Case study coun621 ciara walker
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The document summarizes a counseling case study for a 19-year-old college student named AP who is struggling academically due to a diagnosed history of ADHD and issues with motivation, partying, and focusing. Assessments were performed including a student needs assessment and MMSE. Findings indicated AP was in the contemplation/preparation stage of change and had good cognitive functioning. The DSM diagnosis was ADHD inattention and hyperactivity. The treatment plan includes helping AP set goals, referring him to doctors to address ADHD and sleep issues, monitoring academic progress, and using motivational interviewing to improve motivation.
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Development
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Transactional analysis is a personality theory developed by Eric Berne that views a person as comprising three ego states - Parent, Adult, and Child. Berne proposed that people communicate through transactions between their ego states, and that unhealthy interactions can take the form of crossed transactions. He also introduced the concepts of life scripts, existential positions, strokes, games, and contracts to understand interpersonal relationships and facilitate change. Transactional analysis was influenced by Freud's psychoanalysis but focuses more on observable behaviors and interactions between people.
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Case study
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Similar to Case study coun621 ciara walker
GUIDANCE assessment
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Respond in the following waysCompare the diagnosis you prov.docx
Respond
in the following ways:
Compare the diagnosis you provided and the process in which you reached the diagnosis with those of your colleague.
Explain how the Z codes (other conditions that may be a focus of clinical attention) that your colleague identified may influence the client’s upcoming treatment.
Domineque
My four initial diagnosis are oppositional Defiance Disorder, Autism Spectrum Disorder, Attention Deficit Disorder and Intellectual Developmental Disorder. In order to diagnose and/or rule out, it is necessary to match the symptoms with the best fitting diagnosis.
In the case of ADHD, I am not able to complete this as a diagnosis as I can only fit 6 of the 8 hyperactivity criteria. ADHD is then ruled out. In the event of ODD, Pablo does not deliberately annoy others or start arguments with his peers. He actually interacts well with this peers and is reported to be quite sociable. He also likes to be touched and/or held by his caregivers/parents. ODD is ruled out and therefore will be exploring neurodevelopmental disorders, such as Intellectual Developmental disorder and Autism Spectrum.
Autism Spectrum disorder is characterized by ongoing deficits in social communication and social interactions. This does not apply to the case of Pablo as he is the opposite and is very interactive with his peers. Also, Pablo does not have a language and/or intellectual impairment. As for the consideration of Intellectual Developmental disorder, this can impact not only the intellectual piece but the adaptives (the ability to complete routine tasks as developmentally appropriate without cues) of an individual. In Pablo’s case, there are reports about his behaviors being “immature” and demonstrating difficulty in following routines and remembering instructions as given. This also reflects at school when he is not able to be still, follow instructions and/or complete the provided task at hand. Furthermore, there is to take in account for his age, he does not know certain information such his address or home phone number, and could not print his surname.
I would give a primary diagnosis of Intellectual Developmental Disorder, mild and looks as follows:
F70 Intellectual Disability, Mild
F90.9 Other Specified Attention-Deficit/Hyperactivity Disorder, with insufficient inattention, and hyperactivity symptoms (he is still demonstrating hyperactivity in two settings, school & home)
Z55.9 Academic or educational problem
Z65.8 Other problem related to psychosocial circumstances
Z72.821 Inadequate sleep hygiene
Z81.8 Family history of other mental and behavioral disorders (grandmother was diagnosed with depression)
Torri
DSM-5 Full diagnosis of Pablo.
Morrison (2014) discusses the Roadmap for Diagnosis as building blocks of data. Informants is initial information gathered according to Morrison (2014) shedding light on possible presenting illness. Parents and teachers present Pablo’s problem characterized as; restlessness, remi ...
The AssignmentExamine Case Study A Young Caucasian Girl.docx
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.
Case study
Lee was first referred for special education services by his mother when he was 6 years old due to concerns about his behavioral, emotional, and academic functioning. He has a history of attention problems, depression, noncompliance, and aggression dating back to age 2. Testing revealed strengths in abstract reasoning and motor skills but limitations in tasks requiring sustained attention and fine motor coordination. Lee's depression and inattention negatively impacted his testing performance, giving an underestimate of his true abilities. He requires continued special education and counseling services to address his emotional and behavioral challenges.
PSY615 Week Three School Psychologist-Based Personality and B.docx
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
PSYCHOLOGICAL EVALUATION
(Johnson Middle School)
Jane Smith Date of Evaluation: 10/12/2013
Grade: 8
Age: 14
PURPOSE FOR EVALUATION:
Jane was recommended for evaluation by the school psychologist due to recent behavior problems and
declining academic performance.
