Identify symptoms of your selected disorder and describe how the interpretation of the symptoms varies across cultures.

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Complete the following chart. For each age range, identify and describe 2-3 changes or characteristics in physical, cognitive, socioemotional, and moral development. Additionally, for each age range, identify one toy or activity that would be most appropriate for this age, and briefly explain why.
NOTE: You must write in complete sentences. Make sure that you define any terms used (for example, don’t just write: “They have theory of mind.” – you must explain what Theory of Mind is if you are going to identify it as a characteristic). Remember, you are demonstrating your knowledge of child development in this assignment, so make sure that you are specific and detailed! Be sure to cite your sources using APA format.

Select a psychological disorder and a local organization that provides mental health services.  Obtain faculty approval of your selected disorder before beginning this assignment.
Research the organization’s website or speak to someone in the organization.
Write a 700- to 1,050-word paper in which you examine your selected psychological disorder in the context of the chosen organization’s goals. Include the following in your paper:

  • Identify multiple cultures the organization serves.
  • Identify symptoms of your selected disorder and describe how the interpretation of the symptoms varies across cultures.
  • Discuss how the impact of culture affects interpretations of symptoms and recommendations of services for that organization.

Include a minimum of three credible, peer-reviewed references.
Format your paper consistent with APA guidelines

 
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Edward is a seven-year-old boy who has difficulty reading. His teacher refers him to the school psychologist to evaluate for a learning disability.

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By the due date assigned, submit your response to the appropriate Discussion Area. Use the same Discussion Area to comment on your classmates’ submissions through the end of the module, and continue the discussion through the end of the module.
Edward is a seven-year-old boy who has difficulty reading. His teacher refers him to the school psychologist to evaluate for a learning disability. The psychologist’s report concludes that Edward has dyslexia and mild central nervous system impairment.
Edward’s mother asks whether the report means that her son has brain damage. The psychologist says, “He has impairments, but I wouldn’t say that he is brain damaged.”
How would you explain this answer? What is dyslexia?
What are the different nuances of meaning associated with the expressions brain damage and central nervous system impairment?
In our culture, are we overly sensitive and fearful about the idea of brain damage?
Is this fear justified?
n this week’s reading we learned about four types of causality: causally necessary, causally sufficient, causally necessary and sufficient, and causal dependence of one variable on another.
By the due date assigned, post two example claims of at least two types of causality and label them appropriately. Then, explain why the example fits your definition/selected type of causality.

 
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 The Trouble with Chicken

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Epidemiology week 5:2

Instructions

Watch the listed video in its entirety, them answer the five questions below:

5-2 Video – The Trouble with Chicken

Based on the information in this video, Meridian Diagnostics Inc. decided to produce an enzyme-linked immunosorbent assay (EIA test kit) to screen for presence of Salmonella heidelberg, so patients who became sickened, could be diagnosed quickly and treated. Patient blood samples could be tested for presence of the S. heidelberg bacteria as opposed to other Genera and species of bacteria.

1. With this information, by constructing a 2-by-2 table, calculate the predictive-value positive and predictive-value negative of the EIA in a hypothetical population of 1,000,000 blood donors. Using a separate 2-by-2 table, calculate PVP and PVN for a population of 1000 ill patients. Assume that the actual prevalence of S. heidelberg among blood donors is 0.04% (0.0004) and that of people who ate Foster’s chicken is 10.0% (0.10).

2. Do you think that the EIA is a good screening test for the hospital? Why or why not?

3. Do you think that the EIA performs well enough to justify using the test outcomes in court cases? Why or why not?

4. If sensitivity and specificity remain constant, what is the relationship of prevalence to predictive-value positive and predictive-value negative?

Given their success with the EIA for S. heidelberg, Meridian Diagnostics decided to perfect their design, and use it to produce an EIA to test for E. coli O157 H7.

5. With this information, by constructing a 2-by-2 table, calculate the predictive-value positive and predictive-value negative of the EIA in a hypothetical population of 500,000 blood donors. Using a separate 2-by-2 table, calculate PVP and PVN for a population of 600 ill patients. Assume that the actual prevalence of E. coli among blood donors is 0.02% (0.0002) and that of people who ate Jack-In-the-Box hamburgers is 15.0% (0.15).

It is recommended that you construct your response in a Word document.

 
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Human Anatomy and Physiology

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Page 1“Bad Fish: Human Anatomy and Physiology Edition” by James A. Hewlett

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

by James A. Hewlett Science and Technology Department Finger Lakes Community College

Bad Fish: Human Anatomy and Physiology Edition

Part I – Poisoned! One evening during a recent trip to Indonesia, Dr. Marshall Westwood from the Montana Technical Institute sat down to a meal of puff erfi sh and rice. Within an hour of returning to his hotel room, Dr. Westwood felt numbness in his lips and tongue, which quickly spread to his face and neck. Before he could call the front desk, he began to feel pains in his stomach and throat, which produced feelings of nausea and eventually severe vomiting.

Fearing that he had eaten some “bad fi sh” for dinner, Dr. Westwood called a local hospital to describe his condition. Th e numbness in his lips and face made it almost impossible for him to communicate, but the hospital staff managed to at least understand the address he gave them and they sent an ambulance in response. As Dr. Westwood was rushed to the hospital, his breathing became increasingly diffi cult.

Doctor’s Notes Th e patient presented in the ED with severe headache, diaphoresis, motor dysfunction, paresthesias, nausea, and an ascending paralysis that spread to the upper body, arms, face, and head. Th e patient was cyanotic and was hypoventilating. Within 30 minutes of presenting in the ED, Dr. Westwood developed bradycardia with a BP of 90/50. Atropine was administered in response to the bradycardia. IV hydration, gastric lavage, and activated charcoal followed a presumptive diagnosis of tetrodotoxin poisoning based on the clinical presentation in the ED. Five hours after intervention, the following vitals were noted:

• BP 125/79 • HR 78bpm • Oxygen saturation: 97% on room air

Follow-up Within a few hours, Dr. Westwood’s condition improved and he was on his way to a full recovery. After discussing his case with his physician, he learned that he had probably been the victim of a puff erfi sh poisoning. Th e active toxin in the tissues of this fi sh is a chemical called tetrodotoxin. Tetrodotoxin is in a class of chemicals known as neurotoxins due to the fact that it has its eff ects on nerve cells (neurons). Specifi cally, tetrodotoxin blocks voltage-gated sodium ion channels on neurons.

Questions 1. Present the “Doctor’s Notes” portion of the case with a description of the following terms or concepts:

• diaphoresis • motor dysfunction

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 2“Bad Fish: Human Anatomy and Physiology Edition” by James A. Hewlett

• paresthesias • cyanotic • hypoventilating • bradycardia • gastric lavage • oxygen saturation

2. How many diff erent elements are contained in a molecule of tetrodotoxin? What are the names of these elements?

3. What type of chemical bonds are found in this molecule? Describe the structure of those bonds. 4. As mentioned in the case description, tetrodotoxin is a molecule that blocks voltage-gated sodium ion channels.

Describe the structure of a sodium ion. 5. What is a voltage-gated sodium ion channel? What is it made of? What is its function? 6. Why do sodium ions need channels in order to move into and out of cells? 7. Describe the process involved in the movement of ions through these channels. 8. When nerve cells are at rest, there is an unequal amount of positive and negative charges on either side of a

nerve cell membrane. Th is charge diff erence is called an electrical potential. Describe this “potential” when the neuron is at rest (resting potential).

9. What is happening to the electrical potential of a neuron when it generates an action potential? What is the function of the action potential in neurons?

10. Describe the role of sodium ions and sodium channels in the action potential. 11. What would happen to a neuron if it were exposed to tetrodotoxin? Be specifi c regarding its eff ect on the ability

of a neuron to communicate. 12. Now that you have addressed some of the basic biology of this case, explain why Dr. Westwood experienced

numbness after eating the puff erfi sh meal. 13. Paralysis is a term used to describe the loss of function of muscle. If tetrodotoxin’s eff ect is on neurons, why did

Dr. Westwood experience paralysis? 14. Explain how tetrodotoxin is involved in the development of hypotension and hypoventilation. 15. Briefl y describe the role of the autonomic nervous system in human physiology. What are the two divisions of

this system? 16. Atropine was administered in the ED as part of Dr. Westwood’s care. What eff ect did it have on his vitals after

it was administered? Atropine acts as an antagonist within the central nervous system, which means it acts as a blocker of specifi c cellular functions. What part of the autonomic nervous system does atropine block to produce its eff ect on Dr. Westwood?

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 3“Bad Fish: Human Anatomy and Physiology Edition” by James A. Hewlett

Part II – Oh No! Not Again After recovering from his TTX poisoning, Dr. Marshall Westwood decided to take a vacation. An avid birder, he decided to go to Papua New Guinea with Bill Whitlatch, an ornithologist friend of his from Montana Technical Institute.

Th ree days into their trip, Bill netted bird with an orange body and black wings and head for closer study. Dr Westwood was very curious and asked Bill if he could have a closer look at the bird. After handling the bird and then later wiping his mouth with his hand, Dr. Westwood noticed that his fi ngers and lips were going numb. His mind immediately fl ashed back to the disastrous trip to Indonesia and he began to panic. Luckily, the symptoms faded before they progressed into anything more serious.

His friend Bill used a key to identify the animal as a pitohui. Th e pitohui are small, social songbirds that live in Papua New Guinea. Th ey are generally about 23 centimeters long with strong legs and a powerful beak. Th eir encounter was the fi rst time anyone had scientifi cally realized the birds’ toxicity.

Before releasing the bird, Dr. Westwood collected feather and tissue samples to bring back to the lab. After returning to Montana, he set out to isolate the toxic compound that he believed was being produced by the pitohui. It appeared that the active ingredient was a homobatrachotoxin. Homobatrachotoxin is a steroidal alkaloid that is similar to batrachotoxin, the toxic principle of the Central American poison arrow frog Phyllobates aurotaenia. Batrachotoxin and homobatrachotoxin are both known to act on the voltage-sensitive sodium channels in excitable tissues.

You and your colleagues received a call from Dr. Westwood asking if you could help elucidate the mechanism of action of this toxic compound. One of the hypotheses is that this toxin acts similarly to TTX.

Questions 17. In your fi rst experiment, you generated action potentials in axons of large neurons obtained from squid in the

presence of this new toxin. You found that after depolarizing, the membrane potential remained positive for an extended length of time, and the repolarization was often extremely delayed. Draw a graph (membrane potential in mV vs. time) to illustrate this eff ect.

18. As you continued to experiment with higher concentrations of the toxin, you found cases when the cell could not repolarize at all, or if it began to repolarize, it would immediately depolarize again. Using this description and the description in the previous question, describe how this toxin acts on voltage-gated sodium ion channels.

NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE

Page 4“Bad Fish: Human Anatomy and Physiology Edition” by James A. Hewlett

Image credits: Photograph on page 1, Arothron meleagris, © John E. Randall. Used with permission. Photograph on page 3, Hooded Pitohui, Jack Dumbacher. Courtesy of the Smithsonian National Museum of Natural History.

Case copyright held by the National Center for Case Study Teaching in Science, University at Buff alo, State University of New York. Originally published April 13, 2003. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.

Part III – Pharmacology In this section, you (or your group) will become a small pharmaceutical company that is trying to develop a drug that can be used in the ED to treat tetrodotoxin poisoning. Th ere is no antidote to tetrodotoxin poisoning. Th erefore, it is extremely important that your company is successful in this endeavor. In your report, you need to include the following:

• Your Company Name: o What do you want to call your company? Be creative!

• Name of Your Drug: • Treatment of:

o What does your drug treat? o What other diseases, problems etc. might it be useful for?

• Mechanism of Action: o Describe how your drug will work. o Be sure to provide details regarding its action. You are now familiar with the activity of this toxin at the

level of molecules and cells, so your description should contain details of how your drug works at that level.

• Dosage Form: o How will it be administered to patients?

• Side Eff ects: o What type of side eff ects might your drug have?

Some of your information will come from your understanding of what tetrodotoxin does to neurons. Th ere is no right or wrong answer to how your drug will work because there currently is no drug to treat this problem.

After you decide how your drug might work, you should consider if its mechanism would lead to side eff ects. In addition, your drug may be useful for other problems related to nerve function. You may want to do some research on drugs that have actions at neurons (specifi cally sodium ion channels) and diseases that involve sodium ion channels. Th is will help you develop your drug.

http://sciencecases.lib.buffalo.edu/center/
http://sciencecases.lib.buffalo.edu/center/collection/uses/
 
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Provide      a through documentation collection and analysis details

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1-Qualitative data are words, instead of numbers. According to Burns, Gray and Grove (2015) “Qualitative research is a systematic approach used to describe experiences and situations from the perspective of the person in the situation. The researcher analyzes the words of the participant, finds meaning in the words, and provides a description of the experience that promotes deeper understanding of the experience”. Initially you want to state the purpose of the study. In a Qualitative study there are different types of perspectives that can be associated with a qualitative study.  Phenomenological, grounded theory, ethnographic, exploratory-descriptive, qualitative and historical are types of research (Grove, 2015).  To assist with the management of the study, according to White, Oleke, and Friesen (2012) they had eight recommendation as follow

  • Have      one person manages and organize the study.
  • Provide      a through documentation collection and analysis details
  • Strict      timeline for data collection, coding and analysis
  • Use      of iterative process for data collection and analysis
  • Comprehensive      internal audits
  • communications      among all members of the team
  • resources      are to be utilized to meet dead line
  • re-assess      and determine if any changes need to be made.

