Nettesheim And Blain Case Study

Also it may well be useful for you to encourage her to take advantage of the student counselor services and maybe tutorial help, especially with, for instance, study skills, language development and social skills. I notice that you mention the possibility of her seeing a counselor later in your reply. Good.

The student assessed is a fourth grade caucasian female. She is nine years and ten months old and is the youngest, only girl of three siblings. Her brothers are in high school and junior high. This is her second year in our school district, she attended a private Christian school from kindergarten through second grade. Her mother is a first grade teacher in our district and father is a diesel mechanic, both parents live at home and are active in her school life. She has a love for creating and has shown this in her school work as well as her non school activities. She is constantly creating fashion items from random household objects, is writing her own stories, and videoing her daily life as well as creating songs and jingles to narrative her thoughts. She has a natural drive to entertain people and is very focused on improving her skills as a creator, fashion designer, writer, and future youtube entertainer all of these reasons are why she was chose to be evaluated.

Currently, Keshawna is enrolled in school full-time, as a 9th grade student at East End Academy in Newport News, Virginia. She is there through the Virginia Independent Clinical Assessment Program (VICAP) process, and she is receiving day treatment services while there. In the last three months, Keshawna has some full day unexcused absences, and there has been intervention by school administration. Keshawna's performance at school is not promising; she is averaging C- or

Education: Youth reported she is doing well in school and is passing all her classes. Youth stated she is in the 11th grade and will be a senior next school year.

Kayla is a 16 years old S/W/F presenting with symptoms of ADHD, Unspecified Depression Disorder and Anxiety Disorder. Individual is presently prescribed four medications (Lamictal, Celexa, Focalin, mom don't remember the fourth). Present symptoms disclosed include decreased concentration, depressed mood, anxiety, worthlessness, angry outbursts and sleep disturbance. Individual disclosed having a ADHD diagnosis since 9 years old. Current Special Ed participant. Individual reports lack of concentration despite having meds and accommodations at school. Individual disclosed she doesn't agree with her UDD diagnosis even tough she is on med and reports to feel better. Kayla disclosed experiencing a raise in her anxiety level due to troubled relations

Our family has been through tough times in the past years. Danielle was 9 years old when her father died and 12 when her grandmother was attacked and stabbed (she survived). Throughout all these situations, Danielle stayed a top student and continued in her studies and extracurricular programs. During her first year of high school amongst the new experiences and pressures she began questioning herself and her world. She worked with a school therapist who is associated with Mount Sinai Hospital. Her concern was such that she hospitalized Danielle. Danielle spent some time at the hospital in order to help her clarify her feelings, emotions and mental state. She was taught many techniques in which to utilize. Upon examining her interest in the

Alex is a 17-year-old Caucasian female. She is being raised by both parents and has one older brother and one older sister. Alex was diagnosed with Down syndrome at birth and had also had a hole in her heart. Despite Alex’s health concerns, her family history shows no sign of any major health problems. Alex attends a special education program at her school and enjoys participating in swimming, art, and solving puzzles. Two years ago Alex’s sister, whom she was very close to, moved out of the house. Her brother had already been gone for quite some time now and Alex took her sister moving out very hard. Around this same time, Alex became very sick and was hospitalized for quite some time. Ultimately,

I am checking in to see how Jesalyn is doing in class? She informed me yesterday when I got home from work, she had a scheduled meeting with you, but had to meet her sister to walk her home. I would like to know what she can do to make this time up with you? If there is anything I can do please let me know. Jesalyn is starting to make small improvements at home and with her attitude. I hope with her father and I holding her more accountable for her actions this will also help improve her work ethic during school.

Amy was referred for counseling by her guardian due to acute school refusal behaviors that have persisted for two years. This assessment was requested to identify possible psychosocial sources resulting in being excessively resistant to go to the school, and displaying tantrums, and to make recommendations for the treatment.

