Research has identified a pattern with ADHD and ASD. Namely, children who have been diagnosed with ASD also tend to have ADHD.

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Research has identified a pattern with ADHD and ASD. Namely, children who have been diagnosed with ASD also tend to have ADHD. The link between these two disorders is found with the Executive Function feature.

Craig and colleagues (2016) reviewed and synthesized previous research examining executive functioning, autism spectrum disorder, and attention deficit/hyperactivity disorder. The researchers concluded: “The identification of neurocognitive endophenotype in children with ASD, ADHD or ASD + ADHD could play an important role for the treatment implication because EF cognitive training may change the underlying neural mechanisms to improve the real-world function or clinical symptoms.”

In this week’s written assignment, you are to consider the quotation above. In so doing, it will be necessary to discuss executive functioning, as well as the impact of deficits in executive functioning. Additionally, consider cognitive training: what is this? How does it happen? Is this something that could be integrated when working with terminally ill children/adolescents to aid in fostering a more positive experience?

This assignment should be submitted as a Word document and include the following: (a) title page, (b) paper narrative, and (c) reference list. The final document should adhere to APA 7thedition formatting requirements.

Reference

Craig, F., Margari, F., Legrottaglie, A. R., Palumbi, R., de Giambattista, C., & Margari, L. (2016). A review of executive function deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. Neuropsychiatric Disease and Treatment, 12, 1191-1202. https://doi.org/10.2147/NDT.S104620

Write a 500-word APA reflection essay of your experience with the Shadow Health virtual

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  • Complete the ShadowHealth© Musculoskeletal and Neurological assignments

Professional Development

  • Write a 500-word APA reflection essay of your experience with the Shadow Health virtual assignment(s). At least two scholarly sources in addition to your textbook should be utilized. Answers to the following questions may be included in your reflective essay:
    • What went well in your assessment?
    • What did not go so well? What will you change for your next assessment?
    • What findings did you uncover?
    • What questions yielded the most information? Why do you think these were effective?
    • What diagnostic tests would you order based on your findings?
    • What differential diagnoses are you currently considering?
    • What patient teaching were you able to complete? What additional patient teaching is needed?
    • Would you prescribe any medications at this point? Why or why not? If so, what?
    • How did your assessment demonstrate sound critical thinking and clinical decision making?

Compare and Contrast Two Mental Health Theories

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Module 01 Written Assignment – Compare and Contrast Two Mental Health Theories

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Module 01 Content

1.

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Submit a paper which compares and contrasts two mental health theories:

· You may choose your theories from the textbook or from other sources.

· Describe each theory, including some history about the person who developed the theory and the major ideas and applications of the theory.

· Describe the ways in which the two theories are similar, and how they differ.

· Include a statement of how each theory could be used in your nursing practice. Include specific patient examples if you have them. You may also critique the theory: Is there anything with which you disagree or are there any problems you can identify?

· It is expected that this essay will be 2-3 pages in length (not including the title page), double-spaced. Your paper should include an introduction and conclusion and proper APA citations from any source material you use, including your text.

2. NOTE :

3. APA, CITATION, AND REFERENCING

4. Strictly PLAGIARISM-CHECK Bottom of Form

 

Title: A Comparative Analysis of Two Mental Health Theories

Introduction:
Mental health theories play a crucial role in understanding and addressing the complexities of mental health issues in nursing practice. This paper aims to compare and contrast two prominent mental health theories, Cognitive-Behavioral Therapy (CBT) and Psychodynamic Theory, by examining their historical development, major concepts, similarities, differences, and their applicability in nursing practice. Additionally, potential critiques or disagreements with each theory will be discussed.

1. Cognitive-Behavioral Therapy (CBT):
CBT is a widely used therapeutic approach developed primarily by Aaron T. Beck in the 1960s. This theory focuses on the idea that thoughts, feelings, and behaviors are interconnected and can influence one another. The central tenets of CBT include identifying and challenging negative thought patterns, promoting cognitive restructuring, and using behavioral techniques to modify maladaptive behaviors.

