summarize the Kia Motors article and relate it to the other two readings 

Discussion 1: Qualitative Research: Making It Real As you make your way through the readings and resources for this week’s Discussion, you begin to realize that social and political forces as well as scientific curiosity shaped the development of modern qualitative research. These readings also make it clear that qualitative research is not a single, homogenous endeavor. Rather, qualitative researchers: come from a variety of disciplines, engage their objects of study from multiple perspectives,present their results in numerous formats,extend scientific knowledge beyond the confines of the experiment or survey,engage the audience to be self-reflective, and potentially illuminate opportunities for social change.This week’s course of study provides you with a contextual understanding of qualitative research, which will form the foundation for understanding the methods and rationale. These will also help you begin a thoughtful process for considering the choice of qualitative research as your methodology for your doctoral research.For this Discussion, you will explore the foundations and history of qualitative research methods. You also will consider the unique characteristics that distinguish qualitative research from other forms of inquiry.To prepare for this Discussion:Review the Learning Resources related to qualitative research and consider the reasons researchers choose qualitative research methods for exploring a phenomenon of interest.Use the Course Guide and Assignment Help in the Learning Resources to help you search for other books, encyclopedias, or articles that introduce and describe qualitative research. By Day 3Consider the statement: Qualitative researchers study people in their natural settings, attempting to make sense of phenomena in terms of the meanings people bring to them. Using the Learning Resources and other academic sources you found, expand on this simple statement. In 3–4 paragraphs, explain several dimensions of this paradigm that make qualitative research interesting and unique. Be sure to use the terminology you are learning (including but not limited to “phenomena”, “constructivist,” and “naturalistic”), and provide historical context. Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process. The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware. When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE. To prepare: Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview. Review the Morrison (2014) reading on the elements of a diagnostic interview. Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources. Review the case example of a diagnostic summary write-up provided in this Week’s resources. Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan. By Day 7 Submit a 2- to 3-page case presentation paper in which you complete both parts outlined below: Part I: Diagnostic Summary and MSE Provide a diagnostic summary of the client, Carl. Within this summary include: Identifying Data/Client demographics Chief complaint/Presenting Problem Present illness Past psychiatric illness Substance use history Past medical history Family history Mental Status Exam (Be professional and concise for all nine areas) Appearance Behavior or psychomotor activity Attitudes toward the interviewer or examiner Affect and mood Speech and thought Perceptual disturbances Orientation and consciousness Memory and intelligence Reliability, judgment, and insight Part II: Analysis of MSE After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following: Identify any areas in your MSE that require follow-up data collection. Explain how using the cross-cutting measure would add to the information gathered. Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not? Would you discuss a possible diagnosis with Carl at this point in time? Why? Support Part II with citations/references. The DSM 5 and case study do not need to be cited. Utilize the other course readings to support your response. Resources American Psychiatric Association. (2013t). Use of the manual. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.UseofDSM5 American Psychiatric Association. (2013). Assessment measures. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.AssessmentMeasures MedLecturesMadeEasy. (2017, May 29). Mental status exam [Video file]. Retrieved from https://youtu.be/RdmG739KFF8 Morrison, J. (2014). Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). New York, NY: Guilford Press. Chapter 10, “Diagnosis and the Mental Status Exam” (pp. 119–126) Chapter 17, “Beyond Diagnosis: Compliance, Suicide, Violence” (pp. 271–280) Sommers-Flanagan, J., & Sommers-Flanagan, R. (Producers). (2014). Clinical interviewing: Intake, assessment and therapeutic alliance [Video file]. Clinical Interviewing: Intake, Assessment & Therapeutic Alliance | Kanopy