Leadership, psychopharmacology and inclusive recreation services (due

Parts 3 and 4  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted. 

Parts 5 and 6  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted. 

1) Minimum 9 pages  (No word count per page)-   Follow the 3 x 3 rule: minimum of three paragraphs per page ( minimum 300 words per page)

You must strictly comply with the number of paragraphs requested per page.  

The number of words in each paragraph should be similar

Part 1: minimum 1 page

Part 2: minimum 2 pages

Part 3: minimum 2 pages

Part 4: minimum 2 pages

Part 5: minimum 1 page 

Part 6: minimum 1 page 

Submit 1 document per part

2)¨******APA norms

        The number of words in each paragraph should be similar

        Must be written in the third person

         All paragraphs must be narrative and cited in the text- each paragraph

         The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information. 

         Bulleted responses are not accepted

         Don’t write in the first person 

  Do not use subtitles or titles      

         Don’t copy and paste the questions.

         Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed 

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

 Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc

__________________________________________________________________________________

Part 1: Leadership (Write in the first person)

1. Describe a time you utilized high emotional intelligence.(One paragraph)

2. Which components of emotional intelligence did you display? (One paragraph)

3. How can you do better next time? (One paragraph)

Part 2: Psychopharmacology

 Topic: Good Prescribing Practices

A 23-year-old biracial (Black Asian) female arrives at the clinic for an evaluation. She has lost 30 pounds in 6 weeks without trying. She complains of feelings of guilt about her symptoms and everyday sadness that does not go away.  She also states she is not able to stay asleep and has difficulty concentrating.  Her family is Jamaican and has used herbal teas, not a psychiatrist in the past to treat these symptoms.

1. Explain what good prescribing in psychopharmacology is (One paragraph)

2. Discuss how the principles of good prescribing should be applied to this case. (Two paragraphs) 

3. Describe a cultural consideration that may affect medication adherence for this patient.(Two paragraphs)

4. Explain the relationship between cultural consideration and  principles of good prescribing (One paragraph)

 Parts 3 and 4  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted. 

Part 3: Inclusive recreation services

Topic: Leisure Education

Leisure Inventory Surveys are the first step to leisure education by helping an individual develop an ethic, promote self-awareness, and explore opportunities that ultimately lead to designing opportunities for successful leisure engagement.

Take the Leisure Inventory Survey (Check file Part 3 and 4)

1. How does this Leisure Inventory Survey help you develop an ethic?(One paragraph)

2. How does this Leisure Inventory Survey help you become self-aware in leisure and why is this important?(One paragraph)

3. What did you learn about yourself based on your completed interest checklist?(One paragraph)

a. Do you prefer a specific leisure category

b. Do you lack a significant degree of interest in leisure activities

c. Do you prefer social activities or activities you do alone?

4. How could this Leisure Inventory Survey help you explore leisure opportunities?(One paragraph)

5. Select one activity of future interest(One paragraph)(One paragraph)(One paragraph)

a. What resources and knowledge would you need to access and participate in this activity?

6. Select 1 leisure activity that you had a strong degree of interest.   If an individual with a disability wished to participate in this activity(One paragraph)

a. How could you, as a leisure service provider, assist him/her in acquiring knowledge,  gaining the skills, and managing challenges so they could be involved in this activity

Part 4: Inclusive recreation services

Topic: Leisure Education

Leisure Inventory Surveys are the first step to leisure education by helping an individual develop an ethic, promote self-awareness, and explore opportunities that ultimately lead to designing opportunities for successful leisure engagement.

Take the Leisure Inventory Survey (Check file Part 3 and 4)

1. How does this Leisure Inventory Survey help you develop an ethic?(One paragraph)

2. How does this Leisure Inventory Survey help you become self-aware in leisure and why is this important?(One paragraph)

3. What did you learn about yourself based on your completed interest checklist?(One paragraph)

a. Do you prefer a specific leisure category

b. Do you lack a significant degree of interest in leisure activities

c. Do you prefer social activities or activities you do alone?

4. How could this Leisure Inventory Survey help you explore leisure opportunities?(One paragraph)

5. Select one activity of future interest(One paragraph)(One paragraph)(One paragraph)

a. What resources and knowledge would you need to access and participate in this activity?

6. Select 1 leisure activity that you had a strong degree of interest.   If an individual with a disability wished to participate in this activity(One paragraph)

a. How could you, as a leisure service provider, assist him/her in acquiring knowledge,  gaining the skills, and managing challenges so they could be involved in this activity

 Parts 5 and 6  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted. 

Part 5: Inclusive recreation services (Write in the first person)

Topic: Provide Leisure Education

Dattilo provides a broad overview of Leisure Education (LE).  This chapter is designed to help you understand the benefits of leisure education and to examine how to incorporate leisure education into your current or future position.  The goal of leisure education is to have all of your participants engage in leisure, experience happiness, and flourish.  

It is really hard for me to provide a brief overview of this chapter because I LOVE LEISURE EDUCATION!  In my opinion, it is the most important RT intervention.  I have extensive experience using LE in a variety of settings.  I once started an RT in-service in the public schools with administrators, OTs, PTs, SLPs, Adapted PE teachers, etc. writing down what they enjoy doing during their free time.  Then I asked them share.  Can you guess, what happened?  Some people had similar interests while others did not.  The purpose of this activity was to show these professionals that everyone is unique and different in their pursuit of leisure.  Why would you think our students/clients/participants with disabilities would be any different?  And in that case, why are we “forcing” them to participate in specific recreation activities that have no meaning to them when we wouldn’t participate in activities we aren’t interested in. 

Leisure education helps our participants explore leisure in their lives and enhance their leisure lifestyle.  Leisure is often not something that comes naturally but is something that must be explored, particularly among individuals with disabilities who often rely on others for guidance and support.  In addition, as we already discussed in previous chapters, people with disabilities experience constraints and limitations that impact their ability to pursue leisure such as income, language/communication, age, ability, societal, community resources/transportation, etc.  So, leisure education is using knowledge, skill development, and appreciation of leisure to promote a more enjoyable life. There is a comprehensive service delivery model depicted in Figure 13.1 (p 255)  that demonstrates the process and content of leisure education. 

I feel the Components domain is very important because this is where the individual explores personal leisure preferences, leisure patterns, past and present leisure pursuits, identifying barriers to leisure, etc.  I believe in order to fully be independent/autonomous and have self-determination, it is important for individuals to understand to be self-aware and understand their disability, their abilities, and their weaknesses/areas where they need support or adaptations.  Then, with this knowledge, they will be able to advocate for their desires, wants, and needs to have a purposeful leisure lifestyle. 

Finally, an important part of leisure education, is including family and friends in the program.  While we always want to support independence/autonomy of our Individuals with disabilities, they are almost always supported by caregivers, family, and/or friends.  So, it is important to work with their existing natural supports to collaborate and support active engagement in leisure and recreation programs of the individual’s choosing. 

Dattilo states, “we need to apply considerable though to develop meaningful leisure education for participants…assisting participants to engage in leisure, experience happiness, and ultimately flourish” (p 274).  

1. What would your responsibility be as a service provider or leisure coach? (One paragraph)

2. How could you incorporate leisure education into your future professional role? (One paragraph)

3. What recommendations could you provide a leisure service provider to incorporate leisure education into their programming so all participants are engaging in leisure, experiencing happiness, and flourishing?(One paragraph)

Part 6: Inclusive recreation services (Write in the first person)

Topic: Provide Leisure Education

Dattilo provides a broad overview of Leisure Education (LE).  This chapter is designed to help you understand the benefits of leisure education and to examine how to incorporate leisure education into your current or future position.  The goal of leisure education is to have all of your participants engage in leisure, experience happiness, and flourish.  

It is really hard for me to provide a brief overview of this chapter because I LOVE LEISURE EDUCATION!  In my opinion, it is the most important RT intervention.  I have extensive experience using LE in a variety of settings.  I once started an RT in-service in the public schools with administrators, OTs, PTs, SLPs, Adapted PE teachers, etc. writing down what they enjoy doing during their free time.  Then I asked them share.  Can you guess, what happened?  Some people had similar interests while others did not.  The purpose of this activity was to show these professionals that everyone is unique and different in their pursuit of leisure.  Why would you think our students/clients/participants with disabilities would be any different?  And in that case, why are we “forcing” them to participate in specific recreation activities that have no meaning to them when we wouldn’t participate in activities we aren’t interested in. 

Leisure education helps our participants explore leisure in their lives and enhance their leisure lifestyle.  Leisure is often not something that comes naturally but is something that must be explored, particularly among individuals with disabilities who often rely on others for guidance and support.  In addition, as we already discussed in previous chapters, people with disabilities experience constraints and limitations that impact their ability to pursue leisure such as income, language/communication, age, ability, societal, community resources/transportation, etc.  So, leisure education is using knowledge, skill development, and appreciation of leisure to promote a more enjoyable life. There is a comprehensive service delivery model depicted in Figure 13.1 (p 255)  that demonstrates the process and content of leisure education. 

I feel the Components domain is very important because this is where the individual explores personal leisure preferences, leisure patterns, past and present leisure pursuits, identifying barriers to leisure, etc.  I believe in order to fully be independent/autonomous and have self-determination, it is important for individuals to understand to be self-aware and understand their disability, their abilities, and their weaknesses/areas where they need support or adaptations.  Then, with this knowledge, they will be able to advocate for their desires, wants, and needs to have a purposeful leisure lifestyle. 

Finally, an important part of leisure education, is including family and friends in the program.  While we always want to support independence/autonomy of our Individuals with disabilities, they are almost always supported by caregivers, family, and/or friends.  So, it is important to work with their existing natural supports to collaborate and support active engagement in leisure and recreation programs of the individual’s choosing. 

Dattilo states, “we need to apply considerable though to develop meaningful leisure education for participants…assisting participants to engage in leisure, experience happiness, and ultimately flourish” (p 274).  

1. What would your responsibility be as a service provider or leisure coach? (One paragraph)

2. How could you incorporate leisure education into your future professional role? (One paragraph)

3. What recommendations could you provide a leisure service provider to incorporate leisure education into their programming so all participants are engaging in leisure, experiencing happiness, and flourishing?(One paragraph)