Read the instructions carefully and make sure that you review the rubrics before submitting an assignment. 

Create a PowerPoint Presentation as a group on the following topic:- 

Sports classes should become mandatory for everybody. 

–  PowerPoint Presentation
.  Each group has three members and each one of you will present your part.  Make sure that you type all of your members’ names on the first slide. Use in-text citations following an APA 7th edition format. 

– The PowerPoint (PPT) should not have complete sentences. Use bullets.

– Presentation should be clear in speech and convincing.

-Include pictures and a video (60 Sec)  

– Reference page should be included with a minimum of five references.

Attached is the essay and the document with the rubrics.

PLEASE FOLLOW THE INSTRUCTIONS BELOW

ZERO PLAGIARISM

4 REFERENCES

Develop effective documentation skills for group therapy sessions *

Develop diagnoses for clients receiving group psychotherapy *

Evaluate the efficacy of cognitive behavioral therapy for groups *

Analyze legal and ethical implications of counseling clients with psychiatric disorders *

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.

Select two clients you observed or counseled this week during a group therapy session. Note: The two clients you select must have attended the same group session.

Then, in your Practicum Journal, address the following:

Using the Group Therapy Progress Note in this week’s Learning Resources, document the group session.

Describe each client (without violating HIPAA regulations), and identify any pertinent history or medical information, including prescribed medications.

Using the DSM-5, explain and justify your diagnosis for each client.

Explain whether cognitive behavioral therapy would be effective with this group. Include expected outcomes based on this therapeutic approach.

Explain any legal and/or ethical implications related to counseling each client.

Support your approach with evidence-based literature.

Overview: All students will read the following HPE case study related to discerning between research and non-research during program implementation. There are many blurred lines between research and evaluation, so careful consideration of research and non-research activity is essential to ensure ethical practices are carried out at the onset of the program implementation and evaluation process.

Case Study: The CDC funded 5 health departments to develop programs to provide HIV prevention and referral services to HIV-infected persons. The project objectives included increasing the proportion of HIV-infected persons who know their HIV serostatus as early as possible after infection, providing HIV prevention services to infected persons to reduce the risk of transmission to others, and assisting HIV-infected persons in accessing medical and other needed services. Grantees were encouraged to tailor their interventions to local circumstances, and the funding supported local evaluations of the effectiveness of the interventions in each site.

The grantees provided an array of services to a mix of target populations based on their location. The CDC’s perspective was that the primary intent of the program was to provide services targeted to local community needs, and the primary intent of the evaluations was to improve those services. Thus, the project was deemed to represent non-research by the CDC. However, it was anticipated that, as a secondary benefit, the projects also would provide information—or lessons learned—that might be useful elsewhere.

Although the CDC did not consider the evaluation component of the program to constitute research, some participating health departments differed in this assessment and sought institutional review board (IRB) oversight. At sites where local IRB review was invoked, implementation was delayed up to 1 year. Confusion over whether the program constituted human subjects research resulted in the loss of formative pilot data at 1 site when a local IRB determined that appropriate approvals were not in place. Also read: HIV Rates in Black Men

Assignment: After reading the case study, write a discussion that addresses the following:

· What are the potential ethical considerations in this scenario? What are the main risks for participants in the program?

· Explain the unintended consequences that may occur from the participants’ perspective if the evaluation of the program is deemed research and informed consent is obtained? How might this change impact the participants’ behaviors, attitudes, and/or trust in the program?

· What are the unintended consequences of labeling this evaluation as non-research? How might this impact the program or future programming?

· Which entity was correct in their assessment of the evaluation’s research status (i.e. was this research or non-research)?

Discussion

Adversity and Depression Treatment Disparities

Discussion related to early life adversity’s impact on the development of depression in later life. Student will research methods to improve treatment disparities among children and young adults who experience early adversity. 

Read Stern, K. R. & Thayer, Z. M. (2019). Adversity in childhood and young adulthood predicts young adult depression. This is Module 8.

Research on your own to uncover methods to improve statistics found in the attached literature. Post for your peers what you find that could be useful to close the gap and offer potential improvement in the treatment disparity of adversity and its impact on development of depression.

For the Discussion (Include the corresponding number below as you respond in your initial post):

1. What did you take from the literature attached to the discussion board?

2. What literature did you find on your own that might be helpful for this population?

3. What resources and tools would you need to help implement helpful interventions in the primary care setting?