Communication Concept Wellness Project Essay solution
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Wellness Project # 1
Completing the community project will enable the learner to:
1. Demonstrate therapeutic communication and interpersonal skills.
2. Recognize the value of attentive listening.
3. Discuss special considerations for communicating with the client
4. Evaluate his/her own communication patterns.
5. Share experience with clinical group at post conference.
Student Learning Experience:
1. Practice therapeutic communication skills
2. Engage in a life history interview.
1. Review textbook readings on Communication: Chapter 24
o Basic Components of Communication
o Opening & Questioning & Use of Silence
o Therapeutic and nontherapeutic techniques
The Adult and Older Adult Client
Always assess the clients visual and hearing abilities and arrange with direct eye
contact your sitting/distance, 12 inches to 2 feet, so that you are most comfortable, and the
outcome is successful.
Because the adult person may have decreasing energies to cope with the tasks of everyday
living, the visitor may have to invest proportionately more energy into the visit. Therefore,
the visitor needs to pace the visit according to the persons fluctuating energy levels and
The use of appropriate touch can be a meaningful communication bridge.
Avoid information overload by speaking slowly; using short sentences; dealing with one
thought at a time; and asking for feedback to be certain meaningful communication has
taken place. The older adult person needs 15% more time to rest.
Enhance the aged feelings of self-esteem by both encouraging his maximum participation and
acknowledge his role of being an authority on aging. The client is the product of his total
life experiences and he is the only one who knows what these experiences have been. The
clients past plays a significant part in current functioning.
Importance of choicesexpress confidence in the persons ability to make choices and follow
Motivation to participate in an activity will be increased if:
o An older adult person is intrigued by a task rather than perceiving it as just busy work.
o The role or activity conveys the message that you are important.
o There is a possibility of forming meaningful relationships.
The use of reminiscence is an effective tool in linking relevant past events to present situation.
Some older adults do not have the strength to cope with the confusion of bureaucracies. So,
if necessary, be an advocate. Connect the elderly person with appropriate resources in the
Student Guidelines for Obtaining a Life History:
CHILDHOOD – GROWING UP:
What is your first memory from your childhood?
What childhood trip is most vivid for you?
What is your most vivid historical memory?
Did you have any fears while growing up? (i.e. fear of nuclear war of today)
What did your parents make you do that you hated doing?
What did you used to do in the evening before the days of radio and television?
What kinds of chores did you have to do as a child?
What social events and/or occasions did you look forward to?
What do you remember about going to school?
How did your family take care of you when you were ill?
What was life as a young adult like with regards to dating? What kinds of things did you do on a date?
Who was the 1st president you voted for? Do you remember why you voted for him?
(If married) What do you remember best about your wedding ceremony or wedding day?
How many children do you have?
What was it like to be a young parent? Was parenting different than it is today?
What is your occupation?
If you had it to do over again, would you pick that profession?
What do you remember most about being a young adult (age 20-40)?
Have you ever lived outside the U.S.? If yes, where?
Do you have parents or grandparents that were immigrants? If so, from where?
Have you decided where and how you want to live out the rest of your life?
Is there someone in your life with whom you can have a close, warm relationship?
Do you feel your living arrangements are satisfactory?
Have you had to adjust your standard of living since retiring?
What do you do to keep your health?
How many grandchildren? Great grandchildren?
How often do you have contact with your children and grandchildren? Other relatives?
What do you let your grandchildren do that your children could not do?
What kinds of interests do you have outside of the family?
Do you have any hobbies or ever collected anything?
Have you ever played a musical instrument?
What is your strongest asset?
What is the best gift youve ever received?
What is the most extravagant thing youve ever done?
What are you most proud of having done?
What is the most important rule youve lived by?
Who has had the most influence in your life? And how?
What would you still like to do that you havent done yet?
Something amusing in life experiences.
Best advice for todays youth?
Your instructor will assign you a client from a specific age group across the lifespan to have a
communication exchange (greater than 10 minutes) either in person or virtually. Utilize the following questions below to reflect and write a summary of the response provided by your selected client.
The patient population for the communication project is the Older Adult (assess across the lifespan: Childhood, Young Adulthood & Older Adulthood).
1. Discuss impressions, general reactions and feelings to your conversation, and your perspective of clients response to the conversation.
2. Identify at least one communication barrier.
3. Identify at least one therapeutic communication skill utilized.
4. Describe the practical pointers you utilized when communicating with your client.
5. If you could redo the conversation again, what would how would you communicate differently?
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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