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Rachel comes from a family with a history of breast cancer on her mother’s side. Rachel’s mother died of breast cancer when she was very young. Rachel has two sisters, Lisa and Kristin. Rachel has remained close to Lisa, but she no longer has a relationship with Kristin. At a routine checkup, Rachel is told about the availability of genetic testing for identifying a predisposition to breast cancer. Her doctor recommends the test to Rachel given her family history. Rachel has the genetic testing done and finds that she has a mutated breast cancer 1, early onset (BRCA1) gene. Her doctor tells her she is at high risk for developing breast and ovarian cancer. Rachel’s doctor suggests she ask her sisters to be tested also, so they can take the proper preventative measures. Rachel feels comfortable sharing this information with Lisa, but she has not spoken to Kristin in many years. Rachel tells her doctor that she is not in contact with Kristin and will not make an effort to tell her about BRCA1 and genetic testing. Rachel’s doctor feels confident that she can locate Kristin but worries about breaching patient confidentiality if she goes against Rachel’s wishes.
If you were Rachel’s healthcare provider, what would you do? Provide a rationale for your response. Include the pathological processes associated with breast cancer. What role does the BRCA1 gene contribute to managing the patient’s care? Describe and explain the role of the BRCA1 and breast cancer 2, early onset (BRCA2) gene in contribution as a risk factor for breast cancer. Analyze the risk factors for breast cancer and possible interventions to preventive health management for women and men.
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Rachel comes from a family with a history of breast cancer on her mother’s side. Rachel’s mother died of breast cancer when she was very young. Rachel has two sisters, Lisa and Kristin. Rachel has
Intervention and Evaluation Paper (30% of final grade) Students will submit a 7 to 8-page paper that builds on their Engagement and Assessment Paper. Students may choose to continue with the same case or select another client or family they are working with in field. Students will reflect on their social work skills as they shift from the assessment phase to the intervention phase, as well as strategies to maintain the motivation of both the student and client/system they are working with. Use the below headings to organize your paper. Intervention Approach (5 points) Students will identify the intervention approach they used (or would use) with this client, citing a minimum of 3 scholarly research articles to support their choice. In addition, students will provide specific examples of how they used the specific intervention approach and how they applied their knowledge of human behavior and the person-in-environment framework during the interventions. Community Resources & Advocacy (5 points) Students will describe how they incorporated community resources and engaged in competent advocacy for individuals or families (or how they could do this if they did not actually intervene in these ways). Social Justice (5 points) Students will describe how advancing social justice issues are a vital part of the intervention and evaluation phases, as well as how a continuous analysis of agency and community policy help or hinder intervention efforts. Evaluation (5 points) Students will describe the evaluation methods and tools they used to monitor and evaluate client progress on goals and will describe the results. Students will also describe how they used monitoring and evaluation information to guide their practice with the client. Reflection (5 points) Students will demonstrate the application of the reflective practice skills they identified in their first paper, describing their perceived strengths, successes, and struggles, as well as what they learned and how they have grown as a professional. APA format: 2 points Written Expression: 3 points Due: December 20, 2018 at 10 am via Canvas Make sure you address EVERY aspect of all five sections of the paper. If you do not address each aspect of each section, there will a deduction of points. Simply saying, “I do not know”, “this does not apply to my client”, or “that is not an issue for my client” is not addressing the demands of the paper. You need to use critical thinking skills to dig deeper to make the connections. The purpose of the class papers is to see how well you are integrating what you have read in our text and discussed in class and how it applies in social work practice.