ASSESSMENT PROCEDURES:
The clinical psychiatrist on duty recommended the following assessments:
• Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)
• Mental Status Examination
• Review of School Records
• Review of Prior Medical Records
• Interview and Observation
ASSESSMENT RESULTS:
Note: Typically, this section reports test results of all the recommended assessments. Here you are
provided with the abbreviated results from the MMPI-A, the mental health examination, records review,
and interview/observation.
Interpretive results from the MMPI-A are presented below.
Validity Considerations
Jane’s approach to completing the MMPI-A was open and cooperative. The resulting MMPI-A
results appear valid and is probably a good indication of her present level of personality
functioning. Her compliance is a good indicator of positive involvement with this evaluation.
Symptomatic Behavior
This student’s MMPI-A clinical profile indicates multiple serious behavior problems including
explosive behavior, school maladjustment, and adolescent conduct problems. She can be moody,
resentful, and impulsive. Jane also shows signs of adolescent alienation (social isolation), low
PSY615: Week Three School Psychologist-Based Personality and Behavior Assessment Scenario
self-esteem, and depression. She may run away or isolate herself to avoid punishment. Her lack
of good judgment may lead her to inappropriate behavior and get her into trouble.
Her two highest clinical scales, Depression (D) and Psychopathic Deviate Subscales (Pd), are
clearly above the other scales in the measure, and occur at this high a level in less than 1% of the
normative sample (by Pearson Assessments).
An examination of her underlying personality factors on the PSY-5 scales could help explain any
behavior problems she is currently exhibiting. Jane seems to be self-isolating and appears to have
increasing social alienation. She tends to see the world in a negative light, worries to excess, and
may develop more belligerent behavior expressions.
Interpersonal Relations
Jane is an intelligent and likeable person. She seems to make a good initial impression on others,
but seems unable to build deep and lasting relationships. She is empathetic and gets along with
other children younger than her, but seems to have trouble with building positive connections in
her peer group.
The MMPI-A Content Scales profile offers some additional informa ...
ADHD
1) The document discusses the management of ADHD in preschoolers, school-aged children, and adolescents. It covers prevalence, assessment, comorbidities, pharmacological and non-pharmacological treatment options.
2) Case vignettes are presented on a preschooler with hyperactivity, a school-aged child with inattention and arguing, and an adolescent no longer willing to take medication. Treatment recommendations include behavioral interventions and medication depending on the case.
3) Recent updates include evidence that stimulant medications effectively reduce ADHD symptoms with minimal risks over 6 months. Non-pharmacological interventions like parent training may also help reduce symptoms but evidence is limited. Combining medication and behavioral therapies is often
Reflective Practice 3
John Henry Newman Catholic College (JHNCC) requests information from primary schools about incoming Year 7 pupils who may need additional support. JHNCC then assesses these pupils to determine if they will require individual provision plans (IPPs). Six weeks before the end of the primary school term, potential pupils visit JHNCC once a week for induction activities and assessments. All teachers at JHNCC are provided the list of pupils joining Year 7 who have additional learning needs. IPPs are created and shared for these pupils to outline teaching strategies and set targets. Pupils' progress toward targets is regularly reviewed.
Field Study 1, Episode 6 "Home – School Link"
The document provides instructions for observing a learner's development and the home environment. It includes tasks like selecting a learner, interviewing the teacher and parents, and conducting a home visit. The learner's profile outlines their physical, social, emotional, cognitive, and family background. It finds that the learner is well-adjusted due to family support and the home-school connection. It recommends the learner relax more to reduce stress. Effective home-school collaboration helps monitor students and apply learning at home, creating a connection that benefits development.
Assessment case study
Caleb is a 5-year-old African American male in kindergarten who has been diagnosed with ADHD and a developmental delay. He receives special education services and is in a self-contained classroom 80% of the day. Assessments show his expressive and receptive language and auditory discrimination skills are below average, but his visual memory, visual discrimination, and motor skills are at expected levels. His treatment plan focuses on continuing special education and working with a counselor to monitor his academic and behavioral progress.
Instructions Read the case study to inform the assignment that foll.docx
Instructions: Read the case study to inform the assignment that follows.
Case Study: Ana
9th grade, Age 14
Background Information
Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.
Medical Information
Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.
School History
Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.
Attendance
Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.
Grade 8 (last academic year)
Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.
Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.
Grade 9 (current academic year)
Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.
Testing and Evaluation
Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.
Woodcock-Johnson III Tests of Achievement
Please see attachment.
Classroom Teacher Input
Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that f ...
Major Depressive Disorder.docx
The document provides a case report of a 21-year-old female client referred for treatment of depression. She reported symptoms of sadness, loss of pleasure, fatigue, irritability, and headaches for over a year. Psychological assessments included a clinical interview, behavioral observation, mental status examination, Beck Depression Inventory, and Rotter's Incomplete Sentence Blank. The BDI indicated severe depression. RISB results suggested some conflict and adjustment issues. Overall the assessments aimed to evaluate the client's symptoms, personality, and depression severity to guide treatment.
