Drug Facts: High School and Youth Trends

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Although many new nationally known programs are available aimed at preventing substance abuse and addictions, many people develop addictions every year. The tendency to develop addiction varies with different ages, cultures, and other factors. One population that is most at risk of developing addictions is the high-school-age population. Studies have shown that adolescents perceive themselves as invulnerable to poor health (Santrock, 2010). In addition, physical development is taking place that makes them more at risk for substance abuse. The amygdala, for example, which is more driven by primitive impulses, is in a state of transition. Young adults do not have fully developed prefrontal cortexes, which are responsible for delaying gratification, controlling impulses, planning, prioritizing, and focusing, until later adolescence (Perkinson, 2012). This week, you will develop a communication tool to create awareness of the short- and long-term physiological dangers of substance addiction for this important-to-reach high-school-age population.

To prepare for this Assignment:

· Review the article “Drug Facts: High School and Youth Trends”.

· Become familiar with some graphic tools that may aid you in preparation of your poster.

By Day 7

Submit a visually interesting poster for a high-school-age population that includes the following:

· Short- and long-term physiological effects of an addictive substance

· A slogan or paragraph that translates facts into a compelling message for this population

Be specific and draw on the required readings for this week in the creation of your poster.

Note:  Create your poster in whichever program works best for you, such as Microsoft Word, Microsoft Publisher (to create a PDF), or any open-source program you choose. You may also submit a photograph of your poster as a digital file, such as a jpeg or tiff file.

Although many new nationally known programs are available aimed at preventing

substance abuse and addictions, many people develop addictions every year. The

tendency to develop addiction varies with different ages, cultures, and other factors.

One populati

on that is most at risk of developing addictions is the high

–

school

–

age

population. Studies have shown that adolescents perceive themselves as invulnerable

to poor health (Santrock, 2010). In addition, physical development is taking place that

makes them m

ore at risk for substance abuse. The amygdala, for example, which is

more driven by primitive impulses, is in a state of transition. Young adults do not have

fully developed prefrontal cortexes, which are responsible for delaying gratification,

controlling

impulses, planning, prioritizing, and focusing, until later adolescence

(Perkinson, 2012). This week, you will develop a communication tool to create

awareness of the short

–

and long

–

term physiological dangers of substance addiction for

this important

–

to

–

reach high

–

school

–

age population.

To prepare

for this Assignment:

·

Review the article “Drug Facts: High School and Youth Trends”.

·

Become familiar with some graphic tools that may aid you in preparation of your poster.

By

Day 7

Submit

a visually interesting poster for a high

–

school

–

age population that includes the

following:

·

Short

–

and long

–

term physiological effects of an addictive substance

·

A slogan or paragraph that translates facts into a compelling message for this

pop

ulation

Be specific and draw on the required readings for this week in the creation of your

poster.

Note:

Create your poster in whichever program works best for you, such as Microsoft Word,

Microsoft Publisher (to create a PDF), or any open

–

source program

you choose. You may also

submit a photograph of your poster as a digital file, such as a jpeg or tiff file.

Although many new nationally known programs are available aimed at preventing

substance abuse and addictions, many people develop addictions every year. The

tendency to develop addiction varies with different ages, cultures, and other factors.

One population that is most at risk of developing addictions is the high-school-age

population. Studies have shown that adolescents perceive themselves as invulnerable

to poor health (Santrock, 2010). In addition, physical development is taking place that

makes them more at risk for substance abuse. The amygdala, for example, which is

more driven by primitive impulses, is in a state of transition. Young adults do not have

fully developed prefrontal cortexes, which are responsible for delaying gratification,

controlling impulses, planning, prioritizing, and focusing, until later adolescence

(Perkinson, 2012). This week, you will develop a communication tool to create

awareness of the short- and long-term physiological dangers of substance addiction for

this important-to-reach high-school-age population.

To prepare for this Assignment:

 Review the article “Drug Facts: High School and Youth Trends”.

 Become familiar with some graphic tools that may aid you in preparation of your poster.

By Day 7

Submit a visually interesting poster for a high-school-age population that includes the

following:

 Short- and long-term physiological effects of an addictive substance

 A slogan or paragraph that translates facts into a compelling message for this

population

Be specific and draw on the required readings for this week in the creation of your

poster.

Note: Create your poster in whichever program works best for you, such as Microsoft Word,

Microsoft Publisher (to create a PDF), or any open-source program you choose. You may also

submit a photograph of your poster as a digital file, such as a jpeg or tiff file.

What are some of the general features of personality disorders?

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10 personality disorders

 

learning objectives 10

·  10.1 What are some of the general features of personality disorders?

·  10.2 What are some of the difficulties of doing research on personality disorders?

·  10.3 What characteristics do the Cluster A personality disorders have in common?

