Assignment: Practicum: Decision Tree
For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.
Note: For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
The Assignment:
Examine Case 1. 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.
(N: B.THE CASE STUDY WITH ANSWER IS ATTACHED WITH THIS ASSIGNMENT)
At each Decision Point, stop to complete the following:
· Decision #1: Differential Diagnosis
· Which Decision did you select?
· Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
· 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
· Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
· 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
· Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
· 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.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Case #1
A young girl with difficulties in school
BACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked t ...
Practicum Decision TreeFor this Assignment, you examine the c.docxheathmirella
Practicum: Decision Tree
For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.
Note:
For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
The Assignment:
Examine
Case 1.
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.
(N: B. A CASE STUDY WITH ANSWER SAMPLE IS ATTACHED WITH THIS ASSIGNMENT)
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.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Case #1
A young girl with difficulties in sch ...
A Young Girl With ADHDBACKGROUNDIn psychopharmacology you me.docxransayo
A Young Girl With ADHD
BACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.
For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.
When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.
Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.
To start, consider what assessment tools you might need to evaluate Katie.
Child Behavior Check List
Conners’ Teacher Rating Scale
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” (Available at: http://www.doctorrudy.com/files/teacher_add_adhd_short.pdf). This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.
When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.
SUBJECTIVE
You observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during.
Assignment Assessing and Treating Patients With ADHDNot onl.docxsalmonpybus
Assignment: Assessing and Treating Patients With ADHD
Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. Different people may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults. In your role, as a psychiatric nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for patients across the life span. For this Assignment, you consider how you might assess and treat patients presenting with ADHD.
To prepare for this Assignment:
Review this week’s Learning Resources, including the Medication Resources indicated for this week.
Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients with ADHD.
The Assignment: 5 pages
Examine
Case Study: A Young Caucasian Girl with ADHD.
You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.
At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.
Introduction to the case (1 page)
Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.
Decision #1 (1 page)
Which decision did you select?
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #2 (1 page)
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and referenc.
The AssignmentExamine Case Study A Young Caucasian Girl.docxrtodd17
The Assignment
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
·
Decision #1
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
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
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
o 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.
Note: Support your rationale with a minimum of three academic resources no more than five years old in APA Format
Attention Deficit Hyperactivity Disorder
A Young Girl With ADHD
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on in.
The AssignmentExamine Case Study A Young Caucasian Girl With AD.docxrtodd17
The Assignment
Examine Case Study: A Young Caucasian Girl With ADHD You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
At each decision point stop to complete the following:
· Decision #1
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
case Study and the decisions
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.
SUBJEC.
Examine Case Study A Young Caucasian Girl With ADHD You wil.docxcravennichole326
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
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.
Note:
Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
THE CASE STUDY
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to f.
Practicum Decision TreeFor this Assignment, you examine the c.docxheathmirella
Practicum: Decision Tree
For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.
Note:
For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
The Assignment:
Examine
Case 1.
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.
(N: B. A CASE STUDY WITH ANSWER SAMPLE IS ATTACHED WITH THIS ASSIGNMENT)
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.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Case #1
A young girl with difficulties in sch ...
A Young Girl With ADHDBACKGROUNDIn psychopharmacology you me.docxransayo
A Young Girl With ADHD
BACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.
For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.
When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.
Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.
To start, consider what assessment tools you might need to evaluate Katie.
Child Behavior Check List
Conners’ Teacher Rating Scale
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” (Available at: http://www.doctorrudy.com/files/teacher_add_adhd_short.pdf). This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.
When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.
SUBJECTIVE
You observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during.
Assignment Assessing and Treating Patients With ADHDNot onl.docxsalmonpybus
Assignment: Assessing and Treating Patients With ADHD
Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. Different people may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults. In your role, as a psychiatric nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for patients across the life span. For this Assignment, you consider how you might assess and treat patients presenting with ADHD.
To prepare for this Assignment:
Review this week’s Learning Resources, including the Medication Resources indicated for this week.
Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients with ADHD.
The Assignment: 5 pages
Examine
Case Study: A Young Caucasian Girl with ADHD.
You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.
At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.
Introduction to the case (1 page)
Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.
Decision #1 (1 page)
Which decision did you select?
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #2 (1 page)
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and referenc.
The AssignmentExamine Case Study A Young Caucasian Girl.docxrtodd17
The Assignment
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
·
Decision #1
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
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
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
o 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.
Note: Support your rationale with a minimum of three academic resources no more than five years old in APA Format
Attention Deficit Hyperactivity Disorder
A Young Girl With ADHD
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on in.
The AssignmentExamine Case Study A Young Caucasian Girl With AD.docxrtodd17
The Assignment
Examine Case Study: A Young Caucasian Girl With ADHD You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
At each decision point stop to complete the following:
· Decision #1
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
case Study and the decisions
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.
SUBJEC.
Examine Case Study A Young Caucasian Girl With ADHD You wil.docxcravennichole326
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
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.
Note:
Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
THE CASE STUDY
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to f.
The AssignmentExamine Case Study A Young Caucasian Girl W.docxrtodd17
The Assignment
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
case Study and the decisions
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild pers.
BACKGROUNDKatie is an 8 year old Caucasian female who is.docxrosemaryralphs52525
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give you a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.
SUBJECTIVE
Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.”
Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time.
MENTAL STATUS EXAM
The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation.
Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation
Examine
Case Study: A Young Caucasian Girl with ADHD.
You will be asked to make three .
The Assignment Examine Case Study A Young Caucasian Girl with ADHD .docxbob8allen25075
The Assignment Examine Case Study: A Young Caucasian Girl with ADHD You will be asked to make three decisions concerning the medication to prescribe...
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Solution
The Assignment
Examine Case Study: A Young Caucasian Girl with ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point there will be three decisions. I will choose one out of the three and give the outcome. At each decision point these are the thoughts to ponder:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
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.***
Finally: 1. Complete the decision tree (keep track of what you selected. come up with a rational reason why you chose it. Come up with patient specific rational reason behind not choosing the other two options not chosen).
2. Write paper addressing all section listed based on the decision tree.
Case Study: A Caucasian Man with Hip Pain
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie.
The AssignmentExamine Case Study A Young Caucasian Girl with AD.docxrtodd17
The Assignment
Examine Case Study: A Young Caucasian Girl with ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point there will be three decisions. I will choose one out of the three and give the outcome. At each decision point these are the thoughts to ponder:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
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.***
Finally: 1. Complete the decision tree (keep track of what you selected. come up with a rational reason why you chose it. Come up with patient specific rational reason behind not choosing the other two options not chosen).
2. Write paper addressing all section listed based on the decision tree.
Case Study: A Caucasian Man with Hip Pain
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only .
Assgn 2 – WK10 (C)
Practicum: Decision Tree
Childhood psychosis is extremely rare; however, children that present with psychosis must be carefully assessed and evaluated with appropriate interviewing of parent, child, and use of assessment tools.
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia.
The Assignment:
Examine
Case 3.
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.
(N: B. A CASE STUDY WITH ANSWER SAMPLE IS ATTACHED WITH THIS ASSIGNMENT)
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.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Case #3
A young girl with strange behaviors
BACKGROUND
Carrie is a 13-year-old Hispanic female who is brought to your office today by her mother and father. They report that they were referred to you by their primary care provider after seeking her advice because Carrie’s behavior has been difficult to manage, and they don’t know ...
In partnership with
MA Integrative Counselling and Psychotherapy Programme: Academic year: 2020/21
Module: Assessment Of Clients For Counselling and Psychotherapy
Assignment Title: The Assessment Report
Student ID: S 7813475 E
Date:
Assessment Report
Confidential Psychological Evaluation
Essay Outline:
1. Details of Patient
2. Model of Assessment
3. Application of Model
a. Referral Question
b. Evaluation Procedures
c. Observations
d. Results of Tests
e. Relevance of Findings
4. Formulation
5. (a) Clinical Presentation
(b) Diagnosis ( c) Treatment
1. Meta-analysis
Name: Clara Lim Age: 14
Sex: Female Ethnicity: Chinese
Date of Report: 27-June-2021 Name of Examiner: Fabian William
*Name changed to preserve anonymity
My Model Of Assessment
According to Cohen and Swerdlik (2010), it is noted that psychological assessment may be conceived as a problem-solving process. This could be considered that the assessment process must not be conceived of as a homogenous exercise but must instead be viewed in light of the problems it seeks to solve (Cohen, 2010). Hence, a model of assessment can incorporate many tools and methods to cater to the issues faced by clients successfully. These tools may range from unstructured interviews, which have often been found in therapeutic sessions, to psychological testing, with the appropriate tests to be determined in the course of the assessment (Othman et al., 2020). Therefore, the fundamental difference between assessment and mere psychological testing is that it is concerned with the accumulated results and "how an individual is processed." What this means is that the individual who has come to the examiner must not only be a source of empirical data or, as Groth-Marnat puts it, “Clinicians should not merely administer, score, and interpret tests, but should also understand the total process and procedure in its broadest sense” (Groth-Marnat, 1984). Understanding the total process and procedure is crucial in ensuring every assessment is best designed for the specific patient. In this case, the total process and procedure has a significant impact in influencing the overall observations and outcomes and should be considered carefully by a psychologist to align with the per case special needs. However, there is a limitation of focusing on the process of testing instead of the results in that the latter lacks objectivity and it is significantly subjective which can lead to biasness in observations (Reynolds et al., 2021). As a practitioner, I believe it is important to integrate both the process of testing and the results in patient assessment since both when used together has more to offer than relying on one for the assessment.
In the statistical or actuarial method, the conclusions depend solely on the empirical interactions between the event or condition and the data with the human judge eliminated. On the other hand, clinical judgment lies on the decision-maker (Flora & Flake, 2017). T ...
OBJECTIVES:
If I were starting an adolescent treatment center what would I want to make sure adolescents and families learn?
Identify and Describe How Families Arrive at your door.
To Demonstrate the Power of Family Mapping and the Art and Science of Portraiture.
Clinical and Reverse Interventions - what are these and how to do?
Share Standard Vocabulary Families need to know Family Change Agreements - What are these - when to use?
Photo Credit: Getty Images/iStockphoto
Week 4: Therapy for Patients With Major
Depressive Disorder (MDD)
Mood disorders can impact every facet of a human being’s life, making the most basic activities
difficult for patients and their families. This was the case for 13-year-old Jeanette, who was
struggling at home and at school. For more than 8 years, Jeanette suffered from temper
tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues.
As a PNP working with pediatric patients, you must be able to assess whether these symptoms
are caused by psychological, social, or underlying growth and development issues. You must
then be able recommend appropriate therapies.
This week, as you examine antidepressant therapies, you explore the assessment and treatment of
three populations: pediatrics, adults, and geriatrics. The focus of your assessment tool, a decision
tree, will specifically center on one of the most vulnerable populations, pediatrics. Please
remember, you must also consider the ethical and legal implications of these therapies. You will
also complete a Quiz on the concepts addressed throughout this module.
Learning Objectives
Students will:
• Assess patient factors and history to develop personalized plans of antidepressant therapy
across the lifespan
• Analyze factors that influence pharmacokinetic and pharmacodynamic processes in
pediatric, adult, and geriatric patients requiring antidepressant therapy
• Synthesize knowledge of providing care to pediatric, adult, and geriatric patients
presenting for antidepressant therapy
• Analyze ethical and legal implications related to prescribing antidepressant therapy to
patients across the lifespan
Assignment: Assessing and Treating Pediatric
Patients With Mood Disorders
When pediatric patients present with mood disorders, the process of assessing, diagnosing, and
treating them can be quite complex. Children not only present with different signs and symptoms
than adult patients with the same disorders, they also metabolize medications much differently.
Yet, there may be times when the same psychopharmacologic treatments may be used in both
pediatric and adult cases with major depressive disorders. As a result, psychiatric nurse
practitioners must exercise caution when prescribing psychotropic medications to these patients.
For this Assignment, as you examine the patient case study in this week’s Learning Resources,
consider how you might assess and treat pediatric patients presenting with mood disorders.
To prepare for this Assignment:
• Review this week’s Learning Resources, including the Medication Resources indicated
for this week.
• Reflect on the psychopharmacologic treatments you might recommend for the assessment
and treatment of pediatric patients requiring antidepressant therapy.
The Assignment: 5 pages
Examine Case Study: An African American Child Suffering From Depression. You will be asked ...
Decision TreeNumber of Pages 5 (Double Spaced)Number of s.docxvickeryr87
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.
In a two- to three-page paper (excluding the title and reference pag.docxrock73
In a two- to three-page paper (excluding the title and reference pages), explain the purpose of an income statement and how it reflects the firm’s financial status. Include important points that an analyst would use in assessing the financial condition of the company. Also, analyze Ford Motor Company’s income statement from its
2012 Annual Report
.
Your paper must be formatted according to APA style, and must include citations and references for the text and at least two scholarly sources.
.
In a substantial paragraph respond to either one of the following qu.docxrock73
In a substantial paragraph respond to either one of the following questions:
1.) Choose one source of energy, explain its origins, how does it impact our Earth, and what effect does it have on our planet?
OR
2.) Explain, with details, how geology influences the distribution of natural resources.
NO MINIMUM WORD LENGTH REQUIRED.
.
More Related Content
Similar to Assignment Practicum Decision TreeFor this Assignment, you exa.docx
The AssignmentExamine Case Study A Young Caucasian Girl W.docxrtodd17
The Assignment
Examine
Case Study: A Young Caucasian Girl With ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
case Study and the decisions
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild pers.
BACKGROUNDKatie is an 8 year old Caucasian female who is.docxrosemaryralphs52525
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give you a copy of a form titled
“Conner’s Teacher Rating Scale-Revised”.
This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.
SUBJECTIVE
Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.”
Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time.
MENTAL STATUS EXAM
The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation.
Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation
Examine
Case Study: A Young Caucasian Girl with ADHD.
You will be asked to make three .
The Assignment Examine Case Study A Young Caucasian Girl with ADHD .docxbob8allen25075
The Assignment Examine Case Study: A Young Caucasian Girl with ADHD You will be asked to make three decisions concerning the medication to prescribe...
Unlock
Solution
The Assignment
Examine Case Study: A Young Caucasian Girl with ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point there will be three decisions. I will choose one out of the three and give the outcome. At each decision point these are the thoughts to ponder:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
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.***
Finally: 1. Complete the decision tree (keep track of what you selected. come up with a rational reason why you chose it. Come up with patient specific rational reason behind not choosing the other two options not chosen).
2. Write paper addressing all section listed based on the decision tree.
Case Study: A Caucasian Man with Hip Pain
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie.
The AssignmentExamine Case Study A Young Caucasian Girl with AD.docxrtodd17
The Assignment
Examine Case Study: A Young Caucasian Girl with ADHD
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point there will be three decisions. I will choose one out of the three and give the outcome. At each decision point these are the thoughts to ponder:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
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.***
Finally: 1. Complete the decision tree (keep track of what you selected. come up with a rational reason why you chose it. Come up with patient specific rational reason behind not choosing the other two options not chosen).
2. Write paper addressing all section listed based on the decision tree.
Case Study: A Caucasian Man with Hip Pain
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only .
Assgn 2 – WK10 (C)
Practicum: Decision Tree
Childhood psychosis is extremely rare; however, children that present with psychosis must be carefully assessed and evaluated with appropriate interviewing of parent, child, and use of assessment tools.
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with early onset schizophrenia.
The Assignment:
Examine
Case 3.
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.
(N: B. A CASE STUDY WITH ANSWER SAMPLE IS ATTACHED WITH THIS ASSIGNMENT)
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.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Case #3
A young girl with strange behaviors
BACKGROUND
Carrie is a 13-year-old Hispanic female who is brought to your office today by her mother and father. They report that they were referred to you by their primary care provider after seeking her advice because Carrie’s behavior has been difficult to manage, and they don’t know ...
In partnership with
MA Integrative Counselling and Psychotherapy Programme: Academic year: 2020/21
Module: Assessment Of Clients For Counselling and Psychotherapy
Assignment Title: The Assessment Report
Student ID: S 7813475 E
Date:
Assessment Report
Confidential Psychological Evaluation
Essay Outline:
1. Details of Patient
2. Model of Assessment
3. Application of Model
a. Referral Question
b. Evaluation Procedures
c. Observations
d. Results of Tests
e. Relevance of Findings
4. Formulation
5. (a) Clinical Presentation
(b) Diagnosis ( c) Treatment
1. Meta-analysis
Name: Clara Lim Age: 14
Sex: Female Ethnicity: Chinese
Date of Report: 27-June-2021 Name of Examiner: Fabian William
*Name changed to preserve anonymity
My Model Of Assessment
According to Cohen and Swerdlik (2010), it is noted that psychological assessment may be conceived as a problem-solving process. This could be considered that the assessment process must not be conceived of as a homogenous exercise but must instead be viewed in light of the problems it seeks to solve (Cohen, 2010). Hence, a model of assessment can incorporate many tools and methods to cater to the issues faced by clients successfully. These tools may range from unstructured interviews, which have often been found in therapeutic sessions, to psychological testing, with the appropriate tests to be determined in the course of the assessment (Othman et al., 2020). Therefore, the fundamental difference between assessment and mere psychological testing is that it is concerned with the accumulated results and "how an individual is processed." What this means is that the individual who has come to the examiner must not only be a source of empirical data or, as Groth-Marnat puts it, “Clinicians should not merely administer, score, and interpret tests, but should also understand the total process and procedure in its broadest sense” (Groth-Marnat, 1984). Understanding the total process and procedure is crucial in ensuring every assessment is best designed for the specific patient. In this case, the total process and procedure has a significant impact in influencing the overall observations and outcomes and should be considered carefully by a psychologist to align with the per case special needs. However, there is a limitation of focusing on the process of testing instead of the results in that the latter lacks objectivity and it is significantly subjective which can lead to biasness in observations (Reynolds et al., 2021). As a practitioner, I believe it is important to integrate both the process of testing and the results in patient assessment since both when used together has more to offer than relying on one for the assessment.
In the statistical or actuarial method, the conclusions depend solely on the empirical interactions between the event or condition and the data with the human judge eliminated. On the other hand, clinical judgment lies on the decision-maker (Flora & Flake, 2017). T ...
OBJECTIVES:
If I were starting an adolescent treatment center what would I want to make sure adolescents and families learn?
Identify and Describe How Families Arrive at your door.
To Demonstrate the Power of Family Mapping and the Art and Science of Portraiture.
Clinical and Reverse Interventions - what are these and how to do?
Share Standard Vocabulary Families need to know Family Change Agreements - What are these - when to use?
Photo Credit: Getty Images/iStockphoto
Week 4: Therapy for Patients With Major
Depressive Disorder (MDD)
Mood disorders can impact every facet of a human being’s life, making the most basic activities
difficult for patients and their families. This was the case for 13-year-old Jeanette, who was
struggling at home and at school. For more than 8 years, Jeanette suffered from temper
tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues.
As a PNP working with pediatric patients, you must be able to assess whether these symptoms
are caused by psychological, social, or underlying growth and development issues. You must
then be able recommend appropriate therapies.
This week, as you examine antidepressant therapies, you explore the assessment and treatment of
three populations: pediatrics, adults, and geriatrics. The focus of your assessment tool, a decision
tree, will specifically center on one of the most vulnerable populations, pediatrics. Please
remember, you must also consider the ethical and legal implications of these therapies. You will
also complete a Quiz on the concepts addressed throughout this module.
Learning Objectives
Students will:
• Assess patient factors and history to develop personalized plans of antidepressant therapy
across the lifespan
• Analyze factors that influence pharmacokinetic and pharmacodynamic processes in
pediatric, adult, and geriatric patients requiring antidepressant therapy
• Synthesize knowledge of providing care to pediatric, adult, and geriatric patients
presenting for antidepressant therapy
• Analyze ethical and legal implications related to prescribing antidepressant therapy to
patients across the lifespan
Assignment: Assessing and Treating Pediatric
Patients With Mood Disorders
When pediatric patients present with mood disorders, the process of assessing, diagnosing, and
treating them can be quite complex. Children not only present with different signs and symptoms
than adult patients with the same disorders, they also metabolize medications much differently.
Yet, there may be times when the same psychopharmacologic treatments may be used in both
pediatric and adult cases with major depressive disorders. As a result, psychiatric nurse
practitioners must exercise caution when prescribing psychotropic medications to these patients.
For this Assignment, as you examine the patient case study in this week’s Learning Resources,
consider how you might assess and treat pediatric patients presenting with mood disorders.
To prepare for this Assignment:
• Review this week’s Learning Resources, including the Medication Resources indicated
for this week.
• Reflect on the psychopharmacologic treatments you might recommend for the assessment
and treatment of pediatric patients requiring antidepressant therapy.
The Assignment: 5 pages
Examine Case Study: An African American Child Suffering From Depression. You will be asked ...
Decision TreeNumber of Pages 5 (Double Spaced)Number of s.docxvickeryr87
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.
In a two- to three-page paper (excluding the title and reference pag.docxrock73
In a two- to three-page paper (excluding the title and reference pages), explain the purpose of an income statement and how it reflects the firm’s financial status. Include important points that an analyst would use in assessing the financial condition of the company. Also, analyze Ford Motor Company’s income statement from its
2012 Annual Report
.
Your paper must be formatted according to APA style, and must include citations and references for the text and at least two scholarly sources.
.
In a substantial paragraph respond to either one of the following qu.docxrock73
In a substantial paragraph respond to either one of the following questions:
1.) Choose one source of energy, explain its origins, how does it impact our Earth, and what effect does it have on our planet?
OR
2.) Explain, with details, how geology influences the distribution of natural resources.
NO MINIMUM WORD LENGTH REQUIRED.
.
In a study by Dr. Sandra Levitsky, she considers why the economic,.docxrock73
In a study by Dr. Sandra Levitsky, she considers why the economic, physical, and emotional challenges of providing chronic care for a family member have not produced more salient political demands for aggressive policy intervention (Hudson, 2014).
Discuss her findings as well as your own theory on why there has not been a stronger demand from the public for policy intervention to assist caregivers.
Support your statements with evidence from the Required Studies and your research. Cite and reference your sources in APA style.
References
Hudson, R. (Ed). (2014).
The new politics of old age policy
(3rd ed.). Baltimore, John Hopkins.
.
In a response of at least two paragraphs, provide an explanation o.docxrock73
In a response of at least two paragraphs, provide an explanation of the steps you took to rewrite the Romantic poem you selected. Your explanation should point out at least three typically modernist qualities in your work with regard to elements such as
language, style, literary elements, and themes. Here, as an example, is a brief explanation of the modernist rewrite of the first stanza of Wordsworth
’s “I Wandered Lonely as a Cloud”:
.
in a minimum of 1000 words, describe why baseball is Americas past .docxrock73
in a minimum of 1000 words, describe why baseball is America's past time. As part of your paper you can share some of your memories of baseball. How did baseball mirror society(good and bad?) as a reflection of American society. Be sure to cite all of your sources and you must show direct evidence of integrating your textbook once per chapter as part of your final exam. Your paper should at include at least one resource from the library.
.
In a minimum 200 word response, describe some ways how the public .docxrock73
In a minimum 200 word response, describe some ways how the public has responded to the October 2001 USA Patriot Act. Has the public’s response been positive or negative? What are some pros and cons of the USA Patriot Act with the American public? Explain your answer.
Dempsey, J. S., & Forst, L. S. (2011, Pg. 213-214).
Police
. Clifton Park, NY: Delmar.
.
In a weekly coordination meeting, several senior investigators from .docxrock73
In a weekly coordination meeting, several senior investigators from the state crime lab request that AB Investigative Services (ABIS) prepare a standard operations procedure document concerning the general processing of computer evidence. Recent forensic investigator actions during the processing of computer evidence have failed to show understanding of how computer data are created, modified, and stored. In addition, the investigators have not understood the underlying technical issues tied to evidence processing and associated security issues. Provide four general evidence processing guidelines to ensure investigators understand the steps of processing evidence and the results when standard operating procedures are not followed.
Please submit your assignment.
.
In a memo, describe 1) the form and style of art as well as 2) the e.docxrock73
In a memo, describe 1) the form and style of art as well as 2) the engineering phenomenon – a substantial paragraph for each. You will need to research both the art and engineering, so each section of the memo should include citations from credible sources.
i need to wrote two paragraph also incloude two citation for each one
.
In a minimum 200 word response explain the problems that law enforce.docxrock73
In a minimum 200 word response explain the problems that law enforcement officials have faced regarding the issues of federal, state, and local jurisdictions attempting to intervene in tribal policing. How has this issue contributed to confusion and discontent with law enforcement? Dempsey, J. S., & Forst, L. S. (2011, Pg. 22-25). Police. Clifton Park, NY: Delmar.
.
In a minimum 200 word response explain some of the reasons why, in.docxrock73
In a minimum 200 word response explain some of the reasons why, in the context of span of control, it is more beneficial to
limit the number of officers reporting to one supervisor.
What factors can affect how many employees are supervised at one time?
Dempsey, J. S., & Forst, L. S. (2011, Pg.
Pg. 35-40
).
Police
. Clifton Park, NY: Delmar.
.
In a maximum of 750 words, you are required to1. Summarize the ar.docxrock73
In a maximum of 750 words, you are required to:
1. Summarize the article (include all necessary background information);
2. Identify, discuss and analyze the main issue covered in the article, making links to all secondary
issues, theories and concepts;
3. Critique the actions taken by management and the union, (i.e., what did each do particularly
well or poorly); and
4. Discuss how the event in the article affects the lives of people other than those in management
or the union
.
in a two- to- three page paper (not including the title and referenc.docxrock73
in a two- to- three page paper (not including the title and reference pages), explain how Foreign Direct Investment (FDI) would cause an increase in the BRIC (Brazil, Russia, India, and China) countries’ Gross Domestic Product (GDP).
Your paper must be formatted according to APA Style and include at least two scholarly sources to support your assertions.
.
In a two- to three-page paper (not including the title and reference.docxrock73
In a two- to three-page paper (not including the title and reference pages), explain the purpose of a balance sheet and how it reflects the firm’s financial status. Analyze Ford Motor Company’s balance sheet from its
2012 Annual Report
.
Your paper must be formatted according to APA style and it must include citations and references for the text and at least two scholarly
.
In a group, take a look at the two student essays included in this f.docxrock73
In a group, take a look at the two student essays included in this folder. For each of these essays: (1) outline the organization of the components, (2) label the components, (3) name the audience and purpose, (4) decide if you found the organization of the components to be effective, and if the components themselves were well written or poorly written. You'll type your notes into a Microsoft Word document, include the names of all group members, and then upload the document individually to your own iLearn dropbox.
.
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Develop a position paper on best practices for teaching English Learners. This paper should contain the student’s personal beliefs about and the best models to practice. Statements must be supported with research data. There must be at least THREE references. The textbook may serve as ONE reference (Education English Learners for a Transformed World) The paper must be typed using APA style, double spaced, and with a title page and a reference page. The paper should be no less than three pages in length.
The positon paper: why two way is the best method in Bilingual Education
1) Please explain the components of the Prism Model and why these components are important in creating a welcoming school that promotes success for English Learners.
2) There have been many programs and ideas in the US Public schools for how best to serve English Learners and close the gap between those who enter school speaking English and those who have to learn English along the way.
Following is a list of Bilingual Education Models that have been tried. According to the text book and the research of Virginia Collier and Wayne Thomas, please rate the following programs from 1-6 with 1 being the most effective program for student success and 6 being the least effective program for learning English:
__________Maintenance Bilingual Ed., Self-Contained
__________Transitional Bilingual Ed.
__________One-way Dual Language
__________Pull-out Bilingual Ed.
__________Two-way Dual Language
__________Enrichment Bilingual Education (30 min. per day)
The following programs are designed for ELs who do not live in an area where bilingual ed. is available or do not qualify for bilingual education due to the language they speak. Please rate the following ESL programs on a scale of 1-4 with 1 being the most successful way to teach English and 4 being the least effective program:
__________ESL Pull-out
__________Sheltered Instruction in the regular classroom
__________Total emersion with no language support
__________English enrichment, 30 minutes per day, by classroom teacher
3) Please explain the difference between a 50/50 model and a 90/10 model of Dual Language Education.
4) Why does 2-way Dual Language Education usually have better results than 1-way Dual Language Education?
5) In order to have an effective Dual Language program, there are two important things teachers should not do. What are they?
6) What does it mean to see other cultures not as a deficit but as a difference? Why is this idea important to your classroom?
7) We are required to have many formal assessments in our educational curriculum. However, informal assessment can be much more informative to the teacher of language learners. Please explain why Informal Assessments might be a better way for the teacher to know the true level of the student.
...
Based on Santa Clara University Ethics DialogueEthics .docxrock73
Based on Santa Clara University Ethics Dialogue
Ethics case studies
This is an extra credit assignment that I am offering for the first time this term. In this booklet, you will find 38 separate case studies. You are free to respond to any or all of these cases.
You may earn up to 5 extra credit points per question, based on the complexity of the case and the logic of your response. You may not earn more than 100 points (10 percent of your final grade).
You may find it helpful to read the paper “Four Tough Ethical Dilemmas” prior to responding.
While these are your opinions, citations are not expected; however, if you make use of the work of others, include APA style citations for complete credit.
Either cut and paste the cases you select to a separate file or use this file for your submission. If you use this file to submit a response, please delete those cases to which you are not responding.
Dr. Frick
Case 1: Family Loyalty vs. Meritocracy
A man was appointed president of the newly-acquired Philippine subsidiary of a large American company. He was reviewing the organization with the company's head of human resources. One thing the president noted was that the same names reoccurred frequently in several departments. "It is our tradition," commented the HR head. "Families take care of their own. If one family member gets a good job in a Philippine company, other members of the family apply to join that company and the first member there can help the whole family become successful by helping them get hired and by coaching them to be successful. The company benefits. Our costs of recruiting are lower, we know more about the people we hire, and the commitment to family success results in fewer performance and discipline problems because family members want to please their older relatives."
The president wondered how these practices would be regarded in a large American firm, and whether or not he should take action to change them.
1. Nepotism is not illegal, but is it ethical?
2. If the business is family-owned, does that make a difference?
3. How does national culture affect this discussion?
Case 2: Is the Two-Tier System Ethically Problematic
Employees at a cereal makers plant were “locked-out” from their jobs producing cereal for over 3 months. Company management and the union representing the employees reached a stalemate in negotiations resulting in the lockout. The union claims that the primary issue is the company’s demand of dramatically increasing the number of temporary workers, who would earn $6 less per hour and receive fewer benefits. Critics claim this effectively creates a two-tier system at the plant. Under the current agreement, the company may use temporary workers for up to 30% of the workforce, but the union claims the company is now pushing for 100%. The workers, who have had their health insurance suspended, fear that their jobs will either be replaced entirely by temporary workers, or they will be f ...
Barbara Corcoran Learns Her Heart’s True Desires In her.docxrock73
Barbara Corcoran Learns Her Heart’s True Desires
In her hilarious and lighthearted book, Shark Tales: How I Turned $1,000 Into a
Billion Dollar Business, Barbara Corcoran demonstrates the importance of knowing what
you really want out of life (Corcoran & Littlefield, 2011). As her title suggests, Barbara
founded her real estate company, The Corcoran Group, with only $1,000 and some big
dreams. Shortly after founding the company, Barbara took out a piece of paper and wrote
down some big goals for herself and the company. In 1978, she had only 14 sales agents
working for her, who earned a total of $250,000 in commissions. She set a goal of
doubling the number of agents and the commissions every year. So she put down 28 sales
people for 1979, 56 for 1980, and so on, all the way up to 1,792 salespeople in 1985 with
total commissions of $32,000,000. Barbara was amazed when she saw the fantastic sums
projected for 1985, and of course many people, when they see such amazing sums, would
dismiss the calculations as fantasy But as Barbara put it, she went to work the next day
hustling hard for her $32 million.
Real estate agents are paid largely by commission, which is about as close as you
can get to a pure form of contingent reward for performance. However, Barbara didn’t
rely solely on the commissions to motivate her workers. She threw theme parties and held
numerous social events to build a committed workforce. Good sales agents could always
move to another firm, but not every firm had Barbara’s positive attitude and fun-filled
atmosphere. In the early years of the firm, when money was tight, Barbara and her
relatives did the cooking for the outings and parties, and she found clever ways to
entertain people with skating parties and other lively activities. As the firm became larger
and more profitable, she even hired professional entertainers for the company’s midweek
picnics, which included elephant shows, daring rides on hot air balloons, horses, or
Harley Davidsons, etc. Barbara stated “I built my company on pure fun, and believe that
fun is the most underutilized motivational tool in business today. All of my best ideas
came when I was playing outside the office with the people I worked with” (Corcoran &
Littlefield, 2011, p. 283). What did she get in return for the fun atmosphere? She had the
“most profitable real estate company per person in the United States” (p. 284). By the
time she sold her agency in 2001, she had 1,000 agents working for her, and she had the
largest real estate agency in New York – clearly her motivational strategies attracted a
large number of productive employees.
Barbara Corcoran had sold her firm for $66 million. She thought that would make
her happy, but instead, it made her sad. Although she pretended to be happy with her new
wealth and freedom, she was “secretly miserable” (Corcoran & Littlefield, 2011, p. 232).
She had lost her purpose ...
Bapsi Sidhwa’s Cracking India
1947 Partition
Deepa Mehta’s earth (1998)
Characters
Aamir Khan - Dil Navaz, the Ice Candy Man
Nandita Das - Shanta, the Ayah
Rahul Khanna - Hassan, the Masseur
Maia Sethna - Lenny Sethna
Shabana Azmi - older Lenny, narrator
Kitu Gidwani - Bunty Sethna
Arif Zakaria - Rustom Sethna
Kulbhushan Kharbanda - Imam Din
Kumar Rajendra - Refugee Police
Pavan Malhotra - Butcher
IN Deepa Mehta’s words
I wanted desperately to make CRACKING INDIA into a film, a particular film, EARTH, which would be the second in my trilogy of the elements of Fire, Earth and Water.
Tracing Bapsi was no easy task but persevere we did and soon I was talking to Bapsi on the phone, hoping that the film rights to her book were still available. Two months later, thanks to David Hamilton's unwavering belief in the project, we owned the rights, had development funds, and I was sitting at my kitchen table, writing the screenplay of EARTH.
David and Anne Masson and I had worked together on FIRE and we re-assembled the team to begin the detailed planning of the production.
During this phase Bapsi became a friend and was exceedingly generous with information and old photographs. She would talk with me for hours about what it was like growing up in Lahore during those times. Lenny, after all, was based on Bapsi. In fact, Lenny was Bapsi.
The irony of our situation hasn't escaped Bapsi or myself. Bapsi is from Pakistan and now a US citizen. I'm from India and now living in Canada. If neither of us had moved from our respective homelands, the film just wouldn't have been possible. Pakistan and India, since the Partition of 1947, are sworn enemies. Not only have they fought three major wars against each other, but also, as I write this, both countries talk blithely about their nuclear capabilities and continue their militant aggression against each other across the still- disputed Kashmir border.
Fallen Women in the novel and film
Abducted women like Ayah and Hamdia, Lenny’s new nanny are viewed with suspicion from Lenny.
Page 226
“It isn’t a jail, Lenny baby…it’s a camp for fallen women.”
“What are fallen women?”
“Hai! The questions you ask! Your mother won’t like such talk…Now keep quiet”
“Are you a fallen woman?”
Fallen women – Abducted and raped women
In the aftermath of the 1947 declaration of Indian independence, the roughly drawn new state boundaries triggered what may have been the biggest migration in human history.
Historical consensus supports a figure of 12 million people displaced, although the BBC suggests figures as high as 14.5 million people. An undeclared civil war erupted as communities of Hindus, Muslims, and Sikhs fought one another to establish their own identities in their redefined homelands. And, in the process, the Indian government estimates, 83,000 women were abused and abducted. Others put the number even higher.
“Rather than being raped and abandoned,” Yasmin Khan writes in The Great Partition: The ...
Barriers of therapeutic relationshipThe therapeutic relations.docxrock73
Barriers of therapeutic relationship:
The therapeutic relationship between patient and nurse is often filled with barriers that can generate obstacles for the relationship and, in the end, the health system as a whole (Sfoggia et al.,2014). There are many factors that hinder building a therapeutic relationship: language, professional jargon, communication impairment, and cultural diversity (ibid).
Language:
Language can be an obstacle to nurse-patient communication because a patient may not be able to speak the same language and therefore communication is not possible (Levin,2006). The best way to overcome this barrier is providing a translator who can explain a professional facilitator's message easily to the patient(ibid). For instance, if the nurse only speaks English but the patient is only able to speak Arabic, a translation to the patient of what the professional facilitator is saying leads to less chance of misunderstanding (ibid). Translation also allows a patient to feel comfortable through being able to speak in their own language (ibid).
Medical jargon:
Jargon is a technical language that is comprehended by people in a specific industry or area of work (Leblanc et al.,2014). Health professionals often use jargon to communicate with each other(ibid). For example, T.B. disease stands for tubercle bacillus and HIV stands for human immunodeficiency virus (Mccrary & Christensen,1993). Jargon often makes sense to health professionals but a patient who does not understand these acronyms will not understand such communication, leading to a barrier in therapeutic relationship between patient and health professional (Leblanc et al.,2014).
Communication impairment:
Patients with communication impairment such as blindness, deafness and speech impairment often feel isolated, frustrated and self-conscious (O’Halloran et al.,2009). Some patients are born with such disabilities or have developed them as a result of disease (ibid). Therefore, nurses should provide enough time in order to describe any issue to such patients so that they do not feel uncomfortable or censured by health professionals, who must remain impartial (ibid).
Cultural diversity:
Patients often have various differences (Leblanc et al.,2014).Some of these differences are due to a patient's illness, social status, economic class, education and personality(ibid). However, according to Kirkham (1998), the deepest differences might be cultural diversity. Beheri (2009) points out that many nurses believe if they just treat patients with respect, they will avoid most cultural issues. Nevertheless, avoiding misunderstanding can be achieved through some knowledge of cultural customs, which might help and enable nurses to provide better health care to patients (ibid).
Facilitators of therapeutic relationship:
UNCRPD (2006) states that the most fundamental human right in hospital is communication. Patients are required to be provided with an effective communication method by nurs ...
Barada 2Mohamad BaradaProfessor Andrew DurdinReligions of .docxrock73
Barada 2
Mohamad Barada
Professor Andrew Durdin
Religions of the World Hum 201-02
March 23rd, 2018
References:
1. Rachel. Rachel’s Musings: Buddhism is a Religion. Retrieved from https://www.rabe.org/thoughts-on-buddhism/buddhism-is-a-religion/
2. Winfield, Pamela. The Conversation: Why so many Americans think Buddhism is just a philosophy. Retrieved from https://theconversation.com/why-so-many-americans-think-buddhism-is-just-a-philosophy-89488
Critical Analysis of the religious nature of Buddhism
The religious community often debates on whether Buddhism is categorized as a religion or as philosophical teaching. The answer to the question varies depending on an individual’s point of view. There are three main types of Buddhism practices across the world with each of them having smaller branches with slights variances in their teachings and beliefs. The different styles of Buddhist mainly encompass Theravada Buddhism, Vajrayana Buddhism, and Mahayana Buddhism. The various forms often have deities that are worshipped while others do not. Some often have scriptures while others do not usually believe in any physical form of the Buddhist teachings. The first article is authored by Rachel, a blogger, presenting the argument that Buddhism is a religion (Rachel, 1). On the other hand, the second article authored by Pamela Winfield recognizes Buddhism as a philosophy. Analyzing and comparing the two pieces having divergent views on the religious nature of Buddhism is crucial for understanding whether it is a religion or philosophy.
Summary of the articles
Rachel in her article considers Buddhism as a religion. The author acknowledges the fact that Mahayana Buddhism which is often found in greater part of Asia that includes Japan, Korea, and China often teaches on attaining enlightenment (Rachel, 1). The Mahayana often accept that every individual wishes to ensure the effective attainment of enlightenment and thus end the cycle of rebirth which others recognize as “Karma.” The article proceeds to state that Buddha is the greatest of the deities but is not worshipped. Instead, Buddha often inspires all those who practice doing as he once did. The author states that Buddhism often requires that the individuals that choose the wrong path attempt to re-accomplish these tasks in their next life alongside other punishments imposed on them by karma. The characteristics of this type of Buddhism thus often play a significant role in showing the religious nature of Buddhism. The author concludes by stating that Buddhism often contains all the different elements of a religion. Moreover, the article associates Buddhism with fallacies that characterize other religions and just as dangerous as other religions as well. A quote proves the claim on the dangerous nature of Buddhism that the author uses to summarize the teachings of Buddhism.
On the other hand, Winfield tends to focus on enlightening the readers on some of the aspects of Buddhism that ensures its a ...
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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Assignment Practicum Decision TreeFor this Assignment, you exa.docx
1. Assignment: Practicum: Decision Tree
For this Assignment, you examine the client case study in this
week’s Learning Resources. Consider how you might assess and
treat pediatric clients presenting with symptoms noted in the
case.
Note: For these assignments, you will be required to make
decisions about how to assess and treat clients. Each of your
decisions will have a consequence. Some consequences will be
insignificant, and others may be life altering. You are not
expected to make the “right” decision every time; in fact, some
scenarios may not have a “right” decision. You are, however,
expected to learn from each decision you make and demonstrate
the ability to weigh risks versus benefits to prescribe
appropriate treatments for clients.
The Assignment:
Examine Case 1. 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.
(N: B.THE CASE STUDY WITH ANSWER IS ATTACHED
WITH THIS ASSIGNMENT)
At each Decision Point, stop to complete the following:
· Decision #1: Differential Diagnosis
· Which Decision did you select?
· Why did you select this Decision? Support your response with
evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision?
Support your response with evidence and references to the
Learning Resources.
· Explain any difference between what you expected to achieve
2. with Decision #1 and the results of the Decision. Why were they
different?
· Decision #2: Treatment Plan for Psychotherapy
· Why did you select this Decision? Support your response with
evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision?
Support your response with evidence and references to the
Learning Resources.
· 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
· Why did you select this Decision? Support your response with
evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision?
Support your response with evidence and references to the
Learning Resources.
· 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.