According to Burns, Gray and Grove (2015) when collecting research, a way to manage the data is by organizing the information into themes and subthemes to form meaning from the data. Data analysis and interpretation allows the researcher to place the findings into the correct category, finding correlation or the non-correlation of the data being obtained.  They must be consistent with the method and the philosophy of the study, allow the data and meaning to be revealed, thus demonstrating the rigor of the study.
Reference
Grove, S., Gray, J., Burns, N., (2015). Understanding Nursing Research, 6th Edition. Retrieved from https://viewer.gcu.edu/DPBXHG
White, D., Oleke, N., & Friesen, S. (2012, July). “Qualitative Data Has Been Described As Voluminous And Sometimes Overwhelming To The Researcher In What Ways Could A Researcher Manage And Organize The Data” Essays and Research Papers. Retrieved from https://doi.org/10.1177/160940691201100305
 
 

 
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For this project, you will create a website that showcases the skills you have gained throughout your psychology program.

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For this project, you will create a website that showcases the skills you have gained throughout your psychology program.  Your website will consist of the following elements: a homepage, a literature review, expert opinions, résumés, a case study, and a list of pertinent websites.  Each of these sections will be its own tab on the website.  When complete, you may choose to use this website after graduation as a means to showcase your abilities to potential employers and/or graduate schools.
To begin, review the elements required for each section of your website below.
Next, visit the Wix.com (Links to an external site.)Links to an external site. website to familiarize yourself with this technology.  Scroll down on the webpage and click the pink arrow to view a quick tour video of the website platform.  Note: This site is best viewed using either the Chrome or Firefox web browsers.  Refer to the Wix.com Quick-Start Guide (Links to an external site.)Links to an external site. for step-by-step instructions on setting up your website.
Wix_com_Quick_Start_Guide.pdfreview the document
If you experience any technical difficulties, please visit the Wix Support Center (Links to an external site.)Links to an external site.. The technical support offered through your Student Portal will not be able to assist you with the Wix website.  When you are ready to create your website, click the Start Now button to register and begin building.  If you are unable to utilize the Wix platform to complete this assignment and you have already watched the tutorial, read through the Wix.com Quick-Start Guide, and contacted the Wix Support Center, please contact your instructor.
It is highly recommended that you complete any and all written work in a separate document first and then cut and paste the required content into your webpage. This will allow you to edit and save your work separate from the website, should anything occur which causes the website to fail.  Additionally, you will be able to work on your content without having to remain connected to the internet and it may be easier to develop and edit your content in Word, prior to publishing it on your website.
Sections of the Final Project will be completed within the course weeks and will be revised for inclusion in this project. Carefully review all suggestions and comments from the instructor and/or your classmates before including that work within the content of your website.
Clearly label the website as your course project. Although it will not be searchable to the general public, it will be publicly available and anyone who is given your specific site link will be able to view it.
Copy and paste the URL to your website into a Word document for submission. Once you have received your final grade for this course, you have the option of deleting this website through your account with Wix.com.
Creating the Website
The website:

  • Must be named with the      following convention: your last name + PSY496 Final Project. Example:      Smith PSY496 Final Project.
  • Must include six tabs with the      following headings and information.
  1. Home Page

Briefly introduce yourself and provide information regarding your professional background. Summarize your experiences within the Psychology program at Ashford University and what you hope to do upon graduation. You may include a professional photograph as well.

