BENCHMARK CASE PRESENTATION PAPER ASSIGNMENT INSTRUCTIONS<\/p>\n
OVERVIEW
\nThis Case Presentation Paper Assignment is designed to help you make application of course content to a counseling situation. In this Case Presentation Paper Assignment, you will have the opportunity to create a clinical case, identify and prioritize key issues involved, consider and clarify relevant diagnostic issues and formulate treatment recommendations that are most likely to be helpful to the client. This Case Presentation Paper Assignment will directly apply to your work in COUC 667 and with clients when you begin practicum.<\/p>\n
INSTRUCTIONS
\nFor this Benchmark Case Presentation Paper Assignment, you will create a case presentation to review, diagnose and provide treatment recommendations for.<\/p>\n
Part 1
\nStep 1: Choosing the Diagnosis
\nIn the Quiz: Case Presentation Topic for Instructor Approval, you will submit your request for the diagnosis on which you will base your case presentation. You must receive written approval from your professor to proceed with the case presentation. You will need to provide the full name and ICD 10 code for the diagnosis you are requesting, including any specifiers. Once you receive approval, you can begin to construct your case.<\/p>\n
Step 2: Writing the Benchmark Case Presentation Paper Assignment
\nFor this case presentation the following sections are to be organized using Level 1 and Level 2 APA headings:<\/p>\n
Basic Case Summary<\/p>\n
Identifying Information (approximately \u00bd page)
\nThis section needs to include the following information exactly as listed here:<\/p>\n
Date of initial assessment:
\nClient\u2019s Name:
\nEmployment Status:
\nSchool Status:
\nAge:
\nGender:
\nRace\/ Ethnicity:
\nMarital Status:<\/p>\n
Presenting Concern: (This is the client\u2019s reason for referral and should be 2-3 sentences, phrased as a client quote, that explains why they are meeting with you)<\/p>\n
Presenting Concern (primary section, approximately 2 pages)
\nThis section needs to include a description of the client\u2019s situation, signs of the symptoms of the disorder they are experiencing, how the signs of the symptoms are affecting major areas of life (relationships, employment, school, spiritual, physical health, recreation\/ enjoyment in life, etc.\u2026). This section should be told in narrative style, including client quotes. In this section you need to make sure to connect most of the symptoms in the DSM of the disorder by presenting corresponding signs (client report) of the symptoms. If you choose, you can throw in a few signs of symptoms that do not directly relate to the diagnosis, but make sure you do not present a second diagnosis.<\/p>\n
This section should be clearly worded and sound like something you would expect a client to report. It should not be a listing of symptoms from the DSM; rather, how a client would represent their experience of the symptoms.<\/p>\n
Example of language not to include in this section:
\nDSM: Depressed mood most of the day, nearly every day, as indicated by either subjective report (e.g., feels sad, empty, hopeless) or observation made by others (e.g., appears tearful).<\/p>\n
Example of language to include in this section:
\n\u201cI feel so sad all the time. Sad, empty and I cry at the drop of a hat. I have been at lunch with two different people since this started and I started crying uncontrollably, which was pretty embarrassing. I have never cried in public like that. And it just happened! This has been going on every day for about eight weeks\u2026 but it feels like it has been going on for years and I am starting to worry I will never feel happy or hopeful again.\u201d<\/p>\n
Not all signs of symptoms to support the diagnosis must be in this section, but there must be a strong foundation for the diagnosis. You can scatter a few of the needed signs of the symptoms in the next section or cover them all in this section.<\/p>\n
History (approximately 2 pages)<\/p>\n
Below are points to include in your Case Presentation Paper Assignment. Please use Level 2 APA headings to organize this section. The required information is as follows:<\/p>\n
Family
\nInformation about spouse, children, others living in the home. Client\u2019s perception of the home environment and relationships within the family. Critical family incidents may be included.<\/p>\n
Client\u2019s Physical Health
\nA statement of the client\u2019s significant health history, current treatment, and medications.<\/p>\n
Occupational History
\nClient\u2019s current occupational functioning, history of work problems and reason for change.<\/p>\n
Substance Use History
\nDescription of client\u2019s alcohol\/drug use, patterns of use, and last use; as well as how often client uses and how much.<\/p>\n
Spiritual Information
\nDoes client believe in God? Attend church? What role does religious affiliation play in the client\u2019s life? Are spiritual resources or issues important to client? How does client describe God? What is the state of the client\u2019s spiritual awareness?<\/p>\n
Cultural\/ Social Justice Factors
\nDoes the client have any factors such as acculturation, discrimination, etc. that impact the client and may be source of signs, symptoms? How would the client explain the problem from their cultural lens?<\/p>\n
Barriers to Treatment\/Success
\nAre there personality factors, stages of change influences, or contextual\/ cultural\/ social justice\/ motivational factors that would influence the success of treatment?<\/p>\n
**Optional Information (if directly related to the diagnosis)<\/p>\n
Family of Origin
\nParents and siblings; client\u2019s perception of the home environment and relationships within the family; critical family incidents may be included.<\/p>\n
Educational History
\nDescription of pertinent information in relation to educational background<\/p>\n
Sexual Adjustment
\nCurrent status, significant problems or disturbances in functioning, alternate lifestyles<\/p>\n
Other Pertinent Data
\nProvide any other data points not captured from the sections above such as signs, symptoms, severity, onset, conditions, context that provide a clearer picture for the development and discernment of the diagnosis as well as client insight and motivation to treatment.<\/p>\n
Mental Status Exam (approximately 1 page)
\nThis section should be a very brief overview of initial observations, perceptions, and impressions of the case presentation. Very briefly remark on anything that would support the diagnosis you are presenting (for depression you might comment on sadness, flat affect or tearfulness\u2026).<\/p>\n
The following are required to be in the mental status exam:
\no\tPresenting Appearance
\no\tBasic Grooming and Hygiene
\no\tInterpersonal Characteristics and Approach to Assessment
\no\tSpeech
\no\tEye Contact
\no\tExpressive Language
\no\tReceptive Language
\no\tOrientation
\no\tAlertness
\no\tCoherence
\no\tConcentration\/ Attention
\no\tThought Processes
\no\tHallucinations and Delusions
\no\tJudgement\/ Insight
\no\tIntellectual Ability
\no\tMood
\no\tAffect
\no\tSuicidal and Homicidal Ideation
\no\tRisk of Violence<\/p>\n
Please review the supplemental materials for this assignment in the Helpful Information for Writing the Mental Status Exam document, which includes a list with more detail about the terms you must use. You can include language from this list as appropriate.<\/p>\n
Answer Key (1\/2 to 1 page)
\nAs part of this Case Presentation Paper Assignment, you will provide an answer key, to confirm that you have intentionally provided adequate information to support your diagnosis. This Answer Key will include the chart indicating your client meets all the criteria for the chosen DSM-5-TR disorder. Be sure to include the full name and ICD 10 code for the diagnosis.<\/p>\n
DSM-5-TR Diagnostic Criteria: disorder name and code number\tClient\u2019s Reported Symptoms:
\nCriterion A:<\/p>\n
Criterion B:<\/p>\n
Criterion C:<\/p>\n
Criterion D:<\/p>\n
Criterion E:<\/p>\n
Criterion F:<\/p>\n
Treatment Recommendations (approximately 1 page)
\nTwo treatment recommendations: Choose what you think is the most important issue to address in the case and provide two treatment recommendation. You will need two peer reviewed journal article that are not more than 10 years old to support your recommendation. Please make sure you provide a recommendation that counseling focused- what would you as a counselor do with this client in your office. Any case management (medication Assessment, etc.\u2026) can be noted but does not suffice as the treatment recommendation.<\/p>\n
The Treatment Recommendations will be the final section of the Case Presentation Paper Assignment.