Major Ideas and Applications:
CBT is rooted in the belief that individuals can change their thought processes and behaviors to alleviate psychological distress and improve mental health. It is often used to treat various mental health conditions such as anxiety disorders, depression, and phobias. CBT employs techniques like cognitive restructuring, exposure therapy, and behavioral activation to help patients gain insight into their thought processes and develop healthier coping mechanisms.

2. Psychodynamic Theory:
Psychodynamic theory, primarily associated with Sigmund Freud, has its origins in the late 19th and early 20th centuries. This theory emphasizes the role of unconscious processes, early childhood experiences, and the dynamic interplay between the id, ego, and superego in shaping an individual’s mental health and behavior.

Major Ideas and Applications:
Psychodynamic theory posits that unconscious conflicts and unresolved issues can lead to psychological distress and maladaptive behaviors. It is often used for insight-oriented psychotherapy to help individuals explore their unconscious thoughts and feelings. Techniques such as free association, dream analysis, and transference are utilized to gain insight into underlying conflicts.

Similarities:
1. Both CBT and Psychodynamic Theory aim to improve mental health and alleviate distress, albeit through different mechanisms.
2. Both theories acknowledge the importance of the therapeutic relationship between the clinician and the patient.

Differences:
1. CBT is more focused on the present and future, emphasizing conscious thoughts and behaviors, while Psychodynamic Theory delves into the past and unconscious processes.
2. CBT is generally more structured and time-limited, whereas psychodynamic therapy tends to be longer-term and less structured.
3. CBT relies on empirical research and evidence-based practices, while psychodynamic therapy is less empirically supported.

Application in Nursing Practice:
In nursing practice, CBT can be a valuable tool for addressing immediate mental health issues such as anxiety and depression. For instance, a nurse working with a patient experiencing panic attacks can use CBT techniques to help the patient identify and challenge negative thought patterns in the moment, enabling them to manage their symptoms effectively.

On the other hand, psychodynamic theory can be useful in gaining insight into patients’ deep-seated emotional issues, particularly in long-term therapy. For example, a nurse may use psychodynamic techniques to help a patient explore the root causes of their chronic self-esteem issues, potentially leading to profound personal growth and self-awareness.

Critiques and Disagreements:
One potential critique of CBT is that it may oversimplify complex psychological issues by focusing solely on thoughts and behaviors, potentially neglecting the role of unconscious processes. Conversely, psychodynamic therapy’s emphasis on the unconscious may be criticized for lacking empirical support and being less suitable for individuals seeking quick symptom relief.

Conclusion:
In summary, CBT and Psychodynamic Theory are two distinct mental health theories with their own historical backgrounds, major concepts, and applications in nursing practice. While both have their merits and limitations, they can complement each other in providing comprehensive care to individuals with mental health challenges. It is crucial for nurses to be knowledgeable about these theories to tailor their interventions effectively to meet the unique needs of their patients.

Mary admires the NIH-funded work of her postdoctoral advisor, Henryk, who pioneers research on alternative treatments for fever due to infectious diseases.

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Original Work, No Plagiarism, Cite and Reference

Mary admires the NIH-funded work of her postdoctoral advisor, Henryk, who pioneers research on alternative treatments for fever due to infectious diseases. Mary is one of many co-workers who has assisted Henryk in compiling the most comprehensive database ever assembled, tracking many different infectious agents, species of animals, and different interventions and their outcomes. Henryk’s interpretation of this rich dataset suggests that some “alternative medicines” are highly effective in certain species, but have no therapeutic value in others. He is completing his analysis and interpretation, and is preparing a manuscript for submission. Mary will be a co-author because of her part in collecting data for the study.

Mary is preparing to seek an Assistant Professor position and wants to build on her postdoctoral work.  She asks Henryk for permission to use the dataset to develop her own project. However, she plans to use a different methodology for analysis and interpretation of the dataset to address a different aspect of the outcomes of treatment. At that point, she will develop a career development proposal to submit to the NIH.

Henryk is unwilling to share the entire dataset prior to publishing his interpretation of these data. However, Mary has access to the database as part of her current project, and therefore she decides that it is ethical for her to look more closely at the data. Mary spends quite a lot of time looking at the data and Henryk’s analysis, and realizes that he has excluded specific datapoints that impact his interpretation. Henryk’s draft manuscript carefully justifies the exclusion of these data in the methods section so that there is no issue with data falsification.

Mary realizes that if she includes these datapoints, an entirely new understanding of therapies to treat fever could emerge. Mary is excited about her impending grant proposal, but is concerned about how to broach the discussion of her use of the data with Henryk.

Discussion Questions

1. Must Henryk share his database with Mary before publication? After publication? Must he share it with others, outside his lab, and if so, when?

2. Who owns the database at this point: Henryk? The institution? NIH? The public?

3. Why is sharing a dataset beneficial to the person who collected it? How is it potentially risky?

4. Is Henryk obligated to document how datapoints were included or excluded in the methods section of his paper?

 

1. Must Henryk share his database with Mary before publication? After publication? Must he share it with others, outside his lab, and if so, when?

Henryk is not obligated to share his entire database with Mary before publication. In research, it is common for data to be closely guarded until the primary investigator has the opportunity to analyze, interpret, and publish their findings. This helps protect their intellectual property and the significant effort they invested in data collection and analysis. After publication, Henryk may choose to share the dataset with others, including Mary, in accordance with the policies of his institution and any relevant funding agencies like the NIH. Sharing data after publication can promote transparency, reproducibility, and further research in the field. The timing and conditions of data sharing should be negotiated among the parties involved, keeping ethical and legal considerations in mind.

2. Who owns the database at this point: Henryk? The institution? NIH? The public?

The ownership of the database depends on the agreements and policies in place at Henryk’s institution and any funding agencies involved. Typically, the primary ownership of research data lies with the institution where the research was conducted. However, it’s important to note that the NIH may have specific data sharing policies for projects it funded. In many cases, research institutions have policies that allow the primary investigator (Henryk, in this case) to retain control of the data for a period of time, after which they may be required to share it with the public or other researchers. Ownership and sharing rights should be clarified in research contracts, grant agreements, and institutional policies.

3. Why is sharing a dataset beneficial to the person who collected it? How is it potentially risky?

Sharing a dataset can be beneficial to the person who collected it in several ways:

– **Promoting Collaboration:** Sharing data allows for collaboration with other researchers, which can lead to new insights, increased citations, and a broader impact for the research.

– **Validation and Verification:** Sharing data allows others to validate and verify the findings, increasing the credibility and reliability of the research.

– **Resource Maximization:** Sharing data can prevent duplication of efforts, as other researchers can build on the existing dataset rather than starting from scratch.

– **Ethical Responsibility:** Many funding agencies and institutions require data sharing as part of responsible research practices.

However, sharing data also comes with potential risks, including:

– **Loss of Control:** Sharing data may result in the loss of control over how the data is used and potentially misused by others.

– **Priority and Competition:** Sharing data may lead to other researchers publishing findings similar to or ahead of the original data collector, potentially impacting their career or recognition.

– **Data Privacy and Ethical Concerns:** Sharing data may involve sensitive or confidential information, and protecting privacy and ethical considerations is crucial.

– **Data Misinterpretation:** Other researchers may misinterpret or misuse the data, leading to misunderstandings or even erroneous conclusions.

Balancing the benefits and risks of data sharing requires careful consideration and adherence to ethical and legal guidelines.

4. Is Henryk obligated to document how datapoints were included or excluded in the methods section of his paper?

Yes, Henryk is obligated to document how datapoints were included or excluded in the methods section of his paper. Transparent and accurate reporting of methods is a fundamental ethical principle in scientific research. This documentation allows readers to understand how data were collected, processed, and analyzed, ensuring the research’s reproducibility and reliability. If specific datapoints were excluded from the analysis, Henryk should provide a clear and justified explanation in the methods section, detailing the criteria for exclusion and any potential impact on the results. This transparency is essential for the peer-review process, and it helps ensure the integrity of the research findings.