Working With Survivors of Sexual Abuse and Trauma The Case of Bra.docx
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Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children. Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems. At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less with his mother as primary treatment goals. I worked with Brandon in both individual and family sessions to address his symptoms of depression and post-traumatic stress disorder (PTSD). Utilizing the trauma.
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LGS2008 Worker’s Compensation Law
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Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.
At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less w ...
Working With Survivors of Sexual Abuse and Trauma The Case of Bra.docx
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.
At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less with his mother as primary treatment goals.
I worked with Brandon in both individual and family sessions to address his symptoms of depression and post-traumatic stress disorder (PTSD). Utilizing the trauma-foc.
Assignment Child Abuse and NeglectPhysical, emotional, and sexual.docx
Assignment: Child Abuse and Neglect
Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.
·
Submit
a 2-page paper in which you review the approach taken by the social worker in Brandon’s case.
·
Identify how the social worker might have used the ecological model to understand Brandon’s situation based on a person-in-environment perspective.
·
Explain the use of the ecological model in this case on micro, mezzo, and macro levels.
Describe strengths the social worker may have missed in assessing Brandon and his mother.
·
Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed. Please use the Learning Resources to support your answer.
References (use 2 or more)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Roose, R., & De Bie, M. (2008). Children’s rights: A challenge for social work.
International Social Work, 51
(1), 37–46. Retrieved from the Walden Library databases.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
Chapter 4 (pp. 178-253)
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatm.
Assignment Child Abuse and NeglectPhysical, emotional, .docx
Assignment: Child Abuse and Neglect
Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.
·
Submit
a 2-page paper in which you review the approach taken by the social worker in Brandon’s case.
·
Identify how the social worker might have used the ecological model to understand Brandon’s situation based on a person-in-environment perspective.
·
Explain the use of the ecological model in this case on micro, mezzo, and macro levels.
Describe strengths the social worker may have missed in assessing Brandon and his mother.
·
Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed. Please use the Learning Resources to support your answer.
References (use 2 or more)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Roose, R., & De Bie, M. (2008). Children’s rights: A challenge for social work.
International Social Work, 51
(1), 37–46. Retrieved from the Walden Library databases.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
Chapter 4 (pp. 178-253)
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focu.
Assignment Child Abuse and Neglect July 21, 2016APA FORMAT .docx
Assignment: Child Abuse and Neglect
|
July 21, 2016
APA FORMAT 1-4 PAGES IN-TEXT CITATION ETC. IF YOU CAN NOT ADHERE TO THE DETAILS OR DEADLINE DO NOT TAKE THIS ASSIGNMENT.
USE THE RESOURCE LINKS AND UPLOADS BELOW IN DEVELOPMENT OF THIS PAPER.
Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.
At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB g.
Grand Rounds Hi, and thanks for attending this case presen.docx
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern ...
Page 1 of 4 Maladaptive Behavior and Psychopathology ©.docx
Page 1 of 4
Maladaptive Behavior and Psychopathology
© 2013 Argosy University
Psychological Evaluation
Confidential: For Professional Use Only
Name: Homer Brine
Date of Birth: 1-11-65
Date of Evaluation: 7-30-08
Clinician: A. Adler, PhD
Reason for Referral
Brine was referred by the Division of Family Services for a psychological evaluation to assess his current
level of cognitive, behavioral, and emotional functioning and to provide recommendations for outpatient
mental health services and family reunification.
Background History
The following background information was obtained from an interview with Brine and a review of available
records.
Brine is a forty-three-year-old Caucasian male who was referred for a psychological evaluation by the
Division of Family Services to assist with providing recommendations for outpatient mental health services
and family reunification. He became involved with the Division of Family Services after he was arrested for
sexually abusing his daughter. Brine was informed that the results of the evaluation would be utilized to
develop opinions and conclusions regarding the likelihood that he would revictimize his daughter. In
addition, he was told that the report or the examiner might appear at his court proceedings to give evidence
regarding his past, present, or potential future mental state. Brine chose to participate in the evaluation
recognizing the nature of the evaluation and its purpose.
Brine was born in York County, Pennsylvania, in a rural farming community near the Maryland state line. He
was the older of two children raised in a ―traditional Christian home.‖ When Brine was a young boy, his
family moved to Wheeling, West Virginia, due to his father’s employment with a mining company. Brine’s
mother was a ―stay-at-home mom‖ who was actively involved in her sons’ school-related activities. Brine
described his parents as hardworking people who always supported him. He reported that he had begun
having school learning problems in middle school related to comprehending and retaining learned
materials. Brine described himself as a ―quiet‖ child who ―always had difficulty in school.‖ He described
being involved with special educational services throughout his secondary education (middle school and
high school). He received small group instruction and individualized assistance with learning arithmetic
skills, developing memory skills, and improving his comprehension. Brine was an impulsive, distractible,
and active boy who had difficulty completing school assignments and interacting with peers in the
classroom. He obtained part-time employment after school and during summer vacations and worked for
the Natural Services Department cleaning campgrounds. Although Brine enjoyed working for the Natural
Services Department, he was unable to obtain full-time employment after his high school graduation due to
his learning problems.
Brine con.
THE SPURWINK CHILD ABUSE PROGRAM 17 BISHOP STREET PO.docx
THE SPURWINK CHILD ABUSE PROGRAM
17 BISHOP STREET
PORTLAND, MAINE 04103
Phone: 207-879-6160 or 800-260-6160
Fax: 207-871-5668
Psychological Report
Name: Joey Esmond
Date of Birth: January 15, 1973
Record No: 0123456
Evaluation Dates: February 04, 2008; March 11, 2008
Report Date: May 12, 2008
Evaluation Methods: Wide Range Achievement Test, third edition, reading subtest (WRAT3);
Kaufman Brief Intelligence Test, second edition (K-BIT2); Minnesota Multiphasic Personality
Inventory (MMPI-2); Millon Clinical Multiaxial Inventory (MCMI-III); Substance Abuse Subtle
Screening Inventory (SASSI-3); Child Abuse Potential Inventory (CAP-I); Parenting Stress
Index (PSI); client interview; Parenting Sentence Completion Series; record review; parent/child
interaction observation session
Examiner: William M. Barter, Ph.D., Program Psychologist
Background: Mr. Esmond was referred to Spurwink for an evaluation of his parenting relative
to the placement of his infant son, Garvey; his stepson, Matty; and his three older boys, Caleb,
Danny, and Kris. At the time of referral from DHHS, a DVD was provided by the Department
showing Mr. Esmond being physically, verbally, and emotionally abusive to his wife’s son,
Matty Mondor. There have been ongoing concerns about Mr. Esmond’s inappropriate and
antisocial behavior and his overall ability to be a safe parent.
Asked for his view of the referral, Mr. Esmond stated that he was being referred for an
evaluation because he and his wife did not understand how to deal with his stepson, Matty. He
stated that he wants to find out what his parenting skills are because the State of Maine disagrees
with him about parenting. He then stated that everybody learns in life. He said that since foster
placement Matty has been 100% more well-behaved, articulate, and has few fits of yelling. He
said that maltreatment concerns were based on how he and his wife were dealing with Matty’s
behaviors and the way he was acting. He then stated that Matty has been diagnosed with
Asperger’s Disorder, Bipolar Disorder, and Oppositional Defiant Disorder. He stated that it was
hard to know how to discipline him. He stated that he is currently living with his wife in an
apartment in Sanford where no children are currently living. He stated that Matty is in a foster
home, as is his infant son. He stated that they have supervised visits and he reiterated that
Matty’s behaviors have changed a great deal.
Evaluation Objectives: The current evaluation is intended a) to assess Mr. Esmond in terms of
his current psychological and emotional functioning, b) to assess his relative strengths and
weaknesses functioning as a parent, c) to assess for the presence of parental psychological,
Joey Esmond
Psychological Evaluation
Page 2 of 9
social, emotional or behavioral factors that might place children at risk of maltreatment or
neglect while in his care ...
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2.
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4.
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Page 1 of 1
LGS2008 Worker’s Compensation Law
© 2013 South University
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.
At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less w ...
Working With Survivors of Sexual Abuse and Trauma The Case of Bra.docx
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.
At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less with his mother as primary treatment goals.
I worked with Brandon in both individual and family sessions to address his symptoms of depression and post-traumatic stress disorder (PTSD). Utilizing the trauma-foc.
Assignment Child Abuse and NeglectPhysical, emotional, and sexual.docx
Assignment: Child Abuse and Neglect
Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.
·
Submit
a 2-page paper in which you review the approach taken by the social worker in Brandon’s case.
·
Identify how the social worker might have used the ecological model to understand Brandon’s situation based on a person-in-environment perspective.
·
Explain the use of the ecological model in this case on micro, mezzo, and macro levels.
Describe strengths the social worker may have missed in assessing Brandon and his mother.
·
Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed. Please use the Learning Resources to support your answer.
References (use 2 or more)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Roose, R., & De Bie, M. (2008). Children’s rights: A challenge for social work.
International Social Work, 51
(1), 37–46. Retrieved from the Walden Library databases.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
Chapter 4 (pp. 178-253)
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatm.
Assignment Child Abuse and NeglectPhysical, emotional, .docx
Assignment: Child Abuse and Neglect
Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.
·
Submit
a 2-page paper in which you review the approach taken by the social worker in Brandon’s case.
·
Identify how the social worker might have used the ecological model to understand Brandon’s situation based on a person-in-environment perspective.
·
Explain the use of the ecological model in this case on micro, mezzo, and macro levels.
Describe strengths the social worker may have missed in assessing Brandon and his mother.
·
Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed. Please use the Learning Resources to support your answer.
References (use 2 or more)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year.
Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Roose, R., & De Bie, M. (2008). Children’s rights: A challenge for social work.
International Social Work, 51
(1), 37–46. Retrieved from the Walden Library databases.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
Chapter 4 (pp. 178-253)
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focu.
Assignment Child Abuse and Neglect July 21, 2016APA FORMAT .docx
Assignment: Child Abuse and Neglect
|
July 21, 2016
APA FORMAT 1-4 PAGES IN-TEXT CITATION ETC. IF YOU CAN NOT ADHERE TO THE DETAILS OR DEADLINE DO NOT TAKE THIS ASSIGNMENT.
USE THE RESOURCE LINKS AND UPLOADS BELOW IN DEVELOPMENT OF THIS PAPER.
Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.
Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.
Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.
At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB g.
Grand Rounds Hi, and thanks for attending this case presen.docx
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern ...
Page 1 of 4 Maladaptive Behavior and Psychopathology ©.docx
Page 1 of 4
Maladaptive Behavior and Psychopathology
© 2013 Argosy University
Psychological Evaluation
Confidential: For Professional Use Only
Name: Homer Brine
Date of Birth: 1-11-65
Date of Evaluation: 7-30-08
Clinician: A. Adler, PhD
Reason for Referral
Brine was referred by the Division of Family Services for a psychological evaluation to assess his current
level of cognitive, behavioral, and emotional functioning and to provide recommendations for outpatient
mental health services and family reunification.
Background History
The following background information was obtained from an interview with Brine and a review of available
records.
Brine is a forty-three-year-old Caucasian male who was referred for a psychological evaluation by the
Division of Family Services to assist with providing recommendations for outpatient mental health services
and family reunification. He became involved with the Division of Family Services after he was arrested for
sexually abusing his daughter. Brine was informed that the results of the evaluation would be utilized to
develop opinions and conclusions regarding the likelihood that he would revictimize his daughter. In
addition, he was told that the report or the examiner might appear at his court proceedings to give evidence
regarding his past, present, or potential future mental state. Brine chose to participate in the evaluation
recognizing the nature of the evaluation and its purpose.
Brine was born in York County, Pennsylvania, in a rural farming community near the Maryland state line. He
was the older of two children raised in a ―traditional Christian home.‖ When Brine was a young boy, his
family moved to Wheeling, West Virginia, due to his father’s employment with a mining company. Brine’s
mother was a ―stay-at-home mom‖ who was actively involved in her sons’ school-related activities. Brine
described his parents as hardworking people who always supported him. He reported that he had begun
having school learning problems in middle school related to comprehending and retaining learned
materials. Brine described himself as a ―quiet‖ child who ―always had difficulty in school.‖ He described
being involved with special educational services throughout his secondary education (middle school and
high school). He received small group instruction and individualized assistance with learning arithmetic
skills, developing memory skills, and improving his comprehension. Brine was an impulsive, distractible,
and active boy who had difficulty completing school assignments and interacting with peers in the
classroom. He obtained part-time employment after school and during summer vacations and worked for
the Natural Services Department cleaning campgrounds. Although Brine enjoyed working for the Natural
Services Department, he was unable to obtain full-time employment after his high school graduation due to
his learning problems.
Brine con.
THE SPURWINK CHILD ABUSE PROGRAM 17 BISHOP STREET PO.docx
THE SPURWINK CHILD ABUSE PROGRAM
17 BISHOP STREET
PORTLAND, MAINE 04103
Phone: 207-879-6160 or 800-260-6160
Fax: 207-871-5668
Psychological Report
Name: Joey Esmond
Date of Birth: January 15, 1973
Record No: 0123456
Evaluation Dates: February 04, 2008; March 11, 2008
Report Date: May 12, 2008
Evaluation Methods: Wide Range Achievement Test, third edition, reading subtest (WRAT3);
Kaufman Brief Intelligence Test, second edition (K-BIT2); Minnesota Multiphasic Personality
Inventory (MMPI-2); Millon Clinical Multiaxial Inventory (MCMI-III); Substance Abuse Subtle
Screening Inventory (SASSI-3); Child Abuse Potential Inventory (CAP-I); Parenting Stress
Index (PSI); client interview; Parenting Sentence Completion Series; record review; parent/child
interaction observation session
Examiner: William M. Barter, Ph.D., Program Psychologist
Background: Mr. Esmond was referred to Spurwink for an evaluation of his parenting relative
to the placement of his infant son, Garvey; his stepson, Matty; and his three older boys, Caleb,
Danny, and Kris. At the time of referral from DHHS, a DVD was provided by the Department
showing Mr. Esmond being physically, verbally, and emotionally abusive to his wife’s son,
Matty Mondor. There have been ongoing concerns about Mr. Esmond’s inappropriate and
antisocial behavior and his overall ability to be a safe parent.
Asked for his view of the referral, Mr. Esmond stated that he was being referred for an
evaluation because he and his wife did not understand how to deal with his stepson, Matty. He
stated that he wants to find out what his parenting skills are because the State of Maine disagrees
with him about parenting. He then stated that everybody learns in life. He said that since foster
placement Matty has been 100% more well-behaved, articulate, and has few fits of yelling. He
said that maltreatment concerns were based on how he and his wife were dealing with Matty’s
behaviors and the way he was acting. He then stated that Matty has been diagnosed with
Asperger’s Disorder, Bipolar Disorder, and Oppositional Defiant Disorder. He stated that it was
hard to know how to discipline him. He stated that he is currently living with his wife in an
apartment in Sanford where no children are currently living. He stated that Matty is in a foster
home, as is his infant son. He stated that they have supervised visits and he reiterated that
Matty’s behaviors have changed a great deal.
Evaluation Objectives: The current evaluation is intended a) to assess Mr. Esmond in terms of
his current psychological and emotional functioning, b) to assess his relative strengths and
weaknesses functioning as a parent, c) to assess for the presence of parental psychological,
Joey Esmond
Psychological Evaluation
Page 2 of 9
social, emotional or behavioral factors that might place children at risk of maltreatment or
neglect while in his care ...
Kareem is a 19 year old man of Middle Eastern descent. His parent.docx
Kareem is a 19 year old man of Middle Eastern descent. His parents immigrated to the United States for “political reasons” when he was about 2-years-old, and they have run a successful small retail business for well over a decade. He is the oldest of three children and the only son in his family. He has worked part time for his parents since he was a young adolescent. He lives with his parents, and younger sister in the home he grew up in. Another sister has recently married and lives close by in the same neighborhood. There are no other extended family members in the U.S. The family members are practicing Christians, although their involvement is to only attend Sunday services, and all are U.S. citizens. The family lives in a majority minority neighborhood with others who are originally from the same area of the world, and they maintain many of their ethnic customs.
Kareem is fluent in three languages, but considers English his primary language. His parents indicated that he had always been outgoing and friendly, and had many friends. He had started to date a nice girl after he graduated from high school. He was educated in the U.S., completed high school two years ago, and has completed one year of an associate’s degree in business program at the local community college. His family members report that he was always an exemplary student, and formerly aspired to obtain an MBA or to become an accountant and to work in the business world. He elected to attend community college part time and planned to save his own money for two years, even though his parents report they would have paid his tuition if he had elected to go to the state university immediately following high school graduation. They did acknowledge that they respect his intention to ‘be his own man’ and to still honor his family by helping with the family business while completing the first part of his college education.
Kareem was assaulted by three men nearly 10 months ago. The incident occurred late at night, as he returned home after a late study session at the community college library. In the police report, he indicated that he did not know his assailants, nor did they give any warning before attacking him. He reported hearing racial slurs as they began beating him, and considers himself the victim of a hate crime. He does not recall much about the incident, and so he has not been able to contribute much to the investigation. The case remains unsolved and to this point, it has not been categorized as a hate crime. Kareem was badly beaten, and had to be hospitalized for several weeks for multiple broken bones, a collapsed lung, and other complications of his injuries. He sustained a concussion and says he continues to have a consistent ringing in his ears since that time. He has recovered well physically, according to his father, but has many social and emotional problems following the incident. His family members are somewhat skeptical about the value of ...
Child and Adolescent Counseling Cases Sex, Sexuality, and Sub.docx
Child and Adolescent Counseling Cases: Sex, Sexuality, and Substance Abuse
© 2014 Laureate Education, Inc. Page 1 of 2
Week 9: Case 1, Sexuality
Loretta is a 17-year-old white female. She is a student in a partial-day treatment center
focusing on vocational and social skill development. Loretta has a wide range of
disabilities related, at least in part, to a brain injury she suffered as a toddler. She has
specific learning disabilities in the areas of writing and reading. Despite her challenges,
Loretta is a hard worker. Because of her positive attitude and work ethic within the day
treatment setting, Loretta has a good reputation for being dependable and trustworthy.
However, over the past 6 months, Loretta has decided she likes sex. She has been
caught having sexual contact at the treatment center and also at home in the evenings
and on the weekends. This behavior is concerning to Loretta’s parents. They are
worried about her sexual safety, potential pregnancy, sexually transmitted diseases,
and Loretta’s behavior is outside their comfort zone. They have tried lecturing,
grounding her, and other threats and punishments. Loretta does not see anything wrong
with her behavior. Apparently, the pleasure she associates with sex more than offsets
the consequences she has gotten from her parents, and she seems relatively oblivious
to the additional potential consequences of sexually transmitted diseases and
pregnancy.
Week 9: Case 2, Sexual Orientation
Patrick is a 9-year-old African American boy enrolled in the fourth grade in a private
Christian school. Patrick is exceptionally intelligent and very academically successful.
However, based on reports from his parents and from his teachers, he has always
struggled in the social domain. Most recently, Patrick has been causing a disturbance in
the classroom by telling teachers and students that one of the other male students in
the class is his boyfriend and insisting that he loves boys, not girls. This behavior has
been extremely difficult for his parents to accept as they hold a rather traditional
Christian perspective. The thought of their son being gay is very disturbing for them.
You initially were contacted by Patrick’s parents, who made it clear to you they think
Patrick is acting out in an effort to gain attention from his peers. They also make it clear
that they are either unwilling or unable to consider the possibility that Patrick might be
gay. When the three of them show up in your office, the parents dominate the
conversation and tell Patrick he needs to work with you to get things straightened out.
Their goal is for you to work with Patrick so he will put a stop to his silly and disturbing
claims of having romantic feelings for boys. Patrick refuses to offer any goals for
counseling. When you meet with him alone, he slowly opens up and you end up
somewhat convinced that this boy really does feel he is gay and likely needs to explore
his se.
Assignment ComponentProficientMaximum PointsIdentify a princ.docx
Assignment Component
Proficient
Maximum Points
Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis.
Identifies at least one principal and one secondary diagnosis that are rationally linked to the case provided. Provides detailed information about how diagnoses were reached and how the client’s symptoms fit the diagnostic criteria. Evidence is presented in a logical manner that builds a solid case which supports diagnostic impressions.
48
Describe multiple elements of the etiology for the principal and secondary diagnoses. Explain how the etiology contributed to each (principal & secondary) diagnosis.
Presents a clear understanding of the possible origins of the principal and secondary diagnoses. Demonstrates ability to integrate and conceptualize all of the information presented. Clearly states how the diagnoses/ presenting issue began (ETIOLOGY) and what may be maintaining them.
48
Identify a specific therapeutic modality for each principal and secondary diagnoses.
Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client.
48
Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study.
Demonstrates a clear application of the selected therapeutic modality for treatment of the principal and secondary diagnoses of the person in the vignette.
48
Identify at least one differential (alternate) diagnosis for the primary and secondary diagnosis.
Clearly discusses other diagnoses (differential diagnoses) that were ruled-out as well as specific reasons for eliminating these diagnoses.
32
Discussed key cultural factors that may influence diagnosis and treatment.
Describes cultural factors that may influence the diagnoses and identifies cultural issues that may require additional exploration. Outlines how the cultural factors influence treatment options.
48
Academic Writing
Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correct APA format.
Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correct APA format.
28
Total:
300
Page 1 of 4
Maladaptive Behavior and Psychopathology
© 2013 Argosy University
Psychological Evaluation
Confidential: For Professional Use Only
Name: Homer Brine
Date of Birth: 1-11-65
Date of Evaluation: 7-30-08
Clinician: A. Adler, PhD
Reason for Refe.
Assignment 3 Case Study Analysis IThe first step in understanding.docx
Assignment 3: Case Study Analysis I
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in eve.
Running head INITIAL CASE CONCEPTUALIZATION PTSD .docx
Running head: INITIAL CASE CONCEPTUALIZATION: PTSD
1
May 11, 2019
Initial Case Conceptualization: PTSD
Client Information
INITIAL CASE CONCEPTUALIZATION: PTSD !2
Maria is a 25 year old African American female, with four children under the age of six
years old. To ensure her protection of her identity, I will refer to her as Maria. Maria states that
she is a christian and does not attend church often. Maria reports that she would like to become
more active in church again. Maria says that she is currently in an abusive relationship with her
spouse of seven years. While she is not physically disabled, she mentioned that she is facing var-
ious psychological challenges that have made her live in an inpatient psychological hospital.
Maria says that she identifies as a female who is attracted to the opposite sex. She is currently
working two jobs to sustain her life and the lives of her four children aged six, three, one, and
two months (1boy and 3 girls). Therefore, she is financially and economically challenged; but
she has been doing the best she could to make ends meet despite her circumstances.
Maria has managed to secure a 2-bedroom apartment that she shares with her four chil-
dren. Besides her two jobs, she also seeks welfare support to help her with daycare, medical and
food assistance. Maria also mentioned that her older brother sends her checks from time to time
to help her with the children. Additionally, she makes use of food stamps that have been availed
to her to cut the cost of food. Some non-governmental organization has also volunteered to take
care of educational needs of her two older children. While her emotional and psychological state
seems a bit unstable, Maria is physically healthy, and reports that she takes care of her physical
wellbeing, by walking 3 miles per day, to catch a bus to work.
Maria presenting issues is PTSD, she has been sexually assaulted numerous of times
throughout her childhood. She seems to be trying to forget some issues of her past that bring
back bad memories regarding her sexual abuse. She seems traumatized by her sexual past, which
INITIAL CASE CONCEPTUALIZATION: PTSD !3
is apparent in how she disregards any questions about her sexual abusive past. The relevant his-
tory behind her traumatic response to sexual-related questions stems from her experiences as a
young girl. At the time of the abuse, she was living with her grandmother, cousins, uncles, broth-
ers, and aunts. From the ages of four to nine, she was sexually abused by her family members.
The trauma from those incidents has seemingly remained with her in her adult life. It is affecting
her relationship with males.
Theoretical Approach
The theoretical approach I used for Maria was Trauma-Focused Cognitive Behavioral
Therapy (TF-CBT). This is an evidence-based theoretical approach to treatment of traumatized .
The first step in understanding the behaviors that are associated wi.docx
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
Discussion Interventions for Survivors of Traumatic Sexual Abuse.docx
Discussion: Interventions for Survivors of Traumatic Sexual Abuse
Sexual trauma is different for each individual who survives it. Some individuals experience trauma as children, whereas others are adult survivors. Some clients may be very communicative about their trauma, while others may have difficulty talking about it at all. Helping professionals who work with traumatic sexual abuse survivors must take these individual differences into consideration as they choose and implement interventions.
Consider the following case study and identify intervention strategies appropriate for your role and responsibilities as a helping professional.
The Case of Beth and Don
Beth has been married to Don for 3 years. Beth and Don are seeking couples counseling because the couple wants to start to try to have children, but their lack of sexual relationship threatens to make that an impossible dream. Beth and Don admit that they have never consummated their relationship.
Don has known since early in the couple’s dating relationship that Beth was raped by a stranger about 6 months before they started dating. Since that time, she has been unable to even think about having sex without having a panic attack and crying. Beth appreciates that Don has been extremely patient and understanding as she has undergone extensive therapy to work on her posttraumatic stress disorder (diagnosed by her individual psychotherapist). However, she admits that she is afraid that he will leave her because she is “not willing to have sex with him right now.”
Beth and Don both make clear that having children is an important goal of theirs. Beth says, “I have always wanted to be a mother. I know that having sex is a necessary step to making that happen. It’s killing me that I’ve still not been able to have sex with Don. I just want to get over this once and for all and be able to have sex like a normal couple and have kids, too.”
Post by Day 4
an analysis of how Beth’s traumatic sexual history may be impacting her marriage. Identify an intervention that you would choose to assist Beth and Don. In your rationale, discuss the underlying theory of the intervention and how it will address the couple’s intimacy problem.
References
Levine, S. B., Risen, C. B., & Althof, S. E. (Eds.). (2016).
Handbook of clinical sexuality for mental health professionals
(3rd ed.). New York, NY: Routledge.
Chapter 15, “Sexual Concerns and Dysfunction Related to Past Sexual Trauma” (pp. 181-194)
Hodges, E. A., & Myers, J. E. (2010). Counseling adult women survivors of childhood sexual abuse: Benefits of a wellness approach.
Journal of Mental Health Counseling, 32
(2), 139–153.
Kress, V. E., Adamson, N. A., & Yensel, J. (2010). The use of therapeutic stories in counseling child and adolescent sexual abuse survivors.
Journal of Creativity in Mental Health, 5
(3), 243–259.
...
Discussion Interventions for Survivors of Traumatic Sexual Abuse.docx
Discussion: Interventions for Survivors of Traumatic Sexual Abuse
Sexual trauma is different for each individual who survives it. Some individuals experience trauma as children, whereas others are adult survivors. Some clients may be very communicative about their trauma, while others may have difficulty talking about it at all. Helping professionals who work with traumatic sexual abuse survivors must take these individual differences into consideration as they choose and implement interventions.
Consider the following case study and identify intervention strategies appropriate for your role and responsibilities as a helping professional.
The Case of Beth and Don
Beth has been married to Don for 3 years. Beth and Don are seeking couples counseling because the couple wants to start to try to have children, but their lack of sexual relationship threatens to make that an impossible dream. Beth and Don admit that they have never consummated their relationship.
Don has known since early in the couple’s dating relationship that Beth was raped by a stranger about 6 months before they started dating. Since that time, she has been unable to even think about having sex without having a panic attack and crying. Beth appreciates that Don has been extremely patient and understanding as she has undergone extensive therapy to work on her posttraumatic stress disorder (diagnosed by her individual psychotherapist). However, she admits that she is afraid that he will leave her because she is “not willing to have sex with him right now.”
Beth and Don both make clear that having children is an important goal of theirs. Beth says, “I have always wanted to be a mother. I know that having sex is a necessary step to making that happen. It’s killing me that I’ve still not been able to have sex with Don. I just want to get over this once and for all and be able to have sex like a normal couple and have kids, too.”
Post by Day 4 an analysis of how Beth’s traumatic sexual history may be impacting her marriage. Identify an intervention that you would choose to assist Beth and Don. In your rationale, discuss the underlying theory of the intervention and how it will address the couple’s intimacy problem.
References
Levine, S. B., Risen, C. B., & Althof, S. E. (Eds.). (2016). Handbook of clinical sexuality for mental health professionals (3rd ed.). New York, NY: Routledge.
Chapter 15, “Sexual Concerns and Dysfunction Related to Past Sexual Trauma” (pp. 181-194)
Hodges, E. A., & Myers, J. E. (2010). Counseling adult women survivors of childhood sexual abuse: Benefits of a wellness approach. Journal of Mental Health Counseling, 32(2), 139–153.
Kress, V. E., Adamson, N. A., & Yensel, J. (2010). The use of therapeutic stories in counseling child and adolescent sexual abuse survivors. Journal of Creativity in Mental Health, 5(3), 243–259.
.
CASE of CARLOS R.INTAKE DATE May 2019IDENTIFYINGDEMOGRAP.docx
CASE of CARLOS R.
INTAKE DATE: May 2019
IDENTIFYING/DEMOGRAPHIC DATA: Carlos is a 7 year old male in the third grade. He lives in Houston, Texas with his parents. He is the only child to two parents, both of whom have completed post-graduate education. His parents are originally from Guatemala and relocated to the United States when Carlos was 6 months old for job opportunities. Carlos is an intelligent and caring young boy who presents with significant potential to excel academically.
CHIEF COMPLAINT/PRESENTING PROBLEM: Carlos was referred for an evaluation becausehis parents and teacher indicate that Carlos is restless, and often requires reminders to help him stay on task. He is described as "constantly running around" and presenting with difficulties listening and following instructions.
HISTORY OF PRESENT ILLNESS: Carlos enjoys spending time with his friends, and participating in physical activities such as swimming, running and skating. He also enjoys participating in social events, and is often invited to play dates and birthday parties. While Carlos interacts well with peers his own age, his parents believe he is easily led and influenced by others. Carlos does get upset when he does not receive recognition or feels that he has been ignored. His teacher notes that he sometimes acts 'socially immature', and that he often demonstrates attention-seeking behavior.
Carlos has difficulty focusing and sitting still in class. He is able to 'hyper focus' on some activities of interest however he often has difficulty sustaining his attention at school. Carlos has been known to blurt out answers and interrupts other students in the classroom. His mother reports difficulties at home with following routines and remembering instructions. His parents describe emotional reactivity as well as confrontational behaviors demonstrated both at home and at school. His teacher notes that Carlos is defiant towards listening to instructions, but generally interacts well with his peers. He is easily frustrated and emotionally impulsive - Carlos has had several incidents of hitting, crying outbursts, and inappropriate behavior. Behavioral concerns with aggression, lying, arguments, and disruptive behavior were noted in his pre-school program at age 4. Each school year since teachers have reported incidents in the classroom.
PAST PSYCHIATRIC HISTORY: This is the first evaluation for Carlos.It is noteworthy that he did not know his address or home phone number, could not print his surname, and recognized only a few pre-primer words.
SUBSTANCE USE HISTORY: None reported
PAST MEDICAL HISTORY: Carlos has been vaccinated with all the needed vaccinations to attend school. There is no noteworthy illnesses to report.
FAMILY MEDICAL AND PSYCHIATRIC HISTORY: Carlos’ parents report some history of mental illness in the family. His maternal grandmother was diagnosed with depression. Carlos has always had challenges falling asleep, and sometimes find ...
Grand Rounds Hi, and thanks for attending this case presen.docx
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern.
Biopsychosocial assessment no identifiers
All identifying factors (including service providers) have been changed. Assessment completed by Pam Kummerer
PRACTICE31Working With Survivors of Sexual Abuse and.docx
PRACTICE
31
Working With Survivors of
Sexual Abuse and Trauma:
The Case of Brenna
Brenna is an 18-year-old, heterosexual, African American
female. She is pregnant, residing in a homeless shelter, and has
no income source. Brenna was raised by her biological mother
in a one-bedroom apartment in an urban neighborhood. When
Brenna was 15 years old, her mother began dating a new man.
This man sexually assaulted Brenna while they were home alone
one evening. She immediately disclosed the sexual assault to her
mother who called her a liar and told her to move out. Brenna
then lived in a variety of situations, sometimes residing with
friends for short periods and sometimes living in a youth shelter.
During this period she attended high school intermittently but did
not graduate.
After her 18th birthday, Brenna moved in with her boyfriend,
Cameron. Also living in the household were Cameron’s mother,
his 16-year-old sister, and a 7-year-old brother. Shortly after
moving in with Cameron, Brenna became pregnant with his
child. Prior to the pregnancy, Cameron would often abuse her
physically, verbally, and emotionally. When Brenna announced
the pregnancy, Cameron became even more violent, accused her
of sleeping with other men, and denied paternity of the baby.
When Brenna was 4 months pregnant, Cameron attempted to
strangle her, so Brenna moved to a shelter. Although the shelter
was willing to house Brenna and her newborn temporarily, their
policy required Brenna to secure new living arrangements prior
to giving birth.
I was assigned to be Brenna’s social work case manager at
this shelter. Brenna and I worked together to set manageable
goals during her stay at the shelter and also developed a plan for
ongoing mental health support. Utilizing individual case manage-
ment sessions, I worked with Brenna to prioritize goals regarding
financial stability, permanent housing, and medical care. Brenna
had difficulty reading and writing, so we worked together to
SOCIAL WORK CASE STUDIES: FOUNDATION YEAR
32
complete the applications for Medicaid; General Assistance; the
Supplemental Nutrition Program for Women, Infants, and Chil-
dren (WIC); and a local subsidized apartment complex. Brenna
often became frustrated throughout this process, struggling to
locate all required documents as a result of her frequent moves
and changes in residency. I advocated for Brenna to receive
medical care at the local hospital’s prenatal clinic while waiting
for Medicaid approval, utilizing her completed Medicaid applica-
tion to support the request. The hospital also agreed to enroll
Brenna in prenatal support and education groups that met on a
weekly basis.
Difficulty with reading and writing made it challenging to
apply for jobs to list on her application for General Assistance,
so I gathered information for Brenna on available educational and
self-help centers in the community. She enrolled in a group at a
local agency that p.
A case presentation on schizophrenia^L^L..pptx
A case presentation regarding schizophrenia with non compliance issues.
January 1, 2016Honorable James T. Kirk, JudgeCounty .docx
January 1, 2016
Honorable James T. Kirk, Judge
County Probate Court
123 Court Street
Anytown, CA 12345
RE: Sue Jones
CASE NUMBER: 2016-GI-00000
Mental health evaluation
Dear Judge Kirk:
Sue Jones is a 52 year old Caucasian female who was referred by the Court for a guardianship evaluation.
Dr. Betty Rubble interviewed Ms. Jones at Anytown Nursing Home on January 1, 2016 for approximately 105 minutes. She was administered the Independent Living Scales on that date.
Prior to the commencement of this evaluation and psychological testing, Ms. Jones was advised of the nature and purpose of the evaluation. Ms. Jones was informed that the resulting report was not confidential, and that information obtained could be included in the report that would be submitted to the Court. She was aware this information was not related to treatment, but rather for her current case. Ms. Jones was provided this information both orally and in a written format. She stated that she understood the information provided to her, including the limits of confidentiality and her rights concerning the evaluation.
SOURCES OF INFORMATION:
1. Collateral contact with Wilma Flintstone, Ms. Jones’ legal guardian, via telephone on January 1, 2016.
2. General Hospital, psychiatric records.
3. Guardianship Services records.
SOCIAL HISTORY: Ms. Jones reported that she was born on January 1, 1963 and reared in Kentucky. She said her father worked as a security guard and died eight years ago, while her mother worked as a waitress and died five years ago. She identified having a “good” relationship with her parents. Ms. Jones said she has two brothers with whom she has an “all right” relationship, as well as one older maternal half sister that she “[doesn’t ] get along with at all.” Ms. Jones stated that one of her brother has been diagnosed with bipolar disorder, and noted her brothers and her father had difficulties with alcoholism. She denied any childhood history of abuse and reported that she ran away from home at 17 years of age when she became pregnant.
Ms. Jones reported that she lived independently until two years ago when she was placed in a nursing home. She said she remains in a nursing home against her will because the court has appointed her a legal guardian due to her alcoholism. She would like to return to her home of Nowhere, California, where her cousin lives. She said that she talks with her cousin regularly on the phone, but acknowledged that she has not seen her in many years. She does not want a guardian and would like to make her own decisions.
According to her legal guardian, Ms. Flintstone, prior to her nursing-home placement, Ms. Jones was in sober housing. That home had staff present on site, but Ms. Jones continued to drink alcohol and visit hospital emergency rooms to obtain opiates.
EDUCATION HISTORY: Ms. Jones stated that she last completed the 9th grade and had “all right” grades. She said that she was not diagnosed with any learning.
1. Lists crimes and crime involvement on the Mendez brothers.2.I.docx
1. Lists crimes and crime involvement on the Mendez brothers.
2.Info on the investigation of the crime
3. Info on the crime scene
4. Evidence on the crime
5.Interviews of the Mendez brothers
Make sure to reference information
Also provide pictures
Not a essay not title page needed just the info, references and photos
.
1. Lists and analyzes strengths and weaknesses based on each of th.docx
1. Lists and analyzes strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site.
2. Discusses specific changes that can be made in the workplace are discussed, while giving clear and relevant examples for why changes are necessary. Evaluates how personal skill set can be used to effect change in workplace.
3. Provides a thoughtful reflection on areas for growth. Pinpoints at least one specific goal for leadership growth, and outlines a well-organized and realistic implementation plan to meet the goal.
4. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
6. Writer is clearly in command of standard, written, academic English.
7. All format elements are correct.
8. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
.
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Kareem is a 19 year old man of Middle Eastern descent. His parents immigrated to the United States for “political reasons” when he was about 2-years-old, and they have run a successful small retail business for well over a decade. He is the oldest of three children and the only son in his family. He has worked part time for his parents since he was a young adolescent. He lives with his parents, and younger sister in the home he grew up in. Another sister has recently married and lives close by in the same neighborhood. There are no other extended family members in the U.S. The family members are practicing Christians, although their involvement is to only attend Sunday services, and all are U.S. citizens. The family lives in a majority minority neighborhood with others who are originally from the same area of the world, and they maintain many of their ethnic customs.
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Child and Adolescent Counseling Cases Sex, Sexuality, and Sub.docx
Child and Adolescent Counseling Cases: Sex, Sexuality, and Substance Abuse
© 2014 Laureate Education, Inc. Page 1 of 2
Week 9: Case 1, Sexuality
Loretta is a 17-year-old white female. She is a student in a partial-day treatment center
focusing on vocational and social skill development. Loretta has a wide range of
disabilities related, at least in part, to a brain injury she suffered as a toddler. She has
specific learning disabilities in the areas of writing and reading. Despite her challenges,
Loretta is a hard worker. Because of her positive attitude and work ethic within the day
treatment setting, Loretta has a good reputation for being dependable and trustworthy.
However, over the past 6 months, Loretta has decided she likes sex. She has been
caught having sexual contact at the treatment center and also at home in the evenings
and on the weekends. This behavior is concerning to Loretta’s parents. They are
worried about her sexual safety, potential pregnancy, sexually transmitted diseases,
and Loretta’s behavior is outside their comfort zone. They have tried lecturing,
grounding her, and other threats and punishments. Loretta does not see anything wrong
with her behavior. Apparently, the pleasure she associates with sex more than offsets
the consequences she has gotten from her parents, and she seems relatively oblivious
to the additional potential consequences of sexually transmitted diseases and
pregnancy.
Week 9: Case 2, Sexual Orientation
Patrick is a 9-year-old African American boy enrolled in the fourth grade in a private
Christian school. Patrick is exceptionally intelligent and very academically successful.
However, based on reports from his parents and from his teachers, he has always
struggled in the social domain. Most recently, Patrick has been causing a disturbance in
the classroom by telling teachers and students that one of the other male students in
the class is his boyfriend and insisting that he loves boys, not girls. This behavior has
been extremely difficult for his parents to accept as they hold a rather traditional
Christian perspective. The thought of their son being gay is very disturbing for them.
You initially were contacted by Patrick’s parents, who made it clear to you they think
Patrick is acting out in an effort to gain attention from his peers. They also make it clear
that they are either unwilling or unable to consider the possibility that Patrick might be
gay. When the three of them show up in your office, the parents dominate the
conversation and tell Patrick he needs to work with you to get things straightened out.
Their goal is for you to work with Patrick so he will put a stop to his silly and disturbing
claims of having romantic feelings for boys. Patrick refuses to offer any goals for
counseling. When you meet with him alone, he slowly opens up and you end up
somewhat convinced that this boy really does feel he is gay and likely needs to explore
his se.
Assignment ComponentProficientMaximum PointsIdentify a princ.docx
Assignment Component
Proficient
Maximum Points
Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis.
Identifies at least one principal and one secondary diagnosis that are rationally linked to the case provided. Provides detailed information about how diagnoses were reached and how the client’s symptoms fit the diagnostic criteria. Evidence is presented in a logical manner that builds a solid case which supports diagnostic impressions.
48
Describe multiple elements of the etiology for the principal and secondary diagnoses. Explain how the etiology contributed to each (principal & secondary) diagnosis.
Presents a clear understanding of the possible origins of the principal and secondary diagnoses. Demonstrates ability to integrate and conceptualize all of the information presented. Clearly states how the diagnoses/ presenting issue began (ETIOLOGY) and what may be maintaining them.
48
Identify a specific therapeutic modality for each principal and secondary diagnoses.
Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client.
48
Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study.
Demonstrates a clear application of the selected therapeutic modality for treatment of the principal and secondary diagnoses of the person in the vignette.
48
Identify at least one differential (alternate) diagnosis for the primary and secondary diagnosis.
Clearly discusses other diagnoses (differential diagnoses) that were ruled-out as well as specific reasons for eliminating these diagnoses.
32
Discussed key cultural factors that may influence diagnosis and treatment.
Describes cultural factors that may influence the diagnoses and identifies cultural issues that may require additional exploration. Outlines how the cultural factors influence treatment options.
48
Academic Writing
Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correct APA format.
Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correct APA format.
28
Total:
300
Page 1 of 4
Maladaptive Behavior and Psychopathology
© 2013 Argosy University
Psychological Evaluation
Confidential: For Professional Use Only
Name: Homer Brine
Date of Birth: 1-11-65
Date of Evaluation: 7-30-08
Clinician: A. Adler, PhD
Reason for Refe.
Assignment 3 Case Study Analysis IThe first step in understanding.docx
Assignment 3: Case Study Analysis I
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in eve.
Running head INITIAL CASE CONCEPTUALIZATION PTSD .docx
Running head: INITIAL CASE CONCEPTUALIZATION: PTSD
1
May 11, 2019
Initial Case Conceptualization: PTSD
Client Information
INITIAL CASE CONCEPTUALIZATION: PTSD !2
Maria is a 25 year old African American female, with four children under the age of six
years old. To ensure her protection of her identity, I will refer to her as Maria. Maria states that
she is a christian and does not attend church often. Maria reports that she would like to become
more active in church again. Maria says that she is currently in an abusive relationship with her
spouse of seven years. While she is not physically disabled, she mentioned that she is facing var-
ious psychological challenges that have made her live in an inpatient psychological hospital.
Maria says that she identifies as a female who is attracted to the opposite sex. She is currently
working two jobs to sustain her life and the lives of her four children aged six, three, one, and
two months (1boy and 3 girls). Therefore, she is financially and economically challenged; but
she has been doing the best she could to make ends meet despite her circumstances.
Maria has managed to secure a 2-bedroom apartment that she shares with her four chil-
dren. Besides her two jobs, she also seeks welfare support to help her with daycare, medical and
food assistance. Maria also mentioned that her older brother sends her checks from time to time
to help her with the children. Additionally, she makes use of food stamps that have been availed
to her to cut the cost of food. Some non-governmental organization has also volunteered to take
care of educational needs of her two older children. While her emotional and psychological state
seems a bit unstable, Maria is physically healthy, and reports that she takes care of her physical
wellbeing, by walking 3 miles per day, to catch a bus to work.
Maria presenting issues is PTSD, she has been sexually assaulted numerous of times
throughout her childhood. She seems to be trying to forget some issues of her past that bring
back bad memories regarding her sexual abuse. She seems traumatized by her sexual past, which
INITIAL CASE CONCEPTUALIZATION: PTSD !3
is apparent in how she disregards any questions about her sexual abusive past. The relevant his-
tory behind her traumatic response to sexual-related questions stems from her experiences as a
young girl. At the time of the abuse, she was living with her grandmother, cousins, uncles, broth-
ers, and aunts. From the ages of four to nine, she was sexually abused by her family members.
The trauma from those incidents has seemingly remained with her in her adult life. It is affecting
her relationship with males.
Theoretical Approach
The theoretical approach I used for Maria was Trauma-Focused Cognitive Behavioral
Therapy (TF-CBT). This is an evidence-based theoretical approach to treatment of traumatized .
The first step in understanding the behaviors that are associated wi.docx
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
Discussion Interventions for Survivors of Traumatic Sexual Abuse.docx
Discussion: Interventions for Survivors of Traumatic Sexual Abuse
Sexual trauma is different for each individual who survives it. Some individuals experience trauma as children, whereas others are adult survivors. Some clients may be very communicative about their trauma, while others may have difficulty talking about it at all. Helping professionals who work with traumatic sexual abuse survivors must take these individual differences into consideration as they choose and implement interventions.
Consider the following case study and identify intervention strategies appropriate for your role and responsibilities as a helping professional.
The Case of Beth and Don
Beth has been married to Don for 3 years. Beth and Don are seeking couples counseling because the couple wants to start to try to have children, but their lack of sexual relationship threatens to make that an impossible dream. Beth and Don admit that they have never consummated their relationship.
Don has known since early in the couple’s dating relationship that Beth was raped by a stranger about 6 months before they started dating. Since that time, she has been unable to even think about having sex without having a panic attack and crying. Beth appreciates that Don has been extremely patient and understanding as she has undergone extensive therapy to work on her posttraumatic stress disorder (diagnosed by her individual psychotherapist). However, she admits that she is afraid that he will leave her because she is “not willing to have sex with him right now.”
Beth and Don both make clear that having children is an important goal of theirs. Beth says, “I have always wanted to be a mother. I know that having sex is a necessary step to making that happen. It’s killing me that I’ve still not been able to have sex with Don. I just want to get over this once and for all and be able to have sex like a normal couple and have kids, too.”
Post by Day 4
an analysis of how Beth’s traumatic sexual history may be impacting her marriage. Identify an intervention that you would choose to assist Beth and Don. In your rationale, discuss the underlying theory of the intervention and how it will address the couple’s intimacy problem.
References
Levine, S. B., Risen, C. B., & Althof, S. E. (Eds.). (2016).
Handbook of clinical sexuality for mental health professionals
(3rd ed.). New York, NY: Routledge.
Chapter 15, “Sexual Concerns and Dysfunction Related to Past Sexual Trauma” (pp. 181-194)
Hodges, E. A., & Myers, J. E. (2010). Counseling adult women survivors of childhood sexual abuse: Benefits of a wellness approach.
Journal of Mental Health Counseling, 32
(2), 139–153.
Kress, V. E., Adamson, N. A., & Yensel, J. (2010). The use of therapeutic stories in counseling child and adolescent sexual abuse survivors.
Journal of Creativity in Mental Health, 5
(3), 243–259.
...
Discussion Interventions for Survivors of Traumatic Sexual Abuse.docx
Discussion: Interventions for Survivors of Traumatic Sexual Abuse
Sexual trauma is different for each individual who survives it. Some individuals experience trauma as children, whereas others are adult survivors. Some clients may be very communicative about their trauma, while others may have difficulty talking about it at all. Helping professionals who work with traumatic sexual abuse survivors must take these individual differences into consideration as they choose and implement interventions.
Consider the following case study and identify intervention strategies appropriate for your role and responsibilities as a helping professional.
The Case of Beth and Don
Beth has been married to Don for 3 years. Beth and Don are seeking couples counseling because the couple wants to start to try to have children, but their lack of sexual relationship threatens to make that an impossible dream. Beth and Don admit that they have never consummated their relationship.
Don has known since early in the couple’s dating relationship that Beth was raped by a stranger about 6 months before they started dating. Since that time, she has been unable to even think about having sex without having a panic attack and crying. Beth appreciates that Don has been extremely patient and understanding as she has undergone extensive therapy to work on her posttraumatic stress disorder (diagnosed by her individual psychotherapist). However, she admits that she is afraid that he will leave her because she is “not willing to have sex with him right now.”
Beth and Don both make clear that having children is an important goal of theirs. Beth says, “I have always wanted to be a mother. I know that having sex is a necessary step to making that happen. It’s killing me that I’ve still not been able to have sex with Don. I just want to get over this once and for all and be able to have sex like a normal couple and have kids, too.”
Post by Day 4 an analysis of how Beth’s traumatic sexual history may be impacting her marriage. Identify an intervention that you would choose to assist Beth and Don. In your rationale, discuss the underlying theory of the intervention and how it will address the couple’s intimacy problem.
References
Levine, S. B., Risen, C. B., & Althof, S. E. (Eds.). (2016). Handbook of clinical sexuality for mental health professionals (3rd ed.). New York, NY: Routledge.
Chapter 15, “Sexual Concerns and Dysfunction Related to Past Sexual Trauma” (pp. 181-194)
Hodges, E. A., & Myers, J. E. (2010). Counseling adult women survivors of childhood sexual abuse: Benefits of a wellness approach. Journal of Mental Health Counseling, 32(2), 139–153.
Kress, V. E., Adamson, N. A., & Yensel, J. (2010). The use of therapeutic stories in counseling child and adolescent sexual abuse survivors. Journal of Creativity in Mental Health, 5(3), 243–259.
.
CASE of CARLOS R.INTAKE DATE May 2019IDENTIFYINGDEMOGRAP.docx
CASE of CARLOS R.
INTAKE DATE: May 2019
IDENTIFYING/DEMOGRAPHIC DATA: Carlos is a 7 year old male in the third grade. He lives in Houston, Texas with his parents. He is the only child to two parents, both of whom have completed post-graduate education. His parents are originally from Guatemala and relocated to the United States when Carlos was 6 months old for job opportunities. Carlos is an intelligent and caring young boy who presents with significant potential to excel academically.
CHIEF COMPLAINT/PRESENTING PROBLEM: Carlos was referred for an evaluation becausehis parents and teacher indicate that Carlos is restless, and often requires reminders to help him stay on task. He is described as "constantly running around" and presenting with difficulties listening and following instructions.
HISTORY OF PRESENT ILLNESS: Carlos enjoys spending time with his friends, and participating in physical activities such as swimming, running and skating. He also enjoys participating in social events, and is often invited to play dates and birthday parties. While Carlos interacts well with peers his own age, his parents believe he is easily led and influenced by others. Carlos does get upset when he does not receive recognition or feels that he has been ignored. His teacher notes that he sometimes acts 'socially immature', and that he often demonstrates attention-seeking behavior.
Carlos has difficulty focusing and sitting still in class. He is able to 'hyper focus' on some activities of interest however he often has difficulty sustaining his attention at school. Carlos has been known to blurt out answers and interrupts other students in the classroom. His mother reports difficulties at home with following routines and remembering instructions. His parents describe emotional reactivity as well as confrontational behaviors demonstrated both at home and at school. His teacher notes that Carlos is defiant towards listening to instructions, but generally interacts well with his peers. He is easily frustrated and emotionally impulsive - Carlos has had several incidents of hitting, crying outbursts, and inappropriate behavior. Behavioral concerns with aggression, lying, arguments, and disruptive behavior were noted in his pre-school program at age 4. Each school year since teachers have reported incidents in the classroom.
PAST PSYCHIATRIC HISTORY: This is the first evaluation for Carlos.It is noteworthy that he did not know his address or home phone number, could not print his surname, and recognized only a few pre-primer words.
SUBSTANCE USE HISTORY: None reported
PAST MEDICAL HISTORY: Carlos has been vaccinated with all the needed vaccinations to attend school. There is no noteworthy illnesses to report.
FAMILY MEDICAL AND PSYCHIATRIC HISTORY: Carlos’ parents report some history of mental illness in the family. His maternal grandmother was diagnosed with depression. Carlos has always had challenges falling asleep, and sometimes find ...
Grand Rounds Hi, and thanks for attending this case presen.docx
Grand Rounds
Hi, and thanks for attending this case presentation. My name is Dr. Stephen Brewer and I am a licensed
clinical psychologist in San Diego, California and Assistant Professor of Psychology and Applied
Behavioral Sciences at Ashford University. Today, I will be sharing with you the story of Bob.
Presenting problem
Bob Smith is a 36-year-old man who came to me approximately six months ago with concerns about his
career choice and life direction. He did not have any significant psychiatric symptoms, besides some
understandable existential anxiety regarding his future. Bob was cooperative, friendly, open, and
knowledgeable about psychology during our first few sessions together. I noticed that he seemed
guarded only when talking about his family and childhood experiences. To confirm his identity, I checked
his driver’s license to ensure his name was indeed Bob Smith and that he lived close by in a mobile home
in Spring Valley. Given his relatively mild symptoms, we decided to meet once a week for supportive
psychotherapy so he could work through his anxieties. I gave him a diagnosis of adjustment disorder
with anxiety.
History
Here’s some background on Bob to give you a sense of who he is.
Family
Bob grew up as an only child in Edmonton, Canada, in a low-income, conservative, and very religious
household.
He shared that his father was largely absent during his childhood, as he spent most of the week residing
north of Edmonton, where he worked as a mechanic in the oil fields near Fort McMurray. On weekends,
Bob’s father would return home and spend as much time as possible with his family. Bob described his
father as warm, caring, and a hard worker. His father reportedly died one year ago.
Bob’s mother was described as a strict, rule-based woman who had a short temper and was prone to
furious outbursts over trivial matters. She worked in Bob’s junior high as a janitor, which meant that Bob
often crossed paths with his mother at school, where she would often check up on him. During Bob’s
high school years, Bob’s mother got a new job as a high school librarian.
At 18, Bob moved to San Diego to study psychology at San Diego State University. He lived in the dorms
for his first few years, where he easily made friends and joined a fraternity. Bob maintained contact with
his parents, but ceased all contact when his mother suggested she would move to San Diego to be closer
to him. He graduated with a 3.2 GPA and began working for the county as a psychiatric technician. He
worked as a psych tech for 14 years and described it as “fun at first, but it got boring and predictable
after a while.”
Treatment
Bob shared that he has a medical doctor that he visits once every few years for his routine physical. He
denied having any significant medical problems. Additionally, he denied using any illicit substances and
reported drinking only on occasion with friends from his fratern.
Biopsychosocial assessment no identifiers
All identifying factors (including service providers) have been changed. Assessment completed by Pam Kummerer
PRACTICE31Working With Survivors of Sexual Abuse and.docx
PRACTICE
31
Working With Survivors of
Sexual Abuse and Trauma:
The Case of Brenna
Brenna is an 18-year-old, heterosexual, African American
female. She is pregnant, residing in a homeless shelter, and has
no income source. Brenna was raised by her biological mother
in a one-bedroom apartment in an urban neighborhood. When
Brenna was 15 years old, her mother began dating a new man.
This man sexually assaulted Brenna while they were home alone
one evening. She immediately disclosed the sexual assault to her
mother who called her a liar and told her to move out. Brenna
then lived in a variety of situations, sometimes residing with
friends for short periods and sometimes living in a youth shelter.
During this period she attended high school intermittently but did
not graduate.
After her 18th birthday, Brenna moved in with her boyfriend,
Cameron. Also living in the household were Cameron’s mother,
his 16-year-old sister, and a 7-year-old brother. Shortly after
moving in with Cameron, Brenna became pregnant with his
child. Prior to the pregnancy, Cameron would often abuse her
physically, verbally, and emotionally. When Brenna announced
the pregnancy, Cameron became even more violent, accused her
of sleeping with other men, and denied paternity of the baby.
When Brenna was 4 months pregnant, Cameron attempted to
strangle her, so Brenna moved to a shelter. Although the shelter
was willing to house Brenna and her newborn temporarily, their
policy required Brenna to secure new living arrangements prior
to giving birth.
I was assigned to be Brenna’s social work case manager at
this shelter. Brenna and I worked together to set manageable
goals during her stay at the shelter and also developed a plan for
ongoing mental health support. Utilizing individual case manage-
ment sessions, I worked with Brenna to prioritize goals regarding
financial stability, permanent housing, and medical care. Brenna
had difficulty reading and writing, so we worked together to
SOCIAL WORK CASE STUDIES: FOUNDATION YEAR
32
complete the applications for Medicaid; General Assistance; the
Supplemental Nutrition Program for Women, Infants, and Chil-
dren (WIC); and a local subsidized apartment complex. Brenna
often became frustrated throughout this process, struggling to
locate all required documents as a result of her frequent moves
and changes in residency. I advocated for Brenna to receive
medical care at the local hospital’s prenatal clinic while waiting
for Medicaid approval, utilizing her completed Medicaid applica-
tion to support the request. The hospital also agreed to enroll
Brenna in prenatal support and education groups that met on a
weekly basis.
Difficulty with reading and writing made it challenging to
apply for jobs to list on her application for General Assistance,
so I gathered information for Brenna on available educational and
self-help centers in the community. She enrolled in a group at a
local agency that p.
A case presentation on schizophrenia^L^L..pptx
A case presentation regarding schizophrenia with non compliance issues.
January 1, 2016Honorable James T. Kirk, JudgeCounty .docx
January 1, 2016
Honorable James T. Kirk, Judge
County Probate Court
123 Court Street
Anytown, CA 12345
RE: Sue Jones
CASE NUMBER: 2016-GI-00000
Mental health evaluation
Dear Judge Kirk:
Sue Jones is a 52 year old Caucasian female who was referred by the Court for a guardianship evaluation.
Dr. Betty Rubble interviewed Ms. Jones at Anytown Nursing Home on January 1, 2016 for approximately 105 minutes. She was administered the Independent Living Scales on that date.
Prior to the commencement of this evaluation and psychological testing, Ms. Jones was advised of the nature and purpose of the evaluation. Ms. Jones was informed that the resulting report was not confidential, and that information obtained could be included in the report that would be submitted to the Court. She was aware this information was not related to treatment, but rather for her current case. Ms. Jones was provided this information both orally and in a written format. She stated that she understood the information provided to her, including the limits of confidentiality and her rights concerning the evaluation.
SOURCES OF INFORMATION:
1. Collateral contact with Wilma Flintstone, Ms. Jones’ legal guardian, via telephone on January 1, 2016.
2. General Hospital, psychiatric records.
3. Guardianship Services records.
SOCIAL HISTORY: Ms. Jones reported that she was born on January 1, 1963 and reared in Kentucky. She said her father worked as a security guard and died eight years ago, while her mother worked as a waitress and died five years ago. She identified having a “good” relationship with her parents. Ms. Jones said she has two brothers with whom she has an “all right” relationship, as well as one older maternal half sister that she “[doesn’t ] get along with at all.” Ms. Jones stated that one of her brother has been diagnosed with bipolar disorder, and noted her brothers and her father had difficulties with alcoholism. She denied any childhood history of abuse and reported that she ran away from home at 17 years of age when she became pregnant.
Ms. Jones reported that she lived independently until two years ago when she was placed in a nursing home. She said she remains in a nursing home against her will because the court has appointed her a legal guardian due to her alcoholism. She would like to return to her home of Nowhere, California, where her cousin lives. She said that she talks with her cousin regularly on the phone, but acknowledged that she has not seen her in many years. She does not want a guardian and would like to make her own decisions.
According to her legal guardian, Ms. Flintstone, prior to her nursing-home placement, Ms. Jones was in sober housing. That home had staff present on site, but Ms. Jones continued to drink alcohol and visit hospital emergency rooms to obtain opiates.
EDUCATION HISTORY: Ms. Jones stated that she last completed the 9th grade and had “all right” grades. She said that she was not diagnosed with any learning.
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(Received 26 November 2011; final version received 16 May 2012)
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1. INTRODUCTION
In recent years, energy harvesting from ambient vibration [I and human motion [2] has received both considerable industrial and academic interest due to advances in micro-electronic technology leading to an increased computation efficiency and reduced power consumption of wireless sensors and portable electronic devices. In addition to environmental benefits associated with limiting the disposal of traditional batteries, energy harvesting technologies [3] provide a great promising of autonomous and self-powered electronic devices for safety monitoring, structure-embedded diagnosis and medical implants. The narrowband issues of linear resonant piezoelectric energy harvesters have motivated several research groups to develop the nonlinear monostable [4], bistable [5] and tristable [6] approaches to enhance frequency bandwidth and output power. The theoretical analysis and experimental verification of those nonlinear energy harvesters have been extensively investigated under harmonic and stochastic excitations [7-9]. For the realistic excitation, Green [2] numerically analyzed the efficiency of nonlinear energy harvesting from human motion and Cao [10] applied the time-varying potential bistable energy harvester to human motion to demonstrate its better performance than the linear one. However, tristable energy harvesting performance has not yet been evaluated under realistic excitations induced by human motions. Therefore, the paper employs tristable magnetic coupled piezoelectric cantilever to harvest energy from human walking and running. Based on the characteristics of human motion, theoretical model of nonlinear tristable energy harvester with time-varying potential energy function is established. And experiment results show that the tristable energy harvester exhibits better performance than the linear one when applied to harvesting energy from human walking and running.
2. ELEC TROMECHANICAL MODEL
The magnetic coupled piezoelectric energy harvester with external magnets is illustrated in Fig.1 (a). The configuration consists of a stainless steel substrate, two symmetric PZT-51 piezoelectric layers at the root, tip magnet attachments and two external magnets.
Tristable energy harvester can be obtained by adjusting the parameters h, d and a.When harvester is applied to harvesting energy from human motion , the lower limb swing motion will drive the cantilever to swing a certain angle (shown in Fig.1 (b) which results in a time-varying potential energy function due of the beam. On these conditions, the electromechanical model of the nonlinear piezoelectric energy harvesters with time-varying potential energy function can be given by the following equation:
Where m is the equivalent mass and c is the equivalent damping. 0 is the equivalent electromechanical coupling coefficient, Cp is the equivalent capacitance of the piezoelectric materials, R is the load resistance, v(t) is the voltage across the electrical load, x.
1. INTRODUCTIONThe rapid of economic growth in China, is a fou.docx
1. INTRODUCTION
The rapid of economic growth in China, is a foundation of urban expansion, associated with the rise in migrants in urban areas. According to data from Statistics Bureau in China, the urban proportion of the total populations reached 45.7% in 2008 compared to 17.9% in 1978, and is expected to reach 50% by 2020. The presence of a large number of rural labor force in the city, tend to look for adequate and affordable housing, which generate a peculiar outcome in most Chinese cities, urban villages. Urban villages, or Chengzhongcun in Chinese, they mean that the villages in the middle of the city, interact as urban expansion surrounded them (Chung, 2009).
According to land management law in China, the ownership of urban land is state, and the ownership of rural land is collective-owned the village. Besides, land belonging to the rural collectives can only used to solely agricultural and not allowed to sell in the land market. The earliest urban village emerged in China is due to the 1978 Economic Reforms. In order to fulfill the investment and development, the government tends to expropriated farmland in rural villages for urban use because of the limit of capital and time-consuming. Therefore, the settlement villages are been survived while their surrounding environment dramatically development, graduate leading to the formation of urban villages (Hao, et al, 2011).
On the other hand, rural migrants have been flooding into cities because of the demand of cheap labour force in urban areas and the states started to relax restrictions on rural-urban migration after Reforms, which generate great pressure on demand of housing. Generally, China's rental market can be segmented into three kinds: government provided credit houses; commercial residential building in the three level market; and renting houses in “villages” (Hang and Iseman, 2009). However, the social housing for low-income households provided by government are excluded them because of the “Hukou” system, which is the household registration system to different urban and rural population. During the city transformation in China, the government ignored the two weakest groups: villagers who do not have lands and workers from village. It is undeniable that urban villages provide a positive environment for slowing down the unemployment problems of the villagers and the housing problems of the latter (Hao, 2012).
Meanwhile, due to the weak government jurisdiction in urban villages, landlords find out this is a new way to substantially maximize income by providing low-rent accommodation to rural migrants. In the process of farmland requisition, the state does not provide the landlords any employment opportunities after they losing their basis of livelihood, which causes them to have no competitive power in the labour market in the city. The huge profits from house renting business enable them to gain considerable revenue and make a new livelihood. In addiction, some of urban vi.
1. Introduction to the Topica. What is outsourcingi. Ty.docx
1. Introduction to the Topic
a. What is outsourcing?
i. Types of outsourcing.
ii. Will companies ever stop outsourcing?
b. Economic impacts of outsourcing.
i. Myths about outsourcing and job impact.
ii. What are the risks of outsourcing?
2. Background/Literature Review on Topic
a. Why do companies outsource
The economic argument for outsourcing
.
1. Introduction 1. Technology and communication 1. Technology .docx
1. Introduction
1. Technology and communication
1. Technology is changing everything that people used to do in the past
1. Communication can be done to people who are at far distance and technology has changed the lifestyle of the people (Drago, 2015).
1. People are rarely using face to face communication as most of them prefer using social networking sites.
1. Face to face communication enable one to express emotions either through facial expression or tone of the voice.
1. Thesis statement: To discuss reasons as to why face to face communication is better as compared to virtual communication.
1. Body section
1. Benefits of face to face communication
1. When people communicate face to face, it creates a motivation as there is exchange of the words as people are together.
1. It also enables one to see sense on what the other person is thinking about (Carlson, 2017).
1. Face to face communication is crucial in strengthening the bond whether for partnership, friendship and relationship in the workplace.
1. Face to face communication enable an individual to express emotions through either tone of the voice or using facial expression.
1. Disadvantages of virtual communication
1. Technical problems because virtual communication depends on the internet, software and machine and sometimes they have malfunction.
1. Some of the Apps which are used in virtual communication need skills for them to be operated.
1. Virtual communication cannot effectively solve problems which can be addressed by face to face communication (Marlow, Lacerenza & Salas, 2017).
1. Conclusion
1. Face to face communication enables people to express their emotions and motivates people.
1. It also strengthens bond between relationship and partnership.
1. Virtual communication depend on the use of garget and sometimes they fail.
.
1. In your definition of a well-run company, how important a.docx
1. In your definition of a "well-run" company, how important are the following?
a.) Provides excellent customer service
Very important
b.) Has efficient and flexible operations
Very important
c.) Offers high financial return to shareholders
Somewhat important
d.) Attracts and retains exceptional people
Very important
e.) Creates products or services that benefit society
Very important
f.) Adheres to a strong mission
Very important
g.) Invests in employee training and professional development
Very important
h.) Operates according to its values and a strong code of ethics
Very important
i.) Is a stable employer
Very important
j.) Provides competitive compensation
Very important
k.) Adheres to progressive environmental policies
Very important
l.) Produces high-quality products and services
Very important
2. Would you add something to the above list that you think is “very important”? If so, what?
cares about the relationship between employees and management
3. Which of the following issues pose the greatest challenges for today’s CEOs and senior executives?
Breakdown in trust between employees and management, Economic downturn, Lack of public trust in business
4. To what extent do you agree or disagree with the following statements?
a.) Business people are more likely to care about the social responsibilities of companies when the economy is strong.
Strongly agree
b.) When a multi-national company is entering a new market in a less-developed country, it? has a responsibility to go above and
beyond business success and contribute to the development of the local community.
Somewhat agree
c.) When it comes to the environment, all a company has to do is to comply with the law.
Strongly agree
d.) Companies should maintain their employees’ job security even if they incur a short-term drop in profit as a result.
Strongly agree
e.) Most companies accurately report their earnings and profits.
Somewhat agree
f.) Corporate reputation is important to me in making my decision about the organization where I want to work.
Strongly agree
g.) Managers place too much emphasis on short-term performance measures when making business decisions.
Strongly agree
h.) I anticipate that my own values will sometimes conflict with what I am asked to do in business.
Somewhat disagree
5. If you answered the prior statement “4h” with “somewhat agree” or “strongly agree,” please specify which kinds of values
conflicts you expect to face:
Some possible issues to consider:
n/a
6. Assume you are engaged in each of the following business activities/practices. How likely do you think it is that values conflicts
would arise?
a.) Managing personnel in manufacturing facilities/ plants
Very likely
b.) Outsourcing production operations
Somewhat likely
c.) Investing in less-developed countries
Very likely
d.) Downsizing
Very likely
e.) Financial reporting
Somewhat likely
f.) Natural resource exploration
Somewhat likely
g..
1. In Chapter four titled Academy Training you learned about academi.docx
1. In Chapter four titled Academy Training you learned about academies and the different approaches they take in training police recruits. In Washington D.C., the Metropolitan Police Department teaches its recruits about Behavioral Science. Question: How important is this lesson, especially in todays environment which pits community versus the police? Be specific when answering the question and give examples. at least be 8 sentences.
2. based on the reading authored by critical race scholar Alana Lentin, please explain the problem with replacing race with multiculturalism in debates on human differences/minority groups. And how, do you think, does multiculturalism tie in with racism in the United States?For those of you who want to further improve their understanding of the term multiculturalism beyond this week’s assigned reading, I suggest you skim through the Stanford Encyclopedia of Philosophy entry on multiculturalism. must be at least 8 sentences. ( articles will be provided)
3. Frank Serpico was a plain clothes NYPD officer who decided not to take part in the embedded corruption that was embedded in the NYPD.When bosses wouldn't listen, he and another cop, Sgt. David Durk, found their way to the New York Times.For Friday write 400 words on who Serpico is/was, mention the history of corruption and the impact. What is the current impact (if any).And, as this a class on the Media and Police, make reference to the significance the NY Times played (as well as the impact of the best selling book and blockbuster film). Police bosses know about such corruption for years (as did elected officials). How did the media - in this case the NY Times force a change in decades long practices?Cite information. Not your own opinion.
.
1. In 200 words, describe how Hamlet promotes andor subverts th.docx
1. In 200 words, describe how Hamlet promotes and/or subverts the power of satirical imitation to reflect and/or reform authority.
2. In 300 words, compare and contrast how three albums that we have discussed in class promote and/or subvert the power of recording artists to satirically reform both the music industry and popular culture. (The Who Sell Out by The Who, Milo Goes To College by the Descendants, The Beatles(“White Album”) by the Beatles, Little Dark Age by MGMT)
Part I: Health Care Finance
Overview
CHAPTER 2: FOUR THINGS THE HEALTH
CARE MANAGER NEEDS TO KNOW
ABOUT FINANCIAL MANAGEMENT
SYSTEMS
Four Segments that Make a Financial
Management System Work
• Original Records — Provide evidence that
some event has occurred.
• The Information System — Gathers this
evidence.
• The Accounting System — Records the
evidence.
• The Reporting System — Produces reports of
the effects.
Four Segments That Make a Financial
System Work
• The healthcare manager needs to know that
these separate elements exist and that they
work together for an end result.
Structure of the Information System
• Identify the inputs
• Identify the outputs
• Examine the Figure 2-1 diagram in the chapter
Function of Flow Sheets
• Flow sheets illustrate the flow of activities that
capture information.
Flow Sheets are Useful Because
• They picture who is responsible for what piece
of information as it enters the system
• Examine the two examples of patient
information flows in the chapter
Figure 2-2: Flowsheets
Figure 2-3: Flowsheets
The Chart of Accounts
• Outlines the elements of your company in an
organized manner.
• Maps out account titles with a method of
numeric coding.
• Is designed to compile financial data in an
uniform manner that can be decoded by the
user.
The Chart of Accounts
• Every organization has differences in its Chart
of Accounts that expresses the unique
differences in its own organizational structure.
• Examine the three examples of different Chart
of Accounts formats in Exhibits 2-1, 2-2 and 2-
3.
Exhibit 2–1 Chart of Accounts, Format I
Exhibit 2–2 Chart of Accounts, Format II
Exhibit 2–3 Chart of Accounts, Format III
Basic System Elements: Books and
Records
• Capture transactions
• Figures 2-4 and 2-5 illustrate this concept.
Books and Records: The Sequence Is…
• Initial transaction to subsidiary journal to
general ledger;
• Review, adjust, balance through the trial
balance;
• Create reports (financial statements)
The Annual Management Cycle
• Affects the type and status of information the
manager uses
The Annual Management Cycle
• The type and status of information used by the
manager includes:
• Daily and Weekly Reports — Generally contain
raw data
• Quarterly Reports and Statistics — Generally
have been verified, adjusted and balanced. Called
“interim” reports; often used as milestones by
managers.
• Annual Year End Reports — Generally.
1. Image 1 courtesy of httpswww.virginiahospitalcenter.com.docx
1.
Image 1 courtesy of: https://www.virginiahospitalcenter.com/
2.
Image 2 courtesy of: Police magazine October 2013 Issue
3.
Image 3 courtesy of: Forbes magazine April 9, 2012 Issue
4.
Image 4 courtesy of: National Geographic magazine June/July 2015 Issue
In a 2 page APA formatted paper with an additional reference page (template here), analyze the strategic use of sensory visuals:
1. Analyze the use of color; address how it attracts the eye of the targeted audience. How might the targeted audience interpret the color and emotionally respond?
2. Analyze the use of lines; address how it directs the eyes of the viewers. Which types of lines are used? How might the targeted audience interpret the line usage and emotionally respond?
3. Analyze the use of contrast and balance; address how it attracts the eye of the targeted audience. How might the targeted audience emotionally respond to the visual balance and contrast? What if the contrast and balance elements were not there or were different? How would that change the viewer response?
Support the items above by including relevant quotes and paraphrases from academic/scholarly sources.
Be sure to clearly address how these four visual sensory elements attract the eyes of a specific target audience more readily than other audiences. For a thorough analysis, always consider the effect on viewers if these four visuals were used differently or not used at all.
.
1. If I were to create an SEL program, I would focus on self-awar.docx
1. If I were to create an SEL program, I would focus on: self-awareness, relationship skills and decision-making. I would focus on these skills and values because they are integral in developing emotional intelligence. Self-awareness could be instilled through different activities where a person takes different tests and conducts activities to learn more about their own emotions. By understanding and managing their emotions, they can be more aware to how they act. Additionally, relationship skills can be built through participating in different group activities in which they must work together to solve a problem. These group activities will also integrate decision-making, where participants will learn how to respectfully voice opinions and listen to those of others. At the end of the program, there will be a final group activity which integrates the three core skills, and one must display self-awareness, relationship skills and decision-making to complete the activity.
2. This program would be helpful in teaching factors of emotional intelligence, but it would not teach every important aspect. The first strength of this program would be that it teaches self-awareness before relationship skills, because knowing how to manage and process self-emotions is extremely important when working in a team. Additionally, a strength would be that it is an activity-based program, which will keep kids entertained and learning at the same time. The limitation of this program is that it cannot teach everything about social emotional learning such as social awareness or stress management, however it will be a good start in SEL.
1. The three skills that I would focus on if I were to create an SEL program would be Self-Management, Social Awareness, Responsible Decision Making. These skills are the most essential because self-management is pretty much controlled self-awareness, social awareness is critical to being successful with the other skills, and responsible decision making is critical to any sort of personal and relationship success. I plan on instilling these skills by integrating different forms of activities and exams to ensure that these skills are achieved for their intended purposes. For social awareness I would place people into groups who all have different activities and emotions going on and then quiz them in the end. Self-management can be instilled by keeping tallies of individual outbursts when one gets upset and even putting them in upsetting situations and seeing how the handle them. Additionally, responsible decision making can be more activity and an exam where different situations happen and individuals are rated on how they react to them.
2. The strengths of my program are that they are extremely interactive and also give numerical results. With the combination of interactive activities with other people, real life testing scenarios, and exams it is easy to see the results of individuals to see where they are both st.
1. Identify and discuss the factors that contribute to heritage cons.docx
1. Identify and discuss the factors that contribute to heritage consistency in your culture (African American) or religion: (ex. religion, beliefs and practices, values and norms)2. Describe traditional aspects of healthcare within your culture or religion3. Address the demographics of your culture or religion in the United States4. Describe barriers to obtaining healthcare that affect your culture or religion.5. Describe how your culture’s or religion’s beliefs and norms might impact communication with a healthcare provider
Paper should
be in your own words
, typed in 12 point font, double spaced, 1 inch margins, between two to three pages in length.
Do not
copy and paste from the internet as this is plagiarism and you will receive a zero for the assignment. You may use one or two quotes from sources as long as the source is given credit. Cite your sources for the paper.
I am an African American Female.
.
1. I think that the top three management positions in a health pla.docx
1. I think that the top three management positions in a health plan are Chief Executive Officer (CEO), Hospital Administrator and Chief of Nurses. The reason they rank over the rest is because their positions are compelling and crucial in the healthcare. The CEO position is the person who is responsible of management, organizing operations, planning, budgeting, negotiating contracts, studying financial reports. They are the ones in charge of the entire organization and it is imperative that they ensure that everything runs professionally and effectively. Then the Hospital Administrator position is the person responsible of making sure they are working promptly and effectively to generate and manage the budget, quality assurance policies and the hiring of physicians. Their job is also to be responsible in making sure they are up to date with all government regulations and law compliance and by not doing so it can cost them their job and cause fines to their organization. Last is the Chief of Nursing position is the person who is responsible of the overseeing of the nursing staff, they see the department’s budget, they must report to high level staff-members like the CEO, they maintain a high standard of care, review patients’ data and medical records to professionally relate and interact with physicians, patients and family members. You can tell by reading the responsibilities of these positions you realize how essential they are to the health plan and how every responsibility is meticulous to each position. Even though I picked these 3 as the top management position I still feel that all positions hold an important part in the health plan.
2. Healthcare industry offers many different opportunities in its field, working in this industry you have many choices where to choose from like for instance become a secretary to being an analyst or end up being a doctor. There is room to explore different careers and work closely with a variety of professionals. In this growing market the top three careers that would be more in demand would be Nurses, Physicians and Physical Therapists. There is a vast list of opportunities in health care that if you work with effort you will. As we all know nurses are every where and at all times even if the doctor's are not present. They make home visits to check on patient's health and keeping track of their health. Going through nursing is not a piece of cake there is a lot to be learn physically, emotionally and mentally. Becoming a physician is becoming less popular since there are so many other choices out there people see that becoming a physician is a lot of hassle and instead become something else. This career choice will be need in the next few years. Physical Therapy is my third option, with all this baby boomer community the demand for doctor's specially therapist will increase for at least 20% in the next few years. This generation of elderly community is more aware of their health and will seek more tre.
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Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How libraries can support authors with open access requirements for UKRI fund...
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Wednesday 22 May 2024, 14:00-15:00.
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
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Chapter 3 - Islamic Banking Products and Services.pptx
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This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.Recently uploaded (20)
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Home assignment II on Spectroscopy 2024 Answers.pdf
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The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Chapter 3 - Islamic Banking Products and Services.pptx
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Working With Survivors of Sexual Abuse and Trauma The Case of Bra.docx
- 1. Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children. Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual
- 2. behavior problems. At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less with his mother as primary treatment goals. I worked with Brandon in both individual and family sessions to address his symptoms of depression and post-traumatic stress disorder (PTSD). Utilizing the trauma-focused cognitive behavioral therapy approach, early sessions focused on coping skills and emotional regulation. As Brandon became more comfortable with expressing feelings and utilizing coping skills, he began discussing his sexual abuse history and the ongoing effect this experience had on his life. I met with Brandon’s mother for collateral sessions in order to help her identify and process her own feelings about his abuse and to develop skills to support Brandon through his treatment. Brandon’s mother was provided with psychoeducation regarding childhood sexual abuse, and her belief that her son would become a violent sexual offender as a result of his experience was challenged through cognitive behavioral therapy. She agreed to meet the agency psychiatrist, and after the initial consultation she agreed to have Brandon meet with the doctor. After a psychiatric
- 3. evaluation, Brandon was prescribed a low dose of antidepressant medication. Brandon completed a trauma narrative that addressed the details of his sexual abuse experience, his disclosure of the abuse, and the trial and subsequent imprisonment of his father. Brandon included a description of his feelings at each point in his narrative, as well as what he learned in treatment about childhood sexual abuse and coping skills to deal with uncomfortable feelings and impulsivity. Brandon shared his trauma narrative with his mother, who provided a safe and supportive space during this experience through the use of skills learned and practiced during collateral parent sessions. Brandon’s symptoms of depression and post-traumatic stress decreased steadily during the course of treatment. After 8 months of sessions and the successful completion of his trauma narrative, the family and I agreed that Brandon was ready to terminate trauma-focused treatment. Brandon continued receiving medication management with a psychiatrist and transitioned into home- and community-based treatment that focused on his ongoing impulsive behaviors. (Plummer 48-50) Plummer, Sara-Beth, Sara Makris, Sally Brocksen. Social Work Case Studies: Foundation Year. Laureate Publishing, 2013-10- 21. VitalBook file.