Suicide and Risk Assessment Case Analysis

Suicide and Risk Assessment Case Analysis

In this assignment you are required to perform a suicide/risk assessment utilizing the following assessment tool, located in the Resource section of your syllabus.

Suicide Check List: Ways to Assess Suicidality, also located in the Resource section of your syllabus.

It is suggested that you print the form and checklist, fill them out, scan and upload as a pdf files.

Review this week’s video and the article on suicide, as well as the reading assignments on suicide prevention and assessment. Using the above Assessment tools, please evaluate the following vignette for risk and suicidality. Please consider culture in your assessment. You are required to reference your work in APA format.

Fill out the forms, describing what you see in the vignette that supports your assessment responses. You may add additional information at the end of the forms to clarify your responses.

After you fill out the forms, write a paper discussing your assessment, possible interventions and prevention strategies that you might use when encountering  similar situations in your professional work.  Justify your responses by using and referencing the course text, the article you read and the video that you watched this week.  All work must be written in graduate level English in APA format.

Your paper should be 1-2 pages plus a title and reference page.

Naomi, a 16-year old Native-American female, is brought to your office by her parents after they found scratches on Naomi’s wrist and a note saying, “I just wish I wouldn’t wake up in the morning”. Triggering event is reportedly seeing her boyfriend with another girl at school. The parents report that Naomi is an excellent student and always has been a happy child. During her adolescence, she reportedly became moody and irritable, with fits of rage when she doesn’t get her way. When she was 15, Naomi apparently told her best friend that she planned on overdosing on her father’s pain pills, but the best friend told Naomi’s parents and this was intercepted. The incident at that time was also over rejection by a boy at school. Currently, Naomi is an excellent student, has no physical ailments, denies substance use and shows no signs of psychosis or mania. Mother tells you that Naomi sleeps a lot, sometimes 12 hours on the weekends, eats very little at dinner, and has gotten quite thin. Father is worried about his daughter as she is not the same little girl that adored him. Both parents are fearful that Naomi will harm herself. In session Naomi appears annoyed and denies intent to harm herself. She tells you, “I’m fine. Everyone is over-reacting. My parents just need to chill. They’re smothering me with their ridiculous worry.”
Family history reveals suicide attempts by Naomi’s mother when she herself was an adolescent due to chronic abuse by her alcoholic father. Mother denies suicidal ideation at present, and is on antidepressant and antianxiety medications. She does reveal that her paternal grandfather was an alcoholic who “killed himself’ when his wife left him. Naomi’s father is a police officer, currently on disability. He suffers from chronic back pain, and is prescribed narcotics for pain management. Both parents are adamant that their medications are safely kept and that Naomi has no access them.
Assignment OutcomesRecognize the major issues related to sound and professional practice in psychology Assess and evaluate legal and ethical mandates in clinical context Describe local laws regulating the practice of psychology

Standard Suicide Risk Assessment

______________________________________________________________________________________

 

A comprehensive suicidality assessment was conducted due to: (check one about the nature of the referral)

___ Referral source identified suicidal symptoms or risk factors

___ Patient reported suicidal thoughts/feelings on intake paperwork/assessment tools (please attach a copy of the assessment instrument with applicable items circled)

___ Patient reported suicidal thoughts/feelings during the intake interview

___ Recent event already occurred (circle appropriate: suicide attempt, suicide threat)

___ Other:

 

In the following sections, circle Y for “yes” and N for “no” and provide accompanying details.

 

________________________________________________________________________

Describe the therapeutic alliance/relationship at the end of the initial session:

 

Poor————-Routine————-Good

 

If Poor, please indicate problems observed:

 

________________________________________________________________________

Precipitants to Consider:

Y N Significant loss Describe:

Y N Interpersonal isolation Describe:

Y N Relationship problems Describe:

Y N Health problems Describe:

Y N Legal problems Describe:

Y N Other problems Describe:

 

 

Nature of Suicidal Thinking:

Y N Suicide Ideation:

Frequency: Never Rarely Sometimes Frequently Always

Intensity: Brief and fleeting Focused deliberation Intense rumination

Other: _____________________________________

Duration: ____ Seconds ____ Minutes ____Hours

 

