Case study review 15
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Shandra is a student close to graduating with a 4.0 GPA and hopes to become a HIPAA compliance specialist. She broke into personal files at her fiancé's workplace to check if rumors about a patient named Mr. Pioche were true. The document recommends implementing the least intrusive intervention by having a face to face discussion with Shandra, respecting confidentiality as Shandra broke it by accessing the files without permission, and not specifically addressing any cultural differences as none are mentioned.
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ePortfolio for Forensic Psychology
This is a compilation of theories and models that I have applied within the field of Forensic Psychology.
Grand Rounds Hi, and thanks for attending this case presen.docx
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern.
Assignment ComponentProficientMaximum PointsIdentify a princ.docx
Assignment Component
Proficient
Maximum Points
Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis.
Identifies at least one principal and one secondary diagnosis that are rationally linked to the case provided. Provides detailed information about how diagnoses were reached and how the client’s symptoms fit the diagnostic criteria. Evidence is presented in a logical manner that builds a solid case which supports diagnostic impressions.
48
Describe multiple elements of the etiology for the principal and secondary diagnoses. Explain how the etiology contributed to each (principal & secondary) diagnosis.
Presents a clear understanding of the possible origins of the principal and secondary diagnoses. Demonstrates ability to integrate and conceptualize all of the information presented. Clearly states how the diagnoses/ presenting issue began (ETIOLOGY) and what may be maintaining them.
48
Identify a specific therapeutic modality for each principal and secondary diagnoses.
Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client.
48
Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study.
Demonstrates a clear application of the selected therapeutic modality for treatment of the principal and secondary diagnoses of the person in the vignette.
48
Identify at least one differential (alternate) diagnosis for the primary and secondary diagnosis.
Clearly discusses other diagnoses (differential diagnoses) that were ruled-out as well as specific reasons for eliminating these diagnoses.
32
Discussed key cultural factors that may influence diagnosis and treatment.
Describes cultural factors that may influence the diagnoses and identifies cultural issues that may require additional exploration. Outlines how the cultural factors influence treatment options.
48
Academic Writing
Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correct APA format.
Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correct APA format.
28
Total:
300
Page 1 of 4
Maladaptive Behavior and Psychopathology
© 2013 Argosy University
Psychological Evaluation
Confidential: For Professional Use Only
Name: Homer Brine
Date of Birth: 1-11-65
Date of Evaluation: 7-30-08
Clinician: A. Adler, PhD
Reason for Refe.
Shandra was a senior in her final semester of the Health Informati.docx
Shandra was a senior in her final semester of the Health Information Management (HIM) program at Anystate University in Smithville. She was completing her final courses, which included Trends in Health Information Management, Organizational Management Theories, and her Professional Practice Experience. Shandra was engaged to Andre, the Assistant Director of Respiratory Therapy at St. James Medical Center, with plans to marry after her graduation. Shandra was carrying a 4.00 grade point average going into her final semester and had hopes of becoming a Health Insurance Portability and Accountability Act (HIPAA) compliance specialist after graduation because she had heard that a new position was being created. She was excited to be able to complete her Professional Practice Experience at St. James Medical Center, the only hospital in Smithville, so she would be able to complete the rest of her courses that same semester, continue to live near her family and fiancé, and hopefully get her foot in the door with a chance at the new HIPAA compliance specialist position.
Shandra started her Professional Practice Experience by attending two full days of orientation with a group of new employees. The orientation sessions included information about infection control, the Occupational Safety and Health Administration, HIPAA, and quality improvement processes. All students and new employees were required to sign confidentiality statements during orientation.
Shandra did exceptionally well completing all of her assigned tasks during her Professional Practice Experience. She also became close with a number of the staff members in the HIM department and in other areas of the facility. She enjoyed being able to take her breaks and lunches with her fiancé and his friends from the hospital.
During breaks and lunches, Shandra overheard a variety of conversations among hospital staff. Occasionally, they would discuss interdepartmental issues, and sometimes they would gossip about hospital staff and physicians. One conversation was focused on a rumor about Henri Pioche, the Director of Respiratory Therapy. Many of the staff members present for the conversation indicated that they heard Mr. Pioche had been diagnosed with some kind of malignant condition and had been recently worked up to determine the possibility of brain metastasis.
Shandra and Andre took their afternoon break alone together that afternoon. Shandra asked Andre if he had heard any kind of confirmation regarding his director's condition. Andre had only heard rumors, but of course, he was curious because he would be the obvious next in line for the director position.
When Shandra returned to the HIM department after break, she pulled up Henri Pioche's records and saw that he had recently had a series of outpatient tests at the facility. She researched further and found that the most recent tests indicated brain metastasis that appeared significant. That evening, Shandra shared her findi.
1COUNSELING, RELATIONSHIP BUILDINGWrite a mock dialogue wi.docx
1
COUNSELING, RELATIONSHIP BUILDING
Write a mock dialogue with a suicidal client. You may create a new scenario.
In your dialogue, demonstrate basic counseling skills, including reflective listening, empathy, and summarizing, as well as advanced skills like problem solving and goal setting. You will also need to demonstrate your sensitivity to the diversity characteristics of your client. Once you have agreed on a safety plan with your client, you will go on to develop goals and a treatment plan for future therapy sessions in collaboration with your client.
The dialogue portion of your project should be approximately half of the total length of your final paper. The rest of the paper should explain why you did what you did in the session based on empirical evidence from at least 20 references.
Abstract
Illustrated in this final assignment is a mock dialogue with a client expressing suicidal behaviors. Within the report, writer aims to demonstrate basic counseling skill like summarizing, empathy, reflective listening, problem solving, goal setting and cultural competency for diverse clients. Also included in the report will be treatment planning, goal setting and therapeutic plan developed with the client’s participation.
Counseling, Relationship Building, Goals, Treatment Planning
Introduction
Psychotherapeutic processes are in a constant level of flux across all aspects of psychological study. Amongst the most consistent questions posed by practitioners involves psychotherapeutic efficacy and efficiency. Through this constant intrigue a plethora of therapeutic processes has emerged. Theories rooted in the perspective of common factors to evidence based medical philosophies were being developed. The dimensions of the treatment setting were the only common factor across the varied processes. More specifically contributing procedures like therapist confidence, expectation for improvement and a therapeutic relationship rooted in warmth, understanding acceptance, kindness, trust and human wisdom (Castelnuovo, 2010).
Suicide is a constant concern when conducting psychological assessment for therapeutic considerations. Psychological practitioners should always include a risk assessment that allows them to gauge client’s potential for self-harm. An effectual suicide assessment consists of the following: 1) Mustering information related to the risk factors, protective factors and warning signs of suicide. 2) Amassing information on the patient’s suicide ideation, planning, desire, intent and behaviors. 3) Formulating a clinical resolution of risk with the information collected (Shea, 2009). The suicide rate is something that will also assist the practitioner in developing a sound suicide assessment. Suicide rate differs across all cultural factors. Females are more likely to attempt suicide than males although males are more likely to succeed. Native Americans report the highest suicide rate followed by white males but suicide among African-Ameri.
Recommended
ePortfolio for Forensic Psychology
This is a compilation of theories and models that I have applied within the field of Forensic Psychology.
Grand Rounds Hi, and thanks for attending this case presen.docx
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern.
Assignment ComponentProficientMaximum PointsIdentify a princ.docx
Assignment Component
Proficient
Maximum Points
Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis.
Identifies at least one principal and one secondary diagnosis that are rationally linked to the case provided. Provides detailed information about how diagnoses were reached and how the client’s symptoms fit the diagnostic criteria. Evidence is presented in a logical manner that builds a solid case which supports diagnostic impressions.
48
Describe multiple elements of the etiology for the principal and secondary diagnoses. Explain how the etiology contributed to each (principal & secondary) diagnosis.
Presents a clear understanding of the possible origins of the principal and secondary diagnoses. Demonstrates ability to integrate and conceptualize all of the information presented. Clearly states how the diagnoses/ presenting issue began (ETIOLOGY) and what may be maintaining them.
48
Identify a specific therapeutic modality for each principal and secondary diagnoses.
Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client.
48
Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study.
Demonstrates a clear application of the selected therapeutic modality for treatment of the principal and secondary diagnoses of the person in the vignette.
48
Identify at least one differential (alternate) diagnosis for the primary and secondary diagnosis.
Clearly discusses other diagnoses (differential diagnoses) that were ruled-out as well as specific reasons for eliminating these diagnoses.
32
Discussed key cultural factors that may influence diagnosis and treatment.
Describes cultural factors that may influence the diagnoses and identifies cultural issues that may require additional exploration. Outlines how the cultural factors influence treatment options.
48
Academic Writing
Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correct APA format.
Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correct APA format.
28
Total:
300
Page 1 of 4
Maladaptive Behavior and Psychopathology
© 2013 Argosy University
Psychological Evaluation
Confidential: For Professional Use Only
Name: Homer Brine
Date of Birth: 1-11-65
Date of Evaluation: 7-30-08
Clinician: A. Adler, PhD
Reason for Refe.
Shandra was a senior in her final semester of the Health Informati.docx
Shandra was a senior in her final semester of the Health Information Management (HIM) program at Anystate University in Smithville. She was completing her final courses, which included Trends in Health Information Management, Organizational Management Theories, and her Professional Practice Experience. Shandra was engaged to Andre, the Assistant Director of Respiratory Therapy at St. James Medical Center, with plans to marry after her graduation. Shandra was carrying a 4.00 grade point average going into her final semester and had hopes of becoming a Health Insurance Portability and Accountability Act (HIPAA) compliance specialist after graduation because she had heard that a new position was being created. She was excited to be able to complete her Professional Practice Experience at St. James Medical Center, the only hospital in Smithville, so she would be able to complete the rest of her courses that same semester, continue to live near her family and fiancé, and hopefully get her foot in the door with a chance at the new HIPAA compliance specialist position.
Shandra started her Professional Practice Experience by attending two full days of orientation with a group of new employees. The orientation sessions included information about infection control, the Occupational Safety and Health Administration, HIPAA, and quality improvement processes. All students and new employees were required to sign confidentiality statements during orientation.
Shandra did exceptionally well completing all of her assigned tasks during her Professional Practice Experience. She also became close with a number of the staff members in the HIM department and in other areas of the facility. She enjoyed being able to take her breaks and lunches with her fiancé and his friends from the hospital.
During breaks and lunches, Shandra overheard a variety of conversations among hospital staff. Occasionally, they would discuss interdepartmental issues, and sometimes they would gossip about hospital staff and physicians. One conversation was focused on a rumor about Henri Pioche, the Director of Respiratory Therapy. Many of the staff members present for the conversation indicated that they heard Mr. Pioche had been diagnosed with some kind of malignant condition and had been recently worked up to determine the possibility of brain metastasis.
Shandra and Andre took their afternoon break alone together that afternoon. Shandra asked Andre if he had heard any kind of confirmation regarding his director's condition. Andre had only heard rumors, but of course, he was curious because he would be the obvious next in line for the director position.
When Shandra returned to the HIM department after break, she pulled up Henri Pioche's records and saw that he had recently had a series of outpatient tests at the facility. She researched further and found that the most recent tests indicated brain metastasis that appeared significant. That evening, Shandra shared her findi.
1COUNSELING, RELATIONSHIP BUILDINGWrite a mock dialogue wi.docx
1
COUNSELING, RELATIONSHIP BUILDING
Write a mock dialogue with a suicidal client. You may create a new scenario.
In your dialogue, demonstrate basic counseling skills, including reflective listening, empathy, and summarizing, as well as advanced skills like problem solving and goal setting. You will also need to demonstrate your sensitivity to the diversity characteristics of your client. Once you have agreed on a safety plan with your client, you will go on to develop goals and a treatment plan for future therapy sessions in collaboration with your client.
The dialogue portion of your project should be approximately half of the total length of your final paper. The rest of the paper should explain why you did what you did in the session based on empirical evidence from at least 20 references.
Abstract
Illustrated in this final assignment is a mock dialogue with a client expressing suicidal behaviors. Within the report, writer aims to demonstrate basic counseling skill like summarizing, empathy, reflective listening, problem solving, goal setting and cultural competency for diverse clients. Also included in the report will be treatment planning, goal setting and therapeutic plan developed with the client’s participation.
Counseling, Relationship Building, Goals, Treatment Planning
Introduction
Psychotherapeutic processes are in a constant level of flux across all aspects of psychological study. Amongst the most consistent questions posed by practitioners involves psychotherapeutic efficacy and efficiency. Through this constant intrigue a plethora of therapeutic processes has emerged. Theories rooted in the perspective of common factors to evidence based medical philosophies were being developed. The dimensions of the treatment setting were the only common factor across the varied processes. More specifically contributing procedures like therapist confidence, expectation for improvement and a therapeutic relationship rooted in warmth, understanding acceptance, kindness, trust and human wisdom (Castelnuovo, 2010).
Suicide is a constant concern when conducting psychological assessment for therapeutic considerations. Psychological practitioners should always include a risk assessment that allows them to gauge client’s potential for self-harm. An effectual suicide assessment consists of the following: 1) Mustering information related to the risk factors, protective factors and warning signs of suicide. 2) Amassing information on the patient’s suicide ideation, planning, desire, intent and behaviors. 3) Formulating a clinical resolution of risk with the information collected (Shea, 2009). The suicide rate is something that will also assist the practitioner in developing a sound suicide assessment. Suicide rate differs across all cultural factors. Females are more likely to attempt suicide than males although males are more likely to succeed. Native Americans report the highest suicide rate followed by white males but suicide among African-Ameri.
INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docx
INITIAL CASE CONCEPTUALIZATION 8
Initial Case Conceptualization
Nichole Hairston-Purvis
Dr. Stephanie Warren
COUN6332
Capella University
February 12, 2018
PSYCHOLOGY
Part One: Client Information
This paper focuses on S. H., a client that the therapist has been speaking with in counselling sessions over a couple of weeks since they met during an internship program in the field. S.H. is 25 years of age. The client resides in Detroit City in Michigan, United States of America as a first generation immigrant, her country of origin being Nigeria in Africa. Having migrated into the U.S with her parents, 2 brothers and a sister when she was 11 years old, she is an African American citizen. She speaks both fluent English and Spanish. The client is a staunch Muslim and her wealthy parents live in New Jersey, U.S. S.H. has been working as a credit officer at a locally based bank until she was dimissed a few months ago .She rarely asks for financial support from her parents despite the fact that she is out of job.
The client does not portray any signs of physical disability and appears physically healthy. S.H. did not complete her college education after she got pregnant, arguing that she could not properly manage college, full time job and raising a baby. S.H.’s siblings are graduates having professional careers. The client has a son who is 2 years old and she claims that sometimes she feels ‘overwhelmed’ because of raising him all alone as her husband serves in the military and has been away for nine months. Client reveals that it has now been two years since she saw her family. Furthermore, she states that her relationship with her parents is ‘close’ despite mentioning that her father is an excessive drinker. Her father and mother are a banker and an educator respectively.
While presenting her concerns and problems the client said, “I lost my job a few months ago which has brought a feeling of hopelessness. I am having sleepless nights and I have lost my appetite.” Over the past two months, the client reported having lost eight pounds. Despite worrying about being a solo parent, she also fears that she might become homeless. S.H stated, “I am always worried. I am completely stressed out. My husband has been away for nine months serving in the military .I am always worried about him.” During her various appointments, S.H. has been arriving thirty minutes earlier. She also reported that she had never attended any counselling in the past. The client appeared to be suffering from depression and anxiety due to the fact that the client presented with shaky hands and was tearful during while completing her intake paperwork. During the description of her problems and her decision to seek out therapy, she made limited eye contact .She had a halting speech. The client seemed pretty willing and commitment to the nine treatment sessions recommended by her insurance company.
Part 2: Theoretical Framework
.
Client is a 17 year old African American male that presented for.docx
Client is a 17 year old African American male that presented for a Comprehensive Assessment to determine eligibility for services. Though biologically male, she has socially transitioned and prefers to be addressed as Charmaine. The client identifies as a female. Her outward appearance was that of a teenage female. Present at the assessment was foster parent. During the assessment, client was argumentative with foster parent and disrespectful; indicating she did not want to come for services. Client reports she has no issues. She is resistant to available resources.
Information gathered was obtained from other records and the foster mom. The client engages in disruptive behaviors and these behaviors have been evident for an extended period of time. Client recently moved to this foster placement. Client’s history is significant for multiple placement changes. She was adopted at approximately the age of four (4) and was placed in DSS custody at age 16. Prior to a request to have the client moved from the former placement, the client cut her genitals (scrotum) with a razor, requiring fifteen (15) stitches to close the wound. The client reports that it was a “shaving accident” and her hand slipped when she was trying to shave her legs. When asked about consideration for a gender reassignment, client responded she was unsure. Documents indicate she has discussed previously.
It has been reported that the client is overtly defiant with adult authority figures, and often responds with attempts to engage others in verbal arguments. She has shown a pattern of poor emotional regulation. The client has been involved with mental health services for an extended period of time and she has struggled with behaviors and interpersonal interactions. Her problematic interpersonal interactions are often triggered by being unable to obtain her immediate wants, and this poor impulse control often leads to emotional displays of anger and frustration, and they often interfere with her ability to maintain a positive interaction with others.
Client’s history is significant for multiple traumas-abuses and neglects in the biological home, struggles to acclimate and the adoptive home and subsequent discharge to DSS custody. It is reported that client’s biological parents have history for alcohol and drugs, mental illness and general instability.
The client has been provided extensive mental health services ranging from outpatient services to those requiring a secure residential facility. Documents indicate client has made threats of suicidal ideation and threats of homicidal intent (threatened to poison her adopted mother) but she denies.
The client resides currently with a foster parent. Her biological mother was killed by her aunt. Her father was recently released from prison and resides in a halfway house in Ohio.
What was the client’s diagnosis? Gender Dysphoria in Adolescents and Adults, Borderline Personality Disorder, Attention-Deficit/Hyperactivity Disorder.
February 2, 2013Drowned in a Stream of PrescriptionsBy A.docx
February 2, 2013
Drowned in a Stream of Prescriptions
By ALAN SCHWARZ
VIRGINIA BEACH — Every morning on her way to work, Kathy Fee holds her breath as she
drives past the squat brick building that houses Dominion Psychiatric Associates.
It was there that her son, Richard, visited a doctor and received prescriptions for Adderall, an
amphetamine-based medication for attention deficit hyperactivity disorder. It was in the
parking lot that she insisted to Richard that he did not have A.D.H.D., not as a child and not
now as a 24-year-old college graduate, and that he was getting dangerously addicted to the
medication. It was inside the building that her husband, Rick, implored Richard’s doctor to
stop prescribing him Adderall, warning, “You’re going to kill him.”
It was where, after becoming violently delusional and spending a week in a psychiatric
hospital in 2011, Richard met with his doctor and received prescriptions for 90 more days of
Adderall. He hanged himself in his bedroom closet two weeks after they expired.
The story of Richard Fee, an athletic, personable college class president and aspiring medical
student, highlights widespread failings in the system through which five million Americans
take medication for A.D.H.D., doctors and other experts said.
Medications like Adderall can markedly improve the lives of children and others with the
disorder. But the tunnel-like focus the medicines provide has led growing numbers of
teenagers and young adults to fake symptoms to obtain steady prescriptions for highly
addictive medications that carry serious psychological dangers. These efforts are facilitated by
a segment of doctors who skip established diagnostic procedures, renew prescriptions
reflexively and spend too little time with patients to accurately monitor side effects.
Richard Fee’s experience included it all. Conversations with friends and family members and a
review of detailed medical records depict an intelligent and articulate young man lying to
doctor after doctor, physicians issuing hasty diagnoses, and psychiatrists continuing to
prescribe medication — even increasing dosages — despite evidence of his growing addiction
and psychiatric breakdown.
Very few people who misuse stimulants devolve into psychotic or suicidal addicts. But even
one of Richard’s own physicians, Dr. Charles Parker, characterized his case as a virtual
textbook for ways that A.D.H.D. practices can fail patients, particularly young adults. “We
Concerns About A.D.H.D. Practices and Amphetamine Addiction ... http://www.nytimes.com/2013/02/03/us/concerns-about-adhd-pract...
1 of 16 2/4/13 9:30 AM
have a significant travesty being done in this country with how the diagnosis is being made
and the meds are being administered,” said Dr. Parker, a psychiatrist in Virginia Beach. “I
think it’s an abnegation of trust. The public needs to say this is totally unacceptable and walk
out.”
Young adults are by far the fastest-growing seg ...
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Ethical dilemma Chalyne ArvieCPSS330Erick Lear 10Sept201.docx
Ethical dilemma
Chalyne Arvie
CPSS330
Erick Lear
10Sept2018
Overview of the case study
The mental health professional’s client is female offender in a correctional institution
She willingly pursued treatment for prior traumatic incident involving domestic violence and sexual abuse.
The perpetrator is her ex-boyfriend
The ex-boyfriend is facing ongoing investigations
Overview of the case study
She is afraid of testifying against him
She has however shared this information with the mental health professional during the treatment sessions.
The prosecutor contacts the mental health professional asking for information concerning the case
The mental health professional has a complete issue of information signed by the client
The client’s sister has also requested to be called by the professional, concerning this issue and has left a message
Ethical goals
Ethical decisions that are strongly supported by one or more of these principles without any contradiction from others may be regarded as reasonably well founded. However, practitioners will encounter circumstances in which it is impossible to reconcile all the applicable principles and choosing between principles may be required.
4
Integrity
Responsibility
Trustworthiness
Morality
Ethical dilemma
Ethical dilemma is a problem solving paradox in which an individual has to choose between possible moral obligations, with neither of the decisions being explicitly conventional or superior(Prilleltensky, Dokecki, Frieden, & Wang, 2007).
The complication sprouts from the situational engagement in which choosing one leads to the transgression of the other.
A decision or course of action does not necessarily become unethical merely because it is contentious or other practitioners would have reached different conclusions in similar circumstances. A practitioner’s obligation is to consider all the relevant circumstances with as much care as is reasonably possible and to be appropriately accountable for decisions made.
5
Ethical dilemmas in this case
The mental health professional is obliged to maintain secrecy of the client’s sessions
The client was sexually abused and violated and has information that could lead to the prosecution of the perpetrator. She is afraid of testifying
The mental health professional can decide whether to offer this vital information to the prosecutor or abide to the secrecy of the client.
There is also a dilemma of what the client’s sister wants, in regards to the case
Ethical dilemma in this case
The practitioner’s personal moral qualities are of the utmost importance to clients. Many of the personal qualities considered important in the provision of services have an ethical or moral component and are therefore considered as virtues or good personal qualities. It is inappropriate to prescribe that all practitioners possess these qualities, since it is fundamental that these personal qualities are deeply rooted in the person concerned an.
PrintEthics and Multicultural Issues in Applied Psychology Scori.docx
Print
Ethics and Multicultural Issues in Applied Psychology Scoring Guide
Due Date: End of Unit 10.
Percentage of Course Grade: 20%.
Ethics and Multicultural Issues in Applied Psychology Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Examine APA or other ethical codes and standards relevant to case scenarios.
16%
Does not examine APA or other ethical codes and standards relevant to case scenarios.
Outlines some APA or other ethical codes and standards relevant to case scenarios.
Examines APA or other ethical codes and standards relevant to case scenarios.
Analyzes strengths and weakness of APA or other ethical codes and standards relevant to case scenarios.
Analyze multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists.
16%
Does not analyze multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists.
Describes some multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists.
Analyzes multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists.
Analyzes multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists, using multiple citations and references to support points.
Evaluate ethical reasoning models that can be employed for the resolution of case examples, and the advantages and disadvantages of these models.
17%
Does not evaluate ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models.
Lists some ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models.
Evaluates ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models.
Compares and contrasts ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models.
Design a solution for an ethical dilemma and multicultural issues in case examples, using the most applicable ethical decision-making model.
17%
Does not design a solution for an ethical dilemma and multicultural issues in case examples using the most applicable ethical decision-making model.
Sketches a solution for an ethical dilemma and multicultural issues in case examples using a decision-making model that is minimally applicable.
Designs a solution for an ethical dilemma and multicultural issues in case examples using the most applicable decision-making model.
Designs a solution fo.
Spirituality and Wellbeing in South African Youths
Spirituality and well-being are explored through frameworks of attachment and authenticity respectively. Spirituality was defined as an attachment to God experience, while conceptualizing well-being as the pursuit of authenticity and ability to stay true to one's self. 100 South African youths were recruited to participate in the study using the Attachment to God Inventory and Authenticity Scale to assess how dimensions of spirituality and well-being relate to each other. Results show significant correlations, proving that an insecure attachment to God experience can be a threat to maintaining psychological well-being, whereas having a secure relationship with God would naturally dispense a sense of authenticity and well-being.
Confidentiality is one of the ethical imperatives that is held in th.docx
Confidentiality is one of the ethical imperatives that is held in the highest regard by psychologists and clients. Safeguarding information disclosed to psychologists during the course of a professional relationship is something both clients and psychologists alike expect. It is a fundamental building block of the trust needed between psychologist and client. This expectation crosses many types of psychological interventions, including (but not limited to) interpersonal therapy; assessment of children, individuals, and couples; and research with human subjects. Confidentiality is expected in both public and private professional settings and interactions.
Despite such protections of confidential client information, there has been a persistent weakening of these same rights, especially subsequent to the September 11, 2001 destruction of the World Trade Center towers in New York City. The passion for privacy needed to be balanced by the right to protect one’s homeland and life (Safire, 2004, p. A27). Safire observed that patients could no longer expect that their mental health histories would remain confidential. This, however, was true prior to September 11, 2001. Clients have long been forced to waive their right to privacy when utilizing insurance to pay for their mental health treatment, which routinely requires transmission to the insurer of client diagnosis, prognosis, and aspects of history. There also are other exceptions that have existed before 2001 and include the following: the legal mandate to report both child and elder abuse/neglect; the legal requirement to warn specified others of a client’s intent to harm; the legal requirement to cooperate in providing records for which a psychologist has received a court order; the requirement to provide information to an employer who has hired a psychologist to assess a client for “fitness for duty” or some other reason (and similarly providing information to the courts from court mandated assessments).
For your first research paper, you explore the significance of confidentiality in ethics as it applies specifically to the following case. Zora, the client in question in the case, is a member of the Thompson family presented in the Week 1 media.
Zora is a 14-year-old, multi-ethnic (African American, Columbian, and Mexican) female who appears older than her stated age. She is abusing marijuana, Percocet, and Oxycontin. In defiance of her parents, she is dating Caucasian college-age boys (which her parents do not know about) and has become pregnant. She seeks counseling at a clinic for teenagers to think through how she wants to proceed. She is unsure if she wants to get an abortion, have the baby and give it up for adoption, or have the baby and join the “pregnant and parenting" services at her school. She hopes to gain clarity about what she wants before she possibly involves her family. The psychologist whom she sees at the clinic is a middle aged, Caucasian woman who is Catholic and who fe.
ENGR4100 MACHINE DESIGNSHEAR FORCE DIAGRAM AND BENDING MOMEN.docx
ENGR4100 MACHINE DESIGN
SHEAR FORCE DIAGRAM AND BENDING MOMENT DIAGRAM
DERIVE THE SHEAR-FORCE AND BENDING-MOMENT
RELATIONS FOR THE BEAM BELOW AND DRAW THE SHEAR-
FORCE DIAGRAM AND BENDING-MOMENT DIAGRAM
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
...
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens some-
times when I get in trouble.” Br.
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens some-
times when I get in trouble.” Br.
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens some-
times when I get in trouble.” Br.
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docx
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of Labour
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Best Digital Marketing Institute In NOIDA
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docx
INITIAL CASE CONCEPTUALIZATION 8
Initial Case Conceptualization
Nichole Hairston-Purvis
Dr. Stephanie Warren
COUN6332
Capella University
February 12, 2018
PSYCHOLOGY
Part One: Client Information
This paper focuses on S. H., a client that the therapist has been speaking with in counselling sessions over a couple of weeks since they met during an internship program in the field. S.H. is 25 years of age. The client resides in Detroit City in Michigan, United States of America as a first generation immigrant, her country of origin being Nigeria in Africa. Having migrated into the U.S with her parents, 2 brothers and a sister when she was 11 years old, she is an African American citizen. She speaks both fluent English and Spanish. The client is a staunch Muslim and her wealthy parents live in New Jersey, U.S. S.H. has been working as a credit officer at a locally based bank until she was dimissed a few months ago .She rarely asks for financial support from her parents despite the fact that she is out of job.
The client does not portray any signs of physical disability and appears physically healthy. S.H. did not complete her college education after she got pregnant, arguing that she could not properly manage college, full time job and raising a baby. S.H.’s siblings are graduates having professional careers. The client has a son who is 2 years old and she claims that sometimes she feels ‘overwhelmed’ because of raising him all alone as her husband serves in the military and has been away for nine months. Client reveals that it has now been two years since she saw her family. Furthermore, she states that her relationship with her parents is ‘close’ despite mentioning that her father is an excessive drinker. Her father and mother are a banker and an educator respectively.
While presenting her concerns and problems the client said, “I lost my job a few months ago which has brought a feeling of hopelessness. I am having sleepless nights and I have lost my appetite.” Over the past two months, the client reported having lost eight pounds. Despite worrying about being a solo parent, she also fears that she might become homeless. S.H stated, “I am always worried. I am completely stressed out. My husband has been away for nine months serving in the military .I am always worried about him.” During her various appointments, S.H. has been arriving thirty minutes earlier. She also reported that she had never attended any counselling in the past. The client appeared to be suffering from depression and anxiety due to the fact that the client presented with shaky hands and was tearful during while completing her intake paperwork. During the description of her problems and her decision to seek out therapy, she made limited eye contact .She had a halting speech. The client seemed pretty willing and commitment to the nine treatment sessions recommended by her insurance company.
Part 2: Theoretical Framework
.
Client is a 17 year old African American male that presented for.docx
Client is a 17 year old African American male that presented for a Comprehensive Assessment to determine eligibility for services. Though biologically male, she has socially transitioned and prefers to be addressed as Charmaine. The client identifies as a female. Her outward appearance was that of a teenage female. Present at the assessment was foster parent. During the assessment, client was argumentative with foster parent and disrespectful; indicating she did not want to come for services. Client reports she has no issues. She is resistant to available resources.
Information gathered was obtained from other records and the foster mom. The client engages in disruptive behaviors and these behaviors have been evident for an extended period of time. Client recently moved to this foster placement. Client’s history is significant for multiple placement changes. She was adopted at approximately the age of four (4) and was placed in DSS custody at age 16. Prior to a request to have the client moved from the former placement, the client cut her genitals (scrotum) with a razor, requiring fifteen (15) stitches to close the wound. The client reports that it was a “shaving accident” and her hand slipped when she was trying to shave her legs. When asked about consideration for a gender reassignment, client responded she was unsure. Documents indicate she has discussed previously.
It has been reported that the client is overtly defiant with adult authority figures, and often responds with attempts to engage others in verbal arguments. She has shown a pattern of poor emotional regulation. The client has been involved with mental health services for an extended period of time and she has struggled with behaviors and interpersonal interactions. Her problematic interpersonal interactions are often triggered by being unable to obtain her immediate wants, and this poor impulse control often leads to emotional displays of anger and frustration, and they often interfere with her ability to maintain a positive interaction with others.
Client’s history is significant for multiple traumas-abuses and neglects in the biological home, struggles to acclimate and the adoptive home and subsequent discharge to DSS custody. It is reported that client’s biological parents have history for alcohol and drugs, mental illness and general instability.
The client has been provided extensive mental health services ranging from outpatient services to those requiring a secure residential facility. Documents indicate client has made threats of suicidal ideation and threats of homicidal intent (threatened to poison her adopted mother) but she denies.
The client resides currently with a foster parent. Her biological mother was killed by her aunt. Her father was recently released from prison and resides in a halfway house in Ohio.
What was the client’s diagnosis? Gender Dysphoria in Adolescents and Adults, Borderline Personality Disorder, Attention-Deficit/Hyperactivity Disorder.
February 2, 2013Drowned in a Stream of PrescriptionsBy A.docx
February 2, 2013
Drowned in a Stream of Prescriptions
By ALAN SCHWARZ
VIRGINIA BEACH — Every morning on her way to work, Kathy Fee holds her breath as she
drives past the squat brick building that houses Dominion Psychiatric Associates.
It was there that her son, Richard, visited a doctor and received prescriptions for Adderall, an
amphetamine-based medication for attention deficit hyperactivity disorder. It was in the
parking lot that she insisted to Richard that he did not have A.D.H.D., not as a child and not
now as a 24-year-old college graduate, and that he was getting dangerously addicted to the
medication. It was inside the building that her husband, Rick, implored Richard’s doctor to
stop prescribing him Adderall, warning, “You’re going to kill him.”
It was where, after becoming violently delusional and spending a week in a psychiatric
hospital in 2011, Richard met with his doctor and received prescriptions for 90 more days of
Adderall. He hanged himself in his bedroom closet two weeks after they expired.
The story of Richard Fee, an athletic, personable college class president and aspiring medical
student, highlights widespread failings in the system through which five million Americans
take medication for A.D.H.D., doctors and other experts said.
Medications like Adderall can markedly improve the lives of children and others with the
disorder. But the tunnel-like focus the medicines provide has led growing numbers of
teenagers and young adults to fake symptoms to obtain steady prescriptions for highly
addictive medications that carry serious psychological dangers. These efforts are facilitated by
a segment of doctors who skip established diagnostic procedures, renew prescriptions
reflexively and spend too little time with patients to accurately monitor side effects.
Richard Fee’s experience included it all. Conversations with friends and family members and a
review of detailed medical records depict an intelligent and articulate young man lying to
doctor after doctor, physicians issuing hasty diagnoses, and psychiatrists continuing to
prescribe medication — even increasing dosages — despite evidence of his growing addiction
and psychiatric breakdown.
Very few people who misuse stimulants devolve into psychotic or suicidal addicts. But even
one of Richard’s own physicians, Dr. Charles Parker, characterized his case as a virtual
textbook for ways that A.D.H.D. practices can fail patients, particularly young adults. “We
Concerns About A.D.H.D. Practices and Amphetamine Addiction ... http://www.nytimes.com/2013/02/03/us/concerns-about-adhd-pract...
1 of 16 2/4/13 9:30 AM
have a significant travesty being done in this country with how the diagnosis is being made
and the meds are being administered,” said Dr. Parker, a psychiatrist in Virginia Beach. “I
think it’s an abnegation of trust. The public needs to say this is totally unacceptable and walk
out.”
Young adults are by far the fastest-growing seg ...
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Ethical dilemma Chalyne ArvieCPSS330Erick Lear 10Sept201.docx
Ethical dilemma
Chalyne Arvie
CPSS330
Erick Lear
10Sept2018
Overview of the case study
The mental health professional’s client is female offender in a correctional institution
She willingly pursued treatment for prior traumatic incident involving domestic violence and sexual abuse.
The perpetrator is her ex-boyfriend
The ex-boyfriend is facing ongoing investigations
Overview of the case study
She is afraid of testifying against him
She has however shared this information with the mental health professional during the treatment sessions.
The prosecutor contacts the mental health professional asking for information concerning the case
The mental health professional has a complete issue of information signed by the client
The client’s sister has also requested to be called by the professional, concerning this issue and has left a message
Ethical goals
Ethical decisions that are strongly supported by one or more of these principles without any contradiction from others may be regarded as reasonably well founded. However, practitioners will encounter circumstances in which it is impossible to reconcile all the applicable principles and choosing between principles may be required.
4
Integrity
Responsibility
Trustworthiness
Morality
Ethical dilemma
Ethical dilemma is a problem solving paradox in which an individual has to choose between possible moral obligations, with neither of the decisions being explicitly conventional or superior(Prilleltensky, Dokecki, Frieden, & Wang, 2007).
The complication sprouts from the situational engagement in which choosing one leads to the transgression of the other.
A decision or course of action does not necessarily become unethical merely because it is contentious or other practitioners would have reached different conclusions in similar circumstances. A practitioner’s obligation is to consider all the relevant circumstances with as much care as is reasonably possible and to be appropriately accountable for decisions made.
5
Ethical dilemmas in this case
The mental health professional is obliged to maintain secrecy of the client’s sessions
The client was sexually abused and violated and has information that could lead to the prosecution of the perpetrator. She is afraid of testifying
The mental health professional can decide whether to offer this vital information to the prosecutor or abide to the secrecy of the client.
There is also a dilemma of what the client’s sister wants, in regards to the case
Ethical dilemma in this case
The practitioner’s personal moral qualities are of the utmost importance to clients. Many of the personal qualities considered important in the provision of services have an ethical or moral component and are therefore considered as virtues or good personal qualities. It is inappropriate to prescribe that all practitioners possess these qualities, since it is fundamental that these personal qualities are deeply rooted in the person concerned an.
PrintEthics and Multicultural Issues in Applied Psychology Scori.docx
Print
Ethics and Multicultural Issues in Applied Psychology Scoring Guide
Due Date: End of Unit 10.
Percentage of Course Grade: 20%.
Ethics and Multicultural Issues in Applied Psychology Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Examine APA or other ethical codes and standards relevant to case scenarios.
16%
Does not examine APA or other ethical codes and standards relevant to case scenarios.
Outlines some APA or other ethical codes and standards relevant to case scenarios.
Examines APA or other ethical codes and standards relevant to case scenarios.
Analyzes strengths and weakness of APA or other ethical codes and standards relevant to case scenarios.
Analyze multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists.
16%
Does not analyze multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists.
Describes some multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists.
Analyzes multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists.
Analyzes multicultural issues such as race, ethnicity, socioeconomic class, and gender and how these issues influence theoretical research and the work of psychologists, using multiple citations and references to support points.
Evaluate ethical reasoning models that can be employed for the resolution of case examples, and the advantages and disadvantages of these models.
17%
Does not evaluate ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models.
Lists some ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models.
Evaluates ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models.
Compares and contrasts ethical reasoning models that can employed for the resolution of case examples and the advantages and disadvantages of these models.
Design a solution for an ethical dilemma and multicultural issues in case examples, using the most applicable ethical decision-making model.
17%
Does not design a solution for an ethical dilemma and multicultural issues in case examples using the most applicable ethical decision-making model.
Sketches a solution for an ethical dilemma and multicultural issues in case examples using a decision-making model that is minimally applicable.
Designs a solution for an ethical dilemma and multicultural issues in case examples using the most applicable decision-making model.
Designs a solution fo.
Spirituality and Wellbeing in South African Youths
Spirituality and well-being are explored through frameworks of attachment and authenticity respectively. Spirituality was defined as an attachment to God experience, while conceptualizing well-being as the pursuit of authenticity and ability to stay true to one's self. 100 South African youths were recruited to participate in the study using the Attachment to God Inventory and Authenticity Scale to assess how dimensions of spirituality and well-being relate to each other. Results show significant correlations, proving that an insecure attachment to God experience can be a threat to maintaining psychological well-being, whereas having a secure relationship with God would naturally dispense a sense of authenticity and well-being.
Confidentiality is one of the ethical imperatives that is held in th.docx
Confidentiality is one of the ethical imperatives that is held in the highest regard by psychologists and clients. Safeguarding information disclosed to psychologists during the course of a professional relationship is something both clients and psychologists alike expect. It is a fundamental building block of the trust needed between psychologist and client. This expectation crosses many types of psychological interventions, including (but not limited to) interpersonal therapy; assessment of children, individuals, and couples; and research with human subjects. Confidentiality is expected in both public and private professional settings and interactions.
Despite such protections of confidential client information, there has been a persistent weakening of these same rights, especially subsequent to the September 11, 2001 destruction of the World Trade Center towers in New York City. The passion for privacy needed to be balanced by the right to protect one’s homeland and life (Safire, 2004, p. A27). Safire observed that patients could no longer expect that their mental health histories would remain confidential. This, however, was true prior to September 11, 2001. Clients have long been forced to waive their right to privacy when utilizing insurance to pay for their mental health treatment, which routinely requires transmission to the insurer of client diagnosis, prognosis, and aspects of history. There also are other exceptions that have existed before 2001 and include the following: the legal mandate to report both child and elder abuse/neglect; the legal requirement to warn specified others of a client’s intent to harm; the legal requirement to cooperate in providing records for which a psychologist has received a court order; the requirement to provide information to an employer who has hired a psychologist to assess a client for “fitness for duty” or some other reason (and similarly providing information to the courts from court mandated assessments).
For your first research paper, you explore the significance of confidentiality in ethics as it applies specifically to the following case. Zora, the client in question in the case, is a member of the Thompson family presented in the Week 1 media.
Zora is a 14-year-old, multi-ethnic (African American, Columbian, and Mexican) female who appears older than her stated age. She is abusing marijuana, Percocet, and Oxycontin. In defiance of her parents, she is dating Caucasian college-age boys (which her parents do not know about) and has become pregnant. She seeks counseling at a clinic for teenagers to think through how she wants to proceed. She is unsure if she wants to get an abortion, have the baby and give it up for adoption, or have the baby and join the “pregnant and parenting" services at her school. She hopes to gain clarity about what she wants before she possibly involves her family. The psychologist whom she sees at the clinic is a middle aged, Caucasian woman who is Catholic and who fe.
ENGR4100 MACHINE DESIGNSHEAR FORCE DIAGRAM AND BENDING MOMEN.docx
ENGR4100 MACHINE DESIGN
SHEAR FORCE DIAGRAM AND BENDING MOMENT DIAGRAM
DERIVE THE SHEAR-FORCE AND BENDING-MOMENT
RELATIONS FOR THE BEAM BELOW AND DRAW THE SHEAR-
FORCE DIAGRAM AND BENDING-MOMENT DIAGRAM
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
...
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens some-
times when I get in trouble.” Br.
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens some-
times when I get in trouble.” Br.
SOCIAL WORK CASE STUDIES CONCENTRATION YEAR30Working .docx
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR
30
Working With Families:
The Case of Brady
Brady is a 15-year-old, Caucasian male referred to me by his
previous social worker for a second evaluation. Brady’s father,
Steve, reports that his son is irritable, impulsive, and often in
trouble at school; has difficulty concentrating on work (both at
home and in school); and uses foul language. He also informed
me that his wife, Diane, passed away 3 years ago, although he
denies any relationship between Brady’s behavior and the death
of his mother.
Brady presented as immature and exhibited below-average
intelligence and emotional functioning. He reported feelings of
low self-esteem, fear of his father, and no desire to attend school.
Steve presented as emotionally deregulated and also emotionally
immature. He appeared very nervous and guarded in the sessions
with Brady. He verbalized frustration with Brady and feeling
overwhelmed trying to take care of his son’s needs.
Brady attended four sessions with me, including both individual
and family work. I also met with Steve alone to discuss the state of
his own mental health and parenting support needs. In the initial
evaluation session I suggested that Brady be tested for learning
and emotional disabilities. I provided a referral to a psychiatrist,
and I encouraged Steve to have Brady evaluated by the child study
team at his school. Steve unequivocally told me he would not
follow up with these referrals, telling me, “There is nothing wrong
with him. He just doesn’t listen, and he is disrespectful.”
After the initial session, I met individually with Brady and
completed a genogram and asked him to discuss each member
of his family. He described his father as angry and mean and
reported feeling afraid of him. When I inquired what he was afraid
of, Brady did not go into detail, simply saying, “getting in trouble.”
In the next follow-up session with both Steve and Brady present,
Steve immediately told me about an incident Brady had at school.
Steve was clearly frustrated and angry and began to call Brady
hurtful names. I asked Steve about his behavior and the words
used toward Brady. Brady interjected and told his dad that being
PRACTICE
31
called these names made him feel afraid of him and further caused
him to feel badly about himself. Steve then began to discuss the
effects of his wife’s death on him and Brady and verbalized feel-
ings of hopelessness. I suggested that Steve follow up with my
previous recommendations and, further, that he should strongly
consider meeting with a social worker to address his own feelings
of grief. Steve agreed to take the referral for the psychiatrist and
said he would follow up with the school about an evaluation for
Brady, but he denied that he needed treatment.
In the third session, I met initially with Brady to complete his
genogram, when he said, “I want to tell you what happens some-
times when I get in trouble.” Br.
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Case study review 15
- 1. Chris bobadilla February 11, 2014 BSHS/335 Beatriz Zayas
- 2. Agenda Implementing the least intrusive intervention Respecting confidentiality Recognizing the client’s multicultural ethical behavior
- 3. Summary Shandra has one semester to complete before graduating. Shandra is engaged to Andre who works for St. James Medical Center. They plan to marry after graduation. Shandra is doing exceptionally well at her school keeping a 4.00 GPA and hopes to become a HIPAA compliance specialist after graduation. She broke into personal files to check if the rumors on Mr. Pioche were true.
- 4. Implementing least intrusive intervention Shandra has put no one in harm. There is no sign of anyone being in danger. Best plan is to just come face to face about the situation
- 5. Confidentiality Shandra overheard a rumor So she went to put not only her job in jeopardy but her fiancés as well She broke confidentiality by breaking into personal files.
- 6. Cultural differences Does not specify cultural beliefs Shandra probably did not stop to think about the consequences. Mr. Pioche maybe came from a culture where they are taught to not disclose personal information
- 7. Reference Corey, G., Schneider Corey, M., & Patrick, C. (2011). Issues and ethics in the helping professions (8th ed.). Mason, OH: Cengage. Grebner, L. A. (2009). Ethics case studies for health information management. Mason, OH: Cengage.
Editor's Notes
- Hipaa - Health Insurance Portability and Accountability Act