CNL-605 Topic 3 Case Study: Johnny Johnny is a 9-year-old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors. Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others, and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation. Johnny has refused to speak to the ER physician or his nurse. You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student. For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly. His mother repeatedly assures you that his drop-in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder. The thought of these diagnoses appears very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others. Johnny’s mother presents shaken ...

1. CNL-605 Topic 3 Case Study: Johnny
Johnny is a 9-year-old boy brought to the emergency room
where you are employed as a crisis therapist. The patient was
transported by a crisis mobile team who was called by the
school. The evaluation by the ER physician as well as the urine
drug screen is unremarkable: there are no acute or chronic
concerns with this patient. In the chart, you note the DSM-5
Parent/Guardian-Rated Level 1 Cross-Cutting Symptom
Measure—Child Age 6–17 form completed by the mother
(attached). Admission paperwork identifies that Johnny has had
numerous visits to the principal’s office in the past year, all
triggered by various disruptive behaviors.
Today’s crisis started when Johnny refused to follow directions
regarding an in-class assignment. When the teacher attempted to
redirect his behavior things escalated rapidly: Johnny yelled at
the teacher, cursed at him using vulgar language, and when the
teacher grabbed him by the shoulders to take him to the
principal’s office Johnny impulsively stabbed the teacher in the
arm with a pencil he was clenching in his hand. Johnny was
escorted to the principal’s office who immediately called the
police and Johnny’s parents. The police officer was compelled
to contact the county crisis hotline who dispatched a crisis
mobile team. The crisis clinicians made the determination that
Johnny is a danger to others, and he must be taken immediately
to the nearest emergency room for emergency psychiatric
evaluation. Johnny has refused to speak to the ER physician or
his nurse.
You gather most of your clinical information from his mother
who is at the bedside. Johnny’s mother reports that he has
always been a clever, charming, and very playful boy. She

2. informed that for the past year Johnny has been increasingly
stubborn, repeatedly challenging his mother’s and his teacher’s
authority when compliance with home and/or classroom rules is
required. Johnny used to be an A+ student. For the past year,
however he has been averaging Bs in most subjects, grades that
he earned effortlessly.
His mother repeatedly assures you that his drop-in grades is not
due to lack of intellectual ability but rather because Johnny
prefers playing over any type of work. His mother denies any
changes in sleep, appetite, or any mood fluctuations.
Furthermore, his mom reports that Johnny is a healthy and
happy boy who is interested in sports, the outdoors,
videogames, and that he wishes to become a software engineer
when he grows up. She reports that the school counselor has
mentioned that Johnny may be suffering from ADHD or even
bipolar disorder. The thought of these diagnoses appears very
disturbing to Johnny’s mom. She quickly assures you that she
has not observed Johnny to ever struggle with depression, or
distractibility, and reports that he has always been a good
sleeper. She reports that Johnny has never made any statements
amounting to thoughts or impulses to harm self or others.
Johnny’s mother presents shaken by today’s events and she
assures you that she will seek any treatment you recommend. At
this time, Johnny looks up at you and, with tears in his eyes, he
states that he did not mean to stab his teacher, explaining that
he just got mad when he grabbed him. Johnny’s mother listens
then states that while he obeys her most of the times, he has
always been obedient to his father, who is a traveling salesman.
In fact, Johnny has never challenged his father and, on the
weekends when he is around, Johnny manages to catch up with
his schoolwork in record time and enjoy spending most of his
time with his father.

3. © 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
INFORMATIVE SPEECH PREPARATION OUTLINE GUIDE*
The following is a guide to use as you develop preparation
outlines for your informative speeches.
Your Informative speech should replicate the sample guide
below.
Student Name:
Speech 101
Section:
Date:
Professor:
Foundation
Topic: ____________
General Purpose: (To Inform) ________________________
Specific Purpose Statement: To inform the audience about: ?
_____________________________________________________
__
_____________________________________________________
_______________________
Central Idea/Thesis:(one declarative statement include main
points)
_____________________________________________________
_______________________
Organizational Pattern: (Chronological, Topical or Spatial)
____________________________
Visual Aids Used: (PowerPoint/Prezi) _____________________
Introduction – Approximately 10-20% of entire speech. For a
seven minute speech that would mean around forty seconds to a
minute and a half.
The introduction may be written out word for word or in outline
form. Check with your instructor for the preferred method. In
either case, label the introduction as a distinct section of the

4. speech.
(1) Gain the attention and interest of the audience (ask a
rhetorical question, short story, a fact or quote or other methods
discussed in the text);
_____________________________________________________
_______________________
_____________________________________________________
_______________________
_____________________________________________________
_______________________
(2) Reveal the topic of the speech (If not already apparent by
attention-getter);
_____________________________________________________
_______________________
_____________________________________________________
_______________________
_____________________________________________________
_______________________
(3) Establish credibility and goodwill (use a quote, statistics to
support CI/Thesis, experience-cite your source);
_____________________________________________________
_______________________
_____________________________________________________
_______________________
_____________________________________________________
_______________________
(4) Preview the body of the speech (list of main points-Today I
will share with you, I will examine, I will review, I will
discuss).
_____________________________________________________

5. _______________________
_____________________________________________________
_______________________
Transition:Make sure the audience knows you are moving from
the introduction into the first main point of the body. It is NOT,
“I will discuss...”
_____________________________________________________
_______________________
_____________________________________________________
_______________________
BODY – Must have 2-5 main points. This template shows three
which is standard.
(First main point) This is a single complete sentence expressing
the main point of this section of the speech.)
(Include 3 Different Verbal Citations from 3
Different Sources)
I.
_____________________________________________________
_________________
A.
1.
(Subpoints All main points; your A. B. and sub-sub-points (1.,
a., b., 2. a., b.) should be written in full sentences.
Each point and sub-subpoints etc. should only be 1 sentence,
unless it is a citation.
See Sample Prep. Outline and Sample Deliv. Outline for
examples.

6. a. (may not have to use)
b. (may not have to use)
2.
a.
b.
B.
1.
a.
b.
2.
a.
b.
Transition: Clearly indicate you are moving to the next main
point. Use Connectives such as Transitions, Internal Previews,
internal Summaries or Signposts. Write out word-for-word.
It is NOT, “I will discuss...”
_____________________________________________________
_____________________________________________________
______________________________________________
(Second main point) This is a single complete sentence
expressing the main point of this section of the speech.)
II.
_____________________________________________________
_________
(Subpoints All main points; your A. B. and sub-sub-points (1.,
a., b., 2. a., b.) should be written in full sentences.
Each point and sub-subpoints etc. should only be 1 sentence,

7. unless it is a citation.
A.
1.
2.
B.
1.
2.
Transition: Clearly indicate you are moving to the next main
point. Use Connectives such as Transitions, Internal Previews,
internal Summaries or Signposts. Write out word-for-word.
_____________________________________________________
_______________________
_____________________________________________________
_______________________
(Third main point) This is a single complete sentence
expressing the main point of this section of the speech.)
III.
_____________________________________________________
_________
A.
1.

8. 2.
(Subpoints All main points; your A. B. and sub-sub-points (1.,
a., b., 2. a., b.) should be written in full sentences.
Each point and sub-subpoints etc. should only be 1 sentence,
unless it is a citation.
See Sample Prep. Outline and Sample Deliv. Outline for
examples.
B.
1.
2.
Conclusion -Approximately 5 -10% of your speech. For a seven
minute speech that means around twenty to forty-five seconds.
Can be longer if finishing a story from the intro but do not go
much longer.
The conclusion may be written out word for word or in outline
form. In either case, label the conclusion as a distinct section of
the speech and make sure it fulfills both major objectives of a
conclusion
(1) Signal the end (Make it obvious that you are in your
conclusion),

9. _____________________________________________________
______________
(2) Reinforce the audience’s understanding of, or commitment
to, the central idea (restate main points)
_____________________________________________________
______________
(3) Closure: Optional but strongly encouraged. End with a
dramatic statement, quotation or refer to the introduction to
provide Closure.
_____________________________________________________
_____________________________________________________
_____________________________________________________
___________________________________________________
Works Cited [Minimum 3 to 5 (Sp#2, Sp#3, Sp#4) Sources- use
MLA format].
_____________________________________________________
________________
_____________________________________________________
________________
_____________________________________________________
________________
_____________________________________________________
________________

10. *Adapted from outline guidelines developed by Dr. Robin
Hicks, Olive-Harvey College