Y N Current Intent

Subjective reports(Provide quote): _______________________________________

Objective signs(behaviors): ____________________________________________________

Y N Suicide plan:

When___________________________________________________________

Where___________________________________________________________

How_______________________________________ Y N Access to means

Y N Suicide Preparation ___________

Y N Suicide Rehearsal_____________________________________________________

Y N Reasons for Dying:____________________________________________________

Y N Reasons for Living: ______________________________________________________

 

Y N Evidence of emergence of capability to suicide? _______________________________

 

 

History of Suicidal Behavior, Self-Harm

Y N History of Suicidality

Ideation_____________________________________________________________

Single Attempt_____________________________________________________________

Multiple Attempts____________________________________________________________

 

Y N History of Self-Harm (no intent to die)

Type: _______________________________________________________________

Frequency:___________________________________________________________

Duration: ____________________________________________________________

 

 

Symptom Severity:

Depression: Rating (1-10)________

Anxiety: Rating (1-10) )________

Anger: Rating (1-10) )________

Agitation: Rating (1-10) )________

 

Onset of symptom clusters:____________________________________

Duration of symptom clusters:__________________________________

 

Hopelessness:

Rating (1-10)___________

Onset:________________

Duration:______________

 

Perceived Burdensomeness:

Rating (1-10)___________

Onset:________________

Duration:______________

 

 

Sleep Disturbance:

Rating of severity: (1-10)___________

Initial, middle or terminal insomnia (circle)

Nightmares? Yes or No

 

Impulsivity/Self-Control:

Y N Impulsivity

Subjective reports: _____

Objective signs: _____________________________________________________________

Y N Substance abuse Describe:

 

Additional Factors to Consider:

 

Y N Homicidal ideation Describe:

 

Recent hospital discharge for suicidality? Y N

How long ago was the discharge? ______________________________________________

 

Additional risk factors: (check all that apply)

____ Age over 60 ____Male ____Previous Axis I or II psychiatric diagnosis

____ Previous history of suicidal behavior ____History of family suicide

____ History of physical, emotional or sexual abuse ___ Access to firearms

 

 

Mental Status:

Alertness: alert…..drowsy…..lethargic……stuporous……other:

Oriented to: person place time reason for evaluation

Mood: euthymic, elevated, dysphoric, agitated, angry,

Affect: flat, blunted, constricted, appropriate, labile

Thought continuity: clear and coherent, goal-directed, tangential, circumstantial, other:

Thought content: WNL, obsessions, delusions, ideas of reference, bizarreness, morbidity, other:

Abstraction: WNL, notably concrete, other:

Speech: WNL, rapid, slow, slurred, impoverished, incoherent, other:

Memory: grossly intact, other:

Reality testing: WNL, other:

Notable behavioral observations:

 

___________________________________________________________________________

 

Rating of Acute Risk (circle appropriate category)

 

None—–Mild—–Moderate—–Severe—–Extreme

 

___________________________________________________________

 

Presence/Absence of Chronic Risk (circle appropriate category)

 

Absent

 

Present

 

If present, summarize markers of chronic risk:

 

 

 

_____________________________________________________________________

 

DSM-5 Diagnosis:

 

P: At the current time, outpatient care can/cannot provide sufficient safety and stability.

Intervention plan for safety is:

1.

2.

3.

4.

 

Patient agrees to this plan: Y N

Patient was provided a written crisis response plan: Y N

Patient was provided a commitment to treatment statement: Y N

· Explain the person’s life in terms of nature/nurture influences.

For this Final Project Assignment, you will complete a 6- to 8-page paper (including Parts 1 and 2), not including title page and references. You will incorporate and finalize the feedback you received from your Instructor on Part 1, and prepare your Final Project for submission.

For each of the following, explain the development and outcomes of the person’s life in terms of the appropriate constructs, processes, and theories of development. Address as many of the ages and stages as possible and that are relevant.

· Explain the person’s life in terms of nature/nurture influences.