·  10.4 What characteristics do the Cluster B personality disorders have in common?

·  10.5 What characteristics do the Cluster C personality disorders have in common?

·  10.6 What are the clinical features of borderline personality disorder and how is this disorder treated?

·  10.7 What are the features of antisocial personality disorder and psychopathy?

A person’s broadly characteristic traits, coping styles, and ways of interacting in the social environment emerge during childhood and normally crystallize into established patterns by the end of adolescence or early adulthood. These patterns constitute the individual’s personality—the set of unique traits and behaviors that characterize the individual. Today there is reasonably broad agreement among personality researchers that about five basic personality trait dimensions can be used to characterize normal personality. This five-factor model of personality traits includes the following five trait dimensions: neuroticism, extraversion/introversion, openness to experience, agreeableness/antagonism, and conscientiousness (e.g., Goldberg,  1990 ; John & Naumann,  2008 ; McCrae & Costa,  2008 ).

Clinical Features of Personality Disorders

For most of us, our adult personality is attuned to the demands of society. In other words, we readily comply with most societal expectations. In contrast, there are certain people who, although they do not necessarily display obvious symptoms of most of the disorders discussed in this book, nevertheless have certain traits that are so inflexible and maladaptive that they are unable to perform adequately at least some of the varied roles expected of them by their society, in which case we may say that they have a  personality disorder  (formerly known as a character disorder). Two of the general features that characterize most personality disorders are chronic interpersonal difficulties and problems with one’s identity or sense of self (Livesley,  2001 ).

In the case below, many of the varied characteristics of someone with a personality disorder are illustrated.

Narcissistic Personality Disorder Bob, age 21, comes to the psychiatrist’s office accompanied by his parents. He begins the interview by announcing he has no problems…. The psychiatrist was able to obtain the following story from Bob and his parents. Bob had apparently spread malicious and false rumors about several of the teachers who had given him poor grades, implying that they were having homosexual affairs with students. This, as well as increasingly erratic attendance at his classes over the past term, following the loss of a girlfriend, prompted the school counselor to suggest to Bob and his parents that help was urgently needed. Bob claimed that his academic problems were exaggerated, his success in theatrical productions was being overlooked, and he was in full control of the situation. He did not deny that he spread the false rumors but showed no remorse or apprehension about possible repercussions for himself.

Bob is a tall, stylishly dressed young man. His manner is distant but charming …. However, he assumes a condescending, cynical, and bemused manner toward the psychiatrist and the evaluation process. He conveys a sense of superiority and control over the evaluation…. His mother … described Bob as having been a beautiful, joyful baby who was gifted and brilliant. The father … noted that Bob had become progressively more resentful with the births of his two siblings. The father laughingly commented that Bob “would have liked to have been the only child.” … In his early school years, Bob seemed to play and interact less with other children than most others do. In fifth grade, after a change in teachers, he became arrogant and withdrawn and refused to participate in class. Nevertheless, he maintained excellent grades…. It became clear that Bob had never been “one of the boys.” … When asked, he professed to take pride in “being different” from his peers…. Though he was well known to classmates, the relationships he had with them were generally under circumstances in which he was looked up to for his intellectual or dramatic talents. Bob conceded that others viewed him as cold or insensitive … but he dismissed this as unimportant. This represented strength to him. He went on to note that when others complained about these qualities in him, it was largely because of their own weakness. In his view, they envied him and longed to have him care about them. He believed they sought to gain by having an association with him.

Pitfalls in Interviewing Victims

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3;1: Pitfalls in Interviewing Victims

In the assessment of victims, pay special consideration to issues that may affect the ways in which the victims may react to your interventions. You need to do your homework and be aware of issues of possible relevance to the particular person or families you will be interviewing, whether you are:

  • Interviewing a victim as part of a psychological evaluation for the court
  • Working with law enforcement and need information to help in the prosecution of a crime
  • Working as a consultant to an attorney who is defending a person with a history of trauma

Some of the factors possibly influencing people’s reactions to their traumatic experiences and their receptivity to certain manners of interviewing include:

  • Age, gender, and sexual orientation
  • Religious or spiritual beliefs and background
  • Cultural or ethnic background
  • Education and intellectual functioning
  • Physical illnesses
  • Language proficiency

Tasks:

Select two of the factors listed above and explain in detail how they may affect your approach in interviewing and assessing a victim. Support your responses using examples and references from your textbook and other resources, such as websites. Include the references at the end of your posting.

Treatment Plan for Stabilization

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2: 2 Vignette Analysis

Treatment Plan for Stabilization

An important part of the skills you will improve in developing appropriate interventions is designing a treatment plan focusing on stabilization that is appropriate to the particular client treated.

In this assignment, you will create a treatment plan for stabilization based on the information provided in the vignette.

Study

Vignette—Alice

Alice is a 32-year-old African-American woman who is employed as a family physician in a large family practice in a medium-sized city in New Jersey. She was raised Protestant and still attends church on Sundays with one of her sisters. Mike is a 27-year-old African-American man who is employed as a pharmaceutical representative. Alice and Mike met at a medical conference where Mike’s employer was a major sponsor. They sat next to each other at a dinner and started dating soon after that. Alice does not have children and Mike has two children from a previous relationship.

“Mike and I had been dating for about four months. He was the greatest thing that had come into my life. I hadn’t been with a man for so many years, I had forgotten what it was like, how much fun it was to be in love, how happy it was to have someone make you smile, and someone you could smile with. I guess I was so busy being in love that I didn’t see some of the little incidents that were happening. I guess maybe if I would have opened my eyes, what happened the other night wouldn’t have happened. I just don’t know. I just don’t understand it all.

Mike had come over at about four in the afternoon, and we were going out to dinner and then to a game. I was excited. I had never been to a basketball game. Mike was going to explain everything that happened for me, so that I would understand what was going on. We were supposed to go with a couple of his friends. I had a patient, and I didn’t get home until close to 4:30. Mike was pacing up and down the floor when I walked in. I apologized for being late and told him that I was sorry but I could not leave this patient. We had had little incidents before, but this was the first time I really began to be fearful. Mike’s face started to get red, and I looked in his eyes and I became frightened. His eyes just looked like they belonged to someone else. His whole body began to change. It became more rigid, and he started to yell at me. At first, his abusiveness was really only putting me down for only caring about my patients and not caring about him. When I protested and tried to calm him down, he only seemed to get angrier. Before I knew it, he was shaking me and slapping me, as well as screaming at me. I screamed back at him to stop, but he wouldn’t listen. In fact, he reminded me of patients I have had who have gone into psychomotor seizures. At that point, I started pushing away from him and attempted to flee, but he caught me and started swinging me around in the kitchen. All of a sudden, he took me and flung me across the room, and I felt myself crashing into the stove. That was the last thing I knew. I fell on the floor, and I could feel somebody stomping and kicking me as I lay there. I sort of felt like I was drifting in and out of consciousness.

“I don’t know how long I lay there on the floor, but when I woke up, Mike was gone. The house was dark. The pain was so bad I could barely move. I knew that I had to have been seriously injured. From the pain, I thought maybe I had some internal bruises. Thank God there’s a phone in the kitchen. I crawled and barely made it to the phone. I pulled on the cord so that I could knock it down to the floor, because I could not stand. I called my partner and just told him that I was physically injured. I didn’t tell him what happened to me but just told him to send an ambulance. The next thing I knew, I was there in this hospital bed. I don’t know what happened. I don’t know how I got here. All I know is what they had told me the next morning.

“Apparently, when Mike pushed me into the stove and maybe when he was stomping on me with his feet, my kidneys were damaged. As soon as they got me to the hospital, they could barely find my pulse, and they knew there was internal bleeding. They rushed me into the emergency surgery and had to remove one kidney. My second kidney was badly damaged, but they think they can save it. I don’t know what happened. I don’t know how it got so bad. It just seems like it’s all one great big nightmare. I just don’t know what I’ll

do. How can anyone so kind and gentle like Mike, that I could love so much and who could love me so much, do this to me? I just don’t understand.”

(Two days after the surgery, she was asked how she felt about being in the hospital. Afterward, she said that she and Mike were going off on this wonderful cruise as soon as she got out of the hospital.)

“I’m really not sure how the whole incident happened. Perhaps it was my fault. Mike says he really didn’t throw me against the stove. He just pushed me and I fell and hit the stove. I really believe him. He couldn’t have wanted to hurt me as badly as I was hurt. It really must have been an accident.”

Vignette—Alice

Tasks:

You are the crisis intervention counselor at the hospital where Alice is hospitalized. After obtaining the information mentioned in the vignette, use this template Module #: Assignment #

Student Name:

Date:

[Use this template to complete both parts of your assignment.]

  • I. The first part of your response should include the following:
  • • A description of how you will develop a therapeutic relationship, given the fact that Alice may not think she needs your services
  • • An explanation of the steps you will take to ensure the client’s physical and emotional well being
  • • An explanation of the process you will undertake to establish or restore a normal routine for the client
  • II. The second part of your response should include completion of the Treatment Plan according to the guidelines below:

Identified Problem # 1: Alice is at risk for physical and emotional abuse.

Behavioral Definition:

Long-term Goals:

1.

2.

Short-term Objectives:

1.

2.

3.

4.

Therapeutic Interventions:

1.

2.

3.

4.

to design a 3- to 4-page treatment plan, with a focus on the stabilization of the client. Your assignment should be comprised of two parts as described below: