How does the finding affect your work and the students you support. Please start your response with summary of the bulleted item of your response.

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All Discussion Boards must be a minimum of 250 words, include parenthetical citations and be followed by a full reference. Responses to peers must be a minimum of 150 words and, although references are not required, you can certainly use them. On pages 3-6 in How Schools Work (listed below) select one of the bulleted items and reflect on experiences you have had in your working environment that connect to the statement. How does the finding affect your work and the students you support. Please start your response with summary of the bulleted item of your response. If items have been posted try and be sure to select one that has not been selected or has few initial posts.

1. If students report a strong sense of engagement with and connectedness to school and/or adults at school, they are more likely to do well academically and socially.

2. Students who report having a higher number of “developmental assets”—qualities that help young people navigate the world, such as positive relationships, perceptions, values, opportunities, and skills—tend to do better academically than those with a lower number of assets. Additionally, those students who are able to increase the number of reported developmental assets over time are also able to improve their academic standing.

3. Students who attend schools that promote physical activity—through physical education, physical activity breaks, or physical activity integrated into classroom learning—benefit from this activity, as demonstrated by a range of academic and cognitive outcomes.

4. A recent analysis shows that adolescents who engage in higher rates of risk behaviors associated with the leading causes of death, disability, and social problems are significantly less likely to do well academically..

5. Data from the most recent Youth Risk Behavior Surveillance System indicates that students with higher grades are significantly less likely to engage in risky behaviors that can lead to illness or death during adolescence or adulthood, such as carrying a weapon, cigarette use, alcohol use, sexual activity, watching television three or more hours per day on an average school day, or being sedentary.

6. Asthma and dental pain are two of the leading causes of school absenteeism. Children with dental pain have been shown to miss more school and perform worse than their peers without dental pain. One study estimates that in a single year, more than 51 million hours of school may be missed because of a dental-related illness. Other studies suggest that students with asthma also miss more school than their healthy peers.Data from 2008 show that almost 60 percent of students with asthma miss at least one school day due to asthma per year, totaling 10.5 million school days.

7. A recent nationwide survey found that about 25 percent of students in grades 9-12 reported feeling so sad or hopeless every day for at least two weeks in the year that they stopped some of their normal activities.14 A similar survey undertaken by the Austin, Texas, school district reported that 15 percent of the district’s high school students and 11 percent of middle school students said they missed one or more school days during the last month because they “felt too sad or depressed to attend.”

8. Children who are hungry or poorly nourished do not do as well academically as their non-hungry peers, but can improve their performance if they eat breakfast. Students who eat breakfast at school have lower rates of tardiness or absenteeism than peers who do not eat a school breakfast.

9. Almost 6 percent of high school students in 2011 reported missing one or more days of school because they felt unsafe there or on their way to or from school.

10. During the 2009-2010 school year, bullying occurred on a daily or weekly basis in 23 percent of public schools; 3 percent of schools reported that bullying causes widespread disorder in classrooms on a daily or weekly basis (NASBE, 2014 pp3-6).

Respond to all colleagues by discussing the elements of the mini script that you liked, and why. What might you add or have said differently? 1. Classmate (T. Bra)

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Read your classmates’ postings. Respond to your classmates’ postings.

  • Respond to all colleagues by discussing the elements of the mini script that you liked, and why. What might you add or have said differently?

1. Classmate (T. Bra)

CO: Roger come in what is troubling you today. You made an emergency appointment, is everything ok?

Roger: I’m just feeling trapped, like I’m disengaged from my own skin.

Co: How is the new medication working?

Roger: The medication was not helping, so I quit taking it.

Co: You quit taking your medication? It has only been a little while.

Roger: Yeah, it was not helping at all. In fact, it probably made it worse. I know you people think it will help but I just do not see how it helps.

CO: Roger you should probably talk to your doctor before just stopping any medication. Why did you stop taking the medication?

Roger: It makes me tired and all I want to do is sleep.

CO: What medication did the doctor prescribe you Roger?

Roger: The doctor gave me Seroquel. She said it might make me tired for a few days.

CO: how long have you been taking it?

Roger: about a week.

CO: It does take several weeks for the medication to show you the best results. Remember you have to get used to it and it could take a little bit of time.

Roger: yes, but I must go to work, and I cannot be tired at work. So, I cannot take it.

CO: Ahh that sounds like it could be worrisome, and you might overlook something.

Roger: Yeah, and It also takes all my energy away and I do not feel like doing anything.

CO: so, you feel like it makes you too tired to do anything.

Roger: yes exactly. See you get it.

CO: ok so

So: Roger what does schizophrenia mean to you?

Roger: Well, I have been doing some research. Schizophrenia is where your brain is wired a little differently than others. Your brain reacts to things differently and has a difficult time deciding what is real and what is fake.

CO: Yes, that is a good way to put it. Does your medications help at all?

Roger: Yeah, they help with voices and shadows.

CO: So, your medication can be helpful?

Roger: Yes, they can sometimes.

CO: Maybe discuss with your doctor another medication you could try if you are not happy with the results of the Seroquel. Remember though the medication is there to help the brain function. It replaces some of the chemicals that are misfiring. The medication works by blocking the receptors that dopamine works on. Essentially slowing down the dopamine activity and therefore decreasing the symptoms of schizophrenia. Making them more manageable.

Roger: ok

CO: which makes it easier to add the techniques you have been working on into manageability instead of chaos.

Roger: The medication can help block out the voices and the shadows.

CO: Right.

Roger ill give it another try.

2. Classmate (K. Wor)

To better learn the depth and scope of what Roger understands about his diagnosis, one potential question that I think would warrant further discussion is asking Roger about his thoughts regarding the signs and symptoms of his diagnosis. To determine Rogers understanding about the role of medications, a potential question might be to ask him how he thinks medications would be beneficial to him, or to ask what his understanding of using medications to treat his diagnosis is in general.

To better learn about the reasons for medication nonadherence, it might be useful to ask about the benefits and adverse effects for him taking the medications it. Additionally, it might be useful to ask Roger about how he is managing/reacting to the side effects of the medications prescribed.

“Schizophrenia is a serious mental illness that can affect a person’s thinking, emotions, relationships, and decision making. To experience the full benefits of managing your diagnosis, adherence to treatment regimens is essential to reduce and prevent relapse of psychotic episodes and improve chances of managing the symptoms. The use of medications in treatment of schizophrenia is beneficial to help manage these symptoms and resume everyday activities. One medication that may be useful for you is risperidone in the treatment for first-episode of psychotic symptoms and managing positive and negative symptoms of schizophrenia. This medication is an effective antipsychotic medication that helps to rebalance chemicals in the brain and improve thinking, mood, and behavior. Counseling is also an added part of treatment of schizophrenia that can help you to understand and be aware of the symptoms. I understand that a new diagnosis and way of living can be both terrifying and challenging, and taking these medications despite the side effects has required a lot of strength from you.”

References

Sinacola, R. S., Peters-Strickland, T., & Wyner, J. D. (2020). Basic psychopharmacology for mental health professionals (3rd ed.). Hoboken, NJ: Pearson.

3. Classmate (K. Ros)

Roger, thank you for seeing me today. I understand that you have been diagnosed with schizophrenia, by your psychiatrist and that you were given medication to help ease some of your symptoms, is this correct?

Roger’s Diagnoses and the Role of Medication

Since meeting with the psychiatrist, do you feel as though, this diagnosis of schizophrenia is accurate?

If so, in what ways do you feel it has affected your life and if not, can you describe to me, in what ways your life has changed recently?

Can you tell me why you think psychiatrists prescribe medication such as Thorazine, the one you were recently prescribed?

Reasons for Medication Nonadherence

When did you stop taking Thorazine, and how did you stop it?

You say the medication makes you feel trapped and disengaged in your own life, can you tell me exactly what you mean by trapped and disengaged and when you started experiencing these feelings?

How are these feelings different from what you were feeling before you started taking the medication?

The Role of Medication and Counseling Alongside a Diagnosis of Schizophrenia

Medications prescribed to treat Schizophrenia, such as Thorazine, help to control symptoms. This is done by altering levels of dopamine and serotonin, which are chemicals in the brain that affect mood, movement, and the way a person responds to rewards and experiences pleasure.

Thorazine is an antipsychotic medication which can help to reduce hallucinations and psychotic episodes, during which a person experiences a sudden change in personality and behavior and can’t tell what is real from what is imagined.

Medication used to treat schizophrenia is usually paired with some form of counseling. The pairing of these two, can teach the individual how to manage stress and the side-effects of any medication. This pair can also assist in managing related issues such as anxiety and depression.

Reflection

I understand that you are not happy with the way your body has reacted to the medication. You mentioned feeling trapped and also disengaged in your own life. All medications have some form of side effects. It is important to remember that it may take some time for our bodies to adjust. A psychiatrist prescribed you Thorazine because he/she felt as though the benefit to you is greater than the risks of the side effects. Typically, most people who take this medication, do not experience serious side effects.

https://www.webmd.com/drugs/2/drug-1444/chlorpromazine-oral/details

Sinacola, R. S., Peters-Strickland, T., & Wyner, J. D. (2020). Basic psychopharmacology for mental health professionals (3rd ed.). Hoboken, NJ: Pearson.

WedMd, LLC. (2021). Thorazine tablet. Retrieved from https://www.webmd.com/drugs/2/drug-9543/thorazine-oral/details

Required Resources

Sinacola, R. S., Peters-Strickland, T., & Wyner, J. D. (2020). Basic psychopharmacology for mental health professionals (3rd ed.). Hoboken, NJ: Pearson.

· Chapter 8, “Treatment of Psychotic Disorders”

Required Media

TED. (2016, December 2). Paul Fletcher: Psychosis: Bending reality to see around corners [Video file]. Retrieved from https://youtu.be/tV2RLLtOgL4

Note: The approximate length of this media piece is 12 minutes.

TED. (2017, December 8). Debra Lampshire: Hearing Voices: an insiders guide to auditory hallucinations [Video file]. Retrieved from https://www.ted.com/talks/debra_lampshire_hearing_voices_an_insiders_guide_to_auditory_hallucinations

Note: The approximate length of this media piece is 18 minutes.

TED. (2013, February). Eleanor Longden: The voices in my head [Video file]. Retrieved from https://www.ted.com/talks/eleanor_longden_the_voices_in_my_head

Note: The approximate length of this media piece is 14 minutes.

TED. (2016, February). Mariano Sigman: Your words may predict your future mental health [Video file]. Retrieved from https://www.ted.com/talks/mariano_sigman_your_words_may_predict_your_future_mental_health

Note: The approximate length of this media piece is 12 minutes.

The Center for Health Care Services – Bexar County  (2017, August 10). What is psychosis? [Video file]. Retrieved from https://youtu.be/RRGGxK3OpNc

Note: The approximate length of this media piece is 3 minutes.

Optional Resources

Brain Behavior and Research Foundation (n.d.). Frequently asked questions about schizophrenia. Retrieved June 13, 2019, from https://www.bbrfoundation.org/faq/frequently-asked-questions-about-schizophrenia

DreamWorks (Producer), & Howard, R. (Director). (2001). A beautiful mind [Motion picture]. United States: DreamWorks, Imagine Entertainment and Universal Pictures.

Stroup, T.S., & Marder, S. (2019). Pharmacotherapy for schizophrenia: Acute and maintenance phase treatement. UpToDate. Retrieved from https://www.uptodate.com/contents/pharmacotherapy-for-schizophrenia-acute-and-maintenance-phase-treatment

Components of Course Evaluation” section of this guide. To complete this assignment, you will choose one of the following clients.

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For this assignment, you will write the first four sections of the psychological assessment report that will be completed in Week Five. Taking on the role of a psychological evaluator, you will formulate vitally important methodological and theoretical assessment conceptualizations of a client during the initial phases of the assessment process. You will apply your conceptualizations to develop a clear understanding of the presenting concerns. In the initial sections of your psychological assessment report, you will summarize results obtained from examining the following information pertaining to your client: identifying information, reason for referral, presenting concerns, and relevant personal history. The content of this section must demonstrate an ethically and professionally responsible rationale for the use of psychological assessment tools. View the complete instructions for the Final Paper in the link within Week Five of your online course or the “Components of Course Evaluation” section of this guide. To complete this assignment, you will choose one of the following clients.

Timothy Childers (Adolescent Male)

Mr. Kyle Jones (Adult Male Personal Injury Case)

Mr. Jeremiah Smith (Geriatric Male Case)

This week, your assignment must cover the following sections of your psychological assessment report and include the headings as listed:

I. Identifying information 
Within this section, you will record basic information on your client including the person’s name, sex, gender, ethnicity, sexual orientation, age, handedness, and occupation or grade level. For the purposes of this assignment, you are free to create any relevant demographic information that is not explicitly stated in the case scenario. All information you create must be consistent with the information provided and any conclusions you draw in subsequent sections of your paper.

II. Reason for referral
Within this section describe the referral source and the purpose of the assessment. The information you provide in this section must justify the decision to conduct a formal psychological assessment based and must model ethically and professionally responsible assessment practices.

III. Current Symptoms/Presenting Concerns
The information in this section of the report would typically come from an interview with the client and family (if applicable, e.g., if the client is a child or person with suspected dementia).  You must use the information provided in case history to identify the most salient information that belongs in this section. Choose information to include in this section based on the consistency with the reason for referral and purpose for testing. Here is where you will apply your methodological and theoretical assessment formulations of the client that will justify the decision to conduct a psychological evaluation on this client.

IV. Psychosocial History (complete each of the sections below based on the information in the case you selected)

  • Educational history
  • Occupational history
  • Medical history (including substance use/abuse)
  • Psychiatric history
  • Social history

Your assignment must be of sufficient depth and detail to support and inform your eventual diagnostic impressions. A cursory or surface level review of the client’s presenting problem and history will unlikely provide enough information for your diagnostic impression. The assignment must also include a page with relevant references based on your initial impressions of possible diagnostic considerations from the history that you have reviewed.

The Assignment: 

  • Must be at least 2.5 to 3 single-spaced pages in length (not including title and reference pages).
  • Must include a title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 2 scholarly sources, 1 of which must be an original peer-reviewed research article, in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page and reference page that is formatted according to APA style as outlined

Confirm the client’s eligibility for admission and continued readiness for treatment/change.  59) Complete necessary administrative procedures for admission to treatment.  111) Prepare accurate and concise screening, intake, and assessment reports.

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Refer back to the movie you selected and watched or the case study you read during Topic 1. Consider the character you selected or the person from the case study and complete a biopsychosocial assessment about your selected person using the provided biopsychosocial template. Only complete Part 1 of the template, as Part 2 will be completed later in the course.  While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.  You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.  This assignment meets the following NASAC Standards:  25) Gather data systematically from the client and other available collateral sources, using screening instruments and other methods that are sensitive to age, culture and gender. At a minimum, data should include: current and historic substance use; health, mental health, and substance-related treatment history; mental status; and current social, environmental, and/or economic constraints on the client’s ability to follow-through successfully with an action plan.  32) Based on an initial action plan, take specific steps to initiate an admission or referral, and ensure follow-through.  33) Select and use comprehensive assessment instruments that are sensitive to age, gender and culture, and which address: (a) History of alcohol and other drug use (b) Health, mental health, and substance-related treatment history (c) History of sexual abuse or other physical, emotional, and verbal abuse, and/or other significant trauma (d) Family issues (e) Work history and career issues (f) Psychological, emotional, and world-view concerns (g) Physical and mental health status (h) Acculturation, assimilation, and cultural identification(s) (i) Education and basic life skills (j) Socio-economic characteristics, lifestyle, and current legal status (k) Use of community resources (l) Behavioral indicators of problems in the domains listed above.  58) Confirm the client’s eligibility for admission and continued readiness for treatment/change.  59) Complete necessary administrative procedures for admission to treatment.  111) Prepare accurate and concise screening, intake, and assessment reports.