· Provide an analysis of the role cognitive, physical, and social-emotional development/changes played in the person’s life. Note: You must select two of the three processes to include in your paper.

· Include at least one theory that is relevant in describing the individual’s development.

· Explain major developmental events, phases, and turning points in the person’s life, with developmental theories that best explain each. Include a brief description of each developmental theory and use as many as is fitting. You must include at least two theories from this course in your Final Project Assignment.

· Explain the impact of diversity* on the person’s life (success, lack of success, struggles, challenges, decisions, etc.).
*Diversity includes characteristics and factors such as gender, race, ethnicity, culture, socioeconomic status, religion, sexual orientation, and physical ability. Diversity characteristics are distinct from adversity, which refers to hardship or misfortune.

Use proper APA format, citations, and referencing.

 

    EXCELLENT—Above expectations

GOOD—Meets expectations

FAIR—Below expectations

POOR—Significantly below expectations or missing component(s)

 

Content

63 (63%) – 70 (70%)

Paper demonstrates   an excellent understanding   of all of the concepts and key points presented in the text(s) and Learning   Resources. Paper provides significant detail including multiple relevant   examples, evidence from the readings and other sources, and discerning ideas.

56 (56%) – 62 (62%)

Paper demonstrates   a goodunderstanding   of most of the   concepts and key points presented in the text(s) and Learning Resources.   Paper includes moderate detail, evidence from the readings, and discerning   ideas.

49 (49%) – 55 (55%)

Paper demonstrates   a fairunderstanding of the   concepts and key points as presented in the text(s) and Learning Resources.   Paper may be lacking in   detail and specificity and/or may not include sufficient pertinent examples   or provide sufficient evidence from the readings.

0 (0%) – 48 (48%)

Paper   demonstrates poor understanding of the concepts and key points of the text(s) and   Learning Resources. Paper is missing detail and specificity and/or does not   include any pertinent examples or provide sufficient evidence from the   readings.

 

Writing

27 (27%) – 30 (30%)

Paper is well   organized, uses scholarly tone, follows APA style, uses original writing and   proper paraphrasing, contains very few or no writing and/or spelling errors,   and is fullyconsistent with   graduate-level writing style. Paper contains multiple appropriate and exemplary sources   expected/required for the assignment.

24 (24%) – 26 (26%)

Paper is mostly consistent with graduate-level writing   style. Paper may have some small or infrequent organization, scholarly tone,   or APA style issues, and/or may contain a few writing and spelling errors,   and/or somewhat less than the expected number of or type of sources.

21 (21%) – 23 (23%)

Paper is somewhat belowgraduate-level writing style, with multiple   smaller or a few major problems. Paper may be lacking in organization,   scholarly tone, APA style, and/or contain many writing and/or spelling   errors, or shows moderate reliance on quoting vs. original writing and   paraphrasing. Paper may contain inferior resources (in number or quality).

0 (0%) – 20 (20%)

Paper is well below graduate-level writing style   expectations for organization, scholarly tone, APA style, and writing, or   relies excessively on quoting. Paper may contain few or no quality resources.

Some Notes to help with paper: Paula – I enjoyed reading PART 1 of your paper focusing on Oprah Winfrey. Below, I’ve included some feedback that you should focus on not only to improve PART 1 of the paper, but to consider when writing PART 2 which is due in week 10 of the course. Don’t forget to read the Grading Rubric for the paper in the “Course Information” section of the classroom. Also, the score for this is a zero, but please don’t be concerned; it’s not graded (though, it is a requirement – see the classroom).

— Transitions: Work to make sure that you include transitions between each of your paragraphs. This would help the reader better follow the flow of your argument.

— Headings: Use headings in your paper to mark each major section of the paper. One heading might read “Cognitive Development” and another might be “Physical Development” (you don’t have to use these specific headings; use headings that make sense for the organization of your paper).

— Grammar: You have some grammatical mistakes in the paper. I strongly recommend reading the paper carefully and addressing the errors. Just one example:

Oprah Winfrey family and environmental experienced through the stories she tells show

how much the family and environmental experiences have influenced her.

