4.2 Assignment: Motivation, Satisfaction, and Performance

 

Getting Started

In this assignment, you will develop a template discussing Daniel Pink’s theories of motivations about what motivates, satisfies, and increases the performance of followers. Many of the organizations appearing in Fortune magazine’s “The 100 Best Companies to Work For” also do well when compared to the S&P 500 Index. The best leaders may be those who can motivate workers to perform at a higher level while maintaining an equally high level of employee engagement and job satisfaction (Hughes, Ginnett, & Curphy, 2019, p. 340).

Upon successful completion of this assignment, you will be able to:

• Create an ethical strategy and standard for communication during change.
• Identify team dysfunctions and develop appropriate interventions to drive enhanced organizational performance.
• Differentiate appropriate interventions for organizational challenges.

Resources

• Textbook: Leadership: Enhancing the Lessons of Experience
• Article: Five Questions About Motivation with Daniel Pink
• Video: Daniel Pink – Motivation
• File: Pink Analysis Template

Background Information

Many companies state something to the effect of, “Our people are our most important resource.” Yet disengaged employees are costly to an organization in terms of both productivity and morale. Productivity loss due to disengaged employees is estimated to be 34% of each disengaged employee’s annual salary.  

According to Gallup, disengaged employees have 37% higher absenteeism, 18% lower productivity, and 15% lower profitability. When that translates into dollars, that is $3,400 for every $10,000 they make. Motivational theorists over the years have developed numerous theories that fit into five major motivational approaches, each hoping to provide managers with the basis for strategies to improve employee motivation. By understanding where employees place on the motivational continuum, managers and leaders can develop change and communication strategies to address individual motivational needs for each of their employees

For more insight into addressing disengaged employees, read “How Much are Your Disengaged Employees Costing You?“

Instructions

1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Read Chapter 9 of our textbook, including all Profiles and Highlights for added perspective on the chapter’s content.
3. Read the article “Five Question about Motivation With Daniel Pink“.
4. Watch the video Daniel Pink – Motivation for an additional perspective on Daniel Pink’s theories of motivation.
5. Complete the Pink Analysis Template. Analyze either your current job or the job of one of your direct reports for each of Pink’s three categories (Autonomy, Mastery, and Meaning). 
6. For each of Pink’s three categories, list the current state of the job.
7. Then describe what the job would look like in the desired state. 
8. For each fundamental need, list two action steps that can be taken to close the gap between the current state and the desired state.
9. Your template should be 400–500 words in length. Use proper spelling, grammar, and APA style for any sources cited. For questions on APA style, go to OCLS APA Writing Styles Guides.
10. When you have completed your assignment, save a copy for yourself and submit a copy to your instructor by the end of the workshop.

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4.3 Assignment: Groups and Teams

Getting Started

In this assignment, you will explore the leader’s role and responsibilities in developing effective group work and teamwork. You will learn about the nature of groups, group roles and norms, and how to achieve group cohesion. You will also become familiar with the theories underlying effective teamwork in organizations, including the ever-increasing use of virtual teams in a diverse and geographically dispersed organizational environment.

This assignment uses a minicase, “Integrating Teams at Hernandez and Associates,” to apply what you have learned in a real-world situation.

Upon successful completion of this assignment, you will be able to:

• Identify team dysfunctions and develop appropriate interventions to drive enhanced organizational performance. 

Resources

• Textbook: Leadership: Enhancing the Lessons of Experience

Background Information

In the introductory comments to Chapter 11, “Groups, Teams, and Their Leadership,” the authors of the Leadership: Enhancing the Lessons of Experience text write:

Certainly, leaders need to understand some things about themselves. Their skills, abilities, values, motives, and desires are important considerations in determining their leadership style and preferences. Leaders also need to understand, as much as possible, the same characteristics of their followers. But if you could know characteristics of both yourself and each of your followers, that would still not be enough. This is because groups and teams are different than solely the skills, abilities, values, and motives of those who compose them. Groups and teams have their own special characteristics. (Hughes, Ginnett, & Curphy, 2019, p. 424)

This assignment incorporates what you learn in Chapter 11 of the Hughes, Ginnett, and Curphy’s (2019) text and applies those lessons to a case study.

Instructions

1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Read Chapter 11 of our textbook, including all Profiles and Highlights for added perspective on the chapter’s content.
3. Read the minicase at the end of Chapter 11, “Integrating Teams at Hernandez and Associates.”
4. Write a paper in response to the two questions listed below, with a minimum of six citations from the assigned reading (not the case) in Hughes, Ginnett, and Curphy (2019). (Note: It is not necessary to do any outside research beyond the information in the minicase and the assigned reading.)
5. Make certain that you utilize the Team Leadership Model (TLM) to respond to Question (a)(i) below.   
6. Provide a detailed explanation for your evaluation that demonstrates clear, insightful critical thinking.
   1. Like many leaders, Marco has a team in place and does not have the luxury of building a new team to adapt to the changing business environment his firm now faces. Use the TLM to help Marco diagnose the problems faced by the firm and identify leverage points for change.
      1. Consider the major functions of the TLM—input, process, and output. Where do most of the firm’s challenges fall?
      2. What are the team’s goals for outputs?
   2. Identify potential resources and tools from the content in Chapter 11 of Leadership: Enhancing the Lessons of Experience that Marco and his team could use in assessing term performance and developing a strategy to change the way they conduct business at Hernandez & Associates.
7. Your paper should be 500–600 words in length. Use proper spelling, grammar, and APA style in your paper and for any sources cited. For questions on APA style, go to OCLS APA Writing Styles Guides.
8. When you have completed your assignment, save a copy for yourself and submit a copy to your instructor by the end of the workshop.

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4.4 Discussion: Groups and Teams Rocket Model

  

Getting Started

In this discussion, you will learn the tools to both develop a high-performance team and diagnose team dysfunction. You will learn about each stage of Curphy’s Rocket Model, a simplified model of team effectiveness that is both prescriptive and diagnostic. You will learn about each of the eight components of the Rocket Model and their connection to each of the other Rocket Model elements.

This will be a two-part discussion over two weeks in which you will describe a dysfunctional team situation and analyze which Rocket Model component did not function properly. Your response posts, which will follow in the workshop for next week, will be a review and analysis of dysfunctional team situations described by your classmates.

Upon successful completion of this discussion, you will be able to:

• Integrate the concepts of Curphy’s Rocket Model in the development of high-performance teams.

Resources

• Textbook: Leadership: Enhancing the Lessons of Experience

Background Information

In describing the Rocket Model in Chapter 12, “Skills for Developing Others,” the authors of the Leadership: Enhancing the Lessons of Experience text write, “Building a team can be analogous to building a rocket. Just as rockets operate in different environments…so must teams clearly define the context in which they operate” (Hughes, Ginnett, & Curphy, 2019, p. 482). Curphy’s Rocket Model identifies in sequential order the components of team building which are necessary to insure a high performing team.

This discussion incorporates what you learn in Chapter 12 of Hughes, Ginnett, and Curphy’s text and applies those lessons to a discussion forum post on dysfunctional teams.

Instructions

1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Read Chapter 12 of our textbook, specifically focusing on the Rocket Model in the section titled “Building High-Performance Teams: The Rocket Model,” including Figures 12.2, 12.3, and 12.4.
3. Navigate to the discussion below and discuss the following:
   1. Describe a current or past personal or professional team situation that is or was dysfunctional.
   2. After reviewing the model and reading the description of the eight components of the Rocket Model, identify the Rocket Model component which most likely contributed to the dysfunction. Provide a detailed explanation for your choice that demonstrates clear, insightful critical thinking. 
   3. Identify actions that can be or could have been taken to increase the probability of team success. Provide a detailed explanation for your post which demonstrates clear, insightful critical thinking.
4. Your response to each question above should be one paragraph in length and cite one academic source. 
5. Your initial post response should be 200–300 words in length and is due by the end of the workshop.

Note: Although this activity is designated with 0 points for now, this initial posting is required to earn the full 40 points in Workshop 5.4.

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4.2 Assignment: Skills Development Case

 

 

Getting Started

Understanding the relationship between fixed and variable costs is essential in predicting profitability at varying levels of production and sales. Performing cost-volume-profit analysis is the way accountants analyze this relationship. Part of this process is determining the contribution margin of a particular product.

Upon successful completion of this assignment, you will be able to:

• Explain activity-based costing and how it differs from a traditional costing system.
• Assign costs to cost pools using a first-stage allocation.
• Compute activity rates for cost pools.
• Explain why organizations budget and the processes they use to create budgets.

Resources

• Textbook: Managerial Accounting
• Article: Virtuous Leaders & Organizations

Instructions

1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Read the Skills Development Case S5-2, “Analyzing Cost Behavior and the Impact on Profit,” at the end of Chapter 5 in the textbook.
3. Complete the Skills Development Case S5-2. Submit a one-page document with your response to Case S5-2. Please incorporate the “Virtuous Leaders & Organizations” article perspective into your response.

Abnormal Psychology Case Paper

 (40 points) you will choose, and review ONE case study provided. You will be responsible for reviewing the case and assigning multi-axial diagnoses. You will also be responsible for providing a rationale for the diagnoses, as well as a discussion of rule outs, differential diagnoses, and prognosis. This assignment should be 2-3 pages in length (typed, double-spaced, one-inch margins in APA format)

Case Summary #1

Robin Henderson is a 30-year-old married Caucasian woman with no children who lives in a middle-class urban area with her husband. Robin was referred to a clinical psychologist by her psychiatrist. The psychiatrist has been treating Robin for more than 18 months with primarily anti-depressant medication. During this time, Robin has been hospitalized at least 10 times (one hospitalization lasted 6 months) for treatment of suicidal ideation (and one near lethal attempt) and numerous instances of suicidal gestures, including at least 10 instances of drinking Clorox bleach and self-inflicting multiple cuts and burns. Robin was accompanied by her husband to the first meeting with the clinical psychologist. Her husband stated that both he and the patient’s family considered Robin “too dangerous” to be outside a hospital setting. Consequently, he and her family were seriously discussing the possibility of long-term inpatient care. However, Robin expressed a strong preference for outpatient treatment, although no therapist had agreed to accept Robin as an outpatient client. The clinical psychologist agreed to accept Robin into therapy, if she was committed to working toward behavioral change and stay in treatment for at least 1 year. This agreement also included Robin contracting for safety- agreeing she would not attempt suicide.

Clinical History Robin was raised as an only child. Both her father (who worked as a salesman) and her mother had a history of alcohol abuse and depression. Robin disclosed in therapy that she had experienced severe physical abuse by her mother throughout childhood. When Robin was 5, her father began sexually abusing her. Although the sexual abuse had been non-violent for the first several years, her father’s sexual advances became physically abusive when Robin was about 12 years old. This abuse continued through Robin’s first years of high school. Beginning at age 14, Robin began having difficulties with alcohol abuse and bulimia nervosa. In fact, Robin met her husband at an A.A (Alcoholics Anonymous) meeting while she was attending college. Robin continued to display binge-drinking behavior at an intermittent frequency and often engaged in restricted food intake with consequent eating binges. Despite these behaviors, Robin was able to function well in work and school settings, until the age of 27.

She had earned her college degree and completed 2 years of medical school. However, during her second year of medical school, a classmate that Robin barely knew committed suicide. Robin reported that when she heard of the suicide, she decided to kill herself as well. Robin displayed very little insight as to why the situation had provoked her inclination to kill herself. Within weeks, Robin dropped out of medical school and became severely depressed and actively suicidal. A certain chain of events seemed to precede Robin’s suicidal behavior. This chain began with an interpersonal encounter, usually with her husband, which caused Robin to feel threatened, criticized or unloved (usually with no clear or objective basis for this perception. These feelings were followed by urges to either self-mutilate or kill herself. Robin’s decision to self-mutilate or attempt suicide were often done out of spite- accompanied by the thought, “I’ll show you.” Robin’s self-injurious behaviors appeared to be attention-seeking. Once Robin burned her leg very deeply and filled the area with dirt to convince the doctor that she needed medical attention- she required reconstructive surgery. Although she had been able to function competently in school and at work, Robin’s interpersonal behavior was erratic and unstable; she would quickly and without reason, fluctuate from one extreme to the other. Robin’s behavior was very inconsistent- she would behave appropriately at times, well-mannered and reasonable and at other times she seemed irrational and enraged, often verbally berating her friends. Afterwards she would become worried that she had permanently alienated them. Robin would frantically do something kind for her friends to bring them emotionally closer to her. When friends or family tried to distance themselves from her, Robin would threaten suicide to keep them from leaving her. During treatment, Robin’s husband reported that he could not take her suicidal and erratic behavior any longer. Robin’s husband filed for divorce shortly after her treatment began. Robin began binge drinking and taking illegal pain medication. Robin reported suicidal ideation and feeling of worthlessness. Robin displayed signs of improvement during therapy, but this ended in her 14 months of treatment when she committed suicide by consuming an overdose of prescription medication and alcohol.

Case Summary #2

 At the time of his admission to the psychiatric hospital, Carl Landau was a 19-year-old single African American male. Carl was a college freshman majoring in philosophy who had withdrawn from school because of his incapacitating symptoms and behaviors. He had an 8-year history of emotional and behavioral problems that had become increasingly severe, including excessive washing and showering; ceremonial rituals for dressing and studying; compulsive placement of any objects he handled; grotesque hissing, coughing, and head tossing while eating; and shuffling and wiping his feet while walking.

These behaviors interfered with every aspect of his daily functioning. Carl had steadily deteriorated over the past 2 years. He had isolated himself from his friends and family, refused meals, and neglected his personal appearance. His hair was very long, as he had refused to have it cut in 5 years. He had never shaved or trimmed his beard. When Carl walked, he shuffled and took small steps on his toes while continually looking back, checking and rechecking. On occasion, he would run in place. Carl had withdrawn his left arm completely from his shirt sleeve, as if it was injured and his shirt was a sling.

Seven weeks prior to his admission to the hospital, Carl’s behaviors had become so time-consuming and debilitating that he refused to engage in any personal hygiene for fear that grooming, and cleaning would interfere with his studying. Although Carl had previously showered almost continuously, at this time he did not shower at all. He stopped washing his hair, brushing his teeth and changing his clothes. He left his bedroom infrequently, and he had begun defecating on paper towels and urinating in paper cups while in his bedroom, he would store the waste in the corner of his closet. His eating habits degenerated from eating with the family, to eating in the adjacent room, to eating in his room. In the 2 months prior to his admission, Carl had lost 20 pounds and would only eat late at night, when others were asleep. He felt eating was “barbaric” and his eating rituals consisted of hissing noises, coughs and hacks, and severe head tossing. His food intake had been narrowed to peanut butter, or a combination of ice cream, sugar, cocoa and mayonnaise. Carl did not eat several foods (e.g., cola, beef, and butter) because he felt they contained diseases and germs that were poisonous. In addition, he was preoccupied with the placement of objects. Excessive time was spent ensuring that wastebaskets and curtains were in the proper places. These preoccupations had progressed to tilting of wastebaskets and twisting of curtains, which Carl periodically checked throughout the day. These behaviors were associated with distressing thoughts that he could not get out of his mind, unless he engaged in these actions. Carl reported that some of his rituals while eating was attempts to reduce the probability of being contaminated or poisoned. For example, the loud hissing sounds and coughing before he out the food in his mouth were part of his attempts to exhale all of the air from his system, thereby allowing the food that he swallowed to enter an air-free and sterile environment (his stomach) Carl realized that this was not rational, but was strongly driven by the idea of reducing any chance of contamination. This belief also motivated Carl to stop showering and using the bathroom. Carl feared that he may nick himself while shaving, which would allow contaminants (that might kill him) to enter his body. The placements of objects in a certain way (waste basket, curtains, shirt sleeve) were all methods to protect him and his family from some future catastrophe such as contracting AIDS. The more Carl tried to dismiss these thoughts or resist engaging in a problem behavior, the more distressing his thoughts became.

 Clinical History

 Carl was raised in a very caring family consisting of himself, a younger brother, his mother, and his father who was a minister at a local church. Carl was quiet and withdrawn and only had a few friends. Nevertheless, he did very well in school and was functioning reasonably well until the seventh grade, when he became the object of jokes and ridicule by a group of students in his class. Under their constant harassment, Carl began experiencing emotional distress, and many of his problem behaviors emerged. Although he performed very well academically throughout high school, Carl began to deteriorate to the point that he often missed school and went from having few friends to no friends. Increasingly, Carl started withdrawing to his bedroom to engage in problem behaviors described previously. This marked deterioration in Carl’s behavior prompted his parents to bring him into treatment.

Case Summary #3

Mr. Ben Simpson is a single, unemployed, 44-year-old Caucasian man brought to the emergency room by the police for striking an elderly woman in his apartment building. His chief complaint is, “That damn bitch. She and the rest of them deserved more than that for what they put me through.” The patient has been continuously ill since age 22. During his first year of law school, he gradually became more and more convinced that his classmates were making fun of him. He noticed that they would snort and sneeze whenever he entered the classroom. When a girl he was dating broke off the relationship with him, he believed that she had been “replaced” by a look-alike. He called the police and asked for their help to solve the “kidnapping.” His academic performance in school declined dramatically, and he was asked to leave and seek psychiatric care.

Mr. Simpson got a job as an investment counselor at a bank, which he held for 7 months. However, he was receiving an increasing number of distracting “signals” from co-workers, and he became more and more suspicious and withdrawn. It was at this time that he first reported hearing voices. He was eventually fired and soon thereafter was hospitalized for the first time, at age 24. He has not worked since

Mr. Simpson has been hospitalized 12 times, the longest stay being 8 months. However, in the last 5 years he has been hospitalized only once, for 3 weeks. During the hospitalizations he has received various antipsychotic drugs. Although outpatient medication has been prescribed, he usually stops taking it shortly after leaving the hospital. Aside from twice-yearly lunch meetings with his uncle and his contacts with mental health workers, he is totally isolated socially. He lives on his own and manages his own financial affairs, including a modest inheritance. He reads the Wall Street Journal daily. He cooks and cleans for himself.

Mr. Simpson maintains that his apartment is the center of a large communication system that involves all the major television networks, his neighbors, and apparently hundreds of “actors” in his neighborhood. There are secret cameras in his apartment that carefully monitor all his activities. When he is watching television, many of his minor actions (e.g., going to the bathroom) are soon directly commented on by the announcer. Whenever he goes outside, the “actors” have all been warned to keep him under surveillance. Everyone on the street watches him. His neighbors operate two different “machines”; one is responsible for all his voices, except the “joker.” He is not certain who controls this voice, which “visits” him only occasionally and is very funny. The other voices, which he hears many times each day, are generated by this machine, which he sometimes thinks is directly run by the neighbor whom he attacked. For example, when he is going over his investments, these “harassing” voices constantly tell him which stocks to buy. The other machine he calls “the dream machine.” This machine puts erotic dreams into his head, usually of “black women.”

Mr. Simpson described other unusual experiences. For example, he recently went to a shoe

store 30 miles from his house in the hope of buying some shoes that wouldn’t be “altered.”

However, he soon found out that, like the rest of the shoes he buys, special nails had been

put into the bottom of the shoes to annoy him. He was amazed that his decision concerning

which shoe store to go to must have been known to his “harassers” before he himself knew

it, so that they had time to get the altered shoes made up especially for him. He realizes that

great effort and “millions of dollars” are involved in keeping him under surveillance. He

sometimes thinks this is all part of a large experiment to discover the secret of his “superior

intelligence.”

At the interview, Mr. Simpson is well groomed, and his speech is coherent, and goal directed. His affect is, at most, only mildly blunted. He was initially very angry at being brought in by the police. After several weeks of treatment with an antipsychotic drug that failed to control his psychotic symptoms, he was transferred to a long-term care facility with a plan to arrange a structured living situation for him.

Video Paper Requirements 40 points (select ONE movie and answer all the questions and other information you research to support your answers) The paper must be in APA format.

Personality Disorders

Select one of the following movies and answer the discussion questions that

follow in APA format report.

