health and social care assessment unit 2
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Jake is an 8 year old boy who was born prematurely at 20 months of pregnancy, resulting in brittle bones and developmental delays. He lives with his mother, father, and dog. Jake attends a local primary school and the Special Needs Health Association 3 times a week for extra support with schoolwork and homework. At the S.N.H.A., Jake receives specialized care and assistance to help meet his physical, intellectual, emotional, and social needs as he copes with his conditions.
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prehistoria (juliobrito)
este archivo trata de la prehistoria y se enfoca en las divisiones de la edad de piedra
Apartamentos, Condos for Sale & Rent in Miami - Le Parc at Brickell
Luxurious Apartments, condos for sale & rent in Le Parc at Brickell Miami, The place not only offers homes but it is also surrounded by all kind of amenities. Visit:- http://www.leparcatbrickell.com
Case Study of a Child with Autism John an only child was b.pdf
Case Study of a Child with Autism
John, an only child, was born after normal pregnancy and delivery. As an infant, he was easy to
breast-feed, the transition to solid foods posed no difficulties, and he slept well. At first, his mother
and father were delighted at how easy he was: he seemed happy and content to lie in his cot for
hours. He sat unsupported at six months (this is within the normal range), and soon after he
crawled energetically. His parents considered him independent and willful. However, his
grandmother was puzzled by his independence. To her mind, he showed an undue preference for
his own company: it was as if he lacked interest in people. John walked on his first birthday, much
to the delight of his parents; yet during his second year, he did not progress as well as expected.
At 3 years old. Although he made sounds, he did not use words indeed; his ability to communicate
was so limited that even when he was three years old his mother still found herself trying to guess
what he wanted. Often, she tried giving him a drink or some food in the hope that she had
guessed his needs correctly. Occasionally he would grab hold of her wrist and drag her to the sink,
yet he never said anything like drink, or he would just point to the tap. This was obviously a source
of concern in itself: but at about this time his parents became concerned about the extreme of his
independence. For example, even if he fell down, he would not come to his parents to show them
he had hurt himself. At times, they even felt he was uninterested in them, because he never
became upset when his mother had to go out and leave him with a friend or relative. In fact, he
seemed to be more interested in playing with his bricks than spending time with people. He made
long straight lines of bricks repeatedly. He spends an extraordinary number of hours lining them
up in exactly the same way and in precisely the same sequence of colors. From time to time, his
parents also worried about his hearing and wondered if he were deaf, particularly as he often
showed no response when they called his name. At other times, however, his hearing seemed to
be very acute, he would turn his head to the slightest sound of a plane or a fire engine in the
distance. In the weeks following his birthday, they became increasingly concerned, despite
reassurances from health professionals. He was not using any words to express himself, and he
showed no interest in playing with other children. For example, he did not wave bye bye or show
any real joy when they tried to play peek-a-boo. His mother agonized about her relationship with
john, because he always wriggled away from her cuddles, and only seemed to like rough and
tumble play with his father. She worried that she had done something wrong as a mother, and felt
depressed, rejected and guilty.
When he was three and a half years old, the family General Practitioner referred John to a
specialist. The specialist, a child psychiatrist, told the p.
In this Week’s Discussion, you will demonstrate your skills related .docx
In this Week’s Discussion, you will demonstrate your skills related to explaining trauma and intervention to a client. This will require you explain the concepts in a manner that is understandable to the developmental and educational level of the client.
Please see attachment
1.Ask one question that you would use to elicit information about a client’s trauma experience. [Assume a response and move to the next part of the skill demonstration]
2 .Explain to the client the effects of trauma generally and how trauma may be affecting the client specifically.
3. Explain to the client what intervention(s) you would recommend and why.
4. Explain the role you would take in any intervention given your scope of practice and to whom you would refer the client for additional intervention.
Jake Levy
Identifying Data:
Jake Levy is a 31-year-old, married, Jewish Caucasian male. Jake’s wife, Sheri, is 28 years old. They have two sons, Myles (10) and Levi (8). The family resides in a two-bedroom condominium in a middle-class neighborhood in Rockville, MD. They have been married for 10 years.
Presenting Problem:
Jake, an Iraq War veteran, came to the Veterans Affairs Health Care Center (VA) for services because his wife has threatened to leave him if he does not get help. She is particularly concerned about his drinking and lack of involvement in their sons’ lives. She told him his drinking has gotten out of control and is making him mean and distant. Jake reports that he and his wife have been fighting a lot and that he drinks to take the edge off and to help him sleep. Jake expresses fear of losing his job and his family if he does not get help. Jake identifies as the primary provider for his family and believes that this is his responsibility as a husband and father. Jake realizes he may be putting that in jeopardy because of his drinking. He says he has never seen Sheri so angry before, and he saw she was at her limit with him and his behaviors.