Class 6 (Behaviour And Mh)
Gwen is a 6th grade student who has been experiencing depression and anxiety. Her marks and behavior have declined, and she has become isolated from her peers and lost interest in activities. She left a sleepover unexpectedly and kicked her dog upon returning home. It is assumed she has a diagnosis of clinical depression. Her IEP goals would focus on collaboration with healthcare professionals, adapting her academic demands, monitoring any medication side effects, encouraging exercise, and reducing anxiety triggers at school. Behavioral strategies aim to understand the function of behaviors rather than suppress them, and physical intervention is only used if someone's safety is at risk.
Diabetes affects a growing number of Americans. An Advanced practi.docx
Diabetes affects a growing number of Americans. An Advanced practice nurse working in a local hospital is part of a collaborative of community agencies strategically addressing diabetes from a community perspective.
1. What social determinants of health should the community look at in relation to risk or incidence of diabetes?
2. What resources could the APRN use to identify different outcomes related to diabetes?
3. What outcomes related to diabetes are of most interest to the community members?
4. Using the AHRQ’S Healthcare Quality and Disparities Report Data Query (nhqrnet.ahrq.gov/inhqrdr/data/submit), what related national and state level data are available to the APRN?
Respond with a minimum of two (2) paragraphs of 4-5 sentences each.
1. You should address each bullet point in the exercise you select.
2. Your work should have in-text citations integrating at a minimum one scholarly article from this week's readings and course textbook.
3. APA format should be utilized to include a reference list.
4. Correct grammar, spelling, and APA should be adhered to when writing, work should be scholarly without personalization or first person use.
5. Respond to a minimum of two (2) individuals, peer and/or faculty, with a scholarly and reflective post of a minimum of two (2) paragraphs of 4-5 sentences. A minimum of one (1) scholarly article should be utilized to support the post in addition to your textbook.
A Case Study • Jennie
Jennie is 8 years old, the eldest of four children. She lives at home with her mother and siblings in Section 8 housing in a small midwestem city. Her father has been an infrequent part of their lives due to repeated convictions for drug offenses.
Jennie was born prematurely after a difficult pregnancy. Her mother has had the support of a "Mentor Mom" since before Jennie was born. The Mentor Mom program was established in their area to assist young, inexperienced mothers who otherwise would have few supports in caring for their babies. The Mentor Mom's role is similar to that of grandmothers, mothers, and aunts in times when extended families were able to help new parents learn to parent their own children. The Mentor Mom has helped Jennie's mother with child-rearing information and problem-solving support over the years. Jennie frequently spends time with the Mentor Mom at her home in the country. Jennie's mother has been participating in adult basic education programs and counseling for several years, and she wants to make life for her children better than hers has been. Frequently she depends on the Mentor Mom when the demands of living with four young children overwhelm her.
In kindergarten Jennie was tested by her school system for possible identification as a child in need of special education services. This evaluation was prompted by her low skill performance levels and her history of prematurity, neurological problems, and environmental disadvantage. At 8 months of age, she developed a .
NRNPPRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Eva.docx
NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template
Week (enter week #): (Enter assignment title)
Student Name
College of Nursing-PMHNP, Walden University
NRNP 6665: PMHNP Care Across the Lifespan I
Faculty Name
Assignment Due Date
Subjective:
CC (chief complaint):
HPI:
Substance Current Use:
Medical History:
·
Current Medications:
·
Allergies:
·
Reproductive Hx:
ROS:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
Objective:
Diagnostic results:
Assessment:
Mental Status Examination:
Diagnostic Impression:
Reflections:
Case Formulation and Treatment Plan:
References
© 2021 Walden University
Page 1 of 3
Assignment 2: Focused SOAP Note and Patient Case Presentation
For this Assignment, you will document information about a patient that you examined during the last 3 weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. Be sure to incorporate any feedback you received on your Week 3 and Week 7 case presentations into this final presentation for the course.
To Prepare
Select a child or adolescent patient that you examined during the last 3 weeks who presented with a disorder for which you have not already created a Focused SOAP Note in Weeks 3 or 7. (For instance, if you selected a patient with anorexia nervosa in Week 7, you must choose a patient with another type of disorder for this week.)
Create a Focused SOAP Note on this patient using the template provided in the Learning Resources..
Please Note:
When you submit your note, you should include the complete focused SOAP note as a Word document and PDF/images of each page that is initialed and signed by your Preceptor.
You must submit your SOAP note using SafeAssign. Note: If both files are not received by the due date, faculty will deduct points per the Walden Grading Policy.
Then, based on your SOAP note of this patient, develop a video case study presentation. Take time to practice your presentation before you record.
Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
The Assignment
Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
Specifically address the following for the patient, using your SOAP note as a guide:
S.
Fs 1 episode 6
The document provides information from an interview with the parent of a 9-year-old student named Renjie P. Jordan. It includes details about the student's family, physical development, social development, emotional development, cognitive development, and the parent's expectations. The parent reported that the student is healthy, friendly, and does well in math and English but struggles in Filipino. The parent aims for the student to do well in school and has rules around studying and playing.
Family experience part 3
1) The student has cognitive and emotional disabilities and displays behaviors like intimidating peers, lying, outbursts, and insubordination. The advisor meets with him weekly to work on social skills, referrals, anger management, and positive experiences.
2) The student lives with adoptive parents and siblings. His biological mother has mental illness. He receives special education services and support.
3) With treatment, medication adjustments, and support from home and school, the student's self-esteem and behavior have improved. He is making efforts to be more self-aware and make positive choices. The family and school work as a team to support the student.
DIRECTIONSIn this assignment, you will be exploring actual and p.docx
The document provides directions for completing an assignment on assessing children's functional health patterns. Students are instructed to:
1) Complete a functional health pattern assessment worksheet for toddlers, preschool-aged, and school-aged children.
2) Discuss Erikson's stages of child development as they relate to each age group.
3) Answer two short answer questions comparing assessments across age groups and how nurses approach children versus adults.
Guidelines are provided on what to include in the assessment for each functional health pattern. A rubric is also included to evaluate students' responses.
Let's Get To Know Me.pdf
The document describes observing a learner's home environment and community. It provides instructions for selecting a learner, interviewing their teacher and parents, and conducting a home visit. The learner's profile includes information on their physical, social, emotional, and cognitive development gathered from interviews. Recommendations are made to continue supporting the learner academically and strengthening their family bond. Effective home-school collaboration involves maintaining open communication channels and involving parents in decision making.
Part 1 Assessment SummaryIn 500-750-words, summarize the fo.docx
Part 1: Assessment Summary
In 500-750-words, summarize the following:
What areas should an AAC assessment evaluate?
What areas of communication do AAC assessments address?
How do assessment results inform AAC strategies/techniques?
Identify AAC assessments used within your school or district and explain when each assessment would most appropriately be used.
Support your assessment summary with 1-3 scholarly resources.
Part 2: Case Studies
Read the following case studies to inform Part 2 of the assignment.
Case Study 1: Mandy
Mandy is a 3-year-old preschool student who has been diagnosed with ASD and is nonverbal. She is sensitive to loud noises and certain textures. She was recently referred to a child study team by the family physician. Her family doctor described her as having low muscle tone, delayed communication, and delayed motor skills. She uses her behavior and physicality for communicating needs. Mandy does point and reach for desired items, but she has not been able to reproduce any signs, despite her parents' attempts to teach her sign language for the past year. She often appears to be disengaged when playing or when her parents are encouraging her to sign. Her eye contact is minimal, tantrums are common, crying happens daily, and change is very difficult for her.
Case Study 2: Wilson
Wilson is an 11-year-old boy who was diagnosed with ASD as a toddler. He is physically healthy, but he is very sensitive to hot, cold, noises, and pain. He does not like crowds or lines and struggles with class assemblies, lunch time periods, and recesses. He is in a self-contained special education classroom on a public school campus and attends general education class for music only. He is capable of doing some general education class work, but his behavior is far too unpredictable to make further placement in a general education classroom feasible at this time. He can be impulsive and destructive when frustrated or overwhelmed. He is quite social and enjoys interacting with his peers in both settings; however, it can be difficult to discern when he will have a meltdown. He has tantrums and destroys property, and his participation in some aspects of school is limited. When changes in the schedule occur, such as school assemblies or fire drills, Wilson has a hard time adjusting and oftentimes tips over desks or kicks. He has not been able to attend the last two field trips due to his parents’ concerns for his safety.
Case Study 3: Cole
Cole is a 16-year-old boy with ASD and cognitive delays. He was born three weeks premature and required intensive neonatal care for six weeks after birth, but he is currently in good health. He passed all hearing and vision screenings. Cole uses gestures and a few verbal words to express his needs and wants; for example yes/no and hungry. He uses a few sign language gestures and some picture symbols, but mostly relies on a communication device in order to communicate with teachers, peers, and parents.
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The Electrocardiogram - Physiologic Principles
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
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2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
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The Nervous and Chemical Regulation of Respiration
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Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
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7. Explain the role of peripheral chemoreceptors in regulation of respiration
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