The Psychosocial Stage Of Identity And Role Confusion

The goal is to increase the percentage of understanding of diabetes and how to live empowered with diabetes. I will conduct outreach programs in various methods to reach the people to participate in the health program. My objective is done by specific, measurable, achievable, results-focused, and time-bound (SMART) goals. By May 31, 2018, an increase of 40% establishes one-on-one follow up education session with each individual and families through home visits or phone calls to monitor them to improve their lifestyles. By February 30, 2018, an increase of 80% distribution of brochures and with door to door interactions with the individuals in the community. By September 2018, increase 90% of people to engage in community health fair, classes, and exercise activities on diabetes and cardiovascular classes. This will introduce the individuals in social support that allow interactions with teaching and

The life transitions are the major changes that occur throughout individual’s lifespan. Adolescence is often classified as one of the most challenging and significant stage during life transition. In this phrase, the individuals not only developing physical and sexual maturation but also experiencing the development of identity and transitions into social and economic independence (WHO, 2014). This essay will discuss the different concept of self-identity for adolescents, the important predictable and unpredictable elements during the transition, as well as the nurses’ role in relation to adolescence care.

Diabetes is a serious medical condition that can also be a risk factor for the development of many different diseases and conditions including dementia, heart disease, and CVA. Thus, effective management of diabetes is very important. Patient compliance can be difficult to achieve if the person affected with diabetes is not educated about the illness or treatment, has not fully accepted the diagnosis or its severity, will not change habits or believes that the prescribed treatment regime is too difficult or ineffective, has cultural beliefs conflicting with the treatment regime, experiences stressful events, lacks social support, or suffers from psychiatric issues unrelated to diabetes (Gerard, Griffin, & Fitzpatrick, 2010). As one may expect, adequate education programs are essential tools when dealing with diabetics. Solid education will provide the patient with information as well as teaching the necessary skills to manage the disorder. The primary focus of any diabetes education program must be to empower patients as a part of the multidisciplinary team. This team should be focused at integrating diabetes into the lives of the patients and this focus should be based on the decisions made by the patient, otherwise the treatment plan can be looked on as forced (Gerald et al., 2010). Every patient stricken with diabetes has the right to benefit from an education program of this type. First, basic education and facts should be administered directly following the diagnosis of

The study had an overall total of 1150 participants. Although there were many participants to begin with, they did not provide all of the feedback the researchers had requested.  This resulted in the expulsion of their participation, so their results were not included in the final reports of the study. The number of patients that did provide the essential information added up to a total of 901. The profile for a participant was a patients diagnosed with Type 2 diabetes in the last 6 months, but has been diagnosed no more than 10 years ago. They had to be between 35-70 years of age. Their BMI had to be more or less than 24 kg/m2 and have an HbA1c more or less than 6.5%. They also had to have treatment with a diet or oral glucose lowering medication. Those needing insulin shots, had been diagnosed with chronic diseases, or had a change in diet or lifestyle 3 months prior to the study were not included in the overall

No matter how much a person desires to live according to their personal autonomy, he or she will never escape the influence of societal forces. Explicitly or subtlety, these forces shape our individuality. One intriguing manner that these societal forces manifests itself in is our name. As Ruth Graham writes, “It’s becoming increasingly clear today that names carry a wealth of information about the world around us, the family we arrived in, the moment we were born—and that they mark us as part of cultural currents bigger than we realize.” Names alone provide evidence that individuals are made by interactions with social institutions and groups. Ultimately, the inescapable nature of society’s influence demands individuals to ponder how much personal autonomy is actually autonomous and to what extent does the pursuit of personal autonomy lead to a life of emptiness and vanity.

The life pursuits and subjective judgments of many contemporary young people indicate that the transition to adult roles has become so delayed and prolonged that it has spawned a new transitional period extending from the late teens to the mid-to late-twenties, called emerging adulthood. During the college years, young people often refine their approach to forming their own identity. In these years, young people have left adolescence, but most have not yet assumed adult responsibilities. Many have dreams and those are what guides them in their decision making. In the video, 22 year old Casey describes her dream and comments on her identity development. Casey says that she became interested in Psychology in high school during her junior year when she took a psych course. She knew from then on that was what she wanted to do, but she hadn't picked a career yet. Casey said that she picked a career during her first year of graduate school, when she decided on gerontology. She said her happy and active grandparents had a lot to do with picking a career and wanting to work with the population. Casey thinks her identity was a gradual process and it's only really formed since last year. She feels her parents helped shape her morals and beliefs, but in between her senior year and her first year of graduate school, she started to form her own and integrated some of her own ideas. 24 year old Elizabeth and 25 year old Joel are shown discussing

Diabetes is a chronic illness that requires continuous medical care and patient self-management education to prevent acute complications and to reduce the risk of long-term complications[ ].

Assessment Purpose: The purpose of the quiz is to assess each student’s knowledge about diabetes. The quiz results will allow the instructor to discern what students already know from previous learning experiences and what voids need to be filled. The constructed response portion of the quiz will provide evidence on what students have already learned. Due to the nature of the quiz, the instructor will be provided with qualitative data about each student’s knowledge. The assessment is formative and low stakes because its sole purpose is to provide immediate feedback to the instructor to further guide instructional time. The pre-assessment quiz was chosen because the course is offered to the public.

Personal identity is essential in the human experience. Identity is complex and can be broken down into two main groups: introspective identity, and bodily identity. Introspective identity is based off of the groups, mentalities, or beliefs that you align yourself with, and bodily identity is based off of the physical side of yourself. Whether physical or introspective, your identity impacts every action you take. Whether choices ranging from what colors you prefer to which college you want to attend are primarily based off of your introspective identity, which is a combination of both memory and consciousness, physical identity impacts how others perceive you. Consciousness is mainly the awareness of bodily identity as well as continuous introspective identify, while memory is awareness of introspective identity. These two different facets of identity are imperative in the distinction between bodily identity and introspective identity. In means of personal identity introspective identity (which is evident in memory), is essential, while bodily identity (based partially in consciousness) has less credit.

Learning objective #2: (Affective) patient will be able to verbalize the benefits of maintaining acceptable blood glucose levels and the importance of taking insulin exactly as prescribed.

On November 15, 2017, I attended a professional meeting called “Think Like A Pancreas: A Practical Guide to Managing Diabetes with Insulin.” The sponsors for this meeting were SNDA and CVD. The speaker who presented at the meeting was Gary Scheiner Ms, CDE. He is an author of the book “Think Like A Pancreas: A Practical Guide to Managing Diabetes with Insulin.” The general objective for this meeting helped people gain more knowledge about diabetes, and learned more from author personal experiences with type I diabetes. After I attended this meeting, I become more knowledgeable about diabetes. I have a chance to learn more about diabetes nutrition, different type of medications, and many tools that are available for diabetes patients to keep track on the blood glucose.

Many people question themselves, what is it exactly that makes them unique? What is it that defines them as a unique person that no one in the world possesses? In philosophy, these questions do not have just one answer, and all answers are correct depending on which theory appeals most and makes sense to you. In general, there are two ways people approach this question, some say that a person’s identity is the “self” that carries all of their experiences, thoughts, memories, and consciousness (ego theorists), and some say that a person’s identity is just a bundle of experiences and events that a person has been through in their life, these people deny that the “self” exists (bundle theorists). In this paper, I will be arguing that a person’s identity is just a bundle of experiences, denying the self and the memory criterion.

In today’s Western society, self-identity and social roles are important dimensions that are at times challenging to face. Social roles have always been a fundamental part of society and yet as time goes on, it seems to be increasingly difficult to understand. As discussed in class, in the medieval period, people were assigned roles based on family status. In modern days, however, societal roles have expanded and opportunities are endless, which raises the question: Is there more uncertainty about identity in modern society?

Intro : When growing up we as people continue to go through stages. When growing up I hit the stage Identity vs. role confusion by Eric Erickson. This stages hits at age 12-18 years. During those years teens don’t know who they are and what their personal identity is. A person does this by exploring their personal values, beliefs and goals. The teen also wants to fit in with everyone else.

In my opinion, I feel like I have already passed Erikson’s stage of Identity vs. Role Confusion. Up until two years ago, I was however still in the midst of that phase. I was not troubled by the development of an ethnic or religious identity, but I was definitely trying to understand what to do with my life in general. I especially had two concerns: understanding what career I wanted to pursue and whether I wanted to go back to my native country. In these two years I have undertaken many different experiences that allowed me to grow tremendously and that really helped me to understand what my life goals are. In fact, I understood that I want to pursue a career in the healthcare field, more specifically I dream to become an orthopedist, that I would like to keep living in the United States at least until the