Psychoactive Disorder Case Study

Abuse is a pattern of substance use that results in negative consequences and impairment (Bukstein and Nquyen). Misuse is the use for a purpose not consistent with medical guidelines or without a prescription for the individual using the medication (Bukstein and Nquyen). Abuse of prescription opioids has been cited as the fastest growing drug problem in the United States, and has surpassed the use of cocaine and heroin combined as a cause of mortality (Singhal ). In 2013 alone, nearly two million Americans abused prescription opioids and 16,235 deaths were caused by prescription opioids representing almost a fourfold increase since 1999 (Singhal ). Two million people reported using

Kayden’s father stated he does not have any current mental/psychological diagnoses, and has no apparent behavior or psychological issues. However, ADHD is prominent on his father’s side, and substance abuse issues are observed on his mother’s side (mother’s father). Per his father, Kayden shows no behavior issues that are not age appropriate, stating that he has never had a full on “tantrum”, and is easily redirected when upset. Kayden’s exhibited strength in this area is his overall “good” behavior. A barrier identified in this area is his susceptibility to

Jacob Perez is a six-year-old Hispanic/Latino male who attended the intake assessment with his mother. Gaston Family Health Services referred Jacob to children’s Advocacy Network due to presenting concerns with disruptive behavior at home. Jacob was not reported to have previous involvement in therapeutic services; however, there is a diagnosis of ADHD previously made by the client’s pediatrician. Jacob has also been prescribed Focalin 10 ml. and Quillivant to which mother reports Jacob is being compliant. Mother reports Jacob displays disruptive behavior since age two years old, three times per week, lasting about 10 minutes in duration. Mother described Jacob’s symptoms manifest as “yelling” “mockery” “anger outburst” “defiant” “crying

Rad Korsaski is an 11-year old male student with parental instability and documented Attention Deficit Hyperactivity Disorder (ADHD). After reviewing Rad’s records from previous schools, I learned Rad often missed school or skipped school. Even though Rad was disruptive and often inattentive, I could see he was smarter than his records indicated. Though Rad’s father and his record states he’d been diagnosed with ADHD, even with medication he often displayed significant difficulties with poor attention, impulsivity and overactive/inappropriate behaviors. Though having ADHD was a contributing factor to his conduct, Rad showed more frequently, and more severe rates of inappropriate behaviors than those exhibited by his peers. He is very

Ms. Clause’s family goal is support for her. Her son Aaron has been showing some very aggressive behavior at home and she has come to the point where she has no idea what to do. The first step was for her to fill out behavioral incident reports to see if there was any rhyme or reason to his outburst. When there was no apparent reason for his outburst, Ms. Clause met with the family service worker and positive behavior specialist. The three of them

(IS) is a 13-year-old African-American girl, referred for school supports due to her inconsistent attendance. She is currently in the seventh grade, and has periodic episodes of anger outburst due to a number of stressors over the past several months. (IS) reports that both of her parents have very busy lives and they don’t always have time to spend with her.

Christopher is a six-year-old Caucasian male who attended the intake assessment with his mother. Due to concerns with his behavior, Christopher’s mother referred him to Children’s Advocacy Network. The mother reported that Christopher currently exhibits “physical aggression” towards other children. The mother explained that Christopher has difficulty communicating with others, which causes him to become “frustrated’. The mother reported that Christopher presents behavior in “all settings”. Christopher’s behavior reportedly manifest as “defiant”, “oppositional”, “temper tantrums”, “anger outbursts”, as well as “deliberately annoying”. The mother expressed concerns with Christopher’s reactions when attending a medical office. The mother reported

Family: Cindy is a 10 y/o Hispanic female who continues to reside in Plainfield with her mother, Rosa Leal, two younger brothers and uncles. When Cindy case reopened with FACT back in March 2017. Ms. Leal reports that youth has been displaying impulsive, oppositional and defiant behaviors in the home and in school. Since youth has been back on her Concerta 27mg. Ms. Leal has seen an improvement in youth behavior. Ms. Leal reports that Cindy is more compliant in the home and she helps out more around the house. Cindy appears to be much calmer, she follow Ms. Leal directives without talking back and she her mom for permission before getting a snack. It appears that Ms. Leal is able to better manage Cindy’s behavior in the home.

