Case study review 15

•Download as PPTX, PDF•

0 likes•147 views

C

Education Spiritual Technology

Chris bobadilla
February 11, 2014
BSHS/335
Beatriz Zayas

Agenda
 Implementing the least intrusive intervention
 Respecting confidentiality
 Recognizing the client’s multicultural ethical behavior

Summary
 Shandra has one semester to complete before
graduating. Shandra is engaged to Andre who
works for St. James Medical Center. They plan to
marry after graduation. Shandra is doing

exceptionally well at her school keeping a 4.00
GPA and hopes to become a HIPAA compliance
specialist after graduation. She broke into personal
files to check if the rumors on Mr. Pioche were
true.

Implementing least intrusive
intervention
 Shandra has put no one in harm.
 There is no sign of anyone being in danger.
 Best plan is to just come face to face about the

situation

Confidentiality
 Shandra overheard a rumor
 So she went to put not only her job in jeopardy but her

fiancés as well
 She broke confidentiality by breaking into personal
files.

Cultural differences
 Does not specify cultural beliefs
 Shandra probably did not stop to think about the

consequences.
 Mr. Pioche maybe came from a culture where they are

taught to not disclose personal information

Reference
 Corey, G., Schneider Corey, M., & Patrick, C. (2011).

Issues and ethics in the helping professions (8th ed.).
Mason, OH: Cengage.
 Grebner, L. A. (2009). Ethics case studies for health

information management. Mason, OH: Cengage.

More Related Content

Similar to Case study review 15

INITIAL CASE CONCEPTUALIZATION 8 Initial Case Conceptualization Nichole Hairston-Purvis Dr. Stephanie Warren COUN6332 Capella University February 12, 2018 PSYCHOLOGY Part One: Client Information This paper focuses on S. H., a client that the therapist has been speaking with in counselling sessions over a couple of weeks since they met during an internship program in the field. S.H. is 25 years of age. The client resides in Detroit City in Michigan, United States of America as a first generation immigrant, her country of origin being Nigeria in Africa. Having migrated into the U.S with her parents, 2 brothers and a sister when she was 11 years old, she is an African American citizen. She speaks both fluent English and Spanish. The client is a staunch Muslim and her wealthy parents live in New Jersey, U.S. S.H. has been working as a credit officer at a locally based bank until she was dimissed a few months ago .She rarely asks for financial support from her parents despite the fact that she is out of job. The client does not portray any signs of physical disability and appears physically healthy. S.H. did not complete her college education after she got pregnant, arguing that she could not properly manage college, full time job and raising a baby. S.H.’s siblings are graduates having professional careers. The client has a son who is 2 years old and she claims that sometimes she feels ‘overwhelmed’ because of raising him all alone as her husband serves in the military and has been away for nine months. Client reveals that it has now been two years since she saw her family. Furthermore, she states that her relationship with her parents is ‘close’ despite mentioning that her father is an excessive drinker. Her father and mother are a banker and an educator respectively. While presenting her concerns and problems the client said, “I lost my job a few months ago which has brought a feeling of hopelessness. I am having sleepless nights and I have lost my appetite.” Over the past two months, the client reported having lost eight pounds. Despite worrying about being a solo parent, she also fears that she might become homeless. S.H stated, “I am always worried. I am completely stressed out. My husband has been away for nine months serving in the military .I am always worried about him.” During her various appointments, S.H. has been arriving thirty minutes earlier. She also reported that she had never attended any counselling in the past. The client appeared to be suffering from depression and anxiety due to the fact that the client presented with shaky hands and was tearful during while completing her intake paperwork. During the description of her problems and her decision to seek out therapy, she made limited eye contact .She had a halting speech. The client seemed pretty willing and commitment to the nine treatment sessions recommended by her insurance company. Part 2: Theoretical Framework .

INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docx

INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docx

INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docx

Client is a 17 year old African American male that presented for a Comprehensive Assessment to determine eligibility for services. Though biologically male, she has socially transitioned and prefers to be addressed as Charmaine. The client identifies as a female. Her outward appearance was that of a teenage female. Present at the assessment was foster parent. During the assessment, client was argumentative with foster parent and disrespectful; indicating she did not want to come for services. Client reports she has no issues. She is resistant to available resources. Information gathered was obtained from other records and the foster mom. The client engages in disruptive behaviors and these behaviors have been evident for an extended period of time. Client recently moved to this foster placement. Client’s history is significant for multiple placement changes. She was adopted at approximately the age of four (4) and was placed in DSS custody at age 16. Prior to a request to have the client moved from the former placement, the client cut her genitals (scrotum) with a razor, requiring fifteen (15) stitches to close the wound. The client reports that it was a “shaving accident” and her hand slipped when she was trying to shave her legs. When asked about consideration for a gender reassignment, client responded she was unsure. Documents indicate she has discussed previously. It has been reported that the client is overtly defiant with adult authority figures, and often responds with attempts to engage others in verbal arguments. She has shown a pattern of poor emotional regulation. The client has been involved with mental health services for an extended period of time and she has struggled with behaviors and interpersonal interactions. Her problematic interpersonal interactions are often triggered by being unable to obtain her immediate wants, and this poor impulse control often leads to emotional displays of anger and frustration, and they often interfere with her ability to maintain a positive interaction with others. Client’s history is significant for multiple traumas-abuses and neglects in the biological home, struggles to acclimate and the adoptive home and subsequent discharge to DSS custody. It is reported that client’s biological parents have history for alcohol and drugs, mental illness and general instability. The client has been provided extensive mental health services ranging from outpatient services to those requiring a secure residential facility. Documents indicate client has made threats of suicidal ideation and threats of homicidal intent (threatened to poison her adopted mother) but she denies. The client resides currently with a foster parent. Her biological mother was killed by her aunt. Her father was recently released from prison and resides in a halfway house in Ohio. What was the client’s diagnosis? Gender Dysphoria in Adolescents and Adults, Borderline Personality Disorder, Attention-Deficit/Hyperactivity Disorder.

Client is a 17 year old African American male that presented for.docx

Client is a 17 year old African American male that presented for.docx

Client is a 17 year old African American male that presented for.docx

bartholomeocoombs

Inter caste/religion Marriage

Inter caste/religion Marriage

Inter caste/religion Marriage

February 2, 2013 Drowned in a Stream of Prescriptions By ALAN SCHWARZ VIRGINIA BEACH — Every morning on her way to work, Kathy Fee holds her breath as she drives past the squat brick building that houses Dominion Psychiatric Associates. It was there that her son, Richard, visited a doctor and received prescriptions for Adderall, an amphetamine-based medication for attention deficit hyperactivity disorder. It was in the parking lot that she insisted to Richard that he did not have A.D.H.D., not as a child and not now as a 24-year-old college graduate, and that he was getting dangerously addicted to the medication. It was inside the building that her husband, Rick, implored Richard’s doctor to stop prescribing him Adderall, warning, “You’re going to kill him.” It was where, after becoming violently delusional and spending a week in a psychiatric hospital in 2011, Richard met with his doctor and received prescriptions for 90 more days of Adderall. He hanged himself in his bedroom closet two weeks after they expired. The story of Richard Fee, an athletic, personable college class president and aspiring medical student, highlights widespread failings in the system through which five million Americans take medication for A.D.H.D., doctors and other experts said. Medications like Adderall can markedly improve the lives of children and others with the disorder. But the tunnel-like focus the medicines provide has led growing numbers of teenagers and young adults to fake symptoms to obtain steady prescriptions for highly addictive medications that carry serious psychological dangers. These efforts are facilitated by a segment of doctors who skip established diagnostic procedures, renew prescriptions reflexively and spend too little time with patients to accurately monitor side effects. Richard Fee’s experience included it all. Conversations with friends and family members and a review of detailed medical records depict an intelligent and articulate young man lying to doctor after doctor, physicians issuing hasty diagnoses, and psychiatrists continuing to prescribe medication — even increasing dosages — despite evidence of his growing addiction and psychiatric breakdown. Very few people who misuse stimulants devolve into psychotic or suicidal addicts. But even one of Richard’s own physicians, Dr. Charles Parker, characterized his case as a virtual textbook for ways that A.D.H.D. practices can fail patients, particularly young adults. “We Concerns About A.D.H.D. Practices and Amphetamine Addiction ... http://www.nytimes.com/2013/02/03/us/concerns-about-adhd-pract... 1 of 16 2/4/13 9:30 AM have a significant travesty being done in this country with how the diagnosis is being made and the meds are being administered,” said Dr. Parker, a psychiatrist in Virginia Beach. “I think it’s an abnegation of trust. The public needs to say this is totally unacceptable and walk out.” Young adults are by far the fastest-growing seg ...

February 2, 2013Drowned in a Stream of PrescriptionsBy A.docx

February 2, 2013Drowned in a Stream of PrescriptionsBy A.docx

February 2, 2013Drowned in a Stream of PrescriptionsBy A.docx

38 Free MLA Format Templates (+MLA Essay Format) ᐅ TemplateLab. 12-13 how to format an mla essay - loginnelkriver.com. 003 Mla Format Template Essay ~ Thatsnotus. 001 Mla Format Example Essay ~ Thatsnotus. 018 Mla Format Template Essay ~ Thatsnotus. 018 Mla Format Essay Example ~ Thatsnotus. MLA Sample essay needed...?. Guide to Research Citations. 005 Essay Example Mla Format Template ~ Thatsnotus. 018 Essay Example Mla Format ~ Thatsnotus. MLA Essay template. Impressive Mla Format Heading For Essay ~ Thatsnotus. mla format example essay. MLA Format: Everything You Need to Know Here. 011 Essay Example Mla Format Original ~ Thatsnotus. Scholarship Essay: Mla format narrative essay. The Basics of MLA Style | Essay format, 500 word essay, Paragraph essay. How To Write Mla Format For An Essay. Mla format essay example 2010 Mla Format For An Essay Mla Format For An Essay

Mla Format For An Essay

Mla Format For An Essay

Mla Format For An Essay

CULTURAL ASSESSMENT.pptx

CULTURAL ASSESSMENT.pptx

CULTURAL ASSESSMENT.pptx

Ethical dilemma Chalyne Arvie CPSS330 Erick Lear 10Sept2018 Overview of the case study The mental health professional’s client is female offender in a correctional institution She willingly pursued treatment for prior traumatic incident involving domestic violence and sexual abuse. The perpetrator is her ex-boyfriend The ex-boyfriend is facing ongoing investigations Overview of the case study She is afraid of testifying against him She has however shared this information with the mental health professional during the treatment sessions. The prosecutor contacts the mental health professional asking for information concerning the case The mental health professional has a complete issue of information signed by the client The client’s sister has also requested to be called by the professional, concerning this issue and has left a message Ethical goals Ethical decisions that are strongly supported by one or more of these principles without any contradiction from others may be regarded as reasonably well founded. However, practitioners will encounter circumstances in which it is impossible to reconcile all the applicable principles and choosing between principles may be required. 4 Integrity Responsibility Trustworthiness Morality Ethical dilemma Ethical dilemma is a problem solving paradox in which an individual has to choose between possible moral obligations, with neither of the decisions being explicitly conventional or superior(Prilleltensky, Dokecki, Frieden, & Wang, 2007). The complication sprouts from the situational engagement in which choosing one leads to the transgression of the other. A decision or course of action does not necessarily become unethical merely because it is contentious or other practitioners would have reached different conclusions in similar circumstances. A practitioner’s obligation is to consider all the relevant circumstances with as much care as is reasonably possible and to be appropriately accountable for decisions made. 5 Ethical dilemmas in this case The mental health professional is obliged to maintain secrecy of the client’s sessions The client was sexually abused and violated and has information that could lead to the prosecution of the perpetrator. She is afraid of testifying The mental health professional can decide whether to offer this vital information to the prosecutor or abide to the secrecy of the client. There is also a dilemma of what the client’s sister wants, in regards to the case Ethical dilemma in this case The practitioner’s personal moral qualities are of the utmost importance to clients. Many of the personal qualities considered important in the provision of services have an ethical or moral component and are therefore considered as virtues or good personal qualities. It is inappropriate to prescribe that all practitioners possess these qualities, since it is fundamental that these personal qualities are deeply rooted in the person concerned an.

Ethical dilemma Chalyne ArvieCPSS330Erick Lear 10Sept201.docx

Ethical dilemma Chalyne ArvieCPSS330Erick Lear 10Sept201.docx

Ethical dilemma Chalyne ArvieCPSS330Erick Lear 10Sept201.docx

Print Ethics and Multicultural Issues in Applied Psychology Scoring Guide Due Date: End of Unit 10. Percentage of Course Grade: 20%. Ethics and Multicultural Issues in Applied Psychology Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Examine APA or other ethical codes and standards relevant to case scenarios. 16% Does not examine APA or other ethical codes and standards relevant to case scenarios. Outlines some APA or other ethical codes and standards relevant to case scenarios. Examines APA or other ethical codes and standards relevant to case scenarios. Analyzes strengths and weakness of APA or other ethical codes and standards relevant to case scenarios. Analyze multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists. 16% Does not analyze multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists. Describes some multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists. Analyzes multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists. Analyzes multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists, using multiple citations and references to support points. Evaluate ethical reasoning models that can be employed for the resolution of case examples, and the advantages and disadvantages of these models. 17% Does not evaluate ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models. Lists some ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models. Evaluates ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models. Compares and contrasts ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models. Design a solution for an ethical dilemma and multicultural issues in case examples, using the most applicable ethical decision-making model. 17% Does not design a solution for an ethical dilemma and multicultural issues in case examples using the most applicable ethical decision-making model. Sketches a solution for an ethical dilemma and multicultural issues in case examples using a decision-making model that is minimally applicable. Designs a solution for an ethical dilemma and multicultural issues in case examples using the most applicable decision-making model. Designs a solution fo.

PrintEthics and Multicultural Issues in Applied Psychology Scori.docx

PrintEthics and Multicultural Issues in Applied Psychology Scori.docx

PrintEthics and Multicultural Issues in Applied Psychology Scori.docx

ChantellPantoja184

Case study 1

George Valencia

Spirituality and well-being are explored through frameworks of attachment and authenticity respectively. Spirituality was defined as an attachment to God experience, while conceptualizing well-being as the pursuit of authenticity and ability to stay true to one's self. 100 South African youths were recruited to participate in the study using the Attachment to God Inventory and Authenticity Scale to assess how dimensions of spirituality and well-being relate to each other. Results show significant correlations, proving that an insecure attachment to God experience can be a threat to maintaining psychological well-being, whereas having a secure relationship with God would naturally dispense a sense of authenticity and well-being.

Spirituality and Wellbeing in South African Youths

Spirituality and Wellbeing in South African Youths

Spirituality and Wellbeing in South African Youths

Confidentiality is one of the ethical imperatives that is held in the highest regard by psychologists and clients. Safeguarding information disclosed to psychologists during the course of a professional relationship is something both clients and psychologists alike expect. It is a fundamental building block of the trust needed between psychologist and client. This expectation crosses many types of psychological interventions, including (but not limited to) interpersonal therapy; assessment of children, individuals, and couples; and research with human subjects. Confidentiality is expected in both public and private professional settings and interactions. Despite such protections of confidential client information, there has been a persistent weakening of these same rights, especially subsequent to the September 11, 2001 destruction of the World Trade Center towers in New York City. The passion for privacy needed to be balanced by the right to protect one’s homeland and life (Safire, 2004, p. A27). Safire observed that patients could no longer expect that their mental health histories would remain confidential. This, however, was true prior to September 11, 2001. Clients have long been forced to waive their right to privacy when utilizing insurance to pay for their mental health treatment, which routinely requires transmission to the insurer of client diagnosis, prognosis, and aspects of history. There also are other exceptions that have existed before 2001 and include the following: the legal mandate to report both child and elder abuse/neglect; the legal requirement to warn specified others of a client’s intent to harm; the legal requirement to cooperate in providing records for which a psychologist has received a court order; the requirement to provide information to an employer who has hired a psychologist to assess a client for “fitness for duty” or some other reason (and similarly providing information to the courts from court mandated assessments). For your first research paper, you explore the significance of confidentiality in ethics as it applies specifically to the following case. Zora, the client in question in the case, is a member of the Thompson family presented in the Week 1 media. Zora is a 14-year-old, multi-ethnic (African American, Columbian, and Mexican) female who appears older than her stated age. She is abusing marijuana, Percocet, and Oxycontin. In defiance of her parents, she is dating Caucasian college-age boys (which her parents do not know about) and has become pregnant. She seeks counseling at a clinic for teenagers to think through how she wants to proceed. She is unsure if she wants to get an abortion, have the baby and give it up for adoption, or have the baby and join the “pregnant and parenting" services at her school. She hopes to gain clarity about what she wants before she possibly involves her family. The psychologist whom she sees at the clinic is a middle aged, Caucasian woman who is Catholic and who fe.

Confidentiality is one of the ethical imperatives that is held in th.docx

Confidentiality is one of the ethical imperatives that is held in th.docx

Confidentiality is one of the ethical imperatives that is held in th.docx

ENGR4100 MACHINE DESIGN SHEAR FORCE DIAGRAM AND BENDING MOMENT DIAGRAM DERIVE THE SHEAR-FORCE AND BENDING-MOMENT RELATIONS FOR THE BEAM BELOW AND DRAW THE SHEAR- FORCE DIAGRAM AND BENDING-MOMENT DIAGRAM SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR 30 Working With Families: The Case of Brady Brady is a 15-year-old, Caucasian male referred to me by his previous social worker for a second evaluation. Brady’s father, Steve, reports that his son is irritable, impulsive, and often in trouble at school; has difficulty concentrating on work (both at home and in school); and uses foul language. He also informed me that his wife, Diane, passed away 3 years ago, although he denies any relationship between Brady’s behavior and the death of his mother. Brady presented as immature and exhibited below-average intelligence and emotional functioning. He reported feelings of low self-esteem, fear of his father, and no desire to attend school. Steve presented as emotionally deregulated and also emotionally immature. He appeared very nervous and guarded in the sessions with Brady. He verbalized frustration with Brady and feeling overwhelmed trying to take care of his son’s needs. Brady attended four sessions with me, including both individual and family work. I also met with Steve alone to discuss the state of his own mental health and parenting support needs. In the initial evaluation session I suggested that Brady be tested for learning and emotional disabilities. I provided a referral to a psychiatrist, and I encouraged Steve to have Brady evaluated by the child study team at his school. Steve unequivocally told me he would not follow up with these referrals, telling me, “There is nothing wrong with him. He just doesn’t listen, and he is disrespectful.” After the initial session, I met individually with Brady and completed a genogram and asked him to discuss each member of his family. He described his father as angry and mean and reported feeling afraid of him. When I inquired what he was afraid of, Brady did not go into detail, simply saying, “getting in trouble.” In the next follow-up session with both Steve and Brady present, Steve immediately told me about an incident Brady had at school. Steve was clearly frustrated and angry and began to call Brady hurtful names. I asked Steve about his behavior and the words used toward Brady. Brady interjected and told his dad that being PRACTICE 31 called these names made him feel afraid of him and further caused him to feel badly about himself. Steve then began to discuss the effects of his wife’s death on him and Brady and verbalized feelings of hopelessness. I suggested that Steve follow up with my previous recommendations and, further, that he should strongly consider meeting with a social worker to address his own feelings of grief. Steve agreed to take the referral for the psychiatrist and said he would follow up with the school about an evaluation for ...

ENGR4100 MACHINE DESIGNSHEAR FORCE DIAGRAM AND BENDING MOMEN.docx

ENGR4100 MACHINE DESIGNSHEAR FORCE DIAGRAM AND BENDING MOMEN.docx

ENGR4100 MACHINE DESIGNSHEAR FORCE DIAGRAM AND BENDING MOMEN.docx

SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR 30 Working With Families: The Case of Brady Brady is a 15-year-old, Caucasian male referred to me by his previous social worker for a second evaluation. Brady’s father, Steve, reports that his son is irritable, impulsive, and often in trouble at school; has difficulty concentrating on work (both at home and in school); and uses foul language. He also informed me that his wife, Diane, passed away 3 years ago, although he denies any relationship between Brady’s behavior and the death of his mother. Brady presented as immature and exhibited below-average intelligence and emotional functioning. He reported feelings of low self-esteem, fear of his father, and no desire to attend school. Steve presented as emotionally deregulated and also emotionally immature. He appeared very nervous and guarded in the sessions with Brady. He verbalized frustration with Brady and feeling overwhelmed trying to take care of his son’s needs. Brady attended four sessions with me, including both individual and family work. I also met with Steve alone to discuss the state of his own mental health and parenting support needs. In the initial evaluation session I suggested that Brady be tested for learning and emotional disabilities. I provided a referral to a psychiatrist, and I encouraged Steve to have Brady evaluated by the child study team at his school. Steve unequivocally told me he would not follow up with these referrals, telling me, “There is nothing wrong with him. He just doesn’t listen, and he is disrespectful.” After the initial session, I met individually with Brady and completed a genogram and asked him to discuss each member of his family. He described his father as angry and mean and reported feeling afraid of him. When I inquired what he was afraid of, Brady did not go into detail, simply saying, “getting in trouble.” In the next follow-up session with both Steve and Brady present, Steve immediately told me about an incident Brady had at school. Steve was clearly frustrated and angry and began to call Brady hurtful names. I asked Steve about his behavior and the words used toward Brady. Brady interjected and told his dad that being PRACTICE 31 called these names made him feel afraid of him and further caused him to feel badly about himself. Steve then began to discuss the effects of his wife’s death on him and Brady and verbalized feelings of hopelessness. I suggested that Steve follow up with my previous recommendations and, further, that he should strongly consider meeting with a social worker to address his own feelings of grief. Steve agreed to take the referral for the psychiatrist and said he would follow up with the school about an evaluation for Brady, but he denied that he needed treatment. In the third session, I met initially with Brady to complete his genogram, when he said, “I want to tell you what happens sometimes when I get in trouble.” Br.

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR 30 Working With Families: The Case of Brady Brady is a 15-year-old, Caucasian male referred to me by his previous social worker for a second evaluation. Brady’s father, Steve, reports that his son is irritable, impulsive, and often in trouble at school; has difficulty concentrating on work (both at home and in school); and uses foul language. He also informed me that his wife, Diane, passed away 3 years ago, although he denies any relationship between Brady’s behavior and the death of his mother. Brady presented as immature and exhibited below-average intelligence and emotional functioning. He reported feelings of low self-esteem, fear of his father, and no desire to attend school. Steve presented as emotionally deregulated and also emotionally immature. He appeared very nervous and guarded in the sessions with Brady. He verbalized frustration with Brady and feeling overwhelmed trying to take care of his son’s needs. Brady attended four sessions with me, including both individual and family work. I also met with Steve alone to discuss the state of his own mental health and parenting support needs. In the initial evaluation session I suggested that Brady be tested for learning and emotional disabilities. I provided a referral to a psychiatrist, and I encouraged Steve to have Brady evaluated by the child study team at his school. Steve unequivocally told me he would not follow up with these referrals, telling me, “There is nothing wrong with him. He just doesn’t listen, and he is disrespectful.” After the initial session, I met individually with Brady and completed a genogram and asked him to discuss each member of his family. He described his father as angry and mean and reported feeling afraid of him. When I inquired what he was afraid of, Brady did not go into detail, simply saying, “getting in trouble.” In the next follow-up session with both Steve and Brady present, Steve immediately told me about an incident Brady had at school. Steve was clearly frustrated and angry and began to call Brady hurtful names. I asked Steve about his behavior and the words used toward Brady. Brady interjected and told his dad that being PRACTICE 31 called these names made him feel afraid of him and further caused him to feel badly about himself. Steve then began to discuss the effects of his wife’s death on him and Brady and verbalized feelings of hopelessness. I suggested that Steve follow up with my previous recommendations and, further, that he should strongly consider meeting with a social worker to address his own feelings of grief. Steve agreed to take the referral for the psychiatrist and said he would follow up with the school about an evaluation for Brady, but he denied that he needed treatment. In the third session, I met initially with Brady to complete his genogram, when he said, “I want to tell you what happens sometimes when I get in trouble.” Br.

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

whitneyleman54422

SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR 30 Working With Families: The Case of Brady Brady is a 15-year-old, Caucasian male referred to me by his previous social worker for a second evaluation. Brady’s father, Steve, reports that his son is irritable, impulsive, and often in trouble at school; has difficulty concentrating on work (both at home and in school); and uses foul language. He also informed me that his wife, Diane, passed away 3 years ago, although he denies any relationship between Brady’s behavior and the death of his mother. Brady presented as immature and exhibited below-average intelligence and emotional functioning. He reported feelings of low self-esteem, fear of his father, and no desire to attend school. Steve presented as emotionally deregulated and also emotionally immature. He appeared very nervous and guarded in the sessions with Brady. He verbalized frustration with Brady and feeling overwhelmed trying to take care of his son’s needs. Brady attended four sessions with me, including both individual and family work. I also met with Steve alone to discuss the state of his own mental health and parenting support needs. In the initial evaluation session I suggested that Brady be tested for learning and emotional disabilities. I provided a referral to a psychiatrist, and I encouraged Steve to have Brady evaluated by the child study team at his school. Steve unequivocally told me he would not follow up with these referrals, telling me, “There is nothing wrong with him. He just doesn’t listen, and he is disrespectful.” After the initial session, I met individually with Brady and completed a genogram and asked him to discuss each member of his family. He described his father as angry and mean and reported feeling afraid of him. When I inquired what he was afraid of, Brady did not go into detail, simply saying, “getting in trouble.” In the next follow-up session with both Steve and Brady present, Steve immediately told me about an incident Brady had at school. Steve was clearly frustrated and angry and began to call Brady hurtful names. I asked Steve about his behavior and the words used toward Brady. Brady interjected and told his dad that being PRACTICE 31 called these names made him feel afraid of him and further caused him to feel badly about himself. Steve then began to discuss the effects of his wife’s death on him and Brady and verbalized feelings of hopelessness. I suggested that Steve follow up with my previous recommendations and, further, that he should strongly consider meeting with a social worker to address his own feelings of grief. Steve agreed to take the referral for the psychiatrist and said he would follow up with the school about an evaluation for Brady, but he denied that he needed treatment. In the third session, I met initially with Brady to complete his genogram, when he said, “I want to tell you what happens sometimes when I get in trouble.” Br.

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

rosemariebrayshaw

Similar to Case study review 15 (15)

INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docx

INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docx

INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docx

Client is a 17 year old African American male that presented for.docx

Client is a 17 year old African American male that presented for.docx

Client is a 17 year old African American male that presented for.docx

Inter caste/religion Marriage

Inter caste/religion Marriage

Inter caste/religion Marriage

February 2, 2013Drowned in a Stream of PrescriptionsBy A.docx

February 2, 2013Drowned in a Stream of PrescriptionsBy A.docx

February 2, 2013Drowned in a Stream of PrescriptionsBy A.docx

Mla Format For An Essay

Mla Format For An Essay

Mla Format For An Essay

CULTURAL ASSESSMENT.pptx

CULTURAL ASSESSMENT.pptx

CULTURAL ASSESSMENT.pptx

Ethical dilemma Chalyne ArvieCPSS330Erick Lear 10Sept201.docx

Ethical dilemma Chalyne ArvieCPSS330Erick Lear 10Sept201.docx

Ethical dilemma Chalyne ArvieCPSS330Erick Lear 10Sept201.docx

PrintEthics and Multicultural Issues in Applied Psychology Scori.docx

PrintEthics and Multicultural Issues in Applied Psychology Scori.docx

PrintEthics and Multicultural Issues in Applied Psychology Scori.docx

Case study 1

Spirituality and Wellbeing in South African Youths

Spirituality and Wellbeing in South African Youths

Spirituality and Wellbeing in South African Youths

Confidentiality is one of the ethical imperatives that is held in th.docx

Confidentiality is one of the ethical imperatives that is held in th.docx

Confidentiality is one of the ethical imperatives that is held in th.docx

ENGR4100 MACHINE DESIGNSHEAR FORCE DIAGRAM AND BENDING MOMEN.docx

ENGR4100 MACHINE DESIGNSHEAR FORCE DIAGRAM AND BENDING MOMEN.docx

ENGR4100 MACHINE DESIGNSHEAR FORCE DIAGRAM AND BENDING MOMEN.docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx

Recently uploaded

Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...

Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...

Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...

pradhanghanshyam7136

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

REMIFENTANIL: An Ultra short acting opioid.pptx

REMIFENTANIL: An Ultra short acting opioid.pptx

REMIFENTANIL: An Ultra short acting opioid.pptx

Dr. Ravikiran H M Gowda

Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx

SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx

SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

Holdier Curriculum Vitae (April 2024).pdf

Holdier Curriculum Vitae (April 2024).pdf

Holdier Curriculum Vitae (April 2024).pdf

Application orientated numerical on hev.ppt

Application orientated numerical on hev.ppt

Application orientated numerical on hev.ppt

RamjanShidvankar

How to Manage Global Discount in Odoo 17 POS

How to Manage Global Discount in Odoo 17 POS

How to Manage Global Discount in Odoo 17 POS

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Unit-V; Pricing (Pharma Marketing Management).pptx

Unit-V; Pricing (Pharma Marketing Management).pptx

Unit-V; Pricing (Pharma Marketing Management).pptx

VishalSingh1417

Google Gemini An AI Revolution in Education.pptx

Google Gemini An AI Revolution in Education.pptx

Google Gemini An AI Revolution in Education.pptx

Dr. Sarita Anand

Wellbeing inclusion and digital dystopias.pptx

Wellbeing inclusion and digital dystopias.pptx

Wellbeing inclusion and digital dystopias.pptx

Spatium Project Simulation student brief

Spatium Project Simulation student brief

Spatium Project Simulation student brief

Association for Project Management

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

Towards a code of practice for AI in AT.pptx

Towards a code of practice for AI in AT.pptx

Towards a code of practice for AI in AT.pptx

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

Nguyen Thanh Tu Collection

Recently uploaded (20)

Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...

Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...

Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

ICT role in 21st century education and it's challenges.

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

Micro-Scholarship, What it is, How can it help me.pdf

REMIFENTANIL: An Ultra short acting opioid.pptx

REMIFENTANIL: An Ultra short acting opioid.pptx

REMIFENTANIL: An Ultra short acting opioid.pptx

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx

SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx

SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

This PowerPoint helps students to consider the concept of infinity.

Holdier Curriculum Vitae (April 2024).pdf

Holdier Curriculum Vitae (April 2024).pdf

Holdier Curriculum Vitae (April 2024).pdf

Application orientated numerical on hev.ppt

Application orientated numerical on hev.ppt

Application orientated numerical on hev.ppt

How to Manage Global Discount in Odoo 17 POS

How to Manage Global Discount in Odoo 17 POS

How to Manage Global Discount in Odoo 17 POS

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...

Unit-V; Pricing (Pharma Marketing Management).pptx

Unit-V; Pricing (Pharma Marketing Management).pptx

Unit-V; Pricing (Pharma Marketing Management).pptx

Google Gemini An AI Revolution in Education.pptx

Google Gemini An AI Revolution in Education.pptx

Google Gemini An AI Revolution in Education.pptx

Wellbeing inclusion and digital dystopias.pptx

Wellbeing inclusion and digital dystopias.pptx

Wellbeing inclusion and digital dystopias.pptx

Spatium Project Simulation student brief

Spatium Project Simulation student brief

Spatium Project Simulation student brief

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

Towards a code of practice for AI in AT.pptx

Towards a code of practice for AI in AT.pptx

Towards a code of practice for AI in AT.pptx

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

Case study review 15

1. Chris bobadilla February 11, 2014 BSHS/335 Beatriz Zayas

2. Agenda  Implementing the least intrusive intervention  Respecting confidentiality  Recognizing the client’s multicultural ethical behavior

3. Summary  Shandra has one semester to complete before graduating. Shandra is engaged to Andre who works for St. James Medical Center. They plan to marry after graduation. Shandra is doing exceptionally well at her school keeping a 4.00 GPA and hopes to become a HIPAA compliance specialist after graduation. She broke into personal files to check if the rumors on Mr. Pioche were true.

4. Implementing least intrusive intervention  Shandra has put no one in harm.  There is no sign of anyone being in danger.  Best plan is to just come face to face about the situation

5. Confidentiality  Shandra overheard a rumor  So she went to put not only her job in jeopardy but her fiancés as well  She broke confidentiality by breaking into personal files.

6. Cultural differences  Does not specify cultural beliefs  Shandra probably did not stop to think about the consequences.  Mr. Pioche maybe came from a culture where they are taught to not disclose personal information

7. Reference  Corey, G., Schneider Corey, M., & Patrick, C. (2011). Issues and ethics in the helping professions (8th ed.). Mason, OH: Cengage.  Grebner, L. A. (2009). Ethics case studies for health information management. Mason, OH: Cengage.

Editor's Notes

Hipaa - Health Insurance Portability and Accountability Act