During a health screening, a family tells you that their 5-year-old has not had a well child exam or check-up in years because they don't really see the purpose. What would be the most appropriate response?
A) Listen and state that they must get a check-up if they would like their child to be accepted into the program.
B) Tell them you think that's fine and that check-ups are not really that important.
C) Offer support, document their concerns, and respectfully inform them that check-ups are an important aspect of preventive health care.
D) Tell them that children between 5-12 years of age do not really need check ups.
C
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The best intervention strategies for children with ADHD are:
a. diet, medication, and time-out b. behavior management and medication c. Ritalin and rehearsal training d. behavior management and salicylates
Lisa Sims is a high school counselor who feels that it is essential that she remain aware of the statistics regarding the use of addictive substances among high school seniors. When a teacher tells her that Brandon has been coming to class in what seems to be an impaired state, she is aware that statistics indicate that he has most likely been using
A) alcohol. B) prescription drugs. C) inhalants. D) marijuana.
How much variance in burnout does the final model explain?
Recent research has shown that lecturers are among the most stressed workers. A researcher wanted to know exactly what it was about being a lecturer that created this stress and subsequent burnout. She recruited 75 lecturers and administered several questionnaires that measured: Burnout (high score = burnt out), Perceived Control (high score = low perceived control), Coping Ability (high score = low ability to cope with stress), Stress from Teaching (high score = teaching creates a lot of stress for the person), Stress from Research (high score = research creates a lot of stress for the person), and Stress from Providing Pastoral Care (high score = providing pastoral care creates a lot of stress for the person). The outcome of interest was burnout, and Cooper’s (1988) model of stress indicates that perceived control and coping style are important predictors of this variable.
The remaining predictors were measured to see the unique contribution of different aspects of a lecturer’s work to their burnout. The R output is below and the remaining questions relate to this output.
summary(burnoutModel.1)
Call:
glm(formula = burnout ~ loc + cope, family = binomial(), data = burnoutData)
Deviance Residuals:
Min 1Q Median 3Q Max
-2.9217 -0.5163 -0.3730 0.1273 2.0848
Coefficients:
Estimate Std. Error z value Pr(>|z|)\
loc 0.061080 0.010915 5.596 2.19e-08 ***
cope 0.082714 0.009369 8.829 < 2e-16 ***
---
Signif. codes: 0 ‘***’ 0.001 ‘**’ 0.01 ‘*’ 0.05 ‘.’ 0.1 ‘ ’ 1
(Dispersion parameter for binomial family taken to be 1)
Null deviance: 530.11 on 466 degrees of freedom
Residual deviance: 364.18 on 464 degrees of freedom
AIC: 370.18
Number of Fisher Scoring iterations: 5
logisticPseudoR2s(burnoutModel.1)
Pseudo R^2 for logistic regression
Hosmer and Lemeshow R^2 0.313
Cox and Snell R^2 0.299
Nagelkerke R^2 0.441
exp(burnoutModel.1$coefficients)
(Intercept) loc cope
0.01128261 1.06298389 1.08623164
exp(confint(burnoutModel.1))
2.5 % 97.5 %
(Intercept) 0.005160721 0.02292526
loc 1.041229885 1.08691181
cope 1.067210914 1.10722003
summary(burnoutModel.2)
Call:
glm(formula = burnout ~ loc + cope + teaching + research + pastoral,
family = binomial(), data = burnoutData)
Deviance Residuals:
Min 1Q Median 3Q Max
-2.41592 -0.48290 -0.28690 0.02966 2.63636
Coefficients:
Estimate Std. Error z value Pr(>|z|)
(Intercept) -4.43993 1.08565 -4.090 4.32e-05 ***
loc 0.11079 0.01494 7.414 1.23e-13 ***
cope 0.14234 0.01639 8.684 < 2e-16 ***
teaching -0.11216 0.01977 -5.673 1.40e-08 ***
research 0.01931 0.01036 1.863 0.062421 .
pastoral 0.04517 0.01310 3.449 0.000563 ***
---
Signif. codes: 0 ‘***’ 0.001 ‘**’ 0.01 ‘*’ 0.05 ‘.’ 0.1 ‘ ’ 1
(Dispersion parameter for binomial family taken to be 1)
Null deviance: 530.11 on 466 degrees of freedom
Residual deviance: 321.20 on 461 degrees of freedom
AIC: 333.2
Number of Fisher Scoring iterations: 6
modelChi; chidf; chisq.prob
[1] 208.9086
[1] 5
[1] 0
logisticPseudoR2s(burnoutModel.2)
Pseudo R^2 for logistic regression
Hosmer and Lemeshow R^2 0.394
Cox and Snell R^2 0.361
Nagelkerke R^2 0.531
exp(burnoutModel.2$coefficients)
(Intercept) loc cope teaching research pastoral
0.01179680 1.11715594 1.15296414 0.89389904 1.01949919 1.04620942
exp(confint(burnoutModel.2))
2.5 % 97.5 %
(Intercept) 0.001317788 0.09419003
loc 1.086274965 1.15212014
cope 1.118430575 1.19286786
teaching 0.858532732 0.92793154
research 0.999115252 1.04068582
pastoral 1.020119629 1.07403586
a. 3.61–5.31%
b. 36.1–53.1%
c. 0.361–0.531%
d. 31.3%
What involvement should children, families, and providers have in planning for transitions? Which role do you think is most important (if any) in the transition planning and implementation process?
What will be an ideal response?