Family Dynamics:
Jake was born in Alabama to a Caucasian, Eurocentric family system. He reports his time growing up to have been within a “normal” family system. However, he states that he was never emotionally close to either parent and viewed himself as fairly independent from a young age. His dad had previously been in the military and was raised with the understanding that his duty is to support his country. His family displayed traditional roles, with his dad supporting the family after he was discharged from military service. Jake was raised to believe that real men do not show weakness and must be the head of the household. Jake’s parents are deceased, and he has a sister who lives outside London. He and his sister are not very close but do talk twice a year. Sheri is an only child, and although her mother lives in the area, she offers little support. Her mother never approved of Sheri marrying Jake and thinks Sheri needs to deal with their problems on her own. Jake reports that he has not.
© Walden University, LLC 1 Theory Into Practice Four S
© Walden University, LLC 1
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout
the entire course. By doing this, you will have the opportunity to see how different
theories guide your view of a client and that client’s presenting problem. Each time you
return to the same case, you will use a different theory, and your perspective of the
problem will change—which then changes how you ask assessment questions and how
you intervene.
Table of Contents
Ella Schultz ..................................................................................................................... 2
Paula Cortez ................................................................................................................... 9
Sam Franklin ................................................................................................................. 10
Helen Petrakis ............................................................................................................... 13
© Walden University, LLC 2
Ella Schultz
Identifying Data
Ella Schultz is a 16-year-old White female of German decent. She was raised in Ohio.
Ella’s family consists of her father, Robert (44 years old), and her mother, Rose (39
years old). Ella currently resides in a residential group home, where she has been since
she ran away from home. Ella has been provided room and board in the residential
treatment facility for the past 3 months. Ella describes herself as bi-sexual.
Presenting Problem
Ella has been living homeless for 13 months. She has been arrested on two occasions
for shoplifting and once for loitering (as a teen in need of supervision) in the last 7
months. Ella has recently been court ordered to reside in a group home with counseling.
She refuses to return home due to the abuse she experienced. After 3 months at Teens
First, Ella said she is thinking about reinitiating contact with her mother. She has not
seen either parent in 6 months and missed the stability of the way her family “used to
be,” although she is also conflicted due to recognizing the instability of her family. Ella is
confused about the path to follow.
Family Dynamics
Ella indicates that her family worked well until her father began drinking heavily about 3
years ago. She remembers her parents being social and going out or having friends
over for drinks, but she never remembered them becoming drunk. Then, her father lost
his job as an information technology (IT) support professional and was unable to find
meaningful work. He took on part-time jobs at electronics stores, but they left him
demoralized. Her parents stopped socializing, and then her father was fired from his last
job because he arrived drunk. Ella’s father would regularly be drunk by the time she
arrived home from school.
When Ella started having trouble in school, he ...
ParentInterview_MAGall_4860.pdf
I interviewed a parent of a young, adolescent child. She described the reality of parenting and raising a child into a stand-up individual. This project assisted her to reflect on her parenting tools. Additionally, she informed me of helpful calm-down tools that I can provide to parents in my future mental health practice.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Touch of Hope with Diana Ser
The Channel 5 medical documentary series, Touch of Hope joins the patients at Singapore's KK Women’s and Children’s Hospital.
Toy Story’s JessieIntroducing the Character Jessie is on.docx
Toy Story’s Jessie
Introducing the Character
Jessie is one of the main characters in the Pixar/Disney animated blockbuster movie Toy Story 2 (Plotkin, Jackson, & Lasseter, 1999). In the story, Jessie is a cowgirl doll modeled after the fictitious cowgirl character in a 1960s children’s western TV show called Woody’s Roundup. The story centers on a band of toys who are going to be sold to a Japanese toy museum and their efforts to undermine that sale and remain together.
As the story unfolds, we learn that Jessie, once a favored toy to her owner, was abandoned when the girl grew out of her interest in childhood play things. Jessie was subsequently purchased by Al of Al’s Toy Barn, who was in the process of collecting a full set of toys that were marketed in conjunction with the Woody’s Roundup television show.
As Toy Story 2 unfolds, the pain of Jessie’s abandonment becomes obvious to the other toys, and especially to Woody, who is also struggling to remain in the favor of his boy owner, Andy. As the toys work together to overcome the differences that divide them, they ultimately rally to liberate themselves, and in the process, stage a last-minute rescue of Jessie and provide her once again with connection, attachment, and a sense of being loved.
Basic Case Summary
Identifying Information
. Jessie, who refuses to use her last name because “it reminds me of them” (her foster parents), is an 11-year-old white preteen who has, for the last 3 months, been living at the Storyland Home for Girls. She has displayed increasingly disturbing asocial behavior at this facility, which has led to her spending increasing time alone, “shying away” from staff, and watching other peer residents with what was described as a “cold aloofness.” In appearance, she can be described as a wiry, energetic, and wide-eyed red-haired waif. She has her own room at the facility because of her wary behavior and unwillingness to interact with the other residents.
Presenting Concerns
. Jessie was referred for counseling by the disciplinary dean at the Storyland School due to escalating concerns about her highly ambivalent reactions to staff and peers. Background, Family Information, and Relevant History. Jessie was born in Muskegon, Wisconsin, the youngest and unexpected third child to parents who were both under 20 years old. Jessie’s mother and father were both raised in the Wisconsin Foster Care System after being abandoned at birth; her father was in recovery for Alcohol Use Disorder. When Jessie was born, her parents were living in a one-bedroom apartment over a grocery store in downtown Muskegon, were receiving government support, and had recently placed Jessie’s older brother up for adoption.
Jessie was born 5 weeks premature and presented a significant challenge to her young parents, who were referred to, but did not take advantage of, pre- and postnatal social services resources. As a result, Jessie received poor postnatal care and was often left in the ...
Title abc123 version x1miller family case studyccmh
Title abc123 version x1miller family case studyccmh
Psychopathology Case Studies Psychotic DisordersCase #1 Magical .docx
Psychopathology Case Studies: Psychotic Disorders
Case #1: Magical Art?
Isaac, a 31-year-old single male, joins a therapeutic art group that runs twice weekly at an art school in the small northeastern city where he lives. It is an open group, with a core of long-standing members but fairly frequent additions or dropouts, and Charlene, the art therapist who facilitates the group, is keenly attuned to the subtle shifts in group dynamics that ensue whenever one of these changes takes place. Within a few weeks of Isaac’s appearance, she is noticing that a couple of group members have become much more reticent, unwilling to share their reactions to their own (or others’) artwork. She also observes that two other long-time group members who occupy leadership positions among their peers frequently exchange covert glances and smiles or grimaces whenever Isaac contributes to group discussions. Her own sense of his speech is that he tends to be a bit stilted or overelaborate, and that he sometimes takes too long to get to the point, but that he is mostly logical and goal-directed. He speaks softly but clearly and modulates well, though his facial affect is slightly constricted and he often averts his gaze from the person to whom he is speaking after the first few words. He seems shy or anxious, but not especially odd.
Isaac’s artwork, on the other hand, does have a rather strange ‘feel’ to it. He tends to avoid messy materials like clay, paint, or pastels, preferring drawing and collage-making. His drawings include exquisitely detailed architectural exteriors: depictions of palaces and temples set in rocky, forbidding landscapes. Sometimes words or phrases are written across the sky or on the temple walls: “The Day is soon,” “Moon Commune,” “Submission Rules.” Often angelic or demonic faces peer through the clouds or emerge from mountain peaks or minarets. His collage work, likewise, is painstakingly precise, but usually populated by scantily clad models.
Curious to know more, Charlene conducts a 1:1 interview with Isaac. He is the son of a single mother who attended college but worked as a restaurant hostess. Isaacs’s delivery was complicated; the umbilical cord was wrapped tightly around his neck for several minutes. Perhaps as a result, he suffered from a slight left-sided weakness as a young child, but this resolved. He had little contact with his father, who worked as a tax lawyer but drank excessively and whose practice dwindled. He was often alone as a boy, since his mother had to work in the evening. He coped with this by becoming deeply involved in certain television programs, books, and video games. Those he enjoyed most tended to have fantastic themes, and his inner world came to be populated by fantasy figures. Never very popular in school, still he mostly escaped bullying and performed well academically. He attended a local college for three years, majoring in English, but never graduated, and now works as a barista at an upscale coffe ...
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Similar to health and social care assessment unit 2
Case Study of a Child with Autism John an only child was b.pdf
Case Study of a Child with Autism
John, an only child, was born after normal pregnancy and delivery. As an infant, he was easy to
breast-feed, the transition to solid foods posed no difficulties, and he slept well. At first, his mother
and father were delighted at how easy he was: he seemed happy and content to lie in his cot for
hours. He sat unsupported at six months (this is within the normal range), and soon after he
crawled energetically. His parents considered him independent and willful. However, his
grandmother was puzzled by his independence. To her mind, he showed an undue preference for
his own company: it was as if he lacked interest in people. John walked on his first birthday, much
to the delight of his parents; yet during his second year, he did not progress as well as expected.
At 3 years old. Although he made sounds, he did not use words indeed; his ability to communicate
was so limited that even when he was three years old his mother still found herself trying to guess
what he wanted. Often, she tried giving him a drink or some food in the hope that she had
guessed his needs correctly. Occasionally he would grab hold of her wrist and drag her to the sink,
yet he never said anything like drink, or he would just point to the tap. This was obviously a source
of concern in itself: but at about this time his parents became concerned about the extreme of his
independence. For example, even if he fell down, he would not come to his parents to show them
he had hurt himself. At times, they even felt he was uninterested in them, because he never
became upset when his mother had to go out and leave him with a friend or relative. In fact, he
seemed to be more interested in playing with his bricks than spending time with people. He made
long straight lines of bricks repeatedly. He spends an extraordinary number of hours lining them
up in exactly the same way and in precisely the same sequence of colors. From time to time, his
parents also worried about his hearing and wondered if he were deaf, particularly as he often
showed no response when they called his name. At other times, however, his hearing seemed to
be very acute, he would turn his head to the slightest sound of a plane or a fire engine in the
distance. In the weeks following his birthday, they became increasingly concerned, despite
reassurances from health professionals. He was not using any words to express himself, and he
showed no interest in playing with other children. For example, he did not wave bye bye or show
any real joy when they tried to play peek-a-boo. His mother agonized about her relationship with
john, because he always wriggled away from her cuddles, and only seemed to like rough and
tumble play with his father. She worried that she had done something wrong as a mother, and felt
depressed, rejected and guilty.
When he was three and a half years old, the family General Practitioner referred John to a
specialist. The specialist, a child psychiatrist, told the p.
In this Week’s Discussion, you will demonstrate your skills related .docx
In this Week’s Discussion, you will demonstrate your skills related to explaining trauma and intervention to a client. This will require you explain the concepts in a manner that is understandable to the developmental and educational level of the client.
Please see attachment
1.Ask one question that you would use to elicit information about a client’s trauma experience. [Assume a response and move to the next part of the skill demonstration]
2 .Explain to the client the effects of trauma generally and how trauma may be affecting the client specifically.
3. Explain to the client what intervention(s) you would recommend and why.
4. Explain the role you would take in any intervention given your scope of practice and to whom you would refer the client for additional intervention.
Jake Levy
Identifying Data:
Jake Levy is a 31-year-old, married, Jewish Caucasian male. Jake’s wife, Sheri, is 28 years old. They have two sons, Myles (10) and Levi (8). The family resides in a two-bedroom condominium in a middle-class neighborhood in Rockville, MD. They have been married for 10 years.
Presenting Problem:
Jake, an Iraq War veteran, came to the Veterans Affairs Health Care Center (VA) for services because his wife has threatened to leave him if he does not get help. She is particularly concerned about his drinking and lack of involvement in their sons’ lives. She told him his drinking has gotten out of control and is making him mean and distant. Jake reports that he and his wife have been fighting a lot and that he drinks to take the edge off and to help him sleep. Jake expresses fear of losing his job and his family if he does not get help. Jake identifies as the primary provider for his family and believes that this is his responsibility as a husband and father. Jake realizes he may be putting that in jeopardy because of his drinking. He says he has never seen Sheri so angry before, and he saw she was at her limit with him and his behaviors.
Family Dynamics:
Jake was born in Alabama to a Caucasian, Eurocentric family system. He reports his time growing up to have been within a “normal” family system. However, he states that he was never emotionally close to either parent and viewed himself as fairly independent from a young age. His dad had previously been in the military and was raised with the understanding that his duty is to support his country. His family displayed traditional roles, with his dad supporting the family after he was discharged from military service. Jake was raised to believe that real men do not show weakness and must be the head of the household. Jake’s parents are deceased, and he has a sister who lives outside London. He and his sister are not very close but do talk twice a year. Sheri is an only child, and although her mother lives in the area, she offers little support. Her mother never approved of Sheri marrying Jake and thinks Sheri needs to deal with their problems on her own. Jake reports that he has not.
© Walden University, LLC 1 Theory Into Practice Four S
© Walden University, LLC 1
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout
the entire course. By doing this, you will have the opportunity to see how different
theories guide your view of a client and that client’s presenting problem. Each time you
return to the same case, you will use a different theory, and your perspective of the
problem will change—which then changes how you ask assessment questions and how
you intervene.
Table of Contents
Ella Schultz ..................................................................................................................... 2
Paula Cortez ................................................................................................................... 9
Sam Franklin ................................................................................................................. 10
Helen Petrakis ............................................................................................................... 13
© Walden University, LLC 2
Ella Schultz
Identifying Data
Ella Schultz is a 16-year-old White female of German decent. She was raised in Ohio.
Ella’s family consists of her father, Robert (44 years old), and her mother, Rose (39
years old). Ella currently resides in a residential group home, where she has been since
she ran away from home. Ella has been provided room and board in the residential
treatment facility for the past 3 months. Ella describes herself as bi-sexual.
Presenting Problem
Ella has been living homeless for 13 months. She has been arrested on two occasions
for shoplifting and once for loitering (as a teen in need of supervision) in the last 7
months. Ella has recently been court ordered to reside in a group home with counseling.
She refuses to return home due to the abuse she experienced. After 3 months at Teens
First, Ella said she is thinking about reinitiating contact with her mother. She has not
seen either parent in 6 months and missed the stability of the way her family “used to
be,” although she is also conflicted due to recognizing the instability of her family. Ella is
confused about the path to follow.
Family Dynamics
Ella indicates that her family worked well until her father began drinking heavily about 3
years ago. She remembers her parents being social and going out or having friends
over for drinks, but she never remembered them becoming drunk. Then, her father lost
his job as an information technology (IT) support professional and was unable to find
meaningful work. He took on part-time jobs at electronics stores, but they left him
demoralized. Her parents stopped socializing, and then her father was fired from his last
job because he arrived drunk. Ella’s father would regularly be drunk by the time she
arrived home from school.
When Ella started having trouble in school, he ...
ParentInterview_MAGall_4860.pdf
I interviewed a parent of a young, adolescent child. She described the reality of parenting and raising a child into a stand-up individual. This project assisted her to reflect on her parenting tools. Additionally, she informed me of helpful calm-down tools that I can provide to parents in my future mental health practice.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Touch of Hope with Diana Ser
The Channel 5 medical documentary series, Touch of Hope joins the patients at Singapore's KK Women’s and Children’s Hospital.
Toy Story’s JessieIntroducing the Character Jessie is on.docx
Toy Story’s Jessie
Introducing the Character
Jessie is one of the main characters in the Pixar/Disney animated blockbuster movie Toy Story 2 (Plotkin, Jackson, & Lasseter, 1999). In the story, Jessie is a cowgirl doll modeled after the fictitious cowgirl character in a 1960s children’s western TV show called Woody’s Roundup. The story centers on a band of toys who are going to be sold to a Japanese toy museum and their efforts to undermine that sale and remain together.
As the story unfolds, we learn that Jessie, once a favored toy to her owner, was abandoned when the girl grew out of her interest in childhood play things. Jessie was subsequently purchased by Al of Al’s Toy Barn, who was in the process of collecting a full set of toys that were marketed in conjunction with the Woody’s Roundup television show.
As Toy Story 2 unfolds, the pain of Jessie’s abandonment becomes obvious to the other toys, and especially to Woody, who is also struggling to remain in the favor of his boy owner, Andy. As the toys work together to overcome the differences that divide them, they ultimately rally to liberate themselves, and in the process, stage a last-minute rescue of Jessie and provide her once again with connection, attachment, and a sense of being loved.
Basic Case Summary
Identifying Information
. Jessie, who refuses to use her last name because “it reminds me of them” (her foster parents), is an 11-year-old white preteen who has, for the last 3 months, been living at the Storyland Home for Girls. She has displayed increasingly disturbing asocial behavior at this facility, which has led to her spending increasing time alone, “shying away” from staff, and watching other peer residents with what was described as a “cold aloofness.” In appearance, she can be described as a wiry, energetic, and wide-eyed red-haired waif. She has her own room at the facility because of her wary behavior and unwillingness to interact with the other residents.
Presenting Concerns
. Jessie was referred for counseling by the disciplinary dean at the Storyland School due to escalating concerns about her highly ambivalent reactions to staff and peers. Background, Family Information, and Relevant History. Jessie was born in Muskegon, Wisconsin, the youngest and unexpected third child to parents who were both under 20 years old. Jessie’s mother and father were both raised in the Wisconsin Foster Care System after being abandoned at birth; her father was in recovery for Alcohol Use Disorder. When Jessie was born, her parents were living in a one-bedroom apartment over a grocery store in downtown Muskegon, were receiving government support, and had recently placed Jessie’s older brother up for adoption.
Jessie was born 5 weeks premature and presented a significant challenge to her young parents, who were referred to, but did not take advantage of, pre- and postnatal social services resources. As a result, Jessie received poor postnatal care and was often left in the ...
Title abc123 version x1miller family case studyccmh
Title abc123 version x1miller family case studyccmh
Psychopathology Case Studies Psychotic DisordersCase #1 Magical .docx
Psychopathology Case Studies: Psychotic Disorders
Case #1: Magical Art?
Isaac, a 31-year-old single male, joins a therapeutic art group that runs twice weekly at an art school in the small northeastern city where he lives. It is an open group, with a core of long-standing members but fairly frequent additions or dropouts, and Charlene, the art therapist who facilitates the group, is keenly attuned to the subtle shifts in group dynamics that ensue whenever one of these changes takes place. Within a few weeks of Isaac’s appearance, she is noticing that a couple of group members have become much more reticent, unwilling to share their reactions to their own (or others’) artwork. She also observes that two other long-time group members who occupy leadership positions among their peers frequently exchange covert glances and smiles or grimaces whenever Isaac contributes to group discussions. Her own sense of his speech is that he tends to be a bit stilted or overelaborate, and that he sometimes takes too long to get to the point, but that he is mostly logical and goal-directed. He speaks softly but clearly and modulates well, though his facial affect is slightly constricted and he often averts his gaze from the person to whom he is speaking after the first few words. He seems shy or anxious, but not especially odd.
Isaac’s artwork, on the other hand, does have a rather strange ‘feel’ to it. He tends to avoid messy materials like clay, paint, or pastels, preferring drawing and collage-making. His drawings include exquisitely detailed architectural exteriors: depictions of palaces and temples set in rocky, forbidding landscapes. Sometimes words or phrases are written across the sky or on the temple walls: “The Day is soon,” “Moon Commune,” “Submission Rules.” Often angelic or demonic faces peer through the clouds or emerge from mountain peaks or minarets. His collage work, likewise, is painstakingly precise, but usually populated by scantily clad models.
Curious to know more, Charlene conducts a 1:1 interview with Isaac. He is the son of a single mother who attended college but worked as a restaurant hostess. Isaacs’s delivery was complicated; the umbilical cord was wrapped tightly around his neck for several minutes. Perhaps as a result, he suffered from a slight left-sided weakness as a young child, but this resolved. He had little contact with his father, who worked as a tax lawyer but drank excessively and whose practice dwindled. He was often alone as a boy, since his mother had to work in the evening. He coped with this by becoming deeply involved in certain television programs, books, and video games. Those he enjoyed most tended to have fantastic themes, and his inner world came to be populated by fantasy figures. Never very popular in school, still he mostly escaped bullying and performed well academically. He attended a local college for three years, majoring in English, but never graduated, and now works as a barista at an upscale coffe ...
this is the one I nee today I need this today Work #1 and Work #2 .docx
this is the one I nee today I need this today Work #1 and Work #2 PLEASE
These are attachments to do the work #1 and work #2
Working With Children and Adolescents: The Case of Chase Chase is a 12-year-old male who was brought in for services by his adoptive mother. He is very small in stature, appearing to be only 8 years old. He also acts younger than his 12 years, carrying around toy cars in his pockets, which he proudly displays and talks about in detail. Chase was adopted at age 3, from an orphanage in Russia. The adoptive parents are upper middle class and have three biological children (ages 9, 7, and 5). Chase is reported to often get upset with his siblings and hit or kick them. His mother stated that Chase has always had issues with jealousy, and when her other children were younger, she had to closely monitor him when he was around them. She reported several occasions when she found Chase attempting to suffocate each of his younger siblings when they were babies. The mother stated that Chase came to the United States without knowing any English. She knows very little about his family of origin other than that he lived with his biological parents until age 2 and then lived in the orphanage until he was adopted. She reported that the plane ride from Russia was horrible and that Chase cried the entire flight and refused to sleep for the first 2 days they had him. The mother reported that Chase often hides food in his room and gorges himself when he eats. She does not understand this behavior because he always has enough food, and she never restricts his eating. In fact, because of his small size and weight, she often encourages him to eat more. She also reported that Chase hates any type of transition and will get upset and have temper tantrums if she does not prepare him for any changes in plans. He is reported to kick and hit both parents, and they have had to restrain him at Working With Children and Adolescents: The Case of Chase / Page 2 of 3 © 2016 Laureate Education, Inc. times to stop him from hurting himself and others. The parents have never sought help before, but recently the school has been complaining of his inability to focus and increasing disruptive behaviors. His teachers report that he struggles with school, has no friends, and often has “meltdowns” when he does not get his way. Prior to our meeting, Chase had never had any testing for special education nor had he ever received any counseling services. During intake, I met briefly with Chase alone. He appeared anxious, had pressured speech and facial tics, and was unable to keep his legs still. He chose to play a board game during our time in the session and talked in detail about World War II and each of the boats in the game. When asked how he knew all about warships, he stated that he often watched television documentaries on the subject. Chase’s medical history shows an outdated prior diagnosis in DSM-IV of the following: Pervasive developmental disorder NOS ...
Page 520-521 Turner, F. J. (Ed.). (2017). Social work treatment.docx
Page 520-521
Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). Oxford University Press.
Exception questions:
Inquire about times when the problem is either absent, less intense, or dealt with in a manner that is acceptable to the client. Ex. When don’t you have this problem? When is the problem less bad? What is the different about these times?
Miracle question:
Provide a space for clients to separate themselves from their problem-saturated context and construct a future vision of life without the presenting complaint or with acceptable improvements in the problem.
Coping Questions:
Help clients notice times when they are coping with their problems and what it is they are doing at those times when they are successfully coping. Ex. How have you been able to keep going despite all the difficulties you’ve encountered? How are you able to get around despite not being able to walk?
Scaling Questions:
Usually, ask clients to rank their situation and/or goal on a one-to-ten scale where one would represent the worst scenario that could possibly be, and ten is the most desirable outcome.
Relationship Questions:
When asked clients to imagine how significant others in their environment might react to their problem or situation might react to their problem or situation and the changes they make. Relationship questions contextualize not only problem definitions but also the client’s desired goals and changes. Ex. What would your mother (or spouse, sister, etc.) notice that is different about you if you are more comfortable with the new environment? How would your wife or other significant other ranks your motivation to change on a one to ten scale?
© Walden University, LLC 1
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout
the entire course. By doing this, you will have the opportunity to see how different
theories guide your view of a client and that client’s presenting problem. Each time you
return to the same case, you will use a different theory, and your perspective of the
problem will change—which then changes how you ask assessment questions and how
you intervene.
Table of Contents
Ella Schultz ..................................................................................................................... 2
Paula Cortez ................................................................................................................... 9
Sam Franklin ................................................................................................................. 10
Helen Petrakis ............................................................................................................... 13
© Walden University, LLC 2
Ella Schultz
Identifying Data
Ella Schultz is a 16-year-old White female of German decent. She was raised in Ohio.
Ella’s .
Snapshots Behavior DisordersVideo TranscriptEricKelly .docx
Snapshots: Behavior Disorders
Video Transcript
Eric
Kelly:
Eric Shawn “The Bullet” Robinson. He is busy. He is hyper, needless to say, but he is very intelligent, very receptive. He is like a four year old in a ten year old’s body. Eric’s challenges are family security basically. He is very insecure because of the history of our family in the last ten years. I am divorced and his father really hasn’t paid much interest in him and it has really hurt him. He kind of thinks that mom is always going to leave him too.
The children’s center, I am not exaggerating at all, has made our life bearable and happy and full of love again, because before we came where, which was just four months ago, I feel kind of guilty saying it, but I have to because It’s the truth, I didn’t like my son. I couldn’t stand him. I couldn’t stand being around him for a long time. I could take him for about ten minutes. Every day he would ruin something in the house and I was about at my wits end when I came here. They have worked on with behavioral modification and slowed him down. The medication, he was on Ritalin and he has just come off of it which helped tremendously in the sense that it called him down enough and helped his attention span so that they could work with him on behavior concepts and the consequences of rights and wrongs and how to really verbalize and express himself. Rather than expressing himself physically.
Douglas Goldsmith, PHD:
When I first worked with Eric it was in order to give him a psychological evaluation to determine whether or not he was in fact appropriate for our day treatment setting and Eric was probably one of the most extremely hyper active children that I have ever tested. During the testing he was severely oppositional it was really difficult to get him to complete tasks. He would insist that he was not going to perform, jump up from the table, and walk away. He was extremely active child throughout the entire session. In this case there is clearly a biological aspect of Eric’s hyperactivity. There is some kind of chemical or neurological disturbance that is helping drive this child, but the psychological testing also showed us that he is also very conflicted about his parent’s separation and the social factors going on in his life.
Eric attends our day treatment group for five days a week, three hours a day. In that setting we are helping him learn how to feel better about himself. That’s one of the things that Eric came in with was some very strong feelings that nobody likes him, that he is no good, and he would make those kinds of statement frequently to the therapists. One of the purposes of group then is to help him develop a more positive self-esteem by giving him positive feedback, helping him recognize his strengths.
Lori Blickfeldt:
Eric’s first day he was rather quiet and solemn. He watched other children play with interest, but made no attempt to join them. He would turn his back towards peers and adults if they app.
Running head OBSERVATION TWO 1 Observation Two Emotiona.docx
Running head: OBSERVATION TWO 1
Observation Two: Emotional Development
Student Name
Texas Woman’s University
OBSERVATION TWO 2
Observation Two: Emotional Development.
Isabella is a 23 month old girl that is about to turn 24 months in a week. The observation
starts at around six in the morning. Isabella and her sister arrive at their grandmother’s house,
where they are dropped off every weekday by their dad before he goes to work. Her father tells
them goodbye and to behave for grandma. He hands them their donut holes, which he seems to
buy them every morning before he drops them off. He kisses their head, turns around, and
leaves. Isabella does not cry or make a fuss. She simply looks tired. The cause of her reaction
could be due to drowsiness from being awake so early, or it could be due to the preparation they
have before the separation. According to Fogel, preparation for a departure includes explaining
that the caregiver will leave now and what they should do while they are away (Fogel, 2015).
Although this is pretty much routine for the father and Isabella by now, he always instructs her to
“be good,” and tells them goodbye and that he is leaving now. In this way, Isabella’s father
prepares her for the upcoming separation they must go through constantly, which helps ease the
departure.
The girls are put to sleep soon after arriving. They sleep for about another 3 hours and
then wake up around 9:30 a.m. One of Isabella’s uncles asks her grandmother for pancakes, so
they all go to the kitchen. While her grandmother is making pancakes, Isabella and her sister
begin playing pretend that they are also making pancakes themselves. It seems like her older
sister is the primary chef with Isabella mimicking her every move. Isabella is fed the imaginary
pancakes. She pretends to eat them but then proceeds to spit the imaginary food out. She tells
her older sister that they are “nasty and doesn’t want them.” This situation correlates with
research that has stated that by the 24th month of age, infants will engage in pretend play where
they say to have certain kinds of emotions, in this case, disgust, (Fogel, 2015). Symbolic play
OBSERVATION TWO 3
greatly increases the likelihood of infants talking about their emotions, something necessary for
the infant’s emotional development. It seems like Isabella is up to par with this facet of
emotional development.
After the girls have eaten, they are sent off to go play. While playing, Isabella grabs one
of her sister’s dolls, when the doll’s arm comes off. Isabella goes up to her sister, shows her the
problem, and tells her “Oh no! I broke it.” Isabella’s sister goes and tells on her to her
grandmother. Isabella’s grandmother lightly scolds her and tells her not to do that again.
Isabella avoids eye contact while her grandmother is talking to her. She tells her grandmother
she is sorry ...
Similar to health and social care assessment unit 2 (20)
Case Study of a Child with Autism John an only child was b.pdf
Case Study of a Child with Autism John an only child was b.pdf
In this Week’s Discussion, you will demonstrate your skills related .docx
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© Walden University, LLC 1 Theory Into Practice Four S
© Walden University, LLC 1 Theory Into Practice Four S
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Title abc123 version x1miller family case studyccmh
Title abc123 version x1miller family case studyccmh
Psychopathology Case Studies Psychotic DisordersCase #1 Magical .docx
Psychopathology Case Studies Psychotic DisordersCase #1 Magical .docx
this is the one I nee today I need this today Work #1 and Work #2 .docx
this is the one I nee today I need this today Work #1 and Work #2 .docx
Page 520-521 Turner, F. J. (Ed.). (2017). Social work treatment.docx
Page 520-521 Turner, F. J. (Ed.). (2017). Social work treatment.docx
Snapshots Behavior DisordersVideo TranscriptEricKelly .docx
Snapshots Behavior DisordersVideo TranscriptEricKelly .docx
Running head OBSERVATION TWO 1 Observation Two Emotiona.docx
Running head OBSERVATION TWO 1 Observation Two Emotiona.docx
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Olfactory Membrane:
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Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
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Membrane Potential and Action Potential:
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Adaptation Towards the Sense of Smell:
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Behavioral and emotional influences of smell.
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Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
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health and social care assessment unit 2
- 1. leah coates health and social mrs shinkfield assessment unit 2 tt1 monday 16 th september 20013 The server i have chosen is Jake, he is eight years old and nine months. He attends his local primary school and he is in year three. Jake lives in a three bed roomed house with his mum Kim dad Scott along with his dog Tina and Jake himself. Jake needs to attend his “special needs health association” three times a week every week just to help him with school work and homework, s.n.h.a short for special needs health association. Jake was born way way too early because his mom Kim had him at twenty month pregnant which most babies normally get born at forty month pregnant. This had meant that he hadn’t fully formed at that point. Kim and Jake where so so lucky and fortunate because most babies that are born that early have problems and they may be exposed to death or paralysed from waist downwards. He has always been a picky eater but just after his dramatic birth he had major difficulties to eat sleep and drink and breathing and much more of life’s essentials. Jake was kept in a baby incubator for nine and a half weeks in the special baby care section at the hospital in Newcastle. Jake, after nearly ten crucial and cruel weeks went home with all his loving and supporting family and friends. His mum Kim and his dad Scott where always constantly looking over him but when Kim and Scott had suddenly broken up that something wasn’t quite right. At the age of one when he started a play school not play group to help him ready to go into the big wide world, jakes parents and carers / helpers had noticed that something was wrong about his learning, playing and how emotional he would get. Terry his helper from play school and Kim wrote a letter to jakes GP saying that he would cry over stupid little things like a messy room or not following a routine every day. Jakes parents, carers and helpers had also noticed that Jake would get hurt really easily. They waited around about six months for a single reply of his GP, eventually Scott got a phone call saying that he had got hurt easily because he has brittle bones and he was premature. A week later Kim and Scott had a text of jakes GP referring him to a clinic called “the academy of special needs health association”. Jake had five tests and the first two was for brittle bones and depression, Jake further on down the line had three other tests for symptoms that he had showed. Because of jakes symptoms and conditions he has to some special needs that has to be addressed to however he also has his everyday needs as every other human being does. Physical needs Some of the general physical needs that jake has to face every day life are;food water a roof over his head balance diet shelter and personal hygiene.jake needs food to help him not to starve, he will also need shelter for to sleep rest warmth but if he didn't have shelter water he would start to be very ill and poorly.
- 2. if he did not get provided shelter by anyone he would end up with hyperthermia and would be starving on the streets. he would need to be protected from people animals and diseases. intellectual jake needs to go to school meet new friends and play.he is currently at primary school near to newcastle upon tyne.he gets taught; literacy, mathematics, science, religious education, physical education and modern foreign languages.he also gets told to be able to help out other people to share play nicely and read and write if jake did not get educated .he would not be able to do good payment jobs and jake might also get put into a too easy class or way too difficult class.if jake had not of been able to go to school and play he would have a good imagination and he could not be able to respond to any one if they wanted to be friends or play a game. jake has been lucky enough to learn how to do all these things and h can also express all of his emotions. emotional every one ha emotions and feelings. jake has fully developed most of his emotions and how he can or is feeling. every adult and child needs love care self esteem courage and much more. between the ages of four years old and eight years old jake experienced a whole new world of happy too upsetting emotions and feelings jake olso very easily .found his own personal way how to react and how to handle all of the feelings. he has had high and low self images and self esteem. social Jakes social needs became more important as they were when he was a baby As Jake grew older he felt as if he'd been getting left out and that he had been losing friends and he could not tell anyone how he was feeling. If he had not attended school he would be without friends and only would have his family to comfort him. S.N.H.A Jake has met all his specialised needs and the needs that everyone else can't do without. At The Special Needs Health Association Clinic the abilities are cared for, a couple examples are: people come to his school to help him with play time and doing work etcetera. there are sometimes one two and even three helpers/ carers there at his primary school to help him and to watch his attendance play and education.most of the time jake gets to skips his p.e. session but he does is with other brittle boned people who are just like jake. every day jake is allowed to come in thirty minutes early or late and he gets let out of school ever late or early too.he only gets out at that time because he might get hurt of others by an accident.