify abnormal findings.

Course Competency:
Demonstrate physical examination skills of the head, ears, and eyes, nose, mouth, neck, and regional lymphatics.

Instructions:

Content: Use of three sections:
o Subjective
o Objective
o Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.

Format:
• Standard American English (correct grammar, punctuation, etc.)

Resources:

Chapter 3: SOAP Notes (subjective and objective only)
Sullivan, D. (2018). Guide to clinical documentation. https://ebookcentral.proquest.com/lib/ras/detail.action?docID=5553403

Smith, L. S. (2001, September). Documentation do’s and don’ts. Nursing, 31(9), 30. Retrieved from http://ezproxy.rasmussen.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=107055742&site=eds-live

Documentation Grading Rubric- 10 possible points
Levels of Achievement
Criteria Emerging Competence Proficiency Mastery
Subjective
(4 Pts) Missing components such as biographic data, medications, or allergies. Symptoms analysis is incomplete. May contain objective data.
Basic biographic data provided. Medications and allergies included. Symptoms analysis incomplete. Lacking detail. No objective data. Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Lacking detail. No objective data. Information is solely what “client” provided. Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Detailed. No objective data. Information is solely what “client” provided.
Points: 1 Points: 2 Points: 3 Points: 4
Objective
(4 Pts) Missing components of assessment for particular system. May contain subjective data. May have signs of bias or explanation of findings. May have included words such as “normal”, “appropriate”,
“okay”, and “good”.
Includes all components of assessment for particular system. Lacks detail. Uses words such as “normal”, “appropriate”, or “good”. Contains all objective information. May have signs of bias or explanation of findings. Includes all components of assessment for particular system. Avoided use of words such as “normal”, “appropriate”, or “good”. No bias or explanation for findings evident Contains all objective information Includes all components of assessment for particular system. Detailed information provided. Avoided use of words such as “normal”, “appropriate”, or “good”. No bias or explanation for findings evident. All objective information
Points: 1 Points: 2 Points: 3 Points: 4
Actual or Potential Risk Factors
(2 pts)
Lists one to two actual or potential risk factors for the client based on the assessment findings with no description or reason for selection of them. Failure to provide any potential or actual risk factors will result in zero points for this criterion. Brief description of one or two actual or potential risk factors for the client based on assessment findings with description or reason for selection of them. Limited description of two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them. Comprehensive, detailed description of two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.
Points: 0.5 Points: 1 Points: 1.5 Points: 2

Use Heron’s formula to find the area of the triangle specified below. a = 23 yards, b = 17 yards, c=9 yards A square yards (Simplify your answer. Round to the nearest integer as needed.) Use Heron’s formula to find the area of the triangle. Round to the nearest square foot. Side a = 4 feet Side b= 4 feet Side c= 1 feet The area is approximately square feet. Find the area of the triangle specified below. a = 13 meters, b = 13 meters, c=5 meters A= square meters (Round to the nearest integer as needed.) Solve the triangle. b=9 a = 4, b = 9, c=7 a=4 A c=7 B o A= (Do not round until the final answer. Then round to the nearest degree as needed.) O B = (Do not round until the final answer. Then round to the nearest degree as needed.) O C= (Do not round until the final answer. Then round to the nearest degree as needed.) Solve the triangle. a = 1, b = 2, C = 70° CM (Do not round until the final answer. Then round to the nearest tenth as needed.) o A (Do not round until the final answer. Then round to the nearest degree as needed.) o B~ (Do not round until the final answer. Then round to the nearest degree nee ed.) Solve the triangle. a = 1, b = 2, C = 70° CM (Do not round until the final answer. Then round to the nearest tenth as needed.) o A (Do not round until the final answer. Then round to the nearest degree as needed.) o B~ (Do not round until the final answer. Then round to the nearest degree nee ed.) Solve the triangle. b=9 a = 4, b = 9, c=7 a=4 A c=7 B o A= (Do not round until the final answer. Then round to the nearest degree as needed.) O B = (Do not round until the final answer. Then round to the nearest degree as needed.) O C= (Do not round until the final answer. Then round to the nearest degree as needed.) с Solve the triangle. Round the lengths of sides to the nearest tenth and angles to the nearest degree. 989 b= 5 a= 7 A B с CM (Type an integer or decimal rounded to the nearest tenth as needed.) o A (Round to the nearest degree as needed.) B-1° (Round to the nearest degree as needed.) b= 10 a=8 Solve the triangle. Round all angles to the nearest degree. A B c=10 o A (Do not round until the final answer. Then round to the nearest degree as needed.) o B (Do not round until the final answer. Then round to the nearest degree as needed.) o C (Do not round until the final answer. Then round to the nearest degree as needed.) 6.2.1 Question Help Solve the triangle. b=7 a A = 35°, b = 7, c= 12 350 A B c=12 a= (Do not round until the final answer. Then round to the nearest tenth as needed.) o BE (Do not round until the final answer. Then round to the nearest degree as needed.) o C= (Do not round until the final answer. Then round to the nearest degree as needed.) Score: 0 of 1 pt 4 of 8 (3 complete) HW Score: 37.5%, 3 of 8 pts 6.2.7 Question Help Solve the triangle. .C b=9 a = 4, b = 9, c=7 = 4 B c=7 o A = 25.21 (Do not round until the final answer. Then round to the nearest degree as needed.) o B = 106.60 (Do not round until the final answer. The Х X One or more of your responses is incorrect. o C = 48.19 (Do not round until the final answer. The None of your answers are correct. Begin by using the law of cosines to find the angle opposite the longest side. When finding the subsequent angles, use unrounded values for all calculations. OK Score: 0 of 1 pt 6 of 8 (4 complete) HW Score: 50%, 4 of 8 pts 6.2.25 Question Help Use Heron’s formula to find the area of the triangle. Round to the nearest square foot. Side a = 4 feet Side b= 4 feet Side c= 1 feet The area is approximately 1.98 square feet. Х X That’s incorrect. Recall Heron’s formula. The area of a triangle with sides a, b, and c is Area = vs(s-a)(s – b)(s –c) where s is one have of the perimeter: s= ż(a+b+c). b 2 OK Homework: 6.2 Save Score: 0 of 1 pt 7 of 8 (4 complete) HW Score: 50%, 4 of 8 pts 6.2.27 Question Help Find the area of the triangle specified below. a = 13 meters, b= 13 meters, c=5 meters A = 16.875 square meters (Round to the nearest integer as needed.) Х X That’s incorrect. Use Heron’s formula, A= vs(s-a)(s – b)(s –c), where s= 3(a+b+c). 1 = 2 OK + A Homework: 6.2 Save Score: 0 of 1 pt 7 of 8 (6 complete) HW Score: 75%, 6 of 8 pts 6.2.27 Question Help Find the area of the triangle specified below. a = 13 meters, b= 13 meters, c=5 meters A = 17 square meters (Round to the nearest integer as needed.) X X Try again. Х 1 Use Heron’s formula, A = Vs(s-a)(s -b)(s -c), where s= 5(a+b z (a+b+c). 2 OK Homework: 6.2 Save Score: 0 of 1 pt 7 of 8 (7 complete) HW Score: 87.5%, 7 of 8 … 6.2.27 Question Help Find the area of the triangle specified below. a = 13 meters, b = 13 meters, c=5 meters A= 258 square meters (Round to the nearest integer as needed.) Х X That’s incorrect. Correct answer: 32 Your answer: 258 Similar Question Next Question Homework: 6.2 Save Score: 0 of 1 pt 7 of 8 (8 complete) ► HW Score: 87.5%, 7 of 8 … X 6.2.27 Question Help Find the area of the triangle specified below. a = 15 meters, b= 6 meters, c= 19 meters A= square meters (Round to the nearest integer as needed.)