Psychology Assignment Custom Writng
4-5 Page Paper DUE 10.8.2020 | 2025 Custom Writing
2-3 Page paper in 1st personPsychology/social workDetails will be given upon acceptance of task.
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Psychology Assignment Custom Writng
Ethnographic interview paper | 2025 Custom Writing
Key Performance IndicatorAssignment: Ethnographic Interview Paper PYCL 632 Required KPI Assignment: Ethnographic Interview Paper(20 points) For the ethnographic interview students are asked to interview a person who is culturally different from you (e.g.,age, race/ethnic background, socioeconomic and/or occupationalstatus,ability,etc.). The interview will be conducted in a specific format. Students are to prepare a set of questions that would fall under the broad content areas stated below prior to meeting with the interviewee. During the interview, Generated: 9/25/2020 Page 14 of 25 keep notes that will be useful in writing the final 7 to 10-page paper about the interviewing experience. The paper must be written inAPA style and format (i.e., title page,abstract,etc.)?and have at least 3 scholarly sources (no older than 10 years) to support your writing. Scholarly sources are journals and books, no websites or brochures. The following broad content areas must be addressed during the interview. In writing your paper, please organize it using these broad content areas as major headings and using your interview questions as subheadings under these areas. The broad content areas to cover are: 1. Demographic information of the interviewee (e.g.,age, gender, SES,ethnicity,etc.) 2. Background (e.g., place of birth,childhood and experiences growing up,education, work, marriage, children, religion,etc.) 3. Cultural identity [e.g., with which culture interviewee identifies, what are the characteristics of his/her culture, norms, worldview (from the perspective of your interviewee); when and why cultural identity became important – or not] 4. Positive and damaging lived experiences from belonging to this group (from the interviewee’s point of view, including stereotypes,cultural pride,etc.) 5. Benefits and barriers of belonging to this group in relation to the dominant culture. 6. Other (areas and questions that student interviewer may deem important to cover). In writing the final paper, in addition to summarizing the information gathered during the interview by addressing the broad content areas above, reflect on the following 4 areas and create headings in the paper to address them. Also don’t forget to add a formal introduction and conclusion to the final paper. 1. Reflect on what you learned as a result of interviewing this individual. Specifically, what are the differences in acculturation and values between you (the counselor) and the?interviewee (the client)? 2. Reflect on your own biases, prejudices,and racist attitudes existing before the interview and how they might have or have not changed as a result of interviewing this individual. What challenges would you face in counseling this individual? 3. Discuss your plan to advocate for and support this individual/group of individuals given what you learned about the interviewee’s challenges, damaging experiences, and limitations within our society. 4. Discuss specific culturally-adaptive interventions that are recommended when working with this group of individuals (support this with scholarly findings in the literature). A rubric for this assignment can be found at the end of the syllabus.Required Ethnographic Interview Paper Key Performance Indicator Assignment Rubric The “Ethnographic Interview Paper” assignment is used as a Key Performance Indicator for the common core area of “Social and Cultural Diversity.” Criterion Not Met = 0 points Met =2 points Exceeded = 2.5 points Points 1. Demographic, Background, and Cultural Identity Information of the Interviewee (2.5 points max) Student did not include any information about the interviewee. Student included some information about the interviewee but not all required fields. Student included all required information about the interviewee, including demographic, background, and cultural identity information. Generated: 9/25/2020 Page 21 of 25 2. Positive and Damaging Lived Experiences (2.5 points max) Student did not discuss positive and damaging lived experiences of the interviewee. Student discussed positive or damaging lived experiences of the interviewee, but not both. Student discussed positive and damaging lived experiences of the interviewee. Student asked additional questions related to this content area to gain a broader understanding of the lived experiences of the interviewee. 3. Benefits and Barriers of Belonging to this Cultural Group (2.5 points max) [2. F. 2. e.] Student did not discuss benefits and barriers faced by the interviewee due to belonging to his/her cultural group. Student discussed benefits or barriers faced by the interviewee due to belonging to his/her cultural group, but not both. Student discussed benefits and barriers faced by the interviewee due to belonging to his/her cultural group. Student asked additional questions related to this content area to gain a broader understanding of the benefits and barriers faced by the interviewee. 4. Reflection on Lessons Learned (2.5 points max) [2. F. 2. f.] [2. F. 2. g] Student did not discuss lessons learned as a result of this interview. Student discussed some lessons learned as a result of this interview. Student discussed lessons learned as a result of this interview. Student reflected on the differences in acculturation and values between self and the interviewee. 5. Reflection on Biases (2.5 points max) [2. F. 2. f.] [2. F. 2. g] Student did not reflect on his/her own biases, prejudices, and racist attitudes existing before the interview. Student reflected on his/her own biases, prejudices, and racist attitudes existing before the interview, and on how they might have (or not) changed as a result of interviewing this individual. Student reflected on his/her own biases, prejudices, and racist attitudes existing before the interview, and on how they might have (or not) changed as a result of interviewing this individual. Student reflected on the challenges he/she might encounter if counseling this individual. 