Supervision by Sustaining Observation Awareness of Jacob Case Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Supervision by Sustaining Observation Awareness of Jacob Case Paper
Jacob is at risk for suicide since he has shared with me a suicide plan, which includes harming himself with a weapon. The first nursing intervention is to render Jacob close supervision by sustaining observation awareness of Jacob at all times. The rationale for this intervention is that suicide is an impulsive act, which has little warning; hence close supervision is necessary (World Health Organization, 2014).
Effective close supervision for Jacob will include various activities. For instance, few friends will be assigned to accompany him everywhere he goes and in everything he does. I would also make Jacob feel desired by the teachers, department of academic affairs, and the school management body. Including Jacob in the school’s activities and functions will play a significant role.
In addition, I would treat Jacob with respect to show that he is important, hence helping him feel needed. In this manner, Jacob’s risk for suicide or suicidal ideation will be prevented. It is important to note that leaving Jacob alone will quickly aggravate events. Besides, his suicidal situation could go from bad to worse since nobody will be available to stop him.
I will first encourage Jacob to communicate openly about his feelings and assist him in developing alternate strategies for dealing with disappointment, anger, and frustration to gain a degree of stability over his life. Knowing that people can’t think explicitly or reassess their options when they’re in a downturn, advise Jacob to postpone making decisions during his downturn, which is his biology exam failure until alternatives can be considered is appropriate (Aoun et al., 2018).
I will also make him comprehend that his biology exam failure problem is only temporary and available help. Reassurance will help Jacob gain clarity and optimism for the future. I will then contact Jacob’s family members and arrange for family and individual emergencies counselling.
If Jacob is carrying the gun, I will try to emulate subsystem guidelines for suicide intervention and create a relatively secure environment by taking and putting the weapon away far from him. If he keeps it far away, either his friends or relatives are to remove it to provide a safe environment, free of things that could harm him during this time when he is actively suicidal and indecisive.
The universal school-based suicide awareness and education program is an appropriate program that I would develop for the middle school to educate students about coping with stress and how to respond if a friend needs support. Besides, this program can deliver an effective curriculum-based approach to suicide prevention to all the students in school, especially Jacob, who is the most at risk of suicide. This program helps the students to learn how to recognize warning signs of suicide among themselves and others.
The universal school-based suicide awareness and education programs are based on the psychoeducational curriculum and involve multimedia lectures, presentations, interactive activities, classroom discussion, and role-play. The beneficial outcomes are reduced suicide, improved coping skills, increased knowledge about suicide, and increased help-seeking behavior. Hence, this program improves students’ coping mechanisms to address depression and suicidal thoughts.
Studies show that the students that participate in this program report less suicidal ideation and fewer suicide attempts. This program also advocates for events such as Good Behavior Game, which is a program that improves classroom behavior management for the students. It has been proven to enhance positive outcomes in peer relationships and leads to decreased events of later suicide attempts.
Stress is a significant issue of concern among students. Stress management skills are necessary for teachers to guarantee proper health and performance amongst students. Educating programs to deal with stress is an important awareness tool that teachers need to embrace. Studies by the American psychologist association gives more reasons for these steps as students and children demonstrate similar stress prevalence like adults.
A stress-coping education program will involve teaching the teachers and the students how to identify stress through a PHQ-9 questionnaire, elucidate the causes of stress, and the immediate psychological counseling technique before referral to a specialist. A stress management education program begins with the identification of stress. It is important to note that the children may not manifest the typical characteristics of adults. However, the tutors should be aware of the irritability unproportionate with gestation, social withdrawal, anhedonia, and deterioration in the performance as some of the critical manifestations (Sorenson & Richards, 2017).
The components of the PHQ-9 questionnaires should be well explained to pick out the maladaptive cases that warrant a depression-based management, prompting consultation from a psychologist or a psychiatrist.
The second phase of the program entails identifying the most vulnerable students. This includes those from poor socio-economic backgrounds, and the disabled are those with previous abuse. In sum, a stress-coping education program will involve teaching the teachers and the students how to identify stress through a PHQ-9 questionnaire.
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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