Instructions: Read the Case Study below and discuss the questions that follow: 

Aron, a single father, is raising his daughter on his own.

“Naomi is a good girl, you know?” She does her homework, and she likes hanging out with me. She even laughs at my jokes still, but sometimes I worry that she’s going to become anorexic or something,” he says. “She’s not overly thin or anything, but she just doesn’t eat like I think she should. Breakfast is the toughest time. We end up yelling at each other every morning before school with me running behind her as she heads downstairs and out the front door of our building, and me yelling, ‘Here! At least take this!’ and I stuff a banana or an apple in her backpack, while she yells, ‘Dad, you’re embarrassing me!’ Sometimes I look up, and, oh man, she’s right. Sometimes there are other kids at the corner waiting for the bus and here she is, my sweet little Naomi with her crazy dad grabbing at her backpack! Poor baby, but it drives me crazy that she won’t eat!”

1.      As soon as the nutritionist mentions breakfast, Aron throws his hands up and says, “No, don’t even talk about it, man! Breakfast is like our worst thing! She’s such a picky eater, and mornings are her worst time.” What advice can you offer?

2.      Aron’s income is 25% below the poverty level for the United States. He asks, “How do I find out if Naomi is eligible for reduced-price school lunches?” What might you advise Aron?

3.      As it turns out, Naomi does qualify for reduced-price lunches at her school. However, things don’t go very well. She often comes home from school hungry. Aron, who can find only part-time work 3 nights a week, meets her at the door most days and is distressed, he says, to find that “her stomach is actually growling, and she’s all weak and listless. She’s asked if she can go back to packing a lunch, even though my lunches aren’t very good. Usually, all we have in the cupboard is some pantry food such as peanut butter, saltines, and raisins.” When he asks her why she wants “our lousy lunch stuff,” she says, “Everybody sees who gets the ‘poor kid’ lunches. I get made fun of.” 

Suppose you are the school nurse at Naomi’s school. Brainstorm about ways you might support students like Naomi.

Consider the role and responsibilities of school nurses—on the levels of both the individual child and the family, as well as their influence on their particular educational system and the community at large.

You should research your answer and cite at least one scholarly source when appropriate, and always use quality writing. 

Discussion Question:

Discuss quantitative research and the implications for knowledge generation in healthcare.

Your initial posting should be 250 to 350 words in length and utilize at least one scholarly source other than the textbook. 

HA4110D – Healthcare Planning and Evaluation

Assignment 06: Life Cycles in Healthcare

.READ Chapter 15 of the textbook.

.REVIEW PowerPoint for Chapter 15 of the textbook.

.COMPLETE Chapter 15 exercises of the textbook.

.Use your chosen organization as your main resource for the exercises but seek alternative sources, if needed. For example, your organization may be too new to be able to assess the decline phase.

.Identify each phases listed in the exercises and write a two-page report on how an organization can use the lifecycle information in an attempt to revive the healthcare service or organization.

.Use third person writings do not use “I think” or “in my opinion” keep it factual, third person and follow APA standards a minimum of two references are required.

Strategic Analysis for Healthcare: Concepts and Practical Applications–Vitalsource Bookself-username-crtshhill49@yahoo.com-Password-#magicMAN61

  

Final submission – Phase V (Due by WEEK 13) The final submission is the combination of the other four phases into one paper. You will combine Phase I, Phase II, Phase III, and Phase IV to make Phase V. You are responsible for editing and formatting your paper so that your paper will flow for the reader. This paper will need to be corrected with all the feedback provided from previous papers. Include conclusion and learning experiences from the essentials and from the class. Do not forget to document limitations and implications for future research/practice. 

  

Research Paper Rubric

Integration of Knowledge 12.5% 

The paper demonstrates that the author fully understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas

Topic Focus 12.5% 

The topic is focused narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper, either by the statement of a position or hypothesis

Depth of Discussion 12.5 %

In-depth discussion and elaboration in all sections of the paper.

Cohesiveness 12.5% 

Ties together information from all sources. Paper flows from one issue to the next without the need for headings. Author’s writing demonstrates an understanding of the relationship among material obtained from all sources

Spelling and Grammar 12.5%

Minimal spelling and/or grammar mistakes

Sources 12.5% 

More than 5 current sources, of which at least 3 are peer review journal articles or scholarly books. Sources include both general background sources and specialized sources. Special-interest sources and popular literature and acknowledged as such if they are cited. All web sites utilized are authoritative.

Citations 12.5% 

Cites all data obtained from other sources. APA citation style is used in both text and bibliography

All papers submitted must be in APA format according to the Publication Manual American Psychological Association (APA) (7th ed.). 2020 ISBN: 9781433832154, 1433832151

All written assignments will be submitted via Turnitin for evaluation. Papers submitted with a Similarity Index of greater than 20% will be viewed as an indication of high plagiarism content and subject to receive a grade of zero. 

 I NEED A RESPONSE TO THIS ASSIGNMENT

2 REFERENCES

Gender Dysphoria disorder

The main components of the DSM-5 diagnosis of gender dysphoria include longstanding discomfort with the incongruence between gender identity and external sexual anatomy at birth along with interference with social, school, or other areas of function (APA,2013). Children who have a gender identity or feeling that does not match or correspond with their designated gender (based upon genital anatomy or chromosomes) are referred to as transgender or gender-diverse (TGD) (Rafferty , 2018). Although not really clear how children learn gender, they are ware of differences as an infant, many experiment with expression of roles (Rafferty, 2018). Young (TGD) children may prefer clothing, hairstyles, toys, activities, and playmates that usually are stereotypically considered more appropriate for the opposite sex (Spack et al, 2012).  Studies show demonstration of gender-diverse behaviors and expression are not a choice they reflect an innate preference of the child (APA, 2013).  Strong social pressures to conform to same-sex gender stereotypes may suppress the child’s desire to express, and create the psychological issues related to this topic. Early identification permits psychosocial support for the child or adolescent and their family members and family rejection may have negative consequences for the youth physically and mentally (Ryan et al, 2021). There are many roles for treatment which is loosely defined, such as:

1. Assessing gender identity in the context of the youth’s psychosocial and family milieu and evaluating extent of gender dysphoria
2. Educating about and modeling acceptance of diversity and fluidity in gender and sexuality
3. Addressing the negative impact of gender dysphoria and stigma on mental health alleviating internalized transphobia (ie, fear of gender diversity)
4. Providing support and helping to build the resiliency/coping skills necessary to navigate difficult social, educational, and professional situations (see ‘Associated concerns’ above)
5. Evaluating and treating mental health symptoms or conditions that may diminish self-esteem or impede successful transition (eg, depression, anxiety, substance abuse)
6. Providing support to parents and family members who have difficulty adjusting to the child’s “new” identity
7. Providing information about gender diversity to parents, family members, teachers, schools, and other communities
8. Assisting in the development of a safety plan around disclosure (see ‘Disclosure’ above)
9. Assisting in transition preparation and planning (see “Management of transgender and gender-diverse children and adolescents”, section on ‘Social transition’)
10. RESOURCES – (WPATH, 2021).

Culturally it is noted that “How gender is presented to the outside world (eg, feminine, masculine, androgynous); gender expression does not necessarily correlate with birth-designated gender or gender identity. In addition, gender expression varies across geography, culture, and time. Some individuals may present their gender differently within different environments” ( Rafferty , 2018 , p.142).

References

American Psychiatric Association. Gender dysphoria. In: Diagnostic and Statistical Manual of

Mental Disorders, Fifth Edition, American Psychiatric Association, Arlington, VA 2013.

Rafferty J, COMMITTEE ON PSYCHOSOCIAL ASPECTS OF CHILD AND FAMILY

HEALTH, COMMITTEE ON ADOLESCENCE, SECTION ON LESBIAN, GAY,

 BISEXUAL, AND TRANSGENDER HEALTH AND WELLNESS. Ensuring

Comprehensive Care and Support for Transgender and Gender-Diverse Children and

Adolescents. Pediatrics 2018; 142.

Ryan C, Huebner D, Diaz RM, Sanchez J. Family rejection as a predictor of negative health

 outcomes in white and Latino lesbian, gay, and bisexual young adults. Pediatrics 2009.

 123:346. Retrieved February 10, 2021 from: https://www.uptodate.com/contents/gender-

development-and-clinical-presentation-of-gender-diversity-in-children-and-adolescents?

Spack NP, Edwards-Leeper L, Feldman HA, et al. Children and adolescents with gender identity

disorder referred to a pediatric medical center. Pediatrics 2012; 129:418.

World Professional Association for Transgender Health (WPATH). WPATH Standards of Care

for the Health of Transsexual, Transgender, and Gender Nonconforming People, 7th

 Version. Available at:

www.wpath.org/documents/Standards%20of%20Care_FullBook_1g-1.pdf