help with 2 assgn pap due in 72 hours

Multimedia

Click the  Client Case Studies landing page to view Nancy's case study for the week's discussion, and the case studies of Jenny, Marisol, and Sam, which will be used in this week's assignment.

Eating Disorders

Refer to the following reading list:

· Week 5: Eating DisordersLinks to an external site..

PreviousWeek 5 Overview: Eating Disorders

 Case Summary: Jenny

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It's just been happening for a long time. It seems like it's been forever, but I guess it's been at least the last several months. I feel like my mom has been hounding me about stuff for a long time, so maybe it's been longer. I don't know, but I really try to go … I really try, I felt like I tried to do so many different things to feel better, and I just can't feel better. It's just this dark cloud constantly follows me around, and no matter what I do, everything goes wrong. My mom thinks it's just so easy. Go out with your friends, or go out on a date, or you just need to be out around people, but I don't even know what I would say to people, because I just have no motivation to even be around them, so when you don't have motivation to be around people, what do you say? Sometimes I'm just too tired because I don't know how this is possible, but I'm in bed a lot. When I get home from work, I take a nap. It's, I don't know, usually until like eight o'clock.

Then I'll get up, and I'll try to eat a little something, but I never really feel all that hungry, and then what else is there to do? I just go back to sleep, but I still feel tired all the time, and it's really tough for me to make it through the day. It seems like everything I try to do just doesn't work out, and everybody just tells me to, why don't you just go shopping, or why don't you do this, or you need to eat better, or you got to get out of bed, or you got to find something you enjoy doing, but I'm just not … I just have no energy, and that's what they don't get. I just have no energy. It seems like a long time ago, I loved doing some things, and I loved going outdoors, and take walks, and I liked going out with my friends, but now, nothing. It seems like nothing's interesting, nothing's … It just seems like things are hopeless, and the more effort I make, the worse things get.

I don't work on the weekend, so I end up sleeping a lot, and a lot of times I just think, "What's the point? Why even bother?" I don't know what I can do. I don't know, so I just think, why bother? I don't like when I think that, but I just can't help it, and I try to talk to my mom, but she just doesn't want to hear it, and she just thinks I'm … I think the word lazy has come out of her mouth at least 50 times just this past week, so I just don't know what to do from here.

 Case Summary: Marisol

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Marisol: I don't know why it happens to me but anytime I go out with friends or do something related to work, I get so panicky and I get so anxious. I can't think. It's ridiculous. I know it's irrational. I know that, I don't know, maybe I don't know. I get all excited, I get panicky, I don't want to see people. I think they're all looking at me. I go to a function, I walk in and as soon as I walk in, I'm walking out the door. I get all flustered. I mean, it's hard to be like this. I don't want to be this way. I fear what people are gonna say about me, to me. It's something like I could walk out of a restaurant and the toilet paper is in my skirt or something and I got spinach in my teeth.

Now, does that happen? I'm always looking to check that nothing's there. Like now, coming to talk to you, I couldn't even get out of my car because I knew that they had so many people in the lobby. I want to be different. It's affected me so badly, I was up for a promotion and I couldn't even take it because it required me to talk to everyone and what were they gonna say about me? I don't know. What were they gonna say?

 Case Summary: Sam

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  I'm 15 and I moved here three months ago. I started at my new high school and it was because my mom got a new promotion. And it's, I mean, it's been hard. The school is very, very strict. different. I feel like there's more than like three times the amount of people than what they had at my old school. And even crazier, there's like so many different kinds of people.

I'm used to just knowing everybody, and I don't really know how to like these new people. Like, I've always been pretty quiet and like a serious person. I have a few close friends, but you know, I don't think I can really just go up to people and start a conversation. So it's been pretty hard to make friends in the new spot.

And I don't, I don't know, I get so nervous about like talking to other people that sometimes I just walk in late to class and pass the bell so that I don't have to sit there and try and talk to people and it's, it's, I don't I had to do a lunch detention last week and my parents were like, but I don't know, they've, the school has also been hard like that with the actual school part, everyone here is all ready for college and knowing exactly what they want to do and doing sports and everything, but I don't, I'm not used to this to do either.

So I've just been like. Trying to figure it out, but I get so nervous about like doing well on all these new tests and things that I feel sick to my stomach. I don't, it's, I get so nervous and I don't know, my mom is mad about the lunch detention and I don't want to do bad on these tests. So I don't, she doesn't get it, but I'm just, I don't know what to do.

Everything's different, but I don't know. Yeah, that's pretty much everything.

Week 8 Assignment: Diagnostic Skill Application II

Details

For this assignment, you are provided with four video case studies. Go to the  Client Case Studies landing page and review the case summary and video for the following clients: Julio, Kimi, Reese, and Daneer. * Hint: Both Reese and Daneer have  interesting personalities.

