Ab Psy 2 Case Study Question Is Attached In The Bottom

The DSM is a classification manual used by professionals in the field of psychology. For this assignment, you will diagnose three clients. The vignettes for each client, “Case Study Vignettes,” are located in resources. For each client, indicate:

  • The diagnosis, discussing each criterion the client fits and does not fit for that diagnosis from the DSM-5 (which you should cite).

Select one of the clients and in a separate, final section of the paper, complete the following:

  • Analyze two recommended treatments for the client and explain why they would be recommended (one or both of these treatments should come from a current peer-reviewed journal article).
  • Support your analysis with a peer-reviewed journal article about the diagnosis you chose for this client.
  • How well does the article’s discussion of the diagnosis compare to the behaviors the client displays?
  • As a professional in the field of psychology, how would you use the information from the article to inform your professional behavior?
Additional Requirements

For this assignment, you are expected to meet the following requirements:

  • Title page: Include your name, course, date, and instructor.
  • ReferenceDSM-5, textbook, two or more peer-reviewed journal articles.
  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to APA (sixth edition) style and formatting.
  • Length of paper: 5–6 typed, double-spaced pages.
  • Font and font size: Times New Roman, 12 point.
  • Submit your paper to the assignment area for grading.

Case Study Vignettes

Anxiety, Trauma, Stressor, and Obsessive Compulsive Related Disorders

1. Fred

Fred was raised in Houston. His father and mother were both successful realtors. He is the middle of three brothers, who remain close. He remembers, “We never wanted for anything.” Fred was an A student in high school and college and a top athlete. He completed medical school and now practices as an anesthesiologist at a local hospital.

Fred experienced some emotional distress a number of years ago as he considered coming out and letting his family know he is homosexual. His father initially struggled with the news but came to accept it. Fred’s father is quite amiable towards Fred’s partner. Fred’s oldest brother was nonplussed by the news. Fred and his partner are welcomed in his brother’s home. Fred’s mother’s response was “I don’t believe it. Please never mention this again.” The youngest brother’s response was to accuse Fred of hurting mom.

Fred has again been experiencing emotional distress this past year as he and his partner discuss the idea of either marrying or having a commitment ceremony. Fred is certain that he wants to do this but struggles with the question of what to tell family members and whether to even invite his mother and youngest brother.

In this context Fred complains of daily panic attacks. These generally occur when he is getting ready for work or near the end of the work day. The panic attacks started several weeks after Fred was robbed at gunpoint at a subway station. This occurred four months ago. He stated he does not think he was particularly affected by the attack but wonders because the panic attacks started soon after. Following the attack, Fred decided he is not going to use the subway anymore because it is too dangerous. Fred has been commuting by bicycle even though it is often difficult to negotiate the city streets by bike.

Fred reports that there is no mental illness that he is aware of in his immediate family. He strongly suspects that his mother’s father was an alcoholic because he remembers his grandfather smelling of alcohol during his (Fred’s) childhood and because his mother refuses to have any alcohol in her home.

2. Phil

Phil is 20. He comes in because he is “stressed” now that he is not working. Phil reports that his first job was at a restaurant, but he quit because it was “too messy.” After work he would shower for hours to get the food smells out of his hair. Even after showering he would feel greasy and dirty. He next found work at a clothing store. Phil reports that he was initially very well regarded by his boss at the clothing store at which he worked. He worked hard, always making sure displays were orderly and the clothes were perfectly folded and arranged in order by size. His boss so appreciated the attention that he took with the displays that she made him the assistant manager and put him in charge of the other employees. She was relieved that she had a second in command so that she could leave the store under his supervision.

However, the boss soon became frustrated with Phil. He did little to help manage the employees or problem-solve difficulties. He did not seem able to field customer complaints. He did a poor job on some of the managerial tasks assigned to him. But he did continue to neatly fold the clothes and arrange them by size, even after the boss told him he should delegate this to another employee so he could focus on his role. After several warnings about this, Phil was eventually terminated.

Phil reported he had been married for a year but his wife left him because she found him controlling. He is not sure what this means but notes that they often argued because he got frustrated that she did not put things away where they belonged. She would especially get upset because he would try to clean up the kitchen when she was cooking, so “things wouldn’t get too messy.”

3. Stacey

Stacey is 35 years old and lives alone.  Stacey was married when she was 20 and was married for 4 years. The couple did not have any children. Stacey’s mother describes that Stacey was shy when she was little and tended to play alone with her dolls and stuffed animals. She had a brother who was ten years older than her. The family lived in the country and had a lot of pets and other animals, such as horses and chickens. Stacey loved the animals and was good at helping to care for them.

Stacey had a close childhood friend named Anna who she met in the first grade. The two girls would sometimes get to play at each other’s houses and sometimes would spend the night. When they were in the fourth grade, Anna’s family moved out of state. Stacey was small for her age and wore glasses. She became a target for other kids to make fun.

Following Stacey’s divorce, she became more reclusive. Stacey’s former husband, Chad, was critical of Stacey and left because in his words she “was a doormat with no personality.” She currently maintains a job as a cashier at a local grocery store. She has worked there for seven years and her employers are happy with her performance. She is highly accurate and efficient at her job. When she is off of work, she tends to stay home alone with her pets.

Four years ago Stacey enrolled in college thinking she might like to become a nurse. Several of her classes required her to give presentations in front of the class, and Stacey described that she was “paralyzed with fear” in thinking about public speaking. She was afraid she would not be able to get through her speech and that her classmates and teachers would make fun of her. She dropped those classes, and therefore was unable to move forward in her education.

Stacey says that she is content with her job and with living alone with her pets. She has three dogs, two cats, and several birds. All of the pets came to her through a pet rescue agency.  She states that pets are accepting and loving and don’t criticize.

Discussion: Research Design For One-Way ANOVA

Whether in a scholarly or practitioner setting, good research and data analysis should have the benefit of peer feedback. For this Discussion, you will perform an article critique on ANOVA testing. Be sure and remember that the goal is to obtain constructive feedback to improve the research and its interpretation, so please view this as an opportunity to learn from one another.

To prepare for this Discussion:

· Review the Learning Resources and the media programs related to ANOVA testing.

· Search for and select a quantitative article specific to your discipline and related to ANOVA testing. Help with this task may be found in the Course guide and assignment help linked in this week’s Learning Resources. Also, you can use as guide the Research Design Alignment Table located in this week’s Learning Resources.

By Day 3

Write a 3- to 5-paragraphs critique of the article. In your critique, include responses to the following:

1. Which is the research design used by the authors?

2. Why did the authors use ANOVA test?

3. Do you think it’s the most appropriate choice? Why or why not?

4. Did the authors display the data?

5. Do the results stand alone? Why or why not?

6. Did the authors report effect size? If yes, is this meaningful?

Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

.

Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

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Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 11, “Analysis of Variance” (pp. 303-324)

Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 10, “Analysis of Variance”

· Chapter 11, “Editing Output” (previously read in Week 2, 3, 4, 5. and 6)

Evidence And Non-Evidence Based Treatment Options

Prior to beginning work on this discussion, please read both “Limitations to Evidence-Based Practice” and “Rationale and Standards of Evidence-Based Practice,”and listen to the Case Studies in Non-evidence Based Treatment Part One. On the last day of Week 5, listen to Case Studies in Non-evidence Based Treatment Part Two.

For your initial post, you will choose one of the case studies from this week’s audio file selection on which to base your remarks. Based on the available information, evaluate the symptoms and presenting problems for the patient in the chosen case study and propose a provisional diagnosis. Describe one evidence-based treatment for this diagnosis and provide a rationale for your choice. Research at least two peer-reviewed articles to support your evidence-based treatment selection.

 

Brewer, S., Cervantes, E., & Simpelo, V. (2014). Case studies in non-evidence-based treatment: Part one Preview the document [Audio file]. College of Health and Human Services, Ashford University: San Diego, CA.

  • This audio file briefly presents case studies illustrating patients who responded to non-evidence-based treatment after evidence-based treatment failed to alleviate their symptoms.

Brewer, S., Cervantes, E., & Simpelo, V. (2014). Case studies in non-evidence-based treatment: Part twoPreview the document [Audio file]. College of Health and Human Services, Ashford University: San Diego, CA.

  • This audio file briefly presents case studies illustrating patients who responded to non-evidence-based treatment after evidence-based treatment failed to alleviate their symptoms.

Psychotherapy Plan For Brittany (CBT Discussion)

This is a fictitious case. All names used in the document are fictitious.

Sample Treatment Plan Update Recipient Information Provider Information Medicaid Number:123456789 Medicaid Number:987654321 Name: Jill Spratt Name: Tom Thumb, Ph.D. DOB: 9-13-92 Treatment Plan Date: 10-9-06 Treatment Plan Review Date: 3-19-07 Other Agencies Involved: Plan to Coordinate Services: Jack Horner, M.D., Child Psychiatrist

As needed, but at least 1 time every 3 months.

Spring Hill Middle School Contact by phone as needed.

Diagnoses: Axis I: 296.25 Major Depressive Disorder, Single Episode, in Partial Remission V61.20 Parent-Child Relational Problem Axis II: No diagnosis Axis III: No diagnosis Axis IV: Problems with Primary Support Group Axis V: 61 Justification for Diagnosis Change: Primary diagnosis has been changed from Major Depressive Disorder, Single Episode, Moderate, to Major Depressive Disorder, Single Episode, in Partial Remission to reflect the progress Jill has made. The diagnosis was changed to partial remission because although she exhibited enough symptoms for a Major Depressive Disorder diagnosis at the beginning of treatment, currently she is only experiencing feelings of worthlessness; and depressed and irritable mood, and these symptoms are milder than they were at the start of treatment. Medication(s): Dose: Frequency: Indication: Prozac 20 mg 1 x day depression Response to Medication and other Concurrent Treatment: Jill has responded well to Prozac. Jill reports that she feels the medication has helped her and her father also reports seeing improvement after Jill started medication. In a recent phone contact on (3-12-07) Dr. Horner indicated that he plans to continue Jill on her current dose of Prozac. There are no other concurrent treatments. 1. Problem/Symptom: Current symptoms of depression include periods of sadness, irritability and poor self- esteem. In addition, over the past few months Jill has had difficulty coping with stressors; she has reacted to stressors with a brief increase in depressive symptoms, including increased sleep, suicidal thoughts, and loss of interests. Long Term Goal: Symptoms of depression will be significantly reduced and will no longer interfere with Jill’s functioning. This will be measured by a t score of 60 or below on the YSR at the time of discharge. Anticipated completion date: 6-4-07 Short Term Goals/Objectives:

1. Jill and her father will develop a safety plan/no self-harm contract

2. Jill will become involved in at least one additional extracurricular activity or sport

3. Jill will report no suicidal ideation for 3 consecutive weeks

4. Jill will learn coping skills, including problem solving and emotional regulation. This will be measured by her demonstrating these skills during therapy sessions and bringing in homework assignments for two consecutive

Date Established 10-9-06 10-9-06 10-9-06 10-9-06

Projected Completion Date 10-9-06 11-02-06 12-02-06 1-16-07

Date Acheived 10-9-06 11-09-06 11-23-06 2-12-07

 

 

 

weeks that show she practiced them between sessions. 5. Jill will learn to identify maladaptive, negative thoughts

and how to replace them with more positive, adaptive thoughts. This will be measured by her demonstrating these skills during therapy sessions and bringing in homework assignments for two consecutive weeks that show she practiced them between sessions.

6. Jill will identify maladaptive, negative thoughts related to poor self-esteem and replace those with positive, adaptive thoughts. This will be measured by her demonstrating these skills during therapy sessions and bringing in homework assignments for two consecutive weeks that show she practiced between sessions.

7. Jill will identify three areas of interest and strength and become (or continue to be) involved in activities that utilize her strengths.

 

10-9-06 3-19-07 3-19-07

4-02-07 New projected date: 6-4-07 6-4-07 6-4-07

 

Responsible Person(s) 1. Tom Thumb, Ph.D.

Intervention/Action Individual therapy to help Jill learn and implement coping skills and to help her identify, process and resolve feelings and concerns.

2. Jill Spratt

3.

Responsible Person(s):

1. Tom Thumb, Ph.D.

Intervention/actions: Family Therapy to provide psycho-education about depression to increase parents’ insight into Jill, and to increase parents’ ability to support and encourage Jill to utilize new coping skills.

2. Jill Spratt

3. Jack and Joan Spratt, father and step-mother

Responsible Person(s): Jack Horner, M.D.

1.

Intervention/actions: Medication Management

2. 3.

Responsible Person(s): 1.

Intervention/actions:

2. 3.

Review Date: 3-19-7

Progress: A the beginning of treatment, family established a safety plan and followed it until Jill was free of suicidal ideation for three weeks. Jill participated in the extracurricular sport of basketball. Jill has demonstrated steps to problem solving, identifying and modulating emotions, and relaxation training in session. She brought in homework assignments demonstrating that she used problem solving and relaxation skills for two consecutive weeks. Beginning in December, 2006, she has brought her feelings journal homework to 10 out of 12 therapy sessions. Education has been provided on identifying and replacing negative, maladaptive thoughts but Jill cannot consistently demonstrate these skills in session yet. Her YSR Withdrawn/Depressed t score has dropped to 66.

Review Date:

Progress:

2. Problem/Symptom: Family Conflict currently is manifested by rude comments towards her step-mother and frequent arguing between Jill and her step-mother. “Rude” behavior towards her step-mother included eye rolling; walking away while her step-mother tried to talk to her; using a hostile or sarcastic tone of voice; and making

 

 

 

comments such as “you can’t tell me what to do, you’re not my parent.” Long Term Goal: Reduce family conflict and increase positive family interactions. This will be measured by reducing evasive/withdrawn interactions with her father to 1 time a week for 3 consecutive weeks; reducing arguing/rudeness towards her step-mother to 7 times a week for 3 consecutive weeks; and family will report at least one positive interaction/family activity per day for 3 consecutive weeks. Anticipated completion date: 6-4-07 Short Term Goals/Objectives:

1. Gather baseline data on evasive/withdrawn interactions with father and arguing/rudeness with step-mother.

2. Family will establish routine times in the week for communication and/or family activities (i.e., family meetings, family fun nights). This will be measured by the family establishing a schedule for communication/activities and reporting the number of times each week that they followed the schedule. 3. Jill and her father will learn communication and conflict resolution skills. This will be measured by Jill and her father demonstrating the skills, without coaching, to successfully discuss and resolve issues in 2 consecutive family therapy sessions. 4. Jill and her step-mother will learn communication and

conflict resolution skills. This will be measured by Jill and her step-mother demonstrating the skills, without coaching, to successfully discuss and resolve issues in 2 consecutive family therapy sessions.

5. Reduce evasive/withdrawn interactions with father to 3 times a week

6. Reduce arguing/rudeness to step-mother to 14 times a week

7. Reduce evasive/withdrawn interactions with father to 1 time a week.

8. Reduce arguing/rudeness to step-mother to 7 times a week.

 

Date Established 10-2-06 10-9-06 10-9-06 10-9-06 10-9-06 10-9-06 10-9-06 10-9-06

Projected Completion Date 10-9-06 10-23-06 11-23-06 12-23-06 New projected date: 6-4-07 1-23-07 2-23-07 3-9-07 4-6-07 New projected date: 6-4-07

Date Achieved 10-9-06 10-23-06 11-16-06 12-11-06 2-16-07 2-2-07

Responsible Person(s): .

1. Tom Thumb, Ph.D.

Intervention/actions: Family Therapy to explore and help family understand family dynamics, negative patterns and problems in family structure; and to help family learn and use communication and conflict resolution skills.

2. Jill Spratt

3. Jack and Joan Spratt, father and step- mother

Responsible Person(s):

1. Tom Thumb, Ph.D.

Intervention/actions: Individual Therapy to explore, process and resolve Jill’s feelings about family members, rules and structure; and to reinforce using good communication, conflict resolution and coping skills at home.

2.Jill Spratt 3.

Responsible Person(s): 1.

Intervention/actions:

2. 3.

Intervention/actions: Responsible Person(s): 1.

 

 

 

2. 3.

Review Date: 3-19-7

Progress: For the past four weeks, family has held 4/4 scheduled family meetings, 3/4 family movie nights, and Jill and her father have talked for at least 15 minutes a day 25/28 days. Jill and her father have demonstrated communication and conflict resolution skills in session. For the past four weeks, father reports Jill has had 2 evasive/withdrawn interactions with him. Jill and her step-mother have not successfully demonstrated use of conflict resolution skills in session. During the past four weeks, there have been 43 arguing/rude interactions between Jill and her step- mother.

Review Date:

Progress:

Involvement of Family: Father and step-mother will participate in family therapy and follow through on homework assignments to improve family functioning. Ms. Spratt recently made a commitment to participate more regularly in family therapy. Father and step-mother will formally (behavior counts and homework assignments) and informally monitor Jill’s symptoms, problems and progress. Father will support Jill in implementing new skills and becoming more active. Services Needed beyond scope of organization or program: Medication Management by Dr. Jack Horner Estimated Completion date for level of care: 6-4-07 Aftercare Plans: It is anticipated that Jill will not need ongoing outpatient psychotherapy at the time of discharge. She will continue to receive medication management with Dr. Jack Horner. Patient /Responsible Party Signature: Provider Signature: Tom Thumb, Ph.D. Must be a true signature, Rubber stamp signatures are not allowed Electronic signatures are acceptable

Date: 3-19-07

Provider Name/Title: (Print) Tom Thumb, Ph.D., Licensed Psychologist