Brian is a 5 yr old Hispanic male of Mexican descent. He currently resides in Newark NJ with his mother and two siblings. Brian completed a BPS after-school social worker discussed with a parent about several negative behaviors that were affecting his academics. Brian was reported to be impulsive, hyperactive and defiant towards teachers. Brian currently displays similar behaviors at school and in the home. The mother indicated that due to youth’s behaviors, she is experiencing high levels of stress. Ms. Ojeda also expressed concerns towards son needing to be further evaluated to determine if his behavioral difficulties are due to possible symptoms of ADHD and or Autism. The mother indicated increase concern upon obtaining information

Ms. Jones was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when she was seven years old. She indicated that she would constantly disrupt the classroom activities. During that time she was prescribed medication to help her focus. She indicated that academically she did not presented difficulties and made good grades. The customer stated that she has not received treatment for ADHD, however, she has requested her doctor to help with medication because she is having difficulties focusing on her daily activities. The customer indicated that in 6th grade she was diagnosed Bipolar and took medication to help her symptoms. She is currently receives treatment at Salus Care and has been told that she may have a personality disorder.

Ms. Kelly is a 26 year-old, single, heterosexual, Caucasian female, who presented herself at the Argosy University Therapeutic Assessment and Psychotherapy Services (AUTAPS) for her concerns that she is easily distracted by trivial matters and thus, she has a difficulty concentrating on a task. She is a fist-year student at Whittier Law School, who attends classes full-time. Ms. Kelly appeared to be of stated age and dressed casually with good personal hygiene, and arrived well before the appointment. She appeared to be honest with a pleasant attitude, and the range of her demonstrated affect was full and normal. She did not seem anxious about going through this assessment process. Ms. Kelly is likely to be a reliable historian, as her memory seemed adequate. Her thought process was likely to be

Shawn has met a majority of the diagnosis categories of Criterion A for attention-deficit/hyperactivity disorder. Shawn demonstrates having difficulty not just at home, but also in school. In school according to Shawn’s teacher, “he often gets out of his seat, talking to other classmates during lessons, and getting into arguments with peers during recess. His mother also had some concerns about his behavior, she expresses that Shawn has the tendency to get out of his chair during meals, and during church services he can never sit still, this demonstrates his difficulty sustaining attention in tasks or play activities (B1). Shawn’s mother examined that he is “ frequently losing his jackets and gloves and at times he also forgets to complete or turn in homework assignments demonstrating that he has difficulty keeping materials and belongings together, and also starting a task but too quickly loses focus (E1 and D1).

Chapter two discusses how psychoactive drugs influence our behavior by it reaching the central nervous system first, the most common routes being inhalation, oral administration and injection. I found it interesting that heroin can cross the blood-brain barrier a 100 times more than morphine because it is more liquid soluble. Having stress when taking any of the psychoactive drugs only increases the effects it will have on the brain. Chemicals that normally could not go through the blood-brain barrier will now have access under stress. Combining stress with the use of psychoactive drugs can lead to more serious risk such as drug toxicity and even overdose. Another issue that I found fascinating in chapter two were the drug stimulants being

The last time lhelennnnn ( (lhelennnnn)) tried “E” was when she got this pill called “Motorola” She claims it was soft and light beginning. After 10 minutes she claims that “it came down really hard”, she was light headed, dizzy, and nauseated. When she was driving she could see shadows coming at her car, but she said she kept her cool and keep thinking to herself it was because of the E so don't freak out. She made it home safe and immediately fell on the bed immediately. The hours after that was the worst. She went to the restroom and saw the toilet paper expanding, like a breathing movement. She continued to see shadows, things kept moving. She claims she “threw up violently”. Every time she thought it was the last time she

Introduction: This week addresses chemical dependency and co-occurring conditions and the medications used to treat this population. In addition, you will learn about medication regimens used to treat clients with comorbid conditions, including patients with chronic pain, eating disorders and obesity, impulse-control problems, sexual compulsivity,