Download the  Week 8 Assignment Template [DOC]  Download Week 8 Assignment Template [DOC]. Use it to complete your assignment.

Instructions

Everyone will respond to the cases of Julio and Kimi. You will then select either Reese or  Daneer for a total of  three cases to address for this assignment. For each case, you will complete a diagnostic analysis that you select from the list of assessment tools provided later in this assignment. Each case requires the following information to be addressed:

· Identify presenting concerns from the client's perspective, as described in the video and accompanying narrative. Address how the client's issues would be framed from the biological, psychological, and sociocultural models.

· Formulate a culturally sensitive assessment strategy using at least one developmentally appropriate assessment tool. Options are listed in  Week 8: List of Assessments and Supporting ResourcesLinks to an external site. reading list. Describe how the assessment will aid in obtaining further information to assist with the diagnosis of each client case, using scholarly sources to support your thoughts.

· Describe what information has been provided in each case that helps to determine which disorders are appropriate for consideration (differential diagnoses) for a final diagnosis. The Differential Diagnosis Decision Tree, which you can find in the  Week 8: Diagnostic Skill Application IILinks to an external site. reading list, will be helpful to guide this process.

· Present  DSM and  ICD-10 codes, including relevant Z codes. Provide a descriptive rationale for the DSM diagnosis that best fits the information provided, including relevant ICD codes. This should be written in a narrative form using complete sentences. Support your rationale with scholarly sources.

· Describe indications to determine if a medical consultation and referral are appropriate and address which class of psychopharmacological medication would best match each client's diagnosis. It may be helpful to refer to the psychotropic medication table from the psychotropic medications flip card activity in Week 1, which is listed below in the Supporting Resources. Provide a rationale with support from scholarly sources.

List of Assessments and Supporting Resources

Refer to the table and the supporting resources in the reading list:

· Psychotropic Medication Table [XLSX]  Download Psychotropic Medication Table [XLSX].

· Week 8: List of Assessments and Supporting ResourcesLinks to an external site..

Submission Requirements

· Written communication: Written communication must be grammatically correct and free of errors that detract from the overall message. Writing should be consistent with graduate-level scholarship.

· APA formatting: Title page, main body, and references should be formatted according to the current APA style and formatting. Use  Academic WriterLinks to an external site. for guidance in citing sources and formatting your paper in proper APA style. See the  Writing CenterLinks to an external site. for more APA resources specific to your degree level.

· Number of resources: Minimum of six scholarly resources. Distinguished submissions typically exceed this minimum.

· Length of paper: 8–12 typed double-spaced pages. Abstract and Table of Content pages are not necessary.

· Font: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

· Competency 1: Apply key principles of psychopathology used in the description and identification of major psychological disorders in a culturally sustaining and developmentally appropriate manner.

· Identify how the biological, psychological, and sociocultural models would address the main symptoms observed in each case study. (CACREP 2016: 2.F.3.f; CMHC 3.a; CMHC 2.g) (CACREP 2024: 5.C.4; 3.C.11)

· Identify the methods used for differential diagnosis of three case studies. (CACREP 2016: CMHC.2.d) (CACREP 2024: 3.G.11; 3.E.2)

· Competency 2: Evaluate culturally sustaining and developmentally appropriate assessments used to diagnose mental, behavioral, and neurodevelopmental disorders.

· Evaluates culturally sustaining and developmentally appropriate assessments, including symptom checklists to aid in diagnosing mental, behavioral, and neurodevelopmental disorders for three case studies. (CACREP 2016: 2.F.7.k; 2.F.7.l; CMHC 1.e) (CACREP 2024: 3.G.7; 3.G.10)

· Competency 3: Use critical thinking and reasoning strategies for clinical judgment to apply the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD) for diagnosing mental, behavioral, and neurodevelopmental disorders.

· Apply the current DSM and ICD to the diagnosis of three clients seen in counseling and provide support for diagnostic choices. (CACREP 2016: CMHC.2.d) (CACREP 2024: 3.G.11; 3.E.2)

· Competency 4: Describe the use of psychopharmacological medications as a treatment intervention and procedures for using diagnostic results for referral and consultation.

· Determine the rationale, including indications, for whether a medical referral is appropriate for each case and address which class of psychopharmacological medication would best match each client's diagnosis. (CACREP 2016: CMHC.2.b; CMHC 2.h) (CACREP 2024: 3.E.18; 5.C.1)

· Competency 5: Communicate in a manner that is scholarly, respectful of the diversity, dignity, and integrity of others and consistent with the codes of ethics guiding members of the counseling profession.

· Communicate effectively through the consistent use of APA guidelines for grammar, punctuation, and mechanics expected of a counseling professional. (CACREP 2016: 2.F.8.a) (CACREP 2024: 3.A.10)

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