Ella is a 15-year old high-school freshman. She lives in a small sub.pdf
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Ella is a 15-year old high-school freshman. She lives in a small suburban town with her younger brother, Brody, and her parents, Minka and Bruce. In the past, Ella was always a straight-A student. She loved school and had many close friends. She was actively involved in cheerleading and drama club. Ella\'s parents report that over the last 6 months, Ella\'s grades have dropped significantly. She decided that cheerleading is \"not cool\" and she does not want to be in the drama club any more. She lost about 15 pounds and is often arguing with her brother and her family. She does not like to socialize with her friends anymore and is always on the computer but will not share what she is doing. Ella\'s parents recently reconciled after a 4-month separation. Bruce was just discharged from a substance-use inpatient center where he was receiving treatment for alcohol dependence. Her mother carries a diagnosis for anorexia nervosa but has not displayed any symptoms for 5 years. Both of her parents have been actively engaged in family counseling and individual therapy as well. Based on this scenario, answer the following: What additional information would be helpful for you to effectively form a diagnosis? What theory of adolescent development would you use to gain an understanding of what is happening with Ella? Remember, it is often necessary to consider and even apply more than one theory when working with an adolescent. How would you compare and contrast the development of Ella\'s issues from a cognitive, social, and psychodynamic perspective? Which theory best supports the behaviors that we are currently seeing with Ella? Solution The additional information that is required is whethere ella has gone for depression checkups or has been detected with depression and if she has received therapies. The theory is the ecological theory which tells about the interaction between indisvisual and the environment.This is given by URIE BRONFENBRENNER.This theory tells about yow the adolescents are influenced by family, peers, religion, schools, the media, community, and world events. Ella\'s case is the case of depression causes due to social anxiety as she doesnt want to meet people and her family was seprated for 4 months. She is going through phases but it doesnt include cognitive anxiety. The theory of social cognitive learning is very important for her to understand the relations and society..
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Running head COMPREHENSIVE ASSESSMENT 
Running head: COMPREHENSIVE ASSESSMENT 1
COMPREHENSIVE ASSESSMENT 1
Comprehensive Client Family Assessment and Genogram
Tania Gonzalez Diaz
Walden University
NURS:6640
March 14,2020
Comprehensive Assessment
1. Demographic information: The patient is a 17-year-old black girl. She is escorted by her parents to the clinic after a recommendation from the school counsellor.
2. Presenting problem: According to the father, "our daughter is not feeling well. She has not been attending classes and she tried to commit suicide. We think she is depressed".
3. History of present illness.: On today visit, patient present awake, alert and oriented, calm, cooperative, organized, with good hygiene.According to the young girl who was ready to share her feelings, she started feeling pressure from schoolwork when she was in her junior year. Her grades were not so good, and she felt useless and that is why she started being a truant. One year later, after starting her senior year, she feels the pressure is too much and she cannot manage to go through the year. One day before being referred to the clinic by the school counsellor, she was found bleeding in the school washroom after she slit her wrist.
4. Past psychiatric history: Since her frustration with school started a year ago, she has never been diagnosed with any psychiatric disorder. The parents though that she was simply going through a phase as a teenager and they were trying to help her cope with school and be a better person. No past psychiatric history. No history of Abuse.
5. Medical history: Despite her recent issue and the fact that she lost her weight suddenly, in the past few months, she is of perfect health. she had asthma and chicken pox when she was young, and she is allergic to penicillin.
6. Substance use history: She has no history of substance abuse. Her parents describe her as a very good girl.
7. Developmental history: Her mother had a successful pregnancy and gave birth to her through normal delivery. She grew up with her older siblings and she achieved all developmental milestones. They have been going to church every Sunday and she is part of the local church youths. Her parents have been married for a while and they are still together. She went through her education as a bright girl until her junior high level when she started failing and missing classes.
8. Family psychiatric history: Her older sister has epilepsy, but her seizures remain under control. There is no other form of psychiatric history in the family
9. Psychosocial history: She has always been an active member of the church youth and they have been doing many activities together since they were in Sunday school. She has also been making many friends from high school but recently, she just wants to be alone
10. History of abuse and trauma: T ...
A case presentation on schizophrenia^L^L..pptx
A case presentation regarding schizophrenia with non compliance issues.
The first step in understanding the behaviors that are associated wi.docx
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
Professional and Personal Attributes. Worldviews and Personal Experience
Presentation on Professional Attributes
Assignment 3 Case Study Analysis IThe first step in understanding.docx
Assignment 3: Case Study Analysis I
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in eve.
Assessing Mood DisordersMood problems often constitute a pri.docx
Assessing Mood Disorders
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
These are the Cases below choose one
Child and Adolescent Counseling Cases:
Mood Disorders and Self-Harm
Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school. Her mother, who accompanied her to the initial session, referred her for counseling. During the first session, you spent about 25 minutes with Salena and her mother and then about 25 minutes with Salena alone. While you are interviewing Salena along with her mother, you observe that they appear to have a reasonably good relationship. Her mother is worried about her and primarily attributes Salena’s symptoms to the fact they recently moved from the Indian reservation to a more urban area. She believes Salena is having trouble adjusting to the new sch ...
As the intake worker at a local community mental health access cente.docx
As the intake worker at a local community mental health access center, a thorough assessment needs to be completed for every person that comes in looking for support and services. Because of the variety of illnesses and treatment options, the more accurate your assessment and treatment plan the more help you will provide for the client.
Choose from one of the provided
case studies
to complete the
assessment and treatment plan
using the template provided.
Directions:
Choose a case study.
Fill out the assessment and treatment form.
Write a separate summary at the end of the form explaining the best psychological theory that would best fit understanding this case study. Be sure to include ethical and cultural considerations.
Assignment 1 Grading Criteria
Maximum Points
Assessment form.
20
Description of the disorder and explanation of the symptoms best explain the behavior of the case study.
32
Apply assessment information to treatment planning stage.
36
Choice and justification of a theory that fits best with this particular case.
32
Complete treatment plan form.
20
Summary of case study.
28
Analysis of the most appropriate treatment theory.
36
Explanation of where ethical and cultural considerations may arise and what could be done to provide ethical and culturally sensitive treatment.
32
Organization: Writing, Ideas, Transitions, and Conclusion
16
Usage and Mechanics: Grammar, Spelling, and Sentence structure
16
APA Elements: Attribution, Paraphrasing, and Quotations
24
Style: Audience, and Word Choice
8
Total:
300
*
Case Studies to choose from Just choose The easiest one an there is a Acessment form that needs to be completed all are attached.
Case Study #1
Young-Hwa, a 40-year-old Korean male, had immigrated to the United States 15 years ago without proper documentation. He had a hard life because, despite his training as a chef in Korea, he had difficulty finding a well-paying job without proper documentation. He also had a hard time getting along with others for long periods of time in some of the kitchens that he worked for.
He would do really well for a while talking about how much he enjoyed the job thinking that this was going to be his lucky break, but after several months he would either quit or get fired.
During these times of being out of work he is very depressed and irritable and will sleep for days without coming out of his bedroom.
After many years of various positions including kitchen assistant and assistant cook, he finally landed his dream job of a top chef in a Korean restaurant.
He recently was married to a Caucasian woman who had a daughter from a prior relationship and now they have twin sons.
Their marriage would be described as fairly good with some hard times.
His wife knows his work history and occasionally will threatened that if he messes this one up, she and the children will be leaving him.
However, most of the time she only threatens this when she is angry about not being able to .
Recommended
Running head COMPREHENSIVE ASSESSMENT
Running head: COMPREHENSIVE ASSESSMENT 1
COMPREHENSIVE ASSESSMENT 1
Comprehensive Client Family Assessment and Genogram
Tania Gonzalez Diaz
Walden University
NURS:6640
March 14,2020
Comprehensive Assessment
1. Demographic information: The patient is a 17-year-old black girl. She is escorted by her parents to the clinic after a recommendation from the school counsellor.
2. Presenting problem: According to the father, "our daughter is not feeling well. She has not been attending classes and she tried to commit suicide. We think she is depressed".
3. History of present illness.: On today visit, patient present awake, alert and oriented, calm, cooperative, organized, with good hygiene.According to the young girl who was ready to share her feelings, she started feeling pressure from schoolwork when she was in her junior year. Her grades were not so good, and she felt useless and that is why she started being a truant. One year later, after starting her senior year, she feels the pressure is too much and she cannot manage to go through the year. One day before being referred to the clinic by the school counsellor, she was found bleeding in the school washroom after she slit her wrist.
4. Past psychiatric history: Since her frustration with school started a year ago, she has never been diagnosed with any psychiatric disorder. The parents though that she was simply going through a phase as a teenager and they were trying to help her cope with school and be a better person. No past psychiatric history. No history of Abuse.
5. Medical history: Despite her recent issue and the fact that she lost her weight suddenly, in the past few months, she is of perfect health. she had asthma and chicken pox when she was young, and she is allergic to penicillin.
6. Substance use history: She has no history of substance abuse. Her parents describe her as a very good girl.
7. Developmental history: Her mother had a successful pregnancy and gave birth to her through normal delivery. She grew up with her older siblings and she achieved all developmental milestones. They have been going to church every Sunday and she is part of the local church youths. Her parents have been married for a while and they are still together. She went through her education as a bright girl until her junior high level when she started failing and missing classes.
8. Family psychiatric history: Her older sister has epilepsy, but her seizures remain under control. There is no other form of psychiatric history in the family
9. Psychosocial history: She has always been an active member of the church youth and they have been doing many activities together since they were in Sunday school. She has also been making many friends from high school but recently, she just wants to be alone
10. History of abuse and trauma: T ...
A case presentation on schizophrenia^L^L..pptx
A case presentation regarding schizophrenia with non compliance issues.
The first step in understanding the behaviors that are associated wi.docx
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
Professional and Personal Attributes. Worldviews and Personal Experience
Presentation on Professional Attributes
Assignment 3 Case Study Analysis IThe first step in understanding.docx
Assignment 3: Case Study Analysis I
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in eve.
Assessing Mood DisordersMood problems often constitute a pri.docx
Assessing Mood Disorders
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
These are the Cases below choose one
Child and Adolescent Counseling Cases:
Mood Disorders and Self-Harm
Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school. Her mother, who accompanied her to the initial session, referred her for counseling. During the first session, you spent about 25 minutes with Salena and her mother and then about 25 minutes with Salena alone. While you are interviewing Salena along with her mother, you observe that they appear to have a reasonably good relationship. Her mother is worried about her and primarily attributes Salena’s symptoms to the fact they recently moved from the Indian reservation to a more urban area. She believes Salena is having trouble adjusting to the new sch ...
As the intake worker at a local community mental health access cente.docx
As the intake worker at a local community mental health access center, a thorough assessment needs to be completed for every person that comes in looking for support and services. Because of the variety of illnesses and treatment options, the more accurate your assessment and treatment plan the more help you will provide for the client.
Choose from one of the provided
case studies
to complete the
assessment and treatment plan
using the template provided.
Directions:
Choose a case study.
Fill out the assessment and treatment form.
Write a separate summary at the end of the form explaining the best psychological theory that would best fit understanding this case study. Be sure to include ethical and cultural considerations.
Assignment 1 Grading Criteria
Maximum Points
Assessment form.
20
Description of the disorder and explanation of the symptoms best explain the behavior of the case study.
32
Apply assessment information to treatment planning stage.
36
Choice and justification of a theory that fits best with this particular case.
32
Complete treatment plan form.
20
Summary of case study.
28
Analysis of the most appropriate treatment theory.
36
Explanation of where ethical and cultural considerations may arise and what could be done to provide ethical and culturally sensitive treatment.
32
Organization: Writing, Ideas, Transitions, and Conclusion
16
Usage and Mechanics: Grammar, Spelling, and Sentence structure
16
APA Elements: Attribution, Paraphrasing, and Quotations
24
Style: Audience, and Word Choice
8
Total:
300
*
Case Studies to choose from Just choose The easiest one an there is a Acessment form that needs to be completed all are attached.
Case Study #1
Young-Hwa, a 40-year-old Korean male, had immigrated to the United States 15 years ago without proper documentation. He had a hard life because, despite his training as a chef in Korea, he had difficulty finding a well-paying job without proper documentation. He also had a hard time getting along with others for long periods of time in some of the kitchens that he worked for.
He would do really well for a while talking about how much he enjoyed the job thinking that this was going to be his lucky break, but after several months he would either quit or get fired.
During these times of being out of work he is very depressed and irritable and will sleep for days without coming out of his bedroom.
After many years of various positions including kitchen assistant and assistant cook, he finally landed his dream job of a top chef in a Korean restaurant.
He recently was married to a Caucasian woman who had a daughter from a prior relationship and now they have twin sons.
Their marriage would be described as fairly good with some hard times.
His wife knows his work history and occasionally will threatened that if he messes this one up, she and the children will be leaving him.
However, most of the time she only threatens this when she is angry about not being able to .
Wisdom Research and Development
The aims of Wisdom are to improve the wellbeing of young carers through communication, bring young carers together within one virtual space and provide young carers with the tools to help them take back some control of their own lives.
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.
Child and Adolescent Counseling Cases Sex, Sexuality, and Sub.docx
Child and Adolescent Counseling Cases: Sex, Sexuality, and Substance Abuse
© 2014 Laureate Education, Inc. Page 1 of 2
Week 9: Case 1, Sexuality
Loretta is a 17-year-old white female. She is a student in a partial-day treatment center
focusing on vocational and social skill development. Loretta has a wide range of
disabilities related, at least in part, to a brain injury she suffered as a toddler. She has
specific learning disabilities in the areas of writing and reading. Despite her challenges,
Loretta is a hard worker. Because of her positive attitude and work ethic within the day
treatment setting, Loretta has a good reputation for being dependable and trustworthy.
However, over the past 6 months, Loretta has decided she likes sex. She has been
caught having sexual contact at the treatment center and also at home in the evenings
and on the weekends. This behavior is concerning to Loretta’s parents. They are
worried about her sexual safety, potential pregnancy, sexually transmitted diseases,
and Loretta’s behavior is outside their comfort zone. They have tried lecturing,
grounding her, and other threats and punishments. Loretta does not see anything wrong
with her behavior. Apparently, the pleasure she associates with sex more than offsets
the consequences she has gotten from her parents, and she seems relatively oblivious
to the additional potential consequences of sexually transmitted diseases and
pregnancy.
Week 9: Case 2, Sexual Orientation
Patrick is a 9-year-old African American boy enrolled in the fourth grade in a private
Christian school. Patrick is exceptionally intelligent and very academically successful.
However, based on reports from his parents and from his teachers, he has always
struggled in the social domain. Most recently, Patrick has been causing a disturbance in
the classroom by telling teachers and students that one of the other male students in
the class is his boyfriend and insisting that he loves boys, not girls. This behavior has
been extremely difficult for his parents to accept as they hold a rather traditional
Christian perspective. The thought of their son being gay is very disturbing for them.
You initially were contacted by Patrick’s parents, who made it clear to you they think
Patrick is acting out in an effort to gain attention from his peers. They also make it clear
that they are either unwilling or unable to consider the possibility that Patrick might be
gay. When the three of them show up in your office, the parents dominate the
conversation and tell Patrick he needs to work with you to get things straightened out.
Their goal is for you to work with Patrick so he will put a stop to his silly and disturbing
claims of having romantic feelings for boys. Patrick refuses to offer any goals for
counseling. When you meet with him alone, he slowly opens up and you end up
somewhat convinced that this boy really does feel he is gay and likely needs to explore
his se.
Reference Counseling Across Cultures 7th Edition by Paul Pederse.docx
Reference Counseling Across Cultures 7
th
Edition by Paul Pedersen SAGE Publications
Each case response must be 1 page in length, with an APA Cover and Reference page.
Case Study of Donna Little - Chapter 5
Donna Little is a 39-year-old Indian woman who has a history of substance misuse and has struggled with reunification with her adolescent children over the last 6 years. She was in residential school from the age of 6 to 16 years old. She has a history of domestic violence in her previous relationships. Donna was the youngest of four children in her family. Her parents, siblings, and herself were raised in the same small northern reservation. Both her parents had gone to residential school in the early 1950s, as did her grandfathers and grandmothers on both sides of her family system in the late 1910s. Donna was raised in an environment of violence and mayhem in her early childhood, which she has talked about quite extensively in counseling. Although her parents abused alcohol, she emphasizes repeatedly that her family was quite ceremonial and participated in the big drum feast and singing within the community. When Donna was 6, an Indian agent wearing a red, white, and black checkered jacket gave her candy and took her to the residential school. She never had the opportunity to say good-bye to her mom and dad, who died of tuberculosis while she was in the residential school. Donna reflects on her residential school experience with a despondent look. While in the residential school, she had only one friend she could count on. Her siblings, who were also at the school, were older and thus not allowed to play with her or sleep near her at the residence dorms. This created an incredible loneliness that Donna did not know how to fill, and often she would use alcohol to help numb that pain. She did not like to drink, but it helped her to stop her thinking badly about the past. Donna was a victim of sexual abuse in the residential school, primarily by the Roman Catholic priest who was in charge. The first time she was assaulted she was 7; the last assault occurred right before she ran away at age 16. When Donna had attempted to tell the head nun in charge of her dorm what was happening to her, she was beaten severely, to the point of unconsciousness. Donna recalls it was her friend, Sue, who nursed her back to health. Donna describes her life as difficult. She went home to her community, only to find a partner who turned out to be as violent toward her as her father was to her mother. She loves her children and cares for them deeply. She breast-fed her three children and still today can feel that connection to them. When her children were taken from her home after the last time her husband beat her, she spiraled out of control. Donna has had long periods of abstinence, has a home in her community that is well cared for, and now has a partner who loves her deeply. Donna is on welfare but hunts and fishes to help with sustenance. Donna and her ...