\nThis Case Presentation Paper Assignment should be 7-8 pages long, excluding the title page and reference page. Use current APA format. No abstract is required.
\nThis Case Presentation Paper Assignment requires a minimum of 2 resources from peer reviewed journals that are less than 10 years old. You may use textbooks, but they will not count towards the two required resources. You may not use web site or other non-professional literature.
\nBe sure to view the Case Presentation Paper Grading Rubric before beginning this Case Presentation Paper Assignment.
\nNote: Your assignment will be checked for originality via the Turnitin plagiarism tool.
\nNote: You will see in the presentation assignment instructions that the below topic (sample nursing essay examples by the best nursing assignment writing service) has been previously approved, and scenario will need to reflect accordingly.<\/p>\n
Part 1
\nStep 1: Choosing the Diagnosis
\nIn the Quiz: Case Presentation Topic for Instructor Approval, you will submit your request for the diagnosis on which you will base your case presentation. You must receive written approval from your professor to proceed with the case presentation. You will need to provide the full name and ICD 10 code for the diagnosis you are requesting, including any specifiers. Once you receive approval, you can begin to construct your case.<\/p>\n
The approved topic (sample nursing essay examples by the best nursing assignment writing service) for the case presentation is posttraumatic stress disorder, ICD-10-CM F43.10. Details that should be included in this presentation are: Middle-aged African American male who use to be the life of the party, but now isolates from social functions and activities that he use to enjoy doing prior to deploying overseas. symptoms manifested after a military deployment to Iraq.
\nHelpful Information for writing the mental status exam:<\/p>\n
MENTAL STATUS EXAM<\/p>\n
The Mental Status Exam is the basis for understanding the client’s presentation and beginning to conceptualize their current functioning into a diagnosis. At first, this might seem overwhelming and time consuming, but it is not difficult to do. It can generally be done in a few minutes as the vast majority of this information is obtained through your careful observations of the client during the intake interview. This is why developing your observation skills is important.<\/p>\n
APPEARANCE
\n\u2022\tPresenting Appearance, including sex, chronological and apparent age, ethnicity, apparent height and weight (average, stocky, healthy, petite), any physical deformities (hearing impaired, injured and bandaged right hand)
\n\u2022\tBasic Grooming and Hygiene, dress and whether it was appropriate attire for the weather, for a doctor\u2019s interview, accessories like glasses or a cane
\n\u2022\tGait and Motor Coordination (awkward, staggering, shuffling, rigid, trembling with intentional movement or at rest), posture (slouched, erect), work speed, any noteworthy mannerisms or gestures<\/p>\n
MANNER & APPROACH
\n\u2022\tInterpersonal Characteristics and Approach to Assessment (oppositional\/resistant, submissive, defensive, open and friendly, candid and cooperative, shows subdued mistrust and hostility, excessive shyness)
\n\u2022\tBehavioral Approach (distant, indifferent, unconcerned, evasive, negative, irritable, depressive, anxious, sullen, angry, assaultive, exhibitionistic, seductive, frightened, alert, agitated, lethargic, needed minor\/considerable reinforcement and soothing)
\n\u2022\tSpeech (normal rate and volume, pressured, slow, accent, enunciation quality, loud, quiet, impoverished)
\n\u2022\tEye Contact (makes, avoids, seems hesitant to make eye contact)
\n\u2022\tExpressive Language (no problems expressing self, circumstantial and tangential responses, anomia, difficulties finding words, misuse of words in a low-vocabulary-skills way, misuse of words in a bizarre-thinking-processes way, echolalia or perseveration, mumbling)
\n\u2022\tNote if English is not the primary language here and comment on their command of the language
\n\u2022\tReceptive Language (normal, able to comprehend questions, difficulty understanding questions)
\n\u2022\tRecall and Memory (could explain recent and past events in their personal history, recalls three words (e.g., Cadillac, zebra, and purple) immediately after two rehearsals, and then again five minutes later (five minutes is how long it takes for information to move from short-term to long term memory). If they cannot, you can prompt them (e.g., \u201cWas the first one a kind of tree, color, or car? A car, OK was it a Camaro, Continental, or Cadillac?\u201d)<\/p>\n
ORIENTATION, ALERTNESS, & THOUGHT PROCESSES
\n\u2022\tOrientation (person, place, time, presidents, your name)
\n\u2022\tAlertness (sleepy, alert, tired for working late, dull and uninterested, highly distractible)
\n\u2022\tCoherence (responses were coherent and easy to understand, simplistic and concrete, lacking in necessary detail, overly detailed and difficult to follow)
\n\u2022\tConcentration and Attention (based on Digit Span and attention to your questions, serial 7\u2019s or 3\u2019s (count backwards from 100 to 50 by 7\u2019s or 3\u2019s), naming the days of the week or months of the year in reverse order, spelling their last name, or the ABC\u2019s backwards)
\n\u2022\tThought Processes (could\/could not recall the plot of a favorite movie or book logically, difficult to understand line of reasoning, showed loose associations, confabulations, flight of ideas, ideas of reference, illogical thinking, grandiosity, magical thinking, obsessions, perseveration, delusions, reports of experiences of depersonalization)
\n\u2022\tHallucinations and Delusions (presence, absence, denied visual but admitted olfactory and auditory, denied but showed signs of them during testing, denied except for times associated with the use of substances, denied while taking medications)
\n\u2022\tJudgment and Insight (based on explanations of what they did, what happened, and if they expected the outcome, good, poor, fair, strong)
\n\u2022\tIntellectual Ability (roughly average, above average, or below average based on answers to questions like \u201cname last four presidents\u201d or \u201cwho is the governor of the state?\u201d or \u201cwhat is the capitol of the state?\u201d or \u201cwhat direction does the sun set?,\u201d etc\u2026)
\n\u2022\tAbstraction Skills that are based on proverbs and sayings (\u201cWhat do people mean when they say\u2026\u201d), similarities (\u201cHow are a ______ and a ______ alike? Different?\u201d), and giving both definitions for word (\u201cWhat are two different meanings for \u2018right,\u2019 \u2018bit,\u2019 and \u2018left?\u2019\u201d)<\/p>\n
MOOD & AFFECT
\n\u2022\tMood or how they feel most days (happy, sad, despondent, melancholic, euphoric, elevated, depressed, irritable, anxious, angry)
\n\u2022\tAffect or how they felt at a given moment (comments can include range of emotions like broad, restricted, blunted, flat, inappropriate, labile, consistent with the content of the conversation and facial expressions, pessimistic, optimistic) as well as inappropriate signs (began dancing in the office, verbally threatened examiner, cried while discussing a happy event and cannot explain why) or consider the weather, which varies slightly from day to day
\n\u2022\tRapport (easy to establish, initially difficult but easier over time, difficult to establish, tenuous, easily upset)
\n\u2022\tFacial and Emotional Expressions (relaxed, tense, smiled, laughed, became insulting, yelled, happy, sad, alert, day-dreamy, angry, smiling, distrustful\/suspicious, tearful when discussing such and such)
\n\u2022\tSuicidal and Homicidal Ideation (ideation but no plan or intent, clear\/unclear plan but no intent, ideation coupled with clear plan and intent to carry it out)
\n\u2022\tRisk for Violence (fair, low, high, uncertain, affected by substance use)
\n\u2022\tImpulsivity (low medium, high, affected by substance use)
\n\u2022\tAnxiety (note level of anxiety, any behaviors that indicated anxiety, ways they handled it)
\n\u2022\tDefense Mechanisms observed<\/p>\n","protected":false},"excerpt":{"rendered":"
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