Needs Of Patients with Emotional and Psychiatric Patients
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Needs Of Patients with Emotional and Psychiatric Patients
Discuss the unique emergency preparedness needs of patients with emotional and psychiatric patients.
I utilized the databases for disaster medicine and management and found a unique article from Psychiatric Services to the subject of emergency preparedness for mental health. Dr. Robert J. Ursano reviewed the book by Drs. Frederick J. Stoddard Jr., Anand Pandya and Craig L. Katz Disaster Psychiatry: Readiness, Evaluation, and Treatment. I shortened what can be a long response to the question of what goes in to preparing for mental illness in the event of a disaster. How could psychological first aid prepares us for such a difficult job in a chaotic environment. Mental illness has no face especially when it needs a professional to diagnosis many of the diseases associated with mental illness.
Physical injuries can be apparent and receive a level of severity making triage and treatment speedy. Looking over a person who could look necessarily normal may suffer from mental illness and transition to an unsafe condition without warning. Training and education come with diagnosing disaster victims with mental illness and getting the proper treatment, therapy or medication if they are showing new signs of phycological or psychiatric needs. How can professional’s diagnosis and separate those with special needs of mental health without being discriminatory?
“The first task of disaster mental health care is a needs assessment to determine resource allocation for the delivery of care. The volume thoroughly describes this task and explains its key importance to forming the disaster mental health care team. Usually, mental health care is not what is needed in the first 24–48 hours, during which life-sustaining operations are most urgent.” (Ursano, R. J., 2012)
State why this is so difficult for us to manage
To have previous knowledge of the expected needs of mental illness would be the best way to prepare when it comes to disaster preparedness. This means mental health professionals would need to work closely with medical teams to train on the signs of chronic mental illness and newly diagnosed mental illness. This would make specific behavior and triggers concerning those that might be abnormal to some require a better equipped response and to only communicate to psychological first aid in the event of those behaviors and triggers.
The difficulty with this is having the appropriate training and also a significant amount of self-care for individuals. Dealing with cases of substance abuse for someone who has never experienced this mental illness can be a concern for taking time to process feelings and keeping a open line of communication with supervisors to ensure first responders and especially volunteers are able to cope with all these new experiences with the mentally ill.
Citation
Ursano R. J. (2012). Disaster Psychiatry: Readiness, Evaluation, and Treatment. Psychiatric Services. (63)4. American Psychiatric Association. https://ps-psychiatryonline-org.ezproxy.philau.edu/doi/10.1176/appi.ps.20120p398
RUBRIC
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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