  1. Literature Review
    • Create a       brief literature review that presents a fair and comprehensive analysis       of relevant literature pertaining to the topic you chose in Week One.       This page must include the following:
      • A brief        introduction of the topic and its relevance (300 to 500 words).
      • Three to        five peer-reviewed articles based on applied psychological research.        Each of the articles must directly relate to your chosen topic.
      • A one- to        two-paragraph (500 to750 words total) analysis and summary for each        article.
      • A reference        list at the bottom of the page, formatted according to APA style as        outlined in the Ashford Writing Center.
  2. Expert Opinions
    • Begin with       the work you completed for the Mental Health Disciplines discussion in       Week Three. In this section, you will demonstrate your awareness of the       psychological career alternatives in a community setting and take on the       role of two experts in different fields of psychology.  You will       also evaluate contributions of psychological research in the applied       context of these experts and discuss methodological issues unique to       their areas of psychological research.
    • Take into       consideration the comments your classmates and your instructor made on       your discussion post.
    • Include       information from at least two peer-reviewed articles of your choosing       that were published within the last five years to substantiate your       experts’ claims.  The sources may not be any of those that are       listed within this course.  For information on how to generate       search terms for specific resources, visit the Ashford University Library       website.
    • Make any       necessary changes to your presentation and create a new oral video       presentation using a screencast program such as Jing and       Screencast-O-Matic. You may also use YouTube or a voiceover PowerPoint       saved as a video file with audio. Using the instructions on the Wix.com       platform, embed the video of your oral presentation (screencast or video)       in the Expert Opinions page of your website. As an alternative to       embedding your video, you may copy and paste a working URL on the Expert       Opinions page.
  3. Résumés
    • Begin with       the work you completed for the Develop Professional Résumés assignment in       Week Three. Based on the feedback from your instructor, make the       recommended changes to the résumés you created for the two experts from       the Presentation by Experts discussion in Week Three and the Expert       Opinions web page you created.
      Next, create your own professional résumé, that includes brief       descriptions of the major duties associated with any relevant work       experience you have.
      Your résumé should appear first on the page followed by the résumés you       created for the experts.
    • To begin       constructing your personal résumé, utilize the Resume Builder tool       provided by Ashford University. This will allow you to create drafts of       your résumé so that you may revise and refine your assignments before       submitting them. Because your final project will be available for public       viewing, do not include your actual personal contact information (i.e.,       address, phone number, email).
 
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SUFFERING FROM MAJOR DEPRESSION.

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SUFFERING FROM MAJOR DEPRESSION.

Module 05 Written Assignment – DepressionRead the articles listed below and then write a 1-2 papers in APA format, using proper spelling/grammar, address the following:Imagine your 19 year old cousin has recently gone through many changes in his life and you suspect he is suffering from major depression.What would you tell your cousin about this disease?How would you help him find the best treatment possible?What type(s) of therapy would you recommend?How would a psychologist determine his or her behavior to be normal or abnormal?Feel free to refer to additional sources besides those mentioned below. Please list your references at the end of your paper in APA format.The Pill ParadoxLink to articleRaeburn, P. (2004, September). THE PILL PARADOX. Psychology Today, 37(5), 72-78.The Binds That Tie — and Heal: How Families Cope with Mental IllnessLink to articleGravitz, H. (2001, March). THE BINDS THAT TIE–AND HEAL: HOW FAMILIES COPE WITH MENTAL ILLNESS. Psychology Today, 34(2), 70.Depression: Beyond SerotoninLink to articleMARANO, H. (1999, March). Depression: Beyond Serotonin. Psychology Today, 32(2), 30.Rasmussen’s Library and Learning Services team has developed a variety of Guides to help support students’ academic endeavors. For this project, the Writing Guide and APA Guide may both be helpful. You will find links to these Guides on the Resources tab.

 
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The McGill Model of Nursing

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THE MCGILL MODEL OF NURSING IS A THEORY THAT LOOKS AT THE PATIENT AS A WHOLE PERSON AND NOT JUST THROUGH THE EYES OF DISEASE AND SICKNESS.

