Different Disciplines Impact the Development of Programs

Different Disciplines Impact the Development of Programs

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Different Disciplines Impact the Development of Programs

Response Guidelines

Respond to the post of one of your peers. Include relevant, required information; adequate explanations; and alternative viewpoints. Offer additional resources that may help expand their perspective, divergent issues for

consideration, and suggestions for enhancing their discussion. Your responses to your peers should contain at least 250 words as well as two scholarly resources. Keep in mind the academic honesty policy and academic

integrity policy stressing respectful discussion.

Tasia Young

How does the interaction of different disciplines impact the development of programs to help individuals with eating disturbances? Include technological development within your response and consider the efficacy of

incorporating private, technological approaches as an adjunct to group educational services, for example. In so doing, you can evaluate its broad span of integration of services from several service providers and the use of

systemic support to maintain its strength of approach.

What is an eating disorders? An eating disorder is a psychological disorder in which an individual restricts the use of food or indulges in the use of food impulsively due to obsessions with their appearance compared with society

image of how the human male or human female should look. This is a very complicated disorder to treat in that the client will need to alter his or her thought processes in order to want to get help for his or her problem. Therefore,

the individual must have an awareness of their problem and the consequences that come from the problem and the benefits of getting help. Smolak and Mournen (2001) state that there is a major gender gap in regards to

diagnosis an individual with an eating disorder. It has been stated that eating disorders are more prevalent in women than in men. Understanding these gender differences will the professional become more aware of the problem

at hand and how it is affecting the individual and guide the treatment accordingly.

Providing an integrative approach for this issue will allow for a more thorough treatment process for the problem at hand. Furthermore, it will allow the client to build self-efficacy amongst himself or herself in that it allows the

client to become more participatory within the therapeutic process. Many therapeutic settings are becoming more technological. This allows the client to gain access to therapeutic sessions as well as being more cost efficient

for that individual.

Tarell Williams

Sexual problems are not specific for eating disorders. The etiology is complex and no one single causal factor has been identified. However, clinical as well as epidemiological studies have shown that eating disorders occur more

commonly in females than males. The evidence that eating disorders are more common in females over males has resulted in the consideration that socio-cultural factors may be important. Through this insight, gender role is

being considered as a contributing factor. This information is vital when dealing when the sub population of gender nonconforming adolescents with ED and gender dysphoria. Clinical experience and research have shown the

important role of sexual problems and traumas in the development of anorexia nervosa and bulimia in females over males. The purpose of the article’s case studies hinges around expanding their interdisciplinary discussion

regarding the breadth of presentation and management considerations for gender nonconforming adolescents with disordered eating. An interdisciplinary approach to care might enhance access to comprehensive, collaborative

treatment for disordered eating, and gender dysphoria in this unique population.

Prior studies suggest that treating gender dysphoria might lead to a decrease in associated ED behaviors in this population (Donaldson, Hall, Neukirch, Kasper, Simones, Gagnon, & Forcier, 2018).However, gaps remain in our

understanding of the varied presentations of gender nonconforming adolescents with ED, potential risk/protective factors, comorbid characteristics, and best approaches to care. The purpose of the article was to identify

emerging themes across disciplines in a series of five gender nonconforming adolescents with ED in hopes of advancing the understanding of this high‐risk group to better screen as well as identify and collaboratively manage

similar young people at every available point of care.

The cases of ED in gender nonconforming adolescents imply that medical and psychiatric factors play dominant roles in dealing with ED as well as notable common features. Common features include an increased risk for self‐

harm/suicide, complex psychiatric and medical implications of delay to treatment, the importance of partnership with interdisciplinary providers/patients/families to maximize care and facilitate healthy development. With the

five cases, the architect used specific examples to expand understanding of how interdisciplinary teams might best approach care for this complex, emerging population. Finding imply that in the absence of timely and available

gender dysphoria management, gender nonconforming youth may turn to maladaptive behaviors to change their bodies, or self‐harm the body that they perceive as a betrayal of their authentic gender.

Suicidal ideation, suicide attempt, and SIB are not uncommon among gender nonconforming or ED populations (Hollis, 2017). Even as gender nonconforming adolescents progress through gender‐affirming interventions, many

will experience stigmatization that ignores, invalidates, or dismisses their identity, thereby contributing to the development/exacerbation of psychiatric comorbidities population (Donaldson, Hall, Neukirch, Kasper, Simones,

Gagnon, & Forcier, 2018).

Partnering with an interdisciplinary team helps better articulate an appropriate treatment plan, including identification of a goal weight range and nutritional plan. Dietitians and medical providers must therefore be particularly

collaborative in establishing weight/nutritional goals. Because adolescents’ longitudinal nutrition goals vary for a number of reasons, dietitians and medical providers must therefore be particularly collaborative in establishing

weight/nutritional goals. In addition, providers might need to take creative approaches to treatment planning in this population; for example, consulting growth curves for both the patient’s natal and asserted gender to establish

appropriate goal weight parameters.

This study highlights the inadequacies in ED treatments in addressing issues related to gender amongst diverse gender populations. It illuminates how identity is negotiated in the context of the lived experience of an ED is

embodied. The study also provides evidence that gender plays a significant role in this embodiment. Therefore, the conscious or inadvertent ignoring or marginalizing of questions and issues related to gender in ED treatments

has and will continue to have inevitable implications for the processes and extent by which people engage in ED treatments. Greater consideration and inclusion of gendered perspectives in ED identification and the

transformation of ED treatments holds scope for more significant and meaningful positive outcomes for those with lived experience.

 

Response Guidelines

Respond to the initial post of one learner by citing additional resources that may help his or her work, presenting divergent issues for consideration, and providing suggestions for enhancing the post. Your response must contain

at least 150 words and one scholarly resource that your peer did not incorporate in his or her initial post.

Margaret Kelley

Two unique developmental issues presented during adolescence are positivity and ego-resilience. Positivity is a basic mode through which individuals face reality and according to Milioni, Alessandri, Eisenberg, and Caprara

(2016) is the key resource in buffering the negative effects of stressors and unexpected life events on later adjustment and well-being. Ego-resiliency has been defined as a personality characteristic reflecting the general capacity

for flexible and resourceful adaptation to varying external environmental circumstances and to internal dysphoric states (Milioni, Alessandri, Eisenberg, & Caprara, 2016).

The study presented in the reading was conducted to examine the relation of positivity to ego-resiliency. Positivity predicted later ego-resiliency, however, ego-resiliency did not predict positivity. But because positivity and ego-

resiliency seem to accompany each other during the developmental process (particularly stressful life situations) the study reflected a possible mutual relation (Milioni et al., 2016).

Risk of not properly developing positivity and ego-resiliency can cause long-term effects on adolescents into adulthood if not recognized and addressed. Helping adolescents to successfully develop resilience helps to build

positive self-esteem and empowers them to strive for goals. Psychologist Angela Duckworth, Ph.D. introduced the term “grit” which she described as the ability to push through or bounce back from failure. Dr. Duckworth

emphasized that grit is a more reliable predictor of a positive outcome than intelligence or academic achievement (Fink, 2013, 04).

Three strategies that were designed by Dr. Duckworth to help adolescents successfully develop resilience are: put new challenges in front of your child, promote perseverance, and be a nudge (Fink, 2013, 04).1) Put new

challenges in front of your child – this gives the opportunity to try something new and challenging, and to take risks; 2) Promote perseverance – (Don’t Quite on a Bad Day) even those naturally gifted talents need to be practiced.

My son, now 32, was never allowed to quit anything that he started when he was growing up; he had to finish until the end and if he chose to not participate in that activity the following season, then that was acceptable; and 3) Be

a nudge – explain to your kids that you want them to do their best but also create a positive environment to help your kids. It was in his sixth-grade year that my son started to play a musical instrument in school so in addition to

homework, there was also instrument practice each day. To keep him encouraged and to make it a bit more interesting, I would play my organ along with him practicing the saxophone and we just had fun with it.

Different Disciplines Impact the Development of Programs

RUBRIC 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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