In this Assignment you will assess, diagnose, and devise a treatment plan for a patient in a case study who is presenting with a mood disorder.
To Prepare
Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating mood disorders.
Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
Review the video, Case Study: Petunia Park. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
Consider what history would be necessary to collect from this patient.
Consider what interview questions you would need to ask this patient.
Consider patient diagnostics missing from the video:
Provider Review outside of interview:
Temp 98.2 Pulse 90 Respiration 18 B/P 138/88
Laboratory Data Available: Urine drug and alcohol screen negative. CBC within normal ranges, CMP within normal ranges. Lipid panel within normal ranges. Prolactin Level 8; TSH 6.3 (H)
The Assignment
Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:
Subjective: What details did the patient provide regarding their chief complaint and symptomatology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective: What observations did you make during the psychiatric assessment?
Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
Reflection notes: Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion, and disease prevention that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
APA, 12 font times new roman, please use the attached case study for the basis of the paper. Also please use the following format for the paper:
Subjective:
CC (chief complaint):
HPI:
Substance Current Use:
Medical History:
• Current Medications:
• Allergies:
• Reproductive Hx:
Objective:
Diagnostic results:
Assessment:
Mental Status Examination:
Diagnostic Impression:
Reflections:
Case Formulation and Treatment Plan:
References
Consider the conditional rule: “If I study hard, then I will do
Consider the conditional rule: “If I study hard, then I will do well on my final assignment.” How would you confirm this rule as valid using the form of reasoning known as denial of the consequent? Why would it not be helpful in testing the rule to see what happens if you do not study hard? Explain what could be the consequences of this type of reasoning and decision-making.
Be sure to use your own Academic Voice (Links to an external site.) and apply in-text citations appropriately throughout your post. The In-Text Citation Helper: A Guide to Making APA In-Text Citations (Links to an external site.) tutorial can clarify further questions you might have on APA.
Guided Response: Review several of your classmates’ posts. Respond to at least two of your peers by doing the following:
Identify something that stood out to you from the examples your classmates shared.
Discuss at least one more consideration your classmate will need to keep in mind when implementing reasoning in their decision making.
For deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. Remember, continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Prior to beginning work on this final project, review the chapters of
It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and Writing Assignment Help Prior to beginning work on this final project, review the chapters of the textbook and relevant videos and articles assigned. The Final Project will give you a chance to fully demonstrate what you have learned on a specific topic in cognitive psychology. For your Final Project, choose one of the case studies below. Carefully consider, then answer the questions posed in your selected case study according to the final project requirements. Please integrate your professor’s comments and feedback from Week 3’s Final Project Rough Draft into your final project. You have the option to write a paper or create a presentation for your final project.
If you choose to do a PowerPoint or Prezi presentation, it should be 18-20 slides in length, not including title or reference slides. Slides must contain bulleted points and use the notes section to provide more information (do not put all information ON the slide). There should be no more than 50 words per slide, except in the notes section. You are encouraged to be creative and include APA-referenced and cited visuals such as pictures, graphics, charts, tables, etc. Your PowerPoint presentation must include a title slide and a reference slide. This presentation includes the submission of a transcript as a separate 1-2-page Word document, not including title and reference pages.
Case Study #1
Driving while talking on a cell phone, even one that is hands-free, can cause errors in decision making and delays in response time. Read the Texting and Driving Accident… (Links to an external site.) case study and answer the questions.
Sixteen-year-old Emily and five of her teenage friends piled into Emily’s mother’s minivan to drive to a local football game on a Friday night. Emily had just gotten her license and was excited to drive to her first event but made sure that everyone was seat-belted before departing.
As they did, Emily cranked up the stereo and the girls began screaming and singing though Emily was driving safely and within the speed limit. Five minutes into Emily’s drive, she received a text message from her boyfriend Brian, telling her that he wanted to break off their relationship of one year. Rather than wait until she was out of the vehicle, Emily started texting and driving. Getting increasingly upset, Emily began texting using both hands, attempting to drive the minivan with her knees and elbows while reading text messages from Brian.
