How can I analyse the number of ad inserts needed?
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In-depth study guidance and analytical solution covering Health.
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The purpose of this discussion is to examine an assigned disease process and determine which disease process explored in the discussion Bayani, the client, is experiencing. Follow the instructions below and your faculty member will reveal which disease process Bayani is experiencing at the end of th…
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Order on TutorsGallery →The purpose of this discussion is to examine an assigned disease process and determine which disease process explored in the discussion Bayani, the client, is experiencing. Follow the instructions below and your faculty member will reveal which disease process Bayani is experiencing at the end of the discussion week.
**Step 1:** Review the following client scenario:
_Bayani, a 62-year-old male client, presents to the NP with abdominal pain with his wife. Bayani is mildly confused, and according to his wife, he is normally fully oriented. His abdomen is soft and non-distended, and his wife states he has been urinating and drinking more water than usual. She also states he has had foul-smelling urine and is concerned he also has a urinary tract infection._
**Step 2:** Review your assigned disease process from the chart below. Your assigned disease process is based on the first letter of your last name.
**Last NameDisease Process** A – H Condition
Peptic Ulcer Disease (PUD)
I – PCondition: Cirrhosis
Q – Z Condition: Type 2 Diabetes
**Step 3:** Review the client case scenario and answer the discussion prompts below with explanation and detail, providing complete references for all citations.
**Step 4:** Reply to a peer with a different assigned disease process.
Include the following sections:
1. **Application of Course Knowledge:** Answer all questions/criteria with explanations and detail.
1. Discuss the underlying pathophysiological mechanisms of your assigned disease process. Which clinical manifestations observed in Bayani’s case could be explained by the pathophysiological mechanisms?
2. Analyze Bayani’s clinical manifestations in the context of your assigned disease process. Do these findings support a diagnosis of your assigned disease process? Why or why not?
3. Identify and justify the diagnostic tests (including labs, imaging, or other diagnostic tests) that would be most appropriate for investigating a diagnosis of your assigned disease process in Bayani. What could the results of these tests look like in your assigned disease process?
4. Compare and contrast your response with a peer assigned a different condition. Does their condition fit Bayani’s case? Why or why not?
2. **Integration of Evidence:** Integrate relevant scholarly sources as defined by program expectations:
1. Cite a scholarly source in the initial post.
2. Cite a scholarly source in one faculty response post.
3. Cite a scholarly source in one peer post.
4. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.
5. Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.
In-depth study guidance and analytical solution covering case study module 4.
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Refer to attached documents – ## annotated-EDU2059920Week_8_Activity20.docx.pdf – ## edu599week10assignment.docx – ## annotated-EDU2059920Week20520activity20.docx.pdf – ## annotated-Week20320activity20AddressingStudentMentalHealthinHigherEducation.docx.pdf **## annotated-EDU2059920Week_8_Activit…
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Order on TutorsGallery →Refer to attached documents
– ## annotated-EDU2059920Week_8_Activity20.docx.pdf
– ## edu599week10assignment.docx
– ## annotated-EDU2059920Week20520activity20.docx.pdf
– ## annotated-Week20320activity20AddressingStudentMentalHealthinHigherEducation.docx.pdf
**## annotated-EDU2059920Week_8_Activity20.docx.pdf**
EDU599 – Education Capstone – Week 8
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Student Name: Courtney Hopkins
Date: May 28, 2025
Class: EDU 599
Professor: Vance
Week 8 Activity Template
Practice
Inclusion
The activity is called Collaborative Learning Circles and is used in a middle
school social studies lesson about cultural diversity.
Learners are grouped into small teams of 4 to 5, each with individuals having
different abilities and backgrounds.
Group members pick a country, study its culture, history and social matters
and develop a presentation with visuals, a report and verbal comments.
Teachers may use devices such as sentence starters, organizers and different
roles to support students who have special needs or are learning English.
The activity takes two weeks and is a section within the larger curriculum unit.
It supports all students by promoting students to work together
and by providing support in different ways. When students from
different backgrounds mix, it promotes interaction, acceptance
and teamwork. Using tools like graphic organizers and sentence
starters helps students with language or organization skills.
Assigning roles means that each student joins in based on their
talents (Gal 1). When students can use oral, written and visual
presentations, all types of learners have a way to engage. Using
this approach helps diverse students succeed in academics and
makes certain that all learners have the chance to take part.
Gal, Carmit, and Chen Hanna Ryder. 2025. "Unlocking Potential: Comparing collaborative
and Traditional Learning Methods for Students with Learning Disabilities in Special
Education Classrooms." Social Sciences & Humanities Open 11: 101521.
**## edu599week10assignment.docx**
**EDU week 10 Assignment**
Begin by gathering the 2 activities and 1 assignment (Assignment Attached) you submitted during this course. All of these prepared you for completing the capstone. In addition, review the media, Parts of Curriculum – ExplainedLinks to an external site., which provides explanations.
prepare a 3 page unit of curriculum, with assessments, to promote student learning related to a current issue in the field of education. Your curriculum must contain all of the following elements as identified in the Week 10 Assignment Template (Template Attached)
Identify who will be learning and in what setting. Keep in mind that the population and setting must align with each other.
Target Audience or Population. This includes age groups (adult professionals, university students of traditional or non-traditional age groups, grade level of K-12 children) and any special characteristics of the students.
Instructional Environment. Describe the setting in which learning will take place and through what interface(s). For example, will it be in person, hybrid, or online? Will it take place in a university classroom, a workplace conference room, or a school?
Value or Relevance. Explain how the curriculum is valuable and relevant for the target population and, more broadly, for other stakeholders, such as the institution or society.
Learning Objectives. Provide 3–5 learning objectives that are clear, measurable, and appropriate statements of what students will know or be able to do at the end of the curriculum unit.
Design activities that are clearly aligned to meeting learning objectives, supported by a list of materials needed to accomplish the activities.
Learning Activities. Describe activities that will engage students in learning, at least 1 for each learning objective. Learning activities include a wide variety of options depending on what is appropriate for the unit content and for the target audience.
Required Materials. Include a list of the required materials, including everything students need to accomplish the learning objectives.
Demonstrate the use of ethical and inclusive practices in the creation of learning activities and/or curriculum.
Meeting Diverse Needs. Explain at least one concrete strategy you will use to meet the diverse needs of the target population of students you have identified.
Meeting Ethical Standards. Connect your curriculum to a relevant ethical standard. Cite the ethical standard and explain how solving or improving the educational issue is required by the standard or how an educator can meet the ethical standard in implementing the unit of curriculum.
Varied Assessments. Describe at least 2 assessments of different types supported by learning activities that measure student learning of the objectives. Each assessment may assess more than one learning objective. Provide a one-paragraph (3–5 sentences) description of each assessment, including what students will do and how the assessment is appropriate to measure the learning identified by the objective.
Use 4–5 credible, relevant, and appropriate sources to support your writing. Cite each source listed on your source page at least once within your assignment.
**We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source, 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics)**
**## annotated-EDU2059920Week20520activity20.docx.pdf**
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Student Name: Courtney Hopkins
Date: May 7, 2025
Class: EDU 599
Professor: Vance
Week 5 Assignment Template
Main Idea
Addressing student mental
health in higher education is
vital for academic success and
well-being
Scope/Significance
Student mental health
issues are growing,
with recent studies
showing that 30% of
students experience
high levels of stress
(Scherer, 1).
Mental health
challenges van lead to
academic decline,
reduced student
engagement, and
increased droupout
rates (Hill, 2).
Ethics
Confidentiality
Maintaning student
confidentiality
ensures they can
seek help without
fear of exposure or
stigma, fostering a
trusting relationship
between students
and educators
(Mirza, 3).
Source
Learning
Awareness
campaigns:
Educate students
and staff about
mental health
issues through
workshops,
posters, and
digital content
Stress
management
workshops:
Organize
workshops that
teach studnets
effective coping
strategies, such
as mindfulness
and time
management.
Peer support
networks: Establish
peer-led groups
where students can
share experiences
and offer
emotional support,
fostering a sense of
community and
reducing feelings of
isolation.
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Theory
Social Learning Theory
The theory emphasizes
learning through obseravtion
and imitation of others
(Rotter, 4). It is effective fpr
addressing studnet mental
health, as students can adopt
coping strategies by observing
their peers and educators
demonstrating healthy
behaviors.
Activity
Peer discussion group on
mental health
Students will engage in small
group discussions where they can
share personal experiences, learn
coping mechanisms, and support
each other. This aligns with Social
Learning Theory by encouraging
learning form peers in a
supportive environment.
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Peer discussion group is based on Social Learning Theory aimed to let students learn though
observations and simulations. By encouraging students to talk about their own experiences and how
they deal with stress, those in distress observe healthy behaviors and appropriate reactions. This
environment makes students change their coping strategies and learn about mental health through
films and interacting with their counterparts (Widnall, 5). One advantage of the group is that culture
modelling occurs as students get to observe the way their fellow students respond to stress, self-
identify, and interact with mental health issues, thus making the environment greatly supportive as
well as educational.
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Sources
1. Scherer, L.A. and Leshner, A.I. eds., 2021. Mental health, substance use, and wellbeing in higher
education: Supporting the whole student.
2. Hill, M., Farrelly, N., Clarke, C. and Cannon, M., 2024. Student mental health and well-being:
overview and future directions. Irish Journal of Psychological Medicine, 41(2), pp.259-266.
3. Mirza, S., 2023. Maintaining confidentiality. BDJ In Practice, 36(11), pp.36-37.
4. Rotter, J.B., 2021. Social learning theory. In Expectations and actions (pp. 241-260). Routledge.
5. Widnall, Emily, Steve Dodd, Ruth Simmonds, Helen Bohan, Abigail Russell, Mark Limmer, and
Judi Kidger. 2021. "A process evaluation of a peer education project to improve mental health
literacy in secondary school students: study protocol." BMC Public Health 21. 1-7.
**## annotated-Week20320activity20AddressingStudentMentalHealthinHigherEducation.docx.pdf**
1
Courtney Hopkins
Professor Vance
EDU 599 Week 3 Activity Select an issue in Education
April 22, 2025
2
Addressing Student Mental Health in Higher Education
A topical problem of present-day higher education institutions is the problem of students’
mental health. In the evening, more students across the campuses of different universities and
colleges in the United States show signs of anxiety or depression and stress that hinders
academic achievement and development. This paper will focus on discussing the sources of
stress and anxiety among college students based on the American College Health Association
Report, of which 60.5% of college students suffered overwhelming anxiety within a year and
over 40% of students had depression that hindered them from functioning effectively. This is
true because it affects the performance of scholars, increases their dropout rates, and has lifetime
personal and career implications (Bailey, 1). This is an area that learning institutions must
address in their programs by teaching the students how to cope with stress and develop resilience
as well as identifying when to seek help.
In order to address this, there is a need to design a learning activity that is based on a
curriculum to support the teachings in the classroom, for which one of the theories that can be
applied is Bandura’s Social Learning Theory. This theory pivots on knowledge through
imitation, observation, and modeling, which makes it convenient in practicing peer group
tutoring and emotional intimacy. A possible learning experience can be “The Resilience
Workshop Series,” in which the participants discuss with their counterparts’ videos on
confidence building/stress management that include a success story of other participants
addressing (and overcoming) academic and/or emotive challenges (Ilmiani, 2). These workshops
would also involve drama and role-play-based skill development activities on stress
3
management, methods of handling stress, ways of managing stress on the job, role-play on the
method of handling stress on the job, and other related topics.
The social learning theory lends support to this activity because it reinforces the thesis
that students are more likely to practice positive behaviors when the same is demonstrated by
others acting upon the same behavior, and this time when they see them doing so in managing
stress effectively (Weston, 3). Beyond empathy, it creates a community that shares support,
which is critical to reducing stigma and promoting students to place mental wellness among
other points of importance.
4
Sources
1.Bailey, C. P., Lowry, M., Napolitano, M., Hoban, M. T., Kukich, C., & Perna, F. M. (2022).
Prevalence of physical activity requirements among US colleges/universities participating
in the American College Health Association-National College Health Assessment
II. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 59,
00469580221087891. https://journals.sagepub.com/doi/abs/10.1177/00469580221087891
2.Ilmiani, A. M., Wahdah, N., & Mubarak, M. R. (2021). The application of Albert Bandura's
Social Cognitive Theory: A process in learning speaking skill. Ta'lim al-'Arabiyyah:
Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 5(2), 181-192.
https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945
3.Weston, L. Y. (2022). Teaching resilience and mental health across the curriculum: a guide
for high school and college teachers. Routledge.
https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-
mental-health-across-curriculum-linda-yaron-weston
[https://journals.sagepub.com/doi/abs/10.1177/00469580221087891](https://journals.sagepub.com/doi/abs/10.1177/00469580221087891)
[https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945](https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945)
[https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston](https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston)
[https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston](https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston)
**## annotated-Week20320activity20AddressingStudentMentalHealthinHigherEducation.docx.pdf**
1
Courtney Hopkins
Professor Vance
EDU 599 Week 3 Activity Select an issue in Education
April 22, 2025
2
Addressing Student Mental Health in Higher Education
A topical problem of present-day higher education institutions is the problem of students’
mental health. In the evening, more students across the campuses of different universities and
colleges in the United States show signs of anxiety or depression and stress that hinders
academic achievement and development. This paper will focus on discussing the sources of
stress and anxiety among college students based on the American College Health Association
Report, of which 60.5% of college students suffered overwhelming anxiety within a year and
over 40% of students had depression that hindered them from functioning effectively. This is
true because it affects the performance of scholars, increases their dropout rates, and has lifetime
personal and career implications (Bailey, 1). This is an area that learning institutions must
address in their programs by teaching the students how to cope with stress and develop resilience
as well as identifying when to seek help.
In order to address this, there is a need to design a learning activity that is based on a
curriculum to support the teachings in the classroom, for which one of the theories that can be
applied is Bandura’s Social Learning Theory. This theory pivots on knowledge through
imitation, observation, and modeling, which makes it convenient in practicing peer group
tutoring and emotional intimacy. A possible learning experience can be “The Resilience
Workshop Series,” in which the participants discuss with their counterparts’ videos on
confidence building/stress management that include a success story of other participants
addressing (and overcoming) academic and/or emotive challenges (Ilmiani, 2). These workshops
would also involve drama and role-play-based skill development activities on stress
3
management, methods of handling stress, ways of managing stress on the job, role-play on the
method of handling stress on the job, and other related topics.
The social learning theory lends support to this activity because it reinforces the thesis
that students are more likely to practice positive behaviors when the same is demonstrated by
others acting upon the same behavior, and this time when they see them doing so in managing
stress effectively (Weston, 3). Beyond empathy, it creates a community that shares support,
which is critical to reducing stigma and promoting students to place mental wellness among
other points of importance.
4
Sources
1.Bailey, C. P., Lowry, M., Napolitano, M., Hoban, M. T., Kukich, C., & Perna, F. M. (2022).
Prevalence of physical activity requirements among US colleges/universities participating
in the American College Health Association-National College Health Assessment
II. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 59,
00469580221087891. https://journals.sagepub.com/doi/abs/10.1177/00469580221087891
2.Ilmiani, A. M., Wahdah, N., & Mubarak, M. R. (2021). The application of Albert Bandura's
Social Cognitive Theory: A process in learning speaking skill. Ta'lim al-'Arabiyyah:
Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 5(2), 181-192.
https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945
3.Weston, L. Y. (2022). Teaching resilience and mental health across the curriculum: a guide
for high school and college teachers. Routledge.
https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-
mental-health-across-curriculum-linda-yaron-weston
[https://journals.sagepub.com/doi/abs/10.1177/00469580221087891](https://journals.sagepub.com/doi/abs/10.1177/00469580221087891)
[https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945](https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945)
[https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston](https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston)
[https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston](https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston)
**## annotated-EDU2059920Week_8_Activity20.docx.pdf**
EDU599 – Education Capstone – Week 8
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Student Name: Courtney Hopkins
Date: May 28, 2025
Class: EDU 599
Professor: Vance
Week 8 Activity Template
Practice
Inclusion
The activity is called Collaborative Learning Circles and is used in a middle
school social studies lesson about cultural diversity.
Learners are grouped into small teams of 4 to 5, each with individuals having
different abilities and backgrounds.
Group members pick a country, study its culture, history and social matters
and develop a presentation with visuals, a report and verbal comments.
Teachers may use devices such as sentence starters, organizers and different
roles to support students who have special needs or are learning English.
The activity takes two weeks and is a section within the larger curriculum unit.
It supports all students by promoting students to work together
and by providing support in different ways. When students from
different backgrounds mix, it promotes interaction, acceptance
and teamwork. Using tools like graphic organizers and sentence
starters helps students with language or organization skills.
Assigning roles means that each student joins in based on their
talents (Gal 1). When students can use oral, written and visual
presentations, all types of learners have a way to engage. Using
this approach helps diverse students succeed in academics and
makes certain that all learners have the chance to take part.
Gal, Carmit, and Chen Hanna Ryder. 2025. "Unlocking Potential: Comparing collaborative
and Traditional Learning Methods for Students with Learning Disabilities in Special
Education Classrooms." Social Sciences & Humanities Open 11: 101521.
**## edu599week10assignment.docx**
**EDU week 10 Assignment**
Begin by gathering the 2 activities and 1 assignment (Assignment Attached) you submitted during this course. All of these prepared you for completing the capstone. In addition, review the media, Parts of Curriculum – ExplainedLinks to an external site., which provides explanations.
prepare a 3 page unit of curriculum, with assessments, to promote student learning related to a current issue in the field of education. Your curriculum must contain all of the following elements as identified in the Week 10 Assignment Template (Template Attached)
Identify who will be learning and in what setting. Keep in mind that the population and setting must align with each other.
Target Audience or Population. This includes age groups (adult professionals, university students of traditional or non-traditional age groups, grade level of K-12 children) and any special characteristics of the students.
Instructional Environment. Describe the setting in which learning will take place and through what interface(s). For example, will it be in person, hybrid, or online? Will it take place in a university classroom, a workplace conference room, or a school?
Value or Relevance. Explain how the curriculum is valuable and relevant for the target population and, more broadly, for other stakeholders, such as the institution or society.
Learning Objectives. Provide 3–5 learning objectives that are clear, measurable, and appropriate statements of what students will know or be able to do at the end of the curriculum unit.
Design activities that are clearly aligned to meeting learning objectives, supported by a list of materials needed to accomplish the activities.
Learning Activities. Describe activities that will engage students in learning, at least 1 for each learning objective. Learning activities include a wide variety of options depending on what is appropriate for the unit content and for the target audience.
Required Materials. Include a list of the required materials, including everything students need to accomplish the learning objectives.
Demonstrate the use of ethical and inclusive practices in the creation of learning activities and/or curriculum.
Meeting Diverse Needs. Explain at least one concrete strategy you will use to meet the diverse needs of the target population of students you have identified.
Meeting Ethical Standards. Connect your curriculum to a relevant ethical standard. Cite the ethical standard and explain how solving or improving the educational issue is required by the standard or how an educator can meet the ethical standard in implementing the unit of curriculum.
Varied Assessments. Describe at least 2 assessments of different types supported by learning activities that measure student learning of the objectives. Each assessment may assess more than one learning objective. Provide a one-paragraph (3–5 sentences) description of each assessment, including what students will do and how the assessment is appropriate to measure the learning identified by the objective.
Use 4–5 credible, relevant, and appropriate sources to support your writing. Cite each source listed on your source page at least once within your assignment.
**We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source, 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics)**
**## annotated-EDU2059920Week20520activity20.docx.pdf**
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Student Name: Courtney Hopkins
Date: May 7, 2025
Class: EDU 599
Professor: Vance
Week 5 Assignment Template
Main Idea
Addressing student mental
health in higher education is
vital for academic success and
well-being
Scope/Significance
Student mental health
issues are growing,
with recent studies
showing that 30% of
students experience
high levels of stress
(Scherer, 1).
Mental health
challenges van lead to
academic decline,
reduced student
engagement, and
increased droupout
rates (Hill, 2).
Ethics
Confidentiality
Maintaning student
confidentiality
ensures they can
seek help without
fear of exposure or
stigma, fostering a
trusting relationship
between students
and educators
(Mirza, 3).
Source
Learning
Awareness
campaigns:
Educate students
and staff about
mental health
issues through
workshops,
posters, and
digital content
Stress
management
workshops:
Organize
workshops that
teach studnets
effective coping
strategies, such
as mindfulness
and time
management.
Peer support
networks: Establish
peer-led groups
where students can
share experiences
and offer
emotional support,
fostering a sense of
community and
reducing feelings of
isolation.
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Theory
Social Learning Theory
The theory emphasizes
learning through obseravtion
and imitation of others
(Rotter, 4). It is effective fpr
addressing studnet mental
health, as students can adopt
coping strategies by observing
their peers and educators
demonstrating healthy
behaviors.