Thank you for visiting me and explaining the next step in Shay's education. I am finding it a little overwhelming, so please bear with me. I am attaching some information about Shay, they are actually extracts from his EHCP but are relevant to some of the things we discussed and will have a bearing on his college placement. You left me with the Supported Self Assessment form, I will fill in the first couple of pages and I am also sending you a report from Jill Carvassi, she is Shay's named nurse from the CAMHS team, it explains Shay's needs and how to address them, I think this information should be sufficient for now? If not I will be asking Jill to support me in filling future forms, I have a lot of paperwork to get through at present

She has been paired with a peer to assist with reading directions during work time in all subjects. She also exhibits trouble organizing her time and space and sometimes does not go back and complete unfinished work during time allotted in class. She often hands in unfinished assignments and forgets to bring homework home. When asked, she says she didn’t remember that she hadn’t finished the work. She does not use the assignment list that is posted on the blackboard every day to help her get the materials needed for homework unless the teacher goes over it with her individually.

Then about 4 years later they moved to MN and now currently lives with her mom and dad 2 of her brothers and her 2 sister. She moved schools about 3 times when she was 4,7 and 9, and they also moved states 3 times since she was 3. She is the type of girl who is really outgoing like to try new things and hangs out with people/friends who are positive. Jasmin sometimes does get sensitive and take a lot of things to the heart she hates when someone puts something into her mouth and does not like to be wrong. She struggles in history and math but her favorite part of school for her is gym and being around her friends. She is a very positive person in and outside of school. Jasmin is not the one who gets in troubles in school she likes to respect her elders and other around her.She is a very caring person she put other people's needs before her and does not say no when people ask for things. She is very talented at spelling,dancing and rapping. She also loves to clean when she is stress, Also when she has a tough day or when something is bothering her she will sleep talk in her sleep about the things that are bugging her. Jasmin is soft hearted she can't see anyone in pain she will start to tear up and get upset. My final goal is to see if Jasmine will have a high score or a low

Melanie was in a car accident at four months old and went through the windshield of the car. Due to this accident she has brain damage and has the brain development of an eight year old. Although she should be in the intimacy versus isolation stage, I believe she is in the identity versus role confusion stage. She was very slow to answer many of the questions and had a difficult time doing so. One question I asked her was where she sees herself in ten years. Her answer was “with family” which shows she has nothing else to do but to be with family. She is unable to work and does not have a family of her own. Another question I asked her was who she admires and why. Her answer was Linda, a friend of hers, because she is “helpful and understanding”. Many people do not understand when people have disabilities and I think her having a friend that is understanding helps her with her identity. I don’t believe she will ever get past this stage in her life. Although she should be in the intimacy stage, she does not understand what that means. She will always have a developmental delay and continue to stay in this stage

Sam is a 10-year-old quiet girl with a British-Pakistani background. She lives with her parents who both have jobs and neither of them experienced further education. Sam also has an older sister and is currently at the local grammar school. Sam’s younger brother is 7 and attends the same school as Sam. Sam had a rough start to life being born 7 weeks early and starting her life in an incubator. She has also struggled with temporary deafness as well as hay-fever and tonsillitis. Due to these problems Sam has had many days off sick. Sam is socially accepted and has a few close friends. She attends after school clubs until her parents’ finish work. Her teachers have recently made a discovery that Sam may be dyslexic and is

A 65-year-old male is admitted to the telemetry unit after suffering a non-ST elevation myocardial infarction (NSTEMI) confirmed by elevated troponin levels. The ECG was seen to have additional abnormalities, illustrated in the image. His medical history is significant for chronic kidney disease, hypertension, type 2 diabetes mellitus, hyperlipidemia, and benign prostatic hypertrophy. His medications include spironolactone, lisinopril, metformin, amlodipine, and finasteride. Physical examination reveals a temperature of 37°C (98.6ºF), blood pressure 155/85 mmHg, heart rate 48 beats/min, respiratory rate 9 breaths/min, and oxygen saturation of 94% on room air. Musculoskeletal examination reveals 3/5 strength bilaterally in the upper and lower extremities as well as decreased deep tendon reflexes. Review of laboratory data confirmed the suspected diagnosis. What is the most likely therapy given to the patient?