6635 Comprehensive Psychiatric Evaluation Template.pdf
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This document provides a template for a comprehensive psychiatric evaluation. It includes sections for chief complaint, history of present illness, past psychiatric history, general statement, caregivers, hospitalizations, medication trials, psychotherapy/diagnosis, substance use history, family history, psychosocial history, medical history, current medications, allergies, reproductive history, review of systems, physical exam findings, diagnostic results, mental status exam, differential diagnoses, reflections, and references. The template is to be used to evaluate a 15-year-old male referred by his mother for oppositional behavior, truancy, theft, and lack of empathy or remorse for concerning actions.
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and Conduct Disorders Dissociative and Somatic Disorders.pdf
Shane, a 15-year-old male, presents with his mother for psychiatric evaluation. His mother reports a history of oppositional behavior, truancy from school, association with delinquent peers, and criminal acts including arson, vandalism, and theft. On examination, Shane appears detached and lacks empathy, minimizes his misbehaviors, and blames others. He may meet criteria for conduct disorder given his pattern of violating others' rights, destruction of property, deceitfulness, and serious violation of rules. Differential diagnoses include oppositional defiant disorder, substance use disorder, and antisocial personality disorder.
Argosy University Comprehensive ExaminationMA Forensic Psychol.docx
Argosy University Comprehensive Examination
MA Forensic Psychology
Summer C 2017
(Thursday, July 27-Wednesday, August 2)
Case Vignette for Comprehensive Examination
Please read the vignette carefully.
Based on information provided in the vignette
, please compose a well-written and organized response to each of the questions that follow.
Presentation of the Problem
Ryan is a 61 year old Caucasian male who was arrested for violating a no-contact orderwith his ex-husband and two adopted sons. Police were called when he attempted to “break in” to the family home to obtain some personal belongings. While at the home, his ex-husband returned and a physical altercation ensued in which Ryan allegedly attacked his ex-husband with a kitchen knife. No injuries were noted by police; His ex-husband, however, expressed intent to press assault charges. The circumstances surrounding the no-contact order are related to a series of incidences involving allegations of inappropriate sexual behavior with his children. Six months before, a long history of marriage conflict “came to a head” and he informed Ryan that he wished to file for divorce. Ryan’s ex-husband left the home with their two sons and filed a no-contact order against Ryan. The basis of the no-contact order included allegations that Ryan had a “secret life of sex addiction,” including frequent activity on “sex apps” and that he viewed pornography in front of their two sons. The ex-husband also alleged Ryan’s inappropriate relationship with their oldest son, 16 year old, citing that he discovered sexually-provocative language in text messages. A Child Protective Services Investigation and report was completed. Ryan adamantly denies these allegations of inappropriate sexual behavior with and in front of the children; He did however, verify he had been active on “sex apps” throughout the relationships in order to “hook up” with other men.
Psychosocial History
Ryan was born and raised in rural Mississippi. He comes from an intact family and is the youngest of four children. He referenced a narrative within the family that characterized him as the “unplanned pregnancy.” Ryan described a “good childhood” and he denied a history of emotional, physical, or sexual abuse. He graduated from college and has had a successful career as an insurance broker.
When Ryan was age 9, his mother was diagnosed with breast cancer.She passed away four years later. This event caused tremendous emotional pain. After his mother’s death, his father began using alcohol heavily and eventually received voluntary inpatient treatment. Ryan reported a strained relationship with his father and a sense of rejection after he told his father he was homosexual. He experienced significant inner emotional conflict as an adolescent related to his sexuality. He began to seek sexual contact with others and by age 17 was having sex with men for money. He does not believe he has a sexual addiction and denied any compulsive sexual .
NRNPPRAC 6645 Comprehensive Psychiatric Evaluation Note Tem.docx
NRNP/PRAC 6645 Comprehensive Psychiatric
Evaluation Note Template
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to include, follow the
Comprehensive Psychiatric Evaluation Template
AND the Rubric
as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignments. After reviewing full details of the rubric, you can use it as a guide.
In the
Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use, social, and medical history
· Allergies
· ROS
·
Read rating descriptions to see the grading standards!
In the
Objective section, provide:
· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
·
Read rating descriptions to see the grading standards!
In the
Assessment section, provide:
· Results of the mental status examination,
presented in paragraph form.
· At least three differentials with supporting evidence. List them from top priority to least priority. Compare the
DSM-5 diagnostic criteria for each differential diagnosis and explain what
DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis.
Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
·
Read rating descriptions to see the grading standards!
Reflect on this case. Include what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (
demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
(The comprehensive evaluation is typically the
initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety sympt.
Decision TreeNumber of Pages 5 (Double Spaced)Number of s.docx
Decision Tree
Number of Pages: 5 (Double Spaced)
Number of sources: 5
Writing Style: APA
Type of document: Research Paper
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions:
Assignment : Practicum: Decision Tree
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.
Learning Objectives
Students will:
•
Evaluate clients for treatment of mental health disorders
•
Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders
The Assignment:
Examine Case the case study: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision #1: Differential Diagnosis
o
Which Decision did you select?
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
Decision #2: Treatment Plan for Psychotherapy
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
Decision #3: Treatment Plan for Psychopharmacology
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
•
Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
The Case study: Anxiety disorder, OCD, or something else?
BACKGROUND
Tyrel is an 8-year-old black male who is brought in by his mother for a variety of psychiatric complaints. Shaquana, Tyrel’s mother, reports that Tyrel has been exhibiting a lot of worry and “nervousness” over the past 2 months. She states that she notices that he has been quite “keyed up” and spends a great deal of time worrying about “germs.” She states that he is constantly washing his hands because he feels as though he is going to get s.
Psyhiatry
This document provides information on conducting a psychiatric assessment, which includes four elements: history, mental state examination, physical examination, and collateral information.
1. The psychiatry history section details the various topics that should be covered, including personal history, family history, medical history, substance use, and more.
2. The mental state examination section outlines the domains that should be examined, including appearance, behavior, speech, mood, thought form, thought content, perceptions, cognition, and insight.
3. Guidelines are provided on performing a physical examination and collecting collateral information when needed to obtain a full assessment of the patient.
Comprehensive Psychiatric Evaluation Essay Example Paper.docx
The patient is a 40-year-old African American male who presents with depressive symptoms such as lack of interest, isolation, irritability, crying, overeating, and sleep problems. Based on diagnostic tests, he is diagnosed with major depressive disorder and moderate dementia. The treatment plan involves cognitive behavioral therapy and antidepressant medication with Duloxetine to target his depressive symptoms and improve his quality of life. Regular follow-ups will also be conducted to monitor his progress and medication adherence.
Comprehensive Client Family Assessment Demographic.docx
Comprehensive Client Family Assessment
Demographic information: Latino American family. Low socioeconomic status, working class.
Presenting problem: “Social worker believes our discipline style is too harsh and we need
parenting classes”
History of Present Illness: Both clients present to the office with concerns regarding their
children being “taken away” by social services as she believes they parent too harshly. They
adamantly proclaim that they are very good, loving parents but believe that when a child is not
following the rules, strict and physical discipline is necessary. They both explain that they were
brought up this way and that physical or emotional abuse is not present. They explain that this is
part of their culture and all they know is right. The social worker referred to the family as “those
Mexicans” and seemed to be bias towards the family. Also, she seemed to not consider any
alternative for the family after they requested it based on their working schedule and after
explaining their cultural belief system.
Past Psychiatric History: “Needs to be added to”
Medical History: “Needs to be added to”
Substance Abuse History: No indication for substance abuse. “Needs to be added to”
Developmental history: Parents report that their two sons all have met their milestones
throughout their development and are ages 6 and 8 years old. “Needs to be added to”
Family psychiatric history: “Needs to be added to”.
Psychosocial history: Male client works full-time and overtime to provide for the family. “Needs
to be added to”.
History of abuse/trauma: Based on the genogram created, both clients father and mother have a
history of disciplining their children similarly. They both would require the clients to hold
encyclopedias out in front of them until their arms “felt like they were going to fall off”. Both
clients report this type of discipline as being miserable and that they inherited this from their
parents. No physical or mental abuse of concern.
Review of Systems:
HEENT: No loss of vision or hearing. No sign of congestion, sore throat, or runny nose.
SKIN: Cool and dry skin with no signs of wounds or lesions.
CARDIOVASCULAR: No complaints of chest pain, tightness, discomfort or palpitations. S1,
S2 heard upon auscultation. 2+ pedal and radial pulses. No weight gain and no edema.
RESPIRATORY: Clear lung sounds with no adventitious sounds. No rhonchi or wheezes
auscultated, and chest is symmetrical. No cough present.
GASTROINTESTINAL: No nausea, emesis, or diarrhea. Abdomen soft, no distention, no
discomfort on palpation. Bowel sounds present in all four quadrants.
GENITOURINARY: No burning or discomfort when urinating.
NEUROLOGICAL: No double vision, headaches, seizures. No loss of memory. Alert and
oriented x person, place and time. Agitation present in male client.
MUSCULOSKELETAL: No joint or muscles pain. No g.
Assignment 4 PresentationChoose any federal statute that is c.docx
Assignment 4: Presentation
Choose any federal statute that is currently in the news. You will have to research that statute and at least two court cases pertaining to the statute. Then, prepare a PowerPoint Presentation of 6 to 8 slides addressing the following:
Provide a summary perspective of the statute.
From the two cases relevant to the statute you researched, analyze and evaluate each case separately by providing the following (about two paragraphs per case):
Facts of the case
Issues
Rule
Identify and discuss the legal ramifications and violations of any legal subjects and/or decisions related to any constitutional principles and/or administrative agency.
Make an argument for or against the statute. Discuss and persuade the audience of your position as a public administrator for or against it.
Your assignment must:
Include ten (10) PowerPoint slides, with two (2) devoted to each of the topics in items 2–4 above. Slides should abbreviate the information in no more than five or six (5 or 6) bullet points each.
In the Notes View of each PowerPoint slide, incorporate the notes you would use when presenting the slides to an audience.
Slide titles should be based on the criteria described above (e.g., “Four Major Changes,” “Major Court Cases,” etc.)
In addition to the ten (10) content slides required, a title slide and a reference slide are to be included. The title slide is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date. The reference slide should list, in APA format, the sources you consulted in writing the paper.
The specific course learning outcomes associated with this assignment are:
Interpret the language of the U.S. Constitution and the U.S. legal system in order to explain the principles and process of constitutional, regulatory, and administrative laws at the federal and state levels.
Use the “case” approach to the U.S. legal system for researching cases, laws, and other legal communications using technology and information resources.
Evaluate legal subjects relevant to public administration to include property, government contracts, employment, and torts.
Relate the administrative process, constitutional and statutory requirements, to the scope of judicial review of administrative agency decisions.
Assess legal decisions related to the administration of public goods.
Apply and rule on moral and ethical analysis to issues relevant to the public administration decision-making process.
Use technology and information resources to research issues in constitution and administrative law.
Write clearly and concisely about issues in constitution and administrative law using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric found here.
ComFun6e_Ch02_C!.indd 30ComFun6e_Ch02_C!.indd 30 12/10/09 10:18:12 AM12/10/09 10:18:12 AM
P
hilip Berman, ...
Recommended
and Conduct Disorders Dissociative and Somatic Disorders.pdf
Shane, a 15-year-old male, presents with his mother for psychiatric evaluation. His mother reports a history of oppositional behavior, truancy from school, association with delinquent peers, and criminal acts including arson, vandalism, and theft. On examination, Shane appears detached and lacks empathy, minimizes his misbehaviors, and blames others. He may meet criteria for conduct disorder given his pattern of violating others' rights, destruction of property, deceitfulness, and serious violation of rules. Differential diagnoses include oppositional defiant disorder, substance use disorder, and antisocial personality disorder.
Argosy University Comprehensive ExaminationMA Forensic Psychol.docx
Argosy University Comprehensive Examination
MA Forensic Psychology
Summer C 2017
(Thursday, July 27-Wednesday, August 2)
Case Vignette for Comprehensive Examination
Please read the vignette carefully.
Based on information provided in the vignette
, please compose a well-written and organized response to each of the questions that follow.
Presentation of the Problem
Ryan is a 61 year old Caucasian male who was arrested for violating a no-contact orderwith his ex-husband and two adopted sons. Police were called when he attempted to “break in” to the family home to obtain some personal belongings. While at the home, his ex-husband returned and a physical altercation ensued in which Ryan allegedly attacked his ex-husband with a kitchen knife. No injuries were noted by police; His ex-husband, however, expressed intent to press assault charges. The circumstances surrounding the no-contact order are related to a series of incidences involving allegations of inappropriate sexual behavior with his children. Six months before, a long history of marriage conflict “came to a head” and he informed Ryan that he wished to file for divorce. Ryan’s ex-husband left the home with their two sons and filed a no-contact order against Ryan. The basis of the no-contact order included allegations that Ryan had a “secret life of sex addiction,” including frequent activity on “sex apps” and that he viewed pornography in front of their two sons. The ex-husband also alleged Ryan’s inappropriate relationship with their oldest son, 16 year old, citing that he discovered sexually-provocative language in text messages. A Child Protective Services Investigation and report was completed. Ryan adamantly denies these allegations of inappropriate sexual behavior with and in front of the children; He did however, verify he had been active on “sex apps” throughout the relationships in order to “hook up” with other men.
Psychosocial History
Ryan was born and raised in rural Mississippi. He comes from an intact family and is the youngest of four children. He referenced a narrative within the family that characterized him as the “unplanned pregnancy.” Ryan described a “good childhood” and he denied a history of emotional, physical, or sexual abuse. He graduated from college and has had a successful career as an insurance broker.
When Ryan was age 9, his mother was diagnosed with breast cancer.She passed away four years later. This event caused tremendous emotional pain. After his mother’s death, his father began using alcohol heavily and eventually received voluntary inpatient treatment. Ryan reported a strained relationship with his father and a sense of rejection after he told his father he was homosexual. He experienced significant inner emotional conflict as an adolescent related to his sexuality. He began to seek sexual contact with others and by age 17 was having sex with men for money. He does not believe he has a sexual addiction and denied any compulsive sexual .
NRNPPRAC 6645 Comprehensive Psychiatric Evaluation Note Tem.docx
NRNP/PRAC 6645 Comprehensive Psychiatric
Evaluation Note Template
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to include, follow the
Comprehensive Psychiatric Evaluation Template
AND the Rubric
as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignments. After reviewing full details of the rubric, you can use it as a guide.
In the
Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use, social, and medical history
· Allergies
· ROS
·
Read rating descriptions to see the grading standards!
In the
Objective section, provide:
· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
·
Read rating descriptions to see the grading standards!
In the
Assessment section, provide:
· Results of the mental status examination,
presented in paragraph form.
· At least three differentials with supporting evidence. List them from top priority to least priority. Compare the
DSM-5 diagnostic criteria for each differential diagnosis and explain what
DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis.
Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
·
Read rating descriptions to see the grading standards!
Reflect on this case. Include what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (
demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
(The comprehensive evaluation is typically the
initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety sympt.
Decision TreeNumber of Pages 5 (Double Spaced)Number of s.docx
Decision Tree
Number of Pages: 5 (Double Spaced)
Number of sources: 5
Writing Style: APA
Type of document: Research Paper
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions:
Assignment : Practicum: Decision Tree
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.
Learning Objectives
Students will:
•
Evaluate clients for treatment of mental health disorders
•
Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders
The Assignment:
Examine Case the case study: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision #1: Differential Diagnosis
o
Which Decision did you select?
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
Decision #2: Treatment Plan for Psychotherapy
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
Decision #3: Treatment Plan for Psychopharmacology
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
•
Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
The Case study: Anxiety disorder, OCD, or something else?
BACKGROUND
Tyrel is an 8-year-old black male who is brought in by his mother for a variety of psychiatric complaints. Shaquana, Tyrel’s mother, reports that Tyrel has been exhibiting a lot of worry and “nervousness” over the past 2 months. She states that she notices that he has been quite “keyed up” and spends a great deal of time worrying about “germs.” She states that he is constantly washing his hands because he feels as though he is going to get s.
Psyhiatry
This document provides information on conducting a psychiatric assessment, which includes four elements: history, mental state examination, physical examination, and collateral information.
1. The psychiatry history section details the various topics that should be covered, including personal history, family history, medical history, substance use, and more.
2. The mental state examination section outlines the domains that should be examined, including appearance, behavior, speech, mood, thought form, thought content, perceptions, cognition, and insight.
3. Guidelines are provided on performing a physical examination and collecting collateral information when needed to obtain a full assessment of the patient.
Comprehensive Psychiatric Evaluation Essay Example Paper.docx
The patient is a 40-year-old African American male who presents with depressive symptoms such as lack of interest, isolation, irritability, crying, overeating, and sleep problems. Based on diagnostic tests, he is diagnosed with major depressive disorder and moderate dementia. The treatment plan involves cognitive behavioral therapy and antidepressant medication with Duloxetine to target his depressive symptoms and improve his quality of life. Regular follow-ups will also be conducted to monitor his progress and medication adherence.
Comprehensive Client Family Assessment Demographic.docx
Comprehensive Client Family Assessment
Demographic information: Latino American family. Low socioeconomic status, working class.
Presenting problem: “Social worker believes our discipline style is too harsh and we need
parenting classes”
History of Present Illness: Both clients present to the office with concerns regarding their
children being “taken away” by social services as she believes they parent too harshly. They
adamantly proclaim that they are very good, loving parents but believe that when a child is not
following the rules, strict and physical discipline is necessary. They both explain that they were
brought up this way and that physical or emotional abuse is not present. They explain that this is
part of their culture and all they know is right. The social worker referred to the family as “those
Mexicans” and seemed to be bias towards the family. Also, she seemed to not consider any
alternative for the family after they requested it based on their working schedule and after
explaining their cultural belief system.
Past Psychiatric History: “Needs to be added to”
Medical History: “Needs to be added to”
Substance Abuse History: No indication for substance abuse. “Needs to be added to”
Developmental history: Parents report that their two sons all have met their milestones
throughout their development and are ages 6 and 8 years old. “Needs to be added to”
Family psychiatric history: “Needs to be added to”.
Psychosocial history: Male client works full-time and overtime to provide for the family. “Needs
to be added to”.
History of abuse/trauma: Based on the genogram created, both clients father and mother have a
history of disciplining their children similarly. They both would require the clients to hold
encyclopedias out in front of them until their arms “felt like they were going to fall off”. Both
clients report this type of discipline as being miserable and that they inherited this from their
parents. No physical or mental abuse of concern.
Review of Systems:
HEENT: No loss of vision or hearing. No sign of congestion, sore throat, or runny nose.
SKIN: Cool and dry skin with no signs of wounds or lesions.
CARDIOVASCULAR: No complaints of chest pain, tightness, discomfort or palpitations. S1,
S2 heard upon auscultation. 2+ pedal and radial pulses. No weight gain and no edema.
RESPIRATORY: Clear lung sounds with no adventitious sounds. No rhonchi or wheezes
auscultated, and chest is symmetrical. No cough present.
GASTROINTESTINAL: No nausea, emesis, or diarrhea. Abdomen soft, no distention, no
discomfort on palpation. Bowel sounds present in all four quadrants.
GENITOURINARY: No burning or discomfort when urinating.
NEUROLOGICAL: No double vision, headaches, seizures. No loss of memory. Alert and
oriented x person, place and time. Agitation present in male client.
MUSCULOSKELETAL: No joint or muscles pain. No g.
Assignment 4 PresentationChoose any federal statute that is c.docx
Assignment 4: Presentation
Choose any federal statute that is currently in the news. You will have to research that statute and at least two court cases pertaining to the statute. Then, prepare a PowerPoint Presentation of 6 to 8 slides addressing the following:
Provide a summary perspective of the statute.
From the two cases relevant to the statute you researched, analyze and evaluate each case separately by providing the following (about two paragraphs per case):
Facts of the case
Issues
Rule
Identify and discuss the legal ramifications and violations of any legal subjects and/or decisions related to any constitutional principles and/or administrative agency.
Make an argument for or against the statute. Discuss and persuade the audience of your position as a public administrator for or against it.
Your assignment must:
Include ten (10) PowerPoint slides, with two (2) devoted to each of the topics in items 2–4 above. Slides should abbreviate the information in no more than five or six (5 or 6) bullet points each.
In the Notes View of each PowerPoint slide, incorporate the notes you would use when presenting the slides to an audience.
Slide titles should be based on the criteria described above (e.g., “Four Major Changes,” “Major Court Cases,” etc.)
In addition to the ten (10) content slides required, a title slide and a reference slide are to be included. The title slide is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date. The reference slide should list, in APA format, the sources you consulted in writing the paper.
The specific course learning outcomes associated with this assignment are:
Interpret the language of the U.S. Constitution and the U.S. legal system in order to explain the principles and process of constitutional, regulatory, and administrative laws at the federal and state levels.
Use the “case” approach to the U.S. legal system for researching cases, laws, and other legal communications using technology and information resources.
Evaluate legal subjects relevant to public administration to include property, government contracts, employment, and torts.
Relate the administrative process, constitutional and statutory requirements, to the scope of judicial review of administrative agency decisions.
Assess legal decisions related to the administration of public goods.
Apply and rule on moral and ethical analysis to issues relevant to the public administration decision-making process.
Use technology and information resources to research issues in constitution and administrative law.
Write clearly and concisely about issues in constitution and administrative law using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric found here.
ComFun6e_Ch02_C!.indd 30ComFun6e_Ch02_C!.indd 30 12/10/09 10:18:12 AM12/10/09 10:18:12 AM
P
hilip Berman, ...
Based on the authors’ own clinical experiences, these seventee.docx
Based on the authors’ own clinical experiences, these seventeen comprehensive
case histories reflect the most common psychological disorders. Rich in detail, inte-
grated in approach, and fully updated for the DSM-5, each case describes patient
symptoms and history, the formulation and implementation of a treatment plan,
and results. Each case also includes the perspective of a family member or friend.
This unique viewpoint emphasizes the impact of psychological disorders on those
closest to the patient as well as the importance of considering sociocultural factors
in diagnosis and treatment. Each case study concludes with assessment questions
that help students check their understanding of the symptoms, diagnosis, and
treatment of the disorder exhibited by the patient. Three additional cases provide
opportunities for students to identify disorders and suggest appropriate therapies.
Diagnostic information and treatment strategies for the patients in these “You
Decide” cases are provided in appendices for students to check their assessments.
About the Authors
Ethan E. Gorenstein is clinical director of the Behavioral Medicine Program at
Columbia-Presbyterian Medical Center and a professor of clinical psychology in
the department of psychiatry at Columbia University. He is also the author of The
Science of Mental Illness (Academic Press). He has an active clinical practice de-
voted to the use of evidence-based psychological treatment methods for problems
of both children and adults.
Ronald J. Comer is a professor in the psychology department at Princeton Univer-
sity and director of clinical psychology studies. He is also chair of the university’s
Institutional Review Board. A clinical psychologist, he is the author of the text-
books Abnormal Psychology and Fundamentals of Abnormal Psychology (Worth
Publishers), Psychology Around Us (John Wiley and Sons Publishers), and producer
of numerous educational videos on subjects ranging from abnormal psychology to
introductory psychology and neuroscience.
For complete information on our books, electronic materials, and faculty and
student resources, visit us at www.worthpublishers.com
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
CASE STUDIES IN ABNORMAL PSYCHOLOGY
S E C O N D
E D I T I O N
W O R T H
Gorenstein
■ Com
er
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
Cover image: Gary Waters/Illustration Source
7.5 × 9.125 SPINE: 0.688 FLAPS: 0
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Case Studies in
Abnormal Psychology
SeCond edition
Ethan E. Gorenstein
Behavioral Medicine Program
Columbia-Presbyterian Medical Center
Ronald J. Comer
Princeton University
WoRtH PUBLiSHeRS
Macmillan education
Vice President, Editing, Design, and Media ...
Required Media· Centers for Disease Control and Prevention. (202.docx
Required Media
· Centers for Disease Control and Prevention. (2020, April 3).
Adverse childhood experiences (ACEs) Links to an external site.[Video].
https://www.cdc.gov/violenceprevention/aces/index.html
· Dartmouth Films. (2018, September 25).
Resilience Links to an external site.[Video]. YouTube.
https://www.youtube.com/watch?v=bAXZVYDNURY
· NCTSN. (2007).
The promise of trauma-focused therapy for childhood sexual abuse Links to an external site. [Video].
https://www.nctsn.org/resources/promise-trauma-focused-therapy-childhood-sexual-abuse-video
NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template
Subjective:
CC (chief complaint):
HPI:
Substance Current Use:
Medical History:
·
Current Medications:
·
Allergies:
·
Reproductive Hx:
ROS:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
Objective:
Diagnostic results:
Assessment:
Mental Status Examination:
Diagnostic Impression:
Reflections:
Case Formulation and Treatment Plan:
References
© 2021 Walden University
Page 1 of 3
NRNP/PRAC 6665 & 6675 Focused SOAP Psychiatric Evaluation Exemplar
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to include, follow the
Focused SOAP Note Evaluation Template
AND the Rubric
as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. After reviewing full details of the rubric, you can use it as a guide.
In the
Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use, social, and medical history
· Allergies
· ROS
Read rating descriptions to see the grading standards!
In the
Objective section, provide:
· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
Read rating descriptions to see the grading standards!
In the
Assessment section, provide:
· Results of the mental status examination,
presented in paragraph form.
· At least three differentials with supporting evidence. List them from top priority to least priority. Compare the
DSM-5-TR diagnostic criteria for each differential diagnosis and explain what
DSM-5-.
Running head COMPREHENSIVE ASSESSMENT
Running head: COMPREHENSIVE ASSESSMENT 1
COMPREHENSIVE ASSESSMENT 1
Comprehensive Client Family Assessment and Genogram
Tania Gonzalez Diaz
Walden University
NURS:6640
March 14,2020
Comprehensive Assessment
1. Demographic information: The patient is a 17-year-old black girl. She is escorted by her parents to the clinic after a recommendation from the school counsellor.
2. Presenting problem: According to the father, "our daughter is not feeling well. She has not been attending classes and she tried to commit suicide. We think she is depressed".
3. History of present illness.: On today visit, patient present awake, alert and oriented, calm, cooperative, organized, with good hygiene.According to the young girl who was ready to share her feelings, she started feeling pressure from schoolwork when she was in her junior year. Her grades were not so good, and she felt useless and that is why she started being a truant. One year later, after starting her senior year, she feels the pressure is too much and she cannot manage to go through the year. One day before being referred to the clinic by the school counsellor, she was found bleeding in the school washroom after she slit her wrist.
4. Past psychiatric history: Since her frustration with school started a year ago, she has never been diagnosed with any psychiatric disorder. The parents though that she was simply going through a phase as a teenager and they were trying to help her cope with school and be a better person. No past psychiatric history. No history of Abuse.
5. Medical history: Despite her recent issue and the fact that she lost her weight suddenly, in the past few months, she is of perfect health. she had asthma and chicken pox when she was young, and she is allergic to penicillin.
6. Substance use history: She has no history of substance abuse. Her parents describe her as a very good girl.
7. Developmental history: Her mother had a successful pregnancy and gave birth to her through normal delivery. She grew up with her older siblings and she achieved all developmental milestones. They have been going to church every Sunday and she is part of the local church youths. Her parents have been married for a while and they are still together. She went through her education as a bright girl until her junior high level when she started failing and missing classes.
8. Family psychiatric history: Her older sister has epilepsy, but her seizures remain under control. There is no other form of psychiatric history in the family
9. Psychosocial history: She has always been an active member of the church youth and they have been doing many activities together since they were in Sunday school. She has also been making many friends from high school but recently, she just wants to be alone
10. History of abuse and trauma: T ...
Describe each client violating HIPAA.docx
The document describes two clients, Client A and Client B, who attended the same group therapy session for children and adolescents. Client A is a 7-year-old girl diagnosed with separation anxiety disorder, as she experiences fear and distress when separated from her mother. Client B is a 12-year-old boy diagnosed with generalized anxiety disorder, as he has become isolated, irritable, and experiences frequent physical symptoms over the past month with no clear trigger. The document discusses applying cognitive-behavioral therapy and analyzing any legal and ethical implications in counseling these clients.