FYI: You repeat yourself in the first paragraph…

— Literature: One of the biggest issues with your paper, Paula, is that information from the professional literature and textbook needs to be more thoroughly integrated. This is VERY important and something I think you’d benefit from focusing on for the next draft. As written in the announcement about the paper I asked the class to read: “Bottom line: THOROUGHLY integrate information from your learning sources AND textbook. If the majority of your paper is merely your analysis of the biography with little substantive integration of information from your sources, the paper is unlikely to earn the kind of grade you want.”

Be sure you incorporate several sources from the developmental literature (aim to integrate information from at least 10 scholarly sources in addition to the biography) into your paper.

Look up some scholarly articles in PsychInfo database and/or integrate some from the classroom we’ve discussed this term (just be sure to go beyond internet sources and videos, of course). Here are some examples of papers you could draw upon that come from the course Learning Resources (in not particular order):

-Meyer, D., Wood, S., & Stanley, B. (2013). Nurture is nature: Integrating brain development, systems theory, and attachment theory. The Family Journal, 21(2), 162–169. doi:10.1177/1066480712466808

-Jensen, L. A. (2012). Bridging universal and cultural perspectives: A vision for developmental psychology in a global world. Child Development Perspectives, 6(1), 98–104. doi:10.1111/j.1750-8606.2011.00213.x

-Aldwin, C. M. (2014). Rethinking developmental science.Research in Human Development, 11(4), 247–254. doi:10.1080/15427609.2014.967045

-Greenfield, P. M. (2009). Linking social change and developmental change: Shifting pathways of human development. Developmental Psychology, 45(2), 401–418. doi:10.1037/a0014726

-Entringer, S., Buss, C., & Wadhwa, P. D. (2015). Prenatal stress, development, health and disease risk: A psychobiological perspective—2015 Curt Richter Award Paper. Psychoneuroendocrinology, 62, 366–375. doi:10.1016/j.psyneuen.2015.08.019

-Keller, H. (2012). Attachment and culture. Journal of Cross-Cultural Psychology, 44(2), 175–194. doi:10.1177/0022022112472253

-Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67(2), 130–159. doi:10.1037/a0026699

-Martins, N., & Wilson, B. J. (2012). Mean on the screen: Social aggression in programs popular with children.Journal of Communication, 62(6), 991–1009. doi:10.1111/j.1460-2466.2012.01599.x

-Baams, L., Dubas, J. S., Overbeek, G., & Van Aken, M. G. (2015). Transitions in body and behavior: A meta-analytic study on the relationship between pubertal development and adolescent sexual behavior. Journal of Adolescent Health, 56(6), 586–598. doi:10.1016/j.jadohealth.2014.11.019

-Dimler, L. l., & Natsuaki, M. N. (2015). The effects of pubertal timing on externalizing behaviors in adolescence and early adulthood: A meta-analytic review. Journal of Adolescence, 45, 160–170. doi:10.1016/j.adolescence.2015.07.021

-Berger, B. (2016). An unexpected war of ages: Clinical issues and conflicts related to young and middle adult development. Smith College Studies in Social Work, 86(1), 35–44. doi:10.1080/00377317.2016.1116296

-Boucher, H. C., & Maslach, C. (2009). Culture and individuation: The role of norms and self-construals.Journal of Social Psychology, 149(6), 677–693.

-North, M. S., & Fiske, S. T. (2015). Modern attitudes toward older adults in the aging world: A cross-cultural meta-analysis. Psychological Bulletin, 141(5), 993–1021. doi:10.1037/a0039469

-Stein, G. L., Cupito, A. M., Mendez, J. L., Prandoni, J., Huq, N., & Westerberg, D. (2014). Familism through a developmental lens. Journal of Latina/o Psychology, 2(4), 224–250. doi:10.1037/lat0000025

— Paragraph structure: Read every paragraph and ask yourself whether each has a topic sentence (it should) and all of the other sentences support that topic sentence.

— Constructs: I suggest more thoroughly discussing some of the constructs we’ve been discussing in class and apply them. For example, there’s room to discuss nature and nurture in a more nuanced fashion and integrating information from some of the sources you have in the classroom (e.g., Pinker, S. (2004). Why nature and nurture won’t go away. Daedalus, 133(4), 5–17.; Meyer, D., Wood, S., & Stanley, B. (2013). Nurture is nature: Integrating brain development, systems theory, and attachment theory. The Family Journal, 21(2), 162–169.

— Elaborate: There are some areas of your paper that need to be further developed. For example, can you go into more details about her physical development? The minimum for this part of the paper was 3-4 pages, but your paper was significantly less; there’s room to elaborate on your ideas and the literature

I uploaded the part on of my assignment to use for part 2

Case Analysis: Jamie Hubley

Case Analysis: Jamie Hubley

Provide examples of how you might increase the cultural appropriateness of an addiction theory, technique, or intervention in an addiction treatment setting so that they promote the optimal health and well-being of sexual minorities.

In your analysis of the professional role, think of the purpose and role it serves in carrying out an organization’s mission in prevention, education, conflict resolution, intervention, consultation, and advocacy. Use the story of “Jamie Hubley, Gay 15-Year-Old Ottawa, Canada Teen Commits Suicide, Cites Depression, School Troubles” in conjunction with the resources you explored to support your strategies and ideas.

Use the Internet to read this story from the Huffington Post. This story will be the basis for Discussion 2 of this unit.

 

Use the Internet to read this story from the Huffington Post. This story will be the basis for Discussion 2 of this unit.

  • Huffington Post: “Jamie Hubley, Gay 15-Year-Old Ottawa, Canada Teen Commits Suicide, Cites Depression, School Troubles.”Jamie Hubley, Gay 15-Year-Old Ottawa, Canada Teen Commits Suicide, Cites Depression, School Troubles

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    Jamie Hubley, a gay 15-year-old from Ottawa, Canada, committed suicide on Friday.

    The 10th grade student documented his life, including his depression and the hardships of being a gay teen, in a blog,  reports the Ottawa Citizen .

    The blog, called “ You Can’t Break… When You’re Already Broken “ featured posts with numerous references to and photos of self harm and cutting, pictures of guys kissing and mentions of wanting a boyfriend, and bleak, ominous messages like “Sometimes I wish the breeze would just take me with it,” “The only thing worse than being hated is being ignored. At least when they hate you they treat you like you exist,” and “Suicides is always an option.”

    Other posts revealed how difficult school was for Hubley:

    “I hate being the only open gay guy in my school… It f***ing sucks, I really want to end it. Like all of it, I not getting better theres 3 more years of highschool left, Iv been on 4 different anti -depressants, none of them worked. I’v been depressed since january, How f***ing long is this going to last. People said “It gets better”. Its f***ing bull****. I go to see psychologist, What the f*** are they suppost to f***ing do? All I do is talk about problems, it doesnt make them dissapear?? I give up.”

    His last post,  which he wrote on Friday , paints a heartbreaking portrait of a boy looking for — and ultimately unable to find — acceptance:

    Im a casualty of love.

    Well, Im tired of life really. Its so hard, Im sorry, I cant take it anymore.

    First Id like to mention my friends Nancy, Abby, Colleen, jemma, and Kasia

    Being sad is sad : /. I’v been like this for way to long. I cant stand school, I cant stand earth, I cant stand society, I cant stand the scars on my arms, I cant f***ing stand any f***ing thing.

    I dont want my parents to think this is their fault either… I love my mom and dad : ) Its just too hard. I dont want to wait 3 more years, this hurts too much. How do you even know It will get better? Its not.

    I hit rock f***ing bottom, fell through a crack, now im stuck.

    My favorite singers were lady gaga , Adele , Katy perry, and Jessie james, Christina aguilara and most of all I think KASIA!!! I LOVED Singing, and she helped me a lot : ) Im not that good at it though :”/, Im going to miss you guys (well You know who you are, But to the people who didnt like me (many) A big f*** you, Go ride a unicorn. But w/e I love you anyway.)

    Remember me as a Unicorn :3 x) MAybe in my next life Il be a flying squirreel 😀

    Il fly away.

    “From the outside, he looked like the happiest kid. He was always smiling and giving everybody hugs in the halls,” said Steph Wheeler,  a close friend of Hubley’s.

    “I just remember him wanting a boyfriend so bad, he’d always ask me to find a boy for him. I think he wanted someone to love him for who he was,” she said.

    A Facebook page dedicated to Hubley  has been set up  and students are planning a memorial performance in his honor.

    Hubley’s death comes just weeks after  American teen Jamey Rodemeyer  committed suicide after being bullied for being gay.

    While many, including Lady Gaga who has  called for bullying to be made illegal  and Dan Savage who began the  It Gets Better campaign , are working to help gay teens, sadly, it’s obvious there remains much work to be done.

    Update on October 18 at 8:54am ET: Hubley’s father, Ottawa city councillor Allan Hubley, released a statement  last night saying that his son was bullied in school and that his family believes it was a factor in his suicide. Discussing a “Rainbow Club” that Jamie tried to start at his high school to promote acceptance of others, Allan Hubley said:

    “The posters were torn down and he was called vicious names in the hallways and online… We will not say that the bullying was the only reason for James’s decision to take his own life but it was definitely a factor…We hope from our tragedy others will become more active in stopping this cruelty towards children.”

    Need help? In the U.S., call 1-800-273-8255 for the  National Suicide Prevention Lifeline  or visit  stopbullying.gov . You can also visit  The Trevor Project  or call them at 866-488-7386.

    PHOTO GALLERY

    LGBT Bullying Reports & Videos

     

    Bottom of Form

Explain the etiological factors that you think are relevant in this case along with their reasons,

DQ 1

 

Bipolar Disorders

In your Diagnostic and Statistical Manual of Mental Disorders (6th Edition) text, critique the strengths and weaknesses of the Bipolar Disorders section, including such factors as its structure and organization, ease of use, and the primary research and methodological considerations that were used to establish the criteria for these disorders.

In particular, assess how you differentiate between Bipolar I Disorder, Bipolar II Disorder, and a Cyclothymic Disorder, and how these came to be viewed as different diagnoses in the development of the DSM. This will entail some research outside of required course materials.

Response Guidelines

Review the posts of other learners and respond to at least two of them. Be cognizant of the problem of obtaining critical historical information in order to differentiate the diagnoses, but assess whether or not the other learners have adequately addressed this issue. Explain and support your position.

DQ 2

 

Principal Diagnoses

Based on the material presented in the Case Study of Bill:

  1. Provide the DSM-5 differential diagnoses for Bill, including a listing of “Other Factors,” and support your decision process with a brief narrative.
  2. Refer to the two ICD-10-CM appendices in your DSM-5 text, pages 839–862 and 877–896 and detail any differences in the diagnosis that you might find if you were to use the ICD-10 to arrive at the diagnosis or diagnoses. (As this is your first look at the comparison between the ICD-10 and the DSM classification systems, you may want to take a little time to understand how these systems relate to each other.)
  3. Explain the etiological factors that you think are relevant in this case along with their reasons, keeping the diathesis-stress model in mind. You will need to do some research to clearly explain and support your reasons for suspecting these etiological factors.
  4. List the three primary issues that need to be addressed in a treatment plan for Bill.

Review the Case Study Response Guide to assist you with this discussion.

Response Guidelines

Review the posts of other learners and respond to at least two of them. Can you add anything to their diagnoses and perspectives on the etiological factors involved in Bill’s symptoms, or to their treatment plan ideas? Explain your comments thoroughly.

Assignment

 

Review the Case Study of Bill. This case study is used for the second discussion as well as for this assignment.

Use the Case Study Response Guide to format your assignment. In Section 4 of the response guide, address each of the following:

  1. What diagnostic possibilities does Bill’s case present?
  2. What have you read in the case history so far that presents these possibilities for you?
  3. What kind of questions you might ask to evaluate each diagnostic possibility? You must consider at least two—but no more than three—diagnostic possibilities and develop a series of questions to interview for each possibility.
  4. What possible answers would lead you toward or away from each of your possibilities?

Note: Your instructor may also use the APA Writing Feedback Rubric to provide additional feedback on your academic writing. The writing feedback rubric does not affect your assignment grade, but its feedback may factor into the grading criteria, if professional communication and writing is a course competency. Evaluate your own work using this rubric. Refer to the Learner Guide for instructions on viewing instructor feedback.

 

Case Study of Bill

Instructions: Read the following case, and then post your answer to the discussion topics. Read two of your colleagues’ responses and provide a critical evaluation of each response.

Once you have completed your discussion posts and responses, follow the directions in u04a1 Case Study of Bill to complete your assignment for this unit.

Bill is a middle-aged, married, Caucasian male who has two grown children. Bill’s father passed away when Bill was in college, and this loss still pains him. He held his father in extremely high regard and at times referred to him as “brilliant,” even though his father did not graduate from high school. His father worked at a skilled trade until he suffered a fatal illness in his late 40s or early 50s. Bill laments the loss of his father and, in particular, the guidance he thought his father could have provided during turbulent times in Bill’s life.

According to the pattern of alcohol use that Bill describes, it is likely that Bill’s father had a serious drinking problem, if he was not actually an alcoholic. Bill’s mother, who is also deceased, is described by Bill as a strong woman and the matriarch of the family. While Bill states that he had much respect for her, it seems that his respect was also tinged with fear of her disapproval. She never accepted or understood why Bill chose the college he did and why he had an interest in an Army career.

Bill states that his mother never used alcohol. He describes her as a very critical and judgmental person. His family of origin was devout in their religious beliefs, and this appears to play a significant role in Bill’s life. He is close to his siblings, but they do not talk often, and he feels guilt for not initiating calls to them. His hesitation to call them is due in part to a fear that they will reject him. It is for this reason that he also tries to keep conversations with them at a superficial level. His extended family includes people who have achieved at the highest levels of government and their professions.

Bill graduated from a prestigious college and embarked on a military career, which was his lifelong ambition. A “vindictive” superior officer who gave him poor performance evaluations cut Bill’s career short. It turns out that Bill may have had much more of a role in this than he is aware of or initially admits. He acknowledges a lengthy period of indecision and marginal adherence to military standards at the beginning of his career, but relates that he eventually got over that “down time.” Nonetheless, Bill developed the persona of hero in both military matters and civilian jobs, and to this day, he compares himself with heroic figures from antiquity and sees himself on the verge of doing something great, “if,” he says, “I can ever get over this serious case of the blues I’ve been experiencing for the past months.” He indicates that he has felt this way, “empty, really,” nearly all day every day for at least two to three months. As he says this he appears tearful. He relates that there was no particular incident or event that started him feeling this way. “It just came over me,” he says.

He reports that he has, in fact, lost interest in any kind of work or activities over the last months, and finds joy in literally nothing. He has no energy and reports that others have been asking him why he’s so plodding and slow about everything lately. He has great difficulty getting out of bed in the morning and constantly thinks about suicide. While he feared death as a young man, he now says he would welcome it. He has been on Prozac “and things” for years and questions whether it is working.

Bill is awash in guilt. He feels guilt for things he has done and for things he has not done. He has a disarming smile that belies the pain he feels and keeps people from prying into his life. He has one or two drinks of Jack Daniels, neat, each night. Psychotherapy is difficult with him because of the chronic nature of his problems and his fear of alienating people who are close to him. He seems to genuinely believe that his expectations of other people are fair and reasonable, but he is so disappointed in “everything” that he doesn’t know what there is to live for.

Bill places unrealistic importance on the support available from his nuclear family. Yet, he says he is cautious around them because if he says or does the wrong thing, they might leave him or tell him to leave. He is, he adds, feeling pretty worthless and guilty about ridiculous little things he’s done and said to his family. He knows he has been emotionally “fragile” the last few months; in particular, he has found himself increasingly irritable. He expresses anger at his adult children because they do not appear as devoted to him as he was and still is to his late father. However, Bill keeps this anger to himself for fear of rejection. He has also recently experienced conflict with his wife of many years. It is not possible for her to meet his expectations for support, so he becomes angry with her, but withholds the expression of his anger for fear of alienating her.