While not looking at the road, and reading a long message, Emily failed to notice that the minivan began to careen off the road. Unable to correct her driving due to her relative inexperience and all the distractions, Emily accelerated and drove off the road into a ditch. In this car accident, Emily bumped her head on the steering wheel and all the passengers experienced whiplash, with one receiving minor cuts due to the passenger window shattering. All five passengers and Emily were taken to the hospital for various injuries. Emily is headed to criminal court for negligence and causing bodily harm while driving.
Explain how the central bottleneck contributes to those breakdowns in driving performance. How does inattentional blindness add to the problem? In your view, why do so many people believe themselves immune from these effects, even though others might be impaired by cell phone use during driving? Use course concepts on decision-making and problem-solving to explain your answer.
Cognitive neuroscience has demonstrated that the adolescent brain is not fully mature, particularly in the prefrontal regions known to be important in decision making. Do you think such evidence should be taken into account in judging the guilt of a 16-year old in a criminal trial? Use the example above to demonstrate your thinking on this topic. How should such evidence be taken into account in formulating a public policy on juveniles accused of crimes?
You are the judge deciding Emily’s fate in court. What sentence would you deliver and what would you say to her during sentencing? Why? Finally, explain your reasoning using three cognitive concepts you have learned in the course.
Case Study #2
Select an elementary, high school, or post-secondary school case study from the case studies below. Choose one of Erik’s presenting issues. Define working memory and long-term memory applied to Erik’s age and educational setting. How is working memory similar to and different from long-term memory, again, applied to Erik’s age and educational setting? Why is this an important concept for educators to understand?
An early childhood learner has trouble transferring information presented in kindergarten class to long-term memory. Specifically, he cannot recall the letters of the alphabet even though the teacher has the letters posted on the walls around the classroom and quizzes the class daily, has the class singing the A, B, C’s song, and uses books and videos from ABCmouse.com.
A high school student is having difficulty remembering math concepts and formulas to solve math problems in class and on tests. The teacher uses videos, creates rap songs, and pairs an advanced learner with Erik.
A nontraditional college sophomore (33 years old) served two tours of duty in Afghanistan and recently left the military with 15 years of service. He stated he always has issues remembering history timelines and language concepts, having flunked both of these university courses. He is retaking the history course. The professor is using videos, group tutoring, and audio podcasts to help him understand the course concepts.
Indicate the case study you chose. What additional teaching-learning strategies will you use to help Erik, using information from the course to support your plan of action?
Using your knowledge of working and long-term memory, why did you choose these strategies and what outcomes do you think will occur once they are implemented? Are there any outside sources to which you could refer Erik? Why or why not?
In reviewing this case study, how will you explain to your colleagues why some students have problems with certain course materials and assessments in their courses? List at least three reasons for them to consider in their teaching.
Option 1: Written Paper Format
The Final Project
Must be a minimum of seven double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center (Links to an external site.) and must include a title page and reference page. Please review the Sample Title Page (Links to an external site.) resource and the Formatting Your References List (Links to an external site.) Please refer to important APA style reminders.
Must include a separate title page with the following:
Running head and page number
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least five scholarly sources in addition to the course text (six total).
The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined in the Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Writing Center.
Option 2: PowerPoint or Prezi presentation (with separate transcript document submission)
If you choose Case Study #1:
Introduction (1 slide)
Explain how the central bottleneck contributes to those breakdowns in driving performance. How does inattentional blindness add to the problem? In your view, why do so many people believe themselves immune from these effects, even though others might be impaired by cell phone use during driving? Use course concepts on decision-making and problem-solving to explain your answer. (5-6 slides)
Cognitive neuroscience has demonstrated that the adolescent brain is not fully mature, particularly in the prefrontal regions known to be important in decision making. Do you think such evidence should be taken into account in judging the guilt of a 16-year old in a criminal trial? Use the example above to demonstrate your thinking on this topic. How should such evidence be taken into account in formulating a public policy on juveniles accused of crimes? (5-6 slides)
You are the judge deciding Emily’s fate in court. What sentence would you deliver and what would you say to her during sentencing? Why? Finally, explain your reasoning using three cognitive concepts you have learned in the course. (6 slides)
Conclusion (1 slide)
If you choose Case Study #2:
Introduction (1 slide)
Select an elementary, high school, or post-secondary school case study from the case studies below. Choose one of Erik’s presenting issues. Define working memory and long-term memory applied to Erik’s age and educational setting . How is working memory similar to and different from long-term memory, again, applied to Erik’s age and educational setting? Why is this an important concept for educators to understand? (3-4 slides)
An early childhood learner has trouble transferring information presented in kindergarten class to long-term memory. Specifically, he cannot recall the letters of the alphabet even though the teacher has the letters posted on the walls around the classroom and quizzes the class daily, has the class singing the A, B, C’s song, and uses books and videos from ABCmouse.com.
A high school student is having difficulty remembering math concepts and formulas to solve math problems in class and on tests. The teacher uses videos, creates rap songs, and pairs an advanced learner with Erik.
A nontraditional college sophomore (33 years old) served two tours of duty in Afghanistan and recently left the military with 15 years of service. He stated he always has issues remembering history timelines and language concepts, having flunked both of these university courses. He is retaking the history course. The professor is using videos, group tutoring, and audio podcasts to help him understand the course concepts.
Indicate the case study you chose. What additional teaching-learning strategies will you use to help Erik, using information from the course to support your plan of action? (7 slides)
Using your knowledge of working and long-term memory, why did you choose these strategies and what outcomes do you think will occur once they are implemented? Are there any outside sources to which you could refer Erik? Why or why not? (3-4 slides)
In reviewing this case study, how will you explain to your colleagues why some students have problems with certain course materials and assessments in their courses? List at least three reasons for them to consider in their teaching. (3 slides)
Conclusion (1 slide)
The Final Project
Must be at least 18 to 20 slides (not including title and reference slides) with at least 100 words in the presenter’s notes for each appropriate slide. You may want to look at How to Make a PowerPoint Presentation (Links to an external site.) to get started. Pay attention to APA Style (Links to an external site.) and formatting in this “how to” guide. APA guidelines are required in presentations and any scholarly work you create.
Must include a separate title slide with the following:
Title of presentation
Student’s name
Course name and number
Instructor’s name
Date submitted
Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
Must include introduction and conclusion slides. Your introduction slide needs to end with a clear statement that indicates the purpose of your presentation.
For assistance on writing Introductions & Conclusions (Links to an external site.) refer to the Writing Center resources.
Must use at least five scholarly, peer-reviewed, and credible sources (one of those may be the course text).
The Scholarly, Peer Reviewed, or Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. The University of Arizona Global Campus Library is a great place to find resources. Watch the Quick n’ Dirty (Links to an external site.) tutorial for research tips. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document any information used from sources in APA style as outlined in the Writing Center’s Citing Within Your Paper (Links to an external site.)
Must include a separate references slide that is formatted according to APA style as outlined in the Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Writing Center for specifications.
If you choose to do a presentation, submit a separate Word document with your transcript to Waypoint. This transcript should be 1-2 pages, not including title or reference pages, and includes APA citations. Formatting should include labeling the slide number with the slide’s exact content underneath.
Review the Writing Center’s Presentation Tips (Links to an external site.) to maximize your results.
It is recommended that PowerPoint Slides contain no more than five bullet points and should not contain more than seven to 10 words each. Do not type paragraphs or long sentences on the slide. The information that explains each bullet point is conveyed via speaker notes or by recording your voice to each slide.
Follow these steps to submit your presentation and speaker’s notes:
Step 1:
Submit your full presentation (.ppt, .pptx., .mp4, etc.) file to the Week 5 Final Presentation page using the button below.
Week 5 Final Presentation Submission
Step 2:
Save your presentation or speaker notes as a PDF and submit to Waypoint using the Waypoint Assignment submission button at the bottom of this page.
For additional guidance, review the File Submission Quick Start Guide (Links to an external site.).
If you are unable to access the technology for this final project due to a documented accommodation on file with the Office of Student Access and Wellness, inform your instructor as soon as possible.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Week 5 Responses: Professor Tiffany Johns Thank you for this excellent post.
Week 5 Responses:
Professor Tiffany Johns
Thank you for this excellent post. It covers a variety of topics – strengths and weakness development, training, attracting leaders, identifying potential leaders, succession, and critical leadership skills. You mentioned the impact of multiple leader generations on the succession and overall success of an organization. Leadership development (or lack thereof) greatly impacts leadership succession. In their article, Conger and Fulmer (2003) discussed the impact of a leadership pipeline on leader development, which ultimately affects succession and long-term organization performance.
The authors mentioned three types of leaders: the emerging, developing, and strategic leader. While leadership development can occur anywhere in the organization, it most often occurs at the middle management level (Conger & Fulmer, 2003). Based off of Conger and Fulmer’s (2003) article, what are some of the unique developmental needs of the emerging, developing, and strategic leaders? How might an organization provide for these developmental needs?
References
Conger, J. A., & Fulmer, R. M. (2003). Developing your leadership pipeline. Harvard Business Review. https://hbr.org/2003/12/developing-your-leadership-pipeline
Joshua
Hello! Your post about leadership succession was great to read!
You made several points about why we need to develop other leaders and how they impact leadership in the future. What would a leader due within the organization if no one showed an interest in leadership? Let’s say that Tina is a manager for the “Widget Plus” company, a world-renowned manufacturer of widgets. She is retiring in one year, and everyone within the company wants to punch a time clock and not be a leader. How would Tina motivate an employee to become interested in leadership? Would she simply hire outside of the company to offset the uninterested staff?
With those questions asked, if Tina would hire outside of the company, how would she be able to see the aspects you listed as what leaders should look for in their successors? I feel integrity is the most challenging attribute to see in a future leader in a short amount of time because many people can hide their true nature for months, even years.
Great post!
Mary
Developing others is important for organizational health and performance because the more seamless the transition, the less likely it is for the organization to experience major setbacks that derail their progress and cost them dearly both financially and employee engagement and productivity. When a company declines in these ways, they lose its competitive advantage (McClements, 2017).
Leadership development must evolve as the organization evolves. This requires a great deal of proactive planning of the direction the organization is taking and seeking those in the ranks with the skill sets to fill the leadership roles when the organization achieves that model. Keeping the future leaders’ development tied to the organization’s direction allows the leadership change with no gaps in the leadership ranks along the way. Anticipation of the markets that the organization serves and what their future need will be and designing a plan to alter the course of the organization to accommodate these changing needs in the market allows the succession planning to identify the characteristics they will need in their future leaders and tap the appropriate people for those roles. This constant evolution compounds generation after generation and keeps the organization’s leadership team in a strong position to adhere to changing demands of their clients and cultivate programs to maximize the necessary leadership characteristics for these demands for the future at the same time. By defining a program to capitalize on the traits needed for a strong future leadership team, the organization is better positioned to attract, retain, and fill corporate leadership roles (Hansen, 2013).
Latanya
Developing others is vital for organizational health and performance because the company needs to bridge the gap between the leadership talent and what the company needs to do to maintain a successful establishment. (McClements, 2017) A company looks for a person who will be able to live by its mission and culture. I know in education, and I am sure this is correct for other careers too. Still, in teaching, the test assessments play an essential factor in the health of a school’s performance and organizational health. Through different generational leaders, the company focuses on style and the techniques that fit the organization they want to grow. (Hansen, 2013 ) Also, leaders who support their company. This is anyone from the employees to the community members. I believe that leaders need to remember that even though you are mentoring, leaders take over one day. They may not precisely follow your blueprint. Everybody comes up with new and creative ideas that may make a company run better, produce more significant numbers, and have a more positive environment. Give them that chance to prove to be the leader you saw in them in the first place.
McClements, L. (2017) How to build the pipeline for executive succession.
Hansen, J. (2013) Seven steps for effective leadership development
References
Hansen, J. (2013, December). Seven steps for effective leadership development. Human Resources Magazine, 18(5), 14–17.
McClements, L. (2017, November). How to build the pipeline for executive succession. Governance Directions, 69(10), 616–618.