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Directions:
1. Rate yourself on the following criteria. Try to be as honest with yourself as possible.
2. When you have completed the checklist, make a list of areas you think need improvement.
3. Create specific goals for becoming more non-discriminatory.
Self-Discriminatory Behavior:
Rate yourself - Use rating scale from 1 (lowest) to 5 (highest)
1.
I educate myself about the culture and experience of other racial/religious/ethnic/economic groups by attending classes, workshops, cultural events, reading, etc.
2.
I spend time reflecting on my own childhood/upbringing to analyze where and how I received racist, sexist, anti-Semitic, heterosexist or other prejudiced messages.
3.
4.
I look at my own attitudes and behaviors as an adult to determine how I am colluding with or combating racism in our society.
5.
I evaluate my own use of language to see if I use terms or phrases that are degrading or hurtful to another group.
6.
I avoid stereotyping and generalizing about person based on their group identity, gender, etc.
7.
I value cultural differences and avoid statements such as "I never think of you as a [blank],” which discredits differences.
8.
I am aware of, and can explore and discuss with comfort, issues of racism and pluralism.
9.
I am open to having someone of another race point out ways in which my behavior may be insensitive.
10.
I give equal attention to all staff whom I supervise regardless of race, religion, socioeconomic class, or physical ability.
11.
I am comfortable giving constrictive criticism to someone of another race, gender, age or physical ability.
12.
I include material about all racial/religious/ethnic/economic groups in my programs even though other groups may not be represented, because pluralistic program material is important for all.
13.
I take special efforts in my job to develop practices that are, inclusive, such as scheduling meetings, locating meetings, and changing participation costs, when needed.
14.
I consciously monitor TV programs, newspapers and advertising for biased content.
15.
I monitor the environment in my home, my office, my house of worship and my children's school for multicultural visuals and request such materials if they are lacking.
16.
I feel free to ask persons who are using discriminatory language and behavior to refrain, and am comfortable stating my reasons.
17.
I am willing to be proactive within my organization to achieve diversity goals in hiring and programming.
18.
...
SOCW 6446 Social Work Practice With Children and Adolescents .docx
SOCW 6446: Social Work Practice With Children and Adolescents
Treatment Plan TemplatePART A
Instructions: Use this template to create a treatment plan. Provide your response to each area in the box below:
I. Identify a list of problems reported to you by the client and/or caregiver(s).
II. As you are able, identify a provisional primary psychiatric diagnosis you believe may be present and may need to be addressed. (Note: Refer to the DSM-5 for diagnostic criteria for specific problems listed.)
III. Identify the level of care needed to address the presenting problem(s). This could include:
a. Inpatient
b. Residential treatment
c. Partial hospitalization
d. Intensive outpatient counseling
e. Outpatient counseling
IV. Identified strengths: When identifying goals, include strengths that will help client achieve long-term goal(s) (e.g., supportive family). Client should help identify strengths. Initially, it may be difficult to help client identify more than one or two strengths, but as the course of treatment continues, more should become evident.
V. Identified problems/deficits: Includes factors in client’s life that may impede successful recovery.
VI. Explain one treatment intervention you might use in the case you selected and justify the use of the intervention. Next select a treatment modality— individual counseling, group counseling, family counseling, or a combination of these. Support your recommended intervention and modality with evidence from scholarly resources.
(Note: Consider researching evidence-based treatments or treatment outcomes that you can use to help guide your recommendations for treatment.)
VII. Identify and describe how you will tailor the treatment to the client’s unique individual and cultural background.
VIII. Explain how you would involve the parents/guardians in the treatment plan and why their involvement might be important.
PART B:
Based on the answers provided above, create a treatment plan by describing the counseling goals in the most measurable way possible (e.g., how will you and the client be able to recognize that the problem has been reduced or the goal has been partially or completely met?). Complete row 3 in the template below. Identify 1-3 long-term goals and the associated short-term goals, objectives, strategies, and expected outcomes.
Long-Term Goal(s):
Short-Term Goals
Objectives
Strategies
Expected Outcome
(With Time Frame)
Stated as broad desirable outcome that will be broken down into short-term goals and objectives; usually, one long-term goal will be adequate for first year.
Series of time-limited goals that will lead to achievement of long-term goal
Statements of what client will do to achieve short-term goal. Stated in measurable, behavioral terms
How objective will be carried out or accomplished
Objective, measurable desirable outcome with timeframe
Example:
Goal 1: `.
1. Social Work Research Couples CounselingKathleen is a 37-year.docx
1. Social Work Research: Couples Counseling
Kathleen is a 37-year-old, Caucasian female of Irish descent, and her partner, Lisa, is a 38-year-old, Caucasian female with a Hungarian ethnic background. Kathleen reports that she has a long family history of substance use but has never used alcohol or drugs herself. She does not have a criminal history and utilized counseling services 10 years ago for family issues regarding her father’s alcohol use. Kathleen works as a nurse in a local hospital on the cardiac floor where she has been employed for 8 years.
Lisa reports experimenting with substances during college. She currently drinks wine on occasion. Lisa does not have a criminal history. Lisa has had many jobs and stated that she was unable to find her niche until recently when she took out a loan and opened a small Hungarian restaurant serving her grandmother’s recipes. Her restaurant has been open 1 year. Lisa reports that while she enjoys the work and has found her niche, she must work constantly to be successful, and she is worried the business might fail.
Kathleen and Lisa have been together for over 15 years. They have a close group of friends and see their families on major holidays. They came to outpatient counseling at a nonprofit agency to examine the possibility of starting a family together. They were both feeling ambivalent about it, and it had been the source of more than a few arguments, so they decided to come to counseling to address their concerns in a more productive way. They said they chose this agency because it was recognized as lesbian, gay, bisexual, and transgender (LGBT) friendly. They asked about my sexual orientation and my history because they were concerned about my level of experience working with the issues they were presenting.
I thanked Kathleen and Lisa for sharing this concern, and I informed them of various programs I had worked in within the agency, including supportive services for LGBT youth in schools and in the community. I also shared our agency philosophy and mission, which includes outcome measures and engaging clients in feedback to evaluate practice.
I explained the tools we used to measure outcomes. The first form measures how each of them are feeling with regard to their life and current circumstances. There are four different scales to measure aspects of their lives, such as social, family, emotional health, etc. I also provided the chart on which I score the scales and track progress. I explained that the purpose was to see where they began to demonstrate progress with the work we were doing.
The second form measures how well I am providing treatment. I demonstrated the four scales that measure if the client feels heard and understood and if we addressed in session what they wanted to. I explained that this should address their concern about my ability to assist them. Because we would be evaluating both how they felt and how the sessions were going each week, we could make adjustments on.
1. Social Work Research Couples CounselingKathleen is a 37-year.docx
1. Social Work Research: Couples Counseling
Kathleen is a 37-year-old, Caucasian female of Irish descent, and her partner, Lisa, is a 38-year-old, Caucasian female with a Hungarian ethnic background. Kathleen reports that she has a long family history of substance use but has never used alcohol or drugs herself. She does not have a criminal history and utilized counseling services 10 years ago for family issues regarding her father’s alcohol use. Kathleen works as a nurse in a local hospital on the cardiac floor where she has been employed for 8 years.
Lisa reports experimenting with substances during college. She currently drinks wine on occasion. Lisa does not have a criminal history. Lisa has had many jobs and stated that she was unable to find her niche until recently when she took out a loan and opened a small Hungarian restaurant serving her grandmother’s recipes. Her restaurant has been open 1 year. Lisa reports that while she enjoys the work and has found her niche, she must work constantly to be successful, and she is worried the business might fail.
Kathleen and Lisa have been together for over 15 years. They have a close group of friends and see their families on major holidays. They came to outpatient counseling at a nonprofit agency to examine the possibility of starting a family together. They were both feeling ambivalent about it, and it had been the source of more than a few arguments, so they decided to come to counseling to address their concerns in a more productive way. They said they chose this agency because it was recognized as lesbian, gay, bisexual, and transgender (LGBT) friendly. They asked about my sexual orientation and my history because they were concerned about my level of experience working with the issues they were presenting.
I thanked Kathleen and Lisa for sharing this concern, and I informed them of various programs I had worked in within the agency, including supportive services for LGBT youth in schools and in the community. I also shared our agency philosophy and mission, which includes outcome measures and engaging clients in feedback to evaluate practice.
I explained the tools we used to measure outcomes. The first form measures how each of them are feeling with regard to their life and current circumstances. There are four different scales to measure aspects of their lives, such as social, family, emotional health, etc. I also provided the chart on which I score the scales and track progress. I explained that the purpose was to see where they began to demonstrate progress with the work we were doing.
The second form measures how well I am providing treatment. I demonstrated the four scales that measure if the client feels heard and understood and if we addressed in session what they wanted to. I explained that this should address their concern about my ability to assist them. Because we would be evaluating both how they felt and how the sessions were going each week, we could make adjustments on ...
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 .
Common psycological cases in clinical practice
common psychiatric disease that encounter in clinical practice
Parents recently notified the children that they were getting a divo.docx
Parents recently notified the children that they were getting a divorce and that the father would be moving out. The Kelly’s are seeking help from a social worker due to the children holding resentments, acting out at school and home. The family has experienced great change and the divorce is directly affecting the children. The family is seeking guidance on how to move past the divorce and to help focus on the children’s behaviors. The affair the father had, and the relationship of the parents have been strained and they have grown distant from one another which are the main causes of the affair.
Mellissa/Mother: 45-year-old, white, female. Was a stay at home mother until the twins went to school last year, and currently works at a home décor store for 30 hours each week. She is a high school graduate. She has strong connections to her parents who currently live within a 15-minute drive of her shared home with her husband. Mother was prescribed medications for her depression and anxiety. Mother wants to go back to school to get a degree in social work but due to her busy lifestyle, she cannot find time to do so
David/ Father: 48-year-old white, male. Works in business and has a 4-year college degree. Father has infidelity issues which is one of the main reasons for the divorce. He travels a lot for work. Both his parent is deceased. Recently the father travels out of the country to attend an educational conference in reference to new computer software that will be utilized by his company. Father often drinks daily and take medications to stay alert
On the flight back to the united states David became very ill and was hospitalized and later find out he was diagnosed with the coronavirus and has been isolated in the hospital away from his family and friends. He is suffering from alcohol withdrawals, with a high fever, sweats, and chills from symptoms from the coronavirus
David revealed to the social worker he has been interacting with since being in the hospital he has fear and anxiety of dying. He reports that he feels guilty for always putting his work before his family and having the affair which failed after two years, He feels that he needs to see his family and spend time with him before he dies.
Ashley and Katlyn/Twin Girls: 6-year-old, females who just started school this past year, Ashley is outspoken and has expressed concern over her parents' divorce. Katlyn is shyer but is has been isolating herself more since the parents disclosed, they were separating/divorcing. Katlyn is being bullied at school and plans to take a Knife to school to attack her bully. Ashley is aware of the affair the father had and is angry and will not stay alone with the father.
Arron/Older Brother: 15-year-old and has been acting out at school and home since the parents' divorce. He has expressed anger to both parents but tends to connect more with the mother. His grades have declined, and he has been suspended from school for a physical altercation w.
Eratosthenes Estimation of the Circumference of the Earth This que.pdf
Eratosthene\'s Estimation of the Circumference of the Earth This question investigates
something that is quite famous and amazing especially for its time. It briefly looks at the work of
Eratosthenes and what he did to estimate the circumference of the Earth. Now perhaps he
idealized the Earth as a perfect sphere to make it easier, but his estimate was pretty close to the
actual, modern value! In your answer, offer commentary and narration regarding what I have
given on the following pages. Please do NOT copy and paste answers and narration from the
Internet! I think YOU (yes YOU there reading this!!) will enjoy this famous mathematical
episode from history. Please make sure that you address and answer ALL questions in this
scenario. Please answer in paragraph form with excellent prose!
Solution
Answer:-
According to the statement
Eratosthenes calculated the circumference of the Earth without leaving Egypt. He knew that at
local noon on the summer solstice in Syene (modern Aswan, Egypt), the Sun was directly
overhead. He knew this because the shadow of someone looking down a deep well at that time in
Syene blocked the reflection of the Sun on the water. He measured the Sun\'s angle of elevation
at noon on the same day in Alexandria. The method of measurement was to make a scale
drawing of that triangle which included a right angle between a vertical rod and its shadow. This
turned out to be 1/50th of a circle. Taking the Earth as spherical, and knowing both the distance
and direction of Syene, he concluded that the Earth\'s circumference was fifty times that
distance.
His knowledge of the size of Egypt was founded on the work of many generations of surveying
trips. Pharaonic bookkeepers gave a distance between Syene and Alexandria of 5,000 stadia (a
figure that was checked yearly)Some say that the distance was corroborated by inquiring about
the time that it took to travel from Syene to Alexandria by camel. Carl Sagan says that
Eratosthenes paid a man to walk and measure the distance. Some claim Eratosthenes used the
Olympic stade of 176.4 m, which would imply a circumference of 44,100 km, an error of
10%,but the 184.8 m Italian stade became (300 years later) the most commonly accepted value
for the length of the stade,which implies a circumference of 46,100 km, an error of 15%. .It was
unlikely, even accounting for his extremely primitive measuring tools, that Eratosthenes could
have calculated an accurate measurement for the circumference of the Earth for three important
assumptions he made (none of which are perfectly accurate):
Eratosthenes later rounded the result to a final value of 700 stadia per degree, which implies a
circumference of 252,000 stadia, likely for reasons of calculation simplicity as the larger number
is evenly divisible by 60.Repeating Eratosthenes\' calculation with more accurate data, the result
is 40,074 km, which is 66 km different (0.16 %) from the currently accepted polar circumference
of the Earth.
Seventeen hun.
Can we measure stress directlySolutionStress is defined as in.pdf
Can we measure stress directly?
Solution
Stress is defined as internal resisting force per unit area. When we apply a force to an object then
object is deformed then we can say that forces produces strains (fractional change in length)
Hence Deformation can be measured directly and no need of other physical quantities required to
measured deformation in object. Hence, they are primary function. We know that strains and
stresses are directly related to each other for homogeneous, linear elastic and isotropic materials.
Hence we can not measure stress directly..
Find the derivative of the function y = e^xlnxSolution .pdf
Find the derivative of the function y = e^x/lnx
Solution
y = e^x / ln x is the same thing as y = f(x) / g(x) To find the derivative, use
g(x)f\'(x) - f(x)g\'(x) / g(x)^2 Therefore, (ln x) (e^x) - (e^x)(1/x) / (ln x)^2 f\'(e^x) = e^x g\'(ln
x) = 1/x simplify and get (ln x)(e^x) - (e^x) / x(ln x)^2 or (e^x)(ln x - 1) / x(ln x)^2.
Explain which type of packet, TCP or UDP, is easier to spoof and why.pdf
Explain which type of packet, TCP or UDP, is easier to spoof and why it is easier.
Solution
UDP packets are easier to spoof than TCP packets
Both TCP and UDP are used for sending bits of data called packets.
Whether we’re sending a packet via TCP or UDP, that packet is sent to an IP.
One of the reasons TCP is more secure than UDP is the difficulty in spoofing TCP
communications. TCP is connection oriented – once a connection is established, data can be sent
bidirectional. It is more reliable because it ensures that all segments are received in order and any
lost segments are retransmitted.
UDP spoofing is trivial since there is no notion of connection.UDP is a simpler, connectionless
Internet protocol.Multiple messages are sent as packets in chunks using UDP. UDP does not
guarantee if all segments are received or not. When the connection is bad, UDP segments can get
lost without a trace or arrive in the wrong order.
So, the UDP packets can be easily spoofed than TCP packets..
More Related Content
Similar to Ella is a 15-year old high-school freshman. She lives in a small sub.pdf
Wisdom Research and Development
The aims of Wisdom are to improve the wellbeing of young carers through communication, bring young carers together within one virtual space and provide young carers with the tools to help them take back some control of their own lives.
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.
Child and Adolescent Counseling Cases Sex, Sexuality, and Sub.docx
Child and Adolescent Counseling Cases: Sex, Sexuality, and Substance Abuse
© 2014 Laureate Education, Inc. Page 1 of 2
Week 9: Case 1, Sexuality
Loretta is a 17-year-old white female. She is a student in a partial-day treatment center
focusing on vocational and social skill development. Loretta has a wide range of
disabilities related, at least in part, to a brain injury she suffered as a toddler. She has
specific learning disabilities in the areas of writing and reading. Despite her challenges,
Loretta is a hard worker. Because of her positive attitude and work ethic within the day
treatment setting, Loretta has a good reputation for being dependable and trustworthy.
However, over the past 6 months, Loretta has decided she likes sex. She has been
caught having sexual contact at the treatment center and also at home in the evenings
and on the weekends. This behavior is concerning to Loretta’s parents. They are
worried about her sexual safety, potential pregnancy, sexually transmitted diseases,
and Loretta’s behavior is outside their comfort zone. They have tried lecturing,
grounding her, and other threats and punishments. Loretta does not see anything wrong
with her behavior. Apparently, the pleasure she associates with sex more than offsets
the consequences she has gotten from her parents, and she seems relatively oblivious
to the additional potential consequences of sexually transmitted diseases and
pregnancy.
Week 9: Case 2, Sexual Orientation
Patrick is a 9-year-old African American boy enrolled in the fourth grade in a private
Christian school. Patrick is exceptionally intelligent and very academically successful.
However, based on reports from his parents and from his teachers, he has always
struggled in the social domain. Most recently, Patrick has been causing a disturbance in
the classroom by telling teachers and students that one of the other male students in
the class is his boyfriend and insisting that he loves boys, not girls. This behavior has
been extremely difficult for his parents to accept as they hold a rather traditional
Christian perspective. The thought of their son being gay is very disturbing for them.
You initially were contacted by Patrick’s parents, who made it clear to you they think
Patrick is acting out in an effort to gain attention from his peers. They also make it clear
that they are either unwilling or unable to consider the possibility that Patrick might be
gay. When the three of them show up in your office, the parents dominate the
conversation and tell Patrick he needs to work with you to get things straightened out.
Their goal is for you to work with Patrick so he will put a stop to his silly and disturbing
claims of having romantic feelings for boys. Patrick refuses to offer any goals for
counseling. When you meet with him alone, he slowly opens up and you end up
somewhat convinced that this boy really does feel he is gay and likely needs to explore
his se.
Reference Counseling Across Cultures 7th Edition by Paul Pederse.docx
Reference Counseling Across Cultures 7
th
Edition by Paul Pedersen SAGE Publications
Each case response must be 1 page in length, with an APA Cover and Reference page.
Case Study of Donna Little - Chapter 5
Donna Little is a 39-year-old Indian woman who has a history of substance misuse and has struggled with reunification with her adolescent children over the last 6 years. She was in residential school from the age of 6 to 16 years old. She has a history of domestic violence in her previous relationships. Donna was the youngest of four children in her family. Her parents, siblings, and herself were raised in the same small northern reservation. Both her parents had gone to residential school in the early 1950s, as did her grandfathers and grandmothers on both sides of her family system in the late 1910s. Donna was raised in an environment of violence and mayhem in her early childhood, which she has talked about quite extensively in counseling. Although her parents abused alcohol, she emphasizes repeatedly that her family was quite ceremonial and participated in the big drum feast and singing within the community. When Donna was 6, an Indian agent wearing a red, white, and black checkered jacket gave her candy and took her to the residential school. She never had the opportunity to say good-bye to her mom and dad, who died of tuberculosis while she was in the residential school. Donna reflects on her residential school experience with a despondent look. While in the residential school, she had only one friend she could count on. Her siblings, who were also at the school, were older and thus not allowed to play with her or sleep near her at the residence dorms. This created an incredible loneliness that Donna did not know how to fill, and often she would use alcohol to help numb that pain. She did not like to drink, but it helped her to stop her thinking badly about the past. Donna was a victim of sexual abuse in the residential school, primarily by the Roman Catholic priest who was in charge. The first time she was assaulted she was 7; the last assault occurred right before she ran away at age 16. When Donna had attempted to tell the head nun in charge of her dorm what was happening to her, she was beaten severely, to the point of unconsciousness. Donna recalls it was her friend, Sue, who nursed her back to health. Donna describes her life as difficult. She went home to her community, only to find a partner who turned out to be as violent toward her as her father was to her mother. She loves her children and cares for them deeply. She breast-fed her three children and still today can feel that connection to them. When her children were taken from her home after the last time her husband beat her, she spiraled out of control. Donna has had long periods of abstinence, has a home in her community that is well cared for, and now has a partner who loves her deeply. Donna is on welfare but hunts and fishes to help with sustenance. Donna and her ...
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Directions:
1. Rate yourself on the following criteria. Try to be as honest with yourself as possible.
2. When you have completed the checklist, make a list of areas you think need improvement.
3. Create specific goals for becoming more non-discriminatory.
Self-Discriminatory Behavior:
Rate yourself - Use rating scale from 1 (lowest) to 5 (highest)
1.
I educate myself about the culture and experience of other racial/religious/ethnic/economic groups by attending classes, workshops, cultural events, reading, etc.
2.
I spend time reflecting on my own childhood/upbringing to analyze where and how I received racist, sexist, anti-Semitic, heterosexist or other prejudiced messages.
3.
4.
I look at my own attitudes and behaviors as an adult to determine how I am colluding with or combating racism in our society.
5.
I evaluate my own use of language to see if I use terms or phrases that are degrading or hurtful to another group.
6.
I avoid stereotyping and generalizing about person based on their group identity, gender, etc.
7.
I value cultural differences and avoid statements such as "I never think of you as a [blank],” which discredits differences.
8.
I am aware of, and can explore and discuss with comfort, issues of racism and pluralism.
9.
I am open to having someone of another race point out ways in which my behavior may be insensitive.
10.
I give equal attention to all staff whom I supervise regardless of race, religion, socioeconomic class, or physical ability.
11.
I am comfortable giving constrictive criticism to someone of another race, gender, age or physical ability.
12.
I include material about all racial/religious/ethnic/economic groups in my programs even though other groups may not be represented, because pluralistic program material is important for all.
13.
I take special efforts in my job to develop practices that are, inclusive, such as scheduling meetings, locating meetings, and changing participation costs, when needed.
14.
I consciously monitor TV programs, newspapers and advertising for biased content.
15.
I monitor the environment in my home, my office, my house of worship and my children's school for multicultural visuals and request such materials if they are lacking.
16.
I feel free to ask persons who are using discriminatory language and behavior to refrain, and am comfortable stating my reasons.
17.
I am willing to be proactive within my organization to achieve diversity goals in hiring and programming.
18.
...
SOCW 6446 Social Work Practice With Children and Adolescents .docx
SOCW 6446: Social Work Practice With Children and Adolescents
Treatment Plan TemplatePART A
Instructions: Use this template to create a treatment plan. Provide your response to each area in the box below:
I. Identify a list of problems reported to you by the client and/or caregiver(s).
II. As you are able, identify a provisional primary psychiatric diagnosis you believe may be present and may need to be addressed. (Note: Refer to the DSM-5 for diagnostic criteria for specific problems listed.)
III. Identify the level of care needed to address the presenting problem(s). This could include:
a. Inpatient
b. Residential treatment
c. Partial hospitalization
d. Intensive outpatient counseling
e. Outpatient counseling
IV. Identified strengths: When identifying goals, include strengths that will help client achieve long-term goal(s) (e.g., supportive family). Client should help identify strengths. Initially, it may be difficult to help client identify more than one or two strengths, but as the course of treatment continues, more should become evident.
V. Identified problems/deficits: Includes factors in client’s life that may impede successful recovery.
VI. Explain one treatment intervention you might use in the case you selected and justify the use of the intervention. Next select a treatment modality— individual counseling, group counseling, family counseling, or a combination of these. Support your recommended intervention and modality with evidence from scholarly resources.
(Note: Consider researching evidence-based treatments or treatment outcomes that you can use to help guide your recommendations for treatment.)
VII. Identify and describe how you will tailor the treatment to the client’s unique individual and cultural background.
VIII. Explain how you would involve the parents/guardians in the treatment plan and why their involvement might be important.
PART B:
Based on the answers provided above, create a treatment plan by describing the counseling goals in the most measurable way possible (e.g., how will you and the client be able to recognize that the problem has been reduced or the goal has been partially or completely met?). Complete row 3 in the template below. Identify 1-3 long-term goals and the associated short-term goals, objectives, strategies, and expected outcomes.
Long-Term Goal(s):
Short-Term Goals
Objectives
Strategies
Expected Outcome
(With Time Frame)
Stated as broad desirable outcome that will be broken down into short-term goals and objectives; usually, one long-term goal will be adequate for first year.
Series of time-limited goals that will lead to achievement of long-term goal
Statements of what client will do to achieve short-term goal. Stated in measurable, behavioral terms
How objective will be carried out or accomplished
Objective, measurable desirable outcome with timeframe
Example:
Goal 1: `.
1. Social Work Research Couples CounselingKathleen is a 37-year.docx
1. Social Work Research: Couples Counseling
Kathleen is a 37-year-old, Caucasian female of Irish descent, and her partner, Lisa, is a 38-year-old, Caucasian female with a Hungarian ethnic background. Kathleen reports that she has a long family history of substance use but has never used alcohol or drugs herself. She does not have a criminal history and utilized counseling services 10 years ago for family issues regarding her father’s alcohol use. Kathleen works as a nurse in a local hospital on the cardiac floor where she has been employed for 8 years.
Lisa reports experimenting with substances during college. She currently drinks wine on occasion. Lisa does not have a criminal history. Lisa has had many jobs and stated that she was unable to find her niche until recently when she took out a loan and opened a small Hungarian restaurant serving her grandmother’s recipes. Her restaurant has been open 1 year. Lisa reports that while she enjoys the work and has found her niche, she must work constantly to be successful, and she is worried the business might fail.
Kathleen and Lisa have been together for over 15 years. They have a close group of friends and see their families on major holidays. They came to outpatient counseling at a nonprofit agency to examine the possibility of starting a family together. They were both feeling ambivalent about it, and it had been the source of more than a few arguments, so they decided to come to counseling to address their concerns in a more productive way. They said they chose this agency because it was recognized as lesbian, gay, bisexual, and transgender (LGBT) friendly. They asked about my sexual orientation and my history because they were concerned about my level of experience working with the issues they were presenting.
I thanked Kathleen and Lisa for sharing this concern, and I informed them of various programs I had worked in within the agency, including supportive services for LGBT youth in schools and in the community. I also shared our agency philosophy and mission, which includes outcome measures and engaging clients in feedback to evaluate practice.
I explained the tools we used to measure outcomes. The first form measures how each of them are feeling with regard to their life and current circumstances. There are four different scales to measure aspects of their lives, such as social, family, emotional health, etc. I also provided the chart on which I score the scales and track progress. I explained that the purpose was to see where they began to demonstrate progress with the work we were doing.
The second form measures how well I am providing treatment. I demonstrated the four scales that measure if the client feels heard and understood and if we addressed in session what they wanted to. I explained that this should address their concern about my ability to assist them. Because we would be evaluating both how they felt and how the sessions were going each week, we could make adjustments on.
1. Social Work Research Couples CounselingKathleen is a 37-year.docx
1. Social Work Research: Couples Counseling
Kathleen is a 37-year-old, Caucasian female of Irish descent, and her partner, Lisa, is a 38-year-old, Caucasian female with a Hungarian ethnic background. Kathleen reports that she has a long family history of substance use but has never used alcohol or drugs herself. She does not have a criminal history and utilized counseling services 10 years ago for family issues regarding her father’s alcohol use. Kathleen works as a nurse in a local hospital on the cardiac floor where she has been employed for 8 years.
Lisa reports experimenting with substances during college. She currently drinks wine on occasion. Lisa does not have a criminal history. Lisa has had many jobs and stated that she was unable to find her niche until recently when she took out a loan and opened a small Hungarian restaurant serving her grandmother’s recipes. Her restaurant has been open 1 year. Lisa reports that while she enjoys the work and has found her niche, she must work constantly to be successful, and she is worried the business might fail.
Kathleen and Lisa have been together for over 15 years. They have a close group of friends and see their families on major holidays. They came to outpatient counseling at a nonprofit agency to examine the possibility of starting a family together. They were both feeling ambivalent about it, and it had been the source of more than a few arguments, so they decided to come to counseling to address their concerns in a more productive way. They said they chose this agency because it was recognized as lesbian, gay, bisexual, and transgender (LGBT) friendly. They asked about my sexual orientation and my history because they were concerned about my level of experience working with the issues they were presenting.
I thanked Kathleen and Lisa for sharing this concern, and I informed them of various programs I had worked in within the agency, including supportive services for LGBT youth in schools and in the community. I also shared our agency philosophy and mission, which includes outcome measures and engaging clients in feedback to evaluate practice.
I explained the tools we used to measure outcomes. The first form measures how each of them are feeling with regard to their life and current circumstances. There are four different scales to measure aspects of their lives, such as social, family, emotional health, etc. I also provided the chart on which I score the scales and track progress. I explained that the purpose was to see where they began to demonstrate progress with the work we were doing.
The second form measures how well I am providing treatment. I demonstrated the four scales that measure if the client feels heard and understood and if we addressed in session what they wanted to. I explained that this should address their concern about my ability to assist them. Because we would be evaluating both how they felt and how the sessions were going each week, we could make adjustments on ...
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 .
Common psycological cases in clinical practice
common psychiatric disease that encounter in clinical practice
Parents recently notified the children that they were getting a divo.docx
Parents recently notified the children that they were getting a divorce and that the father would be moving out. The Kelly’s are seeking help from a social worker due to the children holding resentments, acting out at school and home. The family has experienced great change and the divorce is directly affecting the children. The family is seeking guidance on how to move past the divorce and to help focus on the children’s behaviors. The affair the father had, and the relationship of the parents have been strained and they have grown distant from one another which are the main causes of the affair.
Mellissa/Mother: 45-year-old, white, female. Was a stay at home mother until the twins went to school last year, and currently works at a home décor store for 30 hours each week. She is a high school graduate. She has strong connections to her parents who currently live within a 15-minute drive of her shared home with her husband. Mother was prescribed medications for her depression and anxiety. Mother wants to go back to school to get a degree in social work but due to her busy lifestyle, she cannot find time to do so
David/ Father: 48-year-old white, male. Works in business and has a 4-year college degree. Father has infidelity issues which is one of the main reasons for the divorce. He travels a lot for work. Both his parent is deceased. Recently the father travels out of the country to attend an educational conference in reference to new computer software that will be utilized by his company. Father often drinks daily and take medications to stay alert
On the flight back to the united states David became very ill and was hospitalized and later find out he was diagnosed with the coronavirus and has been isolated in the hospital away from his family and friends. He is suffering from alcohol withdrawals, with a high fever, sweats, and chills from symptoms from the coronavirus
David revealed to the social worker he has been interacting with since being in the hospital he has fear and anxiety of dying. He reports that he feels guilty for always putting his work before his family and having the affair which failed after two years, He feels that he needs to see his family and spend time with him before he dies.
Ashley and Katlyn/Twin Girls: 6-year-old, females who just started school this past year, Ashley is outspoken and has expressed concern over her parents' divorce. Katlyn is shyer but is has been isolating herself more since the parents disclosed, they were separating/divorcing. Katlyn is being bullied at school and plans to take a Knife to school to attack her bully. Ashley is aware of the affair the father had and is angry and will not stay alone with the father.
Arron/Older Brother: 15-year-old and has been acting out at school and home since the parents' divorce. He has expressed anger to both parents but tends to connect more with the mother. His grades have declined, and he has been suspended from school for a physical altercation w.
Similar to Ella is a 15-year old high-school freshman. She lives in a small sub.pdf (18)
Assignment LASA Assessment and Treatment Plan.docx
Assignment LASA Assessment and Treatment Plan.docx
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2 Child, Family, and Community Relationships .docx
Child and Adolescent Counseling Cases Sex, Sexuality, and Sub.docx
Child and Adolescent Counseling Cases Sex, Sexuality, and Sub.docx
Reference Counseling Across Cultures 7th Edition by Paul Pederse.docx
Reference Counseling Across Cultures 7th Edition by Paul Pederse.docx
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
SOCW 6446 Social Work Practice With Children and Adolescents .docx
SOCW 6446 Social Work Practice With Children and Adolescents .docx
1. Social Work Research Couples CounselingKathleen is a 37-year.docx
1. Social Work Research Couples CounselingKathleen is a 37-year.docx
1. Social Work Research Couples CounselingKathleen is a 37-year.docx
1. Social Work Research Couples CounselingKathleen is a 37-year.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
Parents recently notified the children that they were getting a divo.docx
Parents recently notified the children that they were getting a divo.docx
More from artimagein
Eratosthenes Estimation of the Circumference of the Earth This que.pdf
Eratosthene\'s Estimation of the Circumference of the Earth This question investigates
something that is quite famous and amazing especially for its time. It briefly looks at the work of
Eratosthenes and what he did to estimate the circumference of the Earth. Now perhaps he
idealized the Earth as a perfect sphere to make it easier, but his estimate was pretty close to the
actual, modern value! In your answer, offer commentary and narration regarding what I have
given on the following pages. Please do NOT copy and paste answers and narration from the
Internet! I think YOU (yes YOU there reading this!!) will enjoy this famous mathematical
episode from history. Please make sure that you address and answer ALL questions in this
scenario. Please answer in paragraph form with excellent prose!
Solution
Answer:-
According to the statement
Eratosthenes calculated the circumference of the Earth without leaving Egypt. He knew that at
local noon on the summer solstice in Syene (modern Aswan, Egypt), the Sun was directly
overhead. He knew this because the shadow of someone looking down a deep well at that time in
Syene blocked the reflection of the Sun on the water. He measured the Sun\'s angle of elevation
at noon on the same day in Alexandria. The method of measurement was to make a scale
drawing of that triangle which included a right angle between a vertical rod and its shadow. This
turned out to be 1/50th of a circle. Taking the Earth as spherical, and knowing both the distance
and direction of Syene, he concluded that the Earth\'s circumference was fifty times that
distance.
His knowledge of the size of Egypt was founded on the work of many generations of surveying
trips. Pharaonic bookkeepers gave a distance between Syene and Alexandria of 5,000 stadia (a
figure that was checked yearly)Some say that the distance was corroborated by inquiring about
the time that it took to travel from Syene to Alexandria by camel. Carl Sagan says that
Eratosthenes paid a man to walk and measure the distance. Some claim Eratosthenes used the
Olympic stade of 176.4 m, which would imply a circumference of 44,100 km, an error of
10%,but the 184.8 m Italian stade became (300 years later) the most commonly accepted value
for the length of the stade,which implies a circumference of 46,100 km, an error of 15%. .It was
unlikely, even accounting for his extremely primitive measuring tools, that Eratosthenes could
have calculated an accurate measurement for the circumference of the Earth for three important
assumptions he made (none of which are perfectly accurate):
Eratosthenes later rounded the result to a final value of 700 stadia per degree, which implies a
circumference of 252,000 stadia, likely for reasons of calculation simplicity as the larger number
is evenly divisible by 60.Repeating Eratosthenes\' calculation with more accurate data, the result
is 40,074 km, which is 66 km different (0.16 %) from the currently accepted polar circumference
of the Earth.
Seventeen hun.
Can we measure stress directlySolutionStress is defined as in.pdf
Can we measure stress directly?
Solution
Stress is defined as internal resisting force per unit area. When we apply a force to an object then
object is deformed then we can say that forces produces strains (fractional change in length)
Hence Deformation can be measured directly and no need of other physical quantities required to
measured deformation in object. Hence, they are primary function. We know that strains and
stresses are directly related to each other for homogeneous, linear elastic and isotropic materials.
Hence we can not measure stress directly..
Find the derivative of the function y = e^xlnxSolution .pdf
Find the derivative of the function y = e^x/lnx
Solution
y = e^x / ln x is the same thing as y = f(x) / g(x) To find the derivative, use
g(x)f\'(x) - f(x)g\'(x) / g(x)^2 Therefore, (ln x) (e^x) - (e^x)(1/x) / (ln x)^2 f\'(e^x) = e^x g\'(ln
x) = 1/x simplify and get (ln x)(e^x) - (e^x) / x(ln x)^2 or (e^x)(ln x - 1) / x(ln x)^2.
Explain which type of packet, TCP or UDP, is easier to spoof and why.pdf
Explain which type of packet, TCP or UDP, is easier to spoof and why it is easier.
Solution
UDP packets are easier to spoof than TCP packets
Both TCP and UDP are used for sending bits of data called packets.
Whether we’re sending a packet via TCP or UDP, that packet is sent to an IP.
One of the reasons TCP is more secure than UDP is the difficulty in spoofing TCP
communications. TCP is connection oriented – once a connection is established, data can be sent
bidirectional. It is more reliable because it ensures that all segments are received in order and any
lost segments are retransmitted.
UDP spoofing is trivial since there is no notion of connection.UDP is a simpler, connectionless
Internet protocol.Multiple messages are sent as packets in chunks using UDP. UDP does not
guarantee if all segments are received or not. When the connection is bad, UDP segments can get
lost without a trace or arrive in the wrong order.
So, the UDP packets can be easily spoofed than TCP packets..
Companies and people often buy and sell stocks. Often they buy th.pdf
Companies and people often buy and sell stocks. Often they buy the same stock for different
prices at different times. Say one owns 1000 shares a certain stock (such as Checkpoint), one
may have bought the stock in amounts of 100 shares over 10 different times with 10 different
prices.
We will analyze two different methods of accounting, FIFO and LIFO accounting used for
determining the “cost” of a stock. This is also known as the dollar cost average basis. This
information is typically calculated when a stock is sold to determine if a profit or loss was made.
In our version of FIFO accounting, the price of a commodity is averaged starting with the first
purchase of that item. Say we sell 250 shares of a stock, according to this method the dollar cost
averaged purchase price is determined by averaging the prices on the first 250 shares bought. In
our version of LIFO accounting, the price of a commodity is averaged starting with the last
purchase of that item. Say we sell 250 shares of a stock, according to this method the dollar cost
average purchase price is determined by averaging the prices on the last 250 shares bought.
In this assignment, you will be using a queue for storing data for FIFO accounting, and a stack
for LIFO accounting. Implement your queue using Link list and implement your stack using the
stack class in java.util. Make sure you use the stack and queue abstract data types (ADT) defined
for stacks and queues. Both your stack and queue should have records with the following fields:
The stock Ticker symbol (a string).
The stock Ticker symbol (a string).
The number of shares of a stock (an int
The purchase price for those shares (decimal).
You can assume that the first element of the structure is the security bought first, the second was
bought second, etc.
Your program should have the user able to enter information about various stocks, the amount of
shares, and the price. The user can then enter a query about a certain stock and the cost according
to the LIFO and FIFO accounting methods for a certain number of shares.
The following could be your menu:
Press 1 to enter a new stock
Press 2 to find the LIFO and FIFO dollar cost average for the number of shares sold.
If 1 is pressed, the user needs to enter the stock symbol, Stock name, the number of shares
bought, and the price per share when purchased.
If 2 is pressed, the user needs to enter the stock symbol being queried and the number of shares
you wish to sell. Once that information is entered the dollar cost averaged price per share for
both the LIFO method and the FIFO method should be displayed.
Implement the program described above using the Java programming language to meet the
overall requirements described above. Use the blow data.
Ticker: XOM
Name:Exon Mobile
Purchases in the order below.
1. 100 shares at 92.65 2. 50 shares at 97.23 3. 200 shares at 84.50 4. 100 shares at 86.58
Ticker:D
Name:Dominion Resources Purchases in the order below.
1. 350 shares at64.98 2. .
What experiment could you run on fractions collected by differential.pdf
What are ways in which brands cut through advertising clutter?
Solution
brand may be anything which is used to distingwish their product/ service from its competitiors\'.
a brand may be a letter,symbol, slogan, photo, caption or combination of any of these.
advertising clutter is the process where it focusses on exposing many advertising messages to
customers. Marketing clutter refers to the normally excessive amount of ad messages consumers
are exposed to on a daily basis. To cut through the clutter, you must try to find the right time and
place to connect with target customers and deliver impacting, creative messages for business.
the different forms are: print clutter, broadcast clutter, mailers and handouts..
Write a C program Write functions that return the following values. .pdf
With regard to your nervous system, what is the difference between a reflex and a voluntary
movement? BE SPECIFIC about what parts of the nervous system are involved during each type
of movement.
Solution
Voluntry response involve the brain, control movement via sending out the motor impulse and it
is voluntry in nature For example, any person uses sight to walk straight. but reflex action is a
response is a involuntry response and cannot be controled for example any person removes its
hand immediately after touching any hot suraface.
In voluntry response the motor signals are initiated by known thoughts and it sensory stimuli
response. reflex response cannot be initiated by previous thoughts and the stimulus of reflex
response signal travels along a sensory nerve to the spinal cord and the sognal comes back via of
a motor nerve
Most of the reflex signals could be processed in the spine with some exception.
voluntry stimulation is initiated at Cerebral cortex of the Brain.The singal travels from cerebral
cortex to the spinal cord.
Reflex action initiated by stimulation of receptor present on skin and dendrites and sensory
neurons are responsible for the travelling of impulse to the central spinal cord..
a. Name and explain the responsibilities of each MAC sub layer.b. .pdf
a. Name and explain the responsibilities of each MAC sub layer.
b. Explain the following MAC layer terms: MSDU, MPDU, and Convergence.
Solution
Multiple Access Protocols
Random Access Protocols:
.It is also calledContention Method.
Controlled Access Protocol
Channelization Protocol
MPDU –MAC protocol data unit, MSDU- MAC service data unit.
A MPDU concatenates upto 64 MAC protocol data unit subframes into a single physical layer
service data unit provided that all all constituent MPDUs are destined to the same receiver.
Convergence sublayer is a different higher layer protocol are implemented in different sublayer..
What is Binary Coded DecimalSolutionBinary Coded Decimal is a .pdf
What is a disadvantage of having a high switching frequency in a power supply? Select one:
SmallCircle Smaller energy storage elements SmallCircle More complicated circuits are
required to avoid LRC resonances SmallCircle Higher energy losses due to increased switching
time SmallCircle Large transistors are required
Solution
Answer c is correct because switching frequency directly proportional to energy losses in circuit.
What is the proper pseudocode for the following java codeimport j.pdf
What Is the Inverse of the following: \"If it rains then I take an umbrella.\" If I take an umbrella
then It rains. If It rains then I take an umbrella. If It doesn\'t rain then I don\'t take an umbrella. If
I don\'t take an umbrella then it doesn\'t rain. If it doesn\'t rain then I take an umbrella. If I take
an umbrella then it doesn\'t rains. What is the contrapositive of the following: \"If P is a square
then P is a rectangle.\" If P is a rectangle then P is not a square. If P is not a square then P is not a
rectangle. If P is a square then P is not a rectangle. If P is a rectangle then P is a square. If P is
not a rectangle then P is not a square, If P is a square then P is a rectangle.
Solution
To find the inverse of \" If it rains then I take an umbrella\".
this is the conditional statement of type \"If A then B\".
then inverse(If not A then not B) of the given statement is \"If it doesn\'t rain then I don\'t take an
umbrella\".
so the correct answer is C.
Now to find the contrapostive of \"If P is a square then P is a rectangle\"
contrapositive(if not B then not A) of the given statement is \"If P is not a rectangle then P is not
a square\".
so the correct answer is E..
What are ways in which brands cut through advertising clutterSo.pdf
What are the differences in human resource practices between the Netherlands and the United
Staes?
Solution
in US the decision making is decentralized one, but in Netherland it is centralized one
in US the teams are self managed teams, these teams can manage the work and completes the
work. but in Netherlands the team will be leaded, monitor and controlled by the manager.
in US the work hours and assignments are flexible, but in Netherlands they are fixed.
in US the communication among the employees and management is open level, but in
Netherlands it is formal and top to bottom or vice versa.
in US people are work holics and they only prefers to work. they does not concern about the
relations at work place and carry forward the personal relations. but the Netherland people gives
high priority to relations along with work.
employees who works in US they looks for entertainment at work place and they prefer to have
breaks during the work. but in Netherland it is completely different, people does not like to take
breaks during work..
What are cytoplasmic determinants What is the relevance of the yell.pdf
we are interested in comparing the mean costs of electrical energy produced by nuclear and coal
powered electrical power plants. Pilot studies have indicated the variation in the costs associated
with the two types of plants are sn= $.224 and sc= $ .20.How many plants of each type should be
sampled in order to estimate the difference mean costs with a 95% confidence interval to within
$.01?
Solution
sn = 0.224 and sc = 0.20
Let sample sizes be n1 and n2
SE = 0.224/rtn1 + 0.20/rtn2
Margin of error = z alpha/2 (SE)
For 95% z = 1.96
Hence 1.96(0.224/rtn1 + 0.20/rtn2) = 0.01
As there is one equation and two variables assume n1 = n2
Then we have
0.424/rtn1 = 0.01/1.96 = 0.0051
Or rt n1 = 8.313
n1 =69.111
or n >70 for each sample..
Urinalysis questions- What if SSA reaction tested negative What .pdf
two sample hypothesis testing
Solution
1) the test statistic Z = sample difference / std. error = .03/0.01545 = 1.9417 =1.942(rounded to 3
decimal places)
2) since Z < Zcritical i.e., 1.942 < 1.96 (at 5% LOS), conclude that the difference is not quite
significant
3) Sincwe t stat = -1.3923 < t-critical = 2.086, conclude that there is no significant difference
between the mean occupancy rates
4) when variances are unequal in t-test, then use a complicate formula for th degrees of freedom.
The probability that John Doe is called to serve on a committee is ..pdf
The perimeter of the rectangle below is 150 units. Find the length of side AB. Write your answer
without variables.
Solution
perimeter of rectangle = AB+BC+CD+DA = 4Z+1 + 5Z+2 + 4Z+1 + 5Z+2 = 18Z+6 =150
UNITS
SO 18z+6 = 150
=> 6*[3z+1] = 150
=> 3z+1 = 150/6 = 25
3z= 25-1 = 24
z= 24/3 = 8
so length of side AB = 4z+1 = 4*8 +1 = 33 units.
answer sporophyte or gametophytewhich generation is a pine tree.pdf
answer sporophyte or gametophyte?
which generation is a pine tree?
pine cone?
deciduous leafy plant?
flower?
Solution
pine tree-sporophyte.Pine trees are conifers (cone bearing) and carry both male and female
sporophylls on the same mature sporophyte.Therefore,they are monoecious plants.
pine cone -gametophyte.In the male cones(staminate cones),the microsporocytes give rise to
pollen grains by meiosis.Female cones (ovulate cones) contain two ovules per scale.One
megaspore mother cell undergoes meiosis in each ovule.Three of the four cells break down
leaving only a single surviving cell which will develop into a female multicellular
gametophyte.It encloses archegonia.Each archegonium contains an egg.
deciduous leafy plants-sporophyte
flower -gametophyte.
Additional activity of this leads to reduced transport of iron to the.pdf
Additional activity of this leads to reduced transport of iron to the blood catalyzes a redox
reaction involving iron in the interstittal fluid
Solution
Ferroportin leads to reduced transport of iron ( in Fe2+ form) to blood. Iron Reductase catalyses
redox reaction involving iron in interstitial fluid.
Significance of Discoveries in Genetics and DNA Our understanding of.pdf
Show Punnett squares for incomplete dominance in which a purple flower is crossed with a
yellow flower, and all lavender flowers result. Draw Punnett squares that depict results of crosses
between these lavender flowers. (F2 generation] and ratios, percentages, fractions, and decimals.
Solution
Purple flowers PP ; Yellow flowers pp
PP X pp In F1 generation all flowers are Pp , which is Lavender.
In F2 generation
Pp X Pp
P p
P PP Pp
p Pp pp
So in F2 generation purple flowers are 1/4 or 25 % or 0.25
Lavender flower 1/2 or 50 % or 0.5 ; yellow flower are 1/4 or 25 % or 0.25 of all progenies.
Show Punnett squares for incomplete dominance in which a purple flowe.pdf
show all steps A polling organization wishes to determine the percentage of the president is
doing a good job. The caller asks \"Do you think the president in The telephone numbers are
selected at random and called until 1500 replies are
Solution
A)
All adult Americans.
***************
b)
The population proportion of American adults that thinks that the president is doing a good job..
Polar populations. Suppose at each point on Earth you count the numb.pdf
Polar populations. Suppose at each point on Earth you count the number of people within 1000
miles of that point. Are there two antipodal points that have the same number of people within
1000 miles?
Solution
It is highly unlikely that population within 1000 miles at two antipodal points.
Because the population density is not a continuous function..
Include a diagram supported by a detailed discussion explaining whic.pdf
Include a diagram supported by a detailed discussion explaining which stakeholders operate in
the general environment, task environment, or internal environment, and why?
Solution
Introduction
A Stake is any interest, share, or claim that a group or individual has in the outcome of a
corporation’s policies, procedures, or actions toward others. Stakes may be based on any type of
interest.
Stake Holders :
The stakes of stakeholders are not always obvious. The economic viability of competing firms
can be at stake when one firm threatens entry into a market.
A Stake holder is any individual or group who can affect or is affected by the action, decision,
policies, practices or goals of the organization,”
We begin by identifying the focal stake holder. This is the company or group that is the
focus or central constituency of an analysis.
There are three types of General environment, Task environment, Internal environment.
General Environment:
In general environment, stake holders of organizations, is comprised of economic, legal-political,
technological, socio - cultural and natural environment conditions. Managers must be concerned
about economic conditions in the general environment, particularly those that influence customer
spending, resource supplies, and investment capital.
Internal Environment:
The primary stakeholders of a firm are owners, customers, employees an suppliers comes under
in internal environment, Primary importance to a firm’s survival are its stock holders and board
of directors. The CEO and other top level executives can be stake holders, but in the stake
holder analysis they are generally considered actors and representatives of the firm.BP’s
CEO and top - level team are focal stakeholders. A fully developed internal analysis includes a
broader evaluation of all of the organization’s resources and capabilities to determine strengths,
weaknesses, and opportunities for competitive advantage, and to identify organizational threats
should be corrected.
Task environment:
Secondary stakeholders include all other interested groups, such as the media, consumers,
lobbyists, courts, government, competitors, the public, and society are comes under in task
environment. It involves evaluation of the broad and task environment to determine trends,
threats, and opportunities and to provide a foundation for strategic direction.
The broad environment consists of domestic and global environmental forces such as social -
cultural, technological, political, and economic trends. The broad environment forms the
context within which the firm and its task environment. The task environment consists of
external stake holders.
__________________________________________________________________________.
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