Case Study – Adolescent with Depression<\/p>\n
Order Description<\/p>\n
This is a Case Study that also required providing Evidenced Based Research from NREPP, Cochrane, APS etc. Please follow specific instructions attached.<\/p>\n
You are required to choose a given case study, identify the key clinical and ethical issues in relation to the problem presented and develop a plan for psychological intervention based on the available evidence.<\/p>\n
Case Study 1 \u2013 Adolescent with depressive symptoms
\nLisa, aged 16, was referred to the psychologist for individual therapy following a suicide attempt. Lisa lives with her mother and has one sibling, an 18-year-old brother. She has had no prior history of either attempting suicide or reporting suicidal ideation. Lisa\u2019s mother reported she had not observed any warning signs that would have indicated an impending suicide attempt. She was shocked that deeply troubled by Lisa\u2019s attempt. However, her mother did say that five years ago, at the time of her divorce from Lisa\u2019s father, Lisa had become sad and depressed about the divorce. Lisa saw a counsellor at the time to \u201cwork through\u201d her sadness, but did not like the counsellor, and after just a few sessions, did not continue treatment.
\nLisa\u2019s mother informed the psychologist that her suicide attempt followed an episode in which Lisa had been caught sneaking out of the house one night and was grounded as punishment. A few days later, with no obvious indicators of unusual distress, Lisa took a deliberate overdose of aspirin with the intent of killing herself. Lisa\u2019s mother came home from work and found Lisa curled up in her bed, complaining of being sick and very tired. After persistent questioning by her mother as to the reasons for her obviously distressed physical condition, Lisa disclosed that she had taken an entire bottle of aspirin. Lisa\u2019s mother immediately called 000, and Lisa was rushed to the hospital. She had her stomach pumped and was kept overnight for observation. Thankfully, her medical situation was not life threatening.<\/p>\n
Specifically, with your chosen case study, you are to:<\/p>\n
1.\u00a0\u00a0 \u00a0Write an introduction AND background of Lisa – which givesan overview of the problem chosen, and gives an overview of how your whole essay will proceed (approx. 250 words)<\/p>\n
2. Discuss the search criteria (PICO), inclusion, and exclusion criteria. \u2013 HOW YOU FOUND THE SELECTED EBP papers
\nI WILL DO THIS, AS I HAVE FOUND THEM FOR YOU, BUT YOU NEED TO READ THEM TO DO THE REST OF THE CASE STUDY.<\/p>\n
THE SOURCES ARE<\/p>\n
a) APS
\nhttps:\/\/www.psychology.org.au\/Assets\/Files\/Evidence-Based-Psychological-Interventions.pdf<\/p>\n
b) NREPP\u00a0 https:\/\/monkessays.com\/write-my-essay\/nrepp.samhsa.gov\/SearchResultsNew.aspxs=b&q=depression<\/p>\n
2 x NREPP papers uploaded
\n\u2022\u00a0\u00a0 \u00a0Adolescent Coping with Depression
\n\u2022\u00a0\u00a0 \u00a0Family Therapy<\/p>\n
c) Mindmatters<\/p>\n
https:\/\/monkessays.com\/write-my-essay\/mindmatters.edu.au\/docs\/default-source\/fact-sheets\/what-is-the-evidence-.pdfsfvrsn=6<\/p>\n
d) Cochrane Database<\/p>\n
doi: 10.1002\/14651858.CD007504.pub2
\ndoi: 10.1002\/14651858.CD008324.pub3<\/p>\n
3.\u00a0 Discuss the key clinical issues \u2013 500 words<\/p>\n
Read these papers and summarise:<\/p>\n
APS suggests CBT, IPT and Family therapy are the most effective therapeutic treatments for Adolescents with Depression. Further
\nNREPP provided two such therapies as above.\u00a0 These fall within Counseling Psychology interventions<\/p>\n
Mindmatters theory and rationale regarding educating schools to intervene with mental health.\u00a0 This falls with in Health Psychology Interventions.<\/p>\n
Cochrane reviews suggest a pharmacological approach to intervening with depression in adolescents.\u00a0 This falls within the Clinical Psychology interventions<\/p>\n
Summarise and lead into how some of these may represent ethical issues for intervening with depression for adolescents and then specifically Lisa<\/p>\n
4) Discuss the key ethical issues to be considered 250 words<\/p>\n
For adolescents in the community with depressive symptoms who have attempted suicide<\/p>\n
For Lisa and her specific circumstances<\/p>\n
5) Critically summarise the EBP papers located, at all levels of intervention (1000 words)<\/p>\n
Critically analyse all of the papers provided above in this order and provide STRENGTHS AND WEAKNESSES:<\/p>\n
\u2022\u00a0\u00a0 \u00a0Counselling:
\nNREPP interventions
\nFor these two, please also refer to the Quality of Evidence sections which provides a very good summary<\/p>\n