 NO COMMENTS

The McGill Model of Nursing is a theory that looks at the patient as a whole person and not just through the eyes of disease and sickness.This theory helps identify the patient with loving family members involved in the care as an individual person and as a person with desires and goals in life (Wright & Gross 2012).A study conducted on the end of life care on patients using the McGill Model focused the study on family members of dying patients and how the transition from palliative to hospice care affected them.Furthermore the study revealed the APNs transition with the family from having hope of saving the patient to finding peace in the dying patient (Wright & Gross 2012). The APN walks through this transition with the patient and family constantly observing the needs of the patient and family while making sure all the medical needs are meant as well.The Gestalt Theory is based on a persons perception of a situation or event.This theory focuses on an event that people experience together but how differently each person can perceive the event (Butts & Rich 2013 p 210).People tend to filter what they see and experience differently from one another much like when a family goes through the death of a loved one.Each family member shows different emotions or has different perspectives for example one person may be angry and resentful of the situation while another might be the one at peace with it (Shaha et el. 2011).Even though these two theories are unrelated they both can be utilized by the APN. The McGill Model looks at the patient and the family members involved in patients care as if they are all the same whereas the Gestalt Theory focuses on individuals perception of the same situation but appreciates the different views of each person.These theories demonstrate a holistic approach on caring for the patient and can provide more meaningful care when combined.(Butts J. B. & Rich K. L. (2013). Philosophies and Theories for Advanced Nursing Practice (2nd ed). Burlington MA: Jones & Bartlett Publishers.Shaha M. Cox C. L. Belcher A. & Cohen M. Z. (2011). Transitoriness: patients’ perception of life after a diagnosis of cancer: Maya Shaha and colleagues discuss the importance of understanding how people come to terms with the finality of life in the context of evidence-based care. Cancer Nursing Practice (4) 24.Wright D. K. & Gros C. P. (2012). Theory inspired practice for end-of-life cancer care: An exploration of the McGill Model of Nursing. Canadian Oncology Nursing Journal 22(3) 175-181.

 
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HOW STRATEGIC PLANNING, PERFORMANCE IMPROVEMENT, AND INFORMATION SYSTEMS ARE INTERRELATED AND FUNDAMENTAL TO THE DELIVERY OF QUALITY HEALTH CARE

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HOW STRATEGIC PLANNING, PERFORMANCE IMPROVEMENT, AND INFORMATION SYSTEMS ARE INTERRELATED AND FUNDAMENTAL TO THE DELIVERY OF QUALITY HEALTH CARE

TOPIC Present how strategic planning, performance improvement, and information systems are interrelated and fundamental to the delivery of quality health care

Before you begin, review the possible topics and requirements for your Final Project in Week Five.  There are four topics that you may choose from and they are listed at the beginning of the Final Project prompt. Submit the following to your instructor for review:

    1. Identify the topic of your Final Project
      • Describe the issue, why it was selected, the perspective of approach, and the scope of the paper.

 

    1. Provide an outline of your project
      • The outline should include a heading for each section of the Research Paper/PowerPoint Presentation (including one for the thesis and the conclusion) as well as heading descriptions. Subheadings should also be used with a description of each subheading. These should demonstrate that you have done significant research, evaluation, and critical thinking on the issues involved and should illustrate the strategies you would incorporate and implement for the scenario you are creating.
  1. Create an annotated bibliography
    • The annotated bibliography should contain at least five scholarly sources that you intend to use in your project. Each listing must include a paraphrased narrative of the actual research study presented in the article and the studies used should represent the most current research related to the topic area.

Your outline and annotated bibliography must adhere to proper APA style as outlined in the Ashford Writing Center. You may also find samples of each in the Ashford Writing Center, which is located under Learning Resources in the left-hand navigation panel of your classroom.

Your assignment should be four to six pages as follows:

    • Title Page (one page)
    • Outline (two to three pages)
    • Annotated Bibliography (one to two pages
 
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After reading the scenario, discuss your position on whether the state should pay for the gender change surgery for an incarcerated individual with gender dysphoria?

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Activity: Reconstructive Surgery for Gender Dysphoria: Self-Directed: Nongraded
Activity: Reconstructive Surgery for Gender Dysphoria: Self-Directed: Nongraded
To complete this activity, read the following scenario:
Michelle is a thirty-four-year-old Caucasian female who is incarcerated for five years on charges of serious domestic assault on her sister. She has four years remaining of her sentence. She has a documented case of gender dysphoria. She is a female physically, but all her life, she has felt like a male emotionally and mentally. She takes hormone therapy (testosterone) to help her acquire some of the physical characteristics of a male. Just as with needed dental and medical services, the state correctional facility is required to provide Michelle with hormone therapy (medication) as well as weekly therapy sessions to discuss her emotional distress related to her gender dysphoria. Michelle wants to proceed with full gender reconstruction surgery to permanently alter her anatomy from female to male in order to become Michael. Since her prison therapist has reluctantly admitted that becoming a male would alleviate a fair amount of Michelle’s emotional distress, Michelle decides to ask the state to pay for her gender change surgery. The state declines to do so. Michelle is now suing the state to pay for her gender reconstructive surgery to physically become a male.
After reading the scenario, discuss your position on whether the state should pay for the gender change surgery for an incarcerated individual with gender dysphoria? Why or why not?

 
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