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5 Running head: PERSONALITY ASSESMENT Subject: Name: Institution: The personality assessment of Jane consisted of five major paradigms. These are the Minnesota Multiphasic Personality Inventory-Adolescents, the mental status examination, the reviewing of school records, the reviewing of prior medical records and interviewing and observation. The analysis was meant to analyze Jane’s recent behavior as well as her declining performance in academics. The tests administered are very valid because they measure exactly what they are meant to measure with reference to the case of Jane. The MMPI-A is meant to measure Jane’s psychopathology levels as well as give details into her personality. This is very important in determining exactly why she is acting as she is. The mental status examination is meant to examine Jane’s current state of mind. This is instrumental in assessing her behavior with reference to here recent outbursts as well as seeming lack of interest in academic activities. The school records are meant to create a trend in the academic and behavioral performance of Jane. They will show if her academic performance is truly on the decline. The interview is meant as a platform to analyze Jane on a personal level. Tis will give information on aspects such as how she relates with other people. The test procedures administered on Jane are very reliable. The test procedures have given results which are very consistent. The MMPI-A has indicated that she has elements of explosive behavior and this has been corroborated by her school records which show that she has been subject to three in school suspensions due to her classroom outbursts. There are also some cultural considerations inherent in this assessment. These include the relationship that culturally exists between Jane and her parents. There are ethical issues which might arise from the use of personality assessment in this scenario. First of all Jane is a minor. The results of her personality assessment should only be made available to the relevant parties. It would be very unethical for a party which is not relevant in this instance to see the results of this personality assessment. Having performed the personality assessment on Jane, the psychologist is an expert witness on her state. There should be limitations on the level to which the psychologist can disseminate information about Jane with reference to her personality assessment. In order to improve Jane’s personality assessment the five-factor personality questionnaire should be incorporated into her assessment. This involves the patient being subjected to image based questionnaires. This is meant to assess her personality factors with reference to how she responds to the image questionnaires. References Vernon, P. E. (2012). Personality Assesment: A Critical Survey. London: Methuen. PSY615: Week Two Counseling-Based Personality Assessment Scenario PSYCHOLOGICAL EVALUATION (Williamsburg Mental Health Center) Jane Smi.
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PSY615 Week Two Counseling-Based Personality Assessment Scena.docx
PSY615: Week Two Counseling-Based Personality Assessment Scenario
PSYCHOLOGICAL EVALUATION
(Williamsburg Mental Health Center)
Jane Smith Date of Evaluation: 10/12/2013
Case No.: 12783A
Admission Date: 10/8/2013
PURPOSE FOR EVALUATION:
This is the second admission of a 32-year-old female to the Center. The client has 14 years of formal
education and is employed as an administrative assistant at a local community college. She was admitted
due to signs of major depression with possible psychotic features.
The purpose of this clinical evaluation is to assess the client’s current mental well-being and the extent of
her need for clinical intervention.
ASSESSMENT PROCEDURES:
The clinical psychiatrist on duty recommended the following assessments:
• Minnesota Multiphasic Personality Inventory-2 (MMPI-2)
• Mental Status Examination
• Review of Prior Psychological Assessment
• Review of Prior Medical Records
• Clinical Interview
ASSESSMENT RESULTS:
Note: Typically, this section reports test results of all the recommended assessments. Here you are
provided with the abbreviated results from the MMPI-2, the Mental Status Examination, Review of Prior
Medical Records, and Clinical Interview.
Adjustment Level
Jane’s elevated scores on Depression (T = 94) and Psychasthenia (T = 92) scales indicate her
dissatisfaction with her life situation and feelings of hopelessness and inadequacy.
Symptoms
Jane appears to suffer from major depression, which is evident in her elevated Harris-Lingoes
subscales on depression (D1, T = 101; D2, T = 89; D3, T = 80; D4, T = 99; and D5, T = 80).
These scores and a high score on the Social Introversion scale (T = 79) indicate chance of suicidal
PSY615: Week Two Counseling-Based Personality Assessment Scenario
tendencies. She may withdraw from personal relationships and struggle with separation, which
links to her depression.
Perceptions of Environment and People
Jane’s elevated scores on Fears (T = 77) and Anxiety (T = 80) indicates that she does not feel safe
or comfortable in most environments.
Reaction to Stress
Jane’s elevated D1 subscale and low ego strength indicate that she is not able to cope well with
stress, even under normal circumstances. Jane likely reacts to stress by withdrawing and isolating
herself from the stressors.
Self-Concept
Jane’s score on Low Self-Esteem (T = 89) is evidence of low ego strength and a poor self-
concept.
Emotional Control
Jane seems to have a lack of emotional control with her depression. She appears to be struggling
with feelings of hopelessness and despair. Elevations in level of depression should be monitored,
particularly if the elevations extend over a long period of time.
Interpersonal Relationships
In addition to her depression, Jane’s score on Social Introversion (t = 79) ind ...
PSY615 Week Three School Psychologist-Based Personality and B.docx
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
PSYCHOLOGICAL EVALUATION
(Johnson Middle School)
Jane Smith Date of Evaluation: 10/12/2013
Grade: 8
Age: 14
PURPOSE FOR EVALUATION:
Jane was recommended for evaluation by the school psychologist due to recent behavior problems and
declining academic performance.
ASSESSMENT PROCEDURES:
The clinical psychiatrist on duty recommended the following assessments:
• Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)
• Mental Status Examination
• Review of School Records
• Review of Prior Medical Records
• Interview and Observation
ASSESSMENT RESULTS:
Note: Typically, this section reports test results of all the recommended assessments. Here you are
provided with the abbreviated results from the MMPI-A, the mental health examination, records review,
and interview/observation.
Interpretive results from the MMPI-A are presented below.
Validity Considerations
Jane’s approach to completing the MMPI-A was open and cooperative. The resulting MMPI-A
results appear valid and is probably a good indication of her present level of personality
functioning. Her compliance is a good indicator of positive involvement with this evaluation.
Symptomatic Behavior
This student’s MMPI-A clinical profile indicates multiple serious behavior problems including
explosive behavior, school maladjustment, and adolescent conduct problems. She can be moody,
resentful, and impulsive. Jane also shows signs of adolescent alienation (social isolation), low
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
self-esteem, and depression. She may run away or isolate herself to avoid punishment. Her lack
of good judgment may lead her to inappropriate behavior and get her into trouble.
Her two highest clinical scales, Depression (D) and Psychopathic Deviate Subscales (Pd), are
clearly above the other scales in the measure, and occur at this high a level in less than 1% of the
normative sample (by Pearson Assessments).
An examination of her underlying personality factors on the PSY-5 scales could help explain any
behavior problems she is currently exhibiting. Jane seems to be self-isolating and appears to have
increasing social alienation. She tends to see the world in a negative light, worries to excess, and
may develop more belligerent behavior expressions.
Interpersonal Relations
Jane is an intelligent and likeable person. She seems to make a good initial impression on others,
but seems unable to build deep and lasting relationships. She is empathetic and gets along with
other children younger than her, but seems to have trouble with building positive connections in
her peer group.
The MMPI-A Content Scales profile offers some additional informa ...
Best Model Learning OrganizationBased on the Progressive Case Stud.docx
Best Model Learning Organization
Based on the Progressive Case Study Lecture and the feedback you have received this week in W1 Discussion: Expand upon your discussion and create a presentation for your client. This should include a Word document that is a minimum of 3 pages in length with supporting resources. Your paper will include your top three models used for consideration. You should also include a conclusion stating the one model you feel would be best suited for the client.
You should follow up the document with a 10 slide minimum presentation that specifies the key points of your proposal as if you were presenting to the client on-site. Be sure to include any details that you feel would be beneficial to selling your plan to the company. Your presentation should have a title and reference slide (not counted in the 7-10 slides), a professional look (i.e. background/theme for character), and proper spelling/grammar throughout. Utilize the notes section of each slide to expand upon your key points.
PSY615: Week Two Counseling-Based Personality Assessment Scenario
PSYCHOLOGICAL EVALUATION
(Williamsburg Mental Health Center)
Jane Smith Date of Evaluation: 10/12/2013
Case No.: 12783A
Admission Date: 10/8/2013
PURPOSE FOR EVALUATION:
This is the second admission of a 32-year-old female to the Center. The client has 14 years of formal
education and is employed as an administrative assistant at a local community college. She was admitted
due to signs of major depression with possible psychotic features.
The purpose of this clinical evaluation is to assess the client’s current mental well-being and the extent of
her need for clinical intervention.
ASSESSMENT PROCEDURES:
The clinical psychiatrist on duty recommended the following assessments:
• Minnesota Multiphasic Personality Inventory-2 (MMPI-2)
• Mental Status Examination
• Review of Prior Psychological Assessment
• Review of Prior Medical Records
• Clinical Interview
ASSESSMENT RESULTS:
Note: Typically, this section reports test results of all the recommended assessments. Here you are
provided with the abbreviated results from the MMPI-2, the Mental Status Examination, Review of Prior
Medical Records, and Clinical Interview.
Adjustment Level
Jane’s elevated scores on Depression (T = 94) and Psychasthenia (T = 92) scales indicate her
dissatisfaction with her life situation and feelings of hopelessness and inadequacy.
Symptoms
Jane appears to suffer from major depression, which is evident in her elevated Harris-Lingoes
subscales on depression (D1, T = 101; D2, T = 89; D3, T = 80; D4, T = 99; and D5, T = 80).
These scores and a high score on the Social Introversion scale (T = 79) indicate chance of suicidal
PSY615: Week Two Counseling-Based Personality Assessment Scenario
tendencies. She may withdraw from personal ...
Personality disorders
This document provides an overview of personality disorders, including their defining characteristics, diagnostic criteria, prevalence, and treatment approaches. Personality disorders are characterized by inflexible and maladaptive patterns of behavior that cause distress or impairment. They are divided into three clusters (A, B, and C) based on clinical characteristics. Borderline personality disorder is one of the most common personality disorders and is defined by instability in interpersonal relationships, self-image, and affect. Treatment focuses on establishing therapeutic alliances, managing crises, education, and therapies like dialectical behavior therapy that target affect regulation and adaptive coping skills.
Week11SubmitAssessmentsFinalProjectONealAPsychologicalreport
Jadine Marie Sawyer, an 18-year-old female, was referred for counseling after experiencing a panic attack in her math class. She was assessed using several instruments including the ACT, Brief Mood Survey, intake interview, Strong Interest Inventory, and Myers-Briggs Type Indicator. The assessments found Jadine to be struggling with anxiety, stress, and feelings of being overwhelmed as a single parent. Recommendations focused on helping Jadine manage her anxiety and stress through lifestyle changes and counseling.
Final Test and AssessmentNameUniversityDat.docx
Final Test and Assessment
Name
University
Date
Running Head: FINAL TEST AND ASSESSMENT 1
FINAL TEST AND ASSESSMENT 6
Client: Barbara B.
Date of birth: 2/20/1993
Evaluated by:
Case No.: 1234
Date of Evaluation: 3/25/15
Date of Report: 2/25/18
PURPOSE FOR EVALUATION:
Barbara is a 22-year-old recent college graduate. She is currently employed as an entry-level account representative in a large advertising agency, a job she recently started about three months ago in a large city in the Northeast. She made a self-referral for assessment, reporting that she has been feeling tired and lacking in energy for about four weeks. Barbara reported that two months ago she started missing college life and friends and was also feeling a dislike for her job. She further reported a loss of interest in socializing, making new friends, performing daily routines such as exercising and trouble with concentration. Barbara also found herself questioning her vocational choice and finds she has difficulty keeping her mind on her work. Barbara recognizes that this is not normal and realized the need to refer herself for professional help. A psychological assessment was requested to gain more information about her present functioning and to aid in a diagnosis and treatment plan for Barbara.
BEHAVIORAL OBSERVATIONS
Barbara arrived for her appointment on time and was open in discussing her history and present concerns. She did note that she had overslept and rushed to keep the appointment, so she had not eaten that morning. She completed the assessments in a thoughtful manner, occasionally asking clarifying questions. She had some difficulty in responding to the projective tests, stating she was worried she would give incorrect answers.
ASSESSMENT PROCEDURES
Weschler Adult Intelligence Scale - Fourth Edition
Clinical Assessment of Depression (CAD)
Myers-Briggs Type Indicator® Personal Impact Report
Sentence Completion Test
House Tree Person Test
Holland Code Career Test
INFORMATION ASSESSMENT TECHNIQUES
Development History Form
Interviews
Primary Sources Inventory
Review of medical reports
BACKGROUND INFORMATION
Family/Social:
Barbara reports no family history of emotional, behavioral, educational, substance or medical difficulties.
Education History:
Barbara finished elementary and high school with no reported issues and grades consisted of A’s and B’s. Barbara completed college and received her BA and reported grades of A’s and B’s. There was no history of learning or behavioral problems in school.
Medical History:
Barbara reports normal birth with no prematurity. No difficulties reported in birth. No reported use of alcohol or drugs while in utero. All developmental milestones were reached as normal. Barbara reports no history of injury or illness.
Current medical concerns Barbara reports are fatigue, sleep problems and low energy.
Psychiatric History:
Barbara reports ...
INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docx
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
.
The DSM-5 Clinical Cases e-book has provided multiple case-scena.docx
The DSM-5 Clinical Cases e-book has provided multiple case-scenarios relating to various psychological and psychiatric conditions relating to various individuals. The paper analyses the case of Irene Upton, a twenty-nine years old elementary teacher who had gone to the psychiatric for extensive consultations regarding her condition. The latter complaint of being “tired” of loneliness, besides that from her medical history it can be observed that she was hospitalized more than once for suicidal attempts and self-cutting, which represents intense, emotional pain, and frustrations. Coherently, the sister confessed to the past traumatic events that Irene was expected to, notably; at the age of thirteen, the father would sexually exploit Irene a “weird” manner. Irene has failed to recall certain activities she undertook while between the ages of seven and thirteen, which would represent the specific loss of memory due to traumatic experiences. The client laments that she does not consume or abuse alcohol or drugs, ideally, during her late teen, Irene experienced a certain shift in her life when she suddenly became more engaged and proactive for in class and co-curriculum activities. Therefore, leading to a successful life both in high school and college and later getting employed to become of the best teachers in her school.
From the excerpt, the one can be observed properly professional interpretation of Irene’s condition, where the privacy and confidentiality of the patient have been upheld through the exclusion of deeming statements that may be unethically interpreted. For instance, the level of impartiality or conflict of interest has been eliminated since there are no comments or reading that advocate any additional information on behalf of the patients there are no sections or comments that illustrates the certain type of advice or personal opinions. Therefore demonstrating a high level of ethical practice since there are no statements that demonstrate any gross misconduct when conducting a patient assessment; the excerpt provides only the necessary information useful for interpretation while excluding the confidentiality and privacy of the patient.
Evaluation
There are multiple techniques and methods, which can be used to conduct a psychological assessment on a given patient in order to accurately diagnose the individual. The paper will describe a battery of these assessments to understand the subject’s condition fully.
A clinical interview is a treatment technique utilized by psychologist and other physicians to document the accurate diagnosis of mental disorders especially the obsessive-compulsory disorder they include the clinical diagnostic interview and structured clinical interviews. The clinical diagnosis involves narrative conversation between the patient and the doctor where the latter asked a series of questions such as “how was your childhood?” “What was school like when growing?” “How wa ...
Recommended
PSY615 Week Two Counseling-Based Personality Assessment Scena.docx
PSY615: Week Two Counseling-Based Personality Assessment Scenario
PSYCHOLOGICAL EVALUATION
(Williamsburg Mental Health Center)
Jane Smith Date of Evaluation: 10/12/2013
Case No.: 12783A
Admission Date: 10/8/2013
PURPOSE FOR EVALUATION:
This is the second admission of a 32-year-old female to the Center. The client has 14 years of formal
education and is employed as an administrative assistant at a local community college. She was admitted
due to signs of major depression with possible psychotic features.
The purpose of this clinical evaluation is to assess the client’s current mental well-being and the extent of
her need for clinical intervention.
ASSESSMENT PROCEDURES:
The clinical psychiatrist on duty recommended the following assessments:
• Minnesota Multiphasic Personality Inventory-2 (MMPI-2)
• Mental Status Examination
• Review of Prior Psychological Assessment
• Review of Prior Medical Records
• Clinical Interview
ASSESSMENT RESULTS:
Note: Typically, this section reports test results of all the recommended assessments. Here you are
provided with the abbreviated results from the MMPI-2, the Mental Status Examination, Review of Prior
Medical Records, and Clinical Interview.
Adjustment Level
Jane’s elevated scores on Depression (T = 94) and Psychasthenia (T = 92) scales indicate her
dissatisfaction with her life situation and feelings of hopelessness and inadequacy.
Symptoms
Jane appears to suffer from major depression, which is evident in her elevated Harris-Lingoes
subscales on depression (D1, T = 101; D2, T = 89; D3, T = 80; D4, T = 99; and D5, T = 80).
These scores and a high score on the Social Introversion scale (T = 79) indicate chance of suicidal
PSY615: Week Two Counseling-Based Personality Assessment Scenario
tendencies. She may withdraw from personal relationships and struggle with separation, which
links to her depression.
Perceptions of Environment and People
Jane’s elevated scores on Fears (T = 77) and Anxiety (T = 80) indicates that she does not feel safe
or comfortable in most environments.
Reaction to Stress
Jane’s elevated D1 subscale and low ego strength indicate that she is not able to cope well with
stress, even under normal circumstances. Jane likely reacts to stress by withdrawing and isolating
herself from the stressors.
Self-Concept
Jane’s score on Low Self-Esteem (T = 89) is evidence of low ego strength and a poor self-
concept.
Emotional Control
Jane seems to have a lack of emotional control with her depression. She appears to be struggling
with feelings of hopelessness and despair. Elevations in level of depression should be monitored,
particularly if the elevations extend over a long period of time.
Interpersonal Relationships
In addition to her depression, Jane’s score on Social Introversion (t = 79) ind ...
PSY615 Week Three School Psychologist-Based Personality and B.docx
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
PSYCHOLOGICAL EVALUATION
(Johnson Middle School)
Jane Smith Date of Evaluation: 10/12/2013
Grade: 8
Age: 14
PURPOSE FOR EVALUATION:
Jane was recommended for evaluation by the school psychologist due to recent behavior problems and
declining academic performance.
ASSESSMENT PROCEDURES:
The clinical psychiatrist on duty recommended the following assessments:
• Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)
• Mental Status Examination
• Review of School Records
• Review of Prior Medical Records
• Interview and Observation
ASSESSMENT RESULTS:
Note: Typically, this section reports test results of all the recommended assessments. Here you are
provided with the abbreviated results from the MMPI-A, the mental health examination, records review,
and interview/observation.
Interpretive results from the MMPI-A are presented below.
Validity Considerations
Jane’s approach to completing the MMPI-A was open and cooperative. The resulting MMPI-A
results appear valid and is probably a good indication of her present level of personality
functioning. Her compliance is a good indicator of positive involvement with this evaluation.
Symptomatic Behavior
This student’s MMPI-A clinical profile indicates multiple serious behavior problems including
explosive behavior, school maladjustment, and adolescent conduct problems. She can be moody,
resentful, and impulsive. Jane also shows signs of adolescent alienation (social isolation), low
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
self-esteem, and depression. She may run away or isolate herself to avoid punishment. Her lack
of good judgment may lead her to inappropriate behavior and get her into trouble.
Her two highest clinical scales, Depression (D) and Psychopathic Deviate Subscales (Pd), are
clearly above the other scales in the measure, and occur at this high a level in less than 1% of the
normative sample (by Pearson Assessments).
An examination of her underlying personality factors on the PSY-5 scales could help explain any
behavior problems she is currently exhibiting. Jane seems to be self-isolating and appears to have
increasing social alienation. She tends to see the world in a negative light, worries to excess, and
may develop more belligerent behavior expressions.
Interpersonal Relations
Jane is an intelligent and likeable person. She seems to make a good initial impression on others,
but seems unable to build deep and lasting relationships. She is empathetic and gets along with
other children younger than her, but seems to have trouble with building positive connections in
her peer group.
The MMPI-A Content Scales profile offers some additional informa ...
Best Model Learning OrganizationBased on the Progressive Case Stud.docx
Best Model Learning Organization
Based on the Progressive Case Study Lecture and the feedback you have received this week in W1 Discussion: Expand upon your discussion and create a presentation for your client. This should include a Word document that is a minimum of 3 pages in length with supporting resources. Your paper will include your top three models used for consideration. You should also include a conclusion stating the one model you feel would be best suited for the client.
You should follow up the document with a 10 slide minimum presentation that specifies the key points of your proposal as if you were presenting to the client on-site. Be sure to include any details that you feel would be beneficial to selling your plan to the company. Your presentation should have a title and reference slide (not counted in the 7-10 slides), a professional look (i.e. background/theme for character), and proper spelling/grammar throughout. Utilize the notes section of each slide to expand upon your key points.
PSY615: Week Two Counseling-Based Personality Assessment Scenario
PSYCHOLOGICAL EVALUATION
(Williamsburg Mental Health Center)
Jane Smith Date of Evaluation: 10/12/2013
Case No.: 12783A
Admission Date: 10/8/2013
PURPOSE FOR EVALUATION:
This is the second admission of a 32-year-old female to the Center. The client has 14 years of formal
education and is employed as an administrative assistant at a local community college. She was admitted
due to signs of major depression with possible psychotic features.
The purpose of this clinical evaluation is to assess the client’s current mental well-being and the extent of
her need for clinical intervention.
ASSESSMENT PROCEDURES:
The clinical psychiatrist on duty recommended the following assessments:
• Minnesota Multiphasic Personality Inventory-2 (MMPI-2)
• Mental Status Examination
• Review of Prior Psychological Assessment
• Review of Prior Medical Records
• Clinical Interview
ASSESSMENT RESULTS:
Note: Typically, this section reports test results of all the recommended assessments. Here you are
provided with the abbreviated results from the MMPI-2, the Mental Status Examination, Review of Prior
Medical Records, and Clinical Interview.
Adjustment Level
Jane’s elevated scores on Depression (T = 94) and Psychasthenia (T = 92) scales indicate her
dissatisfaction with her life situation and feelings of hopelessness and inadequacy.
Symptoms
Jane appears to suffer from major depression, which is evident in her elevated Harris-Lingoes
subscales on depression (D1, T = 101; D2, T = 89; D3, T = 80; D4, T = 99; and D5, T = 80).
These scores and a high score on the Social Introversion scale (T = 79) indicate chance of suicidal
PSY615: Week Two Counseling-Based Personality Assessment Scenario
tendencies. She may withdraw from personal ...
Personality disorders
This document provides an overview of personality disorders, including their defining characteristics, diagnostic criteria, prevalence, and treatment approaches. Personality disorders are characterized by inflexible and maladaptive patterns of behavior that cause distress or impairment. They are divided into three clusters (A, B, and C) based on clinical characteristics. Borderline personality disorder is one of the most common personality disorders and is defined by instability in interpersonal relationships, self-image, and affect. Treatment focuses on establishing therapeutic alliances, managing crises, education, and therapies like dialectical behavior therapy that target affect regulation and adaptive coping skills.
Week11SubmitAssessmentsFinalProjectONealAPsychologicalreport
Jadine Marie Sawyer, an 18-year-old female, was referred for counseling after experiencing a panic attack in her math class. She was assessed using several instruments including the ACT, Brief Mood Survey, intake interview, Strong Interest Inventory, and Myers-Briggs Type Indicator. The assessments found Jadine to be struggling with anxiety, stress, and feelings of being overwhelmed as a single parent. Recommendations focused on helping Jadine manage her anxiety and stress through lifestyle changes and counseling.
Final Test and AssessmentNameUniversityDat.docx
Final Test and Assessment
Name
University
Date
Running Head: FINAL TEST AND ASSESSMENT 1
FINAL TEST AND ASSESSMENT 6
Client: Barbara B.
Date of birth: 2/20/1993
Evaluated by:
Case No.: 1234
Date of Evaluation: 3/25/15
Date of Report: 2/25/18
PURPOSE FOR EVALUATION:
Barbara is a 22-year-old recent college graduate. She is currently employed as an entry-level account representative in a large advertising agency, a job she recently started about three months ago in a large city in the Northeast. She made a self-referral for assessment, reporting that she has been feeling tired and lacking in energy for about four weeks. Barbara reported that two months ago she started missing college life and friends and was also feeling a dislike for her job. She further reported a loss of interest in socializing, making new friends, performing daily routines such as exercising and trouble with concentration. Barbara also found herself questioning her vocational choice and finds she has difficulty keeping her mind on her work. Barbara recognizes that this is not normal and realized the need to refer herself for professional help. A psychological assessment was requested to gain more information about her present functioning and to aid in a diagnosis and treatment plan for Barbara.
BEHAVIORAL OBSERVATIONS
Barbara arrived for her appointment on time and was open in discussing her history and present concerns. She did note that she had overslept and rushed to keep the appointment, so she had not eaten that morning. She completed the assessments in a thoughtful manner, occasionally asking clarifying questions. She had some difficulty in responding to the projective tests, stating she was worried she would give incorrect answers.
ASSESSMENT PROCEDURES
Weschler Adult Intelligence Scale - Fourth Edition
Clinical Assessment of Depression (CAD)
Myers-Briggs Type Indicator® Personal Impact Report
Sentence Completion Test
House Tree Person Test
Holland Code Career Test
INFORMATION ASSESSMENT TECHNIQUES
Development History Form
Interviews
Primary Sources Inventory
Review of medical reports
BACKGROUND INFORMATION
Family/Social:
Barbara reports no family history of emotional, behavioral, educational, substance or medical difficulties.
Education History:
Barbara finished elementary and high school with no reported issues and grades consisted of A’s and B’s. Barbara completed college and received her BA and reported grades of A’s and B’s. There was no history of learning or behavioral problems in school.
Medical History:
Barbara reports normal birth with no prematurity. No difficulties reported in birth. No reported use of alcohol or drugs while in utero. All developmental milestones were reached as normal. Barbara reports no history of injury or illness.
Current medical concerns Barbara reports are fatigue, sleep problems and low energy.
Psychiatric History:
Barbara reports ...
INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docx
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
.
The DSM-5 Clinical Cases e-book has provided multiple case-scena.docx
The DSM-5 Clinical Cases e-book has provided multiple case-scenarios relating to various psychological and psychiatric conditions relating to various individuals. The paper analyses the case of Irene Upton, a twenty-nine years old elementary teacher who had gone to the psychiatric for extensive consultations regarding her condition. The latter complaint of being “tired” of loneliness, besides that from her medical history it can be observed that she was hospitalized more than once for suicidal attempts and self-cutting, which represents intense, emotional pain, and frustrations. Coherently, the sister confessed to the past traumatic events that Irene was expected to, notably; at the age of thirteen, the father would sexually exploit Irene a “weird” manner. Irene has failed to recall certain activities she undertook while between the ages of seven and thirteen, which would represent the specific loss of memory due to traumatic experiences. The client laments that she does not consume or abuse alcohol or drugs, ideally, during her late teen, Irene experienced a certain shift in her life when she suddenly became more engaged and proactive for in class and co-curriculum activities. Therefore, leading to a successful life both in high school and college and later getting employed to become of the best teachers in her school.
From the excerpt, the one can be observed properly professional interpretation of Irene’s condition, where the privacy and confidentiality of the patient have been upheld through the exclusion of deeming statements that may be unethically interpreted. For instance, the level of impartiality or conflict of interest has been eliminated since there are no comments or reading that advocate any additional information on behalf of the patients there are no sections or comments that illustrates the certain type of advice or personal opinions. Therefore demonstrating a high level of ethical practice since there are no statements that demonstrate any gross misconduct when conducting a patient assessment; the excerpt provides only the necessary information useful for interpretation while excluding the confidentiality and privacy of the patient.
Evaluation
There are multiple techniques and methods, which can be used to conduct a psychological assessment on a given patient in order to accurately diagnose the individual. The paper will describe a battery of these assessments to understand the subject’s condition fully.
A clinical interview is a treatment technique utilized by psychologist and other physicians to document the accurate diagnosis of mental disorders especially the obsessive-compulsory disorder they include the clinical diagnostic interview and structured clinical interviews. The clinical diagnosis involves narrative conversation between the patient and the doctor where the latter asked a series of questions such as “how was your childhood?” “What was school like when growing?” “How wa ...
Case presentation
The case presentation summarizes a 24-year-old male client who was readmitted for treatment. Psychological tests revealed below average intellectual functioning and signs of anxiety, depression, and dependence. The client has a history of substance abuse and suicidal ideation. He comes from a family with medical issues and experienced challenges growing up. The diagnostic impression is that the client has intense emotional distress from depression, anxiety, and schizoid tendencies exacerbated by substance abuse that is impairing his functioning.
Pd2
Personality disorders are enduring patterns of behavior and cognition that deviate from cultural norms and cause distress or impairment. They are classified into three clusters - A, B, and C - based on clinical characteristics. Borderline personality disorder, the most common diagnosis, is characterized by instability in interpersonal relationships, self-image, and affect. Treatment involves psychotherapy such as dialectical behavior therapy or psychodynamic therapy, as well as medication management when comorbid conditions are present. Prognosis is variable, with about one-third recovering over time and intervention improving outcomes.
Clinical Assessment of Children and Adolescents with Depression
“Clinical Assessment of Children and Adolescents with Depression,”
Halifax, Nova Scotia, Canada; October 1, 2008
Pediatric Grand Rounds, IWK Health Centre
*Although the core symptoms of depression are similar across the life span, developmental differences exist and should be taken into account in the assessment
*With increasing age, there generally is an increase in melancholic symptoms, delusions, substance abuse, and suicidal ideation/attempts.
*In contrast, younger children tend to have more somatic sxs, separation anxiety, behavior problems, temper tantrums, and hallucinations
*Direct interviews with children and adolescents are critical because parents and teachers may not be aware of the youth’s depressive symptoms
*Discrepant information between parents and their children should be solve in a cordial and non judgmental way
*Assessment of suicidal and homicidal ideation and behaviors is mandatory
*The interview process and screening questions utilized by research interviews such as the Schedule for Affective Disorders and Schizophrenia for School Age Children, Present and Lifetime Version (KSADS-PL) can be useful
*Detection and diagnosis can be enhanced by available parent and child self-report measures
MMPI (minnesota multiphasic personality inventory)
The Minnesota Multiphasic Personality Inventory (MMPI) is a widely used psychological test that was originally developed in 1943 to aid in diagnosing psychological disorders. It uses a self-report format with true/false questions. The revised MMPI-2 version from 1989 includes validity and personality scales in addition to the original clinical scales. The MMPI provides a comprehensive personality profile used to assess psychopathology and adjust clinical diagnoses. It requires literacy at an 8th grade level and takes an untimed administration, with no right or wrong answers.
CVC Parent Talk on Mental Health
The document is a presentation by Dr. Stephen Grcevich on mental health issues affecting children and adolescents. Some key points:
- 1 in 5 kids had a mental health disorder before the pandemic. Rates of suicide, depression, and anxiety in teens have been increasing.
- Factors contributing to worsening mental health include increased smartphone/social media use, academic pressure, political climate, sexual behavior, and lack of structure.
- Common disorders like anxiety, ADHD, and depression were defined. Many kids experience multiple disorders.
- Signs parents can look for to identify a child struggling with their mental health were provided.
- Advice was given on where to seek help and that Christian psychologists can
What Are Personality Disorders.doc
Paranoid personality disorder is a chronic condition characterized by pervasive distrust and suspiciousness of others. It affects 1-4% of adults and can cause significant distress through disruptive patterns of thinking and relating. Symptoms include chronic suspicions of exploitation by others and feelings of being deceived. Both genetic and childhood trauma factors may contribute to its development, and it is typically treated with cognitive behavioral therapy to modify distorted thoughts and improve relationships and functioning.
Major Depressive Disorder.docx
The document provides a case report of a 21-year-old female client referred for treatment of depression. She reported symptoms of sadness, loss of pleasure, fatigue, irritability, and headaches for over a year. Psychological assessments included a clinical interview, behavioral observation, mental status examination, Beck Depression Inventory, and Rotter's Incomplete Sentence Blank. The BDI indicated severe depression. RISB results suggested some conflict and adjustment issues. Overall the assessments aimed to evaluate the client's symptoms, personality, and depression severity to guide treatment.
A Conceptual Analysis of Correlates of Domestic Violence and Adolescent Risky...
ABSTRACT: The study explores domestic violence and how it influences adolescent risky behavior.
Domestic violence is a devastating social problem resulting in significant and enduring effects on children,
threatening both their health and emotional well-being. The study aimed at examining the relationships between
domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem, psychological
Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem and Selfregulation, Self-Regulation and Adolescent Risky Behavior and identify the stronger predictor of self-regulation
between psychological empowerment and Self-esteem. Adolescent respondents who experienced domestic
violence were purposely selected and guided by teachers and administrators who had provided support to these
children.The questionnaire had six sections namely; personal information, the Child Exposure to Domestic
Violence Scale, the Psychological empowerment scale, the Rosenberg Self-esteem Inventory, and the Brief
Self-Control Scale. Data analysis employed Pearson's product-moment correlation (r) to test hypotheses 1,
2,3,4,5, and 6. Regression analysis was used for hypothesis 7.The results show a significant relationship
between domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem,
psychological Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem
and Self-regulation, Self-Regulation, and Adolescent Risky Behavior. The study documents that Psychological
empowerment is a stronger predictor of self-regulation than Self-esteem.
KEYWORDS:Domestic violence, psychological empowerment, self-regulation, and Adolescent risky behavior
Psy640 checklist for evaluating tests test name and versions a
This document provides a checklist for evaluating two tests referred to as Assessment One and Assessment Two. It includes sections on the purpose of each test, characteristics measured, target population, test characteristics, administration considerations, materials needed, and an overall evaluation. The test characteristics section includes information on the type of test (paper-pencil or computer), scoring method, reliability, validity, norms, fairness, adverse impact, applicability, and manual/support documents. This checklist allows for a thorough evaluation and comparison of the two assessments.
Running head Vignette Analysis III1Vignette Analysis III.docx
Running head: Vignette Analysis III 1
Vignette Analysis III 7
Psychology of Trauma- Vignette Analysis III
Laura Kay Utgard
Cal Southern University
Dr. Barbara Lackey
PSY: 87519
August, 2018
Vignette Analysis III
Emotional and psychological trauma is the outcomes of extremely stressful occasions that ruin one’s sense of safety, letting the victim feel deserted in a dangerous world. Traumatic experiences like the one experienced by Virginia in her younger age predisposes her to get involved in actions that put her life in danger like trying to commit suicide. According to Courtois & Ford (2015) “it is not the objective facts that determine whether an event is traumatic, but the victim’s subjective emotional experience of the event.” In the case of Virginia, she faced ongoing, relentless stress during her childhood development in the position of an abusive father. The domestic violence has changed her biological and physical development because she also believes having a slender body is what it takes to be a woman to maintain her husband. This has resulted in the development of post-traumatic stress disorder (PTSD) because she has been exposed to traumatic events in her childhood.
The fifth edition of the diagnostic and statistical manual of mental disorders (DSM-5) outlines four major symptoms that PTSD patients experiences. They include alterations in arousal and reactivity, negative alterations in cognitions and mood; avoidance and intrusion. These symptoms are what are causing Virginia to be diagnosed with PTSD. She remembers how her mother was being beaten like almost every day and how she was used as a sex toy by the village boys. The DSM-5 version re-positions emotional distress in a group that comprises negative perceptions and reactions, while stimulation symptoms are transposed in a group comprising ill-tempered and irresponsible behavior. PTSD according to (Kendall-Tackett & Ruglass, 2014) is linked with an array of opposing personal results and significant personal problems, including problems in intimate and family affairs. It is unclear which topic you are addressing here
The inter-relations among the PTSD victims and their family complications are probably multifaceted, showing both the effect of post-traumatic symptoms on other family members and impacts of the family setting. This happened to Virginia, as a kid he was experiencing how his father used to treat her mother. Contrarily, avoidance symptoms may diminish participation in family undertakings, while emotional distress can diminish self-disclosure and intimacy (Courtois & Ford, 2015). Hyperarousal symptoms are associated with irritability and annoyance and can as well precipitate violence and family conflict (Anderson, 2017). Contrarily, prospective studies of veterans show that family environment can reduce the severity of symptoms, or exacerbate complications of interpersonal arrays are dysfunctional. This case, therefore, Virginia exp ...
Comprehensive Psychiatric Evaluation Note Discussion Paper.docx
Jake, a 13-year-old boy, was brought to the clinic by his mother for aggressive and irritable behavior over the past 7 months. A comprehensive psychiatric evaluation determined the primary diagnosis is conduct disorder, as Jake displays symptoms like hostility, aggression, shoplifting, and truancy. Differential diagnoses considered include oppositional defiant disorder and intermittent explosive disorder. The treatment plan recommends cognitive-behavioral therapy and peer group therapy to help Jake improve problem-solving skills and control anger/impulses.
Intervention for offenders
The document discusses several risk factors and predictors related to juvenile delinquency and suicide risk assessment. Key risk factors include depression, substance abuse, previous suicide attempts, access to lethal means, family dysfunction, and certain clinical disorders. Treatment approaches have shifted from a sole focus on the individual to involving the family through strengths-based models that assess the child within the larger family system and build on inherent strengths.
Personality disorder By Saka Ram Rana
This document presents a lecture on personality disorders by Saka Ram Rana. It begins by defining personality and personality disorders, noting that personality disorders represent extreme traits that deviate from cultural norms. The lecture then covers five specific personality disorders - schizoid, paranoid, antisocial, histrionic, and obsessive-compulsive personality disorder - describing their characteristic traits. The document concludes by discussing the importance of recognizing personality disorders in psychiatric and medical settings and covering treatment approaches, including psychotherapy and medication.
Doctorate CV
This document provides information about Victoria L. Marrow's education and professional experience. It details that she earned a Psy.D. in Clinical Psychology in 2014 and has held various clinical psychology internships and graduate training positions since 2011, working with populations including offenders, substance abusers, and children/adolescents. Her experience includes conducting assessments, individual/group therapy, and she has specialized training in several assessment measures.
Trauma & Stress Related Disorders .pptx
Post-Traumatic Stress Disorder (PTSD) is a debilitating mental health condition caused by traumatic events, impacting individuals worldwide, including children. DSM-5 outlines symptoms like re-experiencing, avoidance, negative mood, and hyperarousal. Biological, psychological, and environmental factors contribute to PTSD's etiology, and adverse childhood experiences and lack of social support heighten the risk. Childhood PTSD symptoms may differ from adults', necessitating early diagnosis and intervention. Differential diagnosis is crucial to distinguish PTSD from other disorders like ASD, Adjustment Disorders, Panic Disorder, Dissociative Disorders, Major Depressive Disorder, and Traumatic Brain Injury. Treatment involves psychotherapy (CBT, EMDR, Prolonged Exposure) and medication (SSRIs) along with social support and self-care. The movie "American Sniper" portrays the impact of war trauma on Chris Kyle, illustrating intrusive memories, hyperarousal, and reintegration challenges. Treatment and long-term recovery emphasize continuous support and self-care. Understanding PTSD's complexity is crucial, and "American Sniper" highlights the need for increased awareness and support to improve the well-being of those affected.
Expressed Emotions.ppt
Expressed Emotion (EE) refers to the emotional attitudes and behaviors expressed by relatives towards family members with psychiatric illnesses. High EE, characterized by criticism, hostility and overinvolvement, is associated with worse outcomes and higher relapse rates for conditions like schizophrenia, depression and bipolar disorder. Assessing EE using tools like the Camberwell Family Interview can help identify families that may benefit from psychoeducation interventions aimed at modifying high EE attitudes, leading to improved social functioning and reduced relapse rates for patients.
Disruptive Mood Dysregulation Disorder
The document provides information on disruptive mood dysregulation disorder (DMDD), including diagnostic criteria, considerations, differentiating it from bipolar disorder, functional consequences, symptoms in school settings, assessment, treatment, prognosis, epidemiology, etiology, and school-based interventions. Key points include that DMDD involves severe and frequent temper outbursts disproportionate to situations, irritability, onset before age 10, and causes significant impairment. Left untreated, it often persists through adolescence and increases risks for other disorders.
Screencast-o-matic link for reviewing Ms. S results httpssc.docx
Screencast-o-matic link for reviewing Ms. S' results: https://screencast-o-matic.com/watch/cFj0Yeq0KF
Results of the computer generated MMPI-2-RF for Mr. I. are as follows:
Mr. I. is a 46-year old married man who has been admitted for psychotic thoughts and assaultive behavior. Symptoms at the time of admittance include disturbed sleep, delusional thoughts, religious delusion, visual hallucinations, as well as erratic and circumstantial thinking. A prior diagnosis of Schizophrenia and Schizoaffective Disorder is noted. As indicated in the report, Mr. I. appears to have dispersed patterns of cognitive dysfunction. He may have memory impairments, becomes frustrated easily, does not handle stress well, and has difficulty concentrating. Mr. I. may have had thoughts or has attempted suicide and continues to be at risk as he lacks impulse control. He also reports that he believes he may be being harmed. He is suspicious of others as a result, he lacks insight and experiences interpersonal difficulties. His thought process is not typical, unrealistic, and disorganized. Impaired sensory-perceptual abilities also appears to be present. Mr. I. has difficulty controlling his behavior as he is becomes bored and restless, often times acting out. He tends to be aggressive and have mood swings, euphoria, excitability, engages in risk-taking behaviors, increased energy, and may have experienced manic or hypomanic episodes. Mr. I. appears to be opinionated, assertive, outgoing, a leader, and enjoys socializing. The report indicates Mr. I. enjoys hands-on type of activities and the outdoors. Individuals who enjoy these type of activities or careers tend to be adventurous and dislikes literary occupations. Further evaluation has been recommended for disorders related to emotional-internalizing, thoughts, and behavioral-externalizing. Suicide is a risk that requires immediate assessing. Treatment for hypomania and mood stabilization is recommended in addition to a psychological evaluation.
Evaluation of Mr. I. and Ms. S.
The psychological evaluation of Mr. I. and Ms. S. raises ethical and professional concerns regarding the interpretation of the testing and assessment data. Confidentiality of the test results and information related to the client must be kept private. When interpreting data, the psychologist must be aware of various factors including: the test taking ability, the purpose of the test, as well as various characteristics of the client that may impact the psychologists’ judgments which may cause the interpretation to be inaccurate (American Psychological Association, 2010). In addition, the psychologist should be cautious of the way the information is presented to Mr. I. and Ms. S. as to not harm, but inform the clients of the results in a professional manner and explain any further evaluations or procedures to be done.
Analysis
The MMPI-2-RF measures a variety of areas, but does not have as many questions as the original MMPI-2. The reducti ...
Psychological Assessment Tools
Clinical interviews and psychological tests are important tools used by psychologists to assess patients. The clinical interview involves a conversation between psychologist and patient to diagnose issues and plan treatment, and can be structured or unstructured. Common psychological tests include intelligence tests like WAIS and WISC, personality tests like MMPI and Rorschach, and achievement and aptitude tests. Psychological assessment also involves behavioral observation, mental status exams, and collecting demographic and medical history information.
512 921 - all notes
This document provides guidance for clinicians working with adolescents. It discusses important considerations for engagement, confidentiality, and language. It also addresses common adolescent issues like depression, suicide, deliberate self-harm, and substance use. For each topic, the document outlines assessment approaches and treatment strategies. The overarching messages are to engage adolescents, establish trust, address issues in developmentally-appropriate language, and involve family when possible and beneficial.
· Present a discussion of what team is. What type(s) of team do .docx
· Present a discussion of what team is. What type(s) of team do you have in your organization?
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Note: It should contain 3 pages with citation included and References should be in APA format
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· Presentation of your project. Prepare a PowerPoint with 8 slides illustrating the role in Interdisciplinary care for our aging population (Outcome 1,2,3,4,5) (6 hours).
Make sure it has nursing diagnosis
make sure it's a APA STYLE
make sure it has reference
.
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Case presentation
The case presentation summarizes a 24-year-old male client who was readmitted for treatment. Psychological tests revealed below average intellectual functioning and signs of anxiety, depression, and dependence. The client has a history of substance abuse and suicidal ideation. He comes from a family with medical issues and experienced challenges growing up. The diagnostic impression is that the client has intense emotional distress from depression, anxiety, and schizoid tendencies exacerbated by substance abuse that is impairing his functioning.
Pd2
Personality disorders are enduring patterns of behavior and cognition that deviate from cultural norms and cause distress or impairment. They are classified into three clusters - A, B, and C - based on clinical characteristics. Borderline personality disorder, the most common diagnosis, is characterized by instability in interpersonal relationships, self-image, and affect. Treatment involves psychotherapy such as dialectical behavior therapy or psychodynamic therapy, as well as medication management when comorbid conditions are present. Prognosis is variable, with about one-third recovering over time and intervention improving outcomes.
Clinical Assessment of Children and Adolescents with Depression
“Clinical Assessment of Children and Adolescents with Depression,”
Halifax, Nova Scotia, Canada; October 1, 2008
Pediatric Grand Rounds, IWK Health Centre
*Although the core symptoms of depression are similar across the life span, developmental differences exist and should be taken into account in the assessment
*With increasing age, there generally is an increase in melancholic symptoms, delusions, substance abuse, and suicidal ideation/attempts.
*In contrast, younger children tend to have more somatic sxs, separation anxiety, behavior problems, temper tantrums, and hallucinations
*Direct interviews with children and adolescents are critical because parents and teachers may not be aware of the youth’s depressive symptoms
*Discrepant information between parents and their children should be solve in a cordial and non judgmental way
*Assessment of suicidal and homicidal ideation and behaviors is mandatory
*The interview process and screening questions utilized by research interviews such as the Schedule for Affective Disorders and Schizophrenia for School Age Children, Present and Lifetime Version (KSADS-PL) can be useful
*Detection and diagnosis can be enhanced by available parent and child self-report measures
MMPI (minnesota multiphasic personality inventory)
The Minnesota Multiphasic Personality Inventory (MMPI) is a widely used psychological test that was originally developed in 1943 to aid in diagnosing psychological disorders. It uses a self-report format with true/false questions. The revised MMPI-2 version from 1989 includes validity and personality scales in addition to the original clinical scales. The MMPI provides a comprehensive personality profile used to assess psychopathology and adjust clinical diagnoses. It requires literacy at an 8th grade level and takes an untimed administration, with no right or wrong answers.
CVC Parent Talk on Mental Health
The document is a presentation by Dr. Stephen Grcevich on mental health issues affecting children and adolescents. Some key points:
- 1 in 5 kids had a mental health disorder before the pandemic. Rates of suicide, depression, and anxiety in teens have been increasing.
- Factors contributing to worsening mental health include increased smartphone/social media use, academic pressure, political climate, sexual behavior, and lack of structure.
- Common disorders like anxiety, ADHD, and depression were defined. Many kids experience multiple disorders.
- Signs parents can look for to identify a child struggling with their mental health were provided.
- Advice was given on where to seek help and that Christian psychologists can
What Are Personality Disorders.doc
Paranoid personality disorder is a chronic condition characterized by pervasive distrust and suspiciousness of others. It affects 1-4% of adults and can cause significant distress through disruptive patterns of thinking and relating. Symptoms include chronic suspicions of exploitation by others and feelings of being deceived. Both genetic and childhood trauma factors may contribute to its development, and it is typically treated with cognitive behavioral therapy to modify distorted thoughts and improve relationships and functioning.
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The document provides a case report of a 21-year-old female client referred for treatment of depression. She reported symptoms of sadness, loss of pleasure, fatigue, irritability, and headaches for over a year. Psychological assessments included a clinical interview, behavioral observation, mental status examination, Beck Depression Inventory, and Rotter's Incomplete Sentence Blank. The BDI indicated severe depression. RISB results suggested some conflict and adjustment issues. Overall the assessments aimed to evaluate the client's symptoms, personality, and depression severity to guide treatment.
A Conceptual Analysis of Correlates of Domestic Violence and Adolescent Risky...
ABSTRACT: The study explores domestic violence and how it influences adolescent risky behavior.
Domestic violence is a devastating social problem resulting in significant and enduring effects on children,
threatening both their health and emotional well-being. The study aimed at examining the relationships between
domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem, psychological
Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem and Selfregulation, Self-Regulation and Adolescent Risky Behavior and identify the stronger predictor of self-regulation
between psychological empowerment and Self-esteem. Adolescent respondents who experienced domestic
violence were purposely selected and guided by teachers and administrators who had provided support to these
children.The questionnaire had six sections namely; personal information, the Child Exposure to Domestic
Violence Scale, the Psychological empowerment scale, the Rosenberg Self-esteem Inventory, and the Brief
Self-Control Scale. Data analysis employed Pearson's product-moment correlation (r) to test hypotheses 1,
2,3,4,5, and 6. Regression analysis was used for hypothesis 7.The results show a significant relationship
between domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem,
psychological Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem
and Self-regulation, Self-Regulation, and Adolescent Risky Behavior. The study documents that Psychological
empowerment is a stronger predictor of self-regulation than Self-esteem.
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Psy640 checklist for evaluating tests test name and versions a
This document provides a checklist for evaluating two tests referred to as Assessment One and Assessment Two. It includes sections on the purpose of each test, characteristics measured, target population, test characteristics, administration considerations, materials needed, and an overall evaluation. The test characteristics section includes information on the type of test (paper-pencil or computer), scoring method, reliability, validity, norms, fairness, adverse impact, applicability, and manual/support documents. This checklist allows for a thorough evaluation and comparison of the two assessments.
Running head Vignette Analysis III1Vignette Analysis III.docx
Running head: Vignette Analysis III 1
Vignette Analysis III 7
Psychology of Trauma- Vignette Analysis III
Laura Kay Utgard
Cal Southern University
Dr. Barbara Lackey
PSY: 87519
August, 2018
Vignette Analysis III
Emotional and psychological trauma is the outcomes of extremely stressful occasions that ruin one’s sense of safety, letting the victim feel deserted in a dangerous world. Traumatic experiences like the one experienced by Virginia in her younger age predisposes her to get involved in actions that put her life in danger like trying to commit suicide. According to Courtois & Ford (2015) “it is not the objective facts that determine whether an event is traumatic, but the victim’s subjective emotional experience of the event.” In the case of Virginia, she faced ongoing, relentless stress during her childhood development in the position of an abusive father. The domestic violence has changed her biological and physical development because she also believes having a slender body is what it takes to be a woman to maintain her husband. This has resulted in the development of post-traumatic stress disorder (PTSD) because she has been exposed to traumatic events in her childhood.
The fifth edition of the diagnostic and statistical manual of mental disorders (DSM-5) outlines four major symptoms that PTSD patients experiences. They include alterations in arousal and reactivity, negative alterations in cognitions and mood; avoidance and intrusion. These symptoms are what are causing Virginia to be diagnosed with PTSD. She remembers how her mother was being beaten like almost every day and how she was used as a sex toy by the village boys. The DSM-5 version re-positions emotional distress in a group that comprises negative perceptions and reactions, while stimulation symptoms are transposed in a group comprising ill-tempered and irresponsible behavior. PTSD according to (Kendall-Tackett & Ruglass, 2014) is linked with an array of opposing personal results and significant personal problems, including problems in intimate and family affairs. It is unclear which topic you are addressing here
The inter-relations among the PTSD victims and their family complications are probably multifaceted, showing both the effect of post-traumatic symptoms on other family members and impacts of the family setting. This happened to Virginia, as a kid he was experiencing how his father used to treat her mother. Contrarily, avoidance symptoms may diminish participation in family undertakings, while emotional distress can diminish self-disclosure and intimacy (Courtois & Ford, 2015). Hyperarousal symptoms are associated with irritability and annoyance and can as well precipitate violence and family conflict (Anderson, 2017). Contrarily, prospective studies of veterans show that family environment can reduce the severity of symptoms, or exacerbate complications of interpersonal arrays are dysfunctional. This case, therefore, Virginia exp ...
Comprehensive Psychiatric Evaluation Note Discussion Paper.docx
Jake, a 13-year-old boy, was brought to the clinic by his mother for aggressive and irritable behavior over the past 7 months. A comprehensive psychiatric evaluation determined the primary diagnosis is conduct disorder, as Jake displays symptoms like hostility, aggression, shoplifting, and truancy. Differential diagnoses considered include oppositional defiant disorder and intermittent explosive disorder. The treatment plan recommends cognitive-behavioral therapy and peer group therapy to help Jake improve problem-solving skills and control anger/impulses.
Intervention for offenders
The document discusses several risk factors and predictors related to juvenile delinquency and suicide risk assessment. Key risk factors include depression, substance abuse, previous suicide attempts, access to lethal means, family dysfunction, and certain clinical disorders. Treatment approaches have shifted from a sole focus on the individual to involving the family through strengths-based models that assess the child within the larger family system and build on inherent strengths.
Personality disorder By Saka Ram Rana
This document presents a lecture on personality disorders by Saka Ram Rana. It begins by defining personality and personality disorders, noting that personality disorders represent extreme traits that deviate from cultural norms. The lecture then covers five specific personality disorders - schizoid, paranoid, antisocial, histrionic, and obsessive-compulsive personality disorder - describing their characteristic traits. The document concludes by discussing the importance of recognizing personality disorders in psychiatric and medical settings and covering treatment approaches, including psychotherapy and medication.
Doctorate CV
This document provides information about Victoria L. Marrow's education and professional experience. It details that she earned a Psy.D. in Clinical Psychology in 2014 and has held various clinical psychology internships and graduate training positions since 2011, working with populations including offenders, substance abusers, and children/adolescents. Her experience includes conducting assessments, individual/group therapy, and she has specialized training in several assessment measures.
Trauma & Stress Related Disorders .pptx
Post-Traumatic Stress Disorder (PTSD) is a debilitating mental health condition caused by traumatic events, impacting individuals worldwide, including children. DSM-5 outlines symptoms like re-experiencing, avoidance, negative mood, and hyperarousal. Biological, psychological, and environmental factors contribute to PTSD's etiology, and adverse childhood experiences and lack of social support heighten the risk. Childhood PTSD symptoms may differ from adults', necessitating early diagnosis and intervention. Differential diagnosis is crucial to distinguish PTSD from other disorders like ASD, Adjustment Disorders, Panic Disorder, Dissociative Disorders, Major Depressive Disorder, and Traumatic Brain Injury. Treatment involves psychotherapy (CBT, EMDR, Prolonged Exposure) and medication (SSRIs) along with social support and self-care. The movie "American Sniper" portrays the impact of war trauma on Chris Kyle, illustrating intrusive memories, hyperarousal, and reintegration challenges. Treatment and long-term recovery emphasize continuous support and self-care. Understanding PTSD's complexity is crucial, and "American Sniper" highlights the need for increased awareness and support to improve the well-being of those affected.
Expressed Emotions.ppt
Expressed Emotion (EE) refers to the emotional attitudes and behaviors expressed by relatives towards family members with psychiatric illnesses. High EE, characterized by criticism, hostility and overinvolvement, is associated with worse outcomes and higher relapse rates for conditions like schizophrenia, depression and bipolar disorder. Assessing EE using tools like the Camberwell Family Interview can help identify families that may benefit from psychoeducation interventions aimed at modifying high EE attitudes, leading to improved social functioning and reduced relapse rates for patients.
Disruptive Mood Dysregulation Disorder
The document provides information on disruptive mood dysregulation disorder (DMDD), including diagnostic criteria, considerations, differentiating it from bipolar disorder, functional consequences, symptoms in school settings, assessment, treatment, prognosis, epidemiology, etiology, and school-based interventions. Key points include that DMDD involves severe and frequent temper outbursts disproportionate to situations, irritability, onset before age 10, and causes significant impairment. Left untreated, it often persists through adolescence and increases risks for other disorders.
Screencast-o-matic link for reviewing Ms. S results httpssc.docx
Screencast-o-matic link for reviewing Ms. S' results: https://screencast-o-matic.com/watch/cFj0Yeq0KF
Results of the computer generated MMPI-2-RF for Mr. I. are as follows:
Mr. I. is a 46-year old married man who has been admitted for psychotic thoughts and assaultive behavior. Symptoms at the time of admittance include disturbed sleep, delusional thoughts, religious delusion, visual hallucinations, as well as erratic and circumstantial thinking. A prior diagnosis of Schizophrenia and Schizoaffective Disorder is noted. As indicated in the report, Mr. I. appears to have dispersed patterns of cognitive dysfunction. He may have memory impairments, becomes frustrated easily, does not handle stress well, and has difficulty concentrating. Mr. I. may have had thoughts or has attempted suicide and continues to be at risk as he lacks impulse control. He also reports that he believes he may be being harmed. He is suspicious of others as a result, he lacks insight and experiences interpersonal difficulties. His thought process is not typical, unrealistic, and disorganized. Impaired sensory-perceptual abilities also appears to be present. Mr. I. has difficulty controlling his behavior as he is becomes bored and restless, often times acting out. He tends to be aggressive and have mood swings, euphoria, excitability, engages in risk-taking behaviors, increased energy, and may have experienced manic or hypomanic episodes. Mr. I. appears to be opinionated, assertive, outgoing, a leader, and enjoys socializing. The report indicates Mr. I. enjoys hands-on type of activities and the outdoors. Individuals who enjoy these type of activities or careers tend to be adventurous and dislikes literary occupations. Further evaluation has been recommended for disorders related to emotional-internalizing, thoughts, and behavioral-externalizing. Suicide is a risk that requires immediate assessing. Treatment for hypomania and mood stabilization is recommended in addition to a psychological evaluation.
Evaluation of Mr. I. and Ms. S.
The psychological evaluation of Mr. I. and Ms. S. raises ethical and professional concerns regarding the interpretation of the testing and assessment data. Confidentiality of the test results and information related to the client must be kept private. When interpreting data, the psychologist must be aware of various factors including: the test taking ability, the purpose of the test, as well as various characteristics of the client that may impact the psychologists’ judgments which may cause the interpretation to be inaccurate (American Psychological Association, 2010). In addition, the psychologist should be cautious of the way the information is presented to Mr. I. and Ms. S. as to not harm, but inform the clients of the results in a professional manner and explain any further evaluations or procedures to be done.
Analysis
The MMPI-2-RF measures a variety of areas, but does not have as many questions as the original MMPI-2. The reducti ...
Psychological Assessment Tools
Clinical interviews and psychological tests are important tools used by psychologists to assess patients. The clinical interview involves a conversation between psychologist and patient to diagnose issues and plan treatment, and can be structured or unstructured. Common psychological tests include intelligence tests like WAIS and WISC, personality tests like MMPI and Rorschach, and achievement and aptitude tests. Psychological assessment also involves behavioral observation, mental status exams, and collecting demographic and medical history information.
512 921 - all notes
This document provides guidance for clinicians working with adolescents. It discusses important considerations for engagement, confidentiality, and language. It also addresses common adolescent issues like depression, suicide, deliberate self-harm, and substance use. For each topic, the document outlines assessment approaches and treatment strategies. The overarching messages are to engage adolescents, establish trust, address issues in developmentally-appropriate language, and involve family when possible and beneficial.
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Clinical Assessment of Children and Adolescents with Depression
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Psy640 checklist for evaluating tests test name and versions a
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Running head Vignette Analysis III1Vignette Analysis III.docx
Comprehensive Psychiatric Evaluation Note Discussion Paper.docx
Comprehensive Psychiatric Evaluation Note Discussion Paper.docx
Screencast-o-matic link for reviewing Ms. S results httpssc.docx
Screencast-o-matic link for reviewing Ms. S results httpssc.docx
More from alinainglis
· Present a discussion of what team is. What type(s) of team do .docx
· Present a discussion of what team is. What type(s) of team do you have in your organization?
· What is meant by the “internal processes” of a team? Why is it important to manage both the internal processes and external opportunities/constraints of a team?
Note: It should contain 3 pages with citation included and References should be in APA format
.
· Presentation of your project. Prepare a PowerPoint with 8 slid.docx
· Presentation of your project. Prepare a PowerPoint with 8 slides illustrating the role in Interdisciplinary care for our aging population (Outcome 1,2,3,4,5) (6 hours).
Make sure it has nursing diagnosis
make sure it's a APA STYLE
make sure it has reference
.
· Prepare a research proposal, mentioning a specific researchabl.docx
· Prepare a research proposal, mentioning a specific researchable title, background, Review of literature, research questions and objectives, methodology, resources and references.
· Prepare the Gant Chart to indicate the timescale for completing the proposal
RESEARCH PROPOSAL OUTLINE
1. Title
2. Background (introduction)
3. Review of literature
4. Research Questions & objectives
5. Methodology
4.1 Research Design
4.2 Participants
4.3 Techniques
4.4 Ethical Considerations
6. Time scale (Gantt chart)
7. Resources
8. References
.
· Previous professional experiences that have had a profound.docx
· Previous professional experiences that have had a profound effect:
Before I started college, my parents wanted me to excel in healthcare knowing its high demand. The path to health care and eventual employment in a notable hospital setting seemed less risky than the one of Art and design. A few networking events and some LinkedIn leads later I came across an opportunity to start a Biomedical Engineering startup in South Florida with two investors willing to mentor me in a field I wasn’t familiar with. Luckily this new venture I was undertaking had a somewhat speculative risk. I made sure they were mostly in my favor thanks to the connections my investors had in the industry, and my background in health care. My hard work and diligence paid off slowly teaching myself the mechanics of the industry through the engineers we would hire. I remember watching how they would calibrate medical devices from pumps to life-saving equipment in awe. And with the same tenacity absorbing all the medical jargon in the Biomed world. I was adamant about doing my best and being the best even if that meant leaving my creative dreams behind. We started the business almost four years ago as a small minority women-owned business in the corner of a business complex. Five biomedical engineers and six technicians later we are still scaling and have since expanded our office from that small corner to the entire business building. Currently, we are a nationally recognized Biomed and medical supply company for some of the largest healthcare facilities in both the civilian and government sector. Yet through out all the achievement I felt the only sense of raw passion was when I collaborated with my engineers in delivering problem solving services to the hospital we served. Their job was to service devices in a hospital at a micro level and I would bridge that gap by identifying problems and finding opportunities in product service at a large-scale. Working hand in hand with the engineers in articulating the hospital need for turnover I would use design through projective process in creating a plan that would work in the most practical sense.
This moment of free creative problem solving was the highlight of my job. It gave me an opportunity to realize that although at times my approach was unconventional it would work. My systematic methodology I had adapted from working with engineers and my innate out of the box idea would come to together to solve some of the most challenging issues. Little did I know that this minor stroke of self-awareness would one day have me consider architecture.
Your current strengths and weaknesses in reaching your goal.
I realized my creative talents in design could not flourish under the pressures of work. I would constantly leave the office feeling drained in a profession my heart was not set on. In this I learned my weakness was how far I was willing to neglect the urge for creativity, and in exchange it jeopardized my sense of purpos.
· Please select ONE of the following questions and write a 200-wor.docx
· Please select ONE of the following questions and write a 200-word discussion.
1. The Federal Reserve Board has enormous power over people's lives with its power to set and influence policy that determines monetary policy in the United States. Do you think this is proper for a democracy to provide the FED with so such power? How is the FED held accountable?
2. Do you believe that the roles of government should change from era to era, or should the US determine the proper role of government and try to maintain it through the ages?
3. Explain Executive Power in the US Constitution and briefly the process by which it developed over the years. Do you think the Framers should have been more specific about the powers of the presidency? Should the country try to make it more specific today?
· Please read the discussions below and write a 100 to 150 words respond for each discussion.
1. (question 1) I do believe that this is proper for a democracy to provided such power to FED. Without the FED the economy would face two problem, which are recessions that can lead into depressions, and inflation. The FED needs to have power to endures the country will not fall into economic trouble. In class professor McWeeney stated that the FED has the power to increase interest rates to control inflation, and the power to decrease interest rates so that theres more money in the economy to create more business and jobs so there wont be a recession. The FED needs these power to try to put the economy in a sweet spot. The FED is held accountable to the government and public. The FED does this by being transparent and giving and annual report to congress.
2. (question 2) I believe that the roles of the government should be changed from era to era. My main reason the roles should be changed is because major changes are constantly happening in the field of law. For example, the progressive era and modern era had several economic reforms that had taken place including increased regulation, anti-trust activity, application of an income tax, raise on social insurance programs, etc. Throughout this time, the government gave women the right to vote. I believe the economy is growing rapidly due to employment relationships, better technology, education, new polices, social and economic changes. This is the reason why the roles of the government should be changed from era to era.
Communicating professionally and ethically is one of the
essential skill sets we can teach you at Strayer. The following
guidelines will ensure:
· Your writing is professional
· You avoid plagiarizing others, which is essential to writing ethically
· You give credit to others in your work
Visit Strayer’s Academic Integrity Center for more information.
Winter 2019
https://pslogin.strayer.edu/?dest=academic-support/academic-integrity-center
Strayer University Writing Standards 2
� Include page numbers.
� Use 1-inch margins.
� Use Arial, Courier, Times New Roman.
· Please use Firefox for access to cronometer.com16 ye.docx
· Please use
Firefox
for access to
cronometer.com
16 years old Female. Born on 01/05/2005. Height 5’4, 115 lbs
· Menu Analysis
DAY 2
Quesadilla
Fiesta beans
Salsa
Sour cream
Corn
Fruit
· Submit Screen Shot for Nutrient report for assignment menu(s)
§ Right click to use “Take a screenshot” feature (Firefox only) on specific date you want to have screen shot to save/obtain.
Nutrient Report and Food Intake
· The paper must include all required elements including
each
Cronometer, Excess, Deficit, and
G
roup
Summary of your nutrient report and food intake
Excess
:
· List
ALL
Nutrients that are
Over 100% (Except Amino Acids)
on Cronometer Nutrient report
· List
Food Items
on menu that may reflect excess nutrients on Cronometer Nutrient report
Deficit
:
· List
ALL
Nutrients that are
Less than 50% (Except Amino Acids)
on Cronometer Nutrient report
· List
Food Items
on menu that may reflect deficit nutrients on Cronometer Nutrient report
Summary
:
§ Summarize your overall in 1-2 paragraph, evaluation and conclusion of nutrients and food items on the menu.
.
· Please share theoretical explanations based on social, cultural an.docx
· Please share theoretical explanations based on social, cultural and environmental factors, which may contribute to victimization from criminal behavior
· Based on your personal or professional experience share your thoughts on what coping mechanism (internal and external), and support processes can be considered if becoming a crime victim?
.
· If we accept the fact that we may need to focus more on teaching.docx
· If we accept the fact that we may need to focus more on teaching civic responsibility, how can this work with both "policies and people" in the school where you become principal?
In order to increase the focus on teaching civic responsibility, policy must be in place supporting this goal. A school leader must be willing to invest time and funds into planning, training, and implementing curriculum that emphasizes civics. Staff members may have different levels of interest, understanding, and comfort when it comes to incorporating civic responsibility into their teaching, so providing professional development in this area would be critical. The strategic plan for integrating civic responsibility and the expectations for each teacher’s involvement should be clearly communicated. In addition to establishing these policies regarding civics education, the school leader and teachers must work to model civic responsibility. In addition to sharing his or her vision for increased focus on civics with the school staff, the school leader should work to share his or her vision with school board members, other district personnel including the superintendent, and the greater community. Lastly, school leaders need to support their staff as they take risks and work to develop and implement new activities, discussions, and projects centered around teaching civic responsibility.
· How will you lead your staff in this part of the curriculum?
In leading my staff in this part of the curriculum, I would work to secure professional development related to civic responsibility, as this is not an area that I have expertise in, and work as a staff to develop our vision and implementation goals. I would also provide examples such as the work of the exemplar schools described in the article in integrating civic responsibility across all content areas, implementing service-learning programs, and creating partnerships between the school and community. I would also work within PLTs to develop ways that civic responsibility could be incorporated within their curriculum and remind them that they have my support as they embark on this endea
Required Resources
Text
Baack, D. (2017). Organizational behavior (2nd ed.). Retrieved from https://ashford.content.edu
· Chapter 8: Leadership
Articles
Austen, B. (2012, July 23). The story of Steve Jobs: An inspiration or a cautionary tale? (Links to an external site.)Links to an external site.Wired. Retrieved fom http://www.wired.com/2012/07/ff_stevejobs/all/
Charan, R. (2006). Home Depot’s blueprint for culture change. Harvard Business Review. 84(4), 60-70. Retrieved from EBSCOhost database
Grow, B., Foust, D., Thornton, E., Farzad, R., McGregor, J., & Zegal, S. (2007). Out at home depot (Links to an external site.)Links to an external site.. Business Week.
Retrieved from http://www.businessweek.com/stories/2007-01-14/out-at-home-depot
Stark, A. (1993). What's the matter with business ethics? Harvard Business Review, 71(3), 38-48. .
· How many employees are working for youtotal of 5 employees .docx
· How many employees are working for you?
total of 5 employees
· How did you get your idea or concept for the business?
· CLEAR is a reflection by transparency, manifest and understood, our product is new in the market, and it follows the international fashion style that suits every lady,
· A bag represents you, bags are women priority, and its something women can't go outside without, our bags differ by other bags is that its clear, which is the new form of fashion style, we also made customization on bags so it is a remarkable tool that can lead to higher profit through increased customer satisfaction and loyalty, although it brings for our small factory a lot of work, the good work pays off, we entered these industry because there are no locals designer in it and we started in2016 and hope to reach a global position.
· What do you look for in an employee? (the most important things)
- helping customers on their choice
-stylist
- team work spirit
- deciplant & committed to work ethics
- Good Communication skills
- Ability to manage the conflict
- Is the company socially responsible?
Yes , we try our best to make some of sell go for the charity and especially to help poor people get new clothes , we donate 5% yearly in our total sales .
· What made you choose your current location?
Main criterias for selecting current location :
1- Close to the residence areas , meliha road, near the university of Sharjah
2- Easy access to the visiting customers
3- Its in a big avenue that has many designers and clothing brands
4- Easy to pick up from the shop
5- Serve a big segmentation
· What are your responsibilities as a business owner?
the main responsibility of the Business owner is to maintain the successful of the business, but in order to achieve this have to do so many tasks like:
1- Hire and manage the staff
2- Oversees the financial status , weekly and monthly .
3- Create marketing plans of how the business will be in a year
4- Update the website and chick the system
5- Rent fees
6- Make sure how customers are satisfied by the product
7- Make sure about product quality and chick up
8- Maintain a healthy work environment
9- Develop and fine tune the business according to the market situation
· How do you motivate your employees?
We follow different methods for motivations
1- Personal appreciation for individuals for hard work or personal achievements
2- Kind words
3- Flexible working hours
4- Daily bonus if achieved the daily sales targets
5- Giving the new collection bags as a gift before dropping it to the market , it makes them feel appreciated and special
· Can you give me an example of any challenges or problems that you faced with your shop and employees?
Hiring the right employee is always challenge, last Ramadan we had a huge unread massage for eid orders as well, our customer started to get angry and write under the inestgram comments that there was no respond for online shopping , we struggl.
· How should the risks be prioritized· Who should do the priori.docx
· How should the risks be prioritized?
· Who should do the prioritization of the project risks?
· How should project risks be monitored and controlled?
· Who should develop risk responses and contingency plans?
· Who should own these responses and plans?
Introduction
This week, we will explore risk management. Risk management is one of those areas in project management that separates good project managers from great project managers. A good project manager makes risk management an integral part of every phase of project work. Risks are identified, prioritized, and understood. There are clear responsibilities within the team as to whose is responsible for implementing a risk response to reduce the impact should it occur. So let's get started.
What is Risk?
*Risk: An uncertain event or condition that, if it occurs, has a positive or negative effect on one or more project objectives.
Risks can be positive, meaning beneficial to the project, or they can be negative, meaning detrimental to the project.
Many students have a difficult time visualizing positive risks. A positive risk is an opportunity that may increase the probability of success, the return on investment, or the benefits of the project. They may also be ways to reduce project costs or ways to complete the project early. There may even be methods to improve project quality or overall performance. These are all examples of positive risks.
A negative risk can be easier to understand. It is the possibility that something will go wrong, a threat to the success of the project. It is important to remember that a risk is a possibility, not a fact. It is a potential problem. At GettaByte Software, there is the potential that a power outage would occur during data transfer. The potential exists that a key resource could become unavailable due to some unforeseen circumstance, like illness. Those are threats to the success of the project.
When buying a house to renovate, there are potential risks with respect to plumbing, wiring, the foundation, and so on.
A project manager needs to consider trying to make positive risks happen while trying to prevent negative ones from occurring. To do this, a project manager can take a proactive approach to risk management. This means he or she plans a risk response should it look as though the risk will become a reality. In this way, everyone knows exactly how to prepare and respond to the risk once it does become an issue.
The Risk Management Process
A project has both good and bad risks, which are referred to as positive and negative risks or opportunities and threats. For positive risks or opportunities, the project manager can choose from a range of risk responses. For threats, a project manager has a similar range of choices. The following, as described in the PMBOK® Guide, are the risk management processes.
Plan Risk Management:
· Risk Strategy
· Defines the general approach to managing risk on the project
· Methodology
· Defines the specific, tools, .
· How does the distribution mechanism control the issues address.docx
· How does the distribution mechanism control the issues addressed in Music and TV, when in regards to race/ethnicity?
· Determine who controls the distribution of Music and TV, when in regards to race/ethnicity?
· In what ways does the controller of distribution affect the shared experience of the audience and community? Keep in mind that a community may be local, regional, national, or global. Be specific in your discussion.
.
· Helen Petrakis Identifying Data Helen Petrakis is a 5.docx
·
Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly.
Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer.
Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community.
Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husband and kids, she wanted the helper to come in more often, but John said they could not afford it. The money they now pay to the helper is coming out of the couple’s vacation savings. Caring for Magda makes Helen think she is failing as a wife and mother because she no longer ha.
· Global O365 Tenant Settings relevant to SPO, and recommended.docx
· Global O365 Tenant Settings relevant to SPO, and recommended settings
Multi Factor Authentication
Sign In Page customization
External Sharing
· Global SPO settings and recommended settings
Manage External Sharing
Site Creation Settings
· Information Architecture and Hub Site Management
Site Structure
Create and manage Hub Site
· Site Administration
Create Sites
Delete Sites
Restored Deleted Sites
Manage Site Admins
Manage Site creation
Manage Site Storage limits
Change Site Address
· Managed Metadata (Term Store)
Introduction
Setup new term group sets
Create and manage Terms
Assign roles and permission to Manage term sets
· Search
Search Content
Search Center
Crawl Site content
Remove Search results
Search Results
Manage Search Query
Manage Query Rules
Manage Query Suggestion
Manage result sources
Manage search dictionaries
· Security (identity – internal / external, and authorization – management of platform level)
Control Access of Unmanaged devices
Control Access of Network location
Authentication
Safeguarding Data
Sign out inactive users
· Governance – e.g. labels, retention, etc.
Data Classification
Create and Manage labels
· Data loss prevention
· Create and Manage security policies
· Devices Security policies
· App permission policies
· Data Governance
· Retention Policies
· Monitoring and alerting
Create and Manage Alerts
Alert Policies
· SharePoint Migration Tool
Overview
· Operational tasks for managing the health of the environment, alerting, etc.
File Activity report
Site usage report
Message Center
Service Health
· Common issue resolution and FAQ
.
· Focus on the identified client within your chosen case.· Analy.docx
· Focus on the identified client within your chosen case.
· Analyze the case using a systems approach, taking into consideration both family and community systems.
· Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis
Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly.
Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer.
Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community.
Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husba.
· Find current events regarding any issues in public health .docx
·
Find current events
regarding any issues in public health Anything about infectious diseases ( Don not pick one disease, you have you dig more infectious diseases)
· These current events can be articles, news reports, outbreaks, videos.
· Type down brief 2 sentences describing the event (don’t copy paste title)
· You should have
at least 7 diseases in
total
· No Malaria disease events, please
.
· Explore and assess different remote access solutions.Assig.docx
· Explore and assess different remote access solutions.
Assignment Requirements
Discuss with your peers which of the two remote access solutions, virtual private networks (VPNs) or hypertext transport protocol secure (HTTPS), you will rate as the best. You need to make a choice between the two remote access solutions based on the following features:
· Identification, authentication, and authorization
· Cost, scalability, reliability, and interoperability
.
· FASB ASC & GARS Login credentials LinkUser ID AAA51628Pas.docx
This document provides an overview and summary of the Governmental Accounting Standards Board (GASB) Codification of Governmental Accounting and Financial Reporting Standards.
The summary includes:
1) An explanation of the authoritative sources incorporated into the Codification including GASB statements, interpretations, and other pronouncements as well as NCGA and AICPA standards.
2) Details on the organization and structure of the Codification including its five parts addressing general principles, financial reporting, measurement, specific items, and specialized activities.
3) Guidance on using the Codification and on the authoritative status and hierarchy of GAAP for state and local governments.
4) Background information on the
· Due Sat. Sep. · Format Typed, double-spaced, sub.docx
·
Due:
Sat. Sep.
·
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point, text-weight font, 1-inch margins.
·
·
Length
: 850 - 1000 words (approx. 3-4 pages)
·
·
Overview
: In Unit 1 and Unit 2, we focused on ways that writers build ideas from personal memories and experiences into interesting narratives that convey significance and meaning to new audiences. In Unit 3, we have been discussing how writers invent ideas by interacting with other communities through firsthand observation and description. These relationships and discoveries can give writers insight into larger concepts or ideas that are valuable to specific communities. For this writing project, you will use firsthand observations and discoveries to write about people and the issues that are important to them. Your evidence will come from the details you observe as you investigate other people, places, and events.
Assignment
Write an ethnography essay focused on a particular group of people and the routines or practices that best reveal their unique significance as a group.
An ethnography is a written description of a particular cultural group or community. For the ethnography essay, you can follow the guidelines in the CEL, p. 110-112. Your ethnography should:
· Begin with your observations of a particular group. Plan to observe this group 2-3 times, so that you can get a better sense of their routines, habits, and practices.
o
Note: if you cannot travel to observe a group or community, plan to observe that community digitally through website documents, social media, and/or emails exchanged with group members.
· Convey insight into the characteristics that give the group unique significance.
· Provide context and background, including location, values, beliefs, histories, rituals, dialogue, and any other details that help convey the group's significance.
· Follow a deliberate organizational pattern that focuses on one or more insights about the group while also providing details and information about the group's culture and routine
As you look back over your observations and notes, remember that your essay should do more than simply relate details without any larger significance. Ethnographies also draw out the unique, interesting, and special qualities of a group or culture that help readers connect to their values or motivations. Note: Please keep in mind that writing in this class is public, and anything you write about may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community.
Assignment Components
In order to finish this project, we will work on the following parts together over the next few weeks:
Draft
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· Due Friday by 1159pmResearch Paper--IssueTopic Ce.docx
·
Due
Friday by 11:59pm
Research Paper--
Issue/Topic:
Celebrity, Celebrity Culture and the effects on society
1500 or more words
MLA format
Must include research from
at least 4
scholarly sources (use HCC Library and GoogleScholar) I have attached 20 pdf with scholarly sources to choose from. 2 were provided from teacher Celebrity Culture Beneficial and The Culture of Celebrity. I have also attached a Word Document Research Paper Guide. Please read all the way to bottom more instructions at the bottom. Disregards Links and external cites those are the PDFs.
Celebrity
is a
popular cultural Links to an external site.
phenomenon surrounding a well-known person. Though many
celebritiesLinks to an external site.
became famous as a result of their achievements or experiences, a person who obtains celebrity status does not necessarily need to have accomplished anything significant beyond being widely recognized by the public. Some celebrities use their
fameLinks to an external site.
to reach the upper levels of social status. Popular celebrities can wield significant influence over their fans and followers. Cultural historian and film critic Neal Gabler has described the phenomenon of celebrity as a process similar to performance art in which the celebrity builds intrigue and allure by presenting a manufactured image to the public. This image is reinforced through
advertisingLinks to an external site.
endorsements, appearances at high-profile events, tabloid gossip, and
social mediaLinks to an external site.
presence.
In previous decades, celebrity status was mainly reserved for film stars,
televisionLinks to an external site.
personalities,
entertainersLinks to an external site.
, politicians, and
athletesLinks to an external site.
. Contemporary celebrities come from diverse fields ranging from astrophysics to auto mechanics, or they may simply be famous for their lifestyle or
InternetLinks to an external site.
antics. Social media platforms such as YouTube, Twitter, and Instagram provide the means for previously unknown individuals to cultivate a significant following.
Celebrification
is the process by which someone or something previously considered ordinary obtains stardom. Previously commonplace activities, such as practicing
vegetarianismLinks to an external site.
or wearing white t-shirts, can undergo celebrification when associated with a famous person or major event.
Celebrity culture
exists when stardom becomes a pervasive part of the social order,
commodified
as a commercial brand. Celebrities’ personal lives are recast as products for consumption, with a dedicated fan base demanding information and unlimited access to the celebrity’s thoughts and activities. A niche community such as a fan base can be monetized through effective marketing that links brand loyalty to the consumer’s identity. Fans may be more likely to purchase a product or attend an event if they feel that doing so strengthens their.
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5Running head PERSONALITY ASSESMENT SubjectNameInstitut.docx
- 1. 5 Running head: PERSONALITY ASSESMENT Subject: Name: Institution: The personality assessment of Jane consisted of five major paradigms. These are the Minnesota Multiphasic Personality Inventory-Adolescents, the mental status examination, the reviewing of school records, the reviewing of prior medical records and interviewing and observation. The analysis was meant to analyze Jane’s recent behavior as well as her declining performance in academics. The tests administered are very valid because they measure exactly what they are meant to measure with reference to the case of Jane. The MMPI-A is meant to measure Jane’s psychopathology levels as well as give details into her personality. This is very important in determining exactly why she is acting as she is. The mental status examination is meant to examine Jane’s current state of mind. This is instrumental in assessing her behavior with reference to here recent outbursts as well as seeming lack of interest in academic activities. The school records are meant to create a trend in the academic and behavioral performance of Jane. They will show if her academic performance is truly on the decline. The interview is meant as a platform to analyze Jane on a personal level. Tis will give information on aspects such as how she relates with other people. The test procedures administered on Jane are very reliable. The test procedures have given results which are very consistent. The MMPI-A has indicated that she has elements of explosive behavior and this has been corroborated by her school records which show that she has been subject to three in school suspensions due to her classroom outbursts. There are also some cultural considerations inherent in this assessment. These include the relationship that culturally
- 2. exists between Jane and her parents. There are ethical issues which might arise from the use of personality assessment in this scenario. First of all Jane is a minor. The results of her personality assessment should only be made available to the relevant parties. It would be very unethical for a party which is not relevant in this instance to see the results of this personality assessment. Having performed the personality assessment on Jane, the psychologist is an expert witness on her state. There should be limitations on the level to which the psychologist can disseminate information about Jane with reference to her personality assessment. In order to improve Jane’s personality assessment the five- factor personality questionnaire should be incorporated into her assessment. This involves the patient being subjected to image based questionnaires. This is meant to assess her personality factors with reference to how she responds to the image questionnaires. References Vernon, P. E. (2012). Personality Assesment: A Critical Survey. London: Methuen. PSY615: Week Two Counseling-Based Personality Assessment Scenario PSYCHOLOGICAL EVALUATION (Williamsburg Mental Health Center) Jane Smith Date of Evaluation: 10/12/2013 Case No.: 12783A
- 3. Admission Date: 10/8/2013 PURPOSE FOR EVALUATION: This is the second admission of a 32-year-old female to the Center. The client has 14 years of formal education and is employed as an administrative assistant at a local community college. She was admitted due to signs of major depression with possible psychotic features. The purpose of this clinical evaluation is to assess the client’s current mental well-being and the extent of her need for clinical intervention. ASSESSMENT PROCEDURES: The clinical psychiatrist on duty recommended the following assessments: • Minnesota Multiphasic Personality Inventory-2 (MMPI-2) • Mental Status Examination • Review of Prior Psychological Assessment • Review of Prior Medical Records • Clinical Interview
- 4. ASSESSMENT RESULTS: Note: Typically, this section reports test results of all the recommended assessments. Here you are provided with the abbreviated results from the MMPI-2, the Mental Status Examination, Review of Prior Medical Records, and Clinical Interview. Adjustment Level Jane’s elevated scores on Depression (T = 94) and Psychasthenia (T = 92) scales indicate her dissatisfaction with her life situation and feelings of hopelessness and inadequacy. Symptoms Jane appears to suffer from major depression, which is evident in her elevated Harris-Lingoes subscales on depression (D1, T = 101; D2, T = 89; D3, T = 80; D4, T = 99; and D5, T = 80). These scores and a high score on the Social Introversion scale (T = 79) indicate chance of suicidal PSY615: Week Two Counseling-Based Personality Assessment Scenario
- 5. tendencies. She may withdraw from personal relationships and struggle with separation, which links to her depression. Perceptions of Environment and People Jane’s elevated scores on Fears (T = 77) and Anxiety (T = 80) indicates that she does not feel safe or comfortable in most environments. Reaction to Stress Jane’s elevated D1 subscale and low ego strength indicate that she is not able to cope well with stress, even under normal circumstances. Jane likely reacts to stress by withdrawing and isolating herself from the stressors. Self-Concept Jane’s score on Low Self-Esteem (T = 89) is evidence of low ego strength and a poor self- concept. Emotional Control Jane seems to have a lack of emotional control with her depression. She appears to be struggling with feelings of hopelessness and despair. Elevations in level
- 6. of depression should be monitored, particularly if the elevations extend over a long period of time. Interpersonal Relationships In addition to her depression, Jane’s score on Social Introversion (t = 79) indicates she is aloof, ruminative, and withdrawn. Other indicators include elevated scores on Familial Discord (T = 72) and Family Problems (T = 83), which supports the evidence that she may have turmoil in the family. Psychological Resources Jane has attended college and appears intelligent. She has some satisfaction with work, so she knows that she is successful on some level. Her high score on Negative Treatment Indicators (TRT, T = 85) coupled with depression may indicate a negative attitude toward therapy. Social Dynamics Jane’s parents are divorced and her home life was likely filled with conflict and dissention. Her parents were highly critical, which may be the source of her isolated introversion, anxiety, and
- 7. depression. Diagnostic Impressions Jane’s MMPI profile indicates that she suffers from major depressive disorder and she is at risk for suicidal tendencies. Jane may also have a bipolar personality and problems with mental processes, but she does not appear a danger to others at this time. PSY615: Week Two Counseling-Based Personality Assessment Scenario BACKGROUND INFORMATION: The client is a 32-year-old, single white female who was previously admitted one year ago for possible suicidal ideation and major depression. She has an associate’s degree and is currently working for a local community college as the administrative assistant for the dean of the business school. She does not have a record of suicide attempts or long-term hospitalization in a mental health facility. She is a single female with no family history of mental illness.
- 8. MENTAL STATUS EXAMINATION: Observational conclusions of the patient's attitude were as follows: Open and cooperative, and her mood was euthymic. Her affect was appropriate to verbal content and showed broad range. Her memory functions seemed grossly intact and she was able to recall events and factual information. Her thought process was intact, goal oriented, and well organized. The client indicated no evidence of delusions, paranoia, or suicidal/homicidal ideation. Her level of personal insight appeared to be good, as evidenced by ability to state her current diagnosis and by ability to identify specific stressors that precipitated the current exacerbation. Social judgment appeared good, as evidenced by appropriate interactions with staff and other patients in the center and by cooperative efforts to achieve treatment goals required for discharge.