Activity
Peer discussion group on
mental health
Students will engage in small
group discussions where they can
share personal experiences, learn
coping mechanisms, and support
each other. This aligns with Social
Learning Theory by encouraging
learning form peers in a
supportive environment.
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Peer discussion group is based on Social Learning Theory aimed to let students learn though
observations and simulations. By encouraging students to talk about their own experiences and how
they deal with stress, those in distress observe healthy behaviors and appropriate reactions. This
environment makes students change their coping strategies and learn about mental health through
films and interacting with their counterparts (Widnall, 5). One advantage of the group is that culture
modelling occurs as students get to observe the way their fellow students respond to stress, self-
identify, and interact with mental health issues, thus making the environment greatly supportive as
well as educational.
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Sources
1. Scherer, L.A. and Leshner, A.I. eds., 2021. Mental health, substance use, and wellbeing in higher
education: Supporting the whole student.
2. Hill, M., Farrelly, N., Clarke, C. and Cannon, M., 2024. Student mental health and well-being:
overview and future directions. Irish Journal of Psychological Medicine, 41(2), pp.259-266.
3. Mirza, S., 2023. Maintaining confidentiality. BDJ In Practice, 36(11), pp.36-37.
4. Rotter, J.B., 2021. Social learning theory. In Expectations and actions (pp. 241-260). Routledge.
5. Widnall, Emily, Steve Dodd, Ruth Simmonds, Helen Bohan, Abigail Russell, Mark Limmer, and
Judi Kidger. 2021. "A process evaluation of a peer education project to improve mental health
literacy in secondary school students: study protocol." BMC Public Health 21. 1-7.
**## annotated-Week20320activity20AddressingStudentMentalHealthinHigherEducation.docx.pdf**
1
Courtney Hopkins
Professor Vance
EDU 599 Week 3 Activity Select an issue in Education
April 22, 2025
2
Addressing Student Mental Health in Higher Education
A topical problem of present-day higher education institutions is the problem of students’
mental health. In the evening, more students across the campuses of different universities and
colleges in the United States show signs of anxiety or depression and stress that hinders
academic achievement and development. This paper will focus on discussing the sources of
stress and anxiety among college students based on the American College Health Association
Report, of which 60.5% of college students suffered overwhelming anxiety within a year and
over 40% of students had depression that hindered them from functioning effectively. This is
true because it affects the performance of scholars, increases their dropout rates, and has lifetime
personal and career implications (Bailey, 1). This is an area that learning institutions must
address in their programs by teaching the students how to cope with stress and develop resilience
as well as identifying when to seek help.
In order to address this, there is a need to design a learning activity that is based on a
curriculum to support the teachings in the classroom, for which one of the theories that can be
applied is Bandura’s Social Learning Theory. This theory pivots on knowledge through
imitation, observation, and modeling, which makes it convenient in practicing peer group
tutoring and emotional intimacy. A possible learning experience can be “The Resilience
Workshop Series,” in which the participants discuss with their counterparts’ videos on
confidence building/stress management that include a success story of other participants
addressing (and overcoming) academic and/or emotive challenges (Ilmiani, 2). These workshops
would also involve drama and role-play-based skill development activities on stress
3
management, methods of handling stress, ways of managing stress on the job, role-play on the
method of handling stress on the job, and other related topics.
The social learning theory lends support to this activity because it reinforces the thesis
that students are more likely to practice positive behaviors when the same is demonstrated by
others acting upon the same behavior, and this time when they see them doing so in managing
stress effectively (Weston, 3). Beyond empathy, it creates a community that shares support,
which is critical to reducing stigma and promoting students to place mental wellness among
other points of importance.
4
Sources
1.Bailey, C. P., Lowry, M., Napolitano, M., Hoban, M. T., Kukich, C., & Perna, F. M. (2022).
Prevalence of physical activity requirements among US colleges/universities participating
in the American College Health Association-National College Health Assessment
II. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 59,
00469580221087891. https://journals.sagepub.com/doi/abs/10.1177/00469580221087891
2.Ilmiani, A. M., Wahdah, N., & Mubarak, M. R. (2021). The application of Albert Bandura's
Social Cognitive Theory: A process in learning speaking skill. Ta'lim al-'Arabiyyah:
Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 5(2), 181-192.
https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945
3.Weston, L. Y. (2022). Teaching resilience and mental health across the curriculum: a guide
for high school and college teachers. Routledge.
https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-
mental-health-across-curriculum-linda-yaron-weston
[https://journals.sagepub.com/doi/abs/10.1177/00469580221087891](https://journals.sagepub.com/doi/abs/10.1177/00469580221087891)
[https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945](https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945)
[https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston](https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston)
[https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston](https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston)
**## annotated-EDU2059920Week_8_Activity20.docx.pdf**
EDU599 – Education Capstone – Week 8
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Student Name: Courtney Hopkins
Date: May 28, 2025
Class: EDU 599
Professor: Vance
Week 8 Activity Template
Practice
Inclusion
The activity is called Collaborative Learning Circles and is used in a middle
school social studies lesson about cultural diversity.
Learners are grouped into small teams of 4 to 5, each with individuals having
different abilities and backgrounds.
Group members pick a country, study its culture, history and social matters
and develop a presentation with visuals, a report and verbal comments.
Teachers may use devices such as sentence starters, organizers and different
roles to support students who have special needs or are learning English.
The activity takes two weeks and is a section within the larger curriculum unit.
It supports all students by promoting students to work together
and by providing support in different ways. When students from
different backgrounds mix, it promotes interaction, acceptance
and teamwork. Using tools like graphic organizers and sentence
starters helps students with language or organization skills.
Assigning roles means that each student joins in based on their
talents (Gal 1). When students can use oral, written and visual
presentations, all types of learners have a way to engage. Using
this approach helps diverse students succeed in academics and
makes certain that all learners have the chance to take part.
Gal, Carmit, and Chen Hanna Ryder. 2025. "Unlocking Potential: Comparing collaborative
and Traditional Learning Methods for Students with Learning Disabilities in Special
Education Classrooms." Social Sciences & Humanities Open 11: 101521.
**## edu599week10assignment.docx**
**EDU week 10 Assignment**
Begin by gathering the 2 activities and 1 assignment (Assignment Attached) you submitted during this course. All of these prepared you for completing the capstone. In addition, review the media, Parts of Curriculum – ExplainedLinks to an external site., which provides explanations.
prepare a 3 page unit of curriculum, with assessments, to promote student learning related to a current issue in the field of education. Your curriculum must contain all of the following elements as identified in the Week 10 Assignment Template (Template Attached)
Identify who will be learning and in what setting. Keep in mind that the population and setting must align with each other.
Target Audience or Population. This includes age groups (adult professionals, university students of traditional or non-traditional age groups, grade level of K-12 children) and any special characteristics of the students.
Instructional Environment. Describe the setting in which learning will take place and through what interface(s). For example, will it be in person, hybrid, or online? Will it take place in a university classroom, a workplace conference room, or a school?
Value or Relevance. Explain how the curriculum is valuable and relevant for the target population and, more broadly, for other stakeholders, such as the institution or society.
Learning Objectives. Provide 3–5 learning objectives that are clear, measurable, and appropriate statements of what students will know or be able to do at the end of the curriculum unit.
Design activities that are clearly aligned to meeting learning objectives, supported by a list of materials needed to accomplish the activities.
Learning Activities. Describe activities that will engage students in learning, at least 1 for each learning objective. Learning activities include a wide variety of options depending on what is appropriate for the unit content and for the target audience.
Required Materials. Include a list of the required materials, including everything students need to accomplish the learning objectives.
Demonstrate the use of ethical and inclusive practices in the creation of learning activities and/or curriculum.
Meeting Diverse Needs. Explain at least one concrete strategy you will use to meet the diverse needs of the target population of students you have identified.
Meeting Ethical Standards. Connect your curriculum to a relevant ethical standard. Cite the ethical standard and explain how solving or improving the educational issue is required by the standard or how an educator can meet the ethical standard in implementing the unit of curriculum.
Varied Assessments. Describe at least 2 assessments of different types supported by learning activities that measure student learning of the objectives. Each assessment may assess more than one learning objective. Provide a one-paragraph (3–5 sentences) description of each assessment, including what students will do and how the assessment is appropriate to measure the learning identified by the objective.
Use 4–5 credible, relevant, and appropriate sources to support your writing. Cite each source listed on your source page at least once within your assignment.
**We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source, 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics)**
**## annotated-EDU2059920Week20520activity20.docx.pdf**
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Student Name: Courtney Hopkins
Date: May 7, 2025
Class: EDU 599
Professor: Vance
Week 5 Assignment Template
Main Idea
Addressing student mental
health in higher education is
vital for academic success and
well-being
Scope/Significance
Student mental health
issues are growing,
with recent studies
showing that 30% of
students experience
high levels of stress
(Scherer, 1).
Mental health
challenges van lead to
academic decline,
reduced student
engagement, and
increased droupout
rates (Hill, 2).
Ethics
Confidentiality
Maintaning student
confidentiality
ensures they can
seek help without
fear of exposure or
stigma, fostering a
trusting relationship
between students
and educators
(Mirza, 3).
Source
Learning
Awareness
campaigns:
Educate students
and staff about
mental health
issues through
workshops,
posters, and
digital content
Stress
management
workshops:
Organize
workshops that
teach studnets
effective coping
strategies, such
as mindfulness
and time
management.
Peer support
networks: Establish
peer-led groups
where students can
share experiences
and offer
emotional support,
fostering a sense of
community and
reducing feelings of
isolation.
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Theory
Social Learning Theory
The theory emphasizes
learning through obseravtion
and imitation of others
(Rotter, 4). It is effective fpr
addressing studnet mental
health, as students can adopt
coping strategies by observing
their peers and educators
demonstrating healthy
behaviors.
Activity
Peer discussion group on
mental health
Students will engage in small
group discussions where they can
share personal experiences, learn
coping mechanisms, and support
each other. This aligns with Social
Learning Theory by encouraging
learning form peers in a
supportive environment.
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Peer discussion group is based on Social Learning Theory aimed to let students learn though
observations and simulations. By encouraging students to talk about their own experiences and how
they deal with stress, those in distress observe healthy behaviors and appropriate reactions. This
environment makes students change their coping strategies and learn about mental health through
films and interacting with their counterparts (Widnall, 5). One advantage of the group is that culture
modelling occurs as students get to observe the way their fellow students respond to stress, self-
identify, and interact with mental health issues, thus making the environment greatly supportive as
well as educational.
EDU599 – Education Capstone – Week 5
© 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and
proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without
the expressed written permission of Strayer University.
Sources
1. Scherer, L.A. and Leshner, A.I. eds., 2021. Mental health, substance use, and wellbeing in higher
education: Supporting the whole student.
2. Hill, M., Farrelly, N., Clarke, C. and Cannon, M., 2024. Student mental health and well-being:
overview and future directions. Irish Journal of Psychological Medicine, 41(2), pp.259-266.
3. Mirza, S., 2023. Maintaining confidentiality. BDJ In Practice, 36(11), pp.36-37.
4. Rotter, J.B., 2021. Social learning theory. In Expectations and actions (pp. 241-260). Routledge.
5. Widnall, Emily, Steve Dodd, Ruth Simmonds, Helen Bohan, Abigail Russell, Mark Limmer, and
Judi Kidger. 2021. "A process evaluation of a peer education project to improve mental health
literacy in secondary school students: study protocol." BMC Public Health 21. 1-7.
**## annotated-Week20320activity20AddressingStudentMentalHealthinHigherEducation.docx.pdf**
1
Courtney Hopkins
Professor Vance
EDU 599 Week 3 Activity Select an issue in Education
April 22, 2025
2
Addressing Student Mental Health in Higher Education
A topical problem of present-day higher education institutions is the problem of students’
mental health. In the evening, more students across the campuses of different universities and
colleges in the United States show signs of anxiety or depression and stress that hinders
academic achievement and development. This paper will focus on discussing the sources of
stress and anxiety among college students based on the American College Health Association
Report, of which 60.5% of college students suffered overwhelming anxiety within a year and
over 40% of students had depression that hindered them from functioning effectively. This is
true because it affects the performance of scholars, increases their dropout rates, and has lifetime
personal and career implications (Bailey, 1). This is an area that learning institutions must
address in their programs by teaching the students how to cope with stress and develop resilience
as well as identifying when to seek help.
In order to address this, there is a need to design a learning activity that is based on a
curriculum to support the teachings in the classroom, for which one of the theories that can be
applied is Bandura’s Social Learning Theory. This theory pivots on knowledge through
imitation, observation, and modeling, which makes it convenient in practicing peer group
tutoring and emotional intimacy. A possible learning experience can be “The Resilience
Workshop Series,” in which the participants discuss with their counterparts’ videos on
confidence building/stress management that include a success story of other participants
addressing (and overcoming) academic and/or emotive challenges (Ilmiani, 2). These workshops
would also involve drama and role-play-based skill development activities on stress
3
management, methods of handling stress, ways of managing stress on the job, role-play on the
method of handling stress on the job, and other related topics.
The social learning theory lends support to this activity because it reinforces the thesis
that students are more likely to practice positive behaviors when the same is demonstrated by
others acting upon the same behavior, and this time when they see them doing so in managing
stress effectively (Weston, 3). Beyond empathy, it creates a community that shares support,
which is critical to reducing stigma and promoting students to place mental wellness among
other points of importance.
4
Sources
1.Bailey, C. P., Lowry, M., Napolitano, M., Hoban, M. T., Kukich, C., & Perna, F. M. (2022).
Prevalence of physical activity requirements among US colleges/universities participating
in the American College Health Association-National College Health Assessment
II. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 59,
00469580221087891. https://journals.sagepub.com/doi/abs/10.1177/00469580221087891
2.Ilmiani, A. M., Wahdah, N., & Mubarak, M. R. (2021). The application of Albert Bandura's
Social Cognitive Theory: A process in learning speaking skill. Ta'lim al-'Arabiyyah:
Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 5(2), 181-192.
https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945
3.Weston, L. Y. (2022). Teaching resilience and mental health across the curriculum: a guide
for high school and college teachers. Routledge.
https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-
mental-health-across-curriculum-linda-yaron-weston
[https://journals.sagepub.com/doi/abs/10.1177/00469580221087891](https://journals.sagepub.com/doi/abs/10.1177/00469580221087891)
[https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945](https://journal.uinsgd.ac.id/index.php/Talim/article/view/12945)
[https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston](https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston)
[https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston](https://www.taylorfrancis.com/books/mono/10.4324/9781003318408/teaching-resilience-mental-health-across-curriculum-linda-yaron-weston)
– 1
– 2
– 3
– 4
In-depth study guidance and analytical solution covering Business writing.
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– Discuss at least two current K-12 or adult education trends, and explore the implications for teaching methodologies, learner engagement, and administrative practices. – Reflect on implications and write down key insights, potential challenges, and opportunities related to the research trends you …
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Order on TutorsGallery →– Discuss at least two current K-12 or adult education trends, and explore the implications for teaching methodologies, learner engagement, and administrative practices.
– Reflect on implications and write down key insights, potential challenges, and opportunities related to the research trends you identified.
pls read attachment one is the insturctions and one is template please do it on a schizophrenic pt – ## soapnoteinstructions.docx – ## soapnoteetemplate.docx **## soapnoteinstructions.docx** Comprehensive Psychotherapy Evaluation 1 1. Compose a written comprehensive psychiatric evaluation of a pati…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →pls read attachment one is the insturctions and one is template please do it on a schizophrenic pt
– ## soapnoteinstructions.docx
– ## soapnoteetemplate.docx
**## soapnoteinstructions.docx**
Comprehensive Psychotherapy Evaluation 1
1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.
2. OAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.
| | |
| — | — |
| **S =** | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) |
| **O =** | Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam |
| **A =** | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes |
| **P =** | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up |
**Make it sure it is psychotherapy on a patient with anxiety/depression**
**## soapnoteetemplate.docx**
**Comprehensive Psychiatric Evaluation Template**
**With Psychotherapy Note**
Encounter date: ________________________
Patient Initials: ______ Gender: M/F/Transgender ____ Age: _____ Race: _____ Ethnicity ____
Reason for Seeking Health Care: ______________________________________________
**HPI**:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
**SI/HI:** _______________________________________________________________________________
**Sleep:**_________________________________________
**Appetite:**\_\_\______________________
**Allergies**(Drug/Food/Latex/Environmental/Herbal): ___________________________________
**Current perception of Health**: Excellent Good Fair Poor
**Psychiatric History:**
**_Inpatient hospitalizations:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_Outpatient psychiatric treatment:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_Detox/Inpatient substance treatment:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_History of suicide attempts and/or self injurious behaviors:_**\_\_\__________________________________
**Past Medical History**
· Major/Chronic Illnesses____________________________________________________
· Trauma/Injury ___________________________________________________________
· Hospitalizations __________________________________________________________
**Past Surgical History**\_\_\_________________________________________________________
**_Current psychotropic medications:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_Current prescription medications:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_OTC/Nutritionals/Herbal/Complementary therapy:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_Substance use_** _:_(alcohol, marijuana, cocaine, caffeine, cigarettes)
| | | | |
| — | — | — | — |
| **_Substance_** | **_Amount_** | **_Frequency_** | **_Length of Use_** |
| | | | |
| | | | |
| | | | |
| | | | |
**Family Psychiatric History:** _____________________________________________________
**Social History**
**Lives**: Single family House/Condo/ with stairs: ___________
**Marital Status**:________
**Education**:____________________________
**Employment Status**: ______
**Current/Previous occupation type**: _________________
**Exposure to:** ___Smoke____ ETOH ____Recreational Drug Use: __________________
**Sexual Orientation:** _______ Sexual Activity: ____
**Contraception Use**: ____________
**Family Composition:** Family/Mother/Father/Alone
**: _____________________________**
**Other: (Place of birth, childhood hx, legal, living situations, hobbies, abuse hx, trauma, violence, social network, marital hx):_________________________________**
**\_\_\______________________________________________________________________**
**Health Maintenance**
**Screening Tests (submit with SOAP note): Depression, Anxiety, ADHD, Autism, Psychosis, Dementia**
**Exposures:**
**Immunization HX:**
**Review of Systems (at least 3 areas per system):**
General:
HEENT:
Neck:
Lungs:
Cardiovascular:
Breast:
GI:
Male/female genital:
GU:
Neuro:
Musculoskeletal:
Activity & Exercise:
Psychosocial:
Derm:
Nutrition:
Sleep/Rest:
LMP:
STI Hx:
**Physical Exam**
BP________TPR_____ HR: _____ RR: ____Ht. _____ Wt. ______ BMI (
**percentile**) _____
General:
HEENT:
Neck:
Pulmonary:
Cardiovascular:
Breast:
GI:
Male/female genital:
GU:
Neuro:
Musculoskeletal:
Derm:
Psychosocial:
Misc.
**Mental Status Exam**
Appearance:
Behavior:
Speech:
Mood:
Affect:
Thought Content:
Thought Process:
Cognition/Intelligence:
Clinical Insight:
Clinical Judgment:
| |
| — |
| **Psychotherapy Note** |
| **Therapeutic Technique Used:** |
| **Session Focus and Theme:** |
| **Intervention Strategies Implemented:** |
| **Evidence of Patient Response**: |
**Plan:**
**Differential Diagnoses**
**1.**
**2.**
**Principal Diagnoses**
**1.**
**2.**
**Plan:**
**Diagnosis #1**
**Diagnostic Testing/Screening:**
**Pharmacological Treatment:**
**Non-Pharmacological Treatment:**
**Patient/Family Education:**
**Referrals:**
**Follow-up:**
**Anticipatory Guidance:**
**Diagnosis #2**
**Diagnostic Testing/Screening Tool:**
**Pharmacological Treatment:**
**Non-Pharmacological Treatment:**
**Patient/Family Education:**
**Referrals:**
**Follow-up:**
**Anticipatory Guidance:**
**Signature (with appropriate credentials): __________________________________________**
**Cite current evidenced based guideline(s) used to guide care (Mandatory)_______________**
**DEA#: 101010101 STU Clinic LIC# 10000000**
**Tel: (000) 555-1234 FAX: (000) 555-12222**
Patient Name: (Initials)______________________________ Age ___________
Date: _______________
**RX ______________________________________**
**SIG:**
**Dispense**: ___________
**Refill:** _________________
**No Substitution**
**Signature:** ____________________________________________________________
**Rev. 2272022 LM**
**## soapnoteetemplate.docx**
**Comprehensive Psychiatric Evaluation Template**
**With Psychotherapy Note**
Encounter date: ________________________
Patient Initials: ______ Gender: M/F/Transgender ____ Age: _____ Race: _____ Ethnicity ____
Reason for Seeking Health Care: ______________________________________________
**HPI**:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
**SI/HI:** _______________________________________________________________________________
**Sleep:**_________________________________________
**Appetite:**\_\_\______________________
**Allergies**(Drug/Food/Latex/Environmental/Herbal): ___________________________________
**Current perception of Health**: Excellent Good Fair Poor
**Psychiatric History:**
**_Inpatient hospitalizations:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_Outpatient psychiatric treatment:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_Detox/Inpatient substance treatment:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_History of suicide attempts and/or self injurious behaviors:_**\_\_\__________________________________
**Past Medical History**
· Major/Chronic Illnesses____________________________________________________
· Trauma/Injury ___________________________________________________________
· Hospitalizations __________________________________________________________
**Past Surgical History**\_\_\_________________________________________________________
**_Current psychotropic medications:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_Current prescription medications:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_OTC/Nutritionals/Herbal/Complementary therapy:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_Substance use_** _:_(alcohol, marijuana, cocaine, caffeine, cigarettes)
| | | | |
| — | — | — | — |
| **_Substance_** | **_Amount_** | **_Frequency_** | **_Length of Use_** |
| | | | |
| | | | |
| | | | |
| | | | |
**Family Psychiatric History:** _____________________________________________________
**Social History**
**Lives**: Single family House/Condo/ with stairs: ___________
**Marital Status**:________
**Education**:____________________________
**Employment Status**: ______
**Current/Previous occupation type**: _________________
**Exposure to:** ___Smoke____ ETOH ____Recreational Drug Use: __________________
**Sexual Orientation:** _______ Sexual Activity: ____
**Contraception Use**: ____________
**Family Composition:** Family/Mother/Father/Alone
**: _____________________________**
**Other: (Place of birth, childhood hx, legal, living situations, hobbies, abuse hx, trauma, violence, social network, marital hx):_________________________________**
**\_\_\______________________________________________________________________**
**Health Maintenance**
**Screening Tests (submit with SOAP note): Depression, Anxiety, ADHD, Autism, Psychosis, Dementia**
**Exposures:**
**Immunization HX:**
**Review of Systems (at least 3 areas per system):**
General:
HEENT:
Neck:
Lungs:
Cardiovascular:
Breast:
GI:
Male/female genital:
GU:
Neuro:
Musculoskeletal:
Activity & Exercise:
Psychosocial:
Derm:
Nutrition:
Sleep/Rest:
LMP:
STI Hx:
**Physical Exam**
BP________TPR_____ HR: _____ RR: ____Ht. _____ Wt. ______ BMI (
**percentile**) _____
General:
HEENT:
Neck:
Pulmonary:
Cardiovascular:
Breast:
GI:
Male/female genital:
GU:
Neuro:
Musculoskeletal:
Derm:
Psychosocial:
Misc.
**Mental Status Exam**
Appearance:
Behavior:
Speech:
Mood:
Affect:
Thought Content:
Thought Process:
Cognition/Intelligence:
Clinical Insight:
Clinical Judgment:
| |
| — |
| **Psychotherapy Note** |
| **Therapeutic Technique Used:** |
| **Session Focus and Theme:** |
| **Intervention Strategies Implemented:** |
| **Evidence of Patient Response**: |
**Plan:**
**Differential Diagnoses**
**1.**
**2.**
**Principal Diagnoses**
**1.**
**2.**
**Plan:**
**Diagnosis #1**
**Diagnostic Testing/Screening:**
**Pharmacological Treatment:**
**Non-Pharmacological Treatment:**
**Patient/Family Education:**
**Referrals:**
**Follow-up:**
**Anticipatory Guidance:**
**Diagnosis #2**
**Diagnostic Testing/Screening Tool:**
**Pharmacological Treatment:**
**Non-Pharmacological Treatment:**
**Patient/Family Education:**
**Referrals:**
**Follow-up:**
**Anticipatory Guidance:**
**Signature (with appropriate credentials): __________________________________________**
**Cite current evidenced based guideline(s) used to guide care (Mandatory)_______________**
**DEA#: 101010101 STU Clinic LIC# 10000000**
**Tel: (000) 555-1234 FAX: (000) 555-12222**
Patient Name: (Initials)______________________________ Age ___________
Date: _______________
**RX ______________________________________**
**SIG:**
**Dispense**: ___________
**Refill:** _________________
**No Substitution**
**Signature:** ____________________________________________________________
**Rev. 2272022 LM**
**## soapnoteinstructions.docx**
Comprehensive Psychotherapy Evaluation 1
1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.
2. OAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.
| | |
| — | — |
| **S =** | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) |
| **O =** | Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam |
| **A =** | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes |
| **P =** | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up |
**Make it sure it is psychotherapy on a patient with anxiety/depression**
**## soapnoteetemplate.docx**
**Comprehensive Psychiatric Evaluation Template**
**With Psychotherapy Note**
Encounter date: ________________________
Patient Initials: ______ Gender: M/F/Transgender ____ Age: _____ Race: _____ Ethnicity ____
Reason for Seeking Health Care: ______________________________________________
**HPI**:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
**SI/HI:** _______________________________________________________________________________
**Sleep:**_________________________________________
**Appetite:**\_\_\______________________
**Allergies**(Drug/Food/Latex/Environmental/Herbal): ___________________________________
**Current perception of Health**: Excellent Good Fair Poor
**Psychiatric History:**
**_Inpatient hospitalizations:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_Outpatient psychiatric treatment:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_Detox/Inpatient substance treatment:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_History of suicide attempts and/or self injurious behaviors:_**\_\_\__________________________________
**Past Medical History**
· Major/Chronic Illnesses____________________________________________________
· Trauma/Injury ___________________________________________________________
· Hospitalizations __________________________________________________________
**Past Surgical History**\_\_\_________________________________________________________
**_Current psychotropic medications:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_Current prescription medications:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_OTC/Nutritionals/Herbal/Complementary therapy:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_Substance use_** _:_(alcohol, marijuana, cocaine, caffeine, cigarettes)
| | | | |
| — | — | — | — |
| **_Substance_** | **_Amount_** | **_Frequency_** | **_Length of Use_** |
| | | | |
| | | | |
| | | | |
| | | | |
**Family Psychiatric History:** _____________________________________________________
**Social History**
**Lives**: Single family House/Condo/ with stairs: ___________
**Marital Status**:________
**Education**:____________________________
**Employment Status**: ______
**Current/Previous occupation type**: _________________
**Exposure to:** ___Smoke____ ETOH ____Recreational Drug Use: __________________
**Sexual Orientation:** _______ Sexual Activity: ____
**Contraception Use**: ____________
**Family Composition:** Family/Mother/Father/Alone
**: _____________________________**
**Other: (Place of birth, childhood hx, legal, living situations, hobbies, abuse hx, trauma, violence, social network, marital hx):_________________________________**
**\_\_\______________________________________________________________________**
**Health Maintenance**
**Screening Tests (submit with SOAP note): Depression, Anxiety, ADHD, Autism, Psychosis, Dementia**
**Exposures:**
**Immunization HX:**
**Review of Systems (at least 3 areas per system):**
General:
HEENT:
Neck:
Lungs:
Cardiovascular:
Breast:
GI:
Male/female genital:
GU:
Neuro:
Musculoskeletal:
Activity & Exercise:
Psychosocial:
Derm:
Nutrition:
Sleep/Rest:
LMP:
STI Hx:
**Physical Exam**
BP________TPR_____ HR: _____ RR: ____Ht. _____ Wt. ______ BMI (
**percentile**) _____
General:
HEENT:
Neck:
Pulmonary:
Cardiovascular:
Breast:
GI:
Male/female genital:
GU:
Neuro:
Musculoskeletal:
Derm:
Psychosocial:
Misc.
**Mental Status Exam**
Appearance:
Behavior:
Speech:
Mood:
Affect:
Thought Content:
Thought Process:
Cognition/Intelligence:
Clinical Insight:
Clinical Judgment:
| |
| — |
| **Psychotherapy Note** |
| **Therapeutic Technique Used:** |
| **Session Focus and Theme:** |
| **Intervention Strategies Implemented:** |
| **Evidence of Patient Response**: |
**Plan:**
**Differential Diagnoses**
**1.**
**2.**
**Principal Diagnoses**
**1.**
**2.**
**Plan:**
**Diagnosis #1**
**Diagnostic Testing/Screening:**
**Pharmacological Treatment:**
**Non-Pharmacological Treatment:**
**Patient/Family Education:**
**Referrals:**
**Follow-up:**
**Anticipatory Guidance:**
**Diagnosis #2**
**Diagnostic Testing/Screening Tool:**
**Pharmacological Treatment:**
**Non-Pharmacological Treatment:**
**Patient/Family Education:**
**Referrals:**
**Follow-up:**
**Anticipatory Guidance:**
**Signature (with appropriate credentials): __________________________________________**
**Cite current evidenced based guideline(s) used to guide care (Mandatory)_______________**
**DEA#: 101010101 STU Clinic LIC# 10000000**
**Tel: (000) 555-1234 FAX: (000) 555-12222**
Patient Name: (Initials)______________________________ Age ___________
Date: _______________
**RX ______________________________________**
**SIG:**
**Dispense**: ___________
**Refill:** _________________
**No Substitution**
**Signature:** ____________________________________________________________
**Rev. 2272022 LM**
**## soapnoteinstructions.docx**
Comprehensive Psychotherapy Evaluation 1
1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.
2. OAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.
| | |
| — | — |
| **S =** | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) |
| **O =** | Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam |
| **A =** | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes |
| **P =** | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up |
**Make it sure it is psychotherapy on a patient with anxiety/depression**
**## soapnoteetemplate.docx**
**Comprehensive Psychiatric Evaluation Template**
**With Psychotherapy Note**
Encounter date: ________________________
Patient Initials: ______ Gender: M/F/Transgender ____ Age: _____ Race: _____ Ethnicity ____
Reason for Seeking Health Care: ______________________________________________
**HPI**:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
**SI/HI:** _______________________________________________________________________________
**Sleep:**_________________________________________
**Appetite:**\_\_\______________________
**Allergies**(Drug/Food/Latex/Environmental/Herbal): ___________________________________
**Current perception of Health**: Excellent Good Fair Poor
**Psychiatric History:**
**_Inpatient hospitalizations:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_Outpatient psychiatric treatment:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_Detox/Inpatient substance treatment:_**
| | | | |
| — | — | — | — |
| **_Date_** | **_Hospital_** | **_Diagnoses_** | **_Length of Stay_** |
| | | | |
| | | | |
**_History of suicide attempts and/or self injurious behaviors:_**\_\_\__________________________________
**Past Medical History**
· Major/Chronic Illnesses____________________________________________________
· Trauma/Injury ___________________________________________________________
· Hospitalizations __________________________________________________________
**Past Surgical History**\_\_\_________________________________________________________
**_Current psychotropic medications:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_Current prescription medications:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_OTC/Nutritionals/Herbal/Complementary therapy:_**
\_\_\_______________________________________ ________________________________
\_\_\_______________________________________ ________________________________
**_Substance use_** _:_(alcohol, marijuana, cocaine, caffeine, cigarettes)
| | | | |
| — | — | — | — |
| **_Substance_** | **_Amount_** | **_Frequency_** | **_Length of Use_** |
| | | | |
| | | | |
| | | | |
| | | | |
**Family Psychiatric History:** _____________________________________________________
**Social History**
**Lives**: Single family House/Condo/ with stairs: ___________
**Marital Status**:________
**Education**:____________________________
**Employment Status**: ______
**Current/Previous occupation type**: _________________
**Exposure to:** ___Smoke____ ETOH ____Recreational Drug Use: __________________
**Sexual Orientation:** _______ Sexual Activity: ____
**Contraception Use**: ____________
**Family Composition:** Family/Mother/Father/Alone
**: _____________________________**
**Other: (Place of birth, childhood hx, legal, living situations, hobbies, abuse hx, trauma, violence, social network, marital hx):_________________________________**
**\_\_\______________________________________________________________________**
**Health Maintenance**
**Screening Tests (submit with SOAP note): Depression, Anxiety, ADHD, Autism, Psychosis, Dementia**
**Exposures:**
**Immunization HX:**
**Review of Systems (at least 3 areas per system):**
General:
HEENT:
Neck:
Lungs:
Cardiovascular:
Breast:
GI:
Male/female genital:
GU:
Neuro:
Musculoskeletal:
Activity & Exercise:
Psychosocial:
Derm:
Nutrition:
Sleep/Rest:
LMP:
STI Hx:
**Physical Exam**
BP________TPR_____ HR: _____ RR: ____Ht. _____ Wt. ______ BMI (
**percentile**) _____
General:
HEENT:
Neck:
Pulmonary:
Cardiovascular:
Breast:
GI:
Male/female genital:
GU:
Neuro:
Musculoskeletal:
Derm:
Psychosocial:
Misc.
**Mental Status Exam**
Appearance:
Behavior:
Speech:
Mood:
Affect:
Thought Content:
Thought Process:
Cognition/Intelligence:
Clinical Insight:
Clinical Judgment:
| |
| — |
| **Psychotherapy Note** |
| **Therapeutic Technique Used:** |
| **Session Focus and Theme:** |
| **Intervention Strategies Implemented:** |
| **Evidence of Patient Response**: |
**Plan:**
**Differential Diagnoses**
**1.**
**2.**
**Principal Diagnoses**
**1.**
**2.**
**Plan:**
**Diagnosis #1**
**Diagnostic Testing/Screening:**
**Pharmacological Treatment:**
**Non-Pharmacological Treatment:**
**Patient/Family Education:**
**Referrals:**
**Follow-up:**
**Anticipatory Guidance:**
**Diagnosis #2**
**Diagnostic Testing/Screening Tool:**
**Pharmacological Treatment:**
**Non-Pharmacological Treatment:**
**Patient/Family Education:**
**Referrals:**
**Follow-up:**
**Anticipatory Guidance:**
**Signature (with appropriate credentials): __________________________________________**
**Cite current evidenced based guideline(s) used to guide care (Mandatory)_______________**
**DEA#: 101010101 STU Clinic LIC# 10000000**
**Tel: (000) 555-1234 FAX: (000) 555-12222**
Patient Name: (Initials)______________________________ Age ___________
Date: _______________
**RX ______________________________________**
**SIG:**
**Dispense**: ___________
**Refill:** _________________
**No Substitution**
**Signature:** ____________________________________________________________
**Rev. 2272022 LM**
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