\u2022\u00a0\u00a0 \u00a0Health:
\nMindmatters Rationale<\/p>\n
\u2022\u00a0\u00a0 \u00a0Clinical:
\n2 Cochrane papers provided above<\/p>\n
6) Develop an appropriate plan of intervention for the chosen case based on the found available evidence (250 words)<\/p>\n
7) Succinctly summarise your arguments in a concluding paragraph (approx. 250 words).<\/p>\n
Psy407: Assessment Criteria for Case Study (40%)
\nComponent\u00a0\u00a0 \u00a0High
\nDistinction
\n85-100%\u00a0\u00a0 \u00a0Distinction
\n75-84%\u00a0\u00a0 \u00a0Credit
\n65-74%\u00a0\u00a0 \u00a0Pass
\n50-64%\u00a0\u00a0 \u00a0Fail
\nBelow 50%
\nIntroduction (10%)
\nProvides an overview definition of the presenting issues in the chosen case study from within the context of relevant research and therapeutic approaches\u00a0\u00a0 \u00a0A succinct and clear introduction and summary of the focus of the essay is given, including the relevant theories and ideas to be discussed, with no errors.
\nA clear introduction and summary of the focus of the essay given, including the relevant theories and ideas to be discussed, with some problems with clarity and writing. \u00a0\u00a0 \u00a0An introduction and summary of the focus of the essay given, including the relevant theories and ideas to be discussed, but with many problems with clarity and writing.\u00a0\u00a0 \u00a0An introduction is offered, but with some errors in clarity of what the paper will be written on, and many problems with writing. \u00a0\u00a0 \u00a0No summary of overview and focus of essay offered.
\nIntroduces and succinctly clarifies the situation faced by the client\u00a0\u00a0 \u00a0Evidence of ability to interpret and understand the issues presented in the case studies and summarise them succinctly and accurately
\nEvidence of ability to understand and analyse the issues presented in the case studies, and summarise them, but with some problems with clarity. \u00a0\u00a0 \u00a0Evidence of understanding the issues presented in the case studies, and summarise them, but with many problems with clarity.\u00a0\u00a0 \u00a0Reproduced the case studies details only, and many problems with clarity. \u00a0\u00a0 \u00a0No evidence of ability to understand or succinctly define the case studies
\nMain Body (20%)
\nAbility to source appropriate EBP literature supporting the best practice for the case presented\u00a0\u00a0 \u00a0Excellent PICO keyword search skills, and the identification of excellent EBP literature to support best-practice for case study\u00a0\u00a0 \u00a0Evidence of ability to use PICO keyword search skills, and the identification of useful EBP literature to support best-practice for case study, but with some problems with clarity\u00a0\u00a0 \u00a0Evidence of understanding of the use of the PICO keyword search skills, and the identification of EBP literature to support best-practice for case study, but with many problems with clarity\u00a0\u00a0 \u00a0Evidence of the use of the PICO keyword search skills, but with many problems or ability to find suitable synonyms to broaden search.\u00a0\u00a0 \u00a0No evidence of ability to use PICO keyword search tool effectively, to locate EBP literature to support treatment planning.
\nAbility to identify and consider other considerations when developing a treatment plan, including clinical and ethical considerations\u00a0\u00a0 \u00a0Excellent ability to consider other factors including context, client, and clinical expertise when developing treatment plan for case.\u00a0\u00a0 \u00a0Evidence of ability to consider other factors including context, client, and clinical expertise when developing treatment plan, but with some problems.\u00a0\u00a0 \u00a0Evidence of understanding of the need to consider other factors including context, client, and clinical expertise when developing a treatment plan, but with many problems.\u00a0\u00a0 \u00a0Evidence of emerging understanding of the four factors of best practice, but with problems applying them to develop a workable treatment plan. \u00a0\u00a0 \u00a0No evidence of ability to consider context, client, or clinical expertise as well as research when developing treatment plan.
\nAbility to develop an appropriate treatment plan based on the evidence.\u00a0\u00a0 \u00a0Excellent treatment plan suggested based on the four factors of best practice\u00a0\u00a0 \u00a0Evidence of ability to develop an appropriate treatment plan based on available evidence.\u00a0\u00a0 \u00a0Evidence of understanding of how to develop an appropriate treatment plan based on available evidence, but with some problems.\u00a0\u00a0 \u00a0Evidