The Assignment:
Examine Case 1. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision #1: Differential Diagnosis
Which Decision did you select?
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
Decision #2: Treatment Plan for Psychotherapy
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
Decision #3: Treatment Plan for Psychopharmacology
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.Case #1 A young girl with difficulties in school
A Young Girl With ADHD
Decision Point One
Attention Deficit Hyperactivity Disorder, predominantly inattentive presentationsentation
RESULTS OF DECISION POINT ONE
· Client returns to clinic in four weeks
· You selected Attention deficit hyperactivity disorder, predominantly inattentive presentation. Based on this choice, outline the remainder of the diagnostic evaluation that you will conduct on this child and their parents. Be sure to include standardized assessment instruments that you would administer
Decision Point Two
Begin Strattera 25mg orally daily
RESULTS OF DECISION POINT TWO
· Client returns to clinic in four weeks
· Katie’s parents seem absolutely delighted upon their return stating that Katie is paying more attention in school, but note that there is still room for improvement
· They are somewhat concerned however about some sedation that she experiences following the medication. They report that Katie has been becoming more uncooperative with medications as she feels ‘sleepy’ after taking them
· Her parents are also concerned about her decrease in appetite since starting the medication
Decision Point Three
Discontinue Strattera and begin Adderall XR 10mg orally daily
Guidance to Student
In response to the first choice, although decreased appetite is a side effect of Strattera, it does not address the parents’ concerns about Katie’s sedation, which can occur with Strattera use. It may help with residual inattention symptoms, however, if the medication is creating such negative side effects, compliance may become an issue.
CBT has some evidence of efficacy in treating ADHD symptoms, however, augmenting the medication is not going to effectively address the concerns that Katie’s parents have raised regarding side effects.
Discontinuing Strattera and beginning Adderall XR would be the most appropriate strategy in this case as changing agents may alleviate the unfavorable side effects, and may treat symptoms more effectively.
 
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Question description

ALL WORK MUST BE ORIGINAL. IF YOU LIKE TO PLAGIARIZE/PARAPHRASE, PLEASE DO NOT BID ON MY ASSIGNMENT AND WASTE EACH OTHER TIME. I USE TURNITIN AND WILL DETECT UNORIGINAL WORK AND WILL WITHDRAW.

PART 1:

Topic 1

Initial Assignment Memo Draft 

Your writing Assignment in this unit is a memo addressed to your professor requesting permission to move forward with your researched proposal topic idea. Use this Discussion forum to practice presenting your idea by writing a paragraph of 200–300 words persuading your decision-maker (your professor) that your idea is a good one, and justify your request with research. Cite at least two sources (remember your APA in-text citation and accompanying references from Unit 2 Discussion) you will be incorporating into your researched proposal to show your audience (your professor) research is available to support your topic.

PART 2

Assignment: Memo Request to Pursue Research

Typically, before a writer would expend energy on a researched proposal, he or she would ask for permission from a decision-maker to start their project. You practiced writing a short persuasive memo in Units 1, 2, and Unit 3 Discussion. Now use what you learned in terms of persuasive writing in this Assignment. You will write a memo to your professor requesting permission to move forward with your topic for the researched proposal, and provide evidence to support the viability of your topic.

TOPIC IS:

OYSTER SHELL RECYCLING

Criteria:

1.  Contains no fewer than 500 and no more than 750 words

2.  Follows correct memo format, including headings

3.  Describes the problem or project you want to work on and explains its significance; describes the benefits of the research to the organization

4.  Integrates at least two viable sources into the request to demonstrate research is available to support the topic.  APA formatted in-text and References page citations are required.

5.  Contains no grammatical* or mechanical errors

Please Keep Part 1 and Part 2 and Part 3 in three different word documents and use different sources for parts 1 and 2. Also include in text citations.

PART 3

Video Reflection Discussion
Evan Thomas, former editor at large for Newsweek, shares strategies for student writers to improve their writing. You will reflect on the advice Thomas provides in this Discussion.

Access the Transcript here:

Since we’re in the online world uh, obviously you’re going

to write a lot of emails. There’s a tendency, a temptation to

get sloppy about it uh, to, to just kind of whip it off. You

should use the same standards when you’re writing an email,

particularly to a boss or a client or a customer, you should use

the same standards you would use writing a letter. In other

words, obey all the rules that we’ve been talking about. Write

clearly and simply, but write properly. Use proper English.

Don’t abbreviate a lot. Uh, make sure you capitalize letters.

Treat it just as if you were writing a letter, a formal letter,

say a job application and don’t get sloppy and lazy. Because

uh, it can come back to haunt you if you don’t think through a

problem or you’re uh, have too much attitude or maybe you say

something that’s insulting or offensive boy that can come back

and bite you. And there’s a temptation to do it because when

you write your emails to your friends you’re writing in a breezy

way. When you’re in business write like a business person,

write professionally.

A couple of other points about word choice and the words

you actually use. Use active verbs. Don’t use passive verbs.

He ran the race. Not, the race was run by him. It’s stronger.

It’s more muscular. It’s more direct. Has more action, more

energy if you use active verbs. So whenever you can nick out

those passive verbs and use the active, use active muscular uh,

verbs. Uh, readers will appreciate it uh, it will give a life

to your uh, uh, to your memo or to your piece that would be lost

if it’s all feels sort of passive and, and slow moving.

Uh, by the same token be very careful of jargon and

uh, what I would call uh, uh, three syllable words that don’t

really mean anything, that a one syllable word, a simpler uh,

word wouldn’t — where a simple word wouldn’t suffice. There’s

a writer I mentioned earlier, William Zinzer who is an expert

uh, in this area and I’m just going to read you a paragraph that

he’s written about uh, the tendency to use jargon and to use uh,

complex words where simple words will suffice.

This is uh, I’m quoting here from On Writing Well by William

Zinzer. I could go on quoting examples from various fields, Zinzer

writes.

Every profession has its growing arsenal of jargon to throw

dust in the eyes of the populace, but the list would be tedious. The

point of raising it now is to serve notice that clutter is the enemy.

Beware then of the long word that’s no better than the short word;

assistance, help, numerous, many, facilitate, ease, individual, man or

woman, remainder, rest, initial, first, implement, due, sufficient,

enough, attempt, try, referred to as, called, and hundreds more.

Beware of all the slippery new fad words; paradigm and parameter,

prioritize and potentialize. They are all weeds that will smother

what you write. Don’t dialog with someone you can talk to. Don’t

interface with anybody

Question: 

What two points in the Thomas transcript for this unit strike you as most significant in guiding e-mail communication? Why?

 

 

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