__FINAL draft_4-19-16
This document summarizes a student thesis that investigated parental understanding of autism through phenomenological interviews. The thesis reviewed literature on autism spectrum disorders and their impacts on families. It found that while research often focuses on the challenges, some studies emphasize positive coping strategies like acceptance, optimism, and resilience. The student conducted interviews to understand parental perspectives and experiences of connection with their children. The results revealed themes of exceptional commitment to children, feelings of loss, and acceptance and hopefulness.
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.
Comprehensive Psychiatric Evaluation And Patient Case Presentation.docx
N.M. is a 34-year-old Asian male presenting for evaluation of anxiety. He reports ineffective treatment with sertraline and was referred by his PCP. A thorough psychiatric evaluation is conducted, including chief complaint, history of present illness, past psychiatric history, substance use history, family history, social history, medical history, physical exam, diagnostic results, and mental status exam. Differential diagnoses are considered and the primary diagnosis of Generalized Anxiety Disorder is selected based on diagnostic criteria. Reflection on the case discusses agreement with the assessment, what was learned, and considerations around legal/ethics, health promotion, and prevention based on patient factors.
Mental health in the ed
This document provides information on common mental health presentations in the emergency department (ED) and the role and tools available to ED doctors in assessing and managing these patients. It discusses challenges including resource intensity, safety risks, and legislation. Key responsibilities of the ED doctor are to stabilize the situation, conduct a risk assessment, check for any underlying medical issues, and determine an appropriate care location. Tools include clinical skills, medications, collaboration with mental health teams, and knowledge of relevant legislation. A mental state examination and structured risk assessment are important clinical skills.
Department of Psychiatry and Behavioral SciencesUniversity o.docx
Department of Psychiatry and Behavioral Sciences
University of Nevada, Reno School of Medicine
Bio-Psycho Social-Spiritual Model
In all our teaching, we invite students to conceptualize patient problems by using a bio-psycho-social-spiritual
formulation. This model is used throughout our curriculum in psychiatry. We ultimately want students to arrive
at patient formulations that allow for understanding and drive formation of treatment plan. Formulations help
explain "how did this patient get to this psychiatric status?"
What follows is a description of the components of the bio-psycho-social-spiritual formulation. We have
added prompts for the students to help them think about and organize clinical material. Students are
encouraged to include each component in formulations.
This model generally includes the following:
Biological
Past
Genetics:
Consider whether any blood relatives that have had psychiatric problems, substance use problems or
suicide attempts/suicides. Is there a history of close relatives who have been hospitalized for
psychiatric reasons? What kind of treatments did they get, how did they respond?
History of Pregnancy and Birth:
Consider pregnancy variables: Was there in-utero exposure to nicotine, alcohol, medications or
substances? Anything unusual about pregnancy?
Note birth complications, such as prematurity, birth trauma or extended periods of hospitalization.
Relevant Previous Illnesses
Consider any history of head injury, endocrine disorders (e.g. thyroid, adrenal), seizures, malignancies,
or neurological illnesses.
Consider potential lasting effects of past substance use on brain functions such as cognition, affective
regulation, etc.
Present
Current Illnesses:
Identify current illnesses and any direct impact they may have on psychiatric presentation.
Medications:
Assess current medication regimen. Consider whether these medications have psychoactive effects
(e.g. steroids, beta blockers, pain medications, benzodiazepines, SSRI's, antipsychotics). Consider
possible side effects of current medications.
Substances:
Consider the influence of nicotine, alcohol and street drugs on current psychiatric symptoms.
Consider the possible effects of substance withdrawal.
Psychological
Past
Comment on any past history of trauma (child abuse, combat, rape, serious illness), as well as resiliency
(how the patient coped with trauma, e.g. friends, family, religion).
Consider the sources of positive self image and positive role models.
Comment on the patient's experience with loss.
Comment on the patient's quality of relationships with important figures, such as grand parents, friends,
significant teachers, or significant employers.
Comment on how past medical problems, substance use or psychiatric problems impacted the
patient's development and their relevance to patient today.
Present
Describe the recent events and experiences that precipitated the admission or appointment.
What are the current stressors? Do they.
Complete your treatment plan template ( I WILL COMPLETE THIS)for Eli.docx
Complete your treatment plan template ( I WILL COMPLETE THIS)for Eliza based on LAST WEEKS assignments findings. Additionally, write and submit a 700-1,050-word essay that includes the following:
The treatment theory you would use and why.
A description of how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through the lens of your counseling theory of choice.
Include at least three scholarly sources in your paper.
Submit the paper and the treatment plan to your instructor.(I WILL COMPLETE THE ATTACHED TREATMENT PLAN) I JUST WANTED YOU TO HAVE IT FOR REFERENCE, PLUS THE PAPER YOU WROTE LAST WEEK.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful
CLASS TEXTBOOK REFERENCE:
Schwitzer, A. M., & Rubin, L. C. (2014).
Diagnosis and treatment planning skills: A popular culture approach
(2nd ed.). Los Angeles, CA: Sage Publications. ISBN-13: 9781483349763
Here is the example BPS for eliza
PCN-610 Eliza D Psychosocial Example
Name: Eliza Doolittle Date: ********* DOB: ********
Age: 18 Start Time: 1:15p End Time: 2:00p
Identifying Information:
The client is a Caucasian female with average height and slender build. The client stated that she is currently a freshman in college, majoring in engineering. The client also stated that her family resides in a small town approximately two hours away.
Presenting Problem:
At the onset of the session, the client stated that she had come to counseling as a result of being caught in a campus dorm with alcohol (it is an alcohol-free campus). Concerning the incident, the client stated “the RAs were called because my friends were being too loud in my dorm. When they arrived, they saw us with alcohol, and we got in trouble.” The client stated that her friends in the dorm were intoxicated but she was not, adding, “I was just buzzed” and adding that she was drinking “because they were” and “it’s just something to do.”
Life Stressors:
The client identified school as a life stressor, adding “things came easy to me in high school, I just figured it would be the same in college”. The client went on to state that, in addition to the difficulty in increased study requirements, she had struggles in making friends, stating, “a lot of my friends from high school have either gone to college somewhere else or are doing other things,” although the client denied feeling lonely.
Substance Use:
Yes
No
The client denied having a drug or alcohol problem, adding that she tried marijuana once in high school but “I didn’t like how it made me feel” and had not taken it since. The client stated that she was introduced to alcohol in HS when “friends asked me to drink it with them.” The client .
Experiential and narrative family therapy.pdf
1) RL, a 57-year-old Asian man with bipolar disorder, anxiety, and explosive disorder, and his wife PL, a 49-year-old Caucasian woman with anxiety and depression, have been in therapy for 6 months to address RL's anger issues and substance abuse.
2) RL drinks heavily daily which exacerbates his explosive behavior, but he denies having a drinking problem. PL reports past physical abuse by RL.
3) The family is using an existential therapeutic approach where all members speak openly. Homework in anger management techniques has been assigned to RL. Narrative therapy may also help the family separate from problems and reshape stories.
Healthcare Substance Use and the Adolescent.docx
The document discusses substance use disorders in adolescents. Over the past decade, cases of substance use disorders have risen among adolescents. This has prompted further research into adolescent risk factors and accurate diagnosis and treatment. For an accurate diagnosis and treatment plan, more information may be needed about the adolescent's environment, social factors, and medical history. Consulting others involved in the adolescent's life, such as parents, teachers or doctors, could also aid an assessment.
Savannah high school presentation 6 2010
Suicide is one of the leading causes of death among youth aged 15-24. Approximately 14 young people in this age group die by suicide every day. Firearms are the most common method of suicide regardless of gender or race. Over 90% of people who die by suicide had an underlying mental health condition such as depression. Warning signs of suicide in youth include talking about wanting to die, withdrawing from friends and activities, mood swings, impulsiveness and risk-taking behaviors. Parents and educators should take any suicidal thoughts or plans seriously, seek professional help, and remove access to lethal means to keep the youth safe.
Ethical Viewpoints AssignmentResearch QuestionShould schools s.docx
This document presents two viewpoints on whether schools should screen children and teenagers for signs of mental illness and suicidal tendencies. Viewpoint 1 argues that screening can help identify at-risk youth and improve care, while opponents worry about overdiagnosis. Viewpoint 2 asserts that misdiagnoses are common since sadness is normal for teens, and inaccurate diagnoses can negatively impact teens and increase unnecessary treatment. The reflection considers both perspectives and concludes that focusing on improving care for diagnosed teens, rather than widespread screening, may be best to avoid potential harms of misdiagnosis.
Section OneChoose one of the three Case Studies focusing on a f
Section One:
Choose one of the three Case Studies focusing on a family in crisis. Each member of the family has unique issues that you must address. You must also determine the primary problems (this may include diagnostic impressions but not formal diagnoses), intervention, prevention, and education required to assist the family. In your project, do the following:
Identify the client and the presenting problem or symptoms. Briefly explain if anyone else is involved and how they contribute to the problem. Explain if anyone other than the “identified client” also could be identified as a client. If so, describe who and why.
Briefly describe any underlying problems or potential mental health diagnoses contributing to the primary problem that should be noted as you proceed with the client.
Briefly describe the presenting problem from the family’s perspective and what theoretical perspective you will use to assess, analyze, and develop a treatment plan for this case.
Identify the unique needs of each individual in the family.
Briefly describe the culture of the family, societal expectations, gender roles, and cultural norms. Briefly explain how each of these might contribute to the problem.
Briefly explain the child and adolescent culture and
at least one
general contributing factor to the identified issue and explain how this may or may not impact the family dynamics.
Describe
one
intervention you might use for the identified client that would address the presenting problem and any related psychosocial factors.
Justify your intervention with evidence-based research to support the use of the interventions you have identified.
Briefly describe
one
preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.
Section Two:
Reflect on your journal entries throughout the course and consider what you may have learned about yourself as a future clinician working with children, adolescents, and families. Explain any areas of strength you have identified by completing this course that will assist you in working with children, adolescents, and families.
Explain any areas of strength you identified as you worked on this course that will assist you in working with children, adolescents, and families.
Explain any areas of knowledge you might want to further develop to become more effective as a clinician working with children, adolescents, and families.
Explain any insights you had or conclusions you drew as you worked on this course regarding your interest in becoming a clinician that works with children and adolescents.
Working With Children and Adolescents: The Case of Chase
Chase is a 12-year-old male who was brought in for services by his adoptive mother. He
is very small in stature, appearing to be only 8 years old. He also acts younger than his 12 years,
carrying around toy cars in his pockets, which he proudly displays and talks about in detail.
Ch ...
Experiential and Narrative Family Therapy.docx
This document discusses experiential and narrative family therapy approaches for a family consisting of a 57-year-old man with bipolar disorder, anxiety, and explosive disorder, his 49-year-old wife with anxiety and depression, an 18-year-old son, and 16-year-old daughter. The family has been in therapy for 6 months to address the man's anger issues and substance abuse. The therapeutic approach used so far is experiential therapy, but narrative therapy may be better suited to help family members separate from problems and reshape stories. Two references on experiential and narrative family therapy are provided in APA style.
1) Minimum 6 full pages (Follow the 3 x 3 rule minimum three.docx
1) Minimum 6 full pages (
Follow the 3 x 3 rule: minimum three paragraphs per part)
Parts 1 and 2 are the same question, however you must answer both questions with references and different writing always addressing them objectively, that is, as if you were two different people. Similar responses in wording or references will not be accepted.
Part 1: Minimum 1 page
Part 2: minimum 1 page
Part 3: Minimum 1 pages
Part 4: minimum 3 page
Submit 1 document per part
2)¨******APA norms
All paragraphs must be
narrative
and cited in the text- each paragraphs
Bulleted
responses are not accepted
Dont write in the first person
Dont copy and pase the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (
Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (
Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references per part not older than 5 years
Part 4: minimum 5 references
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.do
__________________________________________________________________________________
Parts 1 and 2 are the same question, however you must answer both questions with references and different writing always addressing them objectively, that is, as if you were two different people. Similar responses in wording or references will not be accepted.
Part 1: Pharmacology
Anxiety Disorders
L.P., age 23, is a white woman who graduated from college last year. She began working as an accountant 1 month after graduating. Approximately 2 months ago, she moved into a two-bedroom apartment with another woman who works at the same accounting firm. She states that her roommate recommended that she see a doctor to find out if she has anemia or “some sort of fatigue syndrome.” She states that she has felt “restless” and “on edge” for most of the past 9 months. She becomes easily fatigued and irritable and has difficulty concentrating and falling asleep. She states that sometimes her mind “just goes blank,” and she is worried that her work performance is no longer excellent. She reports that all her life she had good grades in school and was very successful in everything she attempted. Although she has been “a worrier from the day I .
Parker Baker 28-year-old male in the hospital after a fall. Park.docx
Parker Baker 28-year-old male in the hospital after a fall. Parker is in graduate school studying microbiology and planning to go to medical school. He drinks beer and vodka every night, even blacking out sometimes. Taylor is his 3-year girlfriend. Parker has serious drinking problems and hangovers often, off-balance at times. As a result of this behavior, he misses school. The school wants to kick him out. When Parker is drunk, he is verbally and physically aggressive. Parker has yellowing of sclera and did not remember that he fell and was being interviewed during his discharge.
Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
Incorporate the following into your responses in the template:
Subjective:
What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective:
What observations did you make during the psychiatric assessment?
Assessment:
Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Reflection notes:
What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template
CC
(chief complaint):
HPI
:
Past Psychiatric History
:
·
G
eneral Statement:
·
C
aregivers (if applicable):
·
H
ospitalizations:
·
M
edication trials:
·
P
sychotherapy or
P
revious Psychiatric Diagnosis:
Substance Current Use and History:
Family Psychiatric/Substance Use History:
Psychosocial History:
Medical History:
·
Current Medications
:
·
Allergies
:
Reproductive Hx
:
ROS
:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
P.
you interviewed the CEO and evaluated the organization to gain.docx
You interviewed the CEO and evaluated the organization to gain insight into their perspective and strategic priorities. This information will help develop a strategic plan to assist the CEO and leaders in encouraging future success. The summary will help leaders and managers understand how their roles, philosophies, and leadership styles can either hinder or encourage growth, and how to better align organizational goals with corporate social responsibility.
Write a to paper about genetically vigorous.docx
Genetic diversity is important for long-term population viability and supports biodiversity. A lack of genetic diversity threatens survival, as seen in populations like the Florida panther which faces health issues due to inbreeding. Population management considers conservation values and aims to balance costs and benefits through efforts like reintroducing invasive species. Conservation methods include ex situ options like zoos and botanical gardens which support genetics but can also reduce diversity, as well as in situ protections under the Endangered Species Act which helps preservation but faces challenges in enforcement.
When you talk about the meaning of which sense.docx
When discussing the meaning of life, one must consider whether they refer to external or internal meaning. External meaning relates to a purpose imposed by some higher authority, while internal meaning involves finding personal fulfillment and satisfaction through experiences and interpersonal relationships. This distinction is explored in Lewis Vaughn's book "Philosophy here and now: Powerful ideas in everyday life."
Virtualization and cloud services continue to gain momentum as more.docx
Virtualization and cloud services are gaining popularity as organizations seek to reduce costs and improve efficiency. As cited by Portnoy (2012), companies typically adopt virtualization first before purchasing new physical servers. Under virtualization policies, new projects are satisfied using virtual resources instead of physical servers unless a need cannot be met virtually. Organizations begin to virtualize infrastructure services and realize fiscal benefits, leading to migrating more workloads from expiring servers to the growing virtual environment.
More Related Content
Similar to 6635 Comprehensive Psychiatric Evaluation Template.pdf
Based on the authors’ own clinical experiences, these seventee.docx
Based on the authors’ own clinical experiences, these seventeen comprehensive
case histories reflect the most common psychological disorders. Rich in detail, inte-
grated in approach, and fully updated for the DSM-5, each case describes patient
symptoms and history, the formulation and implementation of a treatment plan,
and results. Each case also includes the perspective of a family member or friend.
This unique viewpoint emphasizes the impact of psychological disorders on those
closest to the patient as well as the importance of considering sociocultural factors
in diagnosis and treatment. Each case study concludes with assessment questions
that help students check their understanding of the symptoms, diagnosis, and
treatment of the disorder exhibited by the patient. Three additional cases provide
opportunities for students to identify disorders and suggest appropriate therapies.
Diagnostic information and treatment strategies for the patients in these “You
Decide” cases are provided in appendices for students to check their assessments.
About the Authors
Ethan E. Gorenstein is clinical director of the Behavioral Medicine Program at
Columbia-Presbyterian Medical Center and a professor of clinical psychology in
the department of psychiatry at Columbia University. He is also the author of The
Science of Mental Illness (Academic Press). He has an active clinical practice de-
voted to the use of evidence-based psychological treatment methods for problems
of both children and adults.
Ronald J. Comer is a professor in the psychology department at Princeton Univer-
sity and director of clinical psychology studies. He is also chair of the university’s
Institutional Review Board. A clinical psychologist, he is the author of the text-
books Abnormal Psychology and Fundamentals of Abnormal Psychology (Worth
Publishers), Psychology Around Us (John Wiley and Sons Publishers), and producer
of numerous educational videos on subjects ranging from abnormal psychology to
introductory psychology and neuroscience.
For complete information on our books, electronic materials, and faculty and
student resources, visit us at www.worthpublishers.com
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
CASE STUDIES IN ABNORMAL PSYCHOLOGY
S E C O N D
E D I T I O N
W O R T H
Gorenstein
■ Com
er
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
Cover image: Gary Waters/Illustration Source
7.5 × 9.125 SPINE: 0.688 FLAPS: 0
this page intentionally left blank
Case Studies in
Abnormal Psychology
SeCond edition
Ethan E. Gorenstein
Behavioral Medicine Program
Columbia-Presbyterian Medical Center
Ronald J. Comer
Princeton University
WoRtH PUBLiSHeRS
Macmillan education
Vice President, Editing, Design, and Media ...
Required Media· Centers for Disease Control and Prevention. (202.docx
Required Media
· Centers for Disease Control and Prevention. (2020, April 3).
Adverse childhood experiences (ACEs) Links to an external site.[Video].
https://www.cdc.gov/violenceprevention/aces/index.html
· Dartmouth Films. (2018, September 25).
Resilience Links to an external site.[Video]. YouTube.
https://www.youtube.com/watch?v=bAXZVYDNURY
· NCTSN. (2007).
The promise of trauma-focused therapy for childhood sexual abuse Links to an external site. [Video].
https://www.nctsn.org/resources/promise-trauma-focused-therapy-childhood-sexual-abuse-video
NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template
Subjective:
CC (chief complaint):
HPI:
Substance Current Use:
Medical History:
·
Current Medications:
·
Allergies:
·
Reproductive Hx:
ROS:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
Objective:
Diagnostic results:
Assessment:
Mental Status Examination:
Diagnostic Impression:
Reflections:
Case Formulation and Treatment Plan:
References
© 2021 Walden University
Page 1 of 3
NRNP/PRAC 6665 & 6675 Focused SOAP Psychiatric Evaluation Exemplar
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to include, follow the
Focused SOAP Note Evaluation Template
AND the Rubric
as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. After reviewing full details of the rubric, you can use it as a guide.
In the
Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use, social, and medical history
· Allergies
· ROS
Read rating descriptions to see the grading standards!
In the
Objective section, provide:
· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
Read rating descriptions to see the grading standards!
In the
Assessment section, provide:
· Results of the mental status examination,
presented in paragraph form.
· At least three differentials with supporting evidence. List them from top priority to least priority. Compare the
DSM-5-TR diagnostic criteria for each differential diagnosis and explain what
DSM-5-.
Running head COMPREHENSIVE ASSESSMENT
Running head: COMPREHENSIVE ASSESSMENT 1
COMPREHENSIVE ASSESSMENT 1
Comprehensive Client Family Assessment and Genogram
Tania Gonzalez Diaz
Walden University
NURS:6640
March 14,2020
Comprehensive Assessment
1. Demographic information: The patient is a 17-year-old black girl. She is escorted by her parents to the clinic after a recommendation from the school counsellor.
2. Presenting problem: According to the father, "our daughter is not feeling well. She has not been attending classes and she tried to commit suicide. We think she is depressed".
3. History of present illness.: On today visit, patient present awake, alert and oriented, calm, cooperative, organized, with good hygiene.According to the young girl who was ready to share her feelings, she started feeling pressure from schoolwork when she was in her junior year. Her grades were not so good, and she felt useless and that is why she started being a truant. One year later, after starting her senior year, she feels the pressure is too much and she cannot manage to go through the year. One day before being referred to the clinic by the school counsellor, she was found bleeding in the school washroom after she slit her wrist.
4. Past psychiatric history: Since her frustration with school started a year ago, she has never been diagnosed with any psychiatric disorder. The parents though that she was simply going through a phase as a teenager and they were trying to help her cope with school and be a better person. No past psychiatric history. No history of Abuse.
5. Medical history: Despite her recent issue and the fact that she lost her weight suddenly, in the past few months, she is of perfect health. she had asthma and chicken pox when she was young, and she is allergic to penicillin.
6. Substance use history: She has no history of substance abuse. Her parents describe her as a very good girl.
7. Developmental history: Her mother had a successful pregnancy and gave birth to her through normal delivery. She grew up with her older siblings and she achieved all developmental milestones. They have been going to church every Sunday and she is part of the local church youths. Her parents have been married for a while and they are still together. She went through her education as a bright girl until her junior high level when she started failing and missing classes.
8. Family psychiatric history: Her older sister has epilepsy, but her seizures remain under control. There is no other form of psychiatric history in the family
9. Psychosocial history: She has always been an active member of the church youth and they have been doing many activities together since they were in Sunday school. She has also been making many friends from high school but recently, she just wants to be alone
10. History of abuse and trauma: T ...
Describe each client violating HIPAA.docx
The document describes two clients, Client A and Client B, who attended the same group therapy session for children and adolescents. Client A is a 7-year-old girl diagnosed with separation anxiety disorder, as she experiences fear and distress when separated from her mother. Client B is a 12-year-old boy diagnosed with generalized anxiety disorder, as he has become isolated, irritable, and experiences frequent physical symptoms over the past month with no clear trigger. The document discusses applying cognitive-behavioral therapy and analyzing any legal and ethical implications in counseling these clients.
__FINAL draft_4-19-16
This document summarizes a student thesis that investigated parental understanding of autism through phenomenological interviews. The thesis reviewed literature on autism spectrum disorders and their impacts on families. It found that while research often focuses on the challenges, some studies emphasize positive coping strategies like acceptance, optimism, and resilience. The student conducted interviews to understand parental perspectives and experiences of connection with their children. The results revealed themes of exceptional commitment to children, feelings of loss, and acceptance and hopefulness.
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.
Comprehensive Psychiatric Evaluation And Patient Case Presentation.docx
N.M. is a 34-year-old Asian male presenting for evaluation of anxiety. He reports ineffective treatment with sertraline and was referred by his PCP. A thorough psychiatric evaluation is conducted, including chief complaint, history of present illness, past psychiatric history, substance use history, family history, social history, medical history, physical exam, diagnostic results, and mental status exam. Differential diagnoses are considered and the primary diagnosis of Generalized Anxiety Disorder is selected based on diagnostic criteria. Reflection on the case discusses agreement with the assessment, what was learned, and considerations around legal/ethics, health promotion, and prevention based on patient factors.
Mental health in the ed
This document provides information on common mental health presentations in the emergency department (ED) and the role and tools available to ED doctors in assessing and managing these patients. It discusses challenges including resource intensity, safety risks, and legislation. Key responsibilities of the ED doctor are to stabilize the situation, conduct a risk assessment, check for any underlying medical issues, and determine an appropriate care location. Tools include clinical skills, medications, collaboration with mental health teams, and knowledge of relevant legislation. A mental state examination and structured risk assessment are important clinical skills.
Department of Psychiatry and Behavioral SciencesUniversity o.docx
Department of Psychiatry and Behavioral Sciences
University of Nevada, Reno School of Medicine
Bio-Psycho Social-Spiritual Model
In all our teaching, we invite students to conceptualize patient problems by using a bio-psycho-social-spiritual
formulation. This model is used throughout our curriculum in psychiatry. We ultimately want students to arrive
at patient formulations that allow for understanding and drive formation of treatment plan. Formulations help
explain "how did this patient get to this psychiatric status?"
What follows is a description of the components of the bio-psycho-social-spiritual formulation. We have
added prompts for the students to help them think about and organize clinical material. Students are
encouraged to include each component in formulations.
This model generally includes the following:
Biological
Past
Genetics:
Consider whether any blood relatives that have had psychiatric problems, substance use problems or
suicide attempts/suicides. Is there a history of close relatives who have been hospitalized for
psychiatric reasons? What kind of treatments did they get, how did they respond?
History of Pregnancy and Birth:
Consider pregnancy variables: Was there in-utero exposure to nicotine, alcohol, medications or
substances? Anything unusual about pregnancy?
Note birth complications, such as prematurity, birth trauma or extended periods of hospitalization.
Relevant Previous Illnesses
Consider any history of head injury, endocrine disorders (e.g. thyroid, adrenal), seizures, malignancies,
or neurological illnesses.
Consider potential lasting effects of past substance use on brain functions such as cognition, affective
regulation, etc.
Present
Current Illnesses:
Identify current illnesses and any direct impact they may have on psychiatric presentation.
Medications:
Assess current medication regimen. Consider whether these medications have psychoactive effects
(e.g. steroids, beta blockers, pain medications, benzodiazepines, SSRI's, antipsychotics). Consider
possible side effects of current medications.
Substances:
Consider the influence of nicotine, alcohol and street drugs on current psychiatric symptoms.
Consider the possible effects of substance withdrawal.
Psychological
Past
Comment on any past history of trauma (child abuse, combat, rape, serious illness), as well as resiliency
(how the patient coped with trauma, e.g. friends, family, religion).
Consider the sources of positive self image and positive role models.
Comment on the patient's experience with loss.
Comment on the patient's quality of relationships with important figures, such as grand parents, friends,
significant teachers, or significant employers.
Comment on how past medical problems, substance use or psychiatric problems impacted the
patient's development and their relevance to patient today.
Present
Describe the recent events and experiences that precipitated the admission or appointment.
What are the current stressors? Do they.
Complete your treatment plan template ( I WILL COMPLETE THIS)for Eli.docx
Complete your treatment plan template ( I WILL COMPLETE THIS)for Eliza based on LAST WEEKS assignments findings. Additionally, write and submit a 700-1,050-word essay that includes the following:
The treatment theory you would use and why.
A description of how you would address any mental health, medical, legal, and substance use issues that the client exhibits in the case study through the lens of your counseling theory of choice.
Include at least three scholarly sources in your paper.
Submit the paper and the treatment plan to your instructor.(I WILL COMPLETE THE ATTACHED TREATMENT PLAN) I JUST WANTED YOU TO HAVE IT FOR REFERENCE, PLUS THE PAPER YOU WROTE LAST WEEK.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful
CLASS TEXTBOOK REFERENCE:
Schwitzer, A. M., & Rubin, L. C. (2014).
Diagnosis and treatment planning skills: A popular culture approach
(2nd ed.). Los Angeles, CA: Sage Publications. ISBN-13: 9781483349763
Here is the example BPS for eliza
PCN-610 Eliza D Psychosocial Example
Name: Eliza Doolittle Date: ********* DOB: ********
Age: 18 Start Time: 1:15p End Time: 2:00p
Identifying Information:
The client is a Caucasian female with average height and slender build. The client stated that she is currently a freshman in college, majoring in engineering. The client also stated that her family resides in a small town approximately two hours away.
Presenting Problem:
At the onset of the session, the client stated that she had come to counseling as a result of being caught in a campus dorm with alcohol (it is an alcohol-free campus). Concerning the incident, the client stated “the RAs were called because my friends were being too loud in my dorm. When they arrived, they saw us with alcohol, and we got in trouble.” The client stated that her friends in the dorm were intoxicated but she was not, adding, “I was just buzzed” and adding that she was drinking “because they were” and “it’s just something to do.”
