Hyperactive Disorders Case Study Essay

Angela Duckworth has a resounding recent success that should have provided it. In the year 2013, the Penn psychologist is so closely identified with this character

Counseling uses two types of assessment to get a better understanding of their clients which are testing and diagnosis. Clients have the privilege to understand the purpose of what an assessment process involves and counselors are responsible to maintain the security test that they use and the proper supervision for the test-taking process (Remley & Herlihy, 2014, p.289). Chapter 11 discusses the dynamics of using psychological tests when assisting to resolve clients’ problems.

Provide a tentative diagnosis for each of the following case studies. Write at least one paragraph for each, justifying your answer in terms of the DSM-V criteria for that particular disorder. Remember, writing matters, as you will be judged on the quality of your communication as well as on the justification for the tentative diagnoses.

In the United States at least 4.5 million people have been misdiagnosed with ADHD under the age of eighteen, ( University ). ADHD ( attention-deficit hyperactivity disorder ) is the chronic condition including attention difficulty, hyperactivity, and impulsiveness. Dr. Brown, a student finishing her residency at John Hopkins Hospital had realized that some of her patients had been diagnosed with ADHD. Most of the children lived in violent households and neighborhoods. These children's parents found it hard to manage, and teachers described them as inattentive and disruptive. Dr.Brown knew these were typical symptoms, as she looked closely she saw something

report of being “hyper”). The client also reports difficulty staying on task at home and following through with household chores. The client relates her inability to complete housework and stay on task to being “exhausted” from lack of sleep. Using the Adult ADHD-RS-IV diagnostic tool, the client tested positive for adult ADHD. The following diagnostic criteria was met in order to ascertain the F90.0 diagnosis: the client often has difficulty sustaining attention in tasks, often does not follow through on instructions and fails to finish tasks, often has difficulty organizing tasks and activities, often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort, is often forgetful in daily activities, often fidgets with or taps hands or feet, and is often “on the go” (American Psychiatric Association, 2013, p. 59-60). This diagnosis would be considered

Ms. Bennett is a 29 year-old, single, heterosexual, African American, woman who presented herself at the Argosy University Therapeutic Assessment and Psychotherapy Services (AUTAPS) for her main concern that she takes longer time to comprehend material taught in class. Ms. Bennett is a first year graduate student at University of La Verne who is pursuing a Master of Science degree in Leadership and Management. She reported that she is currently receiving accommodations from the university, as the University was temporarily able to accept the documentation provided for the previous university. She appeared to be of stated age, dressed appropriately for assessment with good personal grooming, and arrived just on time for her appointment. Ms. Bennett appeared to be guarded, as she sometimes appeared to inhibit her speech by saying “never mind.” Similarly, the range of her demonstrated affect was relatively constricted and the tone of her speech seemed low. Nevertheless, she appeared effortful and respectful toward the examiner throughout the assessment. Ms. Bennett was alert and attentive, and is likely to be a reliable historian, as the stories she told were consistent and thus her memory appeared adequate. Her thought process seems to be clear and linear, and she was oriented to person, place, and time. Ms. Bennett is seeking comprehensive assessment to determine whether she may be eligible for accommodations based on the results of testing.Ms. Bennett reported that she was

If additional clinical data are supportive of the MCMI-III's hypotheses, it is likely that Mr. Jones’ difficulties can be handled with Cognitive Behavioral Therapy, a current comprehensive medical examination, and career counseling. As previously mentioned, Mr. Jones appears to be motivated to attend therapy, and it is likely that he will respond well to treatment. However, it is important to note that Mr. Jones reports his past therapy to be ineffective, so it is likely that he will present to future therapy with some resistance to building rapport with the therapist and therapeutic suggestions the therapist provides despite being willing to change. In addition, Mr. Jones appears to show interest in others but fears rejection, therefore his

In Treatment’s Dr. Paul Weston appears to largely use psychodynamic theory during his sessions with Sophie, the teenaged gymnast who is seeing him after an accident which is believed to have been a potential suicide attempt. However, as is the case with most therapists, Paul does not focus solely on psychodynamics when treating Sophie, drawing on the universal qualities of all therapists as well as some cognitive techniques. There are several instances of this unique blend of techniques throughout Sophie’s episodes, as well as the continual theme of psychodynamics that seems to be Paul’s main practicing theory.

Hanna was referred by her GP, because she has been experiencing some anxiety difficulties. Client reports that she began to have anxiety five or six years ago. Reportedly, she recently moved out of her parents’ home and this may have caused the anxiety to escalate. This is the first time client has moved away from her parents.

Annie states that the Agoraphobia is a result of her overthinking how people view her. Throughout the interview, Annie often demonstrates how she thinks others view her—“why did she just run out” or “she is crazy”. During the interview, it becomes clear that Annie is mainly afraid of judgment by other people.

The antagonists in this book are his patient from whom he elicits permission before using them. The author uses scenarios from some of his therapy sessions to evoke alertness in his audience as well as to provide a practical framework with which they can relate or be guided as therapists or future therapists.

It feels as though most of the time when thinking about psychology and the great contributions that have been made to it, that most of them have been from men, but along the way there have been several influential women that have contributed to the field of psychology as well. Just like men, there were several women who were pioneers, theorists, and counselors; many of these women have contributed to the field of psychology in their own special between the years of 1850 and 1950. Of all these amazing women who are pioneers, theorists, and counselors, the one who stands out the most is Anna Freud. This paper will go on to explain Anna Freud’s

In the 1950s, Ellis grew dissatisfied with the effect of analytic forms of therapy since he discovered that his clients progressed as well when saw them bi-weekly, weekly, or daily. At that point, Ellis took a more active role counseling people with family or sex problems. Furthermore, Ellis discovered his clients seemed to progress more rapidly than when he used passive psychoanalytic procedures. By 1955, Ellis had abandoned psychoanalysis entirely with his clients. Moreover, Ellis concentrated on altering client’s behavior by challenging them with their irrational beliefs and influencing them to apply rational ones. This new method was more suited to Ellis’ personality since he could be more himself (Corey, 2013).

There comes a time when we all come across a specific test such as school tests, driving test, or even as simple as food tasting test. However, there is a difference between regular tests and testing’s when referring to psychological testing. There are several different psychological tests that many psychiatrists, psychologists, and school counselors use to determine certain abilities, however each of the tests are used for a specific purpose. It is vital for the individuals to contain high knowledge of the tests before applying it to others.

As in any situation with any student that is special or gifted or that IDEA, IEP, and 504 Plans, have to be the first and foremost concern for all parties involved. “Education For All Handicapped Children Act Passed in 1975 Guaranteed and enforced the right of all children with disabilities to receive free and appropriate education Considered the foundation of special education in the United States; 1990- Law renamed to IDEA. What is an IEP? Individualized Education Plan Written plan that describes the program and special services a student requires to be successful Developed by parents and educators Individualized- plan specifically developed for a child’s special needs