Elton Thomas was a 42-year-old African American doctoral student diagnosed with several psychological disorders including bipolar disorder, ADHD, dyslexia, and anxiety. He struggled to complete his coursework due to his disabilities but managed to earn good grades. However, he failed to disclose his conditions or request accommodations out of shame. During one summer course, he had a severe anxiety attack and did not submit his final paper on time, earning an F. This resulted in his dismissal from the program. At his reinstatement hearing, Elton disclosed the full extent of his disabilities and struggles, including being in an abusive relationship, to explain his failure to complete the coursework. The committee had to determine if his circumstances
Dr. Jessica Garrett-Staib and Scott C. Bates, Published in Focus On Colleges,...William Kritsonis
Dr. Jessica Garrett-Staib and Scott C. Bates, Published in Focus On Colleges, Universities, and Schools, www.nationalforum,com - NATIONAL FORUM JOURNALS (Since 1982) - Dr. William Allan Kritsonis, Editor-in-Chief
Developing successful transition outcomes for post high school students with ...Laura Flores
Are schools prepared for the influx of transition age High School Students with Autism? This article explores ideas to use current resources to develop transition plans and develop skills for students with autism.
15 disorders of childhood and adolescence (neurodevelopmental diso.docxdrennanmicah
15 disorders of childhood and adolescence (neurodevelopmental disorders)
learning objectives 15
· 15.1 How does maladaptive behavior appear in different life periods?
· 15.2 What are the common disorders of childhood?
· 15.3 Do anxiety and depression appear in children and adolescents?
· 15.4 What are some specific disorders that occur in childhood?
· 15.5 What are intellectual disabilities?
· 15.6 How can we plan better programs to help children and adolescents?
A Case of Adolescent Depression and Attempted Suicide Emily is 15-year-old girl from a middle-class Caucasian background who had a history of depression during her childhood. She had periods of low mood, poor self-esteem, and social withdrawal. She also had symptoms of anxiety and was very reluctant to leave her home. During her year in the seventh grade, she became so fearful of going to school that she missed so many days she had to repeat the grade. She currently is in the eighth grade and has, to this point, missed a great deal of school. Her family became very concerned over Emily’s low mood and isolation, so they enrolled her in an out-patient treatment program for depression, anxiety episodes, and eating disorders. Her depression continued, and she became more isolated, lonely, and depressed and would not leave her room even for meals. One day her grandmother found her in their car in the garage with the engine running in an effort to end her life. Emily was admitted into an inpatient treatment program following her serious suicide attempt.
There is a history of psychiatric problems, particularly mood disorders, in her family. Her mother has been hospitalized on three occasions for depression. Her maternal grandfather, now deceased, was hospitalized at one time following a manic depressive episode.
In the early phases of her hospitalization, Emily underwent an extensive psychological and psychiatric evaluation. She was administered a battery of tests, including the Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-A). She was cooperative with the evaluation and provided the assessment staff with sufficient information regarding her mood and attitudes to assist in developing a treatment program.
Emily showed many symptoms of a mood disorder in which both depression and anxiety were prominent features. The psychological evaluation indicated that she was depressed, anxious, and felt unable to deal with the school stress that her condition prompted. Moreover, her physical appearance and eating behavior suggested the strong likelihood of anorexia nervosa. Emily showed an extreme degree of social introversion on several measures and acknowledged her reticence at engaging in social interactions. The assessment psychologist concluded that her personality characteristics of social withdrawal, isolation, and difficult interpersonal relationships would likely result in her having problems in establishing a therapeutic relationship. Her treatment program involv.
Dr. Jessica Garrett-Staib and Scott C. Bates, Published in Focus On Colleges,...William Kritsonis
Dr. Jessica Garrett-Staib and Scott C. Bates, Published in Focus On Colleges, Universities, and Schools, www.nationalforum,com - NATIONAL FORUM JOURNALS (Since 1982) - Dr. William Allan Kritsonis, Editor-in-Chief
Developing successful transition outcomes for post high school students with ...Laura Flores
Are schools prepared for the influx of transition age High School Students with Autism? This article explores ideas to use current resources to develop transition plans and develop skills for students with autism.
15 disorders of childhood and adolescence (neurodevelopmental diso.docxdrennanmicah
15 disorders of childhood and adolescence (neurodevelopmental disorders)
learning objectives 15
· 15.1 How does maladaptive behavior appear in different life periods?
· 15.2 What are the common disorders of childhood?
· 15.3 Do anxiety and depression appear in children and adolescents?
· 15.4 What are some specific disorders that occur in childhood?
· 15.5 What are intellectual disabilities?
· 15.6 How can we plan better programs to help children and adolescents?
A Case of Adolescent Depression and Attempted Suicide Emily is 15-year-old girl from a middle-class Caucasian background who had a history of depression during her childhood. She had periods of low mood, poor self-esteem, and social withdrawal. She also had symptoms of anxiety and was very reluctant to leave her home. During her year in the seventh grade, she became so fearful of going to school that she missed so many days she had to repeat the grade. She currently is in the eighth grade and has, to this point, missed a great deal of school. Her family became very concerned over Emily’s low mood and isolation, so they enrolled her in an out-patient treatment program for depression, anxiety episodes, and eating disorders. Her depression continued, and she became more isolated, lonely, and depressed and would not leave her room even for meals. One day her grandmother found her in their car in the garage with the engine running in an effort to end her life. Emily was admitted into an inpatient treatment program following her serious suicide attempt.
There is a history of psychiatric problems, particularly mood disorders, in her family. Her mother has been hospitalized on three occasions for depression. Her maternal grandfather, now deceased, was hospitalized at one time following a manic depressive episode.
In the early phases of her hospitalization, Emily underwent an extensive psychological and psychiatric evaluation. She was administered a battery of tests, including the Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-A). She was cooperative with the evaluation and provided the assessment staff with sufficient information regarding her mood and attitudes to assist in developing a treatment program.
Emily showed many symptoms of a mood disorder in which both depression and anxiety were prominent features. The psychological evaluation indicated that she was depressed, anxious, and felt unable to deal with the school stress that her condition prompted. Moreover, her physical appearance and eating behavior suggested the strong likelihood of anorexia nervosa. Emily showed an extreme degree of social introversion on several measures and acknowledged her reticence at engaging in social interactions. The assessment psychologist concluded that her personality characteristics of social withdrawal, isolation, and difficult interpersonal relationships would likely result in her having problems in establishing a therapeutic relationship. Her treatment program involv.
Summative Assessment To complete this assignment, read the scena.docxhildredzr1di
Summative Assessment
To complete this assignment, read the scenario below and address the specific questions and issues indicated. Review the
SOC313 Family Document
for specific information on each member of the family.
Grandmother Ella has had cancer for years now and has followed alternative remedies from the time she was first diagnosed. Ella had a period of remission; however, the cancer returned and has metastasized to her bones, liver, and lungs. She is in the hospital after collapsing from weakness. She is being released from the hospital as she wishes to spend her last days and months at home. Ella has her preferences for care, though she is now so weak that she has given up in many ways. The family members are each experiencing their own fears and are grieving as they face the loss that will occur when Ella’s life ends. Ella feels stressed by the discord and discomfort of family members.
For this final assignment, you are the social worker for this case. You meet this family in the hospital setting. You learn that Ella wants to return home with care from the Hospice nurse and health aide. Ella’s husband also wants her to return home; however, several of her children and their spouses want Ella to remain in the hospital or move to a nursing home so she gets professional care.
For this assignment, you will:
Synthesize the current research that is relevant to this scenario. Discuss the current practices for end of life and palliative care from the Western Medicine as well as the Complementary and Alternative Medicine perspectives.
Comprehensively discuss the cultural and/or traditional issues that could arise at this time. Consider how the integration of Complementary and Alternative Medicine and beliefs, mainstream medical practices, and cultural/traditional rituals and practices might create issues and what they might include.
Describe how the family might react to each of the following possible scenarios:
Ella wishes to continue the Complementary and Alternative practices.
Ella is coerced into following mainstream medical advice.
Ella’s husband, Joe, insists that, as father and husband, his family traditions should be followed.
Examine the biological basis for care and describe how the choices for care might affect the other family members with respect to their individual problems, if at all.
Son Sam, the alcoholic
Daughter Lila, with Type II diabetes
Grandson Josh, starting to have drug problems
Granddaughter Lucy, bipolar with more entrenched drug problems
Daughter-in-law, Sarah’s stress related to her family’s medical issues (son with leukemia and brother with HIV)
Discuss the micro, meso, and macro influences affecting both the patient and the diverse family members in this scenario as impacted by Ella’s medical condition and prognosis.
What are the pertinent and likely family (micro) conflicts and differences, and concerns that could be encountered?
How is the neighborhood and extended family (meso) reacting to.
Autism, Asperger's and ADHD.
Lecture 3 Autistic Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Jalani is 27 years old and recently graduated from an elite Publi.docxvrickens
Jalani is 27 years old and recently graduated from an elite Public Health Law program where she focused on civil rights law for women in 3rd world countries. She describes herself as passionate, principled, goal-oriented, rational and a bit irritable. She is highly articulate and an expert in arguing any point she sees as important and has a tendency to become impassioned about social issues and social justice in a way that makes her a powerhouse in her law program. Jalani says she feels like it's her job in the world to crusade for justice and fight for equity for those who don't have a voice. She has always considered herself to be ethically minded and fair but she knows that her emotional investment and zeal can be intimidating to others (a strength she uses in her work). She is short but has broad shoulders and a strong sturdy, muscular body, with well developed legs. She was a successful track athlete in high school and college. she has a squared jaw and fierce and penetrating yet somewhat intimidating eyes. Jalani has often found it difficult to let people into her life in an intimate way because she can come across as too opinionated, judgmental or stern. She's idealistic, well learned and studious but her delivery is often blunt and strident which makes people feel like she's angry and disapproving even when she's not (and even if she is she has trouble admitting it). She's very focused on facts and the practical application of life so she very rarely enjoys things like art, food or music or what she says are "frivolous things" partially because she's so busy pursuing her new career as a lawyer at a non profit and partially because she says she "doesn't see the point". Jalani lacks rhythm and fluidity in her movements but she's strong, physically grounded and good at taking care of practical resources. At times, when she cares to, Jalani can be very charming utilizing diplomacy, tact and a smooth professionalism to get her goals met. She has a knack for social networking, mostly because she is so knowledgeable and can be funny and self-deprecating when necessary, she's good at adapting somewhat to get what she needs, but for the most part what you see is what you get. Jalani is typically expedient and efficient and derives a lot of joy from completing a task and doing it with detailed precision and accuracy. has difficulty relaxing and so experienced insomnia, tension headaches and has struggled with asthma throughout her life.
Lin has been pursuing Jalani for a over a year now, she is 28, curvy, with wider hips and a soft feminine frame. She has a sweet smile and big, inviting and seductive eyes. She loves to spend time making herself look beautiful and decorating her environment. Lin met Jalani during a mock trial in their litigation class and fell for her immediately. Lin is accommodating, kind, gregarious and seemingly friends with everyone, and she loves more than anything to be in a monogamous relationship with someone she's ...
Seasonal FactorsTemplate for Seasonal Factors True Range NameCells.docxbagotjesusa
Seasonal FactorsTemplate for Seasonal Factors True Range NameCellsYearQuarterValueType of SeasonalitySeasonalFactorG10:G21116,809QuarterlyTrueValueD5:D69126,465TypeOfSeasonalityF5136,569148,266Estimate for217,257QuarterSeasonal Factor227,06410.9323237,78420.9010248,72430.9873316,99241.1794326,822337,949349,650414243445152535461626364717273748182838491929394101102103104111112113114121122123124131132133134141142143144151152153154161162163164171
4.1 What Are Emotional Disturbance and Behavior Disorder?
An Adjustment Disorder is when students have difficulty adjusting to new or stressful changes or events (e.g., a move to a new house, divorce of parents). Students must exhibit the difficulty within three months of the change or event, and their symptoms must end no more than six months from the conclusion of the change or event.
Anorexia Nervosa and Bulimia Nervosa are disorders related to weight and body image.
Anxiety Disorders may cause students to exhibit physical symptoms (e.g., stomach ache) or inappropriate responses (e.g., giggles, cries). All students experience anxiety at some point; it is only when that anxiety lasts a long time and interferes with academic work that the student may be diagnosed with an anxiety disorder.
Attention Deficit/Hyperactivity Disorder causes students to exhibit inattentive, hyperactive, or impulsive behaviors that interfere with social and academic performance. ADHD affects approximately 3–10% of students, so Chapter 5 addresses it in detail. However, please note that ADHD is not an independent category under IDEA. Some educators categorize ADHD under ED, but others categorize it under Other Health Impaired (OHI).
Bipolar Disorder causes students to go through a pattern of extreme highs and lows. The swings in mood can be very quick and difficult to predict.
Conduct Disorder is when students violate established rules or norms. Some characteristics of Conduct Disorder include bullying other students, physical cruelty to humans or animals, running away from home, being reckless, or skipping school.
Major Depressive Disorder is when a student experiences depressive episodes on a periodic basis. Students may become irritable and not be able to get along with other students or adults.
Obsessive-Compulsive Disorder (OCD) causes students to develop obsessions or compulsions that interfere with everyday activities. Obsessions are persistent thoughts or impulses, and compulsions are persistent behaviors or acts. OCD is a type of anxiety disorder.
Oppositional Defiant Disorder (ODD) causes students to have defiant and hostile behaviors towards authority figures. These behaviors must last for six months or longer. Typically, students with ODD are less aggressive towards humans and animals and less likely to destroy property than students with Conduct Disorder. Students with ODD may argue and defy the rules of adults or deliberately annoy or blame others.
Post-Traumatic Stress Disorder (PTSD) typically follows a traumat.
Psychopathology Case Studies Psychotic DisordersCase #1 Magical .docxamrit47
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 ...
Decision TreeNumber of Pages 5 (Double Spaced)Number of s.docxvickeryr87
Decision Tree
Number of Pages: 5 (Double Spaced)
Number of sources: 5
Writing Style: APA
Type of document: Research Paper
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions:
Assignment : Practicum: Decision Tree
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.
Learning Objectives
Students will:
•
Evaluate clients for treatment of mental health disorders
•
Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders
The Assignment:
Examine Case the case study: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision #1: Differential Diagnosis
o
Which Decision did you select?
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
Decision #2: Treatment Plan for Psychotherapy
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
Decision #3: Treatment Plan for Psychopharmacology
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
•
Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
The Case study: Anxiety disorder, OCD, or something else?
BACKGROUND
Tyrel is an 8-year-old black male who is brought in by his mother for a variety of psychiatric complaints. Shaquana, Tyrel’s mother, reports that Tyrel has been exhibiting a lot of worry and “nervousness” over the past 2 months. She states that she notices that he has been quite “keyed up” and spends a great deal of time worrying about “germs.” She states that he is constantly washing his hands because he feels as though he is going to get s.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Summative Assessment To complete this assignment, read the scena.docxhildredzr1di
Summative Assessment
To complete this assignment, read the scenario below and address the specific questions and issues indicated. Review the
SOC313 Family Document
for specific information on each member of the family.
Grandmother Ella has had cancer for years now and has followed alternative remedies from the time she was first diagnosed. Ella had a period of remission; however, the cancer returned and has metastasized to her bones, liver, and lungs. She is in the hospital after collapsing from weakness. She is being released from the hospital as she wishes to spend her last days and months at home. Ella has her preferences for care, though she is now so weak that she has given up in many ways. The family members are each experiencing their own fears and are grieving as they face the loss that will occur when Ella’s life ends. Ella feels stressed by the discord and discomfort of family members.
For this final assignment, you are the social worker for this case. You meet this family in the hospital setting. You learn that Ella wants to return home with care from the Hospice nurse and health aide. Ella’s husband also wants her to return home; however, several of her children and their spouses want Ella to remain in the hospital or move to a nursing home so she gets professional care.
For this assignment, you will:
Synthesize the current research that is relevant to this scenario. Discuss the current practices for end of life and palliative care from the Western Medicine as well as the Complementary and Alternative Medicine perspectives.
Comprehensively discuss the cultural and/or traditional issues that could arise at this time. Consider how the integration of Complementary and Alternative Medicine and beliefs, mainstream medical practices, and cultural/traditional rituals and practices might create issues and what they might include.
Describe how the family might react to each of the following possible scenarios:
Ella wishes to continue the Complementary and Alternative practices.
Ella is coerced into following mainstream medical advice.
Ella’s husband, Joe, insists that, as father and husband, his family traditions should be followed.
Examine the biological basis for care and describe how the choices for care might affect the other family members with respect to their individual problems, if at all.
Son Sam, the alcoholic
Daughter Lila, with Type II diabetes
Grandson Josh, starting to have drug problems
Granddaughter Lucy, bipolar with more entrenched drug problems
Daughter-in-law, Sarah’s stress related to her family’s medical issues (son with leukemia and brother with HIV)
Discuss the micro, meso, and macro influences affecting both the patient and the diverse family members in this scenario as impacted by Ella’s medical condition and prognosis.
What are the pertinent and likely family (micro) conflicts and differences, and concerns that could be encountered?
How is the neighborhood and extended family (meso) reacting to.
Autism, Asperger's and ADHD.
Lecture 3 Autistic Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Jalani is 27 years old and recently graduated from an elite Publi.docxvrickens
Jalani is 27 years old and recently graduated from an elite Public Health Law program where she focused on civil rights law for women in 3rd world countries. She describes herself as passionate, principled, goal-oriented, rational and a bit irritable. She is highly articulate and an expert in arguing any point she sees as important and has a tendency to become impassioned about social issues and social justice in a way that makes her a powerhouse in her law program. Jalani says she feels like it's her job in the world to crusade for justice and fight for equity for those who don't have a voice. She has always considered herself to be ethically minded and fair but she knows that her emotional investment and zeal can be intimidating to others (a strength she uses in her work). She is short but has broad shoulders and a strong sturdy, muscular body, with well developed legs. She was a successful track athlete in high school and college. she has a squared jaw and fierce and penetrating yet somewhat intimidating eyes. Jalani has often found it difficult to let people into her life in an intimate way because she can come across as too opinionated, judgmental or stern. She's idealistic, well learned and studious but her delivery is often blunt and strident which makes people feel like she's angry and disapproving even when she's not (and even if she is she has trouble admitting it). She's very focused on facts and the practical application of life so she very rarely enjoys things like art, food or music or what she says are "frivolous things" partially because she's so busy pursuing her new career as a lawyer at a non profit and partially because she says she "doesn't see the point". Jalani lacks rhythm and fluidity in her movements but she's strong, physically grounded and good at taking care of practical resources. At times, when she cares to, Jalani can be very charming utilizing diplomacy, tact and a smooth professionalism to get her goals met. She has a knack for social networking, mostly because she is so knowledgeable and can be funny and self-deprecating when necessary, she's good at adapting somewhat to get what she needs, but for the most part what you see is what you get. Jalani is typically expedient and efficient and derives a lot of joy from completing a task and doing it with detailed precision and accuracy. has difficulty relaxing and so experienced insomnia, tension headaches and has struggled with asthma throughout her life.
Lin has been pursuing Jalani for a over a year now, she is 28, curvy, with wider hips and a soft feminine frame. She has a sweet smile and big, inviting and seductive eyes. She loves to spend time making herself look beautiful and decorating her environment. Lin met Jalani during a mock trial in their litigation class and fell for her immediately. Lin is accommodating, kind, gregarious and seemingly friends with everyone, and she loves more than anything to be in a monogamous relationship with someone she's ...
Seasonal FactorsTemplate for Seasonal Factors True Range NameCells.docxbagotjesusa
Seasonal FactorsTemplate for Seasonal Factors True Range NameCellsYearQuarterValueType of SeasonalitySeasonalFactorG10:G21116,809QuarterlyTrueValueD5:D69126,465TypeOfSeasonalityF5136,569148,266Estimate for217,257QuarterSeasonal Factor227,06410.9323237,78420.9010248,72430.9873316,99241.1794326,822337,949349,650414243445152535461626364717273748182838491929394101102103104111112113114121122123124131132133134141142143144151152153154161162163164171
4.1 What Are Emotional Disturbance and Behavior Disorder?
An Adjustment Disorder is when students have difficulty adjusting to new or stressful changes or events (e.g., a move to a new house, divorce of parents). Students must exhibit the difficulty within three months of the change or event, and their symptoms must end no more than six months from the conclusion of the change or event.
Anorexia Nervosa and Bulimia Nervosa are disorders related to weight and body image.
Anxiety Disorders may cause students to exhibit physical symptoms (e.g., stomach ache) or inappropriate responses (e.g., giggles, cries). All students experience anxiety at some point; it is only when that anxiety lasts a long time and interferes with academic work that the student may be diagnosed with an anxiety disorder.
Attention Deficit/Hyperactivity Disorder causes students to exhibit inattentive, hyperactive, or impulsive behaviors that interfere with social and academic performance. ADHD affects approximately 3–10% of students, so Chapter 5 addresses it in detail. However, please note that ADHD is not an independent category under IDEA. Some educators categorize ADHD under ED, but others categorize it under Other Health Impaired (OHI).
Bipolar Disorder causes students to go through a pattern of extreme highs and lows. The swings in mood can be very quick and difficult to predict.
Conduct Disorder is when students violate established rules or norms. Some characteristics of Conduct Disorder include bullying other students, physical cruelty to humans or animals, running away from home, being reckless, or skipping school.
Major Depressive Disorder is when a student experiences depressive episodes on a periodic basis. Students may become irritable and not be able to get along with other students or adults.
Obsessive-Compulsive Disorder (OCD) causes students to develop obsessions or compulsions that interfere with everyday activities. Obsessions are persistent thoughts or impulses, and compulsions are persistent behaviors or acts. OCD is a type of anxiety disorder.
Oppositional Defiant Disorder (ODD) causes students to have defiant and hostile behaviors towards authority figures. These behaviors must last for six months or longer. Typically, students with ODD are less aggressive towards humans and animals and less likely to destroy property than students with Conduct Disorder. Students with ODD may argue and defy the rules of adults or deliberately annoy or blame others.
Post-Traumatic Stress Disorder (PTSD) typically follows a traumat.
Psychopathology Case Studies Psychotic DisordersCase #1 Magical .docxamrit47
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 ...
Decision TreeNumber of Pages 5 (Double Spaced)Number of s.docxvickeryr87
Decision Tree
Number of Pages: 5 (Double Spaced)
Number of sources: 5
Writing Style: APA
Type of document: Research Paper
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions:
Assignment : Practicum: Decision Tree
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.
Learning Objectives
Students will:
•
Evaluate clients for treatment of mental health disorders
•
Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders
The Assignment:
Examine Case the case study: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision #1: Differential Diagnosis
o
Which Decision did you select?
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
Decision #2: Treatment Plan for Psychotherapy
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
Decision #3: Treatment Plan for Psychopharmacology
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
•
Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
The Case study: Anxiety disorder, OCD, or something else?
BACKGROUND
Tyrel is an 8-year-old black male who is brought in by his mother for a variety of psychiatric complaints. Shaquana, Tyrel’s mother, reports that Tyrel has been exhibiting a lot of worry and “nervousness” over the past 2 months. She states that she notices that he has been quite “keyed up” and spends a great deal of time worrying about “germs.” She states that he is constantly washing his hands because he feels as though he is going to get s.
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Davis, corey stranger truth a case study focus v7 n1 2013
1. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
VOLUME 7, NUMBER 1, 2013
Stranger Truth: A Case Study
Corey Davis, MA
Director of Online Learning
Our Lady of the Lake University
San Antonio, TX
Jessica Garrett-Staib, EdD
Assistant Professor
Chair of the Department of Educational Leadership, Foundations, and Counseling
College of Education
The University of Texas of the Permian Basin
Odessa, TX
Abstract
This case study chronicles the details of one particular doctoral candidate and the trials and
tribulations faced during the course of his degree attainment. Elton was a very bright young man.
However, many demons haunted him. He battled dyslexia, Attention Deficit Hyperactivity
Disorder, Bipolar I Disorder with psychotic features, Generalized Anxiety Disorder, and
Obsessive Compulsive Disorder. As if this was not enough, he found himself in an abusive
relationship with a significant other. His circumstances and challenges were never presented to
faculty until Elton’s world came crumbling down around him one summer. All at once he faced
exposing his deepest, darkest secrets and the possibility of being permanently removed from his
doctoral program.
Keywords: higher education, mental illness, policy, student services
“Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth
isn't.” – Mark Twain (n.d.)
Elton Thomas was a forty-two year old African-American doctoral student in a Texas
university doctoral program in Educational Leadership. He was also the Director of Global
Education at a Texas community college. The doctoral program was situated in the town where
Elton worked. He was new to the area. He moved to Texas from Los Angles a year prior in order
to be with his partner with whom he had been in a long distance relationship for the past year. He
began his job at the community college the same time he began the doctoral program. He knew
doing the two would be a challenge – the college’s global education department and the
university’s doctoral degree were brand new programs that would require a lot of his time and
attention.
2. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
2____________________________________________________________________________________________
In the past, Elton had a hard time focusing due to multiple psychological disorders and
learning disabilities. He had Bipolar I Disorder with psychotic features, placing him closer to
Schizophrenia on the bipolar-schizophrenia continuum. He was also diagnosed with Generalized
Anxiety Disorder and Obsessive Compulsive Disorder (OCD). He was diagnosed with two
learning disabilities as well: dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). He
came from a family with a long history of mental illness on both sides of his family including his
mother who was clinically depressed and his father who was schizophrenic. Despite his multiple
diagnoses, Elton considered himself lucky. He had not burned down his home, shot his mother,
hung himself, walked the streets naked or spent the better part of his life in a straight jacket as
did some of his relatives. He had, however, dropped out of two masters degree programs before
he decided to enroll in Bay Area University’s online program in Masters of Science in Distance
Education, which he successfully completed two years before entering the doctoral program,
hence his passion for online learning.
Elton was confident he could complete the doctoral program, but he was not 100% sure.
He believed in self-fulfilling prophecies to the extent that one could control his or her own
thoughts, which, without medication he could not do. The last time he tried to control his own
thoughts, he was involuntarily confined to a mental institution. According to the Lanterman-
Pertis-Short (LPS) Act of 1967, codified in California Welfare and Institutions Code, Section
5150, a peace officer or health professional can involuntarily confine to a mental institution any
person who, as a result of mental disorder, poses a danger to himself or others (California
Hospital Association, 2013). Without medication Elton posed a danger to himself, with it no one
could tell.
His mental collapse came during the last semester of his second attempt at graduate
school. No one knew this, and no one knew of his whereabouts. He was administratively
withdrawn - dropped - from his masters program for not showing up to class, and the school did
little to investigate his disappearance. After he was released from the hospital, he emailed the
program’s director (because he was too terrified to call) to explain where he had been. Although
she was sympathetic to his situation, she denied his petition back into the masters program.
Maybe she knew he would relapse, which he did six months later. This time, instead of being
committed to a hospital, he was homeless.
That was five years ago. If he said he did not worry that it would happen again, he would
be lying, but he did not disclose his mental health issues when he applied to the doctoral program
because for him they were no longer issues, at least not pressing ones. For the past five years, he
had taken his medications religiously, believing it was only through God’s grace that he was still
alive after buying medications on the black market when he was unemployed and uninsured after
getting off the streets of Hollywood.
With medication, Elton could control his thoughts, but not all of them all of the time. The
average person has 70,000 thoughts per day of which it is estimated at least half of them are
negative (UCLA Laboratory of Neuro Imaging, 2008). Exactly how many of his thoughts he
actually controlled, Elton did not know; but he knew that some of them were definitely not his
own. Around age thirteen Elton began having auditory hallucinations. In other words, he heard
voices. Hears voices would be more accurate, since they never went away. At best, he could
quiet them down. With 150 milligrams of lamotrigine a day, he could control, mostly, how loud
and how long they stayed.
3. COREY DAVIS AND JESSICA GARRETT-STAIB
____________________________________________________________________________________________3
Despite the voices competing for his attention (or perhaps because of them) by the time
he reached high school, Elton considered his hearing a gift. Dyslexia, ADHD and now the voices
made reading difficult. He learned best by listening to people talk - to his teacher, his classmates
and even himself. Except, at that age, reading aloud was not allowed and silent reading was
beyond complicated. Unable to read for more than a few seconds at a time, he listened for the
text embedded in classroom discussions and the side conversations going on inside his head and
around him. In four years, he heard just enough to make valedictorian.
After four more years, he had heard enough of the voices. In high school the voices kept
him company, in college they demanded and competed for more and more of his attention.
Shushing them all day while he tried to do his homework wore him out, and he was grateful for
the reprieve not being able to pay attention to anything for very long afforded him. They - he had
still not yet figured out who “they” were - criticized him a lot, especially when he had to write a
paper, which is something he had not had to do much of in high school. When he did, he
memorized the text he heard in his head and merely repeated the conversation on paper. At the
Ivy League school he attended, there was more than one text in each class, none of them related,
all of them long, and keeping track of all their conversations plus holding 10-20 page papers in
his head all at once was all he could handle. He managed, barely, to graduate from college in
four years with over a 3.5 grade point average. However, his greatest feat was not maintaining
his GPA, but keeping secret his secret - that he never read a book the whole time and that he was
slowly losing his mind. By the time he entered his doctoral program, his mental struggles and
learning disabilities were no longer secret, but, as with his sexuality, they were not obvious
either. And, as with his sexuality he only told people if they asked, and nobody ever asked about
those kinds of things in this part of the “Bible belt”, least of all the program’s admissions
committee.
He tried to clue in the admissions committee by alluding to his family’s mental health
history in his personal statement and interview without speaking directly of his own. He half
hoped they would figure it out. Perhaps they did and needing more time to make up their mind
explained why he was one of the last candidates offered admission. Less than a year after he was
admitted, Elton found himself reapplying to the doctoral program. In fact, he was petitioning for
reinstatement, in other words, pleading his case. This time he left nothing out.
He had been kicked out of the program for failing one of his summer courses. According
to the program’s written policy, academic dismissal occurs:
1. When a student at the graduate level earns a grade point average of less than 2.0 in
any term.
2. When a student at the graduate level earns a grade of “F” in any course.
3. When a student at the graduate level is admitted on probation with conditions and
fails to meet a condition.
4. When a student at the graduate level who is on academic probation during a term
would again be placed on academic probation under the provisions of academic
probation set forth above. If, however, the student’s grade point average for the term
is at least 3.0, he or she will continue on academic probation.
He escaped dismissal by the first clause because he received an A in the second class he
took during the accelerated term, giving him a GPA of 2.0, not less, but that fact made his case
4. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
4____________________________________________________________________________________________
even more confusing. Why, and better yet, how did he perform so well in one class and
completely fail the other?
The question of “How?” was an easy one. Elton completed all his work for his
“Organizational Theory” class, the one he passed; and according to the instructor, Dr. William
Ball, it was some of the best reflective written work he had seen that semester. That was not the
case in his “School Reform” class. According to that instructor, Dr. Francine McClain, Mr.
Thomas earned an F because he failed to turn in his final paper on time. In fact, he turned in it
two weeks after the specified due date, even though the syllabus clearly stated that no late work
was accepted. And he failed, in fact, to arrange a conference with the professor prior to the start
of the course to discuss approved accommodations, all of which is clearly spelled out in the
course syllabus. Elton did not argue the facts. He confirmed everything Dr. McClain said. So the
question of “Why?” was left up to him to explain and for a reinstatement committee to decide if
he were telling the truth (which, consciously or unconsciously, is the first decision such
committees make) and, assuming they believed him, if his circumstances were compelling
enough (for which there were no objective measures) to warrant letting him back into the
program. Elton told them, first in writing, as was required (which, given his psychological and
learning disabilities, posed a hardship), and again at the mandatory hearing. Luckily, he did not
have to make the 350-mile trip (one-way) from one school to the other to be heard which the
school’s normal policy
Quiet as it’s kept, Elton’s story was not normal, although “normal” was not a call he felt
qualified to make. He had this to say for himself:
I have dyslexia, Bipolar Disorder Type I with psychotic features, ADHD, OCD and
Generalized Anxiety Disorder. All of theses conditions impact my learning, particularly
my ability to read and write. I was diagnosed many years ago, and I am currently under a
local psychiatrist’s care. The impact of these conditions on learning is well documented
in research; and I display most of the known symptoms including tremendous difficulty
sustaining attention, comprehending written text, writing, following instructions and
completing tasks that require even moderate mental effort.
Fortunately, I take several medications to treat these conditions. Unfortunately, I have
competing disorders, and I can never be medicated properly for one condition without
great risk of adversely affecting the other. Thus, all of my medications must remain
below what is normally prescribed. And, unfortunately, I did not apply for
accommodations because I was ashamed and afraid that, if obtained, my degree would
mean less. It was not until I was in the accelerated courses, which I had never been in
before, did I realize that I needed the accommodations.
That realization itself, and the timing of that realization, late, towards the end of the
course, triggered a severe anxiety attack and obsessive-compulsive episode, which, you
may or may not know, drives one to run and hide, fearing physical harm and retribution
for doing something wrong (in this case not turning in my work on time) in order to save
oneself. The danger, unseen by others, is real and palpable. It was not until I finished my
paper that I felt safe enough to come back.
Fearing that was not compelling enough, Elton then told them what he thought no man
his size, his age, or his color should ever have to admit. That same summer and for six months
5. COREY DAVIS AND JESSICA GARRETT-STAIB
____________________________________________________________________________________________5
before that, he was being beat by his partner, terrorized daily in fact, until he was forced to go
literally, beyond his own psychologically-induced escape, into hiding. It would have been a fact
worth debating among the reinstatement committee, if were not supported by evidence from the
police and the psychiatrists who attended to him during that time.
There it was, a truth stranger than fiction, but the truth nonetheless. The question then
became, not was it enough, but was it too much for an institution to bear?
Questions
1. Should Elton have fully disclosed his psychological disorders in his application to the
doctoral program? What are the implications for doing so or not doing so?
2. To what extent should colleges or universities go to find out what happened to
students who fails to show up for class, disappears and apparently drops out?
3. When are administrative withdrawals ethical or unethical?
4. Doctoral programs base their decision to admit or reject an applicant based on their
perceived ability to contribute the field’s research literature. Should a student’s
known psychological issues be part of the formula?
5. Should a student with psychological disorders be admitted under the school’s
diversity policy? In other words, should universities consider psychological disorders
a diversity category like race and gender?
6. Ironically, the course Elton failed was “School Reform”. Is this case cause for
consideration for an institution about how it handles students with psychological
disorders, and if so, what?
7. Reinstatement committees’ decisions are typically more subjective than the
admissions committees’ decision to admit the student. Should reinstatement
committees be comprised of the same members who made up the admissions
committee?
8. Some institutions and states view the syllabus as a written contract. Do you think
there should be room for negotiation after the contract is published, and if so, when
and where should those negations take place?
Mental Illness
The term “mental illness” makes reference to the collective body of all diagnosable
mental disorders. The Centers for Disease Control and Prevention reports (2011) that the
economic burden of mental illness in America was around $300 billion in 2002, and about 25%
of U.S. adults have a mental illness. Additionally, 50% of the general population will experience
mental illness at some point over the course of their lifetime. The National Alliance on Mental
Health published a study in 2012 specifically focused on the needs of college students living
with mental health issues.
These issues are vitally important because colleges across the country are reporting large
increases in the prevalence and severity of mental health conditions experienced by
6. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
6____________________________________________________________________________________________
students attending their schools. This is good news for those living with these conditions
since higher education is the foundation for securing stable employment and achieving
financial independence. At the same time, it places pressure on schools to provide the
services and supports that are necessary for these students to stay in school and to achieve
academic success. (Gruttadaro & Crudo, 2012, p. 4)
Concluding Remarks
Graduation rates are a key piece in the ranking of universities around the country. It
makes sense that colleges and universities would want to have mental health services readily
available to help assist and retain students with mental illnesses, since they are so widespread. It
appears, however, that many students perceive there to be a stigma attached to being identified as
one with a mental illness. The truth is students cannot receive accommodations without
disclosure, and the fear of this disclosure is simply too great for many students. Kadison and
DeGeronimo (2004) implied that in addition to the typical developmental worries of college
students (identity concerns, changes in lifestyle and living arrangements, and relationship issues),
today's students are forced to make good grades, keep jobs, and be involved in college life. On
top of that, the financial realities of a college education can be extremely stressful. These issues
are compounded when college students are minority, international, first-generation, or
immigrants. The college experience for these students may mean handling new forms of
discrimination, an absence of role models, and high expectations of their family, or for many no
family support at all. There is no doubt that in order to retain those students with mental illness,
colleges and universities are going to have to find ways to assist these students.
References
California Hospital Association. (2013). The Lanterman-Petris-Short (LPS) Act: 5150
Involuntary civil commitment for psychiatric treatment. Retrieved from
http://www.calhospital.org/overview/lanterman-petris-short-lps-act
Centers for Disease Control and Prevention. (2011). CDC report: Mental illness surveillance
among U.S. adults. Retrieved from http://www.cdc.gov/mentalhealthsurveillance/
Gruttadaro, D., & Crudo, D. (2012). College students speak: A survey report on mental health.
Retrieved from the National Alliance on Mental Illness website:
http://www.nami.org/Content/NavigationMenu/Find_Support/NAMI_on_Campus1/colle
gereport.pdf
Kadison, R., & DiGeronimo, T.F. (2004). College of the overwhelmed: The campus mental
health crisis and what to do about it .San Francisco, CA: Jossey-Bass.
Twain, M. (n.d.). Mark twain quotes. Retrieved from
http://www.brainyquote.com/quotes/quotes/m/marktwain122865.html
University of California Los Angeles Laboratory of Neuro Imaging. (2008). Brain trivia.
Retrieved from http://www.loni.ucla.edu/About_Loni/education/brain_trivia.shtml