Review this week’s Learning Resources and reflect on the insig.docx

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Review this week’s Learning Resources and reflect on the insights they provide on family assessment. View the Hernandez Family: Sessions 1-6 videos, and consider how you might assess the family in the case study. Note: For guidance on writing a comprehensive client assessment, refer to pages 137–142 of Wheeler (2014) in this week’s Learning Resources. The Assignment Address in a comprehensive client assessment of the Hernandez family the following: Demographic information Presenting problem History or present illness Past psychiatric history Medical history Substance use history Developmental history Family psychiatric history Psychosocial history History of abuse and/or trauma Review of systems Physical assessment Mental status exam Differential diagnosis Case formulation Treatment plan .

Family psychiatric history
Psychosocial history
History of abuse and/or trauma
Review of systems
Physical assessment
Mental status exam
Differential diagnosis
Case formulation
Treatment plan

This document provides instructions for students to complete Assignment 1: Practicum - Assessing Client Families. Students are asked to select a client family they have counseled, review materials on conducting assessments and creating genograms, and then create a comprehensive client assessment and genogram for their selected family. The assessment should include demographic information, presenting problems, history, medical issues, substance use, development, family history, psychosocial factors, abuse/trauma history, review of systems, mental status exam, differential diagnosis, case formulation, and treatment plan.

Healthcare Practicum Assessing Client Families.docx

bkbk37

The document provides instructions for a healthcare assignment involving assessing a client family presenting for psychotherapy and developing a genogram. Students are asked to select a family they have counseled, create a comprehensive assessment addressing demographic and clinical information, and develop a multi-generational genogram extending back at least three generations. An example client family presenting with relationship issues between parents and an identified patient son is provided. Experiential and narrative family therapies are introduced as potential approaches.

Learning ObjectivesStudents willAssess clients presenting.docx

manningchassidy

Learning Objectives Students will: Assess clients presenting for psychotherapy Develop genograms for clients presenting for psychotherapy To prepare: Select a client whom you have observed or counseled at your practicum site. Review pages 137–142 of the Wheeler text and the Hernandez Family Genogram video in this week’s Learning Resources. Reflect on elements of writing a Comprehensive Client Assessment and creating a genogram for the client you selected. The Assignment Part 1: Comprehensive Client Family Assessment With this client in mind, address the following in a Comprehensive ClientAssessment (without violating HIPAA regulations): Demographic information Presenting problem History or present illness Past psychiatric history Medical history Substance use history Developmental history Family psychiatric history Psychosocial history History of abuse/trauma Review of systems Physical assessment Mental status exam Differential diagnosis Case formulation Treatment plan Part 2: Family Genogram Prepare a genogram for the client you selected. The genogram should extend back by at least three generations (great grandparents, grandparents, and parents). .

Practicum – Assessing Client FamiliesTo prepare· Select.docx

heathmirella

Practicum – Assessing Client Families To prepare : · Select a client family that you have observed or counseled at your practicum site. · Review pages 137–142 of Wheeler (2014) and the Hernandez Family Genogram video in this week’s Learning Resources. (SEE ATTACHED VIDEO TRANSCRIPT) · Reflect on elements of writing a comprehensive client assessment and creating a genogram for the client you selected. The Assignment Part 1: Comprehensive Client Family Assessment Create a comprehensive client assessment for your selected client family that addresses (without violating HIPAA regulations) the following: · Demographic information · Presenting problem · History or present illness · Past psychiatric history · Medical history · Substance use history · Developmental history · Family psychiatric history · Psychosocial history · History of abuse and/or trauma · Review of systems · Physical assessment · Mental status exam · Differential diagnosis · Case formulation · Treatment plan Part 2: Family Genogram Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents). N:B. (1) PLEASE THIS ASSIGNMENT HAS 2 PARTS, AND I HAVE ATTACHED A SAMPLE OF THE ASSIGNMENT, BUT THE SAMPLE TALKS ONLY ABOUT HERNANDEZ, BUT THIS ASSIGNMENT IS FOCUS ON HERNANDEZ FAMILY. (2). HERNANDEZ FAMILY GENOGRAM VIDEO TRANSCRIPT IS ATTACHED INCASE YOU CAN NOT VIEW THE VIDEO Learning Resources Required Readings Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson. Chapter 8, “Experiential Family Therapy” (pp. 129–147) Chapter 13, “Narrative Therapy” (pp. 243–258) Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer. “Genograms” pp. 137-142 Cohn, A. S. (2014). Romeo and Julius: A narrative therapy intervention for sexual-minority couples. Journal of Family Psychotherapy, 25 (1), 73–77. doi:10.1080/08975353.2014.881696 Escudero, V., Boogmans, E., Loots, G., & Friedlander, M. L. (2012). Alliance rupture and repair in conjoint family therapy: An exploratory study. Psychotherapy, 49 (1), 26–37. doi:10.1037/a0026747 Freedman, J. (2014). Witnessing and positioning: Structuring narrative therapy with families and couples. Australian & New Zealand Journal of Family Therapy, 35 (1), 20–30. doi:10.1002/anzf.1043 Phipps, W. D., & Vorster, C. (2011). Narrative therapy: A return to the intrapsychic perspective. Journal of Family Psychotherapy, 22 (2), 128–147. doi:10.1080/08975353.2011.578036 Saltzman, W. R., Pynoos, R. S., Lester, P., Layne, C. M., & Beardslee, W. R. (2013). Enhanci ...

