Running head: SMITH TREATMENT PLAN
1
SMITH TREATMENT PLAN
3
Treatment Plan Grading Rubric
Element
Criteria
Points
Possible
Points Earned
Instructor’s Comments
Content of Treatment Plan
Additional screening and assessment instruments identified with BioPsychoSocialSpiritual (BPSS) and explained
Diagnoses clearly identified and are accurate. (DSM codes needed). Consideration of self-report vs other sources of information appropriately Comment by Jill: See bubbled comments below Comment by Jill: See bubbled comments below and read comments this page
Treatment Plan: Clearly address current functioning, mental health, substance use, and faith/spirituality with thorough recommendations with plan following Comment by Jill: See bubbled comments below and read comments this page
Relevant details identified from Perkinson, Jongsma, and Bruce (2014) and other course resources
Clearly identified best treatment setting Comment by Jill: See bubbled comments below and read comments this page Comment by Jill:
Conclusions
32
23
Co-Occurring Disorder (COD) is actually the concern here with 3 areas operating related to alcohol, opioids, and depression. Benzodiazepenes could be added as a 4th, but can be determined after detox. Further investigation is needed after suicidality and overdosing more than once regarding self reported, but unconfirmed, BiPolar mental illness, as well. It would not be appropriate to ignore any one of the areas above especially in one with suicidal ideations and her past history of comas. Future opioids should come through her psychiatrist only unless communication is established between you, psychiatrist and pain doctor. You will need third party waivers signed by client from start of therapy to communicate with any previous psychiatrist and pain doctors, who can be determined. These plans always offer ongoing evaluation and continual review open to additions and changes as the case moves forward to prioritize necessities and meet previously undisclosed or unknown concerns. These can be updated in the treatment plan and are also noted in the progress notes. Your codes needed to be more specific on both of the substances and depression.
Diagnostic Impressions is not the same as the diagnostic portion. Setting is not clear other than detox. Spirituality is addressed but would not be a coded problem. Conclusion is noted
APA Format
Title Page in current APA format with running head in correct APA style
Font, level headings, margins are in correct APA Style
Citations properly used in all needed places and match reference list
If quotations are include, all APA requirements are met, not used unnecessarily/excessively.
Plagiarism free*
Reference Page is in current APA format
* Higher deduction and other consequences might be applied for plagiarism.
10
10
Most of your attention to APA detail is fine for a paper of this nature.
Grammar/Writing
Sentences: coherent, varied, complete, clear, and concise wording
Punctuation including prop ...
Unit 6 Assignment Template[Erica Chidester][Course and Se.docxaryan532920
Unit 6 Assignment Template
[Erica Chidester]
[Course and Section Number]
[Date]
[Instructor’s Name]
Adding Audio to Slides –
NOTE: Remove this slide before uplaoding final PowerPoint to Dropbox
Click on the “Insert” button in the top menu of this PowerPoint window.
2. Click on the dropdown arrow on the audio button and choose “Record Audio”.
3. Use the audio stop, play and record controls to record your announcement.
4. Your recorded announcement will be embedded on the slide.
5. Save the file and upload to the Dropbox once all criteria are completed.
After writing the content for each slide, add the audio explanation. Each explanation should be 2 minutes long.
Introduction
[Name of organization]
[Type of organization]
[Date and time of observation]
[Your role as observer (employee, customer, client, etc.]
Professional Appearance of Employees and Company
[Use these questions to guide your narration response:
How do the employees dress?
Is there anything about the appearance of the employees that distracts from their professionalism?
Do the employees’ appearance fit the nature of the business? Why or why not?
What does the working environment look like? (furnishings, artwork, lighting, sounds, etc.)
Do the physical surroundings fit the nature of the business? Why or why not?
How do the employees interact with each other and outside people within the workplace? (greetings, tone of conversation, non-verbal communication, etc.)
How do employees interact with each other?
Do the interactions of employees fit the nature of the business? Why or why not?]
Analysis of Company
[Discuss: What inferences can you make from your observation?] You should cover the following ideas in your explanation:
Analyze the company based on information you have learned about organizational culture in the class. Areas to include are to
categorize the type of organizational culture you feel the company follows and support this information with what you have learned about organizational culture
compare the work done at the company and the organizational culture and explain how this relates
research the mission of the company and explain if it aligns with what you have observed. Explain why or why not.
Evaluation of Your Fit
[Discuss: Based solely on what you have observed and researched about the company (not based on the field of the company), do you feel you would be a good fit for this company? Why or why not?]
NOTE: Support this information with what you have learned through your observation as well as what you have researched about the company.
References
APA formatting guidelines should apply for both the reference slide and in-text citations to support research required for the assignment.
Running head: SMITH TREATMENT PLAN
1
SMITH TREATMENT PLAN
8
Case History Treatment Plan:
Sally Smith
Student Name
School
Case History for Treatment Plan
Report Regarding Sally Smith
Name: Sally Smith
SS#: 000-00-0000
...
Running head SMITH TREATMENT PLAN1SMITH TREATMENT PLAN2.docxjeanettehully
Running head: SMITH TREATMENT PLAN
1
SMITH TREATMENT PLAN
2
Case History Treatment Plan:
Sally Smith
Student
School
Case History for Treatment Plan
Report Regarding Sally Smith
Name: Sally Smith
SS#: 000-00-0000
Age: 42 years old
Date of Examination: 9/1/2016
Examiners: Fred Looney, PhD
Chief Complaint: Mental functioning
Sources of Information
Clinical Interview with Sally Smith
Medical Records
Brief Mental Status Examination
Wechsler Adult Intelligence Scale-IV (WAIS-IV)
Background Information
Ms. Smith is a 42-year-old African American female. She currently lives with her mother. She states she has one adult son from a prior marriage. Ms. Smith states she has a 2-year nursing degree and was employed as a nurse until 2015. She indicates that she does not attend church currently, but her mother attends on a weekly basis. As a child, she attended Sunday school and church periodically.
Ms. Smith states that she has been unable to work as a nurse due to medical problems. She reported that for years she had problems with high blood pressure, and, one day, she passed out and was put on a respirator. With further questioning, she reports that, on the day of this hospitalization, she drank an alcoholic beverage that reportedly was laced with “some drug.” Her medical records show a positive drug screen of benzodiazepines. The medical records state she was “brought in a comatose state” and was intubated.
The doctor’s records state that Ms. Smith had told him she had been taking OxyContin for pain and had gone to lunch with friends and had two drinks. When asked about the information in the medical records, Ms. Smith admitted to some problematic drinking during a one-year time frame. However, her reported history and the medical records do not coincide. Medical records report a diagnosis of alcohol poisoning.
Her medical history includes inflammatory bowel disease, acute gastritis, atypical chest pain, hypertension, and a history of alcohol abuse with elevated alcohol levels during admission. Ms. Smith states she has a history of depression and was admitted to a state hospital in 2016 due to suicidal ideations. She states her abusive alcoholic drinking is related to her depression. She does admit to consuming a “small” bottle of vodka on a daily basis at the height of her drinking. She denies any current alcohol use and is reportedly under the care of a doctor. She states her current diagnosis is bipolar disorder. She reports that she hears voices in her head and, at times, verbally responds to them. Ms. Smith was not able to list the medications she is currently on, nor are there any recent medical records as to her current medical conditions. Most recent record is January 2016.Mental Status and Behavioral Observations
Attitude and Behavior: Ms. Smith was friendly and cooperative throughout the interview. She appeared to respond in a genuine manner when asked questions. At times, however, she appeared to be confused with the in ...
Final Test and AssessmentNameUniversityDat.docxAKHIL969626
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 ...
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docxbartholomeocoombs
CASE STUDY:
Female, 15, separation anxiety disorder, Depression
The patient is a fifteen-year-old female teenager who presents to the clinic with her mother for her first assessment. Patient is being referral to the clinic by the school counselor due to low grades and poor school assistance. During the session, both the patient and the mother are neatly dressed. Her mother seems to be worried about her daughter. The patient said, "I worry a lot about my family members. I fear that one day my parents will be abducted or fatally injured. The worries and fears make me have difficulties concentrating on personal well-being and my studies in school." The mental assessment shows that the patient is depressed, and she refuses to leave the proximity of her mother. Her mother says that her daughter has been experiencing depression or anxiety attacks. The physical assessment shows that the patient has been experiencing physical aches and pains. She maintains good eye contact. Her mood is a little anxious. The symptoms conclude that the patient has separation anxiety disorder because the symptoms have progressed for the past six months. Treatments include antidepressants, group therapy, family therapy, dialectical behavioral therapy, and cognitive-behavioral therapy. A follow-up is to be done in two weeks.
Assignment 2: Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.
To Prepare
· 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:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum o.
MN660 Case Study MN 660 Neuroscience and PsychopharmIlonaThornburg83
MN660 Case Study
MN 660 Neuroscience and Psychopharmacology
March 22, 2022
Criteria
Clinical Notes
Subjective
Chief complaint: The 26-year-old patient is worried that recent legal issues regarding drunk-driving are fuelled by his psychiatric symptoms.
HPI- The legal issues happened several months ago. He reports that the symptoms started when he started taking SSRI for depression and generalized anxiety disorder symptoms. When he started on SSRIs, he lost anxiety, fear, and avoidance. However, he became unusually talkative, had racing thoughts, and was distractible, hyperactive, and impulsive. He also reported decreased need for sleep. The patient exhibited grandiosity, in which he felt invincible and that the law do not apply to him.
Past Medical History: Patient has experienced major depressive episodes as a teenager. His symptoms have included insomnia, despondent thoughts, depressed mood, and low interest in activities, poor energy, and impaired cognition. The depressive episodes have been incapacitating and affect his school and work.
The patient has symptoms of social anxiety characterized with anticipatory anxiety, and nervousness around people.
Social History: the patient reports excessive alcohol use. He has few friends, but his family is supportive.
ROS noncontributory
Include chief complaint, subjective information from the patient, names and relations of others present in the interview, and basic demographic information of the patient. HPI, Past Medical and Psychiatric History, Social History, Review of Systems (ROS) – if ROS is negative, “ROS noncontributory,” or “ROS negative with the exception of…”.
Objective
Vitals:
· 8
· 160/80
· 76
· 18
· 5'10ʺ
· 190 lbs
This is where the “facts” are located. Include relevant labs, test results, vitals, and physical exam if performed. Include MSE, risk assessment here, and psychiatric screening measure results.
Assessment
Dx. Bipolar disorder I (ICD 10-F31.1)
According to DSM-IV, diagnosis of bipolar type I requires the presence of manic episode of at least 1 week’s duration that cuases significant impairment in social functioning or work or causes hospitalization.Maniac episodes are characterized by mood disturbance including irritability, grandiosity, reduced need for speech, excessive talking, and racing thoughts (Post, et al., 2019). A patient must experience 5 of the following symptoms of major depressive episodes; depressed mood, reduced pleasure or interest in almost all activities, hypersomnia or insomnia, loss of energy, or feeling of worthlessness.
While the recent the recent episode is associated with SSRIs, the patient history of incapacitating depressive episodes, social anxiety, and these symptoms are present regardless of the affective state.
Differential diagnoses include:
1. Anxiety disorder (ICD 10: F41.9) - the patient presents with social phobias, fear of public places, and panic disorder. Anxiety disorder often mimics or co-occurs with bipolar disorder.
2. ...
NRNP/PRAC 6645 Comprehensive Psychiatric
Evaluation Note Template
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to include, follow the
Comprehensive Psychiatric Evaluation Template
AND the Rubric
as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignments. After reviewing full details of the rubric, you can use it as a guide.
In the
Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use, social, and medical history
· Allergies
· ROS
·
Read rating descriptions to see the grading standards!
In the
Objective section, provide:
· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
·
Read rating descriptions to see the grading standards!
In the
Assessment section, provide:
· Results of the mental status examination,
presented in paragraph form.
· At least three differentials with supporting evidence. List them from top priority to least priority. Compare the
DSM-5 diagnostic criteria for each differential diagnosis and explain what
DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis.
Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
·
Read rating descriptions to see the grading standards!
Reflect on this case. Include what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (
demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
(The comprehensive evaluation is typically the
initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety sympt.
TitleABC123 Version X1Week 5 Programmatic AssessmentTakishaPeck109
Title
ABC/123 Version X
1
Week 5 Programmatic Assessment
PSY/410 Version 6
University of Phoenix Material
Week Five Programmatic Assessment
Scenario
Abby is a 20-year-old female college student. For at least the last 3 months, Abby has experienced ongoing anxiety and worry without a specific cause for these feelings. She has been restless and has noticed that her muscles feel tense and that these symptoms are beginning to affect her behavior in a way that is causing her to become distressed and that is preventing her from being able to complete her normal tasks. Abby correctly believed that it was normal to feel a little anxious sometimes; however, as the semester has progressed, she has not begun to feel significantly more comfortable.
On the recommendation of a friend, Abby visited the university’s counseling center and talked to Dr. Smith. Dr. Smith was warm and welcoming and, after discussing the limits of confidentiality with Abby and obtaining informed consent, encouraged Abby to describe her concerns. Dr. Smith listened attentively and asked Abby a few questions. They both agreed on an appointment date and time for the next week. Dr. Smith gave Abby a homework assignment to keep a written log of the negative thoughts or assumptions she has during the week and the circumstances under which those thoughts occurred. Abby was asked to bring the log with her to her next appointment.Short-Answer Questions
Answer the following questions based on the scenario above. Answers should be short and concise.
1. Which DSM-5 disorder matches the symptoms Abby is reporting?
2. Which theoretical model does the homework assigned by Dr. Smith match?
3. If Dr. Smith recommended medications only, which theoretical model would this match?
4. If Dr. Smith recommended medications in addition to therapy, which theoretical model would this match?
5. If Dr. Smith completed a free association exercise with Abby, which theoretical model would this match?
6. If Dr. Smith used unconditional positive regard in the treatment, which theoretical model would this match?
7. If instead of the symptoms listed in the scenario, Abby reported the following:
She had been in a car accident where she feared for her life. She had sleep disturbances including nightmares and became uncomfortable at the thought of driving, to the point that she avoided driving. She now believes she is a horrible driver, although her friends assure her this is not true. If these symptoms have lasted for longer than a month, which DSM-5 disorder label might match her symptoms?
