Qp Psychology Case Study

In Psychology 101, you learn about a personal fable; something that I have not lost. I have always wanted to change the world that I was destined for greatness and teaching elementary school students gives me that power. In the words of Nelson Mandela, “Education is the most powerful weapon which you can use to change the world.”

CBT therapists use the first session or two to complete a problem analysis, perform a detailed assessment and create a case formulation with the client. The therapist seeks to identify: 1) the behaviors, emotions, and thoughts which make the situation a problem, 2) predisposing factors, often going back to childhood and adolescents, 3) precipitants, 4) protective factors, 5) triggers, 6) symptoms, and 7) maintenance cycles (O’Connell, 2012). This starts the session out with a very problem-focused discussion encouraging growth of the problem, with goal setting often not starting until the second

3. Main diagnostic criteria: Eating excessively within a period of time. Lack of control over eating during an episode (a binge). Eating rapidly, to the extent where the individual is “uncomfortably full,” even when the individual is not hungry. It will usually end with the individual feeling ashamed, disgusted at themselves after the episode.

QP provided Shonquasia with a CBT activity geared towards depression management. QP explained to Shonquasia that the activity will examine how to cope with depression, identify and recognize the source of depression and teach her coping and self-management strategies for dealing with depression. QP asked Shonquasia to list the things that cause her to be depress. QP asked Shonquasia to list some ways she copes with depression. QP examined with Shonquasia the cusses for her depression. QP asked Shonquasia to list some of her emotion of depression. QP examined with Shonquasia some of her self-management strategies for dealing with depression. QP examined with Shonquasia the negative styles of thinking when depress. QP asked Shonquasia to list some of her symptoms of depression. QP discussed with Shonquasia activities she can get involved in to help reduce depression symptoms. QP examined with Shonquasia ways to overcome depression. QP discussed with Shonquasia the payoff of getting off

There are many clinical findings the R.S is likely to be faced with as a result of his COPD. Due to the inflammation and swelling of the bronchial mucosa as a result of the COPD the R.S. will have an irreversible productive cough. His cough will be accompanied by dyspnea, wheezing, and large amounts of mucus collecting in the bronchioles. This is caused because the lining in the bronchioles are constantly irritated and become inflamed. Mucus forms in the airways which make it harder to breath. The R.S. will wheeze when breathing. The R.S. is likely to have chills, muscle aches, and fatigue associated with the pneumonia. These are just the outward signs and symptoms.

H. F. is an 11 year old male with a history of major depressive disorder and ADHD who presented to the inpatient child and adolescent mental health unit for concerns of suicidal ideation. During an interview with H. F. and family members, it became clear that there were behavior concerns during school, increased difficulties in interpersonal relationships with peers, and increasing use of the internet and social media to form social relationships. His parents were also concerned about the inappropriate content of his conversations online.

Maunica responded well to the intervention. Maunica continues to make progress towards her goals. Maunica stated, school work, relationship with her boyfriend, peers and maintaining her mental health. Maunica stated, journaling, talking with friends, praying, eating and walking. Maunica stated, that she tries to distract her thoughts during stressful events as a way of dealing with stress. Maunica stated, smoking, drinking, doing drugs, eating, engaging in sexual activities, fighting and abusing self. Maunica stated, school work, peer influences, and how she handles her mental health. Maunica stated, her relationship and how other people react to her or treat her. Maunica responded no, because stress is treated differently, by people and how

Psychologists work in a vast array of areas with a myriad of clients; school children may be assessed for special services or supports in school based on individual needs, adults may self refer for various reasons including stress, marital issues, anxiety, or an infinite assortment of other potential personal reasons, or those facing the legal system may be assessed for their ability to stand trial. It is up to the psychologist to be educated in the tools available to them in their chosen field and how to best use them in the situations presented so the client is best served. In order to best select a proper assessment tool, often it is necessary to conduct an intake interview in order to obtain historical background from the

CBT is designed to help the client better understand what is going on. We function by what Beck described as Automatic Thoughts. “He invented the term automatic thoughts to describe emotion-filled thoughts that might pop up in the mind. Beck found that people weren’t always fully aware of such thoughts, but could learn to identify and report them.” (Martin 2013) While CBT can help in many different ways, a client’s thought process is perhaps its most important focus. With Ana feeling as stressed as she is about her husband being deployed, her lack of speaking with her family for the past year and her fears

The theoretical lens I took on this case study was a holistic or integrative approach. The distressful variables that are applied Anna's life and current situations cannot be addressed solely based on one theory and require a lens that pulls together several frameworks to address each distressful factor in Anna's life. Due to Anna's age, low socioeconomic status, neglect, possible physical abuse, self-image, confusion, overweight, and hearing impairment, there are several diagnoses that she could potentially display, such as Social Anxiety Disorder, Major Depressive Disorder, Adjustment Disorder, Anorexia Nervosa, Bulimia Nervosa, and Separation Anxiety Disorder (Henderson & Thompson, 2016). Assessments I would incorporate for each potential disorder are as follows:

Joe has schizoid personality disorder. Like many with schizoid personality, Jose does not seem inclined to feel the need to interact with people. It is not because of paranoia, but because these people genuinely like to be alone and don’t show many emotions. To help Joe one could recommend cognitive-behavioral and group therapy. Cognitive side of the therapy would consist of talking to Jose about his feelings. Especially focusing on any positive feelings that he can remember. The behavioral part would be teaching Jose social skills by role-playing or exposure techniques.

Fig. __ Feed-forward projections from the eyes to the brain and topographic mapping. In each eye the visual field on the left and right of the fovea (the cut goes right through the fovea!) projects to different cortical hemispheres: the ipsilateral retina projects to the ipsilateral visual cortex, and the contralateral retina crosses the contralateral cortex (hemifield crossing in the optic chiasma). The first synapse of the retinal ganglion cells is in the lateral geniculate nucleus (LGN), but information from the left (L) and right (R) eye remains strictly separated. The LGN consists of six layers, layers 1 and 2 are primarily occupied by the magnocellular pathway, and 3–6 by the parvocellular. Information from both eyes comes first together

The main goal of CBT is to help individuals and families cope with their problems by changing their maladaptive thinking and behavior patterns and improve their moods (Blackburn et al, 1981). Intervention is driven by working hypotheses (formulations) developed jointly by patient, his/her family and therapist from the assessment information. Change is brought about by a variety of possible interventions, including the practice of new behaviors, analysis of faulty thinking patterns, and learning more adaptive and rational self-talk skills. (Hawton, Salkovskis, Kirk, and Clark, 1989).

QP engaged Maunica in participating in a CBT activity geared towards self-talk. QP explained to Maunica that the activity will examine how self-talk can help with anger management. QP explained to Maunica what self-talk is and provided an example. QP asked Maunica to list some positive self-talk. QP discussed with Maunica the differences between negative and positive self-talk. QP brainstormed with Maunica positive things she can say to her self when she made a mistake. QP provided Maunica with a worksheet in which he had to change negative thoughts into positive thoughts. QP asked Maunica to list three things she love about herself. QP asked Maunica to identify some things she does well. QP discussed with Maunica the use of positive self-talk

CBT is an integrated approach using various combinations of cognitive and behavioral modification interventions and techniques (Myers, 2005). The aim is to change maladaptive patterns of thinking and behaving that impact clients in the present (Weiten et al., 2009). From a cognitive behavioral perspective Jane would be diagnosed as having faulty thinking and dysfunctional behavioral issues suffering from depression, and anxiety in the form of Agoraphobia (Weiten et al., 2009).