Life Stressors:
The client identified school as a life stressor, adding “things came easy to me in high school, I just figured it would be the same in college”. The client went on to state that, in addition to the difficulty in increased study requirements, she had struggles in making friends, stating, “a lot of my friends from high school have either gone to college somewhere else or are doing other things,” although the client denied feeling lonely.
Substance Use:
Yes
No
The client denied having a drug or alcohol problem, adding that she tried marijuana once in high school but “I didn’t like how it made me feel” and had not taken it since. The client stated that she was introduced to alcohol in HS when “friends asked me to drink it with them.” The client .
Experiential and narrative family therapy.pdf
1) RL, a 57-year-old Asian man with bipolar disorder, anxiety, and explosive disorder, and his wife PL, a 49-year-old Caucasian woman with anxiety and depression, have been in therapy for 6 months to address RL's anger issues and substance abuse.
2) RL drinks heavily daily which exacerbates his explosive behavior, but he denies having a drinking problem. PL reports past physical abuse by RL.
3) The family is using an existential therapeutic approach where all members speak openly. Homework in anger management techniques has been assigned to RL. Narrative therapy may also help the family separate from problems and reshape stories.
Healthcare Substance Use and the Adolescent.docx
The document discusses substance use disorders in adolescents. Over the past decade, cases of substance use disorders have risen among adolescents. This has prompted further research into adolescent risk factors and accurate diagnosis and treatment. For an accurate diagnosis and treatment plan, more information may be needed about the adolescent's environment, social factors, and medical history. Consulting others involved in the adolescent's life, such as parents, teachers or doctors, could also aid an assessment.
Savannah high school presentation 6 2010
Suicide is one of the leading causes of death among youth aged 15-24. Approximately 14 young people in this age group die by suicide every day. Firearms are the most common method of suicide regardless of gender or race. Over 90% of people who die by suicide had an underlying mental health condition such as depression. Warning signs of suicide in youth include talking about wanting to die, withdrawing from friends and activities, mood swings, impulsiveness and risk-taking behaviors. Parents and educators should take any suicidal thoughts or plans seriously, seek professional help, and remove access to lethal means to keep the youth safe.
Ethical Viewpoints AssignmentResearch QuestionShould schools s.docx
This document presents two viewpoints on whether schools should screen children and teenagers for signs of mental illness and suicidal tendencies. Viewpoint 1 argues that screening can help identify at-risk youth and improve care, while opponents worry about overdiagnosis. Viewpoint 2 asserts that misdiagnoses are common since sadness is normal for teens, and inaccurate diagnoses can negatively impact teens and increase unnecessary treatment. The reflection considers both perspectives and concludes that focusing on improving care for diagnosed teens, rather than widespread screening, may be best to avoid potential harms of misdiagnosis.
Section OneChoose one of the three Case Studies focusing on a f
Section One:
Choose one of the three Case Studies focusing on a family in crisis. Each member of the family has unique issues that you must address. You must also determine the primary problems (this may include diagnostic impressions but not formal diagnoses), intervention, prevention, and education required to assist the family. In your project, do the following:
Identify the client and the presenting problem or symptoms. Briefly explain if anyone else is involved and how they contribute to the problem. Explain if anyone other than the “identified client” also could be identified as a client. If so, describe who and why.
Briefly describe any underlying problems or potential mental health diagnoses contributing to the primary problem that should be noted as you proceed with the client.
Briefly describe the presenting problem from the family’s perspective and what theoretical perspective you will use to assess, analyze, and develop a treatment plan for this case.
Identify the unique needs of each individual in the family.
Briefly describe the culture of the family, societal expectations, gender roles, and cultural norms. Briefly explain how each of these might contribute to the problem.
Briefly explain the child and adolescent culture and
at least one
general contributing factor to the identified issue and explain how this may or may not impact the family dynamics.
Describe
one
intervention you might use for the identified client that would address the presenting problem and any related psychosocial factors.
Justify your intervention with evidence-based research to support the use of the interventions you have identified.
Briefly describe
one
preventative technique that you might use to reduce the likelihood of further crisis or the perpetuation of the current crisis.
Section Two:
Reflect on your journal entries throughout the course and consider what you may have learned about yourself as a future clinician working with children, adolescents, and families. Explain any areas of strength you have identified by completing this course that will assist you in working with children, adolescents, and families.
Explain any areas of strength you identified as you worked on this course that will assist you in working with children, adolescents, and families.
Explain any areas of knowledge you might want to further develop to become more effective as a clinician working with children, adolescents, and families.
Explain any insights you had or conclusions you drew as you worked on this course regarding your interest in becoming a clinician that works with children and adolescents.
Working With Children and Adolescents: The Case of Chase
Chase is a 12-year-old male who was brought in for services by his adoptive mother. He
is very small in stature, appearing to be only 8 years old. He also acts younger than his 12 years,
carrying around toy cars in his pockets, which he proudly displays and talks about in detail.
Ch ...
Experiential and Narrative Family Therapy.docx
This document discusses experiential and narrative family therapy approaches for a family consisting of a 57-year-old man with bipolar disorder, anxiety, and explosive disorder, his 49-year-old wife with anxiety and depression, an 18-year-old son, and 16-year-old daughter. The family has been in therapy for 6 months to address the man's anger issues and substance abuse. The therapeutic approach used so far is experiential therapy, but narrative therapy may be better suited to help family members separate from problems and reshape stories. Two references on experiential and narrative family therapy are provided in APA style.
1) Minimum 6 full pages (Follow the 3 x 3 rule minimum three.docx
1) Minimum 6 full pages (
Follow the 3 x 3 rule: minimum three paragraphs per part)
Parts 1 and 2 are the same question, however you must answer both questions with references and different writing always addressing them objectively, that is, as if you were two different people. Similar responses in wording or references will not be accepted.
Part 1: Minimum 1 page
Part 2: minimum 1 page
Part 3: Minimum 1 pages
Part 4: minimum 3 page
Submit 1 document per part
2)¨******APA norms
All paragraphs must be
narrative
and cited in the text- each paragraphs
Bulleted
responses are not accepted
Dont write in the first person
Dont copy and pase the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (
Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (
Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references per part not older than 5 years
Part 4: minimum 5 references
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.do
__________________________________________________________________________________
Parts 1 and 2 are the same question, however you must answer both questions with references and different writing always addressing them objectively, that is, as if you were two different people. Similar responses in wording or references will not be accepted.
Part 1: Pharmacology
Anxiety Disorders
L.P., age 23, is a white woman who graduated from college last year. She began working as an accountant 1 month after graduating. Approximately 2 months ago, she moved into a two-bedroom apartment with another woman who works at the same accounting firm. She states that her roommate recommended that she see a doctor to find out if she has anemia or “some sort of fatigue syndrome.” She states that she has felt “restless” and “on edge” for most of the past 9 months. She becomes easily fatigued and irritable and has difficulty concentrating and falling asleep. She states that sometimes her mind “just goes blank,” and she is worried that her work performance is no longer excellent. She reports that all her life she had good grades in school and was very successful in everything she attempted. Although she has been “a worrier from the day I .
Parker Baker 28-year-old male in the hospital after a fall. Park.docx
Parker Baker 28-year-old male in the hospital after a fall. Parker is in graduate school studying microbiology and planning to go to medical school. He drinks beer and vodka every night, even blacking out sometimes. Taylor is his 3-year girlfriend. Parker has serious drinking problems and hangovers often, off-balance at times. As a result of this behavior, he misses school. The school wants to kick him out. When Parker is drunk, he is verbally and physically aggressive. Parker has yellowing of sclera and did not remember that he fell and was being interviewed during his discharge.
Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
Incorporate the following into your responses in the template:
Subjective:
What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective:
What observations did you make during the psychiatric assessment?
Assessment:
Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Reflection notes:
What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template
CC
(chief complaint):
HPI
:
Past Psychiatric History
:
·
G
eneral Statement:
·
C
aregivers (if applicable):
·
H
ospitalizations:
·
M
edication trials:
·
P
sychotherapy or
P
revious Psychiatric Diagnosis:
Substance Current Use and History:
Family Psychiatric/Substance Use History:
Psychosocial History:
Medical History:
·
Current Medications
:
·
Allergies
:
Reproductive Hx
:
ROS
:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
P.
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一比一原版(UCSB文凭证书)圣芭芭拉分校毕业证如何办理
毕业原版【微信:176555708】【(UCSB毕业证书)圣芭芭拉分校毕业证】【微信:176555708】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(UofS毕业证书)萨省大学毕业证如何办理
原版定制【微信:41543339】【(UofS毕业证书)萨省大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
My burning issue is homelessness K.C.M.O.
My burning issue is homelessness in Kansas City, MO
To: Tom Tresser
From: Roger Warren
一比一原版(Dalhousie毕业证书)达尔豪斯大学毕业证如何办理
原版定制【微信:41543339】【(Dalhousie毕业证书)达尔豪斯大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(Glasgow毕业证书)格拉斯哥大学毕业证如何办理
毕业原版【微信:41543339】【(Glasgow毕业证书)格拉斯哥大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
Natural Language Processing (NLP), RAG and its applications .pptx
1. In the realm of Natural Language Processing (NLP), knowledge-intensive tasks such as question answering, fact verification, and open-domain dialogue generation require the integration of vast and up-to-date information. Traditional neural models, though powerful, struggle with encoding all necessary knowledge within their parameters, leading to limitations in generalization and scalability. The paper "Retrieval-Augmented Generation for Knowledge-Intensive NLP Tasks" introduces RAG (Retrieval-Augmented Generation), a novel framework that synergizes retrieval mechanisms with generative models, enhancing performance by dynamically incorporating external knowledge during inference.
