Healthcare system comparison

 

1. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:

 

1. Identify one country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.

The identified country for comparison is from the given list.

 

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2. Compare access between the two healthcare systems for children, people who are unemployed, and people who are retired.

The comparison accurately describes access to healthcare systems in both the U.S. and the country chosen in part A1 for children, people who are unemployed, and people who are retired. The comparison logically describes the similarities and differences between access to each of the healthcare systems for all of the given groups of people.

 

1. Discuss coverage for medications in the two healthcare systems.

The discussion of coverage for medications is accurate and relevant to both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

 

1. Determine the requirements to get a referral to see a specialist in the two healthcare systems.

The submission accurately determines the requirements to get a referral to see a specialist for both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

 

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1. Discuss coverage for preexisting conditions in the two healthcare systems.

The discussion of coverage for preexisting conditions is accurate and relevant to both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

 

 

3. Explain two financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).

 

The explanation logically discusses 2 financial implications for the patient in regards to the delivery differences in both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

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Psy 4900 number 1

For this assessment, you will choose a case study and analyze the cultural implications of the situation described. In Assessment 2, you will analyze ethical aspects of the same case. In Assessment 3, you will record a presentation to communicate your research and plan for this case.

Preparation

Complete the following Capella multimedia presentation and select which case you wish to analyze.

• Case Studies.

Use the following resource to identify and address some of the cultural concerns in the case you select.

• Introduction to Hays’s ADDRESSING Model [PDF].​
  • Hays’s ADDRESSING model includes 10 major factors of cultural difference that are most common in the United States. This model is very helpful for recognizing cultural differences and potential bias.

Think of this assessment as a report you would make in a professional context.

• Analyze how the problem described in the case study you selected may unfairly impact members of the populations described in the Introduction to Hays’s ADDRESSING Model document. Initially, you should brainstorm as many such effects as possible that relate to the case you selected.
• When you have developed many entries, combine ideas that are similar.
• Assess each of your remaining entries in terms of importance:
  • In what ways is it inequitable?
  • How great or severe is the effect?
  • How many people may be affected?
• Take care that you do not allow your own biases to minimize your assessments.
• Choose the entry that seems to be of greatest importance on the basis of your evaluation, and elaborate on that aspect for your selected case.

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Instructions

Write a 6–8 page paper in which you examine three main areas as they relate to the specific case you have selected:

• Theory: Application of theory to the specific case.
• Research: Understanding of research methods and application of findings.
• Cultural Competence:Knowledge and application of cultural competency skills.

Theory

1. Select a minimum of two theories that are relevant to the case you chose. The theories should help explain concerns for the client, such as developmental or contextual issues. Analyze how those psychological theories point toward potential solutions for a problem.
   • Of the theories you select, make sure at least one provides a framework for understanding the cultural issues between the individuals in the case.
2. Explain how these theories help us to understand the individual client or patient in the case and how they can direct the professionals in the case to a potential solution.
   • Note that theory can help us understand where the individual (client or patient) is in her development. For example, psychosocial theory would help explain individual development, or ecological systems theory would help explain the impact of environmental interaction on the individual.

Research

1. Select two original research studies that help us understand the situation in the case you selected and potentially lead to interventions in the case.
   • Cite the research studies, using APA style.
2. Explain the research design and methods used in the research studies. What type of research was conducted, who was studied, and how?
3. Describe the researchers’ findings.
4. Next, explain how the findings in the studies relate to the case you selected. How do these findings help us formulate a potential solution or intervention in the case?

Cultural Competence

1. Use a model of cultural competency to explain the competencies needed for working in a culturally diverse environment.
2. Apply those cultural competencies to assist the professional in your case to help resolve a particular culture-related issue.
3. Construct a plan to develop your own professional cultural sensitivity. For this section you may write in first person.
   • Explain how the guidelines you developed for the professional will help guide you in your future work as a professional.
   • Discuss some steps you could take to further your own growth in cultural competencies.

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CASE STUDY BELOW FOR ASSIGNMENTS

Hannah Kennard, High school counselor

Adara Watson, High school student

Hannah and Adara

Hannah, a 36-year old African American woman, moved to Riverbend City ten years ago. She loves her work as a school counselor and, although she does not have children of her own, she says that “children are my life.” The principal and teachers at Cargill Academy appreciate her hard work with the students. She often puts in long hours.

Hannah is working with Adara, a 15-year old Muslim-American. Her parents immigrated to Detroit, Michigan from Iraq in 1999. She and her siblings were born and grew up in Dearborn, a suburb of Detroit. They moved to Riverbend City when Adara was 11 years old.

Adara is feeling depressed but isn’t sure why. Lately she has been wishing she wasn’t alive. She decided to talk to Hannah.

She talks about feeling “different” from others in school. She has friends at school, with whom she spends some time outside of school; however, she is acutely aware that she is the only Muslim-American among all the people she knows. She is the only person to wear a headscarf that her parents require her to wear, following their cultural and religious traditions. She often feels other kids staring at her, and sometimes they make rude comments. She has been bullied on social media, with other kids accusing her of being a “terrorist.”

She has enjoyed her conversations with Hannah and feels better after she leaves her office. Hannah has encouraged her to talk with her parents about seeing a therapist. Adara has resisted, and says her parents will not support her seeing a therapist.

During their last visit, Adara told Hannah that she wishes she was dead. Hannah called her parents to let them know. Now Adara is angry with Hannah and feels her trust has been violated. She says, “My counselor told my mother about everything. Now I feel like I can’t trust her. Doesn’t she have to keep what I say to herself?”

Consider the individual, family, societal, cultural, and ethical issues that Hannah must think about as she interacts with Adara and her parents.

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psychology statistics

possible data outcomes for a hypothetical study of the effects of Age (young vs. old) and Education (high school vs. college) on Income (in thousands of dollars).  For each data outcome, list and describe all possible Main Effects and Interaction Effects

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Creativity: Relaxing the Left Brain: Inverted Drawing Exercise

This exercise is worth 20 points. To turn in your work you will need to scan it in and created a PDF file (please send a copy of the original work as well so I can see what you were trying to copy). You are not being graded on your artwork rather on your ability to describe your experience in two to three paragraphs. Talk about how you were feeling prior to the exercise, during it and when it was done. Comment on what you think of this exercise in creativity and relaxation, how it felt to actually do the drawing, how you felt during and after the inverted drawing exercise. Note how you were feeling, what your brain was doing and engaged in before, during and after the exercise.

According to Kalat for almost all right handed people and more than 60% of left handers, the left hemisphere of the brain controls speech while the right hemisphere is responsible for spatial relationships such as what an object would look like if it was rotated. The left brain is verbal, logical, rational and analytical while the right brain deals with images, patterns, dreams, analogies and new ideas. Because of this difference in processing, the right brain is more conducive to the relaxation response (Davis, Eshelman, McKay, 2000).

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Using the imaginative and creative part of the brain can be relaxing. This exercise is adapted from The Relaxation & Stress Reduction Workbook (pg 58).I used this exercise in a Stress and Coping course. This exercise draws on the theory and work by Betty Edwards an art teacher and researcher (see the vase-face exercise on the moodle site). She forces her students to shift from thinking about a drawing exercise to intuiting the drawing exercise by asking them to draw the image upside down.

The inverted drawing exercise is designed to cognitively shift you from labeling, logical, rational mode to a nonverbal, visual, intuitive mode the left brain can’t process. After the inverted drawing exercise, according to Edwards, “students reported less time urgency, less attachment to meaning, and a heightened sense of alertness, while feeling relaxed, calm, confident and exhilarated.”

 

Find a quiet place to draw where you will not be disturbed. Play music if you like. Choose a drawing that interests you from an art book. Turn the drawing upside down and begin to copy what you see. Do not turn the drawing right side up until you have completed your artwork. Finish the drawing in one time period allow at least 35-40 minutes. Set a timer if this helps.

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To begin:

Look at the inverted drawing for a minute and take in the lines, angles and shapes. You can see how it fits together, when you draw start at the top and copy each line, moving from line to line, putting it together like a puzzle. Do not name parts as you draw. Take your time, line to line, don’t make the exercise hard. Allow your movements to be easy and slow.

After you’ve finished drawing, take a moment to recognize how you feel and your state of mind. Do you feel calm and relaxed? Did you lose track of time, were you able to turn off the left brain chatter? Did you allow yourself to not label the parts, or judge and criticize your work? Now turn the drawing right side up and see how you did. Surprisingly mos

(adapted from Drawing on the Right Side of the Brain as it appeared in The Relaxation & Stress Reduction Workbook (pg 58).

Kalat, J.W. (2008). Introduction to Psychology 9e.

Davis, M., Eshelman, E. R., & McKay, M. (2000). The Relaxation & Stress Reduction Workbook.

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case study

1). Perspective on Full Inclusion – Pages #54and #55 from the Book:

Explain your opinion, are you pro or con Full Inclusion? (a minimum of one paragraphs or seven sentences)

2). Vignette – Page #273 from the Book:

Donal T, First Child Diagnosed with Autism

Type and answer the “Questions for Reflection” – Three (3) Questions…

3). Explain the difference between Age-Appropriate Placement and Developmentally Appropriate Practices, and provide one example for each difference (a minimum of two paragraphs is required)

4). In what three ways do the purposes and approaches to General Education, Multicultural Education, and Special Education differ in the United States? Explain… (a minimum of two paragraphs is required)

5). Identify three different ways in which a mother, a father, and siblings respond to a child with a disability (underline and bold the three different ways)

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