What I Have Official Disability And Clinical Documentation For Generalized Anxiety Disorder ( Dsm 5 Code

I’m writing to you, in hopes to appeal my academic dismissal of the nursing program at Adelphi University. I am aware that my grades are lower than required, and I take full responsibility for being on academic probation. I was surprised when I got the news that I have been dismissed from the nursing program because I did not receive any form of notification of dismissal from the University earlier. I was informed by my guidance counselor prior to the start of spring semester that I would say in the program as long as I did not obtain a lower GPA than I had. As a result of my GPA increasing I was surprised to receive the news of my dismissal. Despite this I believe that I did not handle my situation correctly and should have maintained sufficient grades to avoid academic probation. As stated before I recognize and

However, I was shocked by Mr. Sundstrom's decision to play God, and how Mr. Sundstrom's depended on my death. Coupled with the racist lawyers, I thought I hired to litigate the injustice, instead the racist lawyers accepted the case with the intent of preventing litigation. Accordingly, while my son's actions certify as dirty, the racist lawyers actions certify as filthy dirty. Furthermore, a year after hiring Kirby, Gilbert and Ashley, LC to represent me in litigating Petitioner and FMRS, I discovered Mr. Kirby's mother-in-law, is FMRS clinical director, Jennifer Hamrick, officer for the mental health facility. By the time I fired Kirby, Gilbert and Ashley, open sores covered my right arm---a direct result of picking due to extreme stress. The horrible scars remain almost two years after firing the unapologetically racist law

The two parties of this case are the five appellants, Dr. Melissa A. Alves, Dr. Corey M. Arranz, Dr. Sandrine M. Bosshardt, Dr. Kensa K. Gunter, and the three defendants (appellees), the Board of Regents of the University System of Georgia, Dr. Jill Lee- Barber and Dr. Douglas F. Covey in their individual capacities. The appellants were full-time staff at the Georgia State University Counseling and Testing Center that were terminated due to the initiative of “reduction-in-force” led by Dr. Jill Lee-Barber, the Director of the Center and Dr. Douglass F. Covey, the Vice President of Student Affairs, in 2012.

Davis, the student, who suffered from a severe hearing disability, applied to the nursing program at a local community college. The admissions committee denied her application after determining that, because of her disability, she would not be able to participate in their nursing program safely. As a result, the student filed a Section 504 complaint against the institution, arguing the school had discriminated against her because of her hearing disability. The court found that the institution’s academic policies were reasonable and appropriate. Moreover, they stated Section 504 did not require an institution or program to lower its admissions criteria or remove physical qualifications to accommodate individuals with disabilities. While an individual may be otherwise qualified, if she or he does not have the physical capability to perform the required tasks of the program, the institution is under no obligation to admit the

Post Traumatic Stress Disorder, also known as PTSD, is one of few mental illnesses that is triggered by a disturbing event. Many Americans experience traumatic events ranging from simple car and airplane accidents to sexual assault and domestic violence. Natural disasters is also a cause for PTSD. Hurricanes, earthquakes, and tornadoes, affect multiple people simultaneously. In other words, PTSD is a state in which

Generalized Anxiety Disorder affects millions of Americans each year. Typically, those who struggle with anxiety on such a regular basis struggle with fatigue and poor concentration. Although the effects of anxiety are easier to define, the causes, unfortunately, are not. Often, figuring out the exact causes for anxiety proves difficult, as it varies from person to person. There are, however, some major commonalities between individuals with anxiety, such as workload, social situations, or other disorders. In today’s hectic society, people’s schedules are busier than ever. Adults are expected to balance multiple areas of their lives, including work, school, and family. If an individual becomes sick, he or she may fall behind in one area, which

So, that if I had any more concerns it would look like my child is the problem and not the school. Ms. Sterling has had several complaints against her from yelling at the students. So, why would the principal put my daughter in this class when there are two other classes, which the ZH class I heard nothing, but good things about. The principal did not want to change my daughter’s class from the beginning, but since I was persistent she made sure to make this a damaging move for my daughter. On two occasions I provided the principal with a copy of documentation from my daughter’s physician about her condition. On December 1, 2015 I provided the school with my daughter’s 504 accommodation. The next day my daughter was forced to hold it again and had another accident. My property taken from daughter, alter, and damaged. The school has violated my daughter’s civil rights as well as her educational rights. My daughter was taken into the office and forced to write a statement without my consent or knowledge. My daughter is now harassed on a daily basis for minor

The Client is a 17-year-old African American female who was removed from her mother’s care in 2013, and resides in a residential treatment program under the custody of the state. The client currently attends a special education school due to a speech impediment and behavioral disturbances. The client was referred to the screening center on this occasion after running out of the school building and threatening to run out into traffic as a suicide attempt. The client’s teacher mocked her speech impediment in front of the entire class, which triggered aggression and suicidal ideations. The client threw a soda at the teacher, and was put into a physical restraint, but when she was able to break free,

Given the aforementioned facts, it is indisputable that I was a victim of RETALIATION, PERSONAL VENGEANCE, and FRAUD by Ms. Lopez. Given my documented psychiatric disabilities, this incident occurred because I unintentionally created animosity with Ms. Lopez by declining her UNETHICAL and INAPPROPRIATE DEMAND to complete her son’s homework. As a DIRECT RESULT of this PHYSICAL, FINANCIAL, and PSYCHOLOGICAL TRAUMA inflicted upon me by Ms. Lopez, I am suffering from severe Post Traumatic Stress Disorder (PTSD) and Generalized Anxiety Disorder (GAD) (I have official disability documentation), and I have nightmares every night regarding this traumatic event. I am unable to go to sleep at night. My brain keeps remembering this traumatic event as if it occurred yesterday; all the details keep replaying in my mind on a constant basis. Thus, I MUST take action as soon as possible to resolve my psychological trauma and prevent further damages. No university official should be permitted to inflict this type of trauma upon a student, especially not a disabled student.

The claimant was a 33 year old male who alleged disability because of intermediate explosive disorder, obesity/eating disorder, developmental disorder, and Tourette syndrome. He was 5’9” tall and weighed 350 pounds. He reported that in a typical day he sat in front of the television and played video games all day. He had difficulty standing and walking long distances and walking up hills. He shopped and spent money compulsively. He stated that he had memory problems, could not organize his thoughts, could not follow many directions at once, and was “very hard to get along with.”

The beginning of the article by Borkovec and Roemer bring up an important part of anxiety disorder. They discussed the two different functions of Generalized Anxiety Disorder (GAD). There is the function were people can isolate due to their worries and anxiety. This is part of GAD that to me appears to be more common. GAD appears to be one of those disorders that can be minimized greatly by the public. In that sense it is close to the view on Depressive disorders; the person is just sad and they need to get over it. Anxiety Disorders can be a similar view, which they are just over thinking things. To me this could drive a person to isolate and sit with their thoughts. A person may know that they should not be anxious but still are and feel as though others would not understand why they are anxious or the public thinks that they are just being silly so I am just going to keep them to myself. Really a person should be talking about those feelings and letting them out to be able to better deal with the feelings, worries and thoughts of anxieties. This brings up the section function of GAD which was the positive aspect. The authors discussed how it can promote problem solving and coping skills to be prepared and change one’s life and thoughts. A person should be talking about their thoughts and anxieties and when they talk about it have a problem solving discussion. A how can I change this? It is one hundred percent easier said than done but I believe that is part of the

I am requesting satisfactory academic progress appeal because my cumulative grade point average in currently 2.67. During the Spring 2017 semester my son, Aaron Garbrick was experiencing severe mental health instability. Aaron is 14 years old and resides in my home on a full-time basis. Aaron has both physical and mental disabilities including; cerebral palsy, autism, visual impairment, anxiety, intermittent explosive disorder, and oppositional defiant disorder, ADHD, moderate intellectual disability, and attachment disorder. During Christmas holiday 2017 something in Aaron just seemed to snap. Aaron seemed to become full of rage and anger, and we didn’t know what sparked it.

REQUEST 1: Please produce any and all records maintained by the district specifically concerning the student at issue: all recordings of ARDs or any meeting, all benchmark test results, including reports showing how the student performed, compared to peers, INOVA data that compares the students to his peers, Review 360 data, I-Station indicators of progress in reading or any other skills, printouts from eSped or SuccessEd or whatever software is being used by the district to generate, amend or create ARD documents, Indicator 7/ECO forms in TEASE, DMAC records (which would show mastery or lack thereof on the TEKS), behavior date collection, related services therapies session notes, attendance records, progress reports, goal and objectives progress reports, including the date sheets generated by the district to support the information on the goal and objective progress reports, deficiency notices, report cards, correspondence to and from parents, awards, standardized testing results, test protocols, staff memos, interoffice memos, emails, letters and class schedules, referrals for evaluations, evaluations, PEIMS date reports, notes from multi-disciplinary team meetings; any documents related to the child’s IEPs, notes from observations of the child, video and audiotapes, nurse notes or records, notices of placement and statement of rights that were provided to parents and copies of notes or documents provided to Medicaid auditors in regard to this child or services provided to

My oldest son, Douglas, has severe mental health issues labeled Manic Depression and Attention Deficit Hyperactivity Disorder since birth; and so, through his schooling years, he was classified as dangerous. A teacher once told me my son would grow up to be a murderer or need committed to a live-in facility to control his violent behavior. Coshocton high school put my son in a locked-up room in the basement at the school with 7 other children, some of whom had untreated mental health issues and others with extensive police records. Douglas’s chief complaint was fear that one of the other students would kill him due to the threats they made. What did the school do? They could do nothing. The rules did not pertain to those students in the basement classroom. Because of the classifications of the children’s mental awareness, they had their own rules that were much more complicated and allowed certain comments and behaviors to be ignored. If I did not send him to school, I could count on a visit from the truant officer. At times, I was afraid of my son, school had lost all hope for him, medication had little to no effect, but giving up on him was never a choice. The only alternative I had was to commit my some to a live-in facility. I choose to keep him in the public-school system and he looked at it like torture. At 24 years old, my son attends college for a career in Neurorobotics, holds a full-time job,

Susan is attempting to enroll her 6 year daughter into an elite private school. The school requires that an intellectual assessment be completed before the final enrollment stages are complete. Susan asks her brother, a licensed child psychologist to perform the assessment. The results revealed that there were some low- performance areas and the little girl’s IQ was not up to par with the school’s requirement. For this reason, the school decided not to move forward with the enrollment process. Susan was upset with her psychologist-brother for not making