6. Advocacy Plan (2.5 points max) [2. F. 2. a.] [2. F. 2. e.] Student did not include a plan to advocate for and support the interviewee and their cultural group. Student included a plan to advocate for and support the interviewee or their cultural group, but not both. Student included a plan to advocate for and support both the interviewee and their cultural group. Generated: 9/25/2020 Page 22 of 25 7. Culturally Adaptive Interventions (2.5 points max) [2. F. 2. c.] Student did not discuss culturally adaptive interventions that are appropriate when working with the interviewee’s cultural group. Student discussed culturally-adaptive interventions that are appropriate to use when working with the interviewee’s cultural group. Student discussed culturally adaptive interventions that are appropriate to use when working with the interviewee’s cultural group. Student used at least three scholarly references from the literature to support the use of these interventions. 8. Formatting, APA Style, and Sources (2.5 points max) Student’s paper did not include proper APA style of writing or outside sources Student’s paper followed some of the APA style of writing and included 3 scholarly sources. Student’s paper included proper APA style. More than 5 additional current and relevant scholarly sources were cited.
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Psychology Assignment Custom Writng
“What do I do if Someone Plagiarizes MY Work?” | 2025 Custom Writing
Week #5 Discussion: “What do I do if Someone Plagiarizes MY Work?”Assignment:1) Read the following article: Alaimo, C. (2014, 2015). UA professor plagiarized student’s work, school finds.https://tucson.com/news/local/education/college/ua-professor-plagiarized-students-work-school-finds/article_a812bb66-6383-511b-b7a3-22289eabf237.html (Links to an external site.)(Links to an external site.)2) How do you think you respond if a professor stole your work? Why?
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Psychology Assignment Custom Writng
Skill set 1 | 2025 Custom Writing
Exploring Popular AssumptionsGive one example of a ‘folk-psychology’ claim that was not discussed in section this week. This can be something you have heard in your life, or one that you find on the Internet or popular media. Explain why this claim is pseudoscientific, and not scientific.Identifying Bias in Scientific ReportingAfter discussing bias in class and lab this week, find a news article (about something scientific) that includes an example of one type of bias.Answer the following:a) Give the title and a link to the article you read.b) Definition of the type of bias you identified.c) Description of the example you found in a recent scientific news article.d) Explain why this kind of bias is problematic.d) Give a few possible ways that this bias could have been mitigated in your given example.
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Psychology Assignment Custom Writng
MILITARY DEATHS | 2025 Custom Writing
The intention essay papers to establish as possible solutions to real problems in today’s military.The essay area of concern (AOC) isSUICIDE.Essay needs to provide answers two questions below: in APA format with three or four easy to find references.Does the Navy (or military) provide enough support for personnel to seek mental health/wellbeing help, why or why not?What factors would inhibit service members from seeking help and how can these factors be addressed and removed?
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Psychology Assignment Custom Writng
FOR NICOHWILLIAM ONLY WK 3 Q1 | 2025 Custom Writing
Question #1 Review the Trauma Case Study. Does Maryam demonstrate diagnostic criteria for Posttraumatic Stress Disorder or Acute Stress Disorder? Justify your answer.Trauma Case StudyReason for ReferralMaryam is a 17-year-old Caucasian female university student who was referred to your agency by her physician Dr. Jaffee. Maryam presented in her doctor’s office complaining of lack of sleep. Dr. Jaffee did not give her medication as Maryam has reported drinking three to four glasses of vodka and orange juice per night to sleep. Dr. Jaffee’s report indicates the patient is sleeping 2-4 hours per night and often awakens with nightmares. Blood tests were normal with the exception of slightly elevated liver enzymes. Blood pressure was 130/94. Patient was scheduled for a follow-up appointment in two weeks.Behavioral ObservationsMaryam arrived on time for her appointment. She was driven to the appointment by her university roommate. The client appeared anxious, had circles under her eyes, and was tearful during the intake. Maryam was oriented to time, place, and person. Client vocabulary was above average. Client appeared tired and despondent evidenced by low voice, soft speech, and flat affect.Presenting ProblemMaryam states “I can’t drive a car. I am too afraid that someone will hit me or I will hit someone else. I can’t sleep so I don’t get up to go to class in the morning.” Client states, “I am afraid to drive.” She goes on to state, “I made such a horrible mistake; I don’t deserve to live. I am so stupid.”Client states that she was involved in a three car accident two months ago. Client reports one person was critically injured and the other was treated and released at the hospital. Client reports she received a citation, as she turned in front of two oncoming cars at a red light.Support SystemClient reports that she lives in student housing on the campus of a local university. She has one roommate who brought her to today’s appointment.Legal: Client is facing legal problems due to the accident.Family Support: Maryam’s family lives out of state. She has no relatives that live locally.
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Psychology Assignment Custom Writng
PSY110 Learning Styles and Motivation Reflection | 2025 Custom Writing
Please read carefully to answer all questions and follow requirements for minimum words per question.1. After reading the section, “Discovering Your Learning Styles” in Ch. 1 of P.O.W.E.R. Learning and taking the Connect quiz, answer the following in 50 to 175 words: What is your preferred receptive learning style? Do you agree or disagree with the results? What tips does the textbook offer to help you study better or learn new skills at work?2. After reading Ch. 8 of P.O.W.E.R. Learning, answer the following in 50 to 175 words: What strategies can you use to make good decisions and problem solve in your personal life, at school, at work, finding a job, buying a car, etc.?3. Based on information in Carol Dweck’s video, how can understanding growth and fixed mindsets impact your learning? Respond in 50 to 175 words by providing details and examples of what you can do in your daily studies. (If you would like additional information on these terms, feel free to read the Week 2 Electronic Reserve Readings.)https://portal.phoenix.edu/medialibrary/videodetails.02-VIDEO-569445e8357d188fc252934a.html
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Psychology Assignment Custom Writng
Tests and Measurements | 2025 Custom Writing
Posting for Dr Candice_2547InstructionsIn 2002, Boholst constructed a Life Position Scale for the purpose of finishing his dissertation. The construct life position was one of the variables he studied in his doctoral dissertation titled, The Influence of Life Scripts and Life Positions on Psychopathology and Positive Mental Health: A Structural Equation Modeling. He had to construct this scale because there was no available one at the time. In 2005, he and two other authors wrote another article that found modest correlations between Life Positions and Attachment Styles—validating the scale by establishing the relationship between life positions and a variable that was theoretically argued to have conceptual parallels or to be “similar” with it. In 2012, Isgor and two other authors translated the Life Position Scale into Turkish and established its reliability and validity.This is often a realistic scenario where a tool slowly attains credibility by a gradual validation process across the years—often by different authors. For example, in 2004, Weisner wrote his doctoral dissertation in the University of North Texas on the relationship between Affective Traits and Life Positions. Hadzi-Pesic and others more recently (2014) validated the Life Position Scale and found correlations with alcohol addicts’ personality.For this task, write a paper that addresses the following:Discuss the different types of validity that have been employed—whether implicitly or explicitly to validate the life position scale. It is ideal therefore to read articles in chronological order starting with the A Life Position Scale, Life Positions and Attachment: A Canonical Correlation Analysis, and Life Positions Scale Language Equivalence, Reliability and Validity Analysis.Length: 7-10 pages, not including title and reference pagesAll references MUST be scholarly and peer-reviewedYour assignment should demonstrate thoughtful consideration of the ideas and concepts by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.Due: October 4, 2018 by 4pm EST
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Psychology Assignment Custom Writng
Etiology and Treatment | 2025 Custom Writing
LASA: Etiology and TreatmentIn M3 Assignment 2 RA, you reviewed a case study about Jessica, made primary and secondary diagnoses, and identified differential diagnoses for each principal and secondary diagnosis. The skills you developed and the feedback you received after completing this required assignment, will significantly help you in completing the following LASA. For example, both assignments (RA and LASA), require you to complete similar tasks such as identifying the principal and secondary diagnoses, providing rationale for the diagnoses, and offering differential (alternative) diagnoses.In this assignment, you will discuss the etiology and treatment of your principal and secondary diagnoses for the following case study using a minimum of five peer-reviewed sources on etiology and a minimum of five peer-reviewed sources on treatment. Your paper should have separate sections for the etiology of each principal and secondary diagnosis, therapeutic modalities for each principal and secondary diagnosis, justification of the selected therapeutic modalities for the disorders, application of the treatment for the disorders, and a reference page for your sources. Your citations and references should be in APA style, and your paper should be 8–10 pages in length.Clickhereto read the second case study (Psychological Evaluation for Homer Brine).Once you read the case, complete the following tasks:Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis.Describe multiple elements of the etiology for the principal and secondary diagnoses. Explain how the etiology contributed to each (principal and secondary) diagnosis.Identify a specific therapeutic modality for each principal and secondary diagnosis.Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study.Identify at least one differential (alternate) diagnosis for the principal and secondary diagnoses.Discuss key cultural factors that may influence diagnosis and treatment.Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation. Include citations in text and at the end of the document in the correct APA format.Submission Details:By the due date assigned, save your diagnoses as M5_A2_Lastname_Firstname.doc and submit the document to the Submissions Area.LASA is worth 300 points and will be graded according to the following rubric.Because this assignment is worth 30% of your overall grade in the course, it is particularly important to view the rubric for additional clarity on the requirements and point values for each component of the assignment.Assignment Component Proficient Maximum Points Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis. Identifies at least one principal and one secondary diagnosis that are rationally linked to the case provided. Provides detailed information about how diagnoses were reached and how the client’s symptoms fit the diagnostic criteria. Evidence is presented in a logical manner that builds a solid case which supports diagnostic impressions. 48 Describe multiple elements of the etiology for the principal and secondary diagnoses. Explain how the etiology contributed to each (principal & secondary) diagnosis. Presents a clear understanding of the possible origins of the principal and secondary diagnoses. Demonstrates ability to integrate and conceptualize all of the information presented. Clearly states how the diagnoses/ presenting issue began (ETIOLOGY) and what may be maintaining them. 48 Identify a specific therapeutic modality for each principal and secondary diagnoses. Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client. 48 Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study. Demonstrates a clear application of the selected therapeutic modality for treatment of the principal and secondary diagnoses of the person in the vignette. 48 Identify at least one differential (alternate) diagnosis for the primary and secondary diagnosis. Clearly discusses other diagnoses (differential diagnoses) that were ruled-out as well as specific reasons for eliminating these diagnoses. 32 Discussed key cultural factors that may influence diagnosis and treatment. Describes cultural factors that may influence the diagnoses and identifies cultural issues that may require additional exploration. Outlines how the cultural factors influence treatment options. 48 Academic Writing Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.Citations in text and at the end of the document are in correct APA format. Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.Citations in text and at the end of the document are in correct APA format. 28 Total: 300 Due DateOct 8, 2018 11:59 PM Hide RubricsRubric Name: FP6005_M5A2_Grading_RubricThis table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaMaximum PointsGR1 Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis.48 points/ 48GR2 Describe multiple elements of the etiology for the principal and secondary diagnoses. Explain how the etiology contributed to each (principal & secondary) diagnosis.48 points/ 48GR3 Identify a specific therapeutic modality for each principal and secondary diagnoses.48 points/ 48GR4 Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study.48 points/ 48GR5 Clearly discusses other diagnoses (differential diagnoses) that were ruled-out as well as specific reasons for eliminating these diagnoses.32 points/ 32GR6 Describes cultural factors that may influence the diagnoses and identifies cultural issues that may require additional exploration. Outlines how the cultural factors influence treatment options.48 points/ 48GR7 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.28 points/ 28Total— / 300Rubric Name: FP6005_M5A2_LASA RubricThis table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.MAFP_PO1_Psychological Theory & PracticeLevel 1 UnsatisfactoryLevel 2 EmergingLevel 3 ProficientLevel 4 ExemplaryC1 Principal & Secondary Diagnosis (PO1).Neglects to identify a principal or secondary diagnosis and neglects to rationally link the diagnosis to the case study.Neglects to identify a principal or secondary diagnosis or neglects to rationally link the diagnosis to the case study.Identifies at least one principal and one secondary diagnosis that are rationally linked to the case provided. Provides detailed information about how diagnoses were reached and how the client’s symptoms fit the diagnostic criteria. Evidence is presented in a logical manner that builds a solid case which supports diagnostic impressions.Identifies one or more principal and secondary diagnoses that are rationally linked to the case provided and supported by references. Provides detailed information about how diagnoses were reached and how the client’s symptoms fit the diagnostic criteria. Evidence is presented in a logical manner that builds a solid case which supports diagnostic impressions.C2 Etiology of Diagnoses (PO1).Either lacks a description of elements of etiology of one or more diagnoses or description is inaccurate and incomplete.Provides a description of elements of etiology of one or more diagnoses but at least one of the descriptions is inaccurate and incomplete.Presents a clear understanding of the possible origins of the principal and secondary diagnoses. Demonstrates ability to integrate and conceptualize all of the information presented. Clearly states how the diagnoses/ presenting issue began (ETIOLOGY) and what may be maintaining them.Presents a clear understanding of the possible origins of the principal and secondary diagnoses based on empirical research. Demonstrates ability to integrate and conceptualize all of the information presented. Clearly states how the diagnoses/ presenting issue began (ETIOLOGY) and what may be maintaining them.C3 Therapeutic Modality (PO1).Neglects to identify an appropriate therapeutic modality.Identifies a specific therapeutic modality but neglects to articulate how it was appropriate for the diagnoses identified.Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client.Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client and supported by research literature.C4 Therapeutic Modality Txt Application (PO1).Neglects to apply or erroneously applies a therapeutic modality to treat the diagnosis.Identifies a specific therapeutic modality but neglects to articulate how it was appropriate for the diagnoses identified.Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client.Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client and supported by research literature.C5 Differential Diagnosis (PO1).Neglects to identify any alternative diagnosis for either the primary or secondary diagnosis.Identifies one alternative diagnosis, but neglects to articulate rationale for the diagnosis and why it was ruled out.Clearly discusses other diagnoses (differential diagnoses) that were ruled-out as well as specific reasons for eliminating these diagnoses.Clearly discusses other diagnoses (differential diagnoses) that were ruled-out as well as specific reasons for eliminating these diagnoses. Articulates any assessments or additional information to rule out and alternative diagnosis.This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.MAFP_PO5_Multicultural CompetenceLevel 1 UnsatisfactoryLevel 2 EmergingLevel 3 ProficientLevel 4 ExemplaryC6 Cultural Factors (PO5).There was no opinion provided on the defendant’s risk of dangerousness or insanity.The opinion provided was vague and not well connected to the case vignette.Describes cultural factors that may influence the diagnoses and identifies cultural issues that may require additional exploration. Outlines how the cultural factors influence treatment options.Describes cultural factors that may influence the diagnoses and identifies cultural issues that may require additional exploration. Outlines how the cultural factors influence treatment options supported by appropriate research literature.Associated Learning ObjectivesMAFP_PO1_Psychological Theory & PracticeAssessment Method: Score on Criteria – C1 Principal & Secondary Diagnosis (PO1).Required Performance: Level 3 ProficientMAFP_PO1_Psychological Theory & PracticeAssessment Method: Score on Criteria – C2 Etiology of Diagnoses (PO1).Required Performance: Level 3 ProficientMAFP_PO1_Psychological Theory & PracticeAssessment Method: Score on Criteria – C3 Therapeutic Modality (PO1).Required Performance: Level 3 ProficientMAFP_PO1_Psychological Theory & PracticeAssessment Method: Score on Criteria – C5 Differential Diagnosis (PO1).Required Performance: Level 3 ProficientMAFP_PO1_Psychological Theory & PracticeAssessment Method: Score on Criteria – C4 Therapeutic Modality Txt Application (PO1).Required Performance: Level 3 ProficientMAFP_PO5_Multicultural CompetenceAssessment Method: Score on Criteria – C6 Cultural Factors (PO5).Required Performance: Level 3 Proficient
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Psychology Assignment Custom Writng
700 WORD ESSAY | 2025 Custom Writing
Details:Complete your treatment plan template for Eliza based on the previous assignments findings and any feedback received from your instructor. Additionally, write and submit a 700-1,050-word essay that includes the following:The treatment theory you would use and why.A description of how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through the lens of your counseling theory of choice.Include at least three scholarly sources in your paper.Submit the paper and the treatment plan to your instructor.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.This assignment assesses the following programmatic competency: 1.5: Assess a client and provide a justifiable diagnosis.This assignment meets the following CACREP Standards:2.F.5.j. Evidence-based counseling strategies and techniques for prevention and intervention.5.C.2.b. Etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders.5.C.3.b. Techniques and interventions for prevention and treatment of a broad range of mental health issues.This assignment meets the following NASAC Standards:45) Match treatment activities and community resources with prioritized client needs, in a manner consistent with the client’s diagnosis and existing placement criteria.52) Arrange referrals to other professionals, agencies, community programs, or other appropriate resources to meet client needs.55) Evaluate the outcome of the referral.56) Initiate collaboration with referral sources.61) Coordinate all treatment activities with services provided to the client by other resources.62) Summarize the client’s background, treatment plan, recovery progress, and problems inhibiting progress for the purpose of assuring quality of care, gaining feedback, and planning changes in the course of treatment.78) Work with the client to establish realistic, achievable goals consistent with achieving and maintaining recovery
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