State of Artificial intelligence Report 2023
Artificial intelligence (AI) is a multidisciplinary field of science and engineering whose goal is to create intelligent machines.
We believe that AI will be a force multiplier on technological progress in our increasingly digital, data-driven world. This is because everything around us today, ranging from culture to consumer products, is a product of intelligence.
The State of AI Report is now in its sixth year. Consider this report as a compilation of the most interesting things we’ve seen with a goal of triggering an informed conversation about the state of AI and its implication for the future.
We consider the following key dimensions in our report:
Research: Technology breakthroughs and their capabilities.
Industry: Areas of commercial application for AI and its business impact.
Politics: Regulation of AI, its economic implications and the evolving geopolitics of AI.
Safety: Identifying and mitigating catastrophic risks that highly-capable future AI systems could pose to us.
Predictions: What we believe will happen in the next 12 months and a 2022 performance review to keep us honest.
一比一原版(牛布毕业证书)牛津布鲁克斯大学毕业证如何办理
毕业原版【微信:41543339】【(牛布毕业证书)牛津布鲁克斯大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(CBU毕业证)卡普顿大学毕业证如何办理
CBU毕业证offer【微信95270640】《卡普顿大学毕业证书》《QQ微信95270640》学位证书电子版：在线制作卡普顿大学毕业证成绩单GPA修改（制作CBU毕业证成绩单CBU文凭证书样本）、卡普顿大学毕业证书与成绩单样本图片、《CBU学历证书学位证书》、卡普顿大学毕业证案例毕业证书制作軟體、在线制作加拿大硕士学历证书真实可查.
如果您是以下情况，我们都能竭诚为您解决实际问题：【公司采用定金+余款的付款流程，以最大化保障您的利益，让您放心无忧】
1、在校期间，因各种原因未能顺利毕业，拿不到官方毕业证+微信95270640
2、面对父母的压力，希望尽快拿到卡普顿大学卡普顿大学毕业证成绩单；
3、不清楚流程以及材料该如何准备卡普顿大学卡普顿大学毕业证成绩单；
4、回国时间很长，忘记办理；
5、回国马上就要找工作，办给用人单位看；
6、企事业单位必须要求办理的；
面向美国乔治城大学毕业留学生提供以下服务:
【★卡普顿大学卡普顿大学毕业证成绩单毕业证、成绩单等全套材料，从防伪到印刷，从水印到钢印烫金，与学校100%相同】
【★真实使馆认证（留学人员回国证明），使馆存档可通过大使馆查询确认】
【★真实教育部认证，教育部存档，教育部留服网站可查】
【★真实留信认证，留信网入库存档，可查卡普顿大学卡普顿大学毕业证成绩单】
我们从事工作十余年的有着丰富经验的业务顾问，熟悉海外各国大学的学制及教育体系，并且以挂科生解决毕业材料不全问题为基础，为客户量身定制1对1方案，未能毕业的回国留学生成功搭建回国顺利发展所需的桥梁。我们一直努力以高品质的教育为起点，以诚信、专业、高效、创新作为一切的行动宗旨，始终把“诚信为主、质量为本、客户第一”作为我们全部工作的出发点和归宿点。同时为海内外留学生提供大学毕业证购买、补办成绩单及各类分数修改等服务；归国认证方面，提供《留信网入库》申请、《国外学历学位认证》申请以及真实学籍办理等服务，帮助众多莘莘学子实现了一个又一个梦想。
专业服务，请勿犹豫联系我
如果您真实毕业回国，对于学历认证无从下手，请联系我，我们免费帮您递交
诚招代理：本公司诚聘当地代理人员，如果你有业余时间，或者你有同学朋友需要，有兴趣就请联系我
你赢我赢，共创双赢
你做代理，可以帮助卡普顿大学同学朋友
你做代理，可以拯救卡普顿大学失足青年
你做代理，可以挽救卡普顿大学一个个人才
你做代理，你将是别人人生卡普顿大学的转折点
你做代理，可以改变自己，改变他人，给他人和自己一个机会道银边山娃摸索着扯了扯灯绳小屋顿时一片刺眼的亮瞅瞅床头的诺基亚山娃苦笑着摇了摇头连他自己都感到奇怪居然又睡到上午点半掐指算算随父亲进城已一个多星期了山娃几乎天天起得这么迟在乡下老家暑假五点多山娃就醒来在爷爷奶奶嘁嘁喳喳的忙碌声中一骨碌爬起把牛驱到后龙山再从莲塘里采回一蛇皮袋湿漉漉的莲蓬也才点多点半早就吃过早餐玩耍去了山娃的家在闽西山区依山傍水山清水秀门前潺潺流淌的蜿蜒小溪一直都是山娃和小伙伴们盛试
一比一原版(UniSA毕业证书)南澳大学毕业证如何办理
原版定制【微信:41543339】【(UniSA毕业证书)南澳大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
4th Modern Marketing Reckoner by MMA Global India & Group M: 60+ experts on W...
The Modern Marketing Reckoner (MMR) is a comprehensive resource packed with POVs from 60+ industry leaders on how AI is transforming the 4 key pillars of marketing – product, place, price and promotions.
一比一原版(UCSF文凭证书)旧金山分校毕业证如何办理
毕业原版【微信:176555708】【(UCSF毕业证书)旧金山分校毕业证】【微信:176555708】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(Bradford毕业证书)布拉德福德大学毕业证如何办理
原版定制【微信:41543339】【(Bradford毕业证书)布拉德福德大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(Harvard毕业证书)哈佛大学毕业证如何办理
毕业原版【微信:41543339】【(Harvard毕业证书)哈佛大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
Intelligence supported media monitoring in veterinary medicine
Media monitoring in veterinary medicien
一比一原版(Adelaide毕业证书)阿德莱德大学毕业证如何办理
原版定制【微信:41543339】【(Adelaide毕业证书)阿德莱德大学毕业证】【微信:41543339】成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信41543339】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信41543339】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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6635 Comprehensive Psychiatric Evaluation Template.pdf
- 1. NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation TemplateNRNP/PRAC 6635 Comprehensive Psychiatric EvaluationCC (chief complaint):HPI:Past Psychiatric History:General Statement:Caregivers (if applicable):Hospitalizations:Medication trials:Psychotherapy or Previous Psychiatric Diagnosis:Substance Current Use and History:Family Psychiatric/Substance Use History:Psychosocial History:Medical History:CLICK HERE TO ORDER YOUR ASSIGNMENTCurrent Medications:Allergies:Reproductive Hx:ROS:GENERAL:HEENT:SKIN:CARDIOVASCULAR:RESPIRATORY:GASTROINTESTINAL:GE NITOURINARY:NEUROLOGICAL:MUSCULOSKELETAL:HEMATOLOGIC:LYMPHATICS:ENDOC RINOLOGIC:Physical exam: if applicableDiagnostic results:AssessmentMental Status Examination:Differential Diagnoses:Reflections:ReferencesUtilize the Comprehensive Psychiatric Evaluation Template as a reference to write this paper.Consider what history would be necessary to collect from this patient. NRNP/PRAC 6635 Comprehensive Psychiatric EvaluationConsider what interview questions you would need to ask this patient.Identify at least three possible differential diagnoses for the patient.Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.Incorporate the following into your responses in the template:Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?Objective: What observations did you make during the psychiatric assessment?Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with ing evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.Reflection notes: What would you do differently with this client if you could conduct the session over??Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).Shane presents to the Psychiatrist with his
- 2. mother, they are arguing and Shane is oppositional. Poor eye contact and accusing everyone other than himself. He has a typical 15 year old attitude. Mom is telling him to sit up straight and get off his pone. The mom seems to be the reason the apt was made. At 13 Shane started a new school met a bad group of friends, Shane claims she never liked any of his friends. He got into trouble, and a friend Alex and Burton burned down a barn, put cement into the teachers gas tank, Shen thinks this is funny. Alex states he doesn’t want help, his mom said he was crying asking for help. He is charged with ”just” breaking and entering into an abandoned building. with old rusty tractors and papers. They took tools, and Alex sold them for money for pot. Shane has shop lifted electronics from Walmart and a bracelet from a jeweler. Mom has no consequences, Shane is gone for days, he says he is at his friends house, their parents say he is not there. Shane is missing a lot of school, was expelled for truancy. At his old school at 11 he started skipping school. He has no history of physical violence. Mom is constantly antagonizing him. He tortures an old cat. he put a can on its tail, it ra into traffic got hit and killed. He has no access to guns, or knives. He has threatened to beat up Alex for hitting on his girlfriend. Alex says Shane shows no emotion and his mother agrees he has always been a calm quiet kid. Shane is slouched sitting on the couch, making faces as he speaks and feels he is not wrong, and blaming everyone else. He smurks and feels nothing he has done was wrong. He minimizes his behaviors and feels he has done nothing wrong. Mother is earful, but argues with Shane, he doesn’t seem to be phased by her pain. He has no interest in school, or activities, and only hangs out with Alex and Burton who are ”bad influences”. Shane doesn’t care he still plans to be their friend and doesn’t talk to his family for days, no punishments and he leaves for days at a time, no one knows where he goes. He is clean and dressed nicely, shows extreme disrespect and no emotion for his mother. She fears these behaviors will get worse and he will get into serious trouble .After reading this think of 3 different diagnosis and followSubjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?Objective: What observations did you make during the psychiatric assessment?Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with ing evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.Reflection notes: What would you do differently with this client if you could conduct the session over??Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation.