Case Study Treatment PlanIntroductionStellaOscarIntroduction
For your course project, you will develop a treatment plan for one case study subject that you select from two possible candidates. These potential clients are ethnically diverse and are struggling with psychological disorders, which may require medication.
During the course of this project you will:Evaluate client information.Review possible assessment techniques.Offer a diagnostic impression.Review various behavioral and pharmacological treatments.Discuss the legal and ethical ramifications of the disorder and proposed treatments.Review the impact of diversity issues on various disorders and their treatments.Develop a suggested treatment plan for the client.
You will select one of the case studies presented on the next page of this presentation as your client for this treatment plan project. Then you will use the Case Study Treatment Plan Template, provided in the Resources to complete your assignments for this project. Each section of the template includes a description of the type of information you will need to include. You should type your paper directly into this template, save it as a Word document with your name, and then submit it to the assignment area.Stella's Case Study
Stella is a 38 year old biracial (African American and Native American) woman who has just been assigned to you as a client. You are currently working as a counselor for your county community mental health agency. You received the following information about her as background and history.
Stella is the only child of a Caucasian couple who are now deceased. She was adopted as an infant in a closed adoption, so that none of her birth parents' records are available. The only informal information that Stella remembers her parents telling her is that her mother was 16 years old at the time of Stella's birth and had been raped while at a high school football game.
Stella currently lives in a small city of 150,000 people where she is employed as a book-keeper for the local meat packing plant. She has worked there for 3 years. Her educational background includes an associate's degree in accounting and continuing education in tax preparation. Before working for this plant, she was employed as a tax preparer for a national company. She enjoys her work, saying that numbers are easier to get along with than people.
She has been married to her husband (Doug) for 18 years and has a 16 year old son (Tyrone), who is currently a junior in high school. Her son plays baseball on the school team and is a solid B student. Her husband is a long distance truck driver. He is often away from home for two weeks at a time. He is then at home for 3 to 4 days before he leaves on another trip. Stella reports that she stays at home and feels "blue" when her husband is on the road. Although there have been some problems in the marriage due to Stella's mental health concerns, the couple seems committed to each other and to staying in t ...
As the intake worker at a local community mental health access cente.docxbob8allen25075
As the intake worker at a local community mental health access center, a thorough assessment needs to be completed for every person that comes in looking for support and services. Because of the variety of illnesses and treatment options, the more accurate your assessment and treatment plan the more help you will provide for the client.
Choose from one of the provided
case studies
to complete the
assessment and treatment plan
using the template provided.
Directions:
Choose a case study.
Fill out the assessment and treatment form.
Write a separate summary at the end of the form explaining the best psychological theory that would best fit understanding this case study. Be sure to include ethical and cultural considerations.
Assignment 1 Grading Criteria
Maximum Points
Assessment form.
20
Description of the disorder and explanation of the symptoms best explain the behavior of the case study.
32
Apply assessment information to treatment planning stage.
36
Choice and justification of a theory that fits best with this particular case.
32
Complete treatment plan form.
20
Summary of case study.
28
Analysis of the most appropriate treatment theory.
36
Explanation of where ethical and cultural considerations may arise and what could be done to provide ethical and culturally sensitive treatment.
32
Organization: Writing, Ideas, Transitions, and Conclusion
16
Usage and Mechanics: Grammar, Spelling, and Sentence structure
16
APA Elements: Attribution, Paraphrasing, and Quotations
24
Style: Audience, and Word Choice
8
Total:
300
*
Case Studies to choose from Just choose The easiest one an there is a Acessment form that needs to be completed all are attached.
Case Study #1
Young-Hwa, a 40-year-old Korean male, had immigrated to the United States 15 years ago without proper documentation. He had a hard life because, despite his training as a chef in Korea, he had difficulty finding a well-paying job without proper documentation. He also had a hard time getting along with others for long periods of time in some of the kitchens that he worked for.
He would do really well for a while talking about how much he enjoyed the job thinking that this was going to be his lucky break, but after several months he would either quit or get fired.
During these times of being out of work he is very depressed and irritable and will sleep for days without coming out of his bedroom.
After many years of various positions including kitchen assistant and assistant cook, he finally landed his dream job of a top chef in a Korean restaurant.
He recently was married to a Caucasian woman who had a daughter from a prior relationship and now they have twin sons.
Their marriage would be described as fairly good with some hard times.
His wife knows his work history and occasionally will threatened that if he messes this one up, she and the children will be leaving him.
However, most of the time she only threatens this when she is angry about not being able to .
· Referral information Client reported that she has been struggli.docxalinainglis
· Referral information: Client reported that she has been struggling with her mental health and symptoms have been worsening since last year. Being recommended by CMH to agency. Client said she wants to "Getting to what I used to be, being able to get to a functioning level, take care of my child and work". Specifically need therapy, case management.
· History of presenting problem(s):
· She reported that she sleeps all day, has difficulties getting out of bed, has low energy, low motivation and has been unable to attend work, has been hopelessness, worthlessness, isolating and not able to tend to her activities of daily living. Stated that she has been endorsing symptoms of depression for "quite a while" and the past several months things have been worsening.
· She reported that she currently doesn't have any thoughts of hurting self however has a history of suicidal thoughts including attempts. Stated that she has had suicidality all throughout the Fall of 2019. She also has history of suicide attempts prior to the most recent attempt stating that in the past she "has many overdoses mostly on pills that were prescribed and Tylenol". She reported a history of self-harming thoughts and behaviors. Stated that in the summer and fall of 2019 she has cut self and prior to that she hasn't cut herself since her early 20s.
· Client works at a Senior day program in Ypsilanti and has housing at this time however is at risk of losing employment and housing due to her worsening symptoms and inability to care for herself.
· Bio-psycho-social-spiritual history:
· Biological domain: Client is a 35years old female-single with two children. White. She reported that she was previously on the following: Paxil, Celexa, Lexapro however all have been discontinued and uncertain why.
· Psychological domain: Denied any auditory of visual hallucinations or paranoia. She reported that she currently doesn't have any thoughts of hurting self however has a history of suicidal thoughts including attempts. Stated that she has had suicidality all throughout the Fall of 2019 with an attempt in august.
· Social domain: Born and raised in Dexter by both parents. Her parents are still together and alive. She has three siblings (two brothers and a sister) and client is the middle child. She stated that her siblings and her "get along but aren't super close". She reported a history of sexual assault.
She shares custody of her 4years old son with her ex. Her son has been staying mostly with his father due to her worsening depression. She stated that she hopes to get better soon so he can return to her home. She stated that when she spends time with her 4 years old son she feels "drained" after her son leaves. She worked at the senior center after earned a Bachelors in Social Work at EMU. Is at risk of losing her employ.
· Referral information Client reported that she has been struggli.docxodiliagilby
· Referral information: Client reported that she has been struggling with her mental health and symptoms have been worsening since last year. Being recommended by CMH to agency. Client said she wants to "Getting to what I used to be, being able to get to a functioning level, take care of my child and work". Specifically need therapy, case management.
· History of presenting problem(s):
· She reported that she sleeps all day, has difficulties getting out of bed, has low energy, low motivation and has been unable to attend work, has been hopelessness, worthlessness, isolating and not able to tend to her activities of daily living. Stated that she has been endorsing symptoms of depression for "quite a while" and the past several months things have been worsening.
· She reported that she currently doesn't have any thoughts of hurting self however has a history of suicidal thoughts including attempts. Stated that she has had suicidality all throughout the Fall of 2019. She also has history of suicide attempts prior to the most recent attempt stating that in the past she "has many overdoses mostly on pills that were prescribed and Tylenol". She reported a history of self-harming thoughts and behaviors. Stated that in the summer and fall of 2019 she has cut self and prior to that she hasn't cut herself since her early 20s.
· Client works at a Senior day program in Ypsilanti and has housing at this time however is at risk of losing employment and housing due to her worsening symptoms and inability to care for herself.
· Bio-psycho-social-spiritual history:
· Biological domain: Client is a 35years old female-single with two children. White. She reported that she was previously on the following: Paxil, Celexa, Lexapro however all have been discontinued and uncertain why.
· Psychological domain: Denied any auditory of visual hallucinations or paranoia. She reported that she currently doesn't have any thoughts of hurting self however has a history of suicidal thoughts including attempts. Stated that she has had suicidality all throughout the Fall of 2019 with an attempt in august.
· Social domain: Born and raised in Dexter by both parents. Her parents are still together and alive. She has three siblings (two brothers and a sister) and client is the middle child. She stated that her siblings and her "get along but aren't super close". She reported a history of sexual assault.
She shares custody of her 4years old son with her ex. Her son has been staying mostly with his father due to her worsening depression. She stated that she hopes to get better soon so he can return to her home. She stated that when she spends time with her 4 years old son she feels "drained" after her son leaves. She worked at the senior center after earned a Bachelors in Social Work at EMU. Is at risk of losing her employ ...
To prepare Use a differential diagnosis process and analysis maryettamckinnel
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 ...
As the intake worker at a local community mental health access cente.docxbob8allen25075
As the intake worker at a local community mental health access center, a thorough assessment needs to be completed for every person that comes in looking for support and services. Because of the variety of illnesses and treatment options, the more accurate your assessment and treatment plan the more help you will provide for the client.
Choose from one of the provided
case studies
to complete the
assessment and treatment plan
using the template provided.
Directions:
Choose a case study.
Fill out the assessment and treatment form.
Write a separate summary at the end of the form explaining the best psychological theory that would best fit understanding this case study. Be sure to include ethical and cultural considerations.
Assignment 1 Grading Criteria
Maximum Points
Assessment form.
20
Description of the disorder and explanation of the symptoms best explain the behavior of the case study.
32
Apply assessment information to treatment planning stage.
36
Choice and justification of a theory that fits best with this particular case.
32
Complete treatment plan form.
20
Summary of case study.
28
Analysis of the most appropriate treatment theory.
36
Explanation of where ethical and cultural considerations may arise and what could be done to provide ethical and culturally sensitive treatment.
32
Organization: Writing, Ideas, Transitions, and Conclusion
16
Usage and Mechanics: Grammar, Spelling, and Sentence structure
16
APA Elements: Attribution, Paraphrasing, and Quotations
24
Style: Audience, and Word Choice
8
Total:
300
*
Case Studies to choose from Just choose The easiest one an there is a Acessment form that needs to be completed all are attached.
Case Study #1
Young-Hwa, a 40-year-old Korean male, had immigrated to the United States 15 years ago without proper documentation. He had a hard life because, despite his training as a chef in Korea, he had difficulty finding a well-paying job without proper documentation. He also had a hard time getting along with others for long periods of time in some of the kitchens that he worked for.
He would do really well for a while talking about how much he enjoyed the job thinking that this was going to be his lucky break, but after several months he would either quit or get fired.
During these times of being out of work he is very depressed and irritable and will sleep for days without coming out of his bedroom.
After many years of various positions including kitchen assistant and assistant cook, he finally landed his dream job of a top chef in a Korean restaurant.
He recently was married to a Caucasian woman who had a daughter from a prior relationship and now they have twin sons.
Their marriage would be described as fairly good with some hard times.
His wife knows his work history and occasionally will threatened that if he messes this one up, she and the children will be leaving him.
However, most of the time she only threatens this when she is angry about not being able to .
· Referral information Client reported that she has been struggli.docxalinainglis
· Referral information: Client reported that she has been struggling with her mental health and symptoms have been worsening since last year. Being recommended by CMH to agency. Client said she wants to "Getting to what I used to be, being able to get to a functioning level, take care of my child and work". Specifically need therapy, case management.
· History of presenting problem(s):
· She reported that she sleeps all day, has difficulties getting out of bed, has low energy, low motivation and has been unable to attend work, has been hopelessness, worthlessness, isolating and not able to tend to her activities of daily living. Stated that she has been endorsing symptoms of depression for "quite a while" and the past several months things have been worsening.
· She reported that she currently doesn't have any thoughts of hurting self however has a history of suicidal thoughts including attempts. Stated that she has had suicidality all throughout the Fall of 2019. She also has history of suicide attempts prior to the most recent attempt stating that in the past she "has many overdoses mostly on pills that were prescribed and Tylenol". She reported a history of self-harming thoughts and behaviors. Stated that in the summer and fall of 2019 she has cut self and prior to that she hasn't cut herself since her early 20s.
· Client works at a Senior day program in Ypsilanti and has housing at this time however is at risk of losing employment and housing due to her worsening symptoms and inability to care for herself.
· Bio-psycho-social-spiritual history:
· Biological domain: Client is a 35years old female-single with two children. White. She reported that she was previously on the following: Paxil, Celexa, Lexapro however all have been discontinued and uncertain why.
· Psychological domain: Denied any auditory of visual hallucinations or paranoia. She reported that she currently doesn't have any thoughts of hurting self however has a history of suicidal thoughts including attempts. Stated that she has had suicidality all throughout the Fall of 2019 with an attempt in august.
· Social domain: Born and raised in Dexter by both parents. Her parents are still together and alive. She has three siblings (two brothers and a sister) and client is the middle child. She stated that her siblings and her "get along but aren't super close". She reported a history of sexual assault.
She shares custody of her 4years old son with her ex. Her son has been staying mostly with his father due to her worsening depression. She stated that she hopes to get better soon so he can return to her home. She stated that when she spends time with her 4 years old son she feels "drained" after her son leaves. She worked at the senior center after earned a Bachelors in Social Work at EMU. Is at risk of losing her employ.
· Referral information Client reported that she has been struggli.docxodiliagilby
· Referral information: Client reported that she has been struggling with her mental health and symptoms have been worsening since last year. Being recommended by CMH to agency. Client said she wants to "Getting to what I used to be, being able to get to a functioning level, take care of my child and work". Specifically need therapy, case management.
· History of presenting problem(s):
· She reported that she sleeps all day, has difficulties getting out of bed, has low energy, low motivation and has been unable to attend work, has been hopelessness, worthlessness, isolating and not able to tend to her activities of daily living. Stated that she has been endorsing symptoms of depression for "quite a while" and the past several months things have been worsening.
· She reported that she currently doesn't have any thoughts of hurting self however has a history of suicidal thoughts including attempts. Stated that she has had suicidality all throughout the Fall of 2019. She also has history of suicide attempts prior to the most recent attempt stating that in the past she "has many overdoses mostly on pills that were prescribed and Tylenol". She reported a history of self-harming thoughts and behaviors. Stated that in the summer and fall of 2019 she has cut self and prior to that she hasn't cut herself since her early 20s.
· Client works at a Senior day program in Ypsilanti and has housing at this time however is at risk of losing employment and housing due to her worsening symptoms and inability to care for herself.
· Bio-psycho-social-spiritual history:
· Biological domain: Client is a 35years old female-single with two children. White. She reported that she was previously on the following: Paxil, Celexa, Lexapro however all have been discontinued and uncertain why.
· Psychological domain: Denied any auditory of visual hallucinations or paranoia. She reported that she currently doesn't have any thoughts of hurting self however has a history of suicidal thoughts including attempts. Stated that she has had suicidality all throughout the Fall of 2019 with an attempt in august.
· Social domain: Born and raised in Dexter by both parents. Her parents are still together and alive. She has three siblings (two brothers and a sister) and client is the middle child. She stated that her siblings and her "get along but aren't super close". She reported a history of sexual assault.
She shares custody of her 4years old son with her ex. Her son has been staying mostly with his father due to her worsening depression. She stated that she hopes to get better soon so he can return to her home. She stated that when she spends time with her 4 years old son she feels "drained" after her son leaves. She worked at the senior center after earned a Bachelors in Social Work at EMU. Is at risk of losing her employ ...
To prepare Use a differential diagnosis process and analysis maryettamckinnel
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 ...
The Case of Sam Sam is a 62-year-old, widowed, African American ma.docxmamanda2
The Case of Sam Sam is a 62-year-old, widowed, African American male. He is unemployed, receives Social Security benefits, and lives on his own in an apartment. Sam has minimal peer relationships, choosing not to socialize with anyone except his daughter, with whom he is very close. Sam raised his daughter as a single father after his wife passed away. Melissa is 28 years old and works as an emergency medical technician (EMT). When Sam was 7 years old, he was placed in foster care and has had very limited contact with his extended family. Prior to September 11, 2001, Sam had a steady employment history in food services and retail. He had no psychiatric history before that time. Sam reported his religious background is Catholic, but he is not affiliated with a congregation or church. Sam became depressed and psychotic sometime after 9/11 and had to be taken to an emergency room. He was hospitalized at that time for several weeks. His mental status exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse issues, and he had no criminal background or current legal issues. Sam was released to outpatient care but was deemed unable to return to work. At that time, he had a diagnosis of major depression with psychotic features; he also has a history of high blood pressure and migraines. After several additional multiple psychiatric hospitalizations, he was gradually stabilized. Sam has been seeing a psychiatrist once a month for over a decade for medication management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has a positive history of medication and treatment compliance. He was treated by a social worker at an outpatient program for about 2 years after his hospitalizations for his psychosis and depression. He gradually stopped attending sessions with the social worker after his symptoms stabilized, and his termination from the outpatient program was deemed appropriate; he continued to see the psychiatrist monthly for medication management. After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this social worker for increased feelings of depression. These feelings were brought on after his daughter moved out of the apartment they had shared for many years to live with her boyfriend. He reported difficulty adjusting to living alone and said he often feels lonely and anxious. He reported during sessions with his social worker that he speaks to his daughter frequently, and although she only lives 10 blocks away, he misses her terribly. Our sessions for the last 3 months have focused on his mixed feelings around his daughter’s new life with her boyfriend. He said he is happy that she is happy but misses her very much. I emphasized his strengths and helped him reframe his situation by focusing on the positive changes in her life as well as his own life. Our goals were to help him reduce his symptoms of anxiety and begin searching for new opportunities for socialization outsi.
The Case of Sam Sam is a 62-year-old, widowed, African Ame.docxarnoldmeredith47041
The Case of Sam
Sam is a 62-year-old, widowed, African American male. He is unemployed, receives
Social Security benefits, and lives on his own in an apartment. Sam has minimal peer
relationships, choosing not to socialize with anyone except his daughter, with whom he
is very close. Sam raised his daughter as a single father after his wife passed away.
Melissa is 28 years old and works as an emergency medical technician (EMT). When
Sam was 7 years old, he was placed in foster care and has had very limited contact with
his extended family.
Prior to September 11, 2001, Sam had a steady employment history in food services
and retail. He had no psychiatric history before that time. Sam reported his religious
background is Catholic, but he is not affiliated with a congregation or church.
Sam became depressed and psychotic sometime after 9/11 and had to be taken to an
emergency room. He was hospitalized at that time for several weeks. His mental status
exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse
issues, and he had no criminal background or current legal issues. Sam was released to
outpatient care but was deemed unable to return to work. At that time, he had a
diagnosis of major depression with psychotic features; he also has a history of high
blood pressure and migraines. After several additional multiple psychiatric
hospitalizations, he was gradually stabilized.
Sam has been seeing a psychiatrist once a month for over a decade for medication
management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has
a positive history of medication and treatment compliance. He was treated by a social
worker at an outpatient program for about 2 years after his hospitalizations for his
psychosis and depression. He gradually stopped attending sessions with the social
worker after his symptoms stabilized, and his termination from the outpatient program
was deemed appropriate; he continued to see the psychiatrist monthly for medication
management.
After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this
social worker for increased feelings of depression. These feelings were brought on after
his daughter moved out of the apartment they had shared for many years to live with
her boyfriend. He reported difficulty adjusting to living alone and said he often feels
lonely and anxious. He reported during sessions with his social worker that he speaks to
his daughter frequently, and although she only lives 10 blocks away, he misses her
terribly.
Our sessions for the last 3 months have focused on his mixed feelings around his
daughter’s new life with her boyfriend. He said he is happy that she is happy but misses
her very much. I emphasized his strengths and helped him reframe his situation by
focusing on the positive changes in her life as well as his own life. Our goals were to
help him reduce his symptoms of anxiety and begin searchi.
Write a 1,400--word evaluation of Suzettes case.Week One As.docxlatriced9tl
Write
a 1,400--word evaluation of Suzette's case.
Week One Assignment Scenario
Suzette is a 47-year old Caucasian female who has been married for 24 years, and has three adolescent children. Her spouse was laid off from his job of 15 years, and she has had to seek part-time work in the retail business. She works 25 hours a week. They own a home, but have been unable to make their mortgage payments for the past 7 months. She states that she always felt they went beyond their means when purchasing this large house. Her spouse has been despondent since his job loss and is having difficulty finding employment in his field, spending most days at home doing very little. He has turned down several jobs, because he considered them “beneath” his skill level, and has started drinking more heavily in recent months. Their children are in school and appear fairly well-adjusted.
Suzette has suffered from headaches for many years of her life and their frequency has increased to the extent that she has headaches “more days than not.” In the past year, she has had occasional shortness of breath and difficulty sleeping. She falls asleep within 15 minutes but frequently wakes up “at 2 or 3 a.m.” and is unable to fall back to sleep. This pattern has worsened and she claims she dreads going to bed because of the worries she has and her fear of not sleeping well.
She has good medical insurance because of her spouse’s COBRA plan, and she has regular visits with her primary care physician. Her medical history includes breast surgery for benign cysts, and she has a history of tachycardia and chronic lumbar pain. She also has evidence of early menopause. Her current medications include Ativan for anxiety and sleep, hormone replacement therapy, and low doses of Naproxen for back pain. She resists taking the Ativan, because it makes her feel “foggy” during the day.
She is of normal weight for her height, and her blood pressure is normal. Her eating patterns are reduced, since she says, “I’m just not very hungry.” There has been no major weight loss or gain in 5 years. She does not use alcohol or other drugs. She does not smoke. Sexual interest and desire have decreased significantly in the past 4 years. Her level of physical exercise is minimal and she states that she used to go to a gym, but finances forced her to quit. She claims that exercise always made her “feel good.” Since then, she spends most of her time at work or home, and has no time to exercise. Her mental status is normal, aside from moderate anxiety. Her level of social support is reduced, because she has few friends and her relationship with her spouse has become distant.
Her major complaint is her insomnia. She has significant daytime sleepiness and often falls asleep while watching TV in the evening. She claims that she falls asleep almost instantly when her head hits the pillow at night, but she wakes up three or four times and usually cannot fall back asleep.
Explain Suzette's spe.
The Case of LPresenting Problem Client presented in the emerge.docxarnoldmeredith47041
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 .
Individual Treatment Plan· · Due Dec 01, 559 PM · POINTS 20.docxdirkrplav
Individual Treatment Plan
·
· Due Dec 01, 5:59 PM
· POINTS 20
Write a 1,050- to 1,750-word treatment plan based on a hypothetical client case provided by your instructor.
Follow the steps and discuss all of the main areas listed in the University of Phoenix Material: Guidelines for Writing a Treatment Plan.
Submit your plan via the Assignment Files tab
Individual Treatment Plan Case Scenarios Pick OneVan
Van is a 43-year old Asian American male who is married with two young sons. He lives with his spouse and sons in the San Francisco area. He and his wife left Vietnam for the United States 7 years ago, and they own and operate a small nail salon and spa. Van was raised in a poor family and has little formal education. Aside from routine business conflicts, Van and his wife have gotten along quite well in their marriage and have always been supportive of each other. This changed abruptly last year when his oldest son, age 9, accused him of physical and sexual abuse. Because he described ongoing abuse while at school, Van’s son’s claim was reported to the state by one of his teachers. Since then, Van has had to make several court appearances, and this matter has put tremendous strain on the entire family. Although he denies the claims, Van has started to abuse alcohol since the accusation was made, and he will not talk to his oldest son or his wife. He does not use alcohol daily but is a binge drinker, consuming a large amount of whiskey two to three times per week and becoming very intoxicated. Van has never seen a therapist but is now court-ordered to seek psychological evaluation and treatment. He feels wrongly accused of these acts, although he admits that he has used physical punishment on both boys in the past. He believes that physical punishment is accepted in his native culture but is not understood in the United States. At this point, his marriage has suffered, as has his relationship with both sons. He has been unable to function at work since being accused of sexual abuse. While both of Van’s sons used to be excellent students, their grades have fallen, and the oldest son has behavior problems. Roy
Roy is a single 37-year old African American male who is a part-time factory worker and lives with a roommate in an urban apartment in California. He has never been married, but he currently has a girlfriend. He has a high school education. He has chronic low back pain, blaming this on his job duties, which require some heavy lifting. He is involved in physical therapy and medical management for his condition. At work, Roy has had several incidents in which he became extremely angry with a coworker. In one incident, his supervisor observed his behavior, which he noted was physically threatening to the coworker. His behavior has been documented by his supervisor twice already, which has led to some job insecurity for Roy. Roy has been using high doses of Vicodin prescribed by his doctor for chronic pain. He is a smoker and uses alcoh.
This has the therapist and client conversationCase Conceptuali.docxchristalgrieg
This has the therapist and client conversation
Case Conceptualization and Treatment Plan
Develop a clear and thorough understanding of the presented case in the video shown in class.
Write a 2,800- to 3,500-word paper using the Clinical Case Study Guidelines document to prepare your analysis of the video presented in class.
Review your notes taken during the counseling session presented in class. Use the DSM 5 and additional professional sources as you explore the client's situation, potential diagnosis, treatment planning, and legal and ethical concerns.
Select a theoretical orientation to complete the analysis of the client.
Discuss the presenting problem from the theoretical perspective, and include language from the theory throughout the case conceptualization. Include the following:
•Summarize the client's background and present living situation, addressing diversity and the human life cycle.
•Discuss the client's present level of functioning and provide examples from the Unnamed Video to support your assessment.
•Identify the client's key problems and issues. Discuss which problems the client is experiencing and why the client is having these problems.
•Propose a theoretical orientation that would be appropriate to use with this client and discuss the theory and application.
•Provide a logical and rational assessment of the client and a diagnosis that is consistent with the assessment. Support the diagnosis using the DSM 5 and other research.
•Identify appropriate goals and interventions that are consistent with the assessment, diagnosis, and theoretical orientation. Discuss how these might be addressed within the treatment sessions.
•Recommend psychometric tools that would be appropriate for further assessing the client's needs based on background and diagnosis. Justify your recommendations.
•Identify thoughts and behaviors that you would use as criteria to determine readiness for successful client termination.
•Identify important legal and ethical issues and propose resolutions. Support your resolutions with appropriate codes of ethics and legal statutes.
•Use peer-reviewed sources to support your ideas throughout the paper.
Format your paper consistent with APA guidelines.
4 goals – 3 short term and 1 long term each having 3 interventions = 12 interventions. No objectives only goals and interventions.
CLIENT NAME: LIZ
DATE OF BIRTH:
PHONE:
PRIMARY LANGUAGE: English
EDUCATION:
REFERENCE BY: Friend
OCCUPATION: Homemaker
ASSESSMENT DATE: 01/05/2017
EVALUATED BY:
DESCRIPTION OF THE CLIENT The client is a 34-year-old woman Hispanic female, dressed casually and neat, clean clothing. She made normal eye contact, she spoke in expressive voice, and appeared sad manifested by tears. PRESENTING PROBLEM The client reports for the past two months her experiencing hopelessness, depression and anxiety because of negative core beliefs that she is inadequate, worthless and a failure. The client reports “I have a lot on my ...
CASE of CARLOS R.INTAKE DATE May 2019IDENTIFYINGDEMOGRAP.docxjasoninnes20
CASE of CARLOS R.
INTAKE DATE: May 2019
IDENTIFYING/DEMOGRAPHIC DATA: Carlos is a 7 year old male in the third grade. He lives in Houston, Texas with his parents. He is the only child to two parents, both of whom have completed post-graduate education. His parents are originally from Guatemala and relocated to the United States when Carlos was 6 months old for job opportunities. Carlos is an intelligent and caring young boy who presents with significant potential to excel academically.
CHIEF COMPLAINT/PRESENTING PROBLEM: Carlos was referred for an evaluation becausehis parents and teacher indicate that Carlos is restless, and often requires reminders to help him stay on task. He is described as "constantly running around" and presenting with difficulties listening and following instructions.
HISTORY OF PRESENT ILLNESS: Carlos enjoys spending time with his friends, and participating in physical activities such as swimming, running and skating. He also enjoys participating in social events, and is often invited to play dates and birthday parties. While Carlos interacts well with peers his own age, his parents believe he is easily led and influenced by others. Carlos does get upset when he does not receive recognition or feels that he has been ignored. His teacher notes that he sometimes acts 'socially immature', and that he often demonstrates attention-seeking behavior.
Carlos has difficulty focusing and sitting still in class. He is able to 'hyper focus' on some activities of interest however he often has difficulty sustaining his attention at school. Carlos has been known to blurt out answers and interrupts other students in the classroom. His mother reports difficulties at home with following routines and remembering instructions. His parents describe emotional reactivity as well as confrontational behaviors demonstrated both at home and at school. His teacher notes that Carlos is defiant towards listening to instructions, but generally interacts well with his peers. He is easily frustrated and emotionally impulsive - Carlos has had several incidents of hitting, crying outbursts, and inappropriate behavior. Behavioral concerns with aggression, lying, arguments, and disruptive behavior were noted in his pre-school program at age 4. Each school year since teachers have reported incidents in the classroom.
PAST PSYCHIATRIC HISTORY: This is the first evaluation for Carlos.It is noteworthy that he did not know his address or home phone number, could not print his surname, and recognized only a few pre-primer words.
SUBSTANCE USE HISTORY: None reported
PAST MEDICAL HISTORY: Carlos has been vaccinated with all the needed vaccinations to attend school. There is no noteworthy illnesses to report.
FAMILY MEDICAL AND PSYCHIATRIC HISTORY: Carlos’ parents report some history of mental illness in the family. His maternal grandmother was diagnosed with depression. Carlos has always had challenges falling asleep, and sometimes find ...
Both eating disorders and somatic symptom disorders involve a mi.docxjackiewalcutt
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.
1Family Assessment and Psychotherapeutic ApproachesColAnastaciaShadelb
1
Family Assessment and Psychotherapeutic Approaches
College of Nursing-PMHNP, Walden University
NRNP 6645: Psychotherapy with Multiple Modalities
June 13, 2021
2
Abstract
As providers, it is vital to be open-minded, if you are not aware or do not understand a person’s
culture, show your patients respect. Be engaged, respectful, and ask questions. Learn from your
patients, this helps develop a rapport. As providers we are obligated to provide optimal care, if
we feel a patient's needs are out of our scope, the client should be referred to a provider that can
give them the help they need and deserve (Nichols & Davis, 2020).
The purpose of this paper is to provide documentation and a psychiatric comprehensive
assessment of a patient and family during a family therapy interview that highlights differences
in a multicultural family, respecting cultural norms and differences, and develop an
individualized treatment plan.
Keywords: Family therapy
3
Family Assessment and Psychotherapeutic Approaches
Subjective:
CC (chief complaint): “I like to learn to live on my own and not depend on the kids.”
HPI: A 40-year-old female (Patti) and her five children (Sheela age 24, Sharleen aged 23
and present today, Shireen age 21 recently reunited with family, Armin Jr. age 18, and Sam age
15), of Iranian descent, has been in individual and family therapy for the last 18 months. Patti
came to the clinic related to chaos in the home after her daughter was finally reunited with the
family after ten years. The family initially had rejoiced and celebrated, and after a few weeks,
Shireen began to tell her mother and siblings the emotional, physical, and sexual abuse at the
hands of her father. She blamed and felt abandoned by her mother. Patti needed necessary
surgery to both her feet after an injury, that has now left her disabled and with chronic pain. The
additional burden of surgery and disability has increased tension and stress in the home. Patti
lives with her two sons; her daughters live on their own. Shireen recently moved out, marrying
someone the family does not know, with little contact. Mother speaks and sees Sheela and
Sharleen daily. Patti has increasingly felt alone, depressed, hopeless, and helpless wanting her
daughters to stay and help her at her home. A psychiatric provider has been referred for a
medication evaluation.
Past Psychiatric History:
General Statement: Patti and her family began therapy 18 months ago after daughter
Shireen reunited with the family after 12 years of separation. Shireen shared significant abuse
she experienced, learning the trauma she went through brought on many emotions of the family
including blame, guilt, shame increasing stress on the family.
Caregivers: N/A
4
Hospitalizations: Patti denies any past psychiatric hospitalizations or history. The patient
has no history of substance abuse or residential treatment. Patti denies suicidal and homicid ...
Client is a 37 year old male who has presented for counseling due .docxvernettacrofts
Client is a 37 year old male who has presented for counseling due to the recent issue of finding out that his wife was unfaithful. Reports he is having difficulty in several domains of his life and wants help figuring out what to do. Client has been working at the same job for the past 16 years. He is an engineer at a local firm. Client reports that he is satisfied with his job. Client has a bachelor's degree in mechanical engineering. Client reports that he is financially secure and is not worried about financial issues at this time in his life. Client reports holding Christian faith. He states that he attends church with his wife at least 2 times per month and that is important to them to raise their daughter and son with these values. Client reports a daughter who is 8 and a son who is 6.
Client states that he has few friends and little time for extra-curricular activities. States that he does enjoy fishing, hunting, and gun collecting but that none of these activities seem very enticing over the past several weeks. Client does report having two very close friends that he has maintained since childhood. He states that these friendships have been helpful for him in the past several weeks after he discovered an email between his wife and a man from her work but both friends are telling him he should get out of the relationship because of what his wife did. Client reports that his drinking has increased over the past couple weeks and that he is utilizing alcohol as a way to cope with the current problem. He states that he is drinking 2 to 3 vodka and tonics nightly and that this amount is unusual but it is one of the ways that he is able to sleep and not have to think about what she did. Before finding out about this incident, client reports drinking one to two drinks a week. Client reports no prior problems with alcohol but he does report binge drinking with fraternity buddies while in college. Reports this stopped soon after he accepted a full-time engineering position. Client reports no current or past drug use. Does report trying marijuana while in college but stating he didn't like it. Client is a non-smoker. Client reports no other general medical concerns.
Client and wife have owned their home for the past 10 years and are satisfied with their living conditions. Reports that his parents live nearby and consist of both his mother and father. States he has not told his parents yet because he knows they will be vary mad at his wife. Also reports that he has a sister who he is close to but she lives in Georgia. States he did tell his sister because she left her husband after he cheated on her. States that his parents are still married and have always appeared to be happy. States that he does not have significant issues with his immediate family from when he was a child.
Client states that two weeks ago while looking through some emails he found an email between 'some guy' and his wife. States that he immediately knew that the emails were i ...
Your supervisor asks you to see a client who is new to the agency. H.docxlanagore871
Your supervisor asks you to see a client who is new to the agency. He is 21 years of age and of Asian descent. His parents had moved to the U.S. when this client was approximately 3 years old to give their only son more opportunities. His parents taught him their native language and educated him about his culture of origin. They were a religious family with a deep sense of devotion to their values of dignity, honor, respect and service. He recently lost his parents in a car accident while he was serving in Iraq 6-7 months ago. He was serving his first deployment that started about 18 months prior. He also witnessed many of his friends being killed by a roadside bomb approximately 3 months into serving there. He is recently married and his wife is 6 months pregnant with their first child. She is starting to show signs of complications with the pregnancy and needs to be off work and on bed rest for the remainder of her term. He was honorably discharged to tend to his wife and child but has not found work to support them. This client currently exhibits severe symptoms of anxiety. He is unable to get any rest due to worry over his wife and child. He is having flashbacks of his friends being killed and any loud noise freaks him out. He reports that he has also not been able to process his parents’ deaths and feels depressed all of the time. He has lost his appetite and states he has started to hear voices. It is your turn to present a case in the outpatient meeting. You bring this description plus your ideas and how to best treat this client to the meeting •What 2-3 characteristics might you consider in treating this client? •Give at least 2 reasons why each characteristic might influence the treatment of this client. •When responding to other postings pick a different position than the person you are engaging in the discussion in order to further the discussion
.
1. The ALIVE status of each SEX. (SEX needs to be integrated into th.docxketurahhazelhurst
1. The ALIVE status of each SEX. (SEX needs to be integrated into the only Male, Female, ND, and Other) (bar comparison chart, pie comparison chart)
2. How many Male, Female, ND, and Other are there in each ALIGN. (Bar comparison chart)
3. How many red-haired heroes do Marvel and DC have?
.
1. Some potentially pathogenic bacteria and fungi, including strains.docxketurahhazelhurst
1. Some potentially pathogenic bacteria and fungi, including strains of Enterococcus, Staphylococcus, Candida, and Aspergillus, can survive for one to three months on a variety of materials found in hospitals, including scrub suits, lab coats, plastic aprons, and computer keyboards. What can hospital personnel do to reduce the spread of these pathogens?
2. Human immunodeficiency virus (HIV) preferentially destroys CD4+ cells. Specifically, what effect does this have on antibody and cell-mediated immunity?
**Provide APA references for each
.
More Related Content
Similar to Case Study Treatment PlanIntroductionStellaOscarIntroductionFor yo.docx
The Case of Sam Sam is a 62-year-old, widowed, African American ma.docxmamanda2
The Case of Sam Sam is a 62-year-old, widowed, African American male. He is unemployed, receives Social Security benefits, and lives on his own in an apartment. Sam has minimal peer relationships, choosing not to socialize with anyone except his daughter, with whom he is very close. Sam raised his daughter as a single father after his wife passed away. Melissa is 28 years old and works as an emergency medical technician (EMT). When Sam was 7 years old, he was placed in foster care and has had very limited contact with his extended family. Prior to September 11, 2001, Sam had a steady employment history in food services and retail. He had no psychiatric history before that time. Sam reported his religious background is Catholic, but he is not affiliated with a congregation or church. Sam became depressed and psychotic sometime after 9/11 and had to be taken to an emergency room. He was hospitalized at that time for several weeks. His mental status exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse issues, and he had no criminal background or current legal issues. Sam was released to outpatient care but was deemed unable to return to work. At that time, he had a diagnosis of major depression with psychotic features; he also has a history of high blood pressure and migraines. After several additional multiple psychiatric hospitalizations, he was gradually stabilized. Sam has been seeing a psychiatrist once a month for over a decade for medication management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has a positive history of medication and treatment compliance. He was treated by a social worker at an outpatient program for about 2 years after his hospitalizations for his psychosis and depression. He gradually stopped attending sessions with the social worker after his symptoms stabilized, and his termination from the outpatient program was deemed appropriate; he continued to see the psychiatrist monthly for medication management. After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this social worker for increased feelings of depression. These feelings were brought on after his daughter moved out of the apartment they had shared for many years to live with her boyfriend. He reported difficulty adjusting to living alone and said he often feels lonely and anxious. He reported during sessions with his social worker that he speaks to his daughter frequently, and although she only lives 10 blocks away, he misses her terribly. Our sessions for the last 3 months have focused on his mixed feelings around his daughter’s new life with her boyfriend. He said he is happy that she is happy but misses her very much. I emphasized his strengths and helped him reframe his situation by focusing on the positive changes in her life as well as his own life. Our goals were to help him reduce his symptoms of anxiety and begin searching for new opportunities for socialization outsi.
The Case of Sam Sam is a 62-year-old, widowed, African Ame.docxarnoldmeredith47041
The Case of Sam
Sam is a 62-year-old, widowed, African American male. He is unemployed, receives
Social Security benefits, and lives on his own in an apartment. Sam has minimal peer
relationships, choosing not to socialize with anyone except his daughter, with whom he
is very close. Sam raised his daughter as a single father after his wife passed away.
Melissa is 28 years old and works as an emergency medical technician (EMT). When
Sam was 7 years old, he was placed in foster care and has had very limited contact with
his extended family.
Prior to September 11, 2001, Sam had a steady employment history in food services
and retail. He had no psychiatric history before that time. Sam reported his religious
background is Catholic, but he is not affiliated with a congregation or church.
Sam became depressed and psychotic sometime after 9/11 and had to be taken to an
emergency room. He was hospitalized at that time for several weeks. His mental status
exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse
issues, and he had no criminal background or current legal issues. Sam was released to
outpatient care but was deemed unable to return to work. At that time, he had a
diagnosis of major depression with psychotic features; he also has a history of high
blood pressure and migraines. After several additional multiple psychiatric
hospitalizations, he was gradually stabilized.
Sam has been seeing a psychiatrist once a month for over a decade for medication
management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has
a positive history of medication and treatment compliance. He was treated by a social
worker at an outpatient program for about 2 years after his hospitalizations for his
psychosis and depression. He gradually stopped attending sessions with the social
worker after his symptoms stabilized, and his termination from the outpatient program
was deemed appropriate; he continued to see the psychiatrist monthly for medication
management.
After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this
social worker for increased feelings of depression. These feelings were brought on after
his daughter moved out of the apartment they had shared for many years to live with
her boyfriend. He reported difficulty adjusting to living alone and said he often feels
lonely and anxious. He reported during sessions with his social worker that he speaks to
his daughter frequently, and although she only lives 10 blocks away, he misses her
terribly.
Our sessions for the last 3 months have focused on his mixed feelings around his
daughter’s new life with her boyfriend. He said he is happy that she is happy but misses
her very much. I emphasized his strengths and helped him reframe his situation by
focusing on the positive changes in her life as well as his own life. Our goals were to
help him reduce his symptoms of anxiety and begin searchi.
Write a 1,400--word evaluation of Suzettes case.Week One As.docxlatriced9tl
Write
a 1,400--word evaluation of Suzette's case.
Week One Assignment Scenario
Suzette is a 47-year old Caucasian female who has been married for 24 years, and has three adolescent children. Her spouse was laid off from his job of 15 years, and she has had to seek part-time work in the retail business. She works 25 hours a week. They own a home, but have been unable to make their mortgage payments for the past 7 months. She states that she always felt they went beyond their means when purchasing this large house. Her spouse has been despondent since his job loss and is having difficulty finding employment in his field, spending most days at home doing very little. He has turned down several jobs, because he considered them “beneath” his skill level, and has started drinking more heavily in recent months. Their children are in school and appear fairly well-adjusted.
Suzette has suffered from headaches for many years of her life and their frequency has increased to the extent that she has headaches “more days than not.” In the past year, she has had occasional shortness of breath and difficulty sleeping. She falls asleep within 15 minutes but frequently wakes up “at 2 or 3 a.m.” and is unable to fall back to sleep. This pattern has worsened and she claims she dreads going to bed because of the worries she has and her fear of not sleeping well.
She has good medical insurance because of her spouse’s COBRA plan, and she has regular visits with her primary care physician. Her medical history includes breast surgery for benign cysts, and she has a history of tachycardia and chronic lumbar pain. She also has evidence of early menopause. Her current medications include Ativan for anxiety and sleep, hormone replacement therapy, and low doses of Naproxen for back pain. She resists taking the Ativan, because it makes her feel “foggy” during the day.
She is of normal weight for her height, and her blood pressure is normal. Her eating patterns are reduced, since she says, “I’m just not very hungry.” There has been no major weight loss or gain in 5 years. She does not use alcohol or other drugs. She does not smoke. Sexual interest and desire have decreased significantly in the past 4 years. Her level of physical exercise is minimal and she states that she used to go to a gym, but finances forced her to quit. She claims that exercise always made her “feel good.” Since then, she spends most of her time at work or home, and has no time to exercise. Her mental status is normal, aside from moderate anxiety. Her level of social support is reduced, because she has few friends and her relationship with her spouse has become distant.
Her major complaint is her insomnia. She has significant daytime sleepiness and often falls asleep while watching TV in the evening. She claims that she falls asleep almost instantly when her head hits the pillow at night, but she wakes up three or four times and usually cannot fall back asleep.
Explain Suzette's spe.
The Case of LPresenting Problem Client presented in the emerge.docxarnoldmeredith47041
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 .
Individual Treatment Plan· · Due Dec 01, 559 PM · POINTS 20.docxdirkrplav
Individual Treatment Plan
·
· Due Dec 01, 5:59 PM
· POINTS 20
Write a 1,050- to 1,750-word treatment plan based on a hypothetical client case provided by your instructor.
Follow the steps and discuss all of the main areas listed in the University of Phoenix Material: Guidelines for Writing a Treatment Plan.
Submit your plan via the Assignment Files tab
Individual Treatment Plan Case Scenarios Pick OneVan
Van is a 43-year old Asian American male who is married with two young sons. He lives with his spouse and sons in the San Francisco area. He and his wife left Vietnam for the United States 7 years ago, and they own and operate a small nail salon and spa. Van was raised in a poor family and has little formal education. Aside from routine business conflicts, Van and his wife have gotten along quite well in their marriage and have always been supportive of each other. This changed abruptly last year when his oldest son, age 9, accused him of physical and sexual abuse. Because he described ongoing abuse while at school, Van’s son’s claim was reported to the state by one of his teachers. Since then, Van has had to make several court appearances, and this matter has put tremendous strain on the entire family. Although he denies the claims, Van has started to abuse alcohol since the accusation was made, and he will not talk to his oldest son or his wife. He does not use alcohol daily but is a binge drinker, consuming a large amount of whiskey two to three times per week and becoming very intoxicated. Van has never seen a therapist but is now court-ordered to seek psychological evaluation and treatment. He feels wrongly accused of these acts, although he admits that he has used physical punishment on both boys in the past. He believes that physical punishment is accepted in his native culture but is not understood in the United States. At this point, his marriage has suffered, as has his relationship with both sons. He has been unable to function at work since being accused of sexual abuse. While both of Van’s sons used to be excellent students, their grades have fallen, and the oldest son has behavior problems. Roy
Roy is a single 37-year old African American male who is a part-time factory worker and lives with a roommate in an urban apartment in California. He has never been married, but he currently has a girlfriend. He has a high school education. He has chronic low back pain, blaming this on his job duties, which require some heavy lifting. He is involved in physical therapy and medical management for his condition. At work, Roy has had several incidents in which he became extremely angry with a coworker. In one incident, his supervisor observed his behavior, which he noted was physically threatening to the coworker. His behavior has been documented by his supervisor twice already, which has led to some job insecurity for Roy. Roy has been using high doses of Vicodin prescribed by his doctor for chronic pain. He is a smoker and uses alcoh.
This has the therapist and client conversationCase Conceptuali.docxchristalgrieg
This has the therapist and client conversation
Case Conceptualization and Treatment Plan
Develop a clear and thorough understanding of the presented case in the video shown in class.
Write a 2,800- to 3,500-word paper using the Clinical Case Study Guidelines document to prepare your analysis of the video presented in class.
Review your notes taken during the counseling session presented in class. Use the DSM 5 and additional professional sources as you explore the client's situation, potential diagnosis, treatment planning, and legal and ethical concerns.
Select a theoretical orientation to complete the analysis of the client.
Discuss the presenting problem from the theoretical perspective, and include language from the theory throughout the case conceptualization. Include the following:
•Summarize the client's background and present living situation, addressing diversity and the human life cycle.
•Discuss the client's present level of functioning and provide examples from the Unnamed Video to support your assessment.
•Identify the client's key problems and issues. Discuss which problems the client is experiencing and why the client is having these problems.
•Propose a theoretical orientation that would be appropriate to use with this client and discuss the theory and application.
•Provide a logical and rational assessment of the client and a diagnosis that is consistent with the assessment. Support the diagnosis using the DSM 5 and other research.
•Identify appropriate goals and interventions that are consistent with the assessment, diagnosis, and theoretical orientation. Discuss how these might be addressed within the treatment sessions.
•Recommend psychometric tools that would be appropriate for further assessing the client's needs based on background and diagnosis. Justify your recommendations.
•Identify thoughts and behaviors that you would use as criteria to determine readiness for successful client termination.
•Identify important legal and ethical issues and propose resolutions. Support your resolutions with appropriate codes of ethics and legal statutes.
•Use peer-reviewed sources to support your ideas throughout the paper.
Format your paper consistent with APA guidelines.
4 goals – 3 short term and 1 long term each having 3 interventions = 12 interventions. No objectives only goals and interventions.
CLIENT NAME: LIZ
DATE OF BIRTH:
PHONE:
PRIMARY LANGUAGE: English
EDUCATION:
REFERENCE BY: Friend
OCCUPATION: Homemaker
ASSESSMENT DATE: 01/05/2017
EVALUATED BY:
DESCRIPTION OF THE CLIENT The client is a 34-year-old woman Hispanic female, dressed casually and neat, clean clothing. She made normal eye contact, she spoke in expressive voice, and appeared sad manifested by tears. PRESENTING PROBLEM The client reports for the past two months her experiencing hopelessness, depression and anxiety because of negative core beliefs that she is inadequate, worthless and a failure. The client reports “I have a lot on my ...
CASE of CARLOS R.INTAKE DATE May 2019IDENTIFYINGDEMOGRAP.docxjasoninnes20
CASE of CARLOS R.
INTAKE DATE: May 2019
IDENTIFYING/DEMOGRAPHIC DATA: Carlos is a 7 year old male in the third grade. He lives in Houston, Texas with his parents. He is the only child to two parents, both of whom have completed post-graduate education. His parents are originally from Guatemala and relocated to the United States when Carlos was 6 months old for job opportunities. Carlos is an intelligent and caring young boy who presents with significant potential to excel academically.
CHIEF COMPLAINT/PRESENTING PROBLEM: Carlos was referred for an evaluation becausehis parents and teacher indicate that Carlos is restless, and often requires reminders to help him stay on task. He is described as "constantly running around" and presenting with difficulties listening and following instructions.
HISTORY OF PRESENT ILLNESS: Carlos enjoys spending time with his friends, and participating in physical activities such as swimming, running and skating. He also enjoys participating in social events, and is often invited to play dates and birthday parties. While Carlos interacts well with peers his own age, his parents believe he is easily led and influenced by others. Carlos does get upset when he does not receive recognition or feels that he has been ignored. His teacher notes that he sometimes acts 'socially immature', and that he often demonstrates attention-seeking behavior.
Carlos has difficulty focusing and sitting still in class. He is able to 'hyper focus' on some activities of interest however he often has difficulty sustaining his attention at school. Carlos has been known to blurt out answers and interrupts other students in the classroom. His mother reports difficulties at home with following routines and remembering instructions. His parents describe emotional reactivity as well as confrontational behaviors demonstrated both at home and at school. His teacher notes that Carlos is defiant towards listening to instructions, but generally interacts well with his peers. He is easily frustrated and emotionally impulsive - Carlos has had several incidents of hitting, crying outbursts, and inappropriate behavior. Behavioral concerns with aggression, lying, arguments, and disruptive behavior were noted in his pre-school program at age 4. Each school year since teachers have reported incidents in the classroom.
PAST PSYCHIATRIC HISTORY: This is the first evaluation for Carlos.It is noteworthy that he did not know his address or home phone number, could not print his surname, and recognized only a few pre-primer words.
SUBSTANCE USE HISTORY: None reported
PAST MEDICAL HISTORY: Carlos has been vaccinated with all the needed vaccinations to attend school. There is no noteworthy illnesses to report.
FAMILY MEDICAL AND PSYCHIATRIC HISTORY: Carlos’ parents report some history of mental illness in the family. His maternal grandmother was diagnosed with depression. Carlos has always had challenges falling asleep, and sometimes find ...
Both eating disorders and somatic symptom disorders involve a mi.docxjackiewalcutt
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.
1Family Assessment and Psychotherapeutic ApproachesColAnastaciaShadelb
1
Family Assessment and Psychotherapeutic Approaches
College of Nursing-PMHNP, Walden University
NRNP 6645: Psychotherapy with Multiple Modalities
June 13, 2021
2
Abstract
As providers, it is vital to be open-minded, if you are not aware or do not understand a person’s
culture, show your patients respect. Be engaged, respectful, and ask questions. Learn from your
patients, this helps develop a rapport. As providers we are obligated to provide optimal care, if
we feel a patient's needs are out of our scope, the client should be referred to a provider that can
give them the help they need and deserve (Nichols & Davis, 2020).
The purpose of this paper is to provide documentation and a psychiatric comprehensive
assessment of a patient and family during a family therapy interview that highlights differences
in a multicultural family, respecting cultural norms and differences, and develop an
individualized treatment plan.
Keywords: Family therapy
3
Family Assessment and Psychotherapeutic Approaches
Subjective:
CC (chief complaint): “I like to learn to live on my own and not depend on the kids.”
HPI: A 40-year-old female (Patti) and her five children (Sheela age 24, Sharleen aged 23
and present today, Shireen age 21 recently reunited with family, Armin Jr. age 18, and Sam age
15), of Iranian descent, has been in individual and family therapy for the last 18 months. Patti
came to the clinic related to chaos in the home after her daughter was finally reunited with the
family after ten years. The family initially had rejoiced and celebrated, and after a few weeks,
Shireen began to tell her mother and siblings the emotional, physical, and sexual abuse at the
hands of her father. She blamed and felt abandoned by her mother. Patti needed necessary
surgery to both her feet after an injury, that has now left her disabled and with chronic pain. The
additional burden of surgery and disability has increased tension and stress in the home. Patti
lives with her two sons; her daughters live on their own. Shireen recently moved out, marrying
someone the family does not know, with little contact. Mother speaks and sees Sheela and
Sharleen daily. Patti has increasingly felt alone, depressed, hopeless, and helpless wanting her
daughters to stay and help her at her home. A psychiatric provider has been referred for a
medication evaluation.
Past Psychiatric History:
General Statement: Patti and her family began therapy 18 months ago after daughter
Shireen reunited with the family after 12 years of separation. Shireen shared significant abuse
she experienced, learning the trauma she went through brought on many emotions of the family
including blame, guilt, shame increasing stress on the family.
Caregivers: N/A
4
Hospitalizations: Patti denies any past psychiatric hospitalizations or history. The patient
has no history of substance abuse or residential treatment. Patti denies suicidal and homicid ...
Client is a 37 year old male who has presented for counseling due .docxvernettacrofts
Client is a 37 year old male who has presented for counseling due to the recent issue of finding out that his wife was unfaithful. Reports he is having difficulty in several domains of his life and wants help figuring out what to do. Client has been working at the same job for the past 16 years. He is an engineer at a local firm. Client reports that he is satisfied with his job. Client has a bachelor's degree in mechanical engineering. Client reports that he is financially secure and is not worried about financial issues at this time in his life. Client reports holding Christian faith. He states that he attends church with his wife at least 2 times per month and that is important to them to raise their daughter and son with these values. Client reports a daughter who is 8 and a son who is 6.
Client states that he has few friends and little time for extra-curricular activities. States that he does enjoy fishing, hunting, and gun collecting but that none of these activities seem very enticing over the past several weeks. Client does report having two very close friends that he has maintained since childhood. He states that these friendships have been helpful for him in the past several weeks after he discovered an email between his wife and a man from her work but both friends are telling him he should get out of the relationship because of what his wife did. Client reports that his drinking has increased over the past couple weeks and that he is utilizing alcohol as a way to cope with the current problem. He states that he is drinking 2 to 3 vodka and tonics nightly and that this amount is unusual but it is one of the ways that he is able to sleep and not have to think about what she did. Before finding out about this incident, client reports drinking one to two drinks a week. Client reports no prior problems with alcohol but he does report binge drinking with fraternity buddies while in college. Reports this stopped soon after he accepted a full-time engineering position. Client reports no current or past drug use. Does report trying marijuana while in college but stating he didn't like it. Client is a non-smoker. Client reports no other general medical concerns.
Client and wife have owned their home for the past 10 years and are satisfied with their living conditions. Reports that his parents live nearby and consist of both his mother and father. States he has not told his parents yet because he knows they will be vary mad at his wife. Also reports that he has a sister who he is close to but she lives in Georgia. States he did tell his sister because she left her husband after he cheated on her. States that his parents are still married and have always appeared to be happy. States that he does not have significant issues with his immediate family from when he was a child.
Client states that two weeks ago while looking through some emails he found an email between 'some guy' and his wife. States that he immediately knew that the emails were i ...
Your supervisor asks you to see a client who is new to the agency. H.docxlanagore871
Your supervisor asks you to see a client who is new to the agency. He is 21 years of age and of Asian descent. His parents had moved to the U.S. when this client was approximately 3 years old to give their only son more opportunities. His parents taught him their native language and educated him about his culture of origin. They were a religious family with a deep sense of devotion to their values of dignity, honor, respect and service. He recently lost his parents in a car accident while he was serving in Iraq 6-7 months ago. He was serving his first deployment that started about 18 months prior. He also witnessed many of his friends being killed by a roadside bomb approximately 3 months into serving there. He is recently married and his wife is 6 months pregnant with their first child. She is starting to show signs of complications with the pregnancy and needs to be off work and on bed rest for the remainder of her term. He was honorably discharged to tend to his wife and child but has not found work to support them. This client currently exhibits severe symptoms of anxiety. He is unable to get any rest due to worry over his wife and child. He is having flashbacks of his friends being killed and any loud noise freaks him out. He reports that he has also not been able to process his parents’ deaths and feels depressed all of the time. He has lost his appetite and states he has started to hear voices. It is your turn to present a case in the outpatient meeting. You bring this description plus your ideas and how to best treat this client to the meeting •What 2-3 characteristics might you consider in treating this client? •Give at least 2 reasons why each characteristic might influence the treatment of this client. •When responding to other postings pick a different position than the person you are engaging in the discussion in order to further the discussion
.
1. The ALIVE status of each SEX. (SEX needs to be integrated into th.docxketurahhazelhurst
1. The ALIVE status of each SEX. (SEX needs to be integrated into the only Male, Female, ND, and Other) (bar comparison chart, pie comparison chart)
2. How many Male, Female, ND, and Other are there in each ALIGN. (Bar comparison chart)
3. How many red-haired heroes do Marvel and DC have?
.
1. Some potentially pathogenic bacteria and fungi, including strains.docxketurahhazelhurst
1. Some potentially pathogenic bacteria and fungi, including strains of Enterococcus, Staphylococcus, Candida, and Aspergillus, can survive for one to three months on a variety of materials found in hospitals, including scrub suits, lab coats, plastic aprons, and computer keyboards. What can hospital personnel do to reduce the spread of these pathogens?
2. Human immunodeficiency virus (HIV) preferentially destroys CD4+ cells. Specifically, what effect does this have on antibody and cell-mediated immunity?
**Provide APA references for each
.
1. Taking turns to listen to other students is not always easy f.docxketurahhazelhurst
1. Taking turns to listen to other students is not always easy for young children. What does the research show about promoting good listeners in the classroom setting?
2. How would you help the shyest student to become a confident speaker? How would you help the overly confident speaker to have self-control? Why are these skills important to instill in children at this age? How can becoming a confident speaker encourage stronger advocacy skills for themselves? Likewise, how does maintaining self-control encourage better listening?
.
1. The main characters names in The Shape of Things are Adam and E.docxketurahhazelhurst
1. The main characters names in "The Shape of Things" are Adam and Evelyn, suggesting the play is a retelling of the original creation myth. Compare the original “Adam and Eve” and characters in the Judea-Christian creation account to Adam and Evelyn. How is The Shape of Things similar or different from the traditional Judea-Xian account? (Keep in mind the main difference being art and artistic versus theistic creation).
2. The “garden” is the museum, and roped off sculpture with the fig leaf is, like the tree of good and evil, what you’re not supposed to touch. Why does the author present the museum as a creation space? How is the sculpture like the tree of good and evil? What happens when they cross the line and touch (or photograph) it?
3. Compare Evelyn and Pygmalion as creators. How does their gender effect their position in history and creation? How do both their creations critique the culture in which they exist? Describe the "changes" to society that Evelyn and Pygmalion aspire to in their art.
4. How much are the creators (Evelyn and Pygmalion) in control of creation and their art work? Where does their control break down? What is the difference between creator and creature; or is the creature reducible to its creator?
5. When does Adam assert his own mind, (if at all) or veer towards independence by not relying on the tools to achieve superficial beauty that Evelyn imparts?
.
1. Select one movie from the list belowShutter Island (2010; My.docxketurahhazelhurst
1. Select one movie from the list below:
Shutter Island (2010; Mystery, Thriller; Leonardo DiCaprio, Mark Ruffalo
2. Watch the film you have selected as a psychology student and not merely as an ordinary film viewer (it is suggested that you watch the selected film multiple times).
3. Provide your own summary of the film, using psychological terms and concepts that you have learned in class and from your textbook. State clearly the psychological disorder you have seen portrayed in the film you have chosen, using DSM criteria/language. You should explain the psychological disorder portrayed in the movie. Determine and evaluate if the disorder identified in the film is accurate according to your textbook and other resource materials. Provide evidence using actual behaviors seen in the film. Is the depiction of the psychological disorder in the film accurate or not? Give evidence to support your claims using observable behaviors from the movie.
4. Based on the information from the film, determine what clinical diagnosis (or diagnoses) a character from the movie most likely has/have (can be the main character or supporting characters). Use criteria provided by the DSM-5 and provide an evidence-based diagnosis/diagnoses of the person. You will need to justify their diagnoses by demonstrating how the character’s symptoms meet some or all the criteria outlined in the DSM-5 as evidence of your diagnosis/diagnoses. Everything that you assert should be supported by evidence.
7. Be sure to use APA format using the latest edition of the APA Manual (7th edition).
.
1. Select a system of your choice and describe the system life-cycle.docxketurahhazelhurst
1. Select a system of your choice and describe the system life-cycle. Construct a detailed flow diagram tailored to your situation
2. What characteristics of an airplane would you attribute to the system as a whole rather than to a collection of its parts? Explain why.
.
1. Sensation refers to an actual event; perception refers to how we .docxketurahhazelhurst
1. Sensation refers to an actual event; perception refers to how we interpret the event. What are some cultural differences that might affect responses to particular stimuli, particularly in taste and pain?
2. Most of us feel like we never get enough sleep. What are the stages of sleep and what is the importance of sleep? What are some common sleep disorders and treatments?
.
1. The Institute of Medicine (now a renamed as a part of the N.docxketurahhazelhurst
1. The Institute of Medicine (now a renamed as a part of the
National Academies of Sciences, Engineering, and Medicine
) defined patient-centered care as: "Providing care that is respectful of and responsive to individual patient preferences, needs, and values, and ensuring that patient values guide all clinical decisions.”[1] While this definition clearly emphasizes the importance of a patient’s perspective in the context of clinical care delivery, it does not allow managers to focus on the actual “person” inside the institutional role of the patient.
In the same sense that a person who is incarcerated in a prison may receive extremely humane treatment, the “person” is still defined into the role of an “inmate,” and as such cannot, by definition, be granted the same rights and privileges as a non-institutionalized member of the civil order enjoys. In other words, I may be placed in a cell with great empathy and understanding of my preferences, needs, and values, but I am still being locked-up in jail.
No one is suggesting that being admitted into a jail cell is the same as being admitted into a hospital bed. There are many obvious differences between the two, including the basic purpose of the two institutions.
But while much is different, what is the same is how a pre-existing set of structured behaviors and processes are used to firmly, and without asking or negotiating, radically transform a “regular” person into a defined role of a “patient” that then can be diagnosed, treated, and discharged back into the world once the patient has finished their “time” in the “system.”
While patient-centered care emphasizes the value of increased sensitivity to a patient’s preferences, needs, and values, what we want to focus on is how decisions made by healthcare leaders affect the actual experience of a person receiving that care.
So with the "real person" in mind, this week's question is:
What can healthcare leaders do in improve the actual personal experience that "real people" go through as our "patients?"
(Be sure to develop your answers AFTER you review the definition and roles of "Leadership" in the readings for this week).
[1] Institute on Medicine, Crossing the Quality Chasm: A New Health System for the 21st Century, March, 2001
2. Health Information Technonogy - PPP Discussion
The board has created an innovation fund designed to foster improved quality, increased access, or reduced costs in healthcare delivery. Select a health information technology related to genomics, precision medicine, or diagnostics that you would propose to be funded for implementation. Prepare a PowerPoint presentation that describes the selected health information technology, what it does, why it would be beneficial, and what risks may be involved. Please note, this activity is weighted 5% toward the final grade. The PowerPoint should be no more than 5-6 slides with the presenter's notes. Follow the APA format.
.
1. The Documentary Hypothesis holds that the Pentateuch has a number.docxketurahhazelhurst
1. The Documentary Hypothesis holds that the Pentateuch has a number of underlying documents (alt., sources) that were ultimately gathered and sewn into the Pentateuch as we now have it. The method of separating those underlying documents is called source criticism. Please perform a source-critical analysis of Gen 1-3. In so doing, please identify the significant features that distinguish each underlying document. Note: There are many such features.
2. Why are covenants important in the Bible? What do they accomplish? Are they all the same, whether in structure or outlook? Do the different writers view them differently? What does the ancient Near Eastern background to the biblical covenant contribute to our understanding?
3. Dt 6:4 used to be translated
“Hear, O Israel: The LORD [YHWH] our God, the LORD [YHWH] is one.”
Currently, we translate
“Hear, O Israel: The LORD [YHWH] is our God, the LORD [YHWH] alone.”
In all likelihood, the second translation is grammatically preferable. What is the interpretive difference between “one” and “alone”? Is it significant? How, if at all, does this verse relate to the First Commandment? How does this verse relate to Gen 1:26, 3:22, and 11:7? How does this verse relate to the variant non-MT variant in Dt 32:8-9 (as reproduced in HarperCollins)? Why is any of this important?
Be sure to provide a careful, well-written essay which gives ample biblical examples (proof texts) to support the point(s) you wish to make.
.
1. Search the internet and learn about the cases of nurses Julie.docxketurahhazelhurst
1. Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt.
2. List and discuss lessons that you and all healthcare professionals can learn from these two cases.
3. Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases. Do you think the hospital adminstrators handled the situations legally and ethically?
4. In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?
5. Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.
Scholarly article, APA format, and no grammar error
.
1. Search the internet and learn about the cases of nurses Julie Tha.docxketurahhazelhurst
1. Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt.
2. List and discuss lessons that you and all healthcare professionals can learn from these two cases.
3. Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases. Do you think the hospital adminstrators handled the situations legally and ethically?
4. In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?
5. Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.
use reference and scholarly nursing article.
.
1. Review the three articles about Inflation that are found below th.docxketurahhazelhurst
1. Review the three articles about Inflation that are found below this.
Globalization and Inflatio
n
Drivers of Inflation
Inflation
and Unemploymen
t
2. Locate two JOURNAL articles which discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources.
4.The replies are due by the deadline specified in the Course Schedule.
Please post (in APA format) your article citation.
.
1. Review the following request from a customerWe have a ne.docxketurahhazelhurst
1. Review the following request from a customer:
We have a need to replace the aging Signage Application. This application is housed in District 4 and serves the district as well as two other districts. We would like a new application that can be used statewide to track all information related to road signs.
The current system is old and doesn’t do most of what we need it to.
The current system has a whole bunch of reports, but no way for the user to update them by themselves without getting IT involved.
We also can’t create our own reports, on-demand, when we need to. Currently, data is entered into the application manually by Administrative Staff, but in the future, we would like to be able to take a picture of the road sign using a phone app, and have it automagically populate the database with geospatial location and other information. We thought about having a Smart Watch interface, but we don’t need that. Also, the current method does not have any way to manage the quality of the data that is entered, so there is a lot of garbage information there. There is no way to centrally manage security access, with the existing application. We want to get real time alerts when a sign gets knocked over in an accident and have a dashboard that shows where signs have been knocked over across the state. This is kind of important, but not super-critical. We need to store location information, types of signs, when a new sign is installed, who installed it, etc. We plan to provide the phone app to drivers in each district who will drive around, take pictures of the signs, and upload them to the database at the end of each day, or in realtime, if a data connection is available.
Back in Central Office, reviewers will review the sign information and validate it. A report will be printed every month with the results and a map. There are probably other things, but we can’t think of anything else right now.
2. List the main goal(s) of this request
3. Write all the user stories you see (include value statements and acceptance criteria, if possible)
4. Prioritize the user stories as
a. Critical
b. Important
c. Useful
d. Out of Scope
5. Are the user stories sufficiently detailed? If not, what steps would you take to split them/further define them?
6. What are the known Data Entities?
7. Is there an implied business process? Draw an activity diagram or a flow chart of it
8. Who are the actors/roles?
9. What questions would you ask of the stakeholders to get more information?
10. What technology should be used to implement the solution?
11. What would you do next as the assigned Business Analyst working on an Agile team?
.
1. Research risk assessment approaches.2. Create an outline .docxketurahhazelhurst
1. Research risk assessment approaches.
2. Create an outline for a basic qualitative risk assessment plan.
3. Write an introduction to the plan explaining its purpose and importance.
4. Define the scope and boundaries for the risk assessment.
5. Identify data center assets and activities to be assessed.
6. Identify relevant threats and vulnerabilities. Include those listed in the scenario and add to the list if needed.
7. Identify relevant types of controls to be assessed.
8. Identify the key roles and responsibilities of individuals and departments within the organization as they pertain to risk assessments.
9. Develop a proposed schedule for the risk assessment process.
10. Complete the draft risk assessment plan detailing the information above. Risk assessment plans often include tables, but you choose the best format to present the material. Format the bulk of the plan similar to a professional business report and cite any sources you used.
.
1. Research has narrowed the thousands of leadership behaviors into .docxketurahhazelhurst
1. Research has narrowed the thousands of leadership behaviors into two primary dimensions. Please list and discuss these two behaviors.
2. Distinguish between charismatic, transformational, and authentic leadership. Could an individual display all three types of leadership?
.
1. Research Topic Super Computer Data MiningThe aim of this.docxketurahhazelhurst
1. Research Topic: Super Computer Data Mining
The aim of this project is to produce a super-computing data mining resource for use by the UK academic community which utilizes a number of advanced machine learning and statistical algorithms for large datasets. In particular, a number of evolutionary computing-based algorithms and the ensemble machine approach will be used to exploit the large-scale parallelism possible in super-computing. This purpose is embodied in the following objectives:
1. to develop a massively parallel approach for commonly used statistical and machine learning techniques for exploratory data analysis
1. to develop a massively parallel approach to the use of evolutionary computing techniques for feature creation and selection
1. to develop a massively parallel approach to the use of evolutionary computing techniques for data modelling
1. to develop a massively parallel approach to the use of ensemble machines for data modelling consisting of many well-known machine learning algorithms;
1. to develop an appropriate super-computing infra-structure to support the use of such advanced machine learning techniques with large datasets.
Research Needs:
Problem definition – In the first phase problem definition is listed i.e. business aims and objectives are determined taking into consideration certain factors like the current background and future prospective.
Data exploration – Required data is collected and explored using various statistical methods along with identification of underlying problems.
Data preparation – The data is prepared for modeling by cleansing and formatting the raw data in the desired way. The meaning of data is not changed while preparing.
Modeling – In this phase the data model is created by applying certain mathematical functions and modeling techniques. After the model is created it goes through validation and verification.
Evaluation – After the model is created, it is evaluated by a team of experts to check whether it satisfies business objectives or not.
Deployment – After evaluation, the model is deployed and further plans are made for its maintenance. A properly organized report is prepared with the summary of the work done.
Research paper Policy
· APA format
. https://apastyle.apa.org/
. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
· Min number of pages are 15 pages
· Must have
. Contents with page numbers
. Abstract
. Introduction
. The problem
4. Are there any sub-problems?
4. Is there any issue need to be present concerning the problem?
. The solutions
5. Steps of the solutions
. Compare the solution to other solution
. Any suggestion to improve the solution
. Conclusion
. References
· Missing one of the above will result -5/30 of the research paper
· Paper does not stick to the APA will result in 0 in the research paper
· Submission
. you have multiple submission to check you safe assignments
. The percentage accepted is 1%.
1. Research and then describe about The Coca-Cola Company primary bu.docxketurahhazelhurst
1. Research and then describe about The Coca-Cola Company primary business activities. Include: Minimum 7 Pages. Excluding reference page
2.
A. A brief historical summary,
B. A list of competitors,
C. The company's position within the industry,
D. Recent developments within the company/industry,
E. Future direction, and
F. Other items of significance to your corporation.
3. Include information from a variety of resources. For example:
A. Consult the Form 10-K filed with the SEC.
B. Review the Annual Report and especially the Letter to Shareholders
C. Explore the corporate website.
D. Select at least two significant news items from recent business periodicals
The report should be well written with cover page, introduction, the body of the paper (with appropriate subheadings), conclusion, and reference page.
.
1. Prepare a risk management plan for the project of finding a job a.docxketurahhazelhurst
1. Prepare a risk management plan for the project of finding a job after graduation.
and
2. Develop a reward system for motivating IPT members to do their jobs more conscientiously and to take on more responsibility.
[The assignment should be at least 400 words minimum and in APA format (including Times New Roman with font size 12 and double spaced), and attached as a WORD file.]
Plagiarism free
.
1. Please define the term social class. How is it usually measured .docxketurahhazelhurst
1. Please define the term social class. How is it usually measured? What are some ways that social class is affecting health outcomes for people who become ill with COVID-19?
2. What is the CARES Act? Has it been enough? What has happened to people's ability to pay their bills since it expired?
3. As things stand now, data is showing higher COVID-19 related mortality rates for African Americans. Given what you know from the textbook and from the attached articles, what are some explanations for the disparity?
4. What is environmental racism (injustice)? How does environmental racism put some populations at higher risk for severe medical complications than others? (Vice article)
https://www.theatlantic.com/ideas/archive/2020/07/600-week-buys-freedom-fear/613972/
https://www.vox.com/2020/4/10/21207520/coronavirus-deaths-economy-layoffs-inequality-covid-pandemic
https://www.vice.com/en_us/article/pke94n/cancer-alley-has-some-of-the-highest-coronavirus-death-rates-in-the-country
https://www.theguardian.com/us-news/2020/apr/12/coronavirus-us-deep-south-poverty-race-perfect-storm
.
Model Attribute Check Company Auto PropertyCeline George
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Case Study Treatment PlanIntroductionStellaOscarIntroductionFor yo.docx
1. Case Study Treatment PlanIntroductionStellaOscarIntroduction
For your course project, you will develop a treatment plan for
one case study subject that you select from two possible
candidates. These potential clients are ethnically diverse and are
struggling with psychological disorders, which may require
medication.
During the course of this project you will:Evaluate client
information.Review possible assessment techniques.Offer a
diagnostic impression.Review various behavioral and
pharmacological treatments.Discuss the legal and ethical
ramifications of the disorder and proposed treatments.Review
the impact of diversity issues on various disorders and their
treatments.Develop a suggested treatment plan for the client.
You will select one of the case studies presented on the next
page of this presentation as your client for this treatment plan
project. Then you will use the Case Study Treatment Plan
Template, provided in the Resources to complete your
assignments for this project. Each section of the template
includes a description of the type of information you will need
to include. You should type your paper directly into this
template, save it as a Word document with your name, and then
submit it to the assignment area.Stella's Case Study
Stella is a 38 year old biracial (African American and Native
American) woman who has just been assigned to you as a client.
You are currently working as a counselor for your county
community mental health agency. You received the following
information about her as background and history.
Stella is the only child of a Caucasian couple who are now
deceased. She was adopted as an infant in a closed adoption, so
that none of her birth parents' records are available. The only
informal information that Stella remembers her parents telling
her is that her mother was 16 years old at the time of Stella's
birth and had been raped while at a high school football game.
Stella currently lives in a small city of 150,000 people where
she is employed as a book-keeper for the local meat packing
2. plant. She has worked there for 3 years. Her educational
background includes an associate's degree in accounting and
continuing education in tax preparation. Before working for this
plant, she was employed as a tax preparer for a national
company. She enjoys her work, saying that numbers are easier
to get along with than people.
She has been married to her husband (Doug) for 18 years and
has a 16 year old son (Tyrone), who is currently a junior in high
school. Her son plays baseball on the school team and is a solid
B student. Her husband is a long distance truck driver. He is
often away from home for two weeks at a time. He is then at
home for 3 to 4 days before he leaves on another trip. Stella
reports that she stays at home and feels "blue" when her
husband is on the road. Although there have been some
problems in the marriage due to Stella's mental health concerns,
the couple seems committed to each other and to staying in the
marriage.
Stella reported that her problems began when she was in late
adolescence. She started sleeping and eating excessively. She
missed several days of school because she couldn't get out of
bed and gained 15 pounds. Because of the weight gain she
experienced, Stella obtained some methamphetamines from a
friend of hers in school so she could lose the weight quickly.
She was able to do so, but found that when she stopped taking
the pills she felt even lower than before. She asked her friend
for more pills, but her friend refused to provide them. Stella's
mood continued to decline; she believed that she would never be
successful at anything and stopped talking to her friends. She
stated that she felt "blue" during this time, a word she
frequently uses to describe her mood. This episode lasted about
one month until school ended for the summer. She felt better
because she had a summer job as a stocker at the local grocery
store where her boyfriend was also working. The following year
she once again became "blue" and this time she took 25 aspirins
in a suicide attempt. She told her mother, who took her to the
emergency room to have her stomach pumped. Stella did see a
3. counselor briefly, but when she began to feel better, she stopped
her counseling. She was not prescribed any medication at this
time.
Stella was able to successfully graduate from high school and
earn an associate's degree at the local community college. Her
first full-time job was back at the grocery store, where she
worked in the office preparing bank deposits and reconciling
bank statements. She reported that she enjoyed this job "a lot".
During this time she also married her high school boyfriend.
However, after 3 years, she again experienced depression, this
time more severely than ever before. "It felt like my 'blue' had
taken over my whole world and I couldn't see anything else. I
just wanted to die. That had to be better than how I was
feeling." Her suicide attempt this time was more serious; she
cut her wrist in the bathroom at work. A co-worker found her
and called 911. She spent four days in the hospital and was
referred to a psychiatrist for follow-up care. The psychiatrist
prescribed an SSRI for the depression and referred Stella to her
previous counselor.
Quickly, Stella began to feel much happier and elated. She
began going out when her husband was out of town for work
and soon began bringing other men home for sex. During the
parties with the other men, she would drink excessively and
smoke marijuana. She reported that these substances "took the
edge off" of her excess energy. She also spent money on new
clothes, until she had maxed out her credit cards and borrowed
money from her parents. Her performance at work became
erratic and her employer began to suspect that money was
missing. He was unable to prove the missing money, but became
so uncomfortable with Stella's change in behavior and her
deteriorating performance that he let her go. When her husband
returned home, he took her to her psychiatrist, who made
adjustments to her medication regime, adding a mood stabilizer.
Stella was not fully compliant with taking her medications and
continued to smoke marijuana from time to time.
Since that time, Stella has had a series of jobs, most of which
4. she was able to keep for several months and, on one occasion,
for a year, until her mood changed. She feels very fortunate to
have kept her current job for so long. She attributes this to a
"kind boss," who has kept her employed through her highs and
lows. Since this is a family company with a high level of
commitment to their employees, and since she does not have
access to any money, she is able to stay employed. Her boss has
asked her to continue with treatment on a consistent basis. She
had been in and out of counseling and on and off her
medications before she got this job. When she stopped her
medication, she would once again smoke marijuana in the
evenings. Since being employed here, she has managed to stay
on her medications. She had not been back in the hospital until
this latest admission. Recently, though, her counselor closed his
practice and moved to another city. Gradually, her behavior and
mood became more and more unstable over time.
This most recent hospitalization came after she was found at her
work desk, sobbing uncontrollably. She reported to her boss that
she was "blue." This work site placed her on FMLA and asked
her to get help for this current crisis. She admitted herself to the
hospital, where she saw a new psychiatrist, who changed her
medications. Stella is hopeful that she will be able to stay on
the new medications.
Her husband and son are very supportive of her getting care and
have met with both the new psychiatrist and your intake case
worker. They want to know what they can do to help Stella re-
stabilize, hopefully for good this time. They reported that her
sister-in-law has volunteered to go walking with her each
evening and that her son is willing to give Stella her medication
each day. Her husband asked his employer for a change of route
and was able to secure one that will take him away from home
no more than 4 days at a time.
Upon discharge, Stella was referred to the community mental
health agency where you are a counselor. After reviewing her
hospital records and the intake report, you presented the case in
a staffing. After listening to the other professionals' opinions,
5. you are ready to develop a comprehensive treatment plan that
will address, among other issues, medication and treatment
compliance, and stabilization.Oscar's Case Study
Oscar is a 19-year-old Hispanic male who is the oldest of 5
children. His family has been farming the same land for 4
generations. Currently they grow vegetables for the regional
grocery chain's produce departments. They live in a rural area
of the county. Three generations live in two separate houses on
their land. They are fiercely independent and have little to do
with people in town, although the family itself is extremely
close knit.
Oscar is currently a freshman at the same college his father
attended, majoring in agriculture. When he came home for
spring break, his parents noticed significant changes in his
appearance. He had lost weight, looked haggard, wasn't sleeping
and seemed irritable and argumentative. He told his parents that
he did not want to return to college after the break. He went on
to say that his roommate had placed cameras in the room so he
could record everything Oscar did while the roommate was
absent. His grades were poor and he expressed that he believed
his instructors were prejudiced against him. This poor
performance was in stark contrast to his performance in high
school, where he was in the top 10% of his class. Within days of
coming home he had stopped showering and began wearing
multiple layers of clothes (3 pairs of jeans and 4 t-shirts). He
became essentially non-communicative, responding to questions
with one-word answers and not initiating conversation. Oscar
seemed unhappy or irritable whenever he encountered a member
of his family and began spending all his time in his room. He
even refused to talk with his youngest brother, with whom he
had always been close. He did not take meals with his family, a
long-standing tradition in his family, and left his room only in
the middle of the night. He could then be heard opening drawers
in the kitchen, going into his siblings' rooms and leaving the
house for long periods of time.
The family (parents and grandparents) became very disturbed
6. and consulted their priest. The priest recommended that the
parents take Oscar to see a fellow parishioner who is also a
counselor. This counselor was also disturbed with Oscar's
presentation and recommended hospitalization. The family was
very reluctant, but eventually agreed. By the time they got to
the hospital, Oscar was essentially non-communicative, only
nodding or shaking his head in response to direct questions.
The parents provided history that indicated Oscar had been a
good student in high school and had participated in the school's
FFA club. He has always wanted to carry on the family tradition
of farming. He did not have many friends, but the family
attributed that to their living in the country.
The psychiatrist diagnosed Oscar with major depressive
disorder, single episode, severe with psychotic features and
prescribed anti-depressants. He was released three weeks later,
with some improvement. One week later he was readmitted,
with the same presentation he had at the previous admission.
This time, though, his father reported that he had found a cache
of knives in the barn, some from the house, some from the
grandparent's house and some from the barn itself. When he
asked Oscar about them, Oscar responded that he needed them
to protect himself from attacks. When his father asked from
whom, Oscar responded that he had seen one of his college
professors in the field of broccoli. That same day, Oscar's
mother found notes stuffed between Oscar's mattress and box
springs in Oscar's handwriting. The content of them was Oscar
arguing with someone about killing his younger siblings. One
side did not want to do it and begged to not have to; the other
side ordered the killings, saying that was the only way to keep
them safe. In light of these two events, both parents were afraid
for Oscar to remain at the house. Oscar swore that he would
never hurt any of his family and said that was why he had been
keeping away from them. His parents could not be sure that no
harm would come and were unable to watch Oscar day and
night. Therefore, they readmitted him to the hospital.
During this admission, Oscar was more forthcoming with his
7. treatment team. Once they had this additional information, the
team realized that Oscar's initial diagnosis had been wrong.
They began a re-assessment. Oscar acknowledged that the
problems began about the time of the new semester. He was
unable to complete his school work, as he was "consumed" with
the need to follow instructions that were being given to him.
These instructions actually began with a buzzing in his head,
which quickly evolved into specific directions. When pressed,
he acknowledged that he did not know who was giving him the
directions, though he sometimes thought it might be Jesus.
These instructions were for him to keep a log of every time he
heard a door close on his hallway in the dorm. Oscar came to
believe that doing this was the only way to keep his family safe
from dark angels. Oscar tried to keep these voices quiet by
smoking marijuana on a daily basis. While this helped in the
short term, it also made it more difficult for him to complete
any of his school work. By the time for spring break, the
messages had begun to change. He was no longer able to keep
his family safe by keeping a list; the voices told him he would
have to kill them. Oscar knew that he did not want to kill his
family. He could also not avoid going home for spring break.
Therefore, he devised the plan to isolate himself.
Once the family recovered from their initial shock and as Oscar
began to show some improvement with his new, anti-psychotic,
medication, his parents and grandparents wanted to take him
home to the farm. They believed that life on the farm, being
outside and with hard, physical labor would cure Oscar. Finally,
Oscar agreed to tell them what has been happening with him. At
that point, the family agreed to residential treatment for Oscar.
When asked if anyone else in the family has ever had symptoms
like this, the grandfather acknowledged that he had a brother
(Oscar's uncle) who had religious visions. This brother left the
family and became a monk. Later the family heard that he had
died under mysterious circumstances. One of the other monks at
the monastery told Oscar's grandfather that his brother had died
from engaging in a prolonged fast. The family is very lucky on
8. two counts: 1) they have their medical insurance through the
farmer's co-op and it includes coverage for residential treatment
for up to a year, and 2) this hospital has a residential treatment
unit for late adolescents and young adults. You are working as a
counselor at the Residential Treatment facility where Oscar has
been placed. He will be here for a minimum of 6 months and as
long as one year. Professional staff at this facility includes 3
counselors, an addictions counselor, a social worker (currently
on maternity leave), a psychologist, and 2 nurses on every shift.
Oscar's psychiatrist is also on staff and will continue to follow
his care.
The social worker usually coordinates clients' treatment plans;
however she is currently away on maternity leave so you will be
the lead therapist who is coordinating Oscar's treatment during
the next 45 days. Once she returns, you will collaborate with
her for developing Oscar's post-residential treatment and
resources for him and his family.Next »« BackTranscriptWas
this media helpful?
Licensed under a Creative Commons Attribution
3.0 License.
10. Professor: [Insert Professor Name Here]
2
Overview:
There are literally hundreds of government agencies and private
companies that provide the
public with a substantial amount of information regarding
Weapons of Mass Destruction
(WMD)….
Internet Sources: Webography
Page
First website
selected...................................................................................
...............................pg 3
https://www.......
12. The Nuclear Threat Initiative is a
nonprofit organization that has a mission
to strengthen global security by building
trust and transparency that are outlined in
the Non-Proliferation Treaty. At first
glance, I noticed the layout of the website
is clean and inviting with various colors of
white and light blue. The website is built
around a blog style that allows real time
information to be easily located and
displayed. I like this because it doesn’t
make the website stagnant and allows the
reader to find updated information
extremely easy. What caught my eye
initially is the very top navigation bar
under “Glossary.” This is a glossary that
is independent of NTI and provides the reader with various
terms and definitions that directly
13. relate to the websites content including WMD. Some of the
terms come from the various
treaties, weapons that cause mass destruction, and other
miscellaneous terms. As do other
websites, the NTI website provides an “About Page” that
describes the company and its mission
statement. Not only does the website provide up to date
information, but also provides links to
the two major social websites such as Twitter and Facebook. I
like that this website likes to
interact and engage its followers as social networking provides
the vehicle for communicating
between the company and its readers. NTI also provides video
content as the world is shifting to
this type of medium for information such as YouTube videos.
The profiles of different counties
are very informative. If you are interested in a country, such as
Iran and its history as far as
WMD is concerned, you just click on the country’s flag and the
information for that state are
displayed. A quick overview of that country is explained to
include information related to
Nuclear, Biological, and Chemical warfare. Some of the
information is about the state’s position
14. on WMD and where they stand on the NPT. The NTI website is
a very informative site that
covers a wide range of information pertaining to countries and
their involvement in WMD. It
covers all NBC threats and provides in depth analysis on a wide
range of topics in the form of
articles, reports, testimonies, speeches and opinions.
Comment [HS1]: Here is one example of what
one would look like…..put each website on a
separate page….keep your review to one page for
each website
Comment [HS2]: Use pictures that catch the
reader’s attention
Comment [HS3]: Highlight the website
strengths that you have identified
And don’t forget to also highlight what the
weaknesses are or what areas they could have
15. covered better.
4
Summary:
The subject of WMD is ……
5
References
Smith, D.J…..
Comment [HS4]: You only need to include a
reference page if you used direct quotes in your
material.
edwardlocke
Text Box
Don't forget to include
16. references for all of your
web sites in APA format.
ANNOTATED WEBOGRAPGY
UNITED STATES MILITARY
IN
WORLD WAR II
PPrrooffeessssoorr ____________________
Class Name
Student Name
2
17. Overview:
This annotated webography is designed to guide internet-based
research for World War
II. This webography concentrates on specific topics that
involve significant United
States Military contributions to World War II. The following
nine websites contain
detailed timelines, general accounts, analytical papers, and
official World War II
documentation. Maps, charts, and pictures displaying
amplifying data supplement most
of the websites. Each section of this webography gives a broad
description of the
website and concentrates on in-depth analysis of the website’s
usefulness to specific
topics that involve significant United States Military
contributions to World War II.
Example illustrations of each site’s homepage are included at
the end of each analytical
paragraph to provide visual aid. Utilizing this annotated
webography, researchers can
navigate through the Internet around websites that are not
historically sound for
information concerning significant United States Military
contributions to World War II.
Sources:
Chronology of World War II
……………………………………………………………..…pg 3
http://www.onwar.com/chrono/index.htm
18. World War 2 Timeline 1939-
1945………………………………………………………….pg 4
http://www.worldwar-2.net/index.htm
World War II
Commemoration………………………………………………………
……..pg 5
http://gi.grolier.com/wwii/wwii_mainpage.html
World War II
Remembered…………………………………………………………
……....pg 6
http://teacher.scholastic.com/researchtools/researchstarters/wwi
i/
Hyper War: A Hypertext history of the Second World
War…………………………….pg 7
http://www.ibiblio.org/hyperwar/
Military Operations: World War
II………………………………………………………….pg 8
http://www.globalsecurity.org/military/ops/world_war_2.htm
World War II
Timeline………………………………………………………………
……….pg 9
http://history.acusd.edu/gen/WW2Timeline/start.html
World War
Two……………………………………………………………………
…..……pg 10
http://www.bbc.co.uk/history/war/wwtwo/
The World at War, History of WW 1939-
1945………………………………………..…pg 11
http://www.euronet.nl/users/wilfried/ww2/ww2.htm
20. useful in displaying a
complete picture of the war. It is easy to navigate through by
categorizing a search by
year then by month then by day. The website’s format is a
bulletined timeline that only
contains subject lines but lacks explanatory, descriptive, or
definitive information. For
example, on Friday, February 27, 1942, the website declares
“The Battle of the Java
Sea. Allied Admiral Doorman commanding a four-nation task
force of five cruisers and
eleven destroyers attempts to engage a Japanese invasion force
commanded by
Admiral Takagi on its way to Java. In a series of running
engagements (February 27-
28th), the Allied force is almost totally destroyed.” In this
example, the website states
that the Battle of the Java Sea occurred, and it gives a general
account of the events of
the battle. The insert fails to give details of why the battle
occurred, the significance of
the battle, the effects of the battle, or how the outcome arose.
Although it lacks enough
information to conduct complete research, this website is
marginally adequate for this
specific subject, because it provides the
complete picture of the World War II
story.
4
21. WWoorrlldd WWaarr 22 TTiimmeelliinnee 11993399--
11994455
This is a “timeline-style” website that
covers significant events during World
War II. A prewar section, a section for
films concerning World War II, and a
section for resource links for categories
such as famous quotes and casualties
supplement the body of the timeline. This
website is much like the Chronology of
World War II. They both present the
entire picture of the “war years” through a
timeline-style website that limits the
information presented to subject lines.
Like the Chronology of World War II website, this website is a
marginally adequate
source, because it fails to give a complete account. It tells the
entire story of World War
II, but it lacks detailed information. There is one major
difference between World War 2
Timeline 1939-1945 and Chronology of World War II
websites…the format of the
timelines. This website provides a different perspective that
allows the researcher to
look into topic specific timelines such as the war in Europe, the
events in the Americas,
and the Holocaust. In some instances, this website gives a
varying account that the
Chronology of World War II website. For example, in relation
to the example presented
in the section of this webography for the Chronology of World
War II, this website does
not have an entry for the Battle of Java Sea. Instead it states in
22. its Asia and the Pacific
section, “Japanese land on Java” on Saturday, February 28,
1942. Yet, together with
the Chronology of World War II website, this website provides
multiple means of
searching through time for significant events as well as the
events that led up to those
significant events and at the same time providing a multi-source
timeline for
researchers.
5
WWoorrlldd WWaarr IIII CCoommmmeemmoorraattiioonn
This website is a World War II dedicated
website divided into six sections of
general categories. Each section is
further separated into subsections of
specific topics. The first section concerns
the story of World War II, and it contains
subsections concerning specific topics
such as campaigns, diplomatic history,
and the prewar and post war eras. The
second section concerns biographies on
significant individuals as well as articles
23. concerning specific topics. The third
section is a collection of actual air combat
films. The fourth section is a collection of photographs. The
fifth section is a World War
II history test. The final section is a list of related links. The
website builds a
progressive account of the World War II story. The first section
gives a general account
of events before, during, and immediately after the war while
providing reasoning for
significant events. It starts with a broad story of the war, and
then breaks down the
story into fourteen more specific chronological sections from
the prewar era to the post
war era. The section ends with amplifying information
including cost, casualties, and a
chronological timeline. The second section supplements the
first by giving more
detailed information of significant events such as D-Day and the
Atomic Bomb while
also providing biographies on important people such as Omar
Bradley and Benito
Mussolini. As articles within the first section focus on a
descriptive style, the style of the
second section changes slightly more definitive in order to
adequately supplement the
first section. The third and fourth sections further provide
amplifying data thorough
visual aid. This website proves to be an adequate resource for
this specific topic by
providing general and detailed descriptive and definitive
information.
24. 6
WWoorrlldd WWaarr IIII RReemmeemmbbeerreedd
This website is a division of
Scholastic.com tailored to assist those
starting a research paper. Sections of this
website include recommended research
topics, a list of articles, and a list of other
online World War II resources. The only
section that provides useful resource
information is the section concerning a list
of articles. The list of articles includes
general accounts of the war separated
into three parts supplemented with
separate articles on significant events,
aspects, equipment, and people. For other topics such as
intelligence operations,
blitzkrieg, the Normandy invasion, Luftwaffe, and high profile
generals such as George
Patton and Erwin Rommel the website proves to be an excellent
resource, because it
provides specific articles for these subjects. For this specific
topic, the website provides
limited contribution. Its contributions include a different
approach through third party
accounts of top U.S. Generals including George Patton, Dwight
Eisenhower, and Omar
Bradley. It, also, provides information concerning strategies
and tactics. The articles
focus on principles of each topic. By doing so, the website
25. supplements other
resources by providing amplifying information. Yet, the
website is not an adequate
World War II website due to its focus on being a “research
starter” instead of being a
source of the subject. Because of this approach, the website
lacks enough subject
matter to be an adequate World War II source. Although this
website cannot be used
as a stand-alone source, it proves to be useful in supplementing
research for this
specific topic by providing a different approach as well as
information on strategies and
tactics.
HHyyppeerrWWaarr:: AA HHyyppeerrtteexxtt
HHiissttoorryy ooff tthhee SSeeccoonndd WWoorrlldd
WWaarr
This web site is a collection of material related to
World War II. The contents are official government
histories, source documents, primary references,
and order of battle information. It is a public domain
categorized into general accounts, official
documents, and by each theater of operations. The
General Accounts section is complied from
American Military History of 1973 (Maurice Matlof,
General Editor). This section is separated into four
sub-sections that cover the accounts of the Allied
Powers including their defensive plan, grand strategy, war
against Germany and Italy,
26. and war against Japan. Each sub-section covers strategy and
significant events of
each topic chronologically and supplements the information
with maps and pictures.
The General Accounts section proves very useful for this
specific topic, because it not
only describes how the U.S. Military participated in the war but
also describes the
causes and effects of U.S. participation. For example, the
website describes U.S.
fortified positions after the attack on Pearl Harbor, then
describes how the strategy was
used later to penetrate Japanese defenses by attacking from
multiple directions in the
War Against Japan sub-section. The official documents section
is a compilation of
diplomatic and political documents including those from
conferences, relevant US
legislation, international pacts, and treaties. This section
proves to be vaguely useful for
this specific topic. It displays the formal commitments of the
U.S., but it does not fully
explain the purpose or extent of the commitments. The Theater
of Operations section is
separated into four sub-sections. Each sub-section gives a more
detailed account of
significant events in specific theaters including the Pacific,
European, China-Burma-
India, and American Theaters. This section provides much
useful information in the
same manner that the General Accounts section does, but the
Theater of Operations
section provides a more specific and detailed account of
campaigns and battles. Yet,
the Theater of Operations section falls short of explaining the
effects or future
27. contributions of each section. This website proves very useful
for this specific topic by
giving general and specific accounts of the participation of the
U.S. Military as well as a
broad account of the causes and effects of specific U.S. Military
contributions.
8
MMiilliittaarryy OOppeerraattiioonnss:: WWoorrlldd
WWaarr IIII
This World War II website is part of a
military section of the Global Security
website separated into six sections. The
First section is an article concerning the
events of World War II. It chronologically
accounts for the significant events of all
theaters of the war that shaped the
immediate events causing the war to the
defeat of Japan and Germany. The
second section is a list of analytical
papers. The list includes topics such as
the meaning of World War II, testimony of
ex-German leaders, and explaining Hitler.
The third section is a list of related
websites for further research in World War
II. The fourth section is a list of links to U.S. Army documents
28. that cover a variety of
specific topics such as the Women’s Army Corps, training for
mountain and winter
warfare, and the Battle of the Bulge. The fifth is a list of links
to U.S. Naval documents
that cover a variety of specific topics such as casualties,
Operation Tiger, and patrol
torpedo boats. The final section is a list of links to U.S. Air
Force documents, but it only
includes one link concerning the U.S. Strategic Bombing
Strategy. Lacking specific
details and facts to support this specific topic, most of this
website was not adequate for
research. The first section gave a good overview of the war,
which could be used to
build a general understanding. Yet, the article was too broad to
be used sufficiently. All
of the analytical papers of the second section were irrelevant for
this topic. Many of the
articles under the last three sections proved useful, thou.
Useful articles provided
amplifying data in subject areas such as American campaigns,
U.S. Army Special
Forces, and Navajo code talkers. The only portion of this
website that was useful for
research of this specific topic was a majority of the Army,
Naval, and Air Force
documents.
29. 9
WWoorrlldd WWaarr IIII TTiimmeelliinnee
This website is a database of articles related
to World War II. The articles include
descriptive papers, detailed outlines, maps,
documents, analytical accounts, and
reference listings. Specific topics of these
articles include those directly concerning the
war such as battles, equipment, places, and
people as well as those indirectly concerning
the war such as movies, the influence of
postwar events, effects of the war, policies,
and related websites. This website proved
very useful in any level of research for any
specific topic related to World War II. Its
format allows the researcher to explore the
website by date, topic, links on the internet,
pictures, maps, documents, or bibliographies.
It covered almost every aspect of World War
II from its effects like the reason for the boom
of San Diego, California to policies causing
the war including U.S. isolationism to descriptive accounts of
World War II events such
as Operation Torch. The range of the articles from broad topics
such as the aftermath
era and the air war to specific topics such as U.S. “fast
carriers,” code breaking, and
films about Pearl Harbor allow the reader to choose the focus of
research. The website,
also, covers a vast range in time from 1917 to 1949 and expands
with a brief account of
the Cold War period up to 1991. The many pictures allow the
30. researcher to easily
understand the text. For this specific topic, there were many
articles within this website
that proved very useful. The vast amount of subjects allows the
researcher to view
many aspects of the topic. Yet, most of the articles only give a
general account of the
given subject by briefly describing significant events or factors.
Most articles lack a
detailed account of the causes and effects of each subject. Only
lacking detailed
accounts of specific subjects, the vast range of subjects,
timeline, and focus as well as
the easily navigational format and amplifying information
provided by the pictures make
this website a useful resource for this specific topic.
10
WWoorrlldd WWaarr TTwwoo
This website is a division of the British
Broadcasting Channel website. It is a
collection of articles separated
chronologically into eight sections. The first
section covers the era between World War I
and World War II. The next six sections
divide the World War II years into sections
titled Blitzkrieg, Britain Alone, Allies in
31. Retreat, The Tide Turns, Axis in Retreat,
and End Game. The last section covers the
reconstruction and retribution period. At the
end of each section, a dropdown menu is
provided containing a list of articles giving a
general account of specific periods of that section. Each section
contains articles
written by various authors. Each article gives a detailed,
historical, and comprehensive
account of the significant events of the war with a focus on the
battles of the war. Each
article provides a table of contents that allows easier
navigation. Yet, the vast amount
of information within this website hinders the researcher’s
ability to locate pertinent
information in a timely manner. Thus, overall navigation of
this site is poor. This
material contained in this website is an adequate source for
research in any topic
concerning World War II. For this specific topic, it gives
specific accounts of U.S.
Military contributions, but it falls short of explaining the
purpose or effect of U.S. Armed
Forces. It supplements other websites in this webography by
providing a British
account of the war. This website is better suited for U.S.
Military contributions in the
Western Front, because that is where the emphasis of the
compilation of articles within
this website resides. This website proves to be an adequate
source of information
concerning this specific topic by contributing specific
information form a British
perspective.
32. 11
TThhee WWoorrlldd aatt WWaarr,, HHiissttoorryy ooff
WWWW 11993399--11994455
This website is a detailed outline of the
events of World War II. Events covered
not only include those that occurred
during or directly before or after the war
but also those events related to the war
as early as Adolph Hitler’s birth in 1889.
Sections that cover secret
communications, World War II museums,
and related World War II websites
supplement the outline. Each section of
the outline, separated by year in
chronological order, covers significant
events including campaigns and battles,
significant diplomacy including treaties and pacts, and military
equipment including
tanks and ships. Charts of military strength supplement the
outline at certain times or
for certain campaigns as well as with pictures and maps.
Throughout the outline, links
are provided to other websites or articles amplifying significant
events. The amplifying
links include biographies, significant aspects of the war such as
World War II aviation,
33. significant equipment such as the Battleship Bismarck, and
significant events such as
the Bataan Death March. The secret communications section
proved to be of
marginally useful for this specific topic, because it provides
limited information
concerning U.S. Military contributions to developing secret
operating procedures for
communications and the level of success for the procedures.
The World War II
museums and related World War II websites sections did not
provide useful information
for this specific topic, because they did not provide relevant
information. This website
proves to be useful, because it gives information in areas that
other websites in this
webography do not cover. For this specific topic, the articles,
maps, and pictures
supplement other websites of this webography by providing
additional information.
12
Summary:
Contributions of the U.S. Military to World War II can be found
within each source of this
annotated webography to varying degrees. The timelines of the
Chronology of World
War II and the World War 2 Timeline, 1939-1945 websites can
34. be used to guide
research. Information concerning strategy and tactics of the
U.S. Military in World War
II can be discovered in the World War II Remembered website.
U.S. Military
contributions to the overall strategy and outcome through its
participation in campaigns
and battles can be found within the Hyper War: A Hypertext
History of the Second
World War website. Specific contributions of each branch of
service can be found
within the Military Operations: World War II website. Specific
details of contributions of
the U.S. Military can be discovered within the World War II
Timeline website. Causes
and effects of U.S. Military participation can be found in the
Hyper War: A Hypertext
History of the Second World War. Different perspectives to the
topic can be researched
using the World War II Remembered website’s third party
bibliographies of top U.S.
Generals and the British account of the World War Two
website. Finally, The World at
War, History of WW, 1939-1945 website can be used to
supplement the other sources
through its account of information not contained in the other
websites such as significant
aspects of the war like the Aviation War and significant military
equipment. Complete
research of U.S. Military contributions to World War II can be
obtained by using the
Chronology of World War II and the World War 2 Timeline,
1939-1945 websites as a
guided outline, then beginning research by using the descriptive
and definitive
information of the World War II Commemoration website as a
35. base of research, and
finishing research using the other websites for amplifying
information.
What is a Webography?
A webography (aka webliography) offers students like you a
new perspective on an old
assignment classic: the annotated bibliography. Even if you
have never heard the
phrase “annotated bibliography,” most (if not all) of you have
certainly compiled a
bibliography (or a reference list) for a research project or paper.
But you may not yet
have been asked to compile and create an annotated
bibliography. So, let’s begin by
reviewing terms with which you probably are familiar:
eference is a list of sources (books, journals,
websites,
periodicals, etc.) one has used for researching a topic. A
bibliography/reference
usually just includes the bibliographic information (i.e., the
author, title, publisher,
etc.).
on is a summary and/or evaluation.
When we put these two terms together, then, we arrive at the
following definition of
“annotated bibliography:”
36. An annotated bibliography is a list of citations to books,
articles, and documents. Each
citation is followed by a brief descriptive and evaluative
paragraph, the annotation. The
purpose of the annotation is to inform the reader of the
relevance, accuracy, and quality
of the sources cited.
Like the classic annotated bibliography, the
webography/webliography offers readers a
list of citations and accompanying annotations to source
materials related to a given
topic. However, unlike the classic annotated bibliography
(which can include both
library and non-library resources), the
webography/webliography only includes online
resources (i.e., webpages).
Reference:
Stacks, Geoff and Erin Karper. “Annotated Bibliographies.”
Online Writing Lab @
Purdue University. Purdue University. July 2001. Web. 4
May 2006.
Webography 101: A very short introduction to bibliographies on
the Internet.
http://1980swebography.weebly.com/what-is-a-
webography.html
http://owl.english.purdue.edu/owl/resource/614/01/
http://1980swebography.weebly.com/what-is-a-
webography.html
37. COUN6331 Case Study Treatment PlanCASE STUDY
TREATMENT PLAN
Reminder: Please review the scoring guides for the Unit 5 and
Unit 9 assignments to ensure your papers include all required
information.
Instructions
Please type directly into this template as you develop your
treatment plan. Your submitted assignments in Unit 5 and Unit
9 must be completed within this template in order for you to
receive credit for your paper.
Unit 5 Assignment: Complete the first six sections of the
template, plus your reference list, for the Unit 5 assignment.
After you have completed the final draft of these sections, save
the template as a Word document with your name (for example,
Smith Unit 5 assignment) and submit it to the courseroom
assignment area by the deadline for the Unit 5 assignment.
Unit 9 Assignment: Complete the last five sections of the
template, plus your reference list, for the Unit 9 assignment.
Although your instructor will only be reviewing the last five
sections to score your paper for Unit 9, please retain the
information you have already written in the first sections within
the template so your instructor can refer back to this when
reading your Unit 9 assignment. When the full template is
completed, save it as a Word document with your name (for
example, Smith Unit 9 assignment) and submit it to the
courseroom assignment area by the deadline for the Unit 9
assignment.
38. Case Study Treatment Plan
Your Name
Course Number
Date
Mental Health Counseling Clinical Internship 1
Case Study Treatment Plan
Unit 5 assignment sections: The Assessment Process (4–6 pages
plus references)
Section 1: Identifying Information
Describe the client in your own words. Include demographic
data and relevant context (living situation, employment, current
functioning, et cetera). Your description should be concise.
Section 2: Presenting Problem
Describe the key concerns that have brought the client to
counseling at this time. Include a brief description of any
relevant history (for example., previous incidents of concern,
length of time issues have been going on, prior trauma, or other
critical events related to the presenting problems).
Section 3: Previous Treatments
Summarize the client’s previous experience in therapy. Include
hospitalizations as well as any community resources or other
medical/mental health services the client has used. Include the
degree to which previous treatments were successful; has the
client had any experiences with previous treatments that may
have a negative impact on the current counseling process?
Section 4: Strengths, Weaknesses, and Support Systems
· Describe the client’s areas of strength and resilience. How
might these impact treatment success?
· Describe the client’s limitations, challenges, or areas in which
39. the client lacks knowledge, awareness, or specific skills. How
might these impact treatment success?
· List the support systems the client currently has access to,
such as family, friends, community groups, et cetera, and the
extent to which the client is currently able to utilize these
supports. How will these systems impact the success that the
client may or may not have during the therapy process?
· Describe the impact of a co-occurring substance use disorder
on the client’s medical and psychological disorder.
· Summarize the key factors that may impact this client’s
successful progress in therapy, how and why these factors may
have an impact on treatment success, and how you will take
these factors into account as you develop your treatment plan.
Include a summary of the counselor characteristics that may
impact this client’s treatment success.
Section 5: Assessment
Describe the process you will use to complete a clinical
assessment of this client. If you intend to use specific
instruments (such as self-report instruments, structured
interviews, or psychological tests), state what they are and why
you have selected them. Discuss any concerns you will need to
address regarding the relevance and biases of assessment tools
with multicultural populations. Also discuss the methods you
will use to arrive at an accurate DSM diagnosis for this client,
including the consideration of co-occurring disorders.
Section 6: Diagnosis
Present a DSM-5 diagnosis for the client. Provide a description
of your rationale for making this diagnosis (for example, what
information did you consider?). Discuss other possible
diagnoses that you ruled out (or will need to rule out once you
have additional information). Include your ideas about the
impact of co-occurring substance use disorders on the symptoms
the client is demonstrating and how this was considered in your
40. diagnosis.
References for Unit 5 Assignment
Support your decisions and ideas for the Unit 5 assignment with
a minimum of two references to articles from current
professional journals (2010 or later) in the field of counseling.
Use correct APA format.
Unit 9 assignment sections: Treatment Goals (4–7 pages plus
references)
Section 1: Treatment Plan Literature Review
Review the current research and best practices presented in the
professional literature that relate to types of clients and
presenting issues that are similar to the case you have selected.
What does the literature have to say about the most effective
types of counseling approaches used with clients who share
similar social-cultural backgrounds, history, current situations,
and/or presenting problems? Be sure to address the impact of
diversity when selecting approaches and interventions.
Summarize your review of the literature so it provides clear
support for your choice of counseling approach, goals, and
interventions that you will be presenting in the sections below.
Keep direct quotes to a minimum; you should paraphrase the
information you have reviewed in your own words. Remember
to use correct APA format for all citations.
Section 2: Goals and Interventions
List four goals that you will work on with this client during the
first three months of counseling. Present these goals in concrete
and specific terms. For each goal, list two specific interventions
that you will use during counseling sessions to assist the client
in making progress towards the goal. What will let you know if
these interventions are effective (for example, what changes
would you expect to see in the client during sessions; what
changes between sessions might the client report; will you
41. utilize any self-report measures or other assessment instruments
to help measure change)? Be sure your interventions reflect the
effective practices that you described in your treatment plan
literature review; address how your approaches will also take
the client’s sociocultural background into account and their
appropriateness for addressing addiction and co-occurring
disorders.
Section 3: Communication With Other Professionals
Who will you consult with as you develop your client’s
treatment plan and begin to work with him or her in therapy (for
this segment, assume that you have a written consent from the
client to do so)? This might include other medical/mental health
professionals currently working with the client, as well as
previous therapists; it could also include experts in the field
with whom you may want to consult about the client’s
presenting issues. How will this information inform your work
with the client?
Section 4: Medications
Discuss in the section any medications your client is currently
taking. What impact do these medications have on the client
(for example, side-effects, improvement in symptoms,
interactions with other drugs, et cetera)? What information do
you want to provide to the client about these medications and
how might you need to continue addressing the issue of
medication in your work with this client over time? Do you
think psychopharmacological medications are advisable for this
client? Would you consider referring this client to appropriate
medical professionals for evaluation for psychopharmacological
medications?
Section 5: Legal, Ethical, and Other Considerations
How will the ACA Ethical Standards apply to your work with
this client? Describe any potential legal or ethical issues that
may arise and how you will address them. Refer to the specific
42. state laws or regulations or ethical standards in your discussion.
Also list any other red flag issues that you have identified and
the ways in which you address these issues with the client.
References for Unit 9 Assignment
Support your decisions and ideas for the Unit 9 assignment with
a minimum of four references from current professional journals
in the field of counseling. Use correct APA format.
1
COUN633
1 Case Study Treatment Plan
1
CASE STUDY TREATMENT PLAN
Reminder: Please review the scoring g
uides for the Unit 5 and Unit 9 assignments to
ensure your papers include all required information.
Instructions
Please type directly into thi
s template as you develop your treatment plan.
Your
submitted assignments in Unit 5 and Unit 9 must be completed
within
this
43. template in
order for you to receive credit for your paper.
U
nit
5
Assignment
:
C
omplete the first
six
sections
of the template
, plus your reference
list,
for the Unit 5 assignme
n
t.
After
you have completed the final draft of these sections,
save the template as a Word document with your name (
for example,
Smith
Unit 5
assignment) and submit it to the courseroom assignment area
by the deadline for
the Unit
44. 5 assignment
.
Unit 9 A
ssignment
:
C
omplete the last
five
sections
of the template
, plus your reference
list,
for the Unit 9 assig
nment.
Although your instructor will only be reviewing the last
five
sections to score your paper for Unit 9, p
lease
retain
the information you ha
ve
already written
in
the first sections within the template so your instructor can refer
back
to this when reading your Unit 9 assignment.
45. When the full template is completed, save it
as a Word document with your name (
for example,
Smith
Unit 9
assignment
) and submit
it to the courseroom assignment area
by the deadline for
the Unit 9 assignment
.
Case Study Treatment Plan
Your Name
Course Number
Date
Mental Health
Counseling Clinical Internship 1
COUN6331 Case Study Treatment Plan
1
CASE STUDY TREATMENT PLAN
46. Reminder: Please review the scoring guides for the Unit 5 and
Unit 9 assignments to
ensure your papers include all required information.
Instructions
Please type directly into this template as you develop your
treatment plan. Your
submitted assignments in Unit 5 and Unit 9 must be completed
within this template in
order for you to receive credit for your paper.
Unit 5 Assignment: Complete the first six sections of the
template, plus your reference
list, for the Unit 5 assignment. After you have completed the
final draft of these sections,
save the template as a Word document with your name (for
example, Smith Unit 5
assignment) and submit it to the courseroom assignment area by
the deadline for the Unit
5 assignment.
Unit 9 Assignment: Complete the last five sections of the
template, plus your reference
list, for the Unit 9 assignment. Although your instructor will
only be reviewing the last
five sections to score your paper for Unit 9, please retain the
information you have
already written in the first sections within the template so your
instructor can refer back
to this when reading your Unit 9 assignment. When the full
template is completed, save it
as a Word document with your name (for example, Smith Unit 9
assignment) and submit
it to the courseroom assignment area by the deadline for the
Unit 9 assignment.
47. Case Study Treatment Plan
Your Name
Course Number
Date
Mental Health Counseling Clinical Internship 1
COUN6331 Case Study Treatment PlanCASE STUDY
TREATMENT PLAN
Reminder: Please review the scoring guides for the Unit 5 and
Unit 9 assignments to ensure your papers include all required
information.
Instructions
Please type directly into this template as you develop your
treatment plan. Your submitted assignments in Unit 5 and Unit
9 must be completed within this template in order for you to
receive credit for your paper.
Unit 5 Assignment: Complete the first six sections of the
template, plus your reference list, for the Unit 5 assignment.
After you have completed the final draft of these sections, save
the template as a Word document with your name (for example,
Smith Unit 5 assignment) and submit it to the courseroom
assignment area by the deadline for the Unit 5 assignment.
Unit 9 Assignment: Complete the last five sections of the
template, plus your reference list, for the Unit 9 assignment.
Although your instructor will only be reviewing the last five
sections to score your paper for Unit 9, please retain the
information you have already written in the first sections within
the template so your instructor can refer back to this when
48. reading your Unit 9 assignment. When the full template is
completed, save it as a Word document with your name (for
example, Smith Unit 9 assignment) and submit it to the
courseroom assignment area by the deadline for the Unit 9
assignment.
Case Study Treatment Plan
Your Name
Course Number
Date
Mental Health Counseling Clinical Internship 1
Case Study Treatment Plan
Unit 5 assignment sections: The Assessment Process (4–6 pages
plus references)
Section 1: Identifying Information
Describe the client in your own words. Include demographic
data and relevant context (living situation, employment, current
functioning, et cetera). Your description should be concise.
Section 2: Presenting Problem
Describe the key concerns that have brought the client to
counseling at this time. Include a brief description of any
relevant history (for example., previous incidents of concern,
length of time issues have been going on, prior trauma, or other
critical events related to the presenting problems).
Section 3: Previous Treatments
Summarize the client’s previous experience in therapy. Include
hospitalizations as well as any community resources or other
49. medical/mental health services the client has used. Include the
degree to which previous treatments were successful; has the
client had any experiences with previous treatments that may
have a negative impact on the current counseling process?
Section 4: Strengths, Weaknesses, and Support Systems
· Describe the client’s areas of strength and resilience. How
might these impact treatment success?
· Describe the client’s limitations, challenges, or areas in which
the client lacks knowledge, awareness, or specific skills. How
might these impact treatment success?
· List the support systems the client currently has access to,
such as family, friends, community groups, et cetera, and the
extent to which the client is currently able to utilize these
supports. How will these systems impact the success that the
client may or may not have during the therapy process?
· Describe the impact of a co-occurring substance use disorder
on the client’s medical and psychological disorder.
· Summarize the key factors that may impact this client’s
successful progress in therapy, how and why these factors may
have an impact on treatment success, and how you will take
these factors into account as you develop your treatment plan.
Include a summary of the counselor characteristics that may
impact this client’s treatment success.
Section 5: Assessment
Describe the process you will use to complete a clinical
assessment of this client. If you intend to use specific
instruments (such as self-report instruments, structured
interviews, or psychological tests), state what they are and why
you have selected them. Discuss any concerns you will need to
address regarding the relevance and biases of assessment tools
with multicultural populations. Also discuss the methods you
will use to arrive at an accurate DSM diagnosis for this client,
including the consideration of co-occurring disorders.
50. Section 6: Diagnosis
Present a DSM-5 diagnosis for the client. Provide a description
of your rationale for making this diagnosis (for example, what
information did you consider?). Discuss other possible
diagnoses that you ruled out (or will need to rule out once you
have additional information). Include your ideas about the
impact of co-occurring substance use disorders on the symptoms
the client is demonstrating and how this was considered in your
diagnosis.
References for Unit 5 Assignment
Support your decisions and ideas for the Unit 5 assignment with
a minimum of two references to articles from current
professional journals (2010 or later) in the field of counseling.
Use correct APA format.
Unit 9 assignment sections: Treatment Goals (4–7 pages plus
references)
Section 1: Treatment Plan Literature Review
Review the current research and best practices presented in the
professional literature that relate to types of clients and
presenting issues that are similar to the case you have selected.
What does the literature have to say about the most effective
types of counseling approaches used with clients who share
similar social-cultural backgrounds, history, current situations,
and/or presenting problems? Be sure to address the impact of
diversity when selecting approaches and interventions.
Summarize your review of the literature so it provides clear
support for your choice of counseling approach, goals, and
interventions that you will be presenting in the sections below.
Keep direct quotes to a minimum; you should paraphrase the
information you have reviewed in your own words. Remember
to use correct APA format for all citations.
51. Section 2: Goals and Interventions
List four goals that you will work on with this client during the
first three months of counseling. Present these goals in concrete
and specific terms. For each goal, list two specific interventions
that you will use during counseling sessions to assist the client
in making progress towards the goal. What will let you know if
these interventions are effective (for example, what changes
would you expect to see in the client during sessions; what
changes between sessions might the client report; will you
utilize any self-report measures or other assessment instruments
to help measure change)? Be sure your interventions reflect the
effective practices that you described in your treatment plan
literature review; address how your approaches will also take
the client’s sociocultural background into account and their
appropriateness for addressing addiction and co-occurring
disorders.
Section 3: Communication With Other Professionals
Who will you consult with as you develop your client’s
treatment plan and begin to work with him or her in therapy (for
this segment, assume that you have a written consent from the
client to do so)? This might include other medical/mental health
professionals currently working with the client, as well as
previous therapists; it could also include experts in the field
with whom you may want to consult about the client’s
presenting issues. How will this information inform your work
with the client?
Section 4: Medications
Discuss in the section any medications your client is currently
taking. What impact do these medications have on the client
(for example, side-effects, improvement in symptoms,
interactions with other drugs, et cetera)? What information do
you want to provide to the client about these medications and
how might you need to continue addressing the issue of
medication in your work with this client over time? Do you
52. think psychopharmacological medications are advisable for this
client? Would you consider referring this client to appropriate
medical professionals for evaluation for psychopharmacological
medications?
Section 5: Legal, Ethical, and Other Considerations
How will the ACA Ethical Standards apply to your work with
this client? Describe any potential legal or ethical issues that
may arise and how you will address them. Refer to the specific
state laws or regulations or ethical standards in your discussion.
Also list any other red flag issues that you have identified and
the ways in which you address these issues with the client.
References for Unit 9 Assignment
Support your decisions and ideas for the Unit 9 assignment with
a minimum of four references from current professional journals
in the field of counseling. Use correct APA format.
1
COUN633
1 Case Study Treatment Plan
1
CASE STUDY TREATMENT PLAN
Reminder: Please review the scoring g
uides for the Unit 5 and Unit 9 assignments to
ensure your papers include all required information.
53. Instructions
Please type directly into thi
s template as you develop your treatment plan.
Your
submitted assignments in Unit 5 and Unit 9 must be completed
within
this
template in
order for you to receive credit for your paper.
U
nit
5
Assignment
:
C
omplete the first
six
sections
of the template
, plus your reference
list,
for the Unit 5 assignme
n
t.
After
you have completed the final draft of these sections,
54. save the template as a Word document with your name (
for example,
Smith
Unit 5
assignment) and submit it to the courseroom assignment area
by the deadline for
the Unit
5 assignment
.
Unit 9 A
ssignment
:
C
omplete the last
five
sections
of the template
, plus your reference
list,
for the Unit 9 assig
nment.
Although your instructor will only be reviewing the last
five
sections to score your paper for Unit 9, p
lease
retain
55. the information you ha
ve
already written
in
the first sections within the template so your instructor can refer
back
to this when reading your Unit 9 assignment.
When the full template is completed, save it
as a Word document with your name (
for example,
Smith
Unit 9
assignment
) and submit
it to the courseroom assignment area
by the deadline for
the Unit 9 assignment
.
Case Study Treatment Plan
Your Name
Course Number
Date
56. Mental Health
Counseling Clinical Internship 1
COUN6331 Case Study Treatment Plan
1
CASE STUDY TREATMENT PLAN
Reminder: Please review the scoring guides for the Unit 5 and
Unit 9 assignments to
ensure your papers include all required information.
Instructions
Please type directly into this template as you develop your
treatment plan. Your
submitted assignments in Unit 5 and Unit 9 must be completed
within this template in
order for you to receive credit for your paper.
Unit 5 Assignment: Complete the first six sections of the
template, plus your reference
list, for the Unit 5 assignment. After you have completed the
final draft of these sections,
save the template as a Word document with your name (for
example, Smith Unit 5
assignment) and submit it to the courseroom assignment area by
the deadline for the Unit
5 assignment.
Unit 9 Assignment: Complete the last five sections of the
template, plus your reference
list, for the Unit 9 assignment. Although your instructor will
only be reviewing the last
five sections to score your paper for Unit 9, please retain the
information you have
57. already written in the first sections within the template so your
instructor can refer back
to this when reading your Unit 9 assignment. When the full
template is completed, save it
as a Word document with your name (for example, Smith Unit 9
assignment) and submit
it to the courseroom assignment area by the deadline for the
Unit 9 assignment.
Case Study Treatment Plan
Your Name
Course Number
Date
Mental Health Counseling Clinical Internship 1