Learning Objectives Students will •Assess clients presenting for p.docx

ssuser47f0be

Learning Objectives Students will: •Assess clients presenting for psychotherapy • Develop genograms for clients presenting for psychotherapy To prepare: • Select a client whom you have observed or counseled at your practicum site. • Review pages 137–142 of the Wheeler text and the Hernandez Family Genogram video in this week’s Learning Resources. Reflect on elements of writing a Comprehensive Client Assessment and creating a genogram for the client you selected. The Assignment Part 1: Comprehensive Client Family Assessment With this client in mind, address the following in a Comprehensive ClientAssessment (without violating HIPAA regulations): •Demographic information •Presenting problem •History or present illness •Past psychiatric history •Medical history • Substance use history •Developmental history •Family psychiatric history •Psychosocial history •History of abuse/trauma •Review of systems •Physical assessment •Mental status exam •Differential diagnosis •Case formulation •Treatment plan Part 2: Family Genogram Prepare a genogram for the client you selected. The genogram should extend back by at least three generations (great grandparents, grandparents, and parents). Required Readings: (1) Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. ATTACHED WITH THIS HOMEWORK IS A SAMPLE OF THIS ASSIGNMENT AND REMEMBER IT HAS TWO PARTS. ...

Assgn 4 WK4.docx

4934bk

This document provides instructions for an assignment involving assessing a client family. Students are asked to select a family they have counseled and create a comprehensive assessment of the family that addresses demographic information, history, diagnoses, and a treatment plan. Students are also asked to develop a multi-generational genogram of the client family extending back at least three generations. Resources on family therapy and genograms are provided to help with completing the two-part assignment.

Comprehensive Client Family Assessment Demographic.docx

AASTHA76

Comprehensive Client Family Assessment Demographic information: Latino American family. Low socioeconomic status, working class. Presenting problem: “Social worker believes our discipline style is too harsh and we need parenting classes” History of Present Illness: Both clients present to the office with concerns regarding their children being “taken away” by social services as she believes they parent too harshly. They adamantly proclaim that they are very good, loving parents but believe that when a child is not following the rules, strict and physical discipline is necessary. They both explain that they were brought up this way and that physical or emotional abuse is not present. They explain that this is part of their culture and all they know is right. The social worker referred to the family as “those Mexicans” and seemed to be bias towards the family. Also, she seemed to not consider any alternative for the family after they requested it based on their working schedule and after explaining their cultural belief system. Past Psychiatric History: “Needs to be added to” Medical History: “Needs to be added to” Substance Abuse History: No indication for substance abuse. “Needs to be added to” Developmental history: Parents report that their two sons all have met their milestones throughout their development and are ages 6 and 8 years old. “Needs to be added to” Family psychiatric history: “Needs to be added to”. Psychosocial history: Male client works full-time and overtime to provide for the family. “Needs to be added to”. History of abuse/trauma: Based on the genogram created, both clients father and mother have a history of disciplining their children similarly. They both would require the clients to hold encyclopedias out in front of them until their arms “felt like they were going to fall off”. Both clients report this type of discipline as being miserable and that they inherited this from their parents. No physical or mental abuse of concern. Review of Systems: HEENT: No loss of vision or hearing. No sign of congestion, sore throat, or runny nose. SKIN: Cool and dry skin with no signs of wounds or lesions. CARDIOVASCULAR: No complaints of chest pain, tightness, discomfort or palpitations. S1, S2 heard upon auscultation. 2+ pedal and radial pulses. No weight gain and no edema. RESPIRATORY: Clear lung sounds with no adventitious sounds. No rhonchi or wheezes auscultated, and chest is symmetrical. No cough present. GASTROINTESTINAL: No nausea, emesis, or diarrhea. Abdomen soft, no distention, no discomfort on palpation. Bowel sounds present in all four quadrants. GENITOURINARY: No burning or discomfort when urinating. NEUROLOGICAL: No double vision, headaches, seizures. No loss of memory. Alert and oriented x person, place and time. Agitation present in male client. MUSCULOSKELETAL: No joint or muscles pain. No g.

Final Test and AssessmentNameUniversityDat.docx

AKHIL969626

Final Test and Assessment Name University Date Running Head: FINAL TEST AND ASSESSMENT 1 FINAL TEST AND ASSESSMENT 6 Client: Barbara B. Date of birth: 2/20/1993 Evaluated by: Case No.: 1234 Date of Evaluation: 3/25/15 Date of Report: 2/25/18 PURPOSE FOR EVALUATION: Barbara is a 22-year-old recent college graduate. She is currently employed as an entry-level account representative in a large advertising agency, a job she recently started about three months ago in a large city in the Northeast. She made a self-referral for assessment, reporting that she has been feeling tired and lacking in energy for about four weeks. Barbara reported that two months ago she started missing college life and friends and was also feeling a dislike for her job. She further reported a loss of interest in socializing, making new friends, performing daily routines such as exercising and trouble with concentration. Barbara also found herself questioning her vocational choice and finds she has difficulty keeping her mind on her work. Barbara recognizes that this is not normal and realized the need to refer herself for professional help. A psychological assessment was requested to gain more information about her present functioning and to aid in a diagnosis and treatment plan for Barbara. BEHAVIORAL OBSERVATIONS Barbara arrived for her appointment on time and was open in discussing her history and present concerns. She did note that she had overslept and rushed to keep the appointment, so she had not eaten that morning. She completed the assessments in a thoughtful manner, occasionally asking clarifying questions. She had some difficulty in responding to the projective tests, stating she was worried she would give incorrect answers. ASSESSMENT PROCEDURES Weschler Adult Intelligence Scale - Fourth Edition Clinical Assessment of Depression (CAD) Myers-Briggs Type Indicator® Personal Impact Report Sentence Completion Test House Tree Person Test Holland Code Career Test INFORMATION ASSESSMENT TECHNIQUES Development History Form Interviews Primary Sources Inventory Review of medical reports BACKGROUND INFORMATION Family/Social: Barbara reports no family history of emotional, behavioral, educational, substance or medical difficulties. Education History: Barbara finished elementary and high school with no reported issues and grades consisted of A’s and B’s. Barbara completed college and received her BA and reported grades of A’s and B’s. There was no history of learning or behavioral problems in school. Medical History: Barbara reports normal birth with no prematurity. No difficulties reported in birth. No reported use of alcohol or drugs while in utero. All developmental milestones were reached as normal. Barbara reports no history of injury or illness. Current medical concerns Barbara reports are fatigue, sleep problems and low energy. Psychiatric History: Barbara reports ...

This document provides an overview of assessment, diagnosis, and classification in child psychology. It discusses the purpose of assessment as gathering data to understand a child's functioning. Key assessment tools include clinical interviews, behavioral observations, and psychological testing. Diagnosis involves determining if a child's issues meet criteria for a psychological disorder as defined in a classification system, like the DSM-5. Classification systems provide a framework to categorize and describe disorders and are important for communication, research, and treatment. The document reviews different classification approaches and systems used historically and currently.

Hernandez Family Assessment Essay.docx

bkbk37

The Hernandez family was referred for therapy due to concerns about their harsh disciplinary style. Both parents reported experiencing severe punishment as children. They believe strict discipline is necessary and part of their culture. The therapist's goals are to explore the family's parenting styles, create awareness of alternative discipline techniques, and address any stress or anger issues that may influence their methods. Treatment will involve family therapy, CBT, and behavioral learning approaches.

Child Welfare: Lesson 6 Handout

UNC-Cool

Comprehensive family assessments go beyond investigations to identify services needed to address family needs, problems, and ensure child safety. The assessment identifies the nature and duration of abuse/neglect and its impact. It examines parents' and children's views, parents' experiences contributing to needs/problems, parental strengths, previous efforts to meet child needs/resolve problems, and kinship/tribal resources. Various assessment types evaluate education, medical issues, development, functioning, domestic violence, psychology, parenting abilities, sex offending, mental health, and substance abuse. Trauma screening and further assessment are important to understand family trauma impact and guide service referrals and plans.

CV Monica Shahbaznia - November 2014

Monica Shahbaznia Alvarez, PhD

This document provides a summary of Dr. Monica Shahbaznia Alvarez's credentials, including her education, clinical experience, research experience, presentations, training, affiliations, and languages spoken. She has over 15 years of clinical experience working with children, adolescents, families and medical teams. She received her PhD in Clinical Psychology from Alliant International University and has held various clinical roles, including independent practice and positions at hospitals.

NRNPPRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Eva.docx

kendalfarrier

NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template Week (enter week #): (Enter assignment title) Student Name College of Nursing-PMHNP, Walden University NRNP 6665: PMHNP Care Across the Lifespan I Faculty Name Assignment Due Date Subjective: CC (chief complaint): HPI: Substance Current Use: Medical History: · Current Medications: · Allergies: · Reproductive Hx: ROS: · GENERAL: · HEENT: · SKIN: · CARDIOVASCULAR: · RESPIRATORY: · GASTROINTESTINAL: · GENITOURINARY: · NEUROLOGICAL: · MUSCULOSKELETAL: · HEMATOLOGIC: · LYMPHATICS: · ENDOCRINOLOGIC: Objective: Diagnostic results: Assessment: Mental Status Examination: Diagnostic Impression: Reflections: Case Formulation and Treatment Plan: References © 2021 Walden University Page 1 of 3 Assignment 2: Focused SOAP Note and Patient Case Presentation For this Assignment, you will document information about a patient that you examined during the last 3 weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. Be sure to incorporate any feedback you received on your Week 3 and Week 7 case presentations into this final presentation for the course. To Prepare Select a child or adolescent patient that you examined during the last 3 weeks who presented with a disorder for which you have not already created a Focused SOAP Note in Weeks 3 or 7. (For instance, if you selected a patient with anorexia nervosa in Week 7, you must choose a patient with another type of disorder for this week.) Create a Focused SOAP Note on this patient using the template provided in the Learning Resources.. Please Note: When you submit your note, you should include the complete focused SOAP note as a Word document and PDF/images of each page that is initialed and signed by your Preceptor. You must submit your SOAP note using SafeAssign. Note: If both files are not received by the due date, faculty will deduct points per the Walden Grading Policy. Then, based on your SOAP note of this patient, develop a video case study presentation. Take time to practice your presentation before you record. Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning. The Assignment Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management. Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value. Specifically address the following for the patient, using your SOAP note as a guide: S.

Family Issues Disabilities Online

ruwo11920

The document discusses several key aspects of family decision making when a family member has a chronic medical condition or disability: 1) Families struggle with decisions around futility of medical interventions and coming to terms with an uncertain or poor prognosis. 2) Caring for a child with special needs can greatly impact the entire family through increased stress, changes to family identity and relationships, and financial strain from medical costs. 3) Counselors can help families build resiliency by using techniques like empathy, reframing challenges in a positive light, encouraging positive self-talk, and teaching skills for effective coping.

Assessment case study

Zarhirra

The client is a 23-year-old white female court-ordered to substance abuse treatment. She reports a history of complex childhood trauma, substance dependence, and mental health issues. Assessment results showed high probability of substance dependence, limited insight, and severe anxiety. The treatment plan focuses on gaining insight, building skills to cope with trauma and anxiety, and empowering her to change her self-concept from victim to survivor through a holistic, strengths-based approach.

Chapter 11 Clinical and Counseling Assessment.pptx

DonnaMaeVAlejo

This document discusses methods of clinical and counseling assessment. It covers key concepts in diagnosing mental disorders using references like the DSM-5 and ICD-11. A biopsychosocial assessment takes a multidisciplinary approach exploring biological, psychological, social and cultural factors. Clinical interviews gather information through various structured approaches. Case history data and psychological tests provide additional information. Broad screening tests check for possible disorders while specific diagnostic tests inform on comorbidities or differentials. Assessments must be culturally informed and applied to specific contexts like addiction, forensic evaluations, custody decisions and predicting lethality or criminal responsibility. Clinical prediction combines experience with empirical data whereas mechanical prediction relies solely on statistical rules.

Intervention for offenders

tracymallett

The document discusses several risk factors and predictors related to juvenile delinquency and suicide risk assessment. Key risk factors include depression, substance abuse, previous suicide attempts, access to lethal means, family dysfunction, and certain clinical disorders. Treatment approaches have shifted from a sole focus on the individual to involving the family through strengths-based models that assess the child within the larger family system and build on inherent strengths.

Comprehensive nursing assessment

Kristine Mae Fernandez

The document provides an overview of the components of a nursing assessment. It discusses Gordon's 11 Functional Health Patterns which provide a framework for collecting comprehensive nursing data. It also describes the purpose and techniques for obtaining both subjective and objective data, including conducting a nursing interview, performing a physical examination using inspection, palpation, percussion, and auscultation, and developing a health history. The document aims to help nursing students understand how to systematically assess a client's health status.

Provide a brief summary of What was her medical condition.docx

write31

Jenna was a young woman who suffered a traumatic brain injury in a car accident. She required long-term care and rehabilitation, but was stable enough for discharge home. However, she needed resources like home health aides, transportation, and home modifications to be safely discharged. Her case manager worked to acquire these resources, which was challenging due to limited funding and availability of services. Eventually the case manager was able to arrange the necessary resources through private agencies and family support, allowing Jenna to return home and continue her recovery in a more natural environment.

MWERA PPTIA Power Point Presentation

CamilleMora

Review the strategic integration section. Note what strategic.docx

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