The Registered Health Information Administrator (RHIA) is a critical link between care providers, payers, and patients. The RHIA manages people and operational units, participates in administrative committees, and prepares budgets; interact with all levels of an organization – clinical, financial, administrative, and information systems; and manage patient health information and medical records. As a student, it is important to take RHIA exam as soon after graduation because early testing gives candidates a significant competitive advantage immediately upon graduation. The earlier a student tests after graduation, the better they are likely to perform on their respective exam.
coaxed out by sensitive talk therapy. This can be seen in settings today by way of one:one counselling or through emotional literacy. Place2Be (1994) delivers school based therapeutic interventions. A large study was carried out on 47,000 children in primary schools, based on the findings of Place2Be, children’s social and emotional wellbeing had improved as perceived by their family members and teachers following interventions (White Et al., 2009). Supporting this Fox and Butler (2007) carried out a small-scale study on 219 pupils, attempting to discover whether counselling is successful in schools. The results suggested that the treatment delivered to the children, had less distress and fewer problems were observed. However, they recommended further research is required, to discover when and to who it was more of a success to.
The evidence suggests that pupils receiving psychological therapies were a success however, The National Institute for Health and Care Excellence (NICE, 2010) expressed the opinion and recommended several forms of therapy as first-line interventions, not talk therapy or counselling in isolation. Another essential point regarding one:one counselling and emotional literacy is the relationship a child has with the facilitator. Mindmatters (n.d.) advocates how vital it is for children to have a trusting and caring relationship with the individual, as a result of this trust and understanding, will promote open communication.
Similarly, Bowlby (1969) suggested that children come into this world with an innate response of survival; form attachments to survive. Consequently, if secure attachments are not formed this would lead to distress and negative experiences concluding that a trusting relationship is not formed between the pupil and the facilitator. Belsky and Fearon (2002) support Bowlby and state ‘poor attachment outcomes are associated with long-term adverse consequences in cognitive, adaptive, and behavioral domains’.
Comparing Maslow (1968c), Bronfenbrenner (1979) Sameroff (2010) and Shonokoff and Philips (2010) all deem environment and contributing factors such as: family and peers as priority. Bronfenbrenner places them on the microsystem and that is where the child develops the knowledge and empathy towards care givers, school and any other educational setting. Bronfenbrenner placed the microsystem at the inner circle closest to the individual, emphasising the importance, similarly Maslow positioned these needs at the bottom of the hierarchy, again supporting Bronfenbrenner, Sameroff, Shonokoff and Philips and how important they are.
The more stressors that are inflicted onto a child where they coha