Note: Support your rationale with a minimum of three academic
resources. While you may use the course text to support your
rationale, it will not count toward the resource requirement.
Case #1
A young girl with difficulties in school
BACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian
female, who was brought to your office by her mother (age 47)
and father (age 49). You worked through the case by
recommending possible ADHD medications. As you progress in
3. your PMHNP program, the cases will involve more information
for you to sort through.
For this case, you see Katie and her parents again. The parents
have reported that the medication given to Katie does not seem
to be helping. This has prompted you to reconsider the
diagnosis of ADHD. You will consider other differential
diagnoses and determine what information you need to
accurately assess the DSM-5 criteria to make the diagnosis of
ADHD or another disorder with similar diagnostic features.
When parents bring their child to your office, they may have
read symptoms on the internet or they may have been told by
the school “your child has ADHD”. Your diagnosis will either
confirm or refute that diagnosis.
Katie’s parents reported that their PCP felt that she should be
evaluated by psychiatry to determine a differential diagnosis
and to begin medication, if indicated. The PMHNP makes this
diagnostic decision based on interviews and observations of the
child, her parents, and the assessment of the parents and
teacher.
To start, consider what assessment tools you might need to
evaluate Katie.
· Child Behavior Check List
· Conners’ Teacher Rating Scale
The parents give the PMHNP a copy of a form titled “Conner’s
Teacher Rating Scale-Revised” (Available at:
http://www.doctorrudy.com/files/teacher_add_adhd_short.pdf).
This scale was filled out by Katie’s teacher and sent home to
the parents so that they could share it with their provider.
According to the scoring provided by her teacher, Katie is
inattentive, easily distracted, makes careless mistakes in her
schoolwork, forgets things she already learned, is poor in
spelling, reading, and arithmetic. Her attention span is short,
and she is noted to only pay attention to things she is interested
in. She has difficulty interacting with peers in the classroom
and likes to play by herself at recess.
When interviewing Katie’s parents, you ask about pre- and post-
4. natal history and you note that Katie is the first born with
parents who were close to 40 years old when she was born. She
had a low 5 minute Apgar score. The parents say that she met
normal developmental milestones and possibly had some
difficulty with sleep during the pre-school years. They notice
that Katie has difficulty socializing with peers, she is quiet at
home and spends a lot of time watching TV.
SUBJECTIVE
You observe Katie in the office and she is not able to sit still
during the interview. She is constantly interrupting both you
and her parents. Katie reports that school is “OK”- her favorite
subjects are “art” and “recess.” She states that she finds some
subjects boring or too difficult, and sometimes hard because she
feels “lost”. She admits that her mind does wander during class.
“Sometimes” Katie reports “I will just be thinking about
something else and not looking at the teacher or other students
in the class.”
Katie reports that her home life is just fine. She reports that she
loves her parents and that they are very good and kind to her.
Denies any abuse, denies bullying at school. She offers no other
concerns at this time.
Katie’s parents appear somewhat anxious about their daughter’s
problems. You notice the mother is fidgeting with her rings and
watch while you are talking. The father is tapping his foot.
Other than that, they seem attentive and straight forward in the
interview process.
MENTAL STATUS EXAM
The client is an 8-year-old Caucasian female who appears
appropriately developed for her age. Her speech is clear,
coherent, and logical. She is appropriately oriented to person,
place, time, and event. She is dressed appropriately for the
weather and time of year. She demonstrates no noteworthy
mannerisms, gestures, or tics. Self-reported mood is euthymic.
Affect is neutral. Katie says that she doesn’t hear any ‘voices’
5. in her head but does admit to having an imaginary friend,
‘Audrey’. No reports of delusional or paranoid thought
processes. Attention and concentration are somewhat limited
based on Katie’s short answers to your questions.
Decision Point One
BASED ON THE INFORMATION PROVIDED IN THE
SCENARIO ABOVE, WHAT IS YOUR DIAGNOSIS FOR
KATIE?
In your write-up of this case, be certain to link specific
symptoms presented in the case to DSM–5 criteria to support
your diagnosis.
299.00 Autism Spectrum Disorder (ASD), mild and co-
occurring; 300.23 Social Anxiety Disorder
315.0 Specific Learning Disorder with Impairment in Reading
and 315.1 Impairment in Mathematics
314.00 Attention Deficit Hyperactivity Disorder, predominantly
inattentive presentation
ANSWER CHOOSEN: Attention Deficit Hyperactivity
Disorder,
predominantly inattentive
presentation 314.00 Attention Deficit Hyperactivity Disorder,
predominantly inattentive presentation
RESULTS OF DECISION POINT ONE
· Client returns to clinic in four weeks
· You selected Attention deficit hyperactivity disorder,
predominantly inattentive presentation. Based on this choice,
outline the remainder of the diagnostic evaluation that you will
conduct on this child and their parents. Be sure to include
standardized assessment instruments that you would administer
6. · Decision Point Two· BASED ON THE ABOVE
INFORMATION, SELECT YOUR NEXT ACTION. BE
CERTAIN TO DISCUSS THE RATIONALE FOR YOUR
DECISION.
·
· Begin Wellbutrin 75 mg orally daily
·
· Begin Strattera 25 mg orally daily
·
· Begin Adderall XR 10 mg orally daily
ANSWER CHOOSEN: Begin Adderall XR 10 mg orally daily
RESULTS OF DECISION POINT TWO
· Client returns to clinic in four weeks
· Katie’s parents seem absolutely delighted upon their return
stating that Katie is paying more attention in school, but note
that there is still room for improvement, particularly in the
afternoon
· They report that Katie’s teacher has reported that Katie is
able to maintain her attention throughout the morning classes
but come afternoon, she “daydreams.”
· Katie’s parents are also concerned about her decrease in
appetite since starting the medication
Decision Point Three
BASED ON THE ABOVE INFORMATION, SELECT YOUR
NEXT ACTION. BE CERTAIN TO DISCUSS THE
RATIONALE FOR YOUR DECISION.
Assure Katie’s parents that weight loss is common with
stimulant medications used to treat ADHD
Augment medication with family thearpy
7. Add a small dose of immediate release Adderall in the early
afternoon
ANSWER CHOOSEN:Add a small dose of immediate release
Adderall in the early afternoon
Guidance to Student
Whereas weight loss is common with stimulant medication, this
option does not address Katie’s parents’ concerns about the
return of symptoms in the afternoon.
Augmentation with family therapy is also a good idea as it can
help Katie with her symptoms and further help her parents to
understand the unique challenges that Katie experiences, as well
as ways that they can help her with symptoms, however, this
option does not address the return of inattentive symptoms in
the afternoon.
Adding a small dose of immediate relate Adderall in the
afternoon can help Katie to maintain attention throughout the
afternoon and into the early evening when she must do
homework. This would be the best option.
Learning Resources
Required Readings
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan &
Sadock’s synopsis of psychiatry: Behavioral sciences/clinical
psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
· Chapter 3, “Contributions of the Sociocultural Sciences” (pp.
131–150)
· Chapter 31, “Child Psychiatry” (pp. 1152–1181, 1244–1253)
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Washington,
DC: Author.
· “Neurodevelopmental Disorders”
· “Intellectual Disabilities”
8. · “Communication Disorders”
· “Disruptive, Impulse-Control, and Conduct Disorders”
Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B.,
McCracken, J., & State, M. (2014). Practice parameter for the
assessment and treatment of children and adolescents with
autism spectrum disorder. Journal of the American Academy of
Child & Adolescent Psychiatry, 53(2), 237–257. Retrieved
from http://www.jaacap.com/article/S0890-8567(13)00819-8/pdf
Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential
Psychopharmacology (5th ed.). New York, NY: Cambridge
University Press.
Required Media
Laureate Education (Producer). (2017b). A young girl with
difficulties in school [Multimedia file]. Baltimore, MD: Author.
(SEE THE ATTACHED CASE STUDY)
Optional Resources
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M.
J., & Taylor, E. A. (2015). Rutter’s child and adolescent
psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell.
· Chapter 51, “Autism Spectrum Disorder” (pp. 665–682)
Assignment: 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.
The Assignment:
Examine Case 2: 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.
9. At each Decision Point, stop to complete the following:
· Decision #1: Differential Diagnosis
· Which Decision did you select?
· Why did you select this Decision? Support your response with
evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision?
Support your response with evidence and references to the
Learning Resources.
· 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
· Why did you select this Decision? Support your response with
evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision?
Support your response with evidence and references to the
Learning Resources.
· 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
· Why did you select this Decision? Support your response with
evidence and references to the Learning Resources.
· What were you hoping to achieve by making this Decision?
Support your response with evidence and references to the
Learning Resources.
· 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.
Note: Support your rationale with a minimum of three academic
resources. While you may use the course text to support your
rationale, it will not count toward the resource requirement.
Case #2
10. 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 sick like he did a few weeks ago, which kept him
both out of school and off the playground. He was also not able
to see his father for two weekends because of being sick.
Shaquana explains that although she and her ex-husband
Desmond divorced about 2 years ago, their divorce was
amicable and they both endeavor to see that Tyrel is well cared
for.
Shaquana reports that Tyrel is irritable at times and has also had
some sleep disturbances (which she reports as “trouble staying
asleep”). She reports that he has been more and more difficult
to get to school as he has become nervous around his
classmates. He has missed about 8 days over the course of the
last 3 weeks. He has also stopped playing with his best friend
from across the street.
His mother reports that she feels “responsible” for his current
symptoms. She explains that after he was sick with strep throat
a few weeks ago, she encouraged him to be more careful about
washing his hands after playing with other children, handling
things that did not belong to him, and especially before eating.
She continues by saying “maybe if I didn’t make such a big deal
about it, he would not be obsessed with germs.”
Per Shaquana, her pregnancy with Tyrel was uncomplicated, and
Tyrel has met all developmental milestones on time. He has had
an uneventful medical history and is current on all
immunizations.
11. OBJECTIVE
During your assessment of Tyrel, he seems cautious being
around you. He warms a bit as you discuss school, his friends at
school, and what he likes to do. He admits that he has been
feeling “nervous” lately, but when you question him as to why,
he simply shrugs his shoulders.
When you discuss his handwashing with him, he tells you that
“handwashing is the best way to keep from getting sick.” When
you question him how many times a day he washes his hands, he
again shrugs his shoulders. You can see that his bilateral hands
are dry. Throughout your assessment, Tyrel reveals that he has
been thinking of how dirty his hands are; and no matter how
hard he tries to stop thinking about his “dirty” hands, he is
unable to do so. He reports that he gets “really nervous” and
“scared” that he will get sick, and that the only way to make
himself feel better is to wash his hands. He reports that it does
work for a while and that he feels “better” after he washes his
hands, but then a little while later, he will begin thinking “did I
wash my hands well enough? What if I missed an area?” He
reports that he can feel himself getting more and more “scared”
until he washes his hands again.
MENTAL STATUS EXAM
Tyrel is alert and oriented to all spheres. Eye contact varies
throughout the clinical interview. He reports his mood as
“good,” admits to anxiety. Affect consistent to self-reported
mood. He denies visual/auditory hallucinations. No overt
delusional or paranoid thought processes were apparent. He
denies suicidal ideation.
Lab studies obtained from Tyrel’s pediatric nurse practitioner
were all within normal parameters. An antistreptolysin O
antibody titer was obtained for reasons you are unclear of, and
this titer was shown to be above normal parameters.
12. Decision Point One
BASED ON THE INFORMATION PROVIDED IN THE
SCENARIO ABOVE, WHICH OF THE FOLLOWING
DIAGNOSES WOULD THE PMHNP GIVE TO TYREL?
In your write-up of this case, be certain to link specific
symptoms presented in the case to DSM–5 criteria to support
your diagnosis.
Generalized Anxiety Disorder (GAD)
Obsessive Compulsive Disorder
Pediatric Autoimmune Neuropsychiatric Disorders Associated
with Streptococcal Infections (“PANDAS”)
ANSWER CHOOSEN: Obsessive Compulsive Disorder
Decision Point Two
BASED ON THE ABOVE INFORMATION, SELECT YOUR
NEXT ACTION. BE CERTAIN TO DISCUSS THE
RATIONALE FOR YOUR DECISION.
Begin Zoloft 50 mg orally daily
Begin Fluvoxamine immediate release 25 mg orally at bedtime
Begin Fluvoxamine controlled release 100 mg orally in the
morning
Discontinue Zoloft and begin Fluvoxamine controlled release
100 mg orally every morning In terms of an actual diagnosis,
the child’s main symptoms are most consistent with obsessive-
compulsive disorder. There may also be an element of social
phobia developing, but at this point, the PMHNP has not
13. assessed the nature of the school avoidance—that is, why is the
child avoiding school. Notice that nothing in the scenario tells
us that the PMHNP has assessed this. Zoloft is FDA-approved
to treat OCD in children. However, between ages 6 and 12, it
should be started at 25 mg orally daily. If starting doses are too
high, the child may experience side effects that he associates
with the medication and as such, may refuse to take the
medication. Starting at too high a dose can result in unfavorable
side effects (gastrointestinal side effects are notable in this
drug), and we can see that Tyrel is experiencing nausea and
decreased appetite. In this case, it is recommended to wait to
see if the side effects dissipate. Decreasing the dose to 12.5 mg
orally daily for about 3 or 4 days, then going back to 25 mg
orally daily may help to overcome the unfavorable side effects.
If side effects persist, the PMHNP may need to consider
switching to a different medication.Fluvoxamine controlled
release is not FDA-approved for use in children with OCD (see
“Special Populations: Children and Adolescents” in the
Fluvoxamine monograph of Stahl’s Prescriber’s Guide for
further details). Fluvoxamine 100 mg orally daily may not be
tolerated in the morning secondary to the drug’s sigma-1
antagonist properties, which can cause sedation. Dosing of
Fluvoxamine should be such that the larger dose is given in the
evening to minimize daytime sedation. It is also worth noting
that nothing in the scenario tells us that the Zoloft will not be
effective.
ANSWER CHOOSEN:Begin Fluvoxamine immediate release 25
mg orally at bedtime
· Client returns to clinic in four weeks
· Upon return to the clinic, Tyrel’s mother reported that he has
had some decrease in his symptoms. She states that the
frequency of the handwashing has decreased, and Tyrel seems a
bit more “relaxed” overall.
14. · She also reports that Tyrel has not fully embraced returning to
school, but that his attendance has improved. She reported that
over this past weekend, Tyrel went outside to play with his
friend from across the street, which he has not done in a while.
RESULTS OF DECISION POINT TWO
· Client returns to clinic in four weeks
· Upon return to the clinic, Tyrel’s mother reported that he has
had some decrease in his symptoms. She states that the
frequency of the handwashing has decreased, and Tyrel seems a
bit more “relaxed” overall.
· She also reports that Tyrel has not fully embraced returning
to school, but that his attendance has improved. She reported
that over this past weekend, Tyrel went outside to play with his
friend from across the street, which he has not done in a while.
Decision Point Three
BASED ON THE ABOVE INFORMATION, SELECT YOUR
NEXT ACTION. BE CERTAIN TO DISCUSS THE
RATIONALE FOR YOUR DECISION.
Increase Fluvoxamine to 50 mg orally at bedtime
Augment with an atypical antipsychotic such as Abilify
Augment treatment with cognitive behavioral therapy
ANSWER CHOOSEN:Increase Fluvoxamine to 50 mg orally at
bedtime
Guidance to Student
In terms of an actual diagnosis, the child’s main symptoms are
most consistent with obsessive-compulsive disorder. There may
also be an element of social phobia developing, but at this
point, the PMHNP has not assessed the nature of the school
15. avoidance—that is, why is the child avoiding school. Notice
that nothing in the scenario tells us that the PMHNP has
assessed this.
Fluvoxamine immediate release is FDA-approved for the
treatment of OCD in children aged 8 years and older.
Fluvoxamine’s sigma-1 antagonist properties may cause
sedation and as such, it should be dosed in the evening/bedtime.
At this point, it would be appropriate to consider increasing the
bedtime dose, especially since the child is responding to the
medication and there are no negative side effects.
Atypical antipsychotics are typically not used in the treatment
of OCD. There is also nothing to tell us that an atypical
antipsychotic would be necessary (e.g., no psychotic
symptoms). Additionally, the child seems to be responding to
the medication, so there is no rationale as to why an atypical
antipsychotic would be added to the current regimen.
Cognitive behavioral therapy is the psychotherapy of choice for
treating OCD. The PMHNP should augment medication therapy
with CBT. If further assessment determines that Tyrel has social
anxiety disorder, CBT is effective in treating this condition as
well.
Learning Resources
Required Readings
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan &
Sadock’s synopsis of psychiatry: Behavioral sciences/clinical
psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
· Chapter 31, “Child Psychiatry” (pp. 1253–1268)
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Washington,
DC: Author.
· “Anxiety Disorders”
American Academy of Child & Adolescent Psychiatry
(AACAP). (2012a). Practice parameter for the assessment and
treatment of children and adolescents with obsessive-
16. compulsive disorder. Journal of the American Academy of Child
& Adolescent Psychiatry, 51(1), 98–113. Retrieved
from http://www.jaacap.com/article/S0890-8567(11)00882-3/pdf
McClelland, M., Crombez, M-M., Crombez, C., Wenz, C.,
Lisius, M., Mattia, A., & Marku, S. (2015). Implications for
advanced practice nurses when pediatric autoimmune
neuropsychiatric disorders associated with streptococcal
infections (PANDAS) is suspected: A qualitative study. Journal
of Pediatric Health Care, 29(5), 442–452.
doi:10.1016/j.pedhc.2015.03.005
Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential
Psychopharmacology (5th ed.). New York, NY: Cambridge
University Press.
To access information on the following medications, click on
The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website
and select the appropriate medication.
SEE ATTACHECD DECISION TREE ASSIGNMENT
EXAMPLE
· Client returns to clinic in four weeks
· Upon return to the clinic, Tyrel’s mother reported that he has
had some decrease in his symptoms. She states that the
frequency of the handwashing has decreased, and Tyrel seems a
bit more “relaxed” overall.
· She also reports that Tyrel has not fully embraced returning to
school, but that his attendance has improved. She reported that
over this past weekend, Tyrel went outside to play with his
friend from across the street, which he has not done in a while.
· Client returns to clinic in four weeks
· Upon return to the clinic, Tyrel’s mother reported that he has
had some decrease in his symptoms. She states that the
frequency of the handwashing has decreased, and Tyrel seems a
bit more “relaxed” overall.
17. · She also reports that Tyrel has not fully embraced returning to
school, but that his attendance has improved. She reported that
over this past weekend, Tyrel went outside to play with his
friend from across the street, which he has not done in a while.
FINANCIAL ANALYSIS REPORT
2
Decision Tree: Personality Disorders
Frank Jones
Sam’s University
Nurs 3333: PMHNP Role IV
Dr. Joe Mark
October 20 , 2010
Running head: DECISION TREE
1
DECISION TREE
6
18. Decision Tree: Personality Disorders
As described by the American Psychiatric Association (APA)
(2013), ‘‘personality disorder is an enduring pattern of inner
experience and behavior that deviates markedly from the
expectations of the individual’s culture, is pervasive and
inflexible, has an onset in adolescence or early adulthood, is
stable over time, and leads to distress or impairment’’. There
are different types of personality disorders classified into three
clusters. Cluster A individuals are described as the odd or
eccentric, cluster B as the dramatic, emotional, or erratic and
cluster C as the anxious or fearful. The purpose of this paper is
to discuss the case study of a young woman with personality
disorder. This paper will explore threes decisions relating to
differential diagnosis, psychotherapy and psychopharmacology
based on the presented clinical manifestations.
Decision One
The clinical manifestation presented in the case study are
indicative of more than one personality disorder, specifically
borderline personality disorder (BPD) and antisocial personality
disorder (ASPD). Patients exhibits a fear of abandonment which
aligns with BPD. The patient mentioned an interpersonal
relationship involvement which she exhibited idolization for the
man of her interest, and now is devaluing the man. This is also
evident in BPD as outlined by diagnostic criteria set forth by
the APA (2013).
My diagnosis for this patient is ASPD, because the client
exhibits clinical manifestations of ASPD than BPD. One of the
reasons that led me to the diagnosis of ASPD is the client’s lack
of remorse. The client stole from a friend, instead of being
sorry, client’s blames friend instead. Client exhibits lack of
respect for social norm and failure to comply with the law as
evidenced by more than one record of arrest. The client fails to
upholding financial obligation and is deceitful. Client shows
irresponsibility evidenced by inability to keep a job. These
presentations are evident in clients with ASPD as outlined in
the DSM-5.
19. The two personality disorders which are classified as cluster B
personality disorders by the APA (2013) have clinical
manifestations which overlap, thus needs to be ruled out as
differential diagnoses for each other. As described on the DSM-
5 diagnostic criteria, BPD and ASD have similar features of
impulsivity, aggression and manipulative behaviors, which
client exhibits in the case study. The differing manifestation
between the two is that in BPD, clients seek out interpersonal
relationship, while ASPD client is unable to form any
attachment to relationship. Clients with BPD exhibit self-
mutilating behaviors and self-aggression, while in ASPD,
aggression is directed on others. In ASPD clients are egocentric
(also seen in narcisstic personality disorder), while BPD clients
have a poor image of self.
Decision Two
Since the client exhibits symptoms which are synonymous with
one more than personality disorder, specifically borderline and
antisocial; the best decision is to opt to conduct a psychological
testing. This will to further help the practitioner to decipher
between the two diagnoses or conclude that patient indeed has
the two personality disorders which is a possible occurrence.
Psychological testing can be in the form of rating scales which
includes questionnaires, checklists e.t c. According to Sadock,
Sadock and Ruiz (2014), these scales are useful for monitoring
patient overtime or to provide a comprehensive assessment
information that was not obtained during a routine clinical
interview.
There is limited evidence from existing literatures on the
effectiveness of medications to target the core symptoms of
ASPD. Khalifa et al. (2010) mentions that pharmacological
interventions are not to be considered as monotherapy but as
adjunctive intervention to target associated symptoms of ASPD
such as depression, aggression etc. The option of Haldol, an
antipsychotic medication can be used to address aggression but
does not treat the core features of the disorder such as lack of
remorse, deceitfulness. Furthermore, the plethora of side effects
20. known to be caused by the medication can increase
noncompliance. Psychotherapy can be beneficial, but
psychodynamic is not appropriate for this patient because it may
require patient to address emotional states. According to Hesse
(2010), probing about 'feeling states' is unhelpful because the
ASPD client may have difficulty accessing such state and may
become aggressive when made to confront personal
shortcoming.
Decision Three
In decision three, the recommendation is for a group-based
cognitive therapy. Latuda an antipsychotic can be used to treat
aggression but not the core symptoms of ASPD. Dialectical
behavioral therapy will be more appropriate in the client with
BPD than in ASPD. The most cited effective psychotherapeutic
approach used in ASPD is cognitive behavioral therapy (CBT).
This approach helps the client address distorted beliefs about
self, others and the world. CBT can be used to enhance social
and intrapersonal functioning.
A group setting may be beneficial for these clients as they may
be able to learn from others experience or information shared
about self. Psychotherapy for ASPD should be met with
skepticism, but Hesse (2010) suggested that approaches that
includes employing moral reasoning, cognitive behavioral
approach, applying a social information processing approach,
and planning for relapse prevention should be used.
Additionally, the clients need a high level of external structure
that includes supervision of the patient and reinforcement of
positive social behaviors to yield increased outcomes for ASPD
clients (Hesse, 2010).
Ethical and Legal Considerations
Due to the clinical manifestation of ASPD, some clinicians
believe that it is hopeless to treat ASPD clients due to their
clinical manifestation of aggression, deceitfulness and
manipulation. Clients tends to be noncompliant, fueling the
clinician’s pessimism. Existence of pessimism can hinder
21. practitioners from upholding the ethical principles to do no
harm and to do the best for the patient to full capacity. Hatchet
(2015), implores clinicians to turn to published studies to
become more aware of treatment options and to avoid expert
opinions or clinical myths in regards to treating clients with
ASPD. For these clients, autonomy may be purposely
compromised to prevent harm to the patient and to others. This
is seen in cases where patient refuse to comply with treatment
plan or ordered into treatment and remain in treatment until
deemed fit to come out of treatment.
Conclusion
It is essential for the practitioner to be knowledgeable about
personality s disorder to effectively care for the patient. The
practitioner should explore various options of medication, used
to target accompanied symptoms. Psychotherapy, even though
some might argue of its effectiveness, should not be ruled out.
Assessment tools should be used to guide the clinicians, in
diagnosing, especially with disorders that have overlapping
symptoms.
References
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders
(5th ed.). Washington, DC: Author.
Khalifa, N., Duggan, C., Stoffers, J., Huband, N., Völlm, B. A.,
Ferriter, M., & Lieb, K. (2010). Pharmacological interventions
for antisocial personality disorder. The cochrane database of
systematic Reviews, (8). Doi:
10.1002/14651858.CD007667.pub2
Hatchett, G. T. (2015). Treatment guidelines for clients with
antisocial personality disorder. Journal of mental health
22. counseling, 37(1). Retrieved from Walden University Database
Hesse, M. (2010). What should be done with antisocial
personality disorder in the new edition of the diagnostic and
statistical manual of mental disorders (DSM-V)? Biomed central
medicine, 8(66). DOI: 10.1186/1741-7015-8-66
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan &
Sadock’s synopsis of psychiatry: Behavioral sciences/clinical
psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.