8. If instead of the symptoms listed in the scenario, Abby reported the following:
Every day for the past 2 weeks she felt down or sad for most of the day, had noticed an increase in her appetite, had been unable to sleep or concentrate, and felt tired. Additionally, this was interfering with her goals and tasks, and she reported that she had never felt manic or hypomanic. Which DSM-5 disorder label might match ...
Title abc123 version x1week 5 programmatic assessmentraju957290
This document provides a scenario about a 20-year-old college student named Abby who is experiencing ongoing anxiety and worry for the last 3 months without a specific cause. She visited the university counseling center and spoke with Dr. Smith, who listened to her concerns and gave her a homework assignment to log her negative thoughts. The document then provides 13 short answer questions about theoretical models, potential DSM-5 disorder labels, and concepts of informed consent based on variations of Abby's reported symptoms. It concludes with a copyright statement.
Unit 6 Assignment Template[Erica Chidester][Course and Se.docxaryan532920
Unit 6 Assignment Template
[Erica Chidester]
[Course and Section Number]
[Date]
[Instructor’s Name]
Adding Audio to Slides –
NOTE: Remove this slide before uplaoding final PowerPoint to Dropbox
Click on the “Insert” button in the top menu of this PowerPoint window.
2. Click on the dropdown arrow on the audio button and choose “Record Audio”.
3. Use the audio stop, play and record controls to record your announcement.
4. Your recorded announcement will be embedded on the slide.
5. Save the file and upload to the Dropbox once all criteria are completed.
After writing the content for each slide, add the audio explanation. Each explanation should be 2 minutes long.
Introduction
[Name of organization]
[Type of organization]
[Date and time of observation]
[Your role as observer (employee, customer, client, etc.]
Professional Appearance of Employees and Company
[Use these questions to guide your narration response:
How do the employees dress?
Is there anything about the appearance of the employees that distracts from their professionalism?
Do the employees’ appearance fit the nature of the business? Why or why not?
What does the working environment look like? (furnishings, artwork, lighting, sounds, etc.)
Do the physical surroundings fit the nature of the business? Why or why not?
How do the employees interact with each other and outside people within the workplace? (greetings, tone of conversation, non-verbal communication, etc.)
How do employees interact with each other?
Do the interactions of employees fit the nature of the business? Why or why not?]
Analysis of Company
[Discuss: What inferences can you make from your observation?] You should cover the following ideas in your explanation:
Analyze the company based on information you have learned about organizational culture in the class. Areas to include are to
categorize the type of organizational culture you feel the company follows and support this information with what you have learned about organizational culture
compare the work done at the company and the organizational culture and explain how this relates
research the mission of the company and explain if it aligns with what you have observed. Explain why or why not.
Evaluation of Your Fit
[Discuss: Based solely on what you have observed and researched about the company (not based on the field of the company), do you feel you would be a good fit for this company? Why or why not?]
NOTE: Support this information with what you have learned through your observation as well as what you have researched about the company.
References
APA formatting guidelines should apply for both the reference slide and in-text citations to support research required for the assignment.
Running head: SMITH TREATMENT PLAN
1
SMITH TREATMENT PLAN
8
Case History Treatment Plan:
Sally Smith
Student Name
School
Case History for Treatment Plan
Report Regarding Sally Smith
Name: Sally Smith
SS#: 000-00-0000
...
Running head SMITH TREATMENT PLAN1SMITH TREATMENT PLAN2.docxjeanettehully
Running head: SMITH TREATMENT PLAN
1
SMITH TREATMENT PLAN
2
Case History Treatment Plan:
Sally Smith
Student
School
Case History for Treatment Plan
Report Regarding Sally Smith
Name: Sally Smith
SS#: 000-00-0000
Age: 42 years old
Date of Examination: 9/1/2016
Examiners: Fred Looney, PhD
Chief Complaint: Mental functioning
Sources of Information
Clinical Interview with Sally Smith
Medical Records
Brief Mental Status Examination
Wechsler Adult Intelligence Scale-IV (WAIS-IV)
Background Information
Ms. Smith is a 42-year-old African American female. She currently lives with her mother. She states she has one adult son from a prior marriage. Ms. Smith states she has a 2-year nursing degree and was employed as a nurse until 2015. She indicates that she does not attend church currently, but her mother attends on a weekly basis. As a child, she attended Sunday school and church periodically.
Ms. Smith states that she has been unable to work as a nurse due to medical problems. She reported that for years she had problems with high blood pressure, and, one day, she passed out and was put on a respirator. With further questioning, she reports that, on the day of this hospitalization, she drank an alcoholic beverage that reportedly was laced with “some drug.” Her medical records show a positive drug screen of benzodiazepines. The medical records state she was “brought in a comatose state” and was intubated.
The doctor’s records state that Ms. Smith had told him she had been taking OxyContin for pain and had gone to lunch with friends and had two drinks. When asked about the information in the medical records, Ms. Smith admitted to some problematic drinking during a one-year time frame. However, her reported history and the medical records do not coincide. Medical records report a diagnosis of alcohol poisoning.
Her medical history includes inflammatory bowel disease, acute gastritis, atypical chest pain, hypertension, and a history of alcohol abuse with elevated alcohol levels during admission. Ms. Smith states she has a history of depression and was admitted to a state hospital in 2016 due to suicidal ideations. She states her abusive alcoholic drinking is related to her depression. She does admit to consuming a “small” bottle of vodka on a daily basis at the height of her drinking. She denies any current alcohol use and is reportedly under the care of a doctor. She states her current diagnosis is bipolar disorder. She reports that she hears voices in her head and, at times, verbally responds to them. Ms. Smith was not able to list the medications she is currently on, nor are there any recent medical records as to her current medical conditions. Most recent record is January 2016.Mental Status and Behavioral Observations
Attitude and Behavior: Ms. Smith was friendly and cooperative throughout the interview. She appeared to respond in a genuine manner when asked questions. At times, however, she appeared to be confused with the in ...
Final Test and AssessmentNameUniversityDat.docxAKHIL969626
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 ...
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docxbartholomeocoombs
CASE STUDY:
Female, 15, separation anxiety disorder, Depression
The patient is a fifteen-year-old female teenager who presents to the clinic with her mother for her first assessment. Patient is being referral to the clinic by the school counselor due to low grades and poor school assistance. During the session, both the patient and the mother are neatly dressed. Her mother seems to be worried about her daughter. The patient said, "I worry a lot about my family members. I fear that one day my parents will be abducted or fatally injured. The worries and fears make me have difficulties concentrating on personal well-being and my studies in school." The mental assessment shows that the patient is depressed, and she refuses to leave the proximity of her mother. Her mother says that her daughter has been experiencing depression or anxiety attacks. The physical assessment shows that the patient has been experiencing physical aches and pains. She maintains good eye contact. Her mood is a little anxious. The symptoms conclude that the patient has separation anxiety disorder because the symptoms have progressed for the past six months. Treatments include antidepressants, group therapy, family therapy, dialectical behavioral therapy, and cognitive-behavioral therapy. A follow-up is to be done in two weeks.
Assignment 2: Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.
To Prepare
· 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:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum o.
MN660 Case Study MN 660 Neuroscience and PsychopharmIlonaThornburg83
MN660 Case Study
MN 660 Neuroscience and Psychopharmacology
March 22, 2022
Criteria
Clinical Notes
Subjective
Chief complaint: The 26-year-old patient is worried that recent legal issues regarding drunk-driving are fuelled by his psychiatric symptoms.
HPI- The legal issues happened several months ago. He reports that the symptoms started when he started taking SSRI for depression and generalized anxiety disorder symptoms. When he started on SSRIs, he lost anxiety, fear, and avoidance. However, he became unusually talkative, had racing thoughts, and was distractible, hyperactive, and impulsive. He also reported decreased need for sleep. The patient exhibited grandiosity, in which he felt invincible and that the law do not apply to him.
Past Medical History: Patient has experienced major depressive episodes as a teenager. His symptoms have included insomnia, despondent thoughts, depressed mood, and low interest in activities, poor energy, and impaired cognition. The depressive episodes have been incapacitating and affect his school and work.
The patient has symptoms of social anxiety characterized with anticipatory anxiety, and nervousness around people.
Social History: the patient reports excessive alcohol use. He has few friends, but his family is supportive.
ROS noncontributory
Include chief complaint, subjective information from the patient, names and relations of others present in the interview, and basic demographic information of the patient. HPI, Past Medical and Psychiatric History, Social History, Review of Systems (ROS) – if ROS is negative, “ROS noncontributory,” or “ROS negative with the exception of…”.
Objective
Vitals:
· 8
· 160/80
· 76
· 18
· 5'10ʺ
· 190 lbs
This is where the “facts” are located. Include relevant labs, test results, vitals, and physical exam if performed. Include MSE, risk assessment here, and psychiatric screening measure results.
Assessment
Dx. Bipolar disorder I (ICD 10-F31.1)
According to DSM-IV, diagnosis of bipolar type I requires the presence of manic episode of at least 1 week’s duration that cuases significant impairment in social functioning or work or causes hospitalization.Maniac episodes are characterized by mood disturbance including irritability, grandiosity, reduced need for speech, excessive talking, and racing thoughts (Post, et al., 2019). A patient must experience 5 of the following symptoms of major depressive episodes; depressed mood, reduced pleasure or interest in almost all activities, hypersomnia or insomnia, loss of energy, or feeling of worthlessness.
While the recent the recent episode is associated with SSRIs, the patient history of incapacitating depressive episodes, social anxiety, and these symptoms are present regardless of the affective state.
Differential diagnoses include:
1. Anxiety disorder (ICD 10: F41.9) - the patient presents with social phobias, fear of public places, and panic disorder. Anxiety disorder often mimics or co-occurs with bipolar disorder.
2. ...
NRNP/PRAC 6645 Comprehensive Psychiatric
Evaluation Note Template
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to include, follow the
Comprehensive Psychiatric Evaluation Template
AND the Rubric
as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignments. After reviewing full details of the rubric, you can use it as a guide.
In the
Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use, social, and medical history
· Allergies
· ROS
·
Read rating descriptions to see the grading standards!
In the
Objective section, provide:
· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.
·
Read rating descriptions to see the grading standards!
In the
Assessment section, provide:
· Results of the mental status examination,
presented in paragraph form.
· At least three differentials with supporting evidence. List them from top priority to least priority. Compare the
DSM-5 diagnostic criteria for each differential diagnosis and explain what
DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis.
Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
·
Read rating descriptions to see the grading standards!
Reflect on this case. Include what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (
demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
(The comprehensive evaluation is typically the
initial new patient evaluation. You will practice writing this type of note in this course. You will be ruling out other mental illnesses so often you will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety sympt.
TitleABC123 Version X1Week 5 Programmatic AssessmentTakishaPeck109
Title
ABC/123 Version X
1
Week 5 Programmatic Assessment
PSY/410 Version 6
University of Phoenix Material
Week Five Programmatic Assessment
Scenario
Abby is a 20-year-old female college student. For at least the last 3 months, Abby has experienced ongoing anxiety and worry without a specific cause for these feelings. She has been restless and has noticed that her muscles feel tense and that these symptoms are beginning to affect her behavior in a way that is causing her to become distressed and that is preventing her from being able to complete her normal tasks. Abby correctly believed that it was normal to feel a little anxious sometimes; however, as the semester has progressed, she has not begun to feel significantly more comfortable.
On the recommendation of a friend, Abby visited the university’s counseling center and talked to Dr. Smith. Dr. Smith was warm and welcoming and, after discussing the limits of confidentiality with Abby and obtaining informed consent, encouraged Abby to describe her concerns. Dr. Smith listened attentively and asked Abby a few questions. They both agreed on an appointment date and time for the next week. Dr. Smith gave Abby a homework assignment to keep a written log of the negative thoughts or assumptions she has during the week and the circumstances under which those thoughts occurred. Abby was asked to bring the log with her to her next appointment.Short-Answer Questions
Answer the following questions based on the scenario above. Answers should be short and concise.
1. Which DSM-5 disorder matches the symptoms Abby is reporting?
2. Which theoretical model does the homework assigned by Dr. Smith match?
3. If Dr. Smith recommended medications only, which theoretical model would this match?
4. If Dr. Smith recommended medications in addition to therapy, which theoretical model would this match?
5. If Dr. Smith completed a free association exercise with Abby, which theoretical model would this match?
6. If Dr. Smith used unconditional positive regard in the treatment, which theoretical model would this match?
7. If instead of the symptoms listed in the scenario, Abby reported the following:
She had been in a car accident where she feared for her life. She had sleep disturbances including nightmares and became uncomfortable at the thought of driving, to the point that she avoided driving. She now believes she is a horrible driver, although her friends assure her this is not true. If these symptoms have lasted for longer than a month, which DSM-5 disorder label might match her symptoms?
8. If instead of the symptoms listed in the scenario, Abby reported the following:
Every day for the past 2 weeks she felt down or sad for most of the day, had noticed an increase in her appetite, had been unable to sleep or concentrate, and felt tired. Additionally, this was interfering with her goals and tasks, and she reported that she had never felt manic or hypomanic. Which DSM-5 disorder label might match ...
Title abc123 version x1week 5 programmatic assessmentraju957290
This document provides a scenario about a 20-year-old college student named Abby who is experiencing ongoing anxiety and worry for the last 3 months without a specific cause. She visited the university counseling center and spoke with Dr. Smith, who listened to her concerns and gave her a homework assignment to log her negative thoughts. The document then provides 13 short answer questions about theoretical models, potential DSM-5 disorder labels, and concepts of informed consent based on variations of Abby's reported symptoms. It concludes with a copyright statement.
INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docxjaggernaoma
INITIAL CASE CONCEPTUALIZATION 8
Initial Case Conceptualization
Nichole Hairston-Purvis
Dr. Stephanie Warren
COUN6332
Capella University
February 12, 2018
PSYCHOLOGY
Part One: Client Information
This paper focuses on S. H., a client that the therapist has been speaking with in counselling sessions over a couple of weeks since they met during an internship program in the field. S.H. is 25 years of age. The client resides in Detroit City in Michigan, United States of America as a first generation immigrant, her country of origin being Nigeria in Africa. Having migrated into the U.S with her parents, 2 brothers and a sister when she was 11 years old, she is an African American citizen. She speaks both fluent English and Spanish. The client is a staunch Muslim and her wealthy parents live in New Jersey, U.S. S.H. has been working as a credit officer at a locally based bank until she was dimissed a few months ago .She rarely asks for financial support from her parents despite the fact that she is out of job.
The client does not portray any signs of physical disability and appears physically healthy. S.H. did not complete her college education after she got pregnant, arguing that she could not properly manage college, full time job and raising a baby. S.H.’s siblings are graduates having professional careers. The client has a son who is 2 years old and she claims that sometimes she feels ‘overwhelmed’ because of raising him all alone as her husband serves in the military and has been away for nine months. Client reveals that it has now been two years since she saw her family. Furthermore, she states that her relationship with her parents is ‘close’ despite mentioning that her father is an excessive drinker. Her father and mother are a banker and an educator respectively.
While presenting her concerns and problems the client said, “I lost my job a few months ago which has brought a feeling of hopelessness. I am having sleepless nights and I have lost my appetite.” Over the past two months, the client reported having lost eight pounds. Despite worrying about being a solo parent, she also fears that she might become homeless. S.H stated, “I am always worried. I am completely stressed out. My husband has been away for nine months serving in the military .I am always worried about him.” During her various appointments, S.H. has been arriving thirty minutes earlier. She also reported that she had never attended any counselling in the past. The client appeared to be suffering from depression and anxiety due to the fact that the client presented with shaky hands and was tearful during while completing her intake paperwork. During the description of her problems and her decision to seek out therapy, she made limited eye contact .She had a halting speech. The client seemed pretty willing and commitment to the nine treatment sessions recommended by her insurance company.
Part 2: Theoretical Framework
.
A psychiatrist is a medical doctor who specializes in diagnosing and treating mental illnesses and substance abuse disorders. It takes many years of education and training to become a psychiatrist, including graduating from college, medical school, and completing 4 years of residency training in psychiatry. Psychiatrists are the only mental health practitioners who are fully licensed medical doctors, allowing them to prescribe medications and understand the relationship between physical and mental health. Common mood disorders like depression and bipolar disorder affect millions of Americans and can be successfully treated by psychiatrists through medication, psychotherapy, or other methods.
Psychiatry history taking and mental state examination [autosaved]Ravi Paul
The document discusses the importance of obtaining a thorough psychiatric history from patients. It outlines the key components of a psychiatric history, including identifying data, chief complaint, history of present illness, past psychiatric history, medical history, family history, developmental history, and mental status examination. The psychiatric history allows psychiatrists to understand who the patient is, where they have come from, and where they are likely to go in the future by gathering details about their life experiences, current issues, and mental state.
Based on the authors’ own clinical experiences, these seventee.docxjasoninnes20
Based on the authors’ own clinical experiences, these seventeen comprehensive
case histories reflect the most common psychological disorders. Rich in detail, inte-
grated in approach, and fully updated for the DSM-5, each case describes patient
symptoms and history, the formulation and implementation of a treatment plan,
and results. Each case also includes the perspective of a family member or friend.
This unique viewpoint emphasizes the impact of psychological disorders on those
closest to the patient as well as the importance of considering sociocultural factors
in diagnosis and treatment. Each case study concludes with assessment questions
that help students check their understanding of the symptoms, diagnosis, and
treatment of the disorder exhibited by the patient. Three additional cases provide
opportunities for students to identify disorders and suggest appropriate therapies.
Diagnostic information and treatment strategies for the patients in these “You
Decide” cases are provided in appendices for students to check their assessments.
About the Authors
Ethan E. Gorenstein is clinical director of the Behavioral Medicine Program at
Columbia-Presbyterian Medical Center and a professor of clinical psychology in
the department of psychiatry at Columbia University. He is also the author of The
Science of Mental Illness (Academic Press). He has an active clinical practice de-
voted to the use of evidence-based psychological treatment methods for problems
of both children and adults.
Ronald J. Comer is a professor in the psychology department at Princeton Univer-
sity and director of clinical psychology studies. He is also chair of the university’s
Institutional Review Board. A clinical psychologist, he is the author of the text-
books Abnormal Psychology and Fundamentals of Abnormal Psychology (Worth
Publishers), Psychology Around Us (John Wiley and Sons Publishers), and producer
of numerous educational videos on subjects ranging from abnormal psychology to
introductory psychology and neuroscience.
For complete information on our books, electronic materials, and faculty and
student resources, visit us at www.worthpublishers.com
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
CASE STUDIES IN ABNORMAL PSYCHOLOGY
S E C O N D
E D I T I O N
W O R T H
Gorenstein
■ Com
er
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
Cover image: Gary Waters/Illustration Source
7.5 × 9.125 SPINE: 0.688 FLAPS: 0
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Case Studies in
Abnormal Psychology
SeCond edition
Ethan E. Gorenstein
Behavioral Medicine Program
Columbia-Presbyterian Medical Center
Ronald J. Comer
Princeton University
WoRtH PUBLiSHeRS
Macmillan education
Vice President, Editing, Design, and Media ...
Before moving through diagnostic decision making, a social worke.docxtaitcandie
Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.
The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.
When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.
To prepare:
Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview.
Review the Morrison (2014) reading on the elements of a diagnostic interview.
Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.
Review the case example of a diagnostic summary write-up provided in this Week’s resources.
Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.
By Day 7
Submit
a 2- to 3-page case presentation paper in which you complete both parts outlined below:
Part I: Diagnostic Summary and MSE
Provide a diagnostic summary of the client, Carl. Within this summary include:
Identifying Data/Client demographics
Chief complaint/Presenting Problem
Present illness
Past psychiatric illness
Substance use history
Past medical history
Family history
Mental Status Exam (Be professional and concise for all nine areas)
Appearance
Behavior or psychomotor activity
Attitudes toward the interviewer or examiner
Affect and mood
Speech and thought
Perceptual disturbances
Orientation and consciousness
Memory and intelligence
Reliability, judgment, and insight
Part II: Analysis of MSE
After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:
Identify any areas in your MSE that require follow-up data collection.
Explain how using the cross-cutting measure would add to the information gathered.
Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?
Would you discuss a possible diagnosis with Carl at time point in time? Why?
Support Part II with citations/references. The DSM 5 and case study
do not
need to be cited. Utilize the o.
Initial Psychiatric InterviewSOAP Note Template There are diff.docxLaticiaGrissomzz
Initial Psychiatric Interview/SOAP Note Template
There are different ways in which to complete a Psychiatric SOAP (Subjective, Objective, Assessment, and Plan) Note. This is a template that is meant to guide you as you continue to develop your style of SOAP in the psychiatric practice setting.
Criteria
Clinical Notes
Informed Consent
Informed consent given to patient about psychiatric interview process and psychiatric/psychotherapy treatment. Verbal and Written consent obtained. Patient has the ability/capacity to respond and appears to understand the risk, benefits, and (Will review additional consent during treatment plan discussion)
Subjective
Verify Patient
Name:
DOB:
Minor:
Accompanied by:
Demographic:
Gender Identifier Note:
CC:
HPI:
Pertinent history in record and from patient: X
During assessment: Patient describes their mood as X and indicated it has gotten worse in TIME.
Patient self-esteem appears fair, no reported feelings of excessive guilt,
no reported anhedonia, does not report sleep disturbance, does not report change in appetite, does not report libido disturbances, does not report change in energy,
no reported changes in concentration or memory.
Patient does not report increased activity, agitation, risk-taking behaviors, pressured speech, or euphoria. Patient does not report excessive fears, worries or panic attacks.
Patient does not report hallucinations, delusions, obsessions or compulsions. Patient’s activity level, attention and concentration were observed to be within normal limits. Patient does not report symptoms of eating disorder. There is no recent weight loss or gain. Patient does not report symptoms of a characterological nature.
SI/ HI/ AV: Patient currently denies suicidal ideation, denies SIBx, denies homicidal ideation, denies violent behavior, denies inappropriate/illegal behaviors.
Allergies: NKDFA.
(medication & food)
Past Medical Hx:
Medical history: Denies cardiac, respiratory, endocrine and neurological issues, including history head injury.
Patient denies history of chronic infection, including MRSA, TB, HIV and Hep C.
Surgical history no surgical history reported
Past Psychiatric Hx:
Previous psychiatric diagnoses: none reported.
Describes stable course of illness.
Previous medication trials: none reported.
Safety concerns:
History of Violence
to Self: none reported
History of Violence t
o Others: none reported
Auditory Hallucinations:
Visual Hallucinations:
Mental health treatment history discussed:
History of outpatient treatment: not reported
Previous psychiatric hospitalizations: not reported
Prior substance abuse treatment: not reported
Trauma history: Client does not report history of trauma including abuse, domestic violence, witnessing disturbing.
Health Psychology and Depression Research Proposal HW.docxbkbk37
This research proposal examines the self-perceptions and stigma that prevent elderly patients with depression from receiving adequate care. The proposal analyzes 5 peer-reviewed studies from the past 5-7 years on health psychology and depression. The studies show that stigmatizing attitudes towards depression in the elderly are common and act as barriers to treatment. Patients fear discrimination and have misconceptions about depression. General practitioners also often overlook depression or see it as normal in old age. The proposal aims to further understand how these issues impact elderly patients' access to medication, social support and therapy.
Describe each client violating HIPAA.docxstudywriters
The document describes two clients, Client A and Client B, who attended the same group therapy session for children and adolescents. Client A is a 7-year-old girl diagnosed with separation anxiety disorder, as she experiences fear and distress when separated from her mother. Client B is a 12-year-old boy diagnosed with generalized anxiety disorder, as he has become isolated, irritable, and experiences frequent physical symptoms over the past month with no clear trigger. The document discusses applying cognitive-behavioral therapy and analyzing any legal and ethical implications in counseling these clients.
The PHII studied outcomes for older patients with TBI and/or PTSD. Exercise showed the strongest improvement in mood, memory and muscle control. Medication and therapy also improved outcomes. A small meditation group saw dramatic improvements. Not all interventions worked - memory exercises and strength training showed limited benefits. The PHII provides lessons that can help develop a personalized care plan for a patient with a history of moderate TBI.
The Profile4-year-old biracial male living with his grandmother lourapoupheq
The patient profile is a 76-year-old black male with disabilities living in an urban setting. The discussion summarizes how the clinician would conduct an interview and assessment for this patient. Effective communication techniques are emphasized, such as speaking slowly and clearly given potential hearing loss. A full assessment of functional status, activities of daily living, fall risk, medications, mental health, and social support systems would be conducted using tools like HEEADSSS. Targeted questions focus on living situation, assistance needs, falls history, medications, expenses, and substance use. Risk factors addressed include falls, functional impairment, polypharmacy, and potential for depression or substance abuse issues.
The DSM-5 Clinical Cases e-book has provided multiple case-scena.docxkarisariddell
The DSM-5 Clinical Cases e-book has provided multiple case-scenarios relating to various psychological and psychiatric conditions relating to various individuals. The paper analyses the case of Irene Upton, a twenty-nine years old elementary teacher who had gone to the psychiatric for extensive consultations regarding her condition. The latter complaint of being “tired” of loneliness, besides that from her medical history it can be observed that she was hospitalized more than once for suicidal attempts and self-cutting, which represents intense, emotional pain, and frustrations. Coherently, the sister confessed to the past traumatic events that Irene was expected to, notably; at the age of thirteen, the father would sexually exploit Irene a “weird” manner. Irene has failed to recall certain activities she undertook while between the ages of seven and thirteen, which would represent the specific loss of memory due to traumatic experiences. The client laments that she does not consume or abuse alcohol or drugs, ideally, during her late teen, Irene experienced a certain shift in her life when she suddenly became more engaged and proactive for in class and co-curriculum activities. Therefore, leading to a successful life both in high school and college and later getting employed to become of the best teachers in her school.
From the excerpt, the one can be observed properly professional interpretation of Irene’s condition, where the privacy and confidentiality of the patient have been upheld through the exclusion of deeming statements that may be unethically interpreted. For instance, the level of impartiality or conflict of interest has been eliminated since there are no comments or reading that advocate any additional information on behalf of the patients there are no sections or comments that illustrates the certain type of advice or personal opinions. Therefore demonstrating a high level of ethical practice since there are no statements that demonstrate any gross misconduct when conducting a patient assessment; the excerpt provides only the necessary information useful for interpretation while excluding the confidentiality and privacy of the patient.
Evaluation
There are multiple techniques and methods, which can be used to conduct a psychological assessment on a given patient in order to accurately diagnose the individual. The paper will describe a battery of these assessments to understand the subject’s condition fully.
A clinical interview is a treatment technique utilized by psychologist and other physicians to document the accurate diagnosis of mental disorders especially the obsessive-compulsory disorder they include the clinical diagnostic interview and structured clinical interviews. The clinical diagnosis involves narrative conversation between the patient and the doctor where the latter asked a series of questions such as “how was your childhood?” “What was school like when growing?” “How wa ...
- The document is a case study and analysis of a young boy, Tyrel, presenting with obsessive behaviors around handwashing and concerns over germs.
- The PMHNP diagnoses Tyrel with Obsessive Compulsive Disorder based on his obsessive thoughts and compulsive handwashing behaviors meeting DSM-5 criteria.
- The PMHNP decides to start Tyrel on Fluvoxamine immediate release 25 mg orally at bedtime, as this has a safer starting dose profile than other options for a child and is dosed to minimize daytime sedation as a side effect.
CONFIDENTIAL PSY640 Week Four Psychological Assessment ReAlleneMcclendon878
CONFIDENTIAL
PSY640 Week Four Psychological Assessment Report
Patient's Name: Ms. S. Date of Evaluation: 10/01/2020
Date of Birth: 01/01/1991 Age: 29 years
Education: 12 years Occupation: Student
Current Medications: None Handedness: Right
Evaluation Completed by: Dr. K., Licensed Psychologist
Evaluation Time: 1 hour diagnostic interview (90791); 7 hours test administration, scoring,
interpretation, and report (96118 x 7)
REASON FOR REFERRAL: Ms. S. was referred by Dr. R.N. for concerns about attentional functioning.
HISTORY OF CURRENT SYMPTOMS: The symptom description and history were obtained from an
interview with Ms. S. and a review of her available medical records.
Ms. S. reported a longstanding history of anxiety and depression since high school but stated her
symptoms have worsened over the past year; she eventually sought treatment. She reported her anxiety
continues to be moderate but is slightly improved, and her depression symptoms have improved
significantly with medication. However, she stated she has also experienced problems in attention and
concentration in the past several years, and these have not improved despite the noted improvements in
her mood symptoms. She reported being referred for a psychiatric evaluation while in the U.S. Army due
to her reports to her supervisor that she was experiencing symptoms of acute stress after hearing a
gunshot that led to her discovering one of her platoon mates had committed suicide.
Summary of Previous Investigations and Findings: No previous neurological or neuropsychological
evaluations.
PAST MEDICAL, NEUROLOGICAL, PSYCHIATRIC, SUBSTANCE USE HISTORY: (Inclusive review of
symptoms and disorders; only positive features listed) Medical history is significant for reconstructive
surgery for a bile duct cyst in 2014 (involving multiple surgeries), activity induced asthma, and irregular
menstruation (currently treated with medication). Previous psychiatric history is reported above. Ms. S.
stated she does not drink alcohol and has never used tobacco or recreational drugs. Ms. S. stated that
she gained over 200 pounds after her discharge from the Army and has attempted to obtain a referral
from her physician for bariatric surgery; however, reportedly, her physician has not been willing to
recommend her.
BIRTH, DEVELOPMENTAL, OCCUPATIONAL HISTORY: (Review of perinatal factors, early childhood
development and milestones, academic history and achievement, employment). Ms. S. denied any
problems with her birth or development. She stated math skills were always a relative weakness for her in
school, but she was never diagnosed with a learning disability or attention deficit hyperactivity disorde ...
The document provides instructions for a final paper assignment requiring students to write a psychological report evaluating a character from an approved movie or historical case study. The report must follow specific sections in this order: identifying information, chief complaint, symptoms, personal history, family history, therapy history, medical conditions, substance use, collateral, results of evaluation, diagnostic impression with differential justification, and recommendations. The paper must be in APA format, include references, and integrate knowledge of the character's cultural background throughout the analysis.
1
6
Assignment template
Subjective Section
Chief complainant
The patient starts by saying, "I can't stop crying, all the time." The patient complains that since she gave birth to her child two months ago, she has been experiencing mood disorders and difficulties falling asleep even after the baby is already asleep. She complains that especially when the baby cries, she loses her appetite and is not comfortable with her new body shape and size. She says nothing interests her, even writing, which was one of the things she loved before she gave birth. She does not want to contact her friends, and everything seems to be upsetting her.
History of present illness (HPI)
L.T is a 32-year-old black female who resents for psychiatric evaluation due to mood depression. The patient has not been prescribed any psychotropic drugs recently.
Past psychiatric history
The patient has never been examined or treated for any mental disorders in the past. Recently she was hospitalized for a standard childbirth procedure.
Medication trials and current medication
She has not tried any medications in the past, neither is she under any medication currently.
Psychotherapy or previous psychiatric diagnosis
The patient has no history of psychiatric illness and has not been diagnosed or treated with any mental health disorder.
Pertinent substance use, social, and medical history
The patient denies any use of alcohol or cases of drug abuse in the family. Although she says that her uncle was not an opioid abuser, he committed suicide using GSW. She is married and currently lives with her husband with their two kids. She has been working in the retail business for the past five years, but currently, she is a housewife. The patient grew up with her sister together with her both parents. She has been diagnosed with hypertension recently, and she is taking drugs labelled as labetalol 100mg for HTN, which she says that she sometimes forgets to take them. The patient has no legal history or any issues related to violence.
Allergies
L.T is allergic to codeine. She gave birth two months ago, which automatically means that she is lactating. Currently, she is not using any form of contraceptive, and she has had no desire for sex since she gave birth.
ROS
General: No weight loss, fatigue or chills experienced by the patient.
HEET: Her vision is the same no issues of double vision or jaundice. Her ears, nose and throat are okay.
Skin: Her skin has not changed either is she having rashes.
Cardiovascular: No chest discomfort or pains.
Respiratory: She is not coughing or producing sputum, implying her respiratory is fine.
Gastrointestinal: She has eventually lost her appetite and wants to lose weight, although she is not vomiting or feeling abdominal pain.
Genitourinary: The urine colour or odour has not changed, and she is not experiencing any burns during urination. No headaches, no back or joint pains.
Hematologic: No bleeding realized or enlarged nodes.
Endocri ...
A 32-year-old black female presents for a psychiatric evaluation due to symptoms of depression since giving birth two months ago. She reports crying frequently, difficulty sleeping, loss of appetite, lack of interest in activities, and feelings of worthlessness. Her symptoms are impacting her ability to care for her infant and interact with others. Differential diagnoses include postpartum depression, major depressive disorder, and postpartum blues. A psychiatric assessment finds depressed mood but no signs of psychosis. The primary diagnosis is determined to be postpartum depression based on the timing of symptoms onset and presentation of diagnostic criteria.
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
More Related Content
Similar to Running head SMITH TREATMENT PLAN1SMITH TREATMENT PLAN3.docx
INITIAL CASE CONCEPTUALIZATION8Initial Case Conceptua.docxjaggernaoma
INITIAL CASE CONCEPTUALIZATION 8
Initial Case Conceptualization
Nichole Hairston-Purvis
Dr. Stephanie Warren
COUN6332
Capella University
February 12, 2018
PSYCHOLOGY
Part One: Client Information
This paper focuses on S. H., a client that the therapist has been speaking with in counselling sessions over a couple of weeks since they met during an internship program in the field. S.H. is 25 years of age. The client resides in Detroit City in Michigan, United States of America as a first generation immigrant, her country of origin being Nigeria in Africa. Having migrated into the U.S with her parents, 2 brothers and a sister when she was 11 years old, she is an African American citizen. She speaks both fluent English and Spanish. The client is a staunch Muslim and her wealthy parents live in New Jersey, U.S. S.H. has been working as a credit officer at a locally based bank until she was dimissed a few months ago .She rarely asks for financial support from her parents despite the fact that she is out of job.
The client does not portray any signs of physical disability and appears physically healthy. S.H. did not complete her college education after she got pregnant, arguing that she could not properly manage college, full time job and raising a baby. S.H.’s siblings are graduates having professional careers. The client has a son who is 2 years old and she claims that sometimes she feels ‘overwhelmed’ because of raising him all alone as her husband serves in the military and has been away for nine months. Client reveals that it has now been two years since she saw her family. Furthermore, she states that her relationship with her parents is ‘close’ despite mentioning that her father is an excessive drinker. Her father and mother are a banker and an educator respectively.
While presenting her concerns and problems the client said, “I lost my job a few months ago which has brought a feeling of hopelessness. I am having sleepless nights and I have lost my appetite.” Over the past two months, the client reported having lost eight pounds. Despite worrying about being a solo parent, she also fears that she might become homeless. S.H stated, “I am always worried. I am completely stressed out. My husband has been away for nine months serving in the military .I am always worried about him.” During her various appointments, S.H. has been arriving thirty minutes earlier. She also reported that she had never attended any counselling in the past. The client appeared to be suffering from depression and anxiety due to the fact that the client presented with shaky hands and was tearful during while completing her intake paperwork. During the description of her problems and her decision to seek out therapy, she made limited eye contact .She had a halting speech. The client seemed pretty willing and commitment to the nine treatment sessions recommended by her insurance company.
Part 2: Theoretical Framework
.
A psychiatrist is a medical doctor who specializes in diagnosing and treating mental illnesses and substance abuse disorders. It takes many years of education and training to become a psychiatrist, including graduating from college, medical school, and completing 4 years of residency training in psychiatry. Psychiatrists are the only mental health practitioners who are fully licensed medical doctors, allowing them to prescribe medications and understand the relationship between physical and mental health. Common mood disorders like depression and bipolar disorder affect millions of Americans and can be successfully treated by psychiatrists through medication, psychotherapy, or other methods.
Psychiatry history taking and mental state examination [autosaved]Ravi Paul
The document discusses the importance of obtaining a thorough psychiatric history from patients. It outlines the key components of a psychiatric history, including identifying data, chief complaint, history of present illness, past psychiatric history, medical history, family history, developmental history, and mental status examination. The psychiatric history allows psychiatrists to understand who the patient is, where they have come from, and where they are likely to go in the future by gathering details about their life experiences, current issues, and mental state.
Based on the authors’ own clinical experiences, these seventee.docxjasoninnes20
Based on the authors’ own clinical experiences, these seventeen comprehensive
case histories reflect the most common psychological disorders. Rich in detail, inte-
grated in approach, and fully updated for the DSM-5, each case describes patient
symptoms and history, the formulation and implementation of a treatment plan,
and results. Each case also includes the perspective of a family member or friend.
This unique viewpoint emphasizes the impact of psychological disorders on those
closest to the patient as well as the importance of considering sociocultural factors
in diagnosis and treatment. Each case study concludes with assessment questions
that help students check their understanding of the symptoms, diagnosis, and
treatment of the disorder exhibited by the patient. Three additional cases provide
opportunities for students to identify disorders and suggest appropriate therapies.
Diagnostic information and treatment strategies for the patients in these “You
Decide” cases are provided in appendices for students to check their assessments.
About the Authors
Ethan E. Gorenstein is clinical director of the Behavioral Medicine Program at
Columbia-Presbyterian Medical Center and a professor of clinical psychology in
the department of psychiatry at Columbia University. He is also the author of The
Science of Mental Illness (Academic Press). He has an active clinical practice de-
voted to the use of evidence-based psychological treatment methods for problems
of both children and adults.
Ronald J. Comer is a professor in the psychology department at Princeton Univer-
sity and director of clinical psychology studies. He is also chair of the university’s
Institutional Review Board. A clinical psychologist, he is the author of the text-
books Abnormal Psychology and Fundamentals of Abnormal Psychology (Worth
Publishers), Psychology Around Us (John Wiley and Sons Publishers), and producer
of numerous educational videos on subjects ranging from abnormal psychology to
introductory psychology and neuroscience.
For complete information on our books, electronic materials, and faculty and
student resources, visit us at www.worthpublishers.com
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
CASE STUDIES IN ABNORMAL PSYCHOLOGY
S E C O N D
E D I T I O N
W O R T H
Gorenstein
■ Com
er
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
Cover image: Gary Waters/Illustration Source
7.5 × 9.125 SPINE: 0.688 FLAPS: 0
this page intentionally left blank
Case Studies in
Abnormal Psychology
SeCond edition
Ethan E. Gorenstein
Behavioral Medicine Program
Columbia-Presbyterian Medical Center
Ronald J. Comer
Princeton University
WoRtH PUBLiSHeRS
Macmillan education
Vice President, Editing, Design, and Media ...
Before moving through diagnostic decision making, a social worke.docxtaitcandie
Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.
The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.
When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.
To prepare:
Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview.
Review the Morrison (2014) reading on the elements of a diagnostic interview.
Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.
Review the case example of a diagnostic summary write-up provided in this Week’s resources.
Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.
By Day 7
Submit
a 2- to 3-page case presentation paper in which you complete both parts outlined below:
Part I: Diagnostic Summary and MSE
Provide a diagnostic summary of the client, Carl. Within this summary include:
Identifying Data/Client demographics
Chief complaint/Presenting Problem
Present illness
Past psychiatric illness
Substance use history
Past medical history
Family history
Mental Status Exam (Be professional and concise for all nine areas)
Appearance
Behavior or psychomotor activity
Attitudes toward the interviewer or examiner
Affect and mood
Speech and thought
Perceptual disturbances
Orientation and consciousness
Memory and intelligence
Reliability, judgment, and insight
Part II: Analysis of MSE
After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:
Identify any areas in your MSE that require follow-up data collection.
Explain how using the cross-cutting measure would add to the information gathered.
Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?
Would you discuss a possible diagnosis with Carl at time point in time? Why?
Support Part II with citations/references. The DSM 5 and case study
do not
need to be cited. Utilize the o.
Initial Psychiatric InterviewSOAP Note Template There are diff.docxLaticiaGrissomzz
Initial Psychiatric Interview/SOAP Note Template
There are different ways in which to complete a Psychiatric SOAP (Subjective, Objective, Assessment, and Plan) Note. This is a template that is meant to guide you as you continue to develop your style of SOAP in the psychiatric practice setting.
Criteria
Clinical Notes
Informed Consent
Informed consent given to patient about psychiatric interview process and psychiatric/psychotherapy treatment. Verbal and Written consent obtained. Patient has the ability/capacity to respond and appears to understand the risk, benefits, and (Will review additional consent during treatment plan discussion)
Subjective
Verify Patient
Name:
DOB:
Minor:
Accompanied by:
Demographic:
Gender Identifier Note:
CC:
HPI:
Pertinent history in record and from patient: X
During assessment: Patient describes their mood as X and indicated it has gotten worse in TIME.
Patient self-esteem appears fair, no reported feelings of excessive guilt,
no reported anhedonia, does not report sleep disturbance, does not report change in appetite, does not report libido disturbances, does not report change in energy,
no reported changes in concentration or memory.
Patient does not report increased activity, agitation, risk-taking behaviors, pressured speech, or euphoria. Patient does not report excessive fears, worries or panic attacks.
Patient does not report hallucinations, delusions, obsessions or compulsions. Patient’s activity level, attention and concentration were observed to be within normal limits. Patient does not report symptoms of eating disorder. There is no recent weight loss or gain. Patient does not report symptoms of a characterological nature.
SI/ HI/ AV: Patient currently denies suicidal ideation, denies SIBx, denies homicidal ideation, denies violent behavior, denies inappropriate/illegal behaviors.
Allergies: NKDFA.
(medication & food)
Past Medical Hx:
Medical history: Denies cardiac, respiratory, endocrine and neurological issues, including history head injury.
Patient denies history of chronic infection, including MRSA, TB, HIV and Hep C.
Surgical history no surgical history reported
Past Psychiatric Hx:
Previous psychiatric diagnoses: none reported.
Describes stable course of illness.
Previous medication trials: none reported.
Safety concerns:
History of Violence
to Self: none reported
History of Violence t
o Others: none reported
Auditory Hallucinations:
Visual Hallucinations:
Mental health treatment history discussed:
History of outpatient treatment: not reported
Previous psychiatric hospitalizations: not reported
Prior substance abuse treatment: not reported
Trauma history: Client does not report history of trauma including abuse, domestic violence, witnessing disturbing.
Health Psychology and Depression Research Proposal HW.docxbkbk37
This research proposal examines the self-perceptions and stigma that prevent elderly patients with depression from receiving adequate care. The proposal analyzes 5 peer-reviewed studies from the past 5-7 years on health psychology and depression. The studies show that stigmatizing attitudes towards depression in the elderly are common and act as barriers to treatment. Patients fear discrimination and have misconceptions about depression. General practitioners also often overlook depression or see it as normal in old age. The proposal aims to further understand how these issues impact elderly patients' access to medication, social support and therapy.
Describe each client violating HIPAA.docxstudywriters
The document describes two clients, Client A and Client B, who attended the same group therapy session for children and adolescents. Client A is a 7-year-old girl diagnosed with separation anxiety disorder, as she experiences fear and distress when separated from her mother. Client B is a 12-year-old boy diagnosed with generalized anxiety disorder, as he has become isolated, irritable, and experiences frequent physical symptoms over the past month with no clear trigger. The document discusses applying cognitive-behavioral therapy and analyzing any legal and ethical implications in counseling these clients.
The PHII studied outcomes for older patients with TBI and/or PTSD. Exercise showed the strongest improvement in mood, memory and muscle control. Medication and therapy also improved outcomes. A small meditation group saw dramatic improvements. Not all interventions worked - memory exercises and strength training showed limited benefits. The PHII provides lessons that can help develop a personalized care plan for a patient with a history of moderate TBI.
The Profile4-year-old biracial male living with his grandmother lourapoupheq
The patient profile is a 76-year-old black male with disabilities living in an urban setting. The discussion summarizes how the clinician would conduct an interview and assessment for this patient. Effective communication techniques are emphasized, such as speaking slowly and clearly given potential hearing loss. A full assessment of functional status, activities of daily living, fall risk, medications, mental health, and social support systems would be conducted using tools like HEEADSSS. Targeted questions focus on living situation, assistance needs, falls history, medications, expenses, and substance use. Risk factors addressed include falls, functional impairment, polypharmacy, and potential for depression or substance abuse issues.
The DSM-5 Clinical Cases e-book has provided multiple case-scena.docxkarisariddell
The DSM-5 Clinical Cases e-book has provided multiple case-scenarios relating to various psychological and psychiatric conditions relating to various individuals. The paper analyses the case of Irene Upton, a twenty-nine years old elementary teacher who had gone to the psychiatric for extensive consultations regarding her condition. The latter complaint of being “tired” of loneliness, besides that from her medical history it can be observed that she was hospitalized more than once for suicidal attempts and self-cutting, which represents intense, emotional pain, and frustrations. Coherently, the sister confessed to the past traumatic events that Irene was expected to, notably; at the age of thirteen, the father would sexually exploit Irene a “weird” manner. Irene has failed to recall certain activities she undertook while between the ages of seven and thirteen, which would represent the specific loss of memory due to traumatic experiences. The client laments that she does not consume or abuse alcohol or drugs, ideally, during her late teen, Irene experienced a certain shift in her life when she suddenly became more engaged and proactive for in class and co-curriculum activities. Therefore, leading to a successful life both in high school and college and later getting employed to become of the best teachers in her school.
From the excerpt, the one can be observed properly professional interpretation of Irene’s condition, where the privacy and confidentiality of the patient have been upheld through the exclusion of deeming statements that may be unethically interpreted. For instance, the level of impartiality or conflict of interest has been eliminated since there are no comments or reading that advocate any additional information on behalf of the patients there are no sections or comments that illustrates the certain type of advice or personal opinions. Therefore demonstrating a high level of ethical practice since there are no statements that demonstrate any gross misconduct when conducting a patient assessment; the excerpt provides only the necessary information useful for interpretation while excluding the confidentiality and privacy of the patient.
Evaluation
There are multiple techniques and methods, which can be used to conduct a psychological assessment on a given patient in order to accurately diagnose the individual. The paper will describe a battery of these assessments to understand the subject’s condition fully.
A clinical interview is a treatment technique utilized by psychologist and other physicians to document the accurate diagnosis of mental disorders especially the obsessive-compulsory disorder they include the clinical diagnostic interview and structured clinical interviews. The clinical diagnosis involves narrative conversation between the patient and the doctor where the latter asked a series of questions such as “how was your childhood?” “What was school like when growing?” “How wa ...
- The document is a case study and analysis of a young boy, Tyrel, presenting with obsessive behaviors around handwashing and concerns over germs.
- The PMHNP diagnoses Tyrel with Obsessive Compulsive Disorder based on his obsessive thoughts and compulsive handwashing behaviors meeting DSM-5 criteria.
- The PMHNP decides to start Tyrel on Fluvoxamine immediate release 25 mg orally at bedtime, as this has a safer starting dose profile than other options for a child and is dosed to minimize daytime sedation as a side effect.
CONFIDENTIAL PSY640 Week Four Psychological Assessment ReAlleneMcclendon878
CONFIDENTIAL
PSY640 Week Four Psychological Assessment Report
Patient's Name: Ms. S. Date of Evaluation: 10/01/2020
Date of Birth: 01/01/1991 Age: 29 years
Education: 12 years Occupation: Student
Current Medications: None Handedness: Right
Evaluation Completed by: Dr. K., Licensed Psychologist
Evaluation Time: 1 hour diagnostic interview (90791); 7 hours test administration, scoring,
interpretation, and report (96118 x 7)
REASON FOR REFERRAL: Ms. S. was referred by Dr. R.N. for concerns about attentional functioning.
HISTORY OF CURRENT SYMPTOMS: The symptom description and history were obtained from an
interview with Ms. S. and a review of her available medical records.
Ms. S. reported a longstanding history of anxiety and depression since high school but stated her
symptoms have worsened over the past year; she eventually sought treatment. She reported her anxiety
continues to be moderate but is slightly improved, and her depression symptoms have improved
significantly with medication. However, she stated she has also experienced problems in attention and
concentration in the past several years, and these have not improved despite the noted improvements in
her mood symptoms. She reported being referred for a psychiatric evaluation while in the U.S. Army due
to her reports to her supervisor that she was experiencing symptoms of acute stress after hearing a
gunshot that led to her discovering one of her platoon mates had committed suicide.
Summary of Previous Investigations and Findings: No previous neurological or neuropsychological
evaluations.
PAST MEDICAL, NEUROLOGICAL, PSYCHIATRIC, SUBSTANCE USE HISTORY: (Inclusive review of
symptoms and disorders; only positive features listed) Medical history is significant for reconstructive
surgery for a bile duct cyst in 2014 (involving multiple surgeries), activity induced asthma, and irregular
menstruation (currently treated with medication). Previous psychiatric history is reported above. Ms. S.
stated she does not drink alcohol and has never used tobacco or recreational drugs. Ms. S. stated that
she gained over 200 pounds after her discharge from the Army and has attempted to obtain a referral
from her physician for bariatric surgery; however, reportedly, her physician has not been willing to
recommend her.
BIRTH, DEVELOPMENTAL, OCCUPATIONAL HISTORY: (Review of perinatal factors, early childhood
development and milestones, academic history and achievement, employment). Ms. S. denied any
problems with her birth or development. She stated math skills were always a relative weakness for her in
school, but she was never diagnosed with a learning disability or attention deficit hyperactivity disorde ...
The document provides instructions for a final paper assignment requiring students to write a psychological report evaluating a character from an approved movie or historical case study. The report must follow specific sections in this order: identifying information, chief complaint, symptoms, personal history, family history, therapy history, medical conditions, substance use, collateral, results of evaluation, diagnostic impression with differential justification, and recommendations. The paper must be in APA format, include references, and integrate knowledge of the character's cultural background throughout the analysis.
1
6
Assignment template
Subjective Section
Chief complainant
The patient starts by saying, "I can't stop crying, all the time." The patient complains that since she gave birth to her child two months ago, she has been experiencing mood disorders and difficulties falling asleep even after the baby is already asleep. She complains that especially when the baby cries, she loses her appetite and is not comfortable with her new body shape and size. She says nothing interests her, even writing, which was one of the things she loved before she gave birth. She does not want to contact her friends, and everything seems to be upsetting her.
History of present illness (HPI)
L.T is a 32-year-old black female who resents for psychiatric evaluation due to mood depression. The patient has not been prescribed any psychotropic drugs recently.
Past psychiatric history
The patient has never been examined or treated for any mental disorders in the past. Recently she was hospitalized for a standard childbirth procedure.
Medication trials and current medication
She has not tried any medications in the past, neither is she under any medication currently.
Psychotherapy or previous psychiatric diagnosis
The patient has no history of psychiatric illness and has not been diagnosed or treated with any mental health disorder.
Pertinent substance use, social, and medical history
The patient denies any use of alcohol or cases of drug abuse in the family. Although she says that her uncle was not an opioid abuser, he committed suicide using GSW. She is married and currently lives with her husband with their two kids. She has been working in the retail business for the past five years, but currently, she is a housewife. The patient grew up with her sister together with her both parents. She has been diagnosed with hypertension recently, and she is taking drugs labelled as labetalol 100mg for HTN, which she says that she sometimes forgets to take them. The patient has no legal history or any issues related to violence.
Allergies
L.T is allergic to codeine. She gave birth two months ago, which automatically means that she is lactating. Currently, she is not using any form of contraceptive, and she has had no desire for sex since she gave birth.
ROS
General: No weight loss, fatigue or chills experienced by the patient.
HEET: Her vision is the same no issues of double vision or jaundice. Her ears, nose and throat are okay.
Skin: Her skin has not changed either is she having rashes.
Cardiovascular: No chest discomfort or pains.
Respiratory: She is not coughing or producing sputum, implying her respiratory is fine.
Gastrointestinal: She has eventually lost her appetite and wants to lose weight, although she is not vomiting or feeling abdominal pain.
Genitourinary: The urine colour or odour has not changed, and she is not experiencing any burns during urination. No headaches, no back or joint pains.
Hematologic: No bleeding realized or enlarged nodes.
Endocri ...
A 32-year-old black female presents for a psychiatric evaluation due to symptoms of depression since giving birth two months ago. She reports crying frequently, difficulty sleeping, loss of appetite, lack of interest in activities, and feelings of worthlessness. Her symptoms are impacting her ability to care for her infant and interact with others. Differential diagnoses include postpartum depression, major depressive disorder, and postpartum blues. A psychiatric assessment finds depressed mood but no signs of psychosis. The primary diagnosis is determined to be postpartum depression based on the timing of symptoms onset and presentation of diagnostic criteria.
Similar to Running head SMITH TREATMENT PLAN1SMITH TREATMENT PLAN3.docx (17)
Elementary CurriculaBoth articles highlight the fact that middle.docxtoltonkendal
Elementary Curricula
Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place.
In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.
It w.
Elementary Statistics (MATH220)
Assignment:
Statistical Project & Presentation
Purpose:
The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data.
***The best way to understand something is to experience it for yourself.
Guideline for Analyzing Data and Writing a Report
Below is a general outline of the topics that should be included in your report.
1.
Introduction.
State the topic of your study.
2.
Define Population.
Define the population that you intend for your study to represent.
3.
Define Variable.
Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has.
4.
Data Collection.
Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias.
5.
Study Design.
Describe the procedures you followed to analyze your data.
6.
Results: Descriptive Statistics.
Give the relevant descriptive statistics for the sample you collected.
7.
Results: Statistical Analysis.
Describe the results of your statistical analysis.
8.
Findings.
Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain.
9.
Discussion.
What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted?
.
Elements of Religious Traditions PaperWritea 700- to 1,050-word .docxtoltonkendal
Elements of Religious Traditions Paper
Write
a 700- to 1,050-word paper that does the following:
Describes these basic components of religious traditions and their relationship to the sacred
:
What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others
What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth
How a religious tradition organizes—leadership, relationships among members, and so forth
Identifies key critical issues in the study of religion.
Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
Format
your paper consistent with APA guidelines
.
Elements of MusicPitch- relative highness or lowness that we .docxtoltonkendal
Elements of Music
Pitch- relative highness or lowness that we hear in a sound.
Tone- sound that has a definite pitch.
(For example striking a bat against a ball does not produce a D# but striking a D#
on a piano does)
Dynamics- the degree of loudness or softness in music
pp pianissimo /very soft
p piano /soft
mp mezzo-piano /medium-soft
mf mezzo-forte /medium-loud
f forte /loud
ff fortissimo /very loud
When dynamics are altered in a piece of music, they are termed as follows:
decrescendo/ diminuendo gradually softer
crescendo gradually louder
Timbre/Tone Color- the character or quality of a sound.
dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc.
Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of
note lengths in a piece of music.
Syncopation- An accent placed on a beat where it is not normally expected.
Beat- the steady pulse in a piece of music.
Downbeat- the first or stressed beat of a measure.
Meter- the pattern in which beats are organized within a piece of music.
Examples:
3/4= three beats per measure
4/4= four beats per measure
6/8= six beats per measure
*In some musics, meter is not present- this is termed non-metric.
(Ex: Chant, some 20th century genres, world musics).
Melody- a series of single notes that add up to a recognizable whole.
*A melodic line has a shape -it ascends and descends in a series of continuous pitches.
Sequence- a repetition of a pattern at a higher or lower pitch.
Phrase- A short unit of music within a melodic line.
Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the
end of a sentence.
Harmony- A) How chords are constructed and how they follow each other. B) The
relationship of tones when sounded in a group.
Chord- a combination of three or more tones sounded at once.
Consonance- a stable tone combination in a chord
Dissonance- and unstable tone combination in a chord; usually, an expected
and stable resolution will follow.
Tonic- a) the main key of a piece of music. b) the first note of a scale
Key- the central tone or scale in a piece of music.
(example: A major, b minor)
Modulation- a shift from one key to another within the same piece of music.
Texture- layering of musical sounds or instruments within a piece of music.
Monophonic- single, unaccompanied melodic line.
Homophonic- a melody with an accompaniment of chords.
Polyphonic- th.
Elevated Blood Lead Levels in Children AssociatedWith the Fl.docxtoltonkendal
The percentage of children in Flint, Michigan with elevated blood lead levels increased after the city changed its water source in 2014. Before the change, 2.4% of Flint children under 5 had elevated blood lead levels, but after the change this increased to 4.9%, a statistically significant increase. The neighborhoods with the highest water lead levels experienced the largest increases, with elevated blood lead levels rising from 4.0% to 10.6%. Spatial analysis identified disadvantaged neighborhoods as having the greatest increases in elevated blood lead levels, informing the public health response.
Elements of the Communication ProcessIn Chapter One, we learne.docxtoltonkendal
Elements of the Communication Process
In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process.
For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback.
"Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again.
1. Contexts
a. Physical
b. Social
c. Historical
d. Psychological
2. Participants
3. Channels
4. Message
5. Interference (Noise)
6. Feedback
.
Elements of Music #1 Handout1. Rhythm the flow of music in te.docxtoltonkendal
Elements of Music #1 Handout
1. Rhythm
the flow of music in terms of time
2. Beat
the pulse that recurs regularly in music
3. Meter
the regular pattern of stressed and unstressed beats
4. Tempo
the speed of the beats in a piece of music
5. Polyrhythm
two or more rhythm patterns occurring simultaneously
6. Pitch
the perceived highness or lowness of a musical sound
7. Melody
a series of consecutive pitches that form a cohesive musical entity
8. Counterpoint
two or more independent lines with melodic character occurring at the same time
9. Harmony
the simultaneous sounds of several pitches, usually in accompanying a melody
10. Dynamics
the amount of loudness in music
11. Timbre
tone quality or tone color in music
12. Form
the pattern or plan of a musical work
Framework for Improving
Critical Infrastructure Cybersecurity
Version 1.1
National Institute of Standards and Technology
April 16, 2018
April 16, 2018 Cybersecurity Framework Version 1.1
This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii
No t e t o Rea d er s o n t h e U p d a t e
Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which
was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1.
Version 1.1 is intended to be implemented by first-time and current Framework users. Current
users should be able to implement Version 1.1 with minimal or no disruption; compatibility with
Version 1.0 has been an explicit objective.
The following table summarizes the changes made between Version 1.0 and Version 1.1.
Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1.
Update Description of Update
Clarified that terms like
“compliance” can be
confusing and mean
something very different
to various Framework
stakeholders
Added clarity that the Framework has utility as a structure and
language for organizing and expressing compliance with an
organization’s own cybersecurity requirements. However, the
variety of ways in which the Framework can be used by an
organization means that phrases like “compliance with the
Framework” can be confusing.
A new section on self-
assessment
Added Section 4.0 Self-Assessing Cybersecurity Risk with the
Framework to explain how the Framework can be used by
organizations to understand and assess their cybersecurity risk,
including the use of measurements.
Greatly expanded
explanation of using
Framework for Cyber
Supply Chain Risk
Management purposes
An expanded Section 3.3 Communicating Cybersecurity
Requirements with Stakeholders helps users better understand
Cyber Supply Chain Risk Management (SCRM), while a new
Section 3.4 Buying Decisions highlights use of the Framework
in understanding risk associated with commercial off-the-shelf
products and services. Additional Cyber SCRM criteria we.
Elements of Music Report InstrumentsFor the assignment on the el.docxtoltonkendal
Elements of Music Report Instruments
For the assignment on the elements of music, students will write a report with a minimum of 300 words.
Students must select one element of music that they consider to be the most important element:
Melody
Rhythm
Harmony
Form
When writing the report, be sure you address the following questions:
Why did you select this element from among all the rest?
Do you think that all kinds of music could exist without your selected element? Elaborate on your view.
Describe a piece of music that highlights the use of your selected element.
I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works!
Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research.
.
Elements of GenreAfter watching three of the five .docxtoltonkendal
Elements of Genre
After watching three of the five movie clips listed in the
Multimedia
section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations?
Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
.
Elements of DesignDuring the process of envisioning and designing .docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docxtoltonkendal
This document provides resources for students to develop their critical thinking skills. It includes readings on common misconceptions of critical thinking, combating fake news, and teaching critical thinking. Videos define critical thinking and discuss recognizing fake news. Students are prompted to explain elements of critical thinking, analyze examples demonstrating strong and weak critical thinking, and reflect on applying their education to their career and community.
Elements of DesignDuring the process of envisioning and design.docxtoltonkendal
Elements of Design
During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène.
Respond to the following prompts with at least one paragraph per bulleted topic:
Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format.
Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell?
Describe the setting, including the time period, location, and culture in which the film takes place.
Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot?
Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters?
Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene?
.
Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docxtoltonkendal
Elements of a contact due 16 Oct
Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions:
1. What were the terms of the contract between Campbell and the Wentzes?
2. Did the Wentzes perform under the contract?
3. Did the court find specific performance to be an adequate legal remedy in this case?
4. Why did the court refuse to help Campbell in enforcing its legal contract?
5. How could Campbell change its contract in the future so as to avoid the unconsionability problem?
Facts:
Per
a
written
contract
between
Campbell
Soup
Company
(a
New
Jersey
company)
and
the
Wentzes
(carrot
farmers
in
Pennsylvania),
the
Wentzes
would
deliver
to
Campbell
all
the
Chantenay
red
cored
carrots
to
be
grown
on
the
Wentz
farm
during
the
1947
season.
The
contract
price
for
the
carrots
was
$30
per
ton.
The
contract
between
Campbell
Soup
and
all
sellers
of
carrots
was
drafted
by
Campbell
and
it
had
a
provision
that
prohibited
farmers/sellers
from
selling
their
carrots
to
anyone
else,
except
those
carrots
that
were
rejected
by
Campbell.
The
contract
also
had
a
liquidated
damages
provision
of
$50
per
ton
if
the
seller
breached,
but
it
had
no
similar
provision
in
the
event
Campbell
breached.
The
contract
not
only
allowed
Campbell
to
reject
nonconforming
carrots,
but
gave
Campbell
the
right
to
determine
who
could
buy
the
carrots
it
had
rejected.
The
Wentzes
harvested
100
tons
of
carrots,
but
because
the
market
price
at
the
time
of
harvesting
was
$90
per
ton
for
these
rare
carrots,
the
Wentzes
refused
to
deliver
them
to
Campbell
and
sold
62
tons
of
their
carrots
to
a
farmer
who
sold
some
of
those
carrots
to
Campbell.
Campbell
sued
the
Wentzes,
asking
for
the
court's
order
to
stop
further
sale
of
the
contracted
carrots
to
others
and
to
compel
specific
performance
of
the
contract.
The
trial
court
ruled
for
the
Wentzes
and
Campbell
appealed.
Issues:
Is
specific
performance
an
appropriate
legal
remedy
in
this
case
or
is
the
contract
unconscionable?
Discussion:
In
January
1948,
it
was
virtually
impossible
to
obtain
Chantenay
carrots
in
the
open
market.
Campbell
used
Chantenay
carrots
(which
are
easier
to
process
for
soup
making
than
other
carrots)
in
large
quantities
and
furnishes
the
seeds
to
farmers
with
whom
it
contracts.
Campbell
contracted
for
carrots
long
ahead,
and
farmers
entered
into
the
contract
willingly.
If
the
facts
of
this
case
were
this
simple,
specific
performance
should
have
been
granted.
However,
the
problem
is
with
the
contract
itself,
which
was
one-sided.
According
to
the
appellate
court,
the
most
direct
example
of
unconscionability
was
the
provision
that,
under
certain
.
Elements for analyzing mise en sceneIdentify the components of.docxtoltonkendal
Elements for analyzing mise en scene
Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film
1. Dominant: Where is the eye attracted first? Why?
2. Lighting key: High key? Low key? High contrast? Some combination of these?
3. Shot and camera proxemics: What type of shot? How far away is the camera from the action?
4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)?
5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism?
6. Lens/filter/stock: How do these distort or comment on the
photographed materials?
7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant?
8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed?
9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design?
10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance?
11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments?
12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground?
13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why?
14. Staging positions: Which way do the characters look vis-à-vis the camera?
15. Character proxemics: How much space is between the
characters?
What are the 4 distinct formal elements that make up a film's mise en scene?
• staging of the action
• physical setting and decor
• the manner in which these materials are framed
• the manner in which they are photographed
.
Elements in the same row have the same number of () levelsWhi.docxtoltonkendal
Elements in the same row have the same number of (*) levels
Which elements in B O U L A N would be in the same family? Which would have the same number of energy levels? Highest mass? Lowest mass?
Which is more reactive? Uranium or Lithium
Will elements B and U lose electrons in a chemical reactor?
Will elements B and U form positive or negative ions?
Thanks so much (:
.
ELEG 421 Control Systems Transient and Steady State .docxtoltonkendal
ELEG 421
Control Systems
Transient and Steady State
Response Analyses
Dr. Ashraf A. Zaher
American University of Kuwait
College of Arts and Science
Department of Electrical and Computer Engineering
Layout
2
Objectives
This chapter introduces the analysis of the time response of different
control systems under different scenarios. Only first and second order
systems will be considered in details using analytical and numerical
methods. Extension to higher order systems will be developed. Both
transient and steady state responses will be evaluated. Stability analysis
will be analyzed for different kinds of feedback, while investigating the
effect of both proportional and derivative control actions on the
performance of the closed-loop system. Finally systems types and
steady state errors will be calculated for unity feedback.
Outcomes
By the end of this chapter, students will be able to:
evaluate both transient/steady state responses for control systems,
analyze the stability of closed-loop LTI systems,
investigate the effect of P and I control actions on performance, and
understand dominant dynamics of higher order systems.
Dr. Ashraf Zaher
Introduction
3
Test signals
Transient response
Steady state response
Analytical techniques, and
Numerical (simulation) techniques.
Stability (definition and analysis methods),
Relative stability, and
Effect of P/I control actions on stability and performance.
Summary of the used systems:
First order systems,
Second order systems, and
Higher order systems.
Dr. Ashraf Zaher
Test Signals
4 Dr. Ashraf Zaher
Impulse function:
Used to simulate shock inputs,
Laplace transform: 1.
Step function:
Used to simulate sudden disturbances,
Laplace transform: 1/s.
Ramp function:
Used to simulate gradually changing inputs,
Laplace transform: 1/s2.
Sinusoidal function(s):
Used to test response to a certain frequency,
Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt).
White noise function:
Used to simulate random noise,
It is a stochastic signal that is easier to deal with in the time domain.
Total response:
C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t)
Fundamentals
5 Dr. Ashraf Zaher
Definitions:
Zeros (Z) of the TF
Poles (P) of the TF
Transient Response (Natural)
Steady State Response (Forced)
Total Response
Limits:
Initial values
Final values
Systems (?Zs):
First order (one P)
Second order (two Ps)
Higher order!
More:
Stability and relative stability
Steady state errors (unity feedback)
First Order Systems
6 Dr. Ashraf Zaher
TF:
T: time constant
Unit Step Response:
1
1
)(
)(
+
=
TssR
sC
)/1(
11
1
1
1
11
)(
TssTs
T
sTss
sC
+
−=
+
−=
+
=
Ttetc /1)( −−=
632.01)( 1 =−== −eTtc
T
e
Tdt
tdc Tt
t
11)( /
0
== −
=
01)0( 0 =−== etc
11)( =−=∞= −∞etc
First Order Systems.
Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docxtoltonkendal
Element 010 ASSIGNMENT: 3000 WORDS (100%)
Task: Individual assignment (3000 words)
Weighting: 100%
Assessment Case Study:
Greenland Garden Centre
[1]
Jon Smith spread his arms widely as he surveyed his garden centre.
‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’
Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport.
Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round.
Outside the centre
The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends.
The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays.
Indoor sales area
The range of goods has increased dramatically over the past few years and now includes items such as:
pets and aquatics
seeds
fertilisers
indoor pots and plants
gardening equipment
garden lighting
conservatory-style furniture
outdoor clothing
picture gallery
books and toys
delicatessen
wine
kitchen equipment
soft furnishing
outdoor eating equipment
gifts, stationery, cards, aromatherapy products
freshly cut flowers
dried flowers.
Outside sales area
In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.
ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docxtoltonkendal
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
1
LAB 4: CONVOLUTION
Background & Concepts
Convolution is denoted by:
𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛]
Your book has described the "flip and shift" method for performing convolution. First, we
set up two signals 𝑥[𝑘] and ℎ[𝑘]:
Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
2
Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and
summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure
below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The
middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a
sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2.
We repeat this shifting, multiplication and summing for all values of 𝑛 to get the
complete sequence 𝑦[𝑛]:
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
3
The conv Command
conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦
has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being
stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) =
conv(h,x). An example of the convolution of two signals and plotting the result is
below:
>> x = [0.5 0.5 0.5]; %define input signal x[n]
>> h = [3.0 2.0 1.0]; %unit-pulse response h[n]
>> y = conv(x,h); %compute output y[n] via convolution
>> n = 0:(length(y)-1); %for plotting y[n]
>> stem(n,y) % plot y[n]
>> grid;
>> xlabel('n');
>> ylabel('y[n]');
>> title('Output of System via Convolution');
ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4
4
Deconvolution
The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long
division. The quotient is returned in vector q and the remainder in vector r such that
v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is
equivalent to multiplying the two polynomials, and deconvolution is polynomial
division. The result of dividing v by u is quotient q and remainder r. An examples is
below:
If
>> u = [1 2 3 4];
>> v = [10 20 30];
The convolution is:
>> c = conv(u,v)
c =
10 40 100 160 170 120
Use deconvolution to recover v.
>> [q,r] = deconv(c,u)
q =
10 20 30
r =
0 0 0 0 0 0
This gives a quotient equal to v and a zero remainder.
Structures
Structures in Matlab are just like structures in C. They are basically containers that
allow one
Electronic Media PresentationChoose two of the following.docxtoltonkendal
Electronic Media Presentation
Choose
two of the following types of electronic media:
Radio
Sound recording
Motion pictures
Broadcast television
Research
the history of the media types your team selected. Include the following information in your presentation:
Introduction
Notable founders and parent organizations of your electronic media types
Notable historical dates
Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate
Date the media types launched their websites, became active on the Internet, or became active in social media integration
Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why
How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in?
What are two similarities and two differences between the two media types?
Conclusion
Present your Electronic Media Presentation.
These are 10- to 12-slideMicrosoft
®
PowerPoint
®
presentations with notes.
.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Running head SMITH TREATMENT PLAN1SMITH TREATMENT PLAN3.docx
1. Running head: SMITH TREATMENT PLAN
1
SMITH TREATMENT PLAN
3
Treatment Plan Grading Rubric
Element
Criteria
Points
Possible
Points Earned
Instructor’s Comments
Content of Treatment Plan
Additional screening and assessment instruments identified with
BioPsychoSocialSpiritual (BPSS) and explained
Diagnoses clearly identified and are accurate. (DSM codes
needed). Consideration of self-report vs other sources of
information appropriatelyComment by Jill: See bubbled
comments below Comment by Jill: See bubbled comments
below and read comments this page
Treatment Plan: Clearly address current functioning, mental
health, substance use, and faith/spirituality with thorough
recommendations with plan following Comment by Jill: See
bubbled comments below and read comments this page
Relevant details identified from Perkinson, Jongsma, and Bruce
(2014) and other course resources
Clearly identified best treatment setting Comment by Jill: See
bubbled comments below and read comments this page
Comment by Jill:
Conclusions
32
23
2. Co-Occurring Disorder (COD) is actually the concern here with
3 areas operating related to alcohol, opioids, and depression.
Benzodiazepenes could be added as a 4th, but can be determined
after detox. Further investigation is needed after suicidality and
overdosing more than once regarding self reported, but
unconfirmed, BiPolar mental illness, as well. It would not be
appropriate to ignore any one of the areas above especially in
one with suicidal ideations and her past history of comas.
Future opioids should come through her psychiatrist only unless
communication is established between you, psychiatrist and
pain doctor. You will need third party waivers signed by client
from start of therapy to communicate with any previous
psychiatrist and pain doctors, who can be determined. These
plans always offer ongoing evaluation and continual review
open to additions and changes as the case moves forward to
prioritize necessities and meet previously undisclosed or
unknown concerns. These can be updated in the treatment plan
and are also noted in the progress notes. Your codes needed to
be more specific on both of the substances and depression.
Diagnostic Impressions is not the same as the diagnostic
portion. Setting is not clear other than detox. Spirituality is
addressed but would not be a coded problem. Conclusion is
noted
APA Format
Title Page in current APA format with running head in correct
APA style
Font, level headings, margins are in correct APA Style
Citations properly used in all needed places and match reference
list
If quotations are include, all APA requirements are met, not
used unnecessarily/excessively.
Plagiarism free*
Reference Page is in current APA format
* Higher deduction and other consequences might be applied
for plagiarism.
3. 10
10
Most of your attention to APA detail is fine for a paper of this
nature.
Grammar/Writing
Sentences: coherent, varied, complete, clear, and concise
wording
Punctuation including proper use of comma, period, semicolon,
etc.
Spelling and vocabulary: exemplifies profession writing,
precise, unambiguous, appropriate
Grammar: proper and consistent use of verb tense, noun-
pronoun agreement,
Paragraph: clear and contains one major idea
8
8
No detrimental grammar or writing concerns
COMMENTS:
*I have graded this in spite of 63% Safe Assign. Above 30 % is
a red flag. Much of this report is not yours. But there are so
many errors, to have used these reports, you still need to
reevaluate its contents. For the high safe assign I am taking an
additional -10
Actually, Sally has attempted to use the labels to assist her by
self-report in giving previous diagnosis during the Case History,
where she also reported not having a psychiatrist. Hence, she
needs to be evaluated by the treatment center’s psychiatrist (if
it’s a treatment center) shortly or as soon as detox and/or
stability is complete to determine accuracy of any additional
psychiatric diagnoses beyond Depression and need for any
medications, which only a Psychiatrist can prescribe in our MH
systems along with her two SUD’s related to alcohol and
prescribed opioid abuse or dependence. See bubbled comments
also. Total
50
4. 31
Case History Treatment Plan:
Sally Smith
Comment by Jill: Previously written and presented section
toward assignment is not graded here
Case History for Treatment Plan
Report Regarding Sally Smith
Name: Sally Smith
SS#: 000-00-0000
Age: 42 years old
Date of Examination: 9/1/2016
Examiners: Fred Looney, PhD
Chief Complaint: Mental functioning
Sources of Information
Clinical Interview with Sally Smith
Medical Records
Brief Mental Status Examination
Wechsler Adult Intelligence Scale-IV (WAIS-IV)
Background Information
Ms. Smith is a 42-year-old African American female. She
currently lives with her mother. She states she has one adult son
from a prior marriage. Ms. Smith states she has a 2-year nursing
degree and was employed as a nurse until 2015. She indicates
that she does not attend church currently, but her mother attends
on a weekly basis. As a child, she attended Sunday school and
church periodically.
Ms. Smith states that she has been unable to work as a nurse
due to medical problems. She reported that for years she had
5. problems with high blood pressure, and, one day, she passed out
and was put on a respirator. With further questioning, she
reports that, on the day of this hospitalization, she drank an
alcoholic beverage that reportedly was laced with “some drug.”
Her medical records show a positive drug screen of
benzodiazepines. The medical records state she was “brought in
a comatose state” and was intubated.
The doctor’s records state that Ms. Smith had told him she had
been taking OxyContin for pain and had gone to lunch with
friends and had two drinks. When asked about the information
in the medical records, Ms. Smith admitted to some problematic
drinking during a one-year time frame. However, her reported
history and the medical records do not coincide. Medical
records report a diagnosis of alcohol poisoning.
Her medical history includes inflammatory bowel disease, acute
gastritis, atypical chest pain, hypertension, and a history of
alcohol abuse with elevated alcohol levels during admission.
Ms. Smith states she has a history of depression and was
admitted to a state hospital in 2016 due to suicidal ideations.
She states her abusive alcoholic drinking is related to her
depression. She does admit to consuming a “small” bottle of
vodka on a daily basis at the height of her drinking. She denies
any current alcohol use and is reportedly under the care of a
doctor. She states her current diagnosis is bipolar disorder. She
reports that she hears voices in her head and, at times, verbally
responds to them. Ms. Smith was not able to list the medications
she is currently on, nor are there any recent medical records as
to her current medical conditions. Most recent record is January
2016.Mental Status and Behavioral Observations
Attitude and Behavior: Ms. Smith was friendly and cooperative
throughout the interview. She appeared to respond in a genuine
manner when asked questions. At times, however, she appeared
to be confused with the information requested of her. Her
speech was slurred at times, and she had a glazed look about
her.
6. Appearance: Ms. Smith appeared neat but casually dressed. She
seemed to show adequate attention to her grooming needs. Ms.
Smith did appear to have a slight odor, seemingly of alcohol.
Quality of Thinking: Ms. Smith’s thinking appears pressured
and unorganized. Her reported history does not follow written
reports; however, she does not appear to understand the
inconsistencies. Her self-report appears to be what she believes
to be her honest answer.
Abstraction Skills: Ms. Smith’s abstract thinking appears very
limited; she was unable to explain how work and play are
similar or why people are put on parole.
Affect and Mood: Ms. Smith appeared docile and cooperative
throughout interview. However, the examiner continually
needed to redirect her and help keep her focused.
Orientation: Ms. Smith was oriented x’s 3.
Memory: Ms. Smith’s memory appears limited as evident in her
ability to only repeat 4 numbers forward and 3 backwards.
Attention and Concentration: Ms. Smith appeared to attend to
all tasks at hand.
Judgment and Insight: Ms. Smith’s judgment and insight appear
limited in her inability to follow logical order and recognize
inconsistencies.Intellectual Functioning Testing Results and
Interpretations
Wechsler Adult Intelligence Scale-IV (WAIS-IV)
WAIS–IV Scale Score
Verbal Comprehension 67 (Extremely Low)
Perceptual Reasoning 73 (Borderline)
Working Memory 73 (Borderline)
Processing Speed 100 (Average)
Full Scale 67 (Extremely Low)
General Ability 99 (Average)
Ms. Smith is functioning in the Extremely Low range of
intellect, with her Verbal Comprehension Index score
significantly, but not rarely, lower than her Working Memory
and Processing Speed. In addition, her current functioning is
inconsistent with reported prior achievement and
7. functioningDiagnostic Report and Treatment Planning
This section presents Ms. Smith’s diagnostic report and
treatment plan. The report is based on the current information
collected about her from a clinical interview conducted, medical
records available, a brief mental status assessment and the
Wechsler Adult Intelligence Scale-IV (WAIS-IV). The
following is revealed:
Ms. Smith’s medical issues began during her spell as a nurse.
She reports that her medical problems led to her terminating a
nurse career she had prior to 2015. Her main problems were
associated with high blood pressure for years. She also
confesses to drinking an alcoholic drink laced with a certain
drug. The following is a summary of her SUD screening results
and assessment. SUD Screening Results
Her SUD screen results indicate a positive drug screen of
benzodiazepines. Her medical history also indicates that she had
hypertension, atypical chest pain, inflammatory bowel disease,
acute gastritis as well as alcohol poisoning. Besides having a
history of depression, Ms. Smith also indicates she had a
drinking problem for one year. She indicates that these two
were highly related and whenever she feels depressed she would
look for a “small” bottle of vodka. She reports that she
currently does not take any alcohol. SUD Assessment Results
Ms. Smith admits having had a drinking problem for a year.
During her peak times, she would drink vodka, in what she
described as small amounts. She also agreed to have been taking
OxyContin for pain. Her medical history records also indicate
that she had been diagnosed with alcohol poisoning. Diagnostic
Impressions Comment by Jill: Diagnostic Impressions are not
the same as the codings under diagnosis. A paragraph on
impressions was needed
303.90 F10.20 Alcohol Use Disorder, Moderate
or Severe
291.2 F10.27 Moderate or Severe Alcohol Use
Disorder with Alcohol-Induced Major Neurocognitive Disorder,
Nonamnestic-Confabulatory Type
8. 305.50 F11.10 Opioid Use Disorder, Mild
. Comment by Jill: Need depression in your list since she is
suicidal
307.89 F54 Psychological Factors Affecting Other
Medical Conditions Comment by Jill: Not certain
296.80 F31.9 Unspecified Bipolar and Related
Disorder Comment by Jill: Do not add at this time. This was
self-reported with no confirmation from health care provider
293.82 F06.0 Psychotic Disorder Due to
Another Medical Condition with Hallucinations Comment by
Jill: To be determined by psychiatric eval along with bipolar
and any possible bipolar meds
V62.89 265.8 Religious or Spiritual Problem
Comment by Jill: Don’t add uncertain diagnoses to client
filesRecommendations
Based on the above, therefore, the following recommendations
are deemed necessary:
· A thorough medical history should be created, based on the
story she has told as well as her medical history. There is need
to marry these two so that they speak the same language.
· Ms. Smith’s mental and behavioral assessment suggests that
she also needs to see a psychologist/psychiatrist who will help
her get through her anxiety. This will also improve her
cognitive thinking, further improving her abstraction and
judgement skills.
· Ms. Smith should be taken through therapy to reduce the
chances of relapse; given that she is likely an alcoholic. This is
in line with the report she gave about dealing with an alcohol
problem for over a year.
· Medically-Assisted Detoxication is recommended. Bio-
Psycho-Social-Spiritual Assessment
Family History – Current Family: She reported that she used to
accompany her mother to Sunday school at a young age but
stopped. She is 42 years old and currently lives with her mother.
She also has a son.
Family History – Family of Origin: Ms. Smith’s family has
9. always been based on a strong Christian background. Her
mother always attends church weekly, however, this is not true
for Ms. Smith.
Vocational/Educational/Financial History: Ms. Smith reported
that she had taken a 2-year bachelor’s degree course in Nursing
and had served as a nurse till 2015. However, her family does
not seem to have any financial issues. The fact that she was
taken to school indicates that they might have been in a good
financial position.
Military History: Ms. Smith does not report any military
history.
Legal Assessment: Ms. Smith does not report any legal history.
This may point that she is a law-abiding citizen.
Social/Leisure Assessment: Ms. Smith is a social person and
enjoys having lunch and taking drinks with her friends. Her
attitude and behavior are also friendly and cooperative.
Spiritual/Cultural History: Ms. Smith’s mother is a staunch
Christian who attends church at least once every week. While
Ms. Smith herself used to attend church periodically, she no
longer attends church as often as she should.
Psychological Assessment: Ms. Smith’s psychological
assessment is based on the facts reported from observing her
mental status and behavior. Her attitude and behavior indicate
that she is friendly, honest and cooperative. Her flow of
thought, however, indicated that she is tense and appears to be
under pressure all the time, making her judgement questionable.
Her abstraction skills are somewhat limited, so is her memory.
It is important to note that she is attentive, meaning that her
levels of concentration are high.
Sexual History and Orientation: Ms. Smith was married, has a
son, meaning that her sexual orientation is heterosexual. She is
currently single.
Problem Areas
Problem #1: Substance Use
Problem #2: Chronic Pain/Medical Issues
Problem #3: Bipolar Disorder
10. Problem #4: Treatment Resistance
Problem #5:Relapse Proneness
BPSS Summary
Name: Sally Smith
Marital Status: Single
Residence: N/A
Employment: Unemployed (Former Nurse)
Family Situation: She has a son from a previous marriage and
currently lives with her mother.
Reason for entering treatment: Mental functioning
Alcohol/Drug History: She used to drink a “small” bottle of
vodka. Was once diagnosed with alcohol poisoning
Medical Assessment: Medical history indicates she had
inflammatory bowel disease, acute gastritis, atypical chest pain,
hypertension, and a history of alcohol abuse
Mental Status: Based on the Wechsler Adult Intelligence Scale-
IV (WAIS-IV) IQ test results, results, Ms. Smith’s verbal
comprehension is extremely low. Her perceptual reasoning and
working memory are on the borderline while her processing
speed and full-scale scores are average and extremely low
respectively. Her general mental ability is therefore described
as average.
Psychological Summary: Her attitude and behavior indicates
that she is friendly, honest and cooperative. Her flow of
thought, however, indicated that she is tense and appears to be
under pressure all the time, making her judgement questionable.
Relapse Issues: Ms. Smith reports that she is not currently
utilizing substances to cope with her mental and medical issues.
However, her labs and affect report otherwise. Treatment Plan
(Problems 1-5)
PROBLEM #1: Substance Use Disorder
GOAL: Establish a sustained recovery, free from the use of all
mood-altering substances (Perkinson, Arthur, & Bruce, 2014).
11. Objective 1: Provide honest and complete information from a
chemical dependence biopsychosocial history (Perkinson,
Arthur, & Bruce, 2014).
Intervention 1: Gather a complete drug/alcohol history from the
client, including the amount and pattern of her use (Perkinson,
Arthur, & Bruce, 2014).
Objective 2: Participate in a medical evaluation to assess the
effects of chemical dependence (Perkinson, Arthur, & Bruce,
2014).
Intervention 2: Refer the client for an examination to determine
consequences of substance use (Perkinson, Arthur, & Bruce,
2014).
Objective 2: Cooperate with an evaluation by a physician for
psychotropic medication (Perkinson, Arthur, & Bruce, 2014).
Intervention 2: Assess the need for psychotropic medication for
any mental/emotional comorbidities (Perkinson, Arthur, &
Bruce, 2014).
PROBLEM #2: Chronic Pain
GOAL: Regulate pain without addictive medications (Perkinson,
Arthur, & Bruce, 2014).
Objective 1: Describe the nature, history, and impact of chronic
pain, medical issues, and substance abuse (Perkinson, Arthur, &
Bruce, 2014).
Intervention 1: Assess the manifestation of chronic pain/medical
issues, its history, triggers, and methods of coping (Perkinson,
Arthur, & Bruce, 2014).
Objective 2: Cooperate with a thorough medical examination to
rule out any alternative causes for pain and explore treatment
options (Perkinson, Arthur, & Bruce, 2014).
Intervention 2: Refer the client to a physician to undergo an
12. examination.
Objective 3: Follow through with pain management (Perkinson,
Arthur, & Bruce, 2014).
Intervention 3: Discuss cautious-use of medications to manage
pain (Perkinson, Arthur, & Bruce, 2014).
PROBLEM #3: Bipolar Disorder Comment by Jill: Not to be
added to reports until after detox and stabilization allows
psychiatric review
GOAL: Alleviate mood symptoms and return to previous level
of effective functioning (Perkinson, Arthur, & Bruce, 2014).
Objective 1: Describe the personal history of mood changes and
associated changes in behavior (Perkinson, Arthur, & Bruce,
2014).
Intervention 1: Encourage client to share her thoughts and
feelings, express empathy, and build rapport while assessing
symptoms of the mood disorder (Perkinson, Arthur, & Bruce,
2014).
Objective 2: Identify depressive behavior patterns and list
several instances in which it led to addiction (Perkinson,
Arthur, & Bruce, 2014).
Intervention 2: Assess the client’s addictive behavior history
(Perkinson, Arthur, & Bruce, 2014).
Objective 3: Turn over at least one problem to a higher power
each day (Perkinson, Arthur, & Bruce, 2014).
Intervention 3: Assign the client to turn over one problem each
day to a higher power (Perkinson, Arthur, & Bruce, 2014).
PROBLEM #4: Treatment Resistance
13. GOAL: Accept the powerlessness and unmanageability that
addiction has brought to life, and actively engage in the
treatment process (Perkinson, Arthur, & Bruce, 2014).
Objective 1: Share the feelings that surround admission to
treatment (Perkinson, Arthur, & Bruce, 2014).
Intervention 1: Probe the reasons why the client is resisting
treatment (Perkinson, Arthur, & Bruce, 2014).
Objective 2: Cooperate with biopsychosocial assessment and
accept the treatment recommendations (Perkinson, Arthur, &
Bruce, 2014).
Intervention 2: Share the results of the assessment, medical
labs, and recommendations with client (Perkinson, Arthur, &
Bruce, 2014).
Objective 3: Provide data for a Stage of Change assessment
(Perkinson, Arthur, & Bruce, 2014).
Intervention 3: Assess client’s position in the Stage of Change
(Perkinson, Arthur, & Bruce, 2014).
PROBLEM #5: Relapse Proneness
GOAL: Maintain freedom from addiction without experiencing
relapse (Perkinson, Arthur, & Bruce, 2014).
Objective 1: Write a detailed chemical use history, describing
treatment attempts and the specific situations surrounding
relapse (Perkinson, Arthur, & Bruce, 2014).
Intervention 1: Assign the client to write a chemical use history,
describing her attempts at recovery and the situations
surrounding relapse (Perkinson, Arthur, & Bruce, 2014).
Objective 2: Verbalize the powerlessness and unmanageability
that result from addiction and relapse (Perkinson, Arthur, &
Bruce, 2014).
14. Intervention 2: Help the client see the powerlessness and
unmanageability that result addiction and relapse using a 12-
step recovery program’s Step 1 exercise (Perkinson, Arthur, &
Bruce, 2014).
Objective 3: Verbalize that continued alcohol/drug abuse meets
the 12-step program concept of insanity (Perkinson, Arthur, &
Bruce, 2014).
Intervention 3: Using a 12-step recovery program’s Step 2
exercise, help the client to see the insanity of her disease
(Perkinson, Arthur, & Bruce, 2014).
Conclusion
Patients with Substance Use Disorder often require therapy
ranging from different aspects. However, before giving it to
them, there is need to conduct a thorough diagnosis of the
patient to ascertain their status. Sally Smith’s case is a perfect
example of how half-done diagnostics can result to an
escalation of the problem rather than solving it. Prior to the
information provided in this diagnostic report, Ms. Smith’s
medical records does not coincide with her medical history.
This, in most cases, makes it hard to conduct effective therapy
that would cure such a patient.
Information needs to be collected from various sources as was
the case in this report. Ms. Smith’s information was collected
through Clinical Interviews, Medical Records, Brief Mental
Status Examination and even the IQ-test for adults i.e. Wechsler
Adult Intelligence Scale-IV (WAIS-IV). All these provided
enough information to make the recommendations made for her
to be taken through. The information indicated that she
probably suffers from depression and alcoholism. She also has
memory issues. She can thus get the help she needs from
specific health care practitioners.
References
15. Hester, R. K., & Miller, W. R. (2003). Handbook of alcoholism
treatment approaches (3rd ed.).
New York, NY: Allyn & Bacon. ISBN: 9780205360642.
Perkinson, R., Jongsma, A., & Bruce, T. J. (2014). The
addiction treatment planner (5th ed.).
Hoboken, NJ: Wiley. ISBN: 9781118414750.
Christina C. DISCUSSION BOAR #1
200 WORD REPLY
AA and Spirituality
Except for two or three attendances to AA there seems
to be more people refusing to acknowledge God as their higher
power (at least in my area) and believing it is all about will
power, which is fine to a point, but ultimately it comes down to
God’s Grace that gives us strength with our daily struggles.
Mathew 19:26 (KJV) God said, “Believe in me and all things
are possible”. Clinton & Scalise (2013) states in part 4
“Processing Addictions”, two of the four key elements to the
“Road to Recovery”, is 1. Clean out the infection and 2. Renew
the mind (p. 254).
Cleaning out the infection entails breaking the power of denial
and as a Christian Counselor that would not only include the
denial of whether there is a problem, but also with who is in
charge concerning that problem. Renewing the mind entails
breaking the power of disbelief (Clinton & Scalise, 2013)
therefore, if we truly believe God can heal us and we are truly
remorseful, he will.
Go along with the above, I notice in AA is for those that have
not fully recovered Step 1 being able to admit powerlessness
over the disease (Hester & Miller, 2003 p. 170), is the hardest
step for all or most all to get past. Each person, some like
myself more hardheaded that the rest, just can not except being
out of control of our lives. Some victims of abuse which you
will meet in AA, have taken steps to gain control over their
16. lives from the abuse and it pours over to the addiction because
that person’s headstrongness is so deep it is virtually
unchangeable therefor, making it a constant battle, to allow
themselves to feel comfortable, with the thought they may not
be able to control addiction alone. That person does not want to
ever be abused again under any circumstance.
Then to persuade that same person they are not in control of
their lives; their first initial response might be “BULL”.
As a Counselor, I would ask this person “What would you do if
someone tried to hurt or abuse you today”? I might get a
response like, “I would fight back and not submit out of fear”.
Then, I would say, Alcohol is the abuser, stealing from you of
everything that is “beautiful” such as Children, “good” such as
Jobs or Happiness, and “peaceful” such as the serenity of self-
perseverance. Will you be willing to fight for those things?
Would you like to learn how? Would you be willing to put
into practicesome ways of changing your life? Can we say a
prayer and ask for help? What I may be able to plant in this
person’s life today, may save their life tomorrow.
References
Mathew 19:26, (n.d.). Retrieved February 28, 2018 from:
https://www.kingjamesbibleonline.org/Bible-Verses-
About-All-Things-Are-Possible/
Clinton, D., & Scalise, D. (2013). Addictions and Recovery
Counseling. Grand Rapids, MI: Baker Books.
Hester, R. K., & Millier , W. R. (2003). Handbook of
Alcoholism Treatment Approaches: Effective
Alternitives (Third ed.). Boston, MA: Pearson Education.
Robert C. DISCUSSION BOARD #2
200 WORDS
Attending Narcotics Anonymous (NA) meetings have given me
a broader understanding and insight into the different variables
of substance use disorders (SUD). The group that I am
attending is a very engaged group who refers to God as the
17. “Higher Power” and professes that He is the one who helps
them daily to achieve the goal of sobriety. According to Hester
and Miller (2003) reveals “the hope for the hopeless condition”
is revealed when the individual turns over their life to a higher
power and follow “a spiritual path to recovery” (p. 3). Many of
the individuals who seized the opportunity to share in a
discussion usually gave credit to God for preserving them
during their journey and for creating the NA program.
Furthermore, many of them recognize their addiction as a
disease that they couldn’t solve themselves. Therefore, they
have embraced the concept of spiritually surrendering and
giving “up control to the Lord” as Clinton and Scalise (2013)
disclosed.
Within counseling it is important to establish a
relationship with the client in order to do a personal
assessment. According to Clinton and Scalise (2013) it is
necessary for counselors who are assisting those with addictions
to “address strongly the concept of building and maintaining
relationships with their clients” (p. 57). I believe it is equally
important in the counseling setting to allow the individual to
practice spiritual principles in order to develop a system of self-
accountability and disciplines. As the client learns to pray to
God they began to depend on Him as the true fulfillment of
life. Therefore, helping one who is struggling with an addiction
become aware of the deadly cycle of trying to fill a void that
only God can fill, will help them jump off the roller coaster of
insanity. According to Clinton and Scalise (2013) those who
are struggling with an addiction and have not found a
relationship with Jesus Christ “are working to fill this vacuum
with all the wrong things” (p. 57). Therefore, it is pertinent
that the counselor addresses the spiritual needs of the client
before proceeding.
My own personal worldview is based on biblical
principles and values. Therefore, I agree that the most
important thing in life is having an individual discover the
Creator of our purpose and being. My philosophy is that God is
18. the manufacturer who knows how to the creation is supposed to
function. Consequently, the creation must return to the
manufacturer for instructions and repairs. The scripture in 2
Corinthians 5:17 tells us that “if any man be in Christ, he is a
new creature, old things are passed away, behold all things have
become new” (KJV). I believe that when an individual totally
surrenders to Jesus Christ, only then will they experience that
new victorious life. According to 2 Corinthians 2:14 “thanks be
unto God, which always causes us to triumph in Christ (KJV).
Reference
Clinton, T., & Scalise, E. (2013). The quick-reference guide to
addictions and recovery counseling: 40 topics, spiritual
insights, and easy-to-use action steps. Grand Rapids, MI: Baker
Books.
Hester, R. K., & Miller, W. R. (2003). Handbook of alcoholism
treatment approaches (3rd ed.). New York, NY: Allyn & Bacon.