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Ms. Seeker is a 23-year-old medical assistant who was hospitalized after attempting suicide. She has a history of trauma, including sexual abuse as a child and an alcoholic grandmother. She reports feelings of loneliness, inadequacy, depression, and anxiety. Her symptoms include suicidal thoughts, dissociation, paranoia, and difficulty maintaining relationships.
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Summary
Three teenage siblings go to a graveyard to mourn their recently deceased brother. They are attacked by a hooded man and knocked unconscious. The sister wakes up in the hospital with no memory of what happened. She learns that one brother is in a coma, the other is dead, and organs and blood were taken from their bodies. Strange messages and nightmares lead her to believe a cult was responsible. She goes to her estranged father for help but discovers he is the leader of the cult and intends to sacrifice the siblings to summon the devil.
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Miss Jennifer Nguyen, a 38-year-old woman of Asian and Caucasian descent, is seeking psychotherapy to help with relationship difficulties and depression. She reports a history of childhood sexual abuse by her father and unstable relationships. She currently lives with a partner but the relationship is rocky.
Mr. Carl Wilson, a 43-year-old African American man, was brought to the emergency room ranting about religious topics and had to be physically restrained. He has a history of substance abuse and his symptoms worsened after job loss.
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The document describes several case studies of patients presenting with various psychological symptoms:
1) M.Zubair, a 26-year-old shopkeeper, presented with intense jerky movements related to anxiety about his upcoming marriage. He was diagnosed with conversion disorder.
2) Parveen Begum, a 35-year-old mother of 4, presented with episodes of loss of vision, stiffening, and unresponsiveness related to stress of an absent husband. She was diagnosed with conversion fits and underlying depression.
3) Shakeela Bibi, a 19-year-old single woman, presented with breathing issues, decreased sleep, and reciting religious songs constantly, related to relationship issues. She was
The Case of LPresenting Problem Client presented in the emerge.docx
The Case of L
Presenting Problem
Client presented in the emergency room (ER) having been brought in the previous night by her parents. Following an argument with her parents, L cut her right wrist. L's mother reported that L started screaming rapidly and became physically violent toward her prior to cutting her own wrist.
Psychological Data
L is a 17-year-old Hispanic female who resides in Pennsylvania with her mother, father, and older sister. She is in 11th grade at the local public school. L appeared to be of average to above-average intelligence, as she was able to respond to numerous questions in an articulate and intelligent manner. She was well versed about world history and current affairs. Her mother confirmed that she has done well in school, maintaining a B+ average and participating in various school activities (e.g., chorus, school paper) until last year. L slowly dropped out of many activities she liked in the past. Her mother noticed about 8 months ago that L had also begun having difficulty doing schoolwork. Erratic behavior arose during episodes when L also became irritable and explosive. During these repeated episodes, she became quite defiant, cut classes, had to be placed in school detention, and had even assaulted the principal. L has numerous friends and believed she can relate to all types of people. She has a boyfriend who adores her, but she said she doesn't feel the same about him. The school counselor confirmed that L is outgoing, popular, and smart; but during these episodes she became another person, one who is very violent and difficult.
Medical History
A physical examination by a staff doctor revealed superficial cuts on L’s left and right wrist. The cuts appeared to be a few weeks old. There were cigarette burns on her right wrist that looked to be approximately one week old. In questioning L about the cigarette burns, L responded, "I just wanted to see how it felt—now I know." When questioned about old cuts on her left wrist, she responded, "I don't want to talk about it." L weighs 103 pounds and is 5’ 6” tall. L denied any dieting or fasting, but her mother noticed over this past year that her weight has dropped. Substance Abuse History L denied any drug or alcohol use. When she was questioned regarding such, her response was "I could do drugs if I wanted to. I don't want to, because it’s dumb." Family History L’s mother is 42 years old and works as a secretary for a large telephone company. Her father is 49 years old and operates a small landscaping business. Both are U.S. citizens, with a cultural background from Guatemala of which they are proud. Both have 2 a high school education. L’s sister is considerably younger, aged 8.
Their relationship is described as unremarkable, although L’s mother noted that the younger sister stays away when L is upset. Marital circumstances are uncertain, although the parents admitted that they are trying to keep the family together for their children, and they are of .
To prepare Use a differential diagnosis process and analysis
To prepare:
Use a differential diagnosis process and analysis of the Mental Status Exam in "The Case of L" to determine if the case meets the criteria for a clinical diagnosis.
Questions:
Provide the full DSM-5 diagnosis. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may need clinical attention).
Explain the full diagnosis, matching the symptoms of the case to the criteria for any diagnoses used.
Identify 2-3 of the close differentials that you considered for the case and have ruled out. Concisely explain why these conditions were considered but eliminated.
Identify the assessments you recommend to validate treatment. Explain the rationale behind choosing the assessment instruments to support, clarify, or track treatment progress for the diagnosis.
Explain your recommendations for initial resources and treatment. Use scholarly resources to support your evidence-based treatment recommendations.
Explain how you took cultural factors and diversity into account when making the assessment and recommending interventions.
Identify client strengths, and explain how you would utilize strengths throughout treatment.
Identify specific knowledge or skills you would need to obtain to effectively treat this client, and provide a plan on how you will do so.
These questions are based on the following case:
The Case of L Presenting Problem Client presented in the emergency room (ER) having been brought in the previous night by her parents. Following an argument with her parents, L cut her right wrist. L's mother reported that L started screaming rapidly and became physically violent toward her prior to cutting her own wrist. Psychological Data L is a 17-year-old Hispanic female who resides in Pennsylvania with her mother, father, and older sister. She is in 11th grade at the local public school. L appeared to be of average to above-average intelligence, as she was able to respond to numerous questions in an articulate and intelligent manner. She was well versed about world history and current affairs. Her mother confirmed that she has done well in school, maintaining a B+ average and participating in various school activities (e.g., chorus, school paper) until last year. L slowly dropped out of many activities she liked in the past. Her mother noticed about 8 months ago that L had also begun having difficulty doing schoolwork. Erratic behavior arose during episodes when L also became irritable and explosive. During these repeated episodes, she became quite defiant, cut classes, had to be placed in school detention, and had even assaulted the principal. L has numerous friends and believed she can relate to all types of people. She has a boyfriend who adores her, but she said she doesn't feel the same about him. The school counselor confirmed that L is outgoing, popular, and smart; but during these episodes she became another person, one who is very ...
Biopsychosocial assessment no identifiers
All identifying factors (including service providers) have been changed. Assessment completed by Pam Kummerer
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Mad House
This document is a summary of chapters from Clea Simon's memoir "MAD HOUSE: GROWING UP IN THE SHADOW OF MENTALLY ILL SIBLINGS". It describes Simon's childhood, where her older brother and sister were both diagnosed with schizophrenia. This created immense difficulties for her family and caused Simon to feel isolated and fear that she too may develop the illness. Though she was able to graduate from Harvard, she continued struggling with the impacts of her siblings' conditions and sought therapy to process her experiences growing up.
Summary
Three teenage siblings go to a graveyard to mourn their recently deceased brother. They are attacked by a hooded man and knocked unconscious. The sister wakes up in the hospital with no memory of what happened. She learns that one brother is in a coma, the other is dead, and organs and blood were taken from their bodies. Strange messages and nightmares lead her to believe a cult was responsible. She goes to her estranged father for help but discovers he is the leader of the cult and intends to sacrifice the siblings to summon the devil.
Aud cce oral interview vignettes
Miss Jennifer Nguyen, a 38-year-old woman of Asian and Caucasian descent, is seeking psychotherapy to help with relationship difficulties and depression. She reports a history of childhood sexual abuse by her father and unstable relationships. She currently lives with a partner but the relationship is rocky.
Mr. Carl Wilson, a 43-year-old African American man, was brought to the emergency room ranting about religious topics and had to be physically restrained. He has a history of substance abuse and his symptoms worsened after job loss.
Mr. and Mrs. Joe Smith, a prominent local businessman and his wife, are seeking marital therapy. Issues include Mr. Smith's volatile temper and reports of him
Dissociative disorders case histories prof. fareed minhas
The document describes several case studies of patients presenting with various psychological symptoms:
1) M.Zubair, a 26-year-old shopkeeper, presented with intense jerky movements related to anxiety about his upcoming marriage. He was diagnosed with conversion disorder.
2) Parveen Begum, a 35-year-old mother of 4, presented with episodes of loss of vision, stiffening, and unresponsiveness related to stress of an absent husband. She was diagnosed with conversion fits and underlying depression.
3) Shakeela Bibi, a 19-year-old single woman, presented with breathing issues, decreased sleep, and reciting religious songs constantly, related to relationship issues. She was
The Case of LPresenting Problem Client presented in the emerge.docx
The Case of L
Presenting Problem
Client presented in the emergency room (ER) having been brought in the previous night by her parents. Following an argument with her parents, L cut her right wrist. L's mother reported that L started screaming rapidly and became physically violent toward her prior to cutting her own wrist.
Psychological Data
L is a 17-year-old Hispanic female who resides in Pennsylvania with her mother, father, and older sister. She is in 11th grade at the local public school. L appeared to be of average to above-average intelligence, as she was able to respond to numerous questions in an articulate and intelligent manner. She was well versed about world history and current affairs. Her mother confirmed that she has done well in school, maintaining a B+ average and participating in various school activities (e.g., chorus, school paper) until last year. L slowly dropped out of many activities she liked in the past. Her mother noticed about 8 months ago that L had also begun having difficulty doing schoolwork. Erratic behavior arose during episodes when L also became irritable and explosive. During these repeated episodes, she became quite defiant, cut classes, had to be placed in school detention, and had even assaulted the principal. L has numerous friends and believed she can relate to all types of people. She has a boyfriend who adores her, but she said she doesn't feel the same about him. The school counselor confirmed that L is outgoing, popular, and smart; but during these episodes she became another person, one who is very violent and difficult.
Medical History
A physical examination by a staff doctor revealed superficial cuts on L’s left and right wrist. The cuts appeared to be a few weeks old. There were cigarette burns on her right wrist that looked to be approximately one week old. In questioning L about the cigarette burns, L responded, "I just wanted to see how it felt—now I know." When questioned about old cuts on her left wrist, she responded, "I don't want to talk about it." L weighs 103 pounds and is 5’ 6” tall. L denied any dieting or fasting, but her mother noticed over this past year that her weight has dropped. Substance Abuse History L denied any drug or alcohol use. When she was questioned regarding such, her response was "I could do drugs if I wanted to. I don't want to, because it’s dumb." Family History L’s mother is 42 years old and works as a secretary for a large telephone company. Her father is 49 years old and operates a small landscaping business. Both are U.S. citizens, with a cultural background from Guatemala of which they are proud. Both have 2 a high school education. L’s sister is considerably younger, aged 8.
Their relationship is described as unremarkable, although L’s mother noted that the younger sister stays away when L is upset. Marital circumstances are uncertain, although the parents admitted that they are trying to keep the family together for their children, and they are of .
To prepare Use a differential diagnosis process and analysis
To prepare:
Use a differential diagnosis process and analysis of the Mental Status Exam in "The Case of L" to determine if the case meets the criteria for a clinical diagnosis.
Questions:
Provide the full DSM-5 diagnosis. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may need clinical attention).
Explain the full diagnosis, matching the symptoms of the case to the criteria for any diagnoses used.
Identify 2-3 of the close differentials that you considered for the case and have ruled out. Concisely explain why these conditions were considered but eliminated.
Identify the assessments you recommend to validate treatment. Explain the rationale behind choosing the assessment instruments to support, clarify, or track treatment progress for the diagnosis.
Explain your recommendations for initial resources and treatment. Use scholarly resources to support your evidence-based treatment recommendations.
Explain how you took cultural factors and diversity into account when making the assessment and recommending interventions.
Identify client strengths, and explain how you would utilize strengths throughout treatment.
Identify specific knowledge or skills you would need to obtain to effectively treat this client, and provide a plan on how you will do so.
These questions are based on the following case:
The Case of L Presenting Problem Client presented in the emergency room (ER) having been brought in the previous night by her parents. Following an argument with her parents, L cut her right wrist. L's mother reported that L started screaming rapidly and became physically violent toward her prior to cutting her own wrist. Psychological Data L is a 17-year-old Hispanic female who resides in Pennsylvania with her mother, father, and older sister. She is in 11th grade at the local public school. L appeared to be of average to above-average intelligence, as she was able to respond to numerous questions in an articulate and intelligent manner. She was well versed about world history and current affairs. Her mother confirmed that she has done well in school, maintaining a B+ average and participating in various school activities (e.g., chorus, school paper) until last year. L slowly dropped out of many activities she liked in the past. Her mother noticed about 8 months ago that L had also begun having difficulty doing schoolwork. Erratic behavior arose during episodes when L also became irritable and explosive. During these repeated episodes, she became quite defiant, cut classes, had to be placed in school detention, and had even assaulted the principal. L has numerous friends and believed she can relate to all types of people. She has a boyfriend who adores her, but she said she doesn't feel the same about him. The school counselor confirmed that L is outgoing, popular, and smart; but during these episodes she became another person, one who is very ...
Biopsychosocial assessment no identifiers
All identifying factors (including service providers) have been changed. Assessment completed by Pam Kummerer
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Personality disorders can arise through trauma, and they often carry.docx
Personality disorders can arise through trauma, and they often carry added stigma. In this Discussion, you analyze a case study focused on a personality disorder while also reflecting on how power, privilege, and stigma affect such diagnoses.
To prepare:
Review the case provided by your instructor for this week’s Discussion and consider your differential diagnostic process for them. Be sure to consider any past diagnoses and what influence those might have on their current diagnosis and needs. Finally, return to the Week 1 resources on stigma and reflect on stigma related to personality disorders.
Post
a 300- to 500-word response in which you address the following:
Provide the full DSM-5 diagnosis. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may need clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Support your decision by identifying the symptoms which meet specific criteria for each diagnosis.
Identify any close differentials and why they were eliminated. Concisely support your decisions with the case materials and readings.
Explain how diagnosing a client with a personality disorder may affect their treatment.
Analyze how power and privilege may influence who is labeled with a personality disorder and which types of personality disorders.
Identify how trauma affects the case, either precipitating the diagnosis and/or resulting from related symptoms or treatment of diagnosis.
CASE of SHANICE
Intake Date: January 2021
IDENTIFYING/DEMOGRAPHIC DATA:
Shanice is a 32 year old, single African American female, with no siblings. Shanice reports never being married. She works full time at the library.
CHIEF COMPLAINT/PRESENTING PROBLEM:
Shanice reported having sudden attacks and feeling anxious. She described feelings coming over her so quickly where her heart was pounding, and she couldn’t breathe. Recently when shopping, she wanted to just run out of the store because she suddenly was so dizzy she wanted to vomit. She even stopped going to the library.
HISTORY OF PRESENT ILLNESS:
Shanice notes “I like people, but I don’t deal well with them. I never seem to meet a lot of people. I guess I have always been this way. I remember rarely inviting other kids to my birthday parties. “I didn’t think they really wanted to come”.
Shanice described feeling anxiety and panic over the past three weeks when she was assigned a new boss. She believes her work is unsatisfactory and feels very dissatisfied with her job. She doesn’t like the anxiety she is now experiencing. Over the past two years, her other boss would cover up for her mistakes when her concentration was off, and she couldn’t make a decision. She may need to quit her job. She cannot believe that she ge.
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NURS 6670 Final exam Walden.docx
This document provides a summary of 19 case studies related to a NURS 6670 final exam at Walden University. Each case study covers a different chapter in the course and relates to various psychiatric nursing concepts such as assessment, therapeutic communication, treatment modalities, and care settings. The case studies involve clients with conditions like depression, anxiety, schizophrenia, and bipolar disorder.
Therapeutic CommunicationStudent’s Name Client’s Initials M.docx
Therapeutic Communication
Student’s Name: Client’s Initials: M.P.
Date of Interaction: 27 October 2015 Therapeutic Communication #3
ASSESSMENT:
· Background Information: M.P. is a 54yo separated Caucasian woman who was encouraged to go to ABH after sharing with her day group that she possibly overdosed the day before on one of her home medications. She has a history of major depressive disorder which has left her out of work for several years and recently she has developed suicidal ideations in the past several months.
· Medications
1. Aripiprazole (Abilify), 15mg tab PO nightly—for psychosis
Side effects: dizziness, weakness, nausea, vomiting, fatigue, excess saliva, choking or trouble swallowing, blurred vision, headache, anxiety, weight gain, sleep problems, constipation
2. Diphenhydramine (Benadryl), 50mg cap PO nightly—for insomnia
Side effects: sedation, fatigue, dizziness, disturbed coordination, constipation, dry mucus membranes, blurred vision, tremor, anorexia, nausea
3. Fluoxetine (Prozac), 5mg tab PO nightly—for depression
Side effects: nausea, constipation, headache, anxiety, insomnia, drowsiness, dizziness, heart palpitations, weight changes, cold symptoms, dry mouth, impotence
4. Lithium, 300mg cap PO QID—for mood stability
Side effects: tremors, increased thirst, increased urination, diarrhea, vomiting, weight gain, impaired memory, poor concentration, drowsiness, weakness
5. Oxybutynin (Ditropan), 5mg tab PO BID—for bladder spasm
Side effects: dry mouth, blurred vision, constipation, diarrhea, nausea, dizziness, weakness, headache, insomnia
6. Propanolol (Inderal), 10mg tab PO BID—for tremors
Side effects: dizziness, fatigue, nausea, vomiting, stomach pain, vision changes, insomnia
· Assess myself: While I had prepared to present my teaching project that day, I was eager to help the nurses and spend time with patients. It was my last week on Montgomery unit, so between my teaching project and interacting with patients on the unit, I was eager to have a productive day.
· Assess milieu: There were 12 patients on the unit that day. Many of the patients were spending time with each other in the day room, laughing and chatting as they painted each other’s nails. Because of MP’s fluctuating SI and recent attempts to hide plastic utensils in her room, the nurse asked if I would sit with MP while she ate dinner.
DIAGNOSIS:
Nursing diagnosis: Risk for self-directed violence, ineffective individual coping, anxiety, hopelessness, social isolation
PLANNING:
· Describe a tentative goal of the TC: I want the patient to openly discuss her recurrent suicidal ideations and contemplate stressors. Hopefully I can also direct her to focus on the positives in her life, like her family and her possibilities.
· By completion of the TC, the patient will:
1. Discuss her desire to die.
2. Recognize possible stressors leading to SI.
3. Focus on the positives and motivations in her life.
IMPLEMENTATION:
Nurse Communication
Patien.
Therapeutic CommunicationStudent’s Name Client’s Initials M.docx
Therapeutic Communication
Student’s Name: Client’s Initials: M.P.
Date of Interaction: 27 October 2015 Therapeutic Communication #3
ASSESSMENT:
· Background Information: M.P. is a 54yo separated Caucasian woman who was encouraged to go to ABH after sharing with her day group that she possibly overdosed the day before on one of her home medications. She has a history of major depressive disorder which has left her out of work for several years and recently she has developed suicidal ideations in the past several months.
· Medications
1. Aripiprazole (Abilify), 15mg tab PO nightly—for psychosis
Side effects: dizziness, weakness, nausea, vomiting, fatigue, excess saliva, choking or trouble swallowing, blurred vision, headache, anxiety, weight gain, sleep problems, constipation
2. Diphenhydramine (Benadryl), 50mg cap PO nightly—for insomnia
Side effects: sedation, fatigue, dizziness, disturbed coordination, constipation, dry mucus membranes, blurred vision, tremor, anorexia, nausea
3. Fluoxetine (Prozac), 5mg tab PO nightly—for depression
Side effects: nausea, constipation, headache, anxiety, insomnia, drowsiness, dizziness, heart palpitations, weight changes, cold symptoms, dry mouth, impotence
4. Lithium, 300mg cap PO QID—for mood stability
Side effects: tremors, increased thirst, increased urination, diarrhea, vomiting, weight gain, impaired memory, poor concentration, drowsiness, weakness
5. Oxybutynin (Ditropan), 5mg tab PO BID—for bladder spasm
Side effects: dry mouth, blurred vision, constipation, diarrhea, nausea, dizziness, weakness, headache, insomnia
6. Propanolol (Inderal), 10mg tab PO BID—for tremors
Side effects: dizziness, fatigue, nausea, vomiting, stomach pain, vision changes, insomnia
· Assess myself: While I had prepared to present my teaching project that day, I was eager to help the nurses and spend time with patients. It was my last week on Montgomery unit, so between my teaching project and interacting with patients on the unit, I was eager to have a productive day.
· Assess milieu: There were 12 patients on the unit that day. Many of the patients were spending time with each other in the day room, laughing and chatting as they painted each other’s nails. Because of MP’s fluctuating SI and recent attempts to hide plastic utensils in her room, the nurse asked if I would sit with MP while she ate dinner.
DIAGNOSIS:
Nursing diagnosis: Risk for self-directed violence, ineffective individual coping, anxiety, hopelessness, social isolation
PLANNING:
· Describe a tentative goal of the TC: I want the patient to openly discuss her recurrent suicidal ideations and contemplate stressors. Hopefully I can also direct her to focus on the positives in her life, like her family and her possibilities.
· By completion of the TC, the patient will:
1. Discuss her desire to die.
2. Recognize possible stressors leading to SI.
3. Focus on the positives and motivations in her life.
IMPLEMENTATION:
Nurse Communication
Patien.
TopicMcMinn discussed guidelines when confronting sin during a co.docx
Topic:
McMinn discussed guidelines when confronting sin during a counseling experience, and the lectures reviewed some factors as well.
Why can a sensitive Christian counselor not just automatically and quickly confront obvious sin in the life of the counselee? Of the cautions mentioned by the class sources, which ones do you think counselors most often overlook? Why?
Now, consider the following case. What forms of confrontation do you think would work best in this scenario? Why did you answer as you did?
Case Study:
Jean (pseudonym) was diagnosed with schizophrenia. She reported having very little memory of her childhood. Her mother was severely depressed and, on several occasions throughout Jane’s early childhood, the mother spent several months at a time hospitalized for her depression. When her mother returned home, she would at times “lose control” and start beating on the children. Jean’s father left her mother when Jean was only three years old. Jean was eventually removed from the home and placed in foster care. She moved around from one foster care parent to another, and finally came to live with a pastor and his wife who raised her in a warm, loving family. Unfortunately, Jane started “looking for love in all the wrong places.” Jane became promiscuous and eventually got pregnant. This was a great disappointment to the pastor and his wife. Jane had been attending church regularly before the pregnancy and had made a profession of faith in Christ. She felt extremely guilty about the pregnancy. The pastor’s wife told Jean that she was extremely disappointed with her and that she was embarrassed to have her in her home. Not long thereafter, Jean secretly got an abortion. She then ran away with a young man to a hippie commune in California (during the late 60s). Jean is now 55 years old and has been in and out of counseling her entire life. Recently, she was referred for therapy following an attempted suicide.
How would you decide when to confront this woman’s sin in counseling? What form or forms of confrontation should be used.
.
Postpartum depression case study
Sheela was a 30-year-old mother of four who lived in a small village and had just given birth to her fourth child three months ago without any medical care. She began exhibiting signs of depression a month after birth, becoming reclusive and neglecting her children, but her family was indifferent. One day when the family was working, Sheela set herself on fire and walked out of the house, later dying from her burns in the hospital. Her death could have been prevented with antenatal/postnatal care, recognition of her high-risk status and postpartum depression symptoms, and more support from her family.
McMinn discussed guidelines when confronting sin during a counseli.docx
McMinn discussed guidelines when confronting sin during a counseling experience and the lectures reviewed some factors as well.
Why can a sensitive Christian counselor not just automatically and quickly confront obvious sin in the life of the counselee?
Of the cautions mentioned by the class sources, which ones do you think counselors most often overlook?
Why?
Now, consider the following case.
What forms of confrontation do you think would work best in this scenario?
Why did you answer as you did?
Case Study:
Jean (pseudonym) was diagnosed with schizophrenia.
She reported having very little memory of her childhood.
Her mother was severely depressed and, on several occasions throughout Jane’s early childhood, the mother spent several months at a time hospitalized for her depression.
When her mother returned home, she would at times “lose control” and start beating on the children.
Jean’s father left her mother when Jean was only three years old.
Jean was eventually removed from the home and placed in foster care.
She moved around from one foster care parent to another, and finally came to live with a pastor and his wife who raised her in a warm, loving family.
Unfortunately, Jane started “looking for love in all the wrong places.”
Jane became promiscuous and eventually got pregnant.
This was a great disappointment to the pastor and his wife.
Jane had been attending church regularly before the pregnancy and had made a profession of faith in Christ.
She felt extremely guilty about the pregnancy.
The pastor’s wife told Jean that she was extremely disappointed with her and that she was embarrassed to have her in her home.
Not long thereafter, Jean secretly got an abortion.
She then ran away with a young man to a hippie commune in California (during the late 60s).
Jean is now 55 years old and has been in and out of counseling her entire life.
Recently, she was referred for therapy following an attempted suicide.
How would you decide when to confront this woman’s sin in counseling?
What form or forms of confrontation should be used?
Required Text Book:
McMinn, M. R. (2011).
Psychology, theology, and spirituality in Christian counseling
(Rev. ed.)
.
Carol Stream, IL: Tyndale House. ISBN: 9780842352529.
.
(medical explanation) Emily rose, exorcism of Anneliese Michel.pptx
(medical explanation) case study of the story of anneleise michel aka emily rose, died at young age of 24, was considered to be possessed by demon, actually thought to have multiple psychotic disorders which ultimately cause her death.FAMILY HAD A VERY STRONG BELIEF IN RELIGION,
AND SHE KNEW ABOUT LATIN AND ROMAN (LANGUAGE & CULTURE)
Holy objects like CROSS, HOLY WATER drive her mad.
She heard voices:- that she is damned, and she will rot in hell.
And she began to see faces of demons on people and things around her.
she told she saw colors, and experienced Euphoria, heard sounds and had a grimacing face.
She used to do disturbing things,
Peeing on the floor and then licking it
Tearing her clothes
Eating insects (flies, cockroach)
Barking
Screaming through walls
Scratching the floor
Arguing in different demonic voices
Priest claimed (father ARNOLD RENZ, Pastor ERNST ALT)
that she was possessed by 6 demons:
LUCIFER (voice:- lucifer, devil in the flesh)
JUDAS ISCARIOT
NERO
CAIN
HITLER (voice:- people are stupid pigs)
VALENTINE FLEISCHMAN (DISGRACED FRANKISH PRIEST)
AND PROBABLY A FEW MORE (BELIAL),
She suffered from torn ligaments due to genuflexion due to falling on one or both knees.
Had multiple episodes of vomiting, she refused to eat, bcoz Annaleise said she wasn’t allowed to, thus was Anorexic and weighted around 30Kg.
Assessment of Alexia.docx
Alexia is a 32-year-old woman seeking treatment for alcohol and cocaine dependence. She has a 11-year-old daughter and works as an administrative assistant. She has a history of depression and trauma, including being sexually assaulted as a child and her daughter being sexually assaulted. She relapsed after celebrating 6 months of sobriety. She was then raped and feels hopeless about recovery.
Hospitalized
The author recounts experiencing severe anemia that led to her diagnosis of Wilson's disease at age 15. She describes being hospitalized multiple times and undergoing various tests while doctors struggled to determine the cause. Her mother provided constant love and support through the difficult period. After two weeks of misdiagnosed chemotherapy that caused hair loss, testing revealed the author had Wilson's disease, an inherited liver disorder. She was transferred to a specialized hospital and experienced periods of insomnia, hallucinations, and mental instability before eventually recovering and returning home with treatment.
Both eating disorders and somatic symptom disorders involve a mi.docx
Both eating disorders and somatic symptom disorders involve a mind-body relationship. However, those living with somatic disorders tend to be highly sensitized to their body experiences in a different way than those with eating disorders. While eating disorders can cause individuals to lose their interoceptive awareness of the body, those with somatic disorders tend to have a magnified awareness, often coupled with preoccupation and a high level of anxiety that is deemed to be excessive to the cause.
These spectrums of illness require that social workers take an early-intervention, multidisciplinary, and biopsychosocial approach to treatment to be successful in supporting recovery. Both require knowledge and extensive communication with medical providers and other specialists. That priority for interdisciplinary knowledge and teamwork increases in importance given the mortality rates of eating disorders and the mind-body factors in both.
This week you analyze the impact of living with an eating disorder and the problems (nutritional, medical, social, and psychological) in the recovery process. You also consider current societal influences that impact the onset, recognition, and recovery process for eating disorders and somatic symptom disorders.
Through this week’s Learning Resources, you become aware not only of the prevalence of factors involved in the treatment of eating disorders, but also the societal, medical, and cultural influences that help individuals develop and sustain the unhealthy behaviors related to an eating disorder. These behaviors have drastic impacts on health. In clinical practice, social workers need to know about the resources available to clients living with an eating disorder and be comfortable developing interdisciplinary, individualized treatment plans for recovery that incorporate medical and other specialists.
For this Discussion, you focus on guiding clients through treatment and recovery.
To prepare:
Review the Learning Resources on experiences of living with an eating disorder, as well as social and cultural influences on the disorder.
Read the Case of O.
Post
a 300- to 500-word response in which you address the following:
Provide the full DSM-5 diagnosis for O. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Explain why it is important to use an interprofessional approach in treatment. Identity specific professionals you would recommend for the team, and describe how you might best utilize or focus their services.
Explain how you would use the client’s family to support recovery. Include specific behavioral examples.
Select and explain an evidence-based, focused treatment approach that.
Aging in prison: Background Information
This document discusses the life experiences and pathways that can lead older adults into the prison system. It provides statistics on trauma experienced by incarcerated older adults, such as witnessing violence and experiencing abuse. Case studies are presented that describe interpersonal and structural trauma such as racism that contributed to incarceration. The document also describes the stress of prison life, including poor healthcare, violence, and neglect of terminal inmates. Finally, it discusses the lack of support for successful community reintegration after release from prison.
For this assignment, you will be learning more about schizop.docx
This article summarizes a family's history with schizophrenia and bipolar disorder across multiple generations. The author's cousin, uncle, and grandfather all exhibited symptoms of these disorders. Schizophrenia tends to run in families and genetic factors are involved, though it is not caused by a single gene. Rather, multiple genes each contribute small effects. The article discusses the author's visits to his institutionalized cousin and their family history of mental illness. It provides background on schizophrenia and supports information covered in the course about the genetic and biological underpinnings of the disorder.
Paranormal and Psychological Horror Film Ideas
A mother reads her child a bedtime story that triggers traumatic memories of a camping trip from her teenage years. The story book begins haunting her, implying she knows more about the disappearance of her friend. She meets with the other friends from the trip and they return to the forest to find closure.
A young teacher is found dead after students confide in her about an abusive staff member. Her death is unsolved. Years later, the students' daughters investigate but one is killed after getting too close to the truth.
A group of teenagers explore an abandoned hospital and use a Ouija board, risking possession from a troubled patient's spirit that died there. One by one, the teenagers become possessed as
How a Genetic Test Changed My LifeAs a teen, Lauren Holder l
How a Genetic Test Changed My Life
As a teen, Lauren Holder learned that a cruel and fatal disease was stalking her family — and that she might have inherited the gene for it from her dad. Now 30, she shares her journey to discover the truth.
BY LAUREN HOLDER AS TOLD TO VIRGINIA SOLE-SMITHDec 19, 2015
COURTESY OF LAUREN HOLDER
When I was 5, my grandpa Rose took my dad and me out on his boat off the coast of Florida, where we live. It was a hot, bright day, and as the boat skimmed over the water, I asked my dad to put up the sunshade so we could cool off.
It was a small request, but Grandpa Rose exploded in rage: "No! We're not doing that!" Then he began to curse. I was shocked, but my dad wasn't. As I would soon find out, violent outbursts were the norm for Grandpa Rose and had been for some time. His reputation as a cruel abuser was no secret in our family.
And then, 10 years later, Grandpa Rose became someone else entirely to me. That was the day my aunt told me he had Huntington's disease (HD).
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Fear Sets In
Until I was 15, I had never heard of HD, a neurodegenerative disorder that is like Alzheimer's disease, Parkinson's disease, bipolar disorder, and Tourette's syndrome rolled into one. But my aunt Amy told me what it was and explained that all of Grandpa Rose's behavior — his temper, slurred speech (which we had wrongly thought indicated a drinking problem) and recent difficulty swallowing — had been symptoms. The disease would worsen, Amy said; near the end, he would be trapped inside a stiff body, unable to eat, talk, or move. The scariest part: HD is inher- ited. There was a 50/50 chance my father had it, and if he did, I faced the same odds.
Upon hearing the diagnosis, my grandpa, in total denial, jumped in his car, drove across the country and never came back. My family was actually relieved — his being so far away made it easier to avoid thinking about the situation. My dad didn't seem to take the news seriously. "Just chain me up in the backyard with a drink, and I'll be fine!" he joked about the possibility of developing HD, but inside, he must have been terrified. My grandpa was the meanest person I knew. Now there was a chance that my dad could turn into that kind of monster ... and that I could, too.
Then, around the time I turned 18, I was chatting with my dad in our kitchen when he suddenly started screaming in anger and squeezing my arm hard enough to leave bruises. We didn't talk about it, but I know we were worried about the same thing: He might be getting HD, too.
Learning My Fate
As soon as Grandpa Rose was diagnosed, when I was still in high school, I flung myself into researching HD. One of the first things I learned was that the same blood test that had found HD in him could tell me whether I would get it. When my dad began showing symptoms a few years la ...
Paranoia and HallucinationsLoren M. Scher, M.D.Barbara J. K.docx
Dorothy Franklin, a 54-year-old former waitress, was brought to the psychiatric emergency room by her husband for worsening delusions and hallucinations of seeing a judge. She had a history of paranoid thoughts and agitation for over 10 years. Despite previous psychiatric treatment and medications, Ms. Franklin's hallucinations had returned and increased in frequency. Her mental status examination revealed signs of psychosis like slowed thought and speech, blunted affect, and actively hallucinating. She was admitted to the inpatient psychiatric unit to further evaluate and treat her worsening psychotic symptoms.
Social What directed your interest to this.docx
The document discusses why the person is interested in social work. They grew up seeing friends' parents addicted to drugs and in foster care, directing their interest to help address problems like drugs, poverty, and lack of guidance. Their goals are to open a teenage shelter and drug rehab programs one day. They believe their dedication enables them to study and practice social work to help address important social issues.
Soap notes will be uploaded to Moodle and put through.docx
This soap note documents a visit for a 65-year-old male patient complaining of headaches for the past two weeks. On examination, the patient's blood pressure was elevated on multiple readings. The assessment is essential (primary) hypertension. The plan includes starting hydrochlorothiazide 25 mg daily, as well as lifestyle modifications and follow up with his primary care provider in one week to evaluate blood pressure control. No referrals are needed at this time.
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Bipolar Lesson 4 - case studies.pptx
Carrie exhibited impulsive behaviors like not sleeping, trouble concentrating, risky sexual relationships, and spending all her money quickly. Her parents were concerned this was abnormal since she had previously been responsible. Susie had not slept for 5 days and was in a heightened, out of control state. She expressed grandiose and strange ideas with mystical or sexual themes, claiming she was a "superwoman" who did not menstruate or need sex. Both students displayed some concerning behaviors but more information would be needed to determine if they have mental health conditions.
Professional Communication 3 sample case study
Mich is a 23-year-old nursing student who is experiencing her first psychotic episode of paranoid schizophrenia. She has been whispering to herself, refusing to use her cell phone because she believes it contains a chip to kill her, and has accused her parents of conspiring to have her brain removed. She is no longer attending classes and will fail out if her condition does not improve. Her parents have brought her to an outpatient clinic for evaluation.
Kristen is a 38-year-old divorced mother who has had a successful career for 6 years but has been constantly worrying for the past 8 months about losing her job and becoming homeless. This worry has caused restlessness, fatigue, and tension. She has
Personality disorders can arise through trauma, and they often carry.docx
Personality disorders can arise through trauma, and they often carry added stigma. In this Discussion, you analyze a case study focused on a personality disorder while also reflecting on how power, privilege, and stigma affect such diagnoses.
To prepare:
Review the case provided by your instructor for this week’s Discussion and consider your differential diagnostic process for them. Be sure to consider any past diagnoses and what influence those might have on their current diagnosis and needs. Finally, return to the Week 1 resources on stigma and reflect on stigma related to personality disorders.
Post
a 300- to 500-word response in which you address the following:
Provide the full DSM-5 diagnosis. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may need clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Support your decision by identifying the symptoms which meet specific criteria for each diagnosis.
Identify any close differentials and why they were eliminated. Concisely support your decisions with the case materials and readings.
Explain how diagnosing a client with a personality disorder may affect their treatment.
Analyze how power and privilege may influence who is labeled with a personality disorder and which types of personality disorders.
Identify how trauma affects the case, either precipitating the diagnosis and/or resulting from related symptoms or treatment of diagnosis.
CASE of SHANICE
Intake Date: January 2021
IDENTIFYING/DEMOGRAPHIC DATA:
Shanice is a 32 year old, single African American female, with no siblings. Shanice reports never being married. She works full time at the library.
CHIEF COMPLAINT/PRESENTING PROBLEM:
Shanice reported having sudden attacks and feeling anxious. She described feelings coming over her so quickly where her heart was pounding, and she couldn’t breathe. Recently when shopping, she wanted to just run out of the store because she suddenly was so dizzy she wanted to vomit. She even stopped going to the library.
HISTORY OF PRESENT ILLNESS:
Shanice notes “I like people, but I don’t deal well with them. I never seem to meet a lot of people. I guess I have always been this way. I remember rarely inviting other kids to my birthday parties. “I didn’t think they really wanted to come”.
Shanice described feeling anxiety and panic over the past three weeks when she was assigned a new boss. She believes her work is unsatisfactory and feels very dissatisfied with her job. She doesn’t like the anxiety she is now experiencing. Over the past two years, her other boss would cover up for her mistakes when her concentration was off, and she couldn’t make a decision. She may need to quit her job. She cannot believe that she ge.
BPSS Clinical Case Presentation
K is a 26-year-old married woman with two young children who was referred for ongoing mental health treatment. She experiences auditory and visual hallucinations, insomnia, paranoia, and a difficult relationship with her husband. Her history includes type 1 diabetes, multiple hospitalizations, childhood trauma, and a lack of social support. Assessment revealed depressed mood and a need for continued treatment to improve functioning and quality of life.
Love tragedy, she wrote [Case Report]
This case report describes a 53-year-old woman with paranoid schizophrenia diagnosed 28 years ago. Throughout her illness, she corresponded with her therapist through letters detailing her thoughts and emotions. Her letters revealed how her delusions evolved over time from broken relationships to perceived persecution. Initially she used defense mechanisms like suppression and reaction formation to cope with stressors. Her final delusion involved feeling tortured by perceived American spies. The report illustrates how life experiences, education, and intelligence can influence the complexity and transformation of delusions over time. It also highlights the importance of documentation in psychiatry to understand the development of a patient's psychopathologies.
NURS 6670 Final exam Walden.docx
This document provides a summary of 19 case studies related to a NURS 6670 final exam at Walden University. Each case study covers a different chapter in the course and relates to various psychiatric nursing concepts such as assessment, therapeutic communication, treatment modalities, and care settings. The case studies involve clients with conditions like depression, anxiety, schizophrenia, and bipolar disorder.
Therapeutic CommunicationStudent’s Name Client’s Initials M.docx
Therapeutic Communication
Student’s Name: Client’s Initials: M.P.
Date of Interaction: 27 October 2015 Therapeutic Communication #3
ASSESSMENT:
· Background Information: M.P. is a 54yo separated Caucasian woman who was encouraged to go to ABH after sharing with her day group that she possibly overdosed the day before on one of her home medications. She has a history of major depressive disorder which has left her out of work for several years and recently she has developed suicidal ideations in the past several months.
· Medications
1. Aripiprazole (Abilify), 15mg tab PO nightly—for psychosis
Side effects: dizziness, weakness, nausea, vomiting, fatigue, excess saliva, choking or trouble swallowing, blurred vision, headache, anxiety, weight gain, sleep problems, constipation
2. Diphenhydramine (Benadryl), 50mg cap PO nightly—for insomnia
Side effects: sedation, fatigue, dizziness, disturbed coordination, constipation, dry mucus membranes, blurred vision, tremor, anorexia, nausea
3. Fluoxetine (Prozac), 5mg tab PO nightly—for depression
Side effects: nausea, constipation, headache, anxiety, insomnia, drowsiness, dizziness, heart palpitations, weight changes, cold symptoms, dry mouth, impotence
4. Lithium, 300mg cap PO QID—for mood stability
Side effects: tremors, increased thirst, increased urination, diarrhea, vomiting, weight gain, impaired memory, poor concentration, drowsiness, weakness
5. Oxybutynin (Ditropan), 5mg tab PO BID—for bladder spasm
Side effects: dry mouth, blurred vision, constipation, diarrhea, nausea, dizziness, weakness, headache, insomnia
6. Propanolol (Inderal), 10mg tab PO BID—for tremors
Side effects: dizziness, fatigue, nausea, vomiting, stomach pain, vision changes, insomnia
· Assess myself: While I had prepared to present my teaching project that day, I was eager to help the nurses and spend time with patients. It was my last week on Montgomery unit, so between my teaching project and interacting with patients on the unit, I was eager to have a productive day.
· Assess milieu: There were 12 patients on the unit that day. Many of the patients were spending time with each other in the day room, laughing and chatting as they painted each other’s nails. Because of MP’s fluctuating SI and recent attempts to hide plastic utensils in her room, the nurse asked if I would sit with MP while she ate dinner.
DIAGNOSIS:
Nursing diagnosis: Risk for self-directed violence, ineffective individual coping, anxiety, hopelessness, social isolation
PLANNING:
· Describe a tentative goal of the TC: I want the patient to openly discuss her recurrent suicidal ideations and contemplate stressors. Hopefully I can also direct her to focus on the positives in her life, like her family and her possibilities.
· By completion of the TC, the patient will:
1. Discuss her desire to die.
2. Recognize possible stressors leading to SI.
3. Focus on the positives and motivations in her life.
IMPLEMENTATION:
Nurse Communication
Patien.
Therapeutic CommunicationStudent’s Name Client’s Initials M.docx
Therapeutic Communication
Student’s Name: Client’s Initials: M.P.
Date of Interaction: 27 October 2015 Therapeutic Communication #3
ASSESSMENT:
· Background Information: M.P. is a 54yo separated Caucasian woman who was encouraged to go to ABH after sharing with her day group that she possibly overdosed the day before on one of her home medications. She has a history of major depressive disorder which has left her out of work for several years and recently she has developed suicidal ideations in the past several months.
· Medications
1. Aripiprazole (Abilify), 15mg tab PO nightly—for psychosis
Side effects: dizziness, weakness, nausea, vomiting, fatigue, excess saliva, choking or trouble swallowing, blurred vision, headache, anxiety, weight gain, sleep problems, constipation
2. Diphenhydramine (Benadryl), 50mg cap PO nightly—for insomnia
Side effects: sedation, fatigue, dizziness, disturbed coordination, constipation, dry mucus membranes, blurred vision, tremor, anorexia, nausea
3. Fluoxetine (Prozac), 5mg tab PO nightly—for depression
Side effects: nausea, constipation, headache, anxiety, insomnia, drowsiness, dizziness, heart palpitations, weight changes, cold symptoms, dry mouth, impotence
4. Lithium, 300mg cap PO QID—for mood stability
Side effects: tremors, increased thirst, increased urination, diarrhea, vomiting, weight gain, impaired memory, poor concentration, drowsiness, weakness
5. Oxybutynin (Ditropan), 5mg tab PO BID—for bladder spasm
Side effects: dry mouth, blurred vision, constipation, diarrhea, nausea, dizziness, weakness, headache, insomnia
6. Propanolol (Inderal), 10mg tab PO BID—for tremors
Side effects: dizziness, fatigue, nausea, vomiting, stomach pain, vision changes, insomnia
· Assess myself: While I had prepared to present my teaching project that day, I was eager to help the nurses and spend time with patients. It was my last week on Montgomery unit, so between my teaching project and interacting with patients on the unit, I was eager to have a productive day.
· Assess milieu: There were 12 patients on the unit that day. Many of the patients were spending time with each other in the day room, laughing and chatting as they painted each other’s nails. Because of MP’s fluctuating SI and recent attempts to hide plastic utensils in her room, the nurse asked if I would sit with MP while she ate dinner.
DIAGNOSIS:
Nursing diagnosis: Risk for self-directed violence, ineffective individual coping, anxiety, hopelessness, social isolation
PLANNING:
· Describe a tentative goal of the TC: I want the patient to openly discuss her recurrent suicidal ideations and contemplate stressors. Hopefully I can also direct her to focus on the positives in her life, like her family and her possibilities.
· By completion of the TC, the patient will:
1. Discuss her desire to die.
2. Recognize possible stressors leading to SI.
3. Focus on the positives and motivations in her life.
IMPLEMENTATION:
Nurse Communication
Patien.
TopicMcMinn discussed guidelines when confronting sin during a co.docx
Topic:
McMinn discussed guidelines when confronting sin during a counseling experience, and the lectures reviewed some factors as well.
Why can a sensitive Christian counselor not just automatically and quickly confront obvious sin in the life of the counselee? Of the cautions mentioned by the class sources, which ones do you think counselors most often overlook? Why?
Now, consider the following case. What forms of confrontation do you think would work best in this scenario? Why did you answer as you did?
Case Study:
Jean (pseudonym) was diagnosed with schizophrenia. She reported having very little memory of her childhood. Her mother was severely depressed and, on several occasions throughout Jane’s early childhood, the mother spent several months at a time hospitalized for her depression. When her mother returned home, she would at times “lose control” and start beating on the children. Jean’s father left her mother when Jean was only three years old. Jean was eventually removed from the home and placed in foster care. She moved around from one foster care parent to another, and finally came to live with a pastor and his wife who raised her in a warm, loving family. Unfortunately, Jane started “looking for love in all the wrong places.” Jane became promiscuous and eventually got pregnant. This was a great disappointment to the pastor and his wife. Jane had been attending church regularly before the pregnancy and had made a profession of faith in Christ. She felt extremely guilty about the pregnancy. The pastor’s wife told Jean that she was extremely disappointed with her and that she was embarrassed to have her in her home. Not long thereafter, Jean secretly got an abortion. She then ran away with a young man to a hippie commune in California (during the late 60s). Jean is now 55 years old and has been in and out of counseling her entire life. Recently, she was referred for therapy following an attempted suicide.
How would you decide when to confront this woman’s sin in counseling? What form or forms of confrontation should be used.
.
Postpartum depression case study
Sheela was a 30-year-old mother of four who lived in a small village and had just given birth to her fourth child three months ago without any medical care. She began exhibiting signs of depression a month after birth, becoming reclusive and neglecting her children, but her family was indifferent. One day when the family was working, Sheela set herself on fire and walked out of the house, later dying from her burns in the hospital. Her death could have been prevented with antenatal/postnatal care, recognition of her high-risk status and postpartum depression symptoms, and more support from her family.
McMinn discussed guidelines when confronting sin during a counseli.docx
McMinn discussed guidelines when confronting sin during a counseling experience and the lectures reviewed some factors as well.
Why can a sensitive Christian counselor not just automatically and quickly confront obvious sin in the life of the counselee?
Of the cautions mentioned by the class sources, which ones do you think counselors most often overlook?
Why?
Now, consider the following case.
What forms of confrontation do you think would work best in this scenario?
Why did you answer as you did?
Case Study:
Jean (pseudonym) was diagnosed with schizophrenia.
She reported having very little memory of her childhood.
Her mother was severely depressed and, on several occasions throughout Jane’s early childhood, the mother spent several months at a time hospitalized for her depression.
When her mother returned home, she would at times “lose control” and start beating on the children.
Jean’s father left her mother when Jean was only three years old.
Jean was eventually removed from the home and placed in foster care.
She moved around from one foster care parent to another, and finally came to live with a pastor and his wife who raised her in a warm, loving family.
Unfortunately, Jane started “looking for love in all the wrong places.”
Jane became promiscuous and eventually got pregnant.
This was a great disappointment to the pastor and his wife.
Jane had been attending church regularly before the pregnancy and had made a profession of faith in Christ.
She felt extremely guilty about the pregnancy.
The pastor’s wife told Jean that she was extremely disappointed with her and that she was embarrassed to have her in her home.
Not long thereafter, Jean secretly got an abortion.
She then ran away with a young man to a hippie commune in California (during the late 60s).
Jean is now 55 years old and has been in and out of counseling her entire life.
Recently, she was referred for therapy following an attempted suicide.
How would you decide when to confront this woman’s sin in counseling?
What form or forms of confrontation should be used?
Required Text Book:
McMinn, M. R. (2011).
Psychology, theology, and spirituality in Christian counseling
(Rev. ed.)
.
Carol Stream, IL: Tyndale House. ISBN: 9780842352529.
.
(medical explanation) Emily rose, exorcism of Anneliese Michel.pptx
(medical explanation) case study of the story of anneleise michel aka emily rose, died at young age of 24, was considered to be possessed by demon, actually thought to have multiple psychotic disorders which ultimately cause her death.FAMILY HAD A VERY STRONG BELIEF IN RELIGION,
AND SHE KNEW ABOUT LATIN AND ROMAN (LANGUAGE & CULTURE)
Holy objects like CROSS, HOLY WATER drive her mad.
She heard voices:- that she is damned, and she will rot in hell.
And she began to see faces of demons on people and things around her.
she told she saw colors, and experienced Euphoria, heard sounds and had a grimacing face.
She used to do disturbing things,
Peeing on the floor and then licking it
Tearing her clothes
Eating insects (flies, cockroach)
Barking
Screaming through walls
Scratching the floor
Arguing in different demonic voices
Priest claimed (father ARNOLD RENZ, Pastor ERNST ALT)
that she was possessed by 6 demons:
LUCIFER (voice:- lucifer, devil in the flesh)
JUDAS ISCARIOT
NERO
CAIN
HITLER (voice:- people are stupid pigs)
VALENTINE FLEISCHMAN (DISGRACED FRANKISH PRIEST)
AND PROBABLY A FEW MORE (BELIAL),
She suffered from torn ligaments due to genuflexion due to falling on one or both knees.
Had multiple episodes of vomiting, she refused to eat, bcoz Annaleise said she wasn’t allowed to, thus was Anorexic and weighted around 30Kg.
Assessment of Alexia.docx
Alexia is a 32-year-old woman seeking treatment for alcohol and cocaine dependence. She has a 11-year-old daughter and works as an administrative assistant. She has a history of depression and trauma, including being sexually assaulted as a child and her daughter being sexually assaulted. She relapsed after celebrating 6 months of sobriety. She was then raped and feels hopeless about recovery.
Hospitalized
The author recounts experiencing severe anemia that led to her diagnosis of Wilson's disease at age 15. She describes being hospitalized multiple times and undergoing various tests while doctors struggled to determine the cause. Her mother provided constant love and support through the difficult period. After two weeks of misdiagnosed chemotherapy that caused hair loss, testing revealed the author had Wilson's disease, an inherited liver disorder. She was transferred to a specialized hospital and experienced periods of insomnia, hallucinations, and mental instability before eventually recovering and returning home with treatment.
Both eating disorders and somatic symptom disorders involve a mi.docx
Both eating disorders and somatic symptom disorders involve a mind-body relationship. However, those living with somatic disorders tend to be highly sensitized to their body experiences in a different way than those with eating disorders. While eating disorders can cause individuals to lose their interoceptive awareness of the body, those with somatic disorders tend to have a magnified awareness, often coupled with preoccupation and a high level of anxiety that is deemed to be excessive to the cause.
These spectrums of illness require that social workers take an early-intervention, multidisciplinary, and biopsychosocial approach to treatment to be successful in supporting recovery. Both require knowledge and extensive communication with medical providers and other specialists. That priority for interdisciplinary knowledge and teamwork increases in importance given the mortality rates of eating disorders and the mind-body factors in both.
This week you analyze the impact of living with an eating disorder and the problems (nutritional, medical, social, and psychological) in the recovery process. You also consider current societal influences that impact the onset, recognition, and recovery process for eating disorders and somatic symptom disorders.
Through this week’s Learning Resources, you become aware not only of the prevalence of factors involved in the treatment of eating disorders, but also the societal, medical, and cultural influences that help individuals develop and sustain the unhealthy behaviors related to an eating disorder. These behaviors have drastic impacts on health. In clinical practice, social workers need to know about the resources available to clients living with an eating disorder and be comfortable developing interdisciplinary, individualized treatment plans for recovery that incorporate medical and other specialists.
For this Discussion, you focus on guiding clients through treatment and recovery.
To prepare:
Review the Learning Resources on experiences of living with an eating disorder, as well as social and cultural influences on the disorder.
Read the Case of O.
Post
a 300- to 500-word response in which you address the following:
Provide the full DSM-5 diagnosis for O. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
Explain why it is important to use an interprofessional approach in treatment. Identity specific professionals you would recommend for the team, and describe how you might best utilize or focus their services.
Explain how you would use the client’s family to support recovery. Include specific behavioral examples.
Select and explain an evidence-based, focused treatment approach that.
Aging in prison: Background Information
This document discusses the life experiences and pathways that can lead older adults into the prison system. It provides statistics on trauma experienced by incarcerated older adults, such as witnessing violence and experiencing abuse. Case studies are presented that describe interpersonal and structural trauma such as racism that contributed to incarceration. The document also describes the stress of prison life, including poor healthcare, violence, and neglect of terminal inmates. Finally, it discusses the lack of support for successful community reintegration after release from prison.
For this assignment, you will be learning more about schizop.docx
This article summarizes a family's history with schizophrenia and bipolar disorder across multiple generations. The author's cousin, uncle, and grandfather all exhibited symptoms of these disorders. Schizophrenia tends to run in families and genetic factors are involved, though it is not caused by a single gene. Rather, multiple genes each contribute small effects. The article discusses the author's visits to his institutionalized cousin and their family history of mental illness. It provides background on schizophrenia and supports information covered in the course about the genetic and biological underpinnings of the disorder.
Paranormal and Psychological Horror Film Ideas
A mother reads her child a bedtime story that triggers traumatic memories of a camping trip from her teenage years. The story book begins haunting her, implying she knows more about the disappearance of her friend. She meets with the other friends from the trip and they return to the forest to find closure.
A young teacher is found dead after students confide in her about an abusive staff member. Her death is unsolved. Years later, the students' daughters investigate but one is killed after getting too close to the truth.
A group of teenagers explore an abandoned hospital and use a Ouija board, risking possession from a troubled patient's spirit that died there. One by one, the teenagers become possessed as
How a Genetic Test Changed My LifeAs a teen, Lauren Holder l
How a Genetic Test Changed My Life
As a teen, Lauren Holder learned that a cruel and fatal disease was stalking her family — and that she might have inherited the gene for it from her dad. Now 30, she shares her journey to discover the truth.
BY LAUREN HOLDER AS TOLD TO VIRGINIA SOLE-SMITHDec 19, 2015
COURTESY OF LAUREN HOLDER
When I was 5, my grandpa Rose took my dad and me out on his boat off the coast of Florida, where we live. It was a hot, bright day, and as the boat skimmed over the water, I asked my dad to put up the sunshade so we could cool off.
It was a small request, but Grandpa Rose exploded in rage: "No! We're not doing that!" Then he began to curse. I was shocked, but my dad wasn't. As I would soon find out, violent outbursts were the norm for Grandpa Rose and had been for some time. His reputation as a cruel abuser was no secret in our family.
And then, 10 years later, Grandpa Rose became someone else entirely to me. That was the day my aunt told me he had Huntington's disease (HD).
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Fear Sets In
Until I was 15, I had never heard of HD, a neurodegenerative disorder that is like Alzheimer's disease, Parkinson's disease, bipolar disorder, and Tourette's syndrome rolled into one. But my aunt Amy told me what it was and explained that all of Grandpa Rose's behavior — his temper, slurred speech (which we had wrongly thought indicated a drinking problem) and recent difficulty swallowing — had been symptoms. The disease would worsen, Amy said; near the end, he would be trapped inside a stiff body, unable to eat, talk, or move. The scariest part: HD is inher- ited. There was a 50/50 chance my father had it, and if he did, I faced the same odds.
Upon hearing the diagnosis, my grandpa, in total denial, jumped in his car, drove across the country and never came back. My family was actually relieved — his being so far away made it easier to avoid thinking about the situation. My dad didn't seem to take the news seriously. "Just chain me up in the backyard with a drink, and I'll be fine!" he joked about the possibility of developing HD, but inside, he must have been terrified. My grandpa was the meanest person I knew. Now there was a chance that my dad could turn into that kind of monster ... and that I could, too.
Then, around the time I turned 18, I was chatting with my dad in our kitchen when he suddenly started screaming in anger and squeezing my arm hard enough to leave bruises. We didn't talk about it, but I know we were worried about the same thing: He might be getting HD, too.
Learning My Fate
As soon as Grandpa Rose was diagnosed, when I was still in high school, I flung myself into researching HD. One of the first things I learned was that the same blood test that had found HD in him could tell me whether I would get it. When my dad began showing symptoms a few years la ...
Paranoia and HallucinationsLoren M. Scher, M.D.Barbara J. K.docx
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