Competency Framework

One of the competency based assessment’s key theoretical foundations, the biopsychosocial framework could be found in mental health settings and used by practitioners other that social workers (Gray & Zide, 2007; Davis, 2014). Concerns and criticisms levelled at psychiatry’s non-human oriented, diagnostic focus, motivated the creation of the biopsychosocial framework (Pilgrim, 2002 as cited in Davis, 2014). One goal of the framework was to make people more amenable to psychiatric services because of an increased focus on the whole person (Davis, 2014). It was developed in part by uniting (Stoudemire, 1994 in Gray & Zide, 2007) the biomedical model which has a focus on diagnosis and the psychodynamic model which has a “[focus] on symptoms, behaviours, and underlying psychological processes” (Gray & Zide, 2007, p. 11). The competency based assessment is compatible with a biopsychosocial framework in mental health because both have a similar holistic focus (Gray & Zide, 2007; Davis, 2014). Both hold that in order to gain insight about a client’s current functioning and inciting events, a thorough assessment must occur with a full history focusing on specific nuances such as the many systems the client interacts with (Gray & Zide, 2007; Davis, 2014). This could make the competency based assessment a good fit for a biopsychosocial setting.

Alex informed the team I am going to sleep at night, but I have to wake up to early to catch the bus. Alex stated, “Mrs. Telisha has been giving me Melatonin to help with my sleep.” Alex’s foster mother shared with the team, “Alex have mood swings frequently.” “Alex commented, “I am ready to go home.” Alex’s foster mother reported, “Alex is very helpful; however, he continues to try to take care of the children.” Alex acknowledged, “I am proud of the progress I made, so I feel like services should end.” Alex’s listened as the QP shared it is important for him to have services when he return home in 3 months to address barriers and prevent a relapse. Alex has made minimal progress with stabilizing his mood, as indicated by Alex having mood swings while in his foster family’s house and getting adequate sleep and having a stable appetite.

James commented, "I really don't want to hear you talk about this to his mother."

In reviewing this learners track 1 residency action plan, goals for skill development that were discussed at the end of track 1 included practicing and using observation, open-ended questions, and silence. This learner practiced these skills among other skills between track 1 and track 2 by using them at work and with family members. These skills were also used in everyday conversations as well as in role-plays with family members. In addition, a professional development goals was to join the American School Counselor Association. This goal was completed and opportunities for professional development continues through the use of their website and magazine. In the area of personal development the goal was to take more personal time and spend more time with family. This goal was also accomplished through prioritizing and scheduling.

Lizzie’s mother acknowledged, “Lizzie has had difficult temperament from age 2–3, is impulsive; hyperactive and likes to take risks.”

This assignment is based on a scenario of a 45 year old man named John. He has been referred to the Mental Health Team by his General Practitioner (GP). This assignment will be covering different range of health needs and services that can be accessed. It will also identify other professionals who might be involved in John’s care as well as considering the impact of the health condition on his family. Furthermore a framework/model of care will be taken into consideration to show how it can promote effective communication and a partnership approach to a person-centred care.

A key point that was interesting was when Krashen explained that there can be competence without instruction. He goes on to give the results of tests that show clearly that the acquisition of literacy without direct instruction. With saying that he also provides some examples how historical figures such as Richard Wright, Malcolm X, and the case of L. There were also some examples of how children can learn to spell without properly being taught and ends with some effects come from instruction, but that it is not comparable to reading on one's own time.

The challenges that I see are learning all the Century and Admin codes to the point of memorization,

These are the skills and competencies I have learned through my studies at Walden University. Kaslow, Grus, Campbell, & Fouad, et al. (2009) stated professionalism comes from my respect for those who need help. Integrity can be built with confidence in the therapist. Attitudes are charitable, polite, caring emotions toward others that fuel my motivation toward helping. This concern welfare of others comes from my religious and personal experiences as a child and young adult.

QP provided the purpose of this session which was to complete “Contract for Change” from Lesson 7 in SFP.

Professional credentials and certifications are—most probably—nowhere as important to professional growth and development as they are now in the Human Resources and Talent Management space. However, there are some valid reasons behind it. Reports of the Bureau of Labor Statistics project that the job prospect for HR managers will see almost 9 percent growth over a period between 2014 and 2024—faster than the usual growth rate of other occupations. Adding to it, the growing war for talent, fast-paced globalization, and emergence of HR leaders as business partners are slowly but surely bringing a shift to the corporate paradigm. These factors are ultimately compelling companies, worldwide,

In this assignment the student will outline a case example concerning a service user she worked with in her placement having a challenging presentation of co-existing, physical and mental health needs. The student will carry out a holistic assessment, care plan and critically apply evidence based interventions which underpin the recovery approach and Strengths Model that aimed at promoting the well-being of the client etc. Whilst, recovery challenges will be discussed and collaborative approach to care provision will be examined. Finally a reflection on what have been learnt and the impact this will have on the student development will be highlighted

I have several notable accomplishments in my profession. Probably my most distinguished achievement was in the area of quality improvement.

To maintain accreditations and licensing, hospital staff are required to complete trainings throughout the year. All hospital employees are required to complete annual competency training consists of multi-module learning. These learning modules required at least 5 hours of training annually. In addition, health providers are required an additional 10 continue education (CE) hours annually to maintain their license to practice. They are also required to complete to complete a 4-hour basic life support (CPR) training and an 8-hour advanced cardiovascular life support (ACLS) annually. In service and pharmacy and therapeutics (P&T) meetings are provided to hospital staff at least once a month to present new findings, techniques, and guidelines.

Equipment is based on the hazards and the function laid out in the emergency plan. The purchase and maintenance of these equipment are a challenge for community because the lack of fund available. There are other demands that exist that need to use the same funds, so this makes the decision even more difficult. But we must remember that the more equipment available to assist in an emergency, “the better the outcome is” (Haddow, Bullock, & Coppola, 2005).