 Girl Interrupted (1999 Drama; Angelina Jolie, Winona Ryder,

Whoopie Goldberg)

 Fatal Attraction (1987 Thriller/Drama; Glenn Close, Michael

Douglas)

 Natural Born Killers (1994 Thriller/Drama; Woody Harrelson,

Juliette Lewis)

 American Psycho (1999 Drama/Suspense; Christian Bale)

Must answer the following questions in your APA formatted paper.

• Identify the character and the psychological disorder they display.
• Did the movie accurately portray the symptoms of the disorder? Was this an accurate clinical picture? Explain in detail and provide examples from the movie.
• Discuss any inaccuracies and misconceptions perpetrated of the disorder in the Movie. If the disorder was misrepresented explain how this could be misleading to a typical movie-goer?
• How is a personality disorder different from an Axis 1 disorder?

Dissociative Disorders

 Primal Fear (1996 Drama/Suspense; Richard Gere, Edward Norton)

 Me, Myself and Irene (2000 Comedy; Jim Carey, Renee Zellweger)

 Identity (2003 Thriller; John Cusack, Ray Liotta, Amanda Peete)

 Fight Club (1999 Action/Drama; Brad Pitt, Edward Norton)

 Secret window (2004 Thriller; Johnny Depp, John Turturro)

• Identify the character and the psychological disorder they display.
• Did the movie accurately portray the symptoms of the disorder? Was this an accurate clinical picture? Explain in detail and provide examples from the movie.
• Discuss any inaccuracies and misconceptions perpetrated of the disorder in the movie. If the disorder was misrepresented explain how this could be misleading to a typical movie-goer. Many reputable theorists believe DID does not exist. What do you think? Support your though

 

Assignment Content

1. Purpose 
   This assignment provides an opportunity to develop, evaluate, and apply bivariate and multivariate linear regression models.

   Resources: Microsoft Excel®, DAT565_v3_Wk5_Data_File

   Instructions:
   The Excel file for this assignment contains a database with information about the tax assessment value assigned to medical office buildings in a city. The following is a list of the variables in the database:

   • FloorArea: square feet of floor space
   • Offices: number of offices in the building
   • Entrances: number of customer entrances
   • Age: age of the building (years)
   • AssessedValue: tax assessment value (thousands of dollars)
   • Use the data to construct a model that predicts the tax assessment value assigned to medical office buildings with specific characteristics.

   • Construct a scatter plot in Excel with FloorArea as the independent variable and AssessmentValue as the dependent variable. Insert the bivariate linear regression equation and r^2 in your graph. Do you observe a linear relationship between the 2 variables?
   • Use Excel’s Analysis ToolPak to conduct a regression analysis of FloorArea and AssessmentValue. Is FloorArea a significant predictor of AssessmentValue?
   • Construct a scatter plot in Excel with Age as the independent variable and AssessmentValue as the dependent variable. Insert the bivariate linear regression equation and r^2 in your graph. Do you observe a linear relationship between the 2 variables?
   • Use Excel’s Analysis ToolPak to conduct a regression analysis of Age and Assessment Value. Is Age a significant predictor of AssessmentValue?
   • Construct a multiple regression model.
   • Use Excel’s Analysis ToolPak to conduct a regression analysis with AssessmentValue as the dependent variable and FloorArea, Offices, Entrances, and Age as independent variables. What is the overall fit r^2? What is the adjusted r^2?
   • Which predictors are considered significant if we work with α=0.05? Which predictors can be eliminated?
   • What is the final model if we only use FloorArea and Offices as predictors?
   • Suppose our final model is:
   • AssessedValue = 115.9 + 0.26 x FloorArea + 78.34 x Offices
   • What wouldbe the assessed value of a medical office building with a floor area of 3500 sq. ft., 2 offices, that was built 15 years ago? Is this assessed value consistent with what appears in the database?
   • Submit your assignment. 

     Resources

   • Center for Writing Excellence
   • Reference and Citation Generator
   • Grammar Assistance

  

Therapy for Patients With ADHD/ODD

Diego, a 9-year-old third grader, had always been an energetic child with a short attention span. For years, his mother attributed his behaviors to him being “all boy” and assumed it would improve as he grew older. Instead, daily tasks like chores and homework became increasingly overwhelming for Diego, resulting in disruptive behaviors at home and school. After being evaluated by his healthcare provider, Diego was diagnosed with and treated for attention deficit hyperactivity disorder (ADHD).

ADHD is a prevalent disorder for patients across the lifespan, as more than 6 million children (CDC, n.d.) have been diagnosed with the disorder. Further, consider that about 60% of children with ADHD in the United States become adults with ADHD (ADAA, n.d.). Like Diego, individuals of all ages find that symptoms of ADHD can make life challenging. However, when properly diagnosed and treated, patients often respond well to therapies and have positive health outcomes.

This week, as you study ADHD therapies, you examine the assessment and treatment of patients with ADHD. You also explore ethical and legal implications of these therapies.

References:
Centers for Disease Control and Prevention. (n.d.). Data and statistics about ADHD. https://www.cdc.gov/ncbddd/adhd/data.html

Anxiety and Depression Association of America. (n.d.). Adult ADHD (Attention Deficit Hyperactive Disorder). https://adaa.org/understanding-anxiety/related-illnesses/other-related-conditions/adult-adhd

Learning Objectives

Students will:

· Assess patient factors and history to develop personalized therapy plans for patients with ADHD

· Analyze factors that influence pharmacokinetic and pharmacodynamic processes in patients requiring therapy for ADHD

· Synthesize knowledge of providing care to patients presenting for ADHD

· Analyze ethical and legal implications related to prescribing therapy for patients with ADHD

· Identify concepts related to psychopharmacologic treatments and therapy for patients across the lifespan

  

Learning Resources

Required Readings (click to expand/reduce)

Prince, J. B., Wilens, T. E., Spencer, T. J., & Biederman, J. (2016). Stimulants and other medications for ADHD. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 99–112). Elsevier.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

Hodgkins, P., Shaw, M., McCarthy, S., & Sallee, F. R. (2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD: Does composition matter? CNS Drugs, 26(3), 245–268. https://doi.org/10.2165/11599630-000000000-00000

Martin, L. (2020). A 5-question quiz on ADHD. Psychiatric Times. 

https://www.psychiatrictimes.com/view/5-question-quiz-adhd

Medication Resources (click to expand/reduce)

Note: To access the following medications, use the IBM Micromedex resource. Type the name of each medication in the keyword search bar. Be sure to read all sections on the left navigation bar related to each medication’s result page, as this information will be helpful for your review in preparation for your Assignments.

   

· armodafinil

· amphetamine (d)

· amphetamine (d,l)

· atomoxetine

· bupropion

· chlorpromazine

· clonidine

· guanfacine

· haloperidol

· lisdexamfetamine

· methylphenidate (d)

· methylphenidate    (d,l)

· modafinil

· reboxetine

Required Media (click to expand/reduce)

https://cdnfiles.laureate.net/2dett4d/Walden/NURS/6521/05/mm/decision_trees/week_09/index.html

  

Assignment: Assessing and Treating Patients With ADHD

Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. Different people may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults. In your role, as a psychiatric nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for patients across the life span. For this Assignment, you consider how you might assess and treat patients presenting with ADHD.

To prepare for this Assignment:

· Review this week’s Learning Resources, including the Medication Resources indicated for this week.

· Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients with ADHD.

The Assignment: 5 pages

Examine Case Study: A Young Caucasian Girl with ADHD. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.

At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.

Introduction to the case (1 page)

· Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

Decision #1 (1 page)

· Which decision did you select?

· Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

· Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #2 (1 page)

· Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

· Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #3 (1 page)

· Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

· Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Conclusion (1 page)

· Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

NOTE

WORK WITH THIS.

DECISION 1 :BEGIN RITALIN (METHLPHENIDATE) CHEWABLE TABLETS 10 MG ORALLY IN THE MORNING.

DECISION 2: CHANGE TO RITALIN 20MG ORALLY DAILY IN THE MORNING

DECISION 3: MAINTAIN CURRENT DOSE OF RITALIN LA AND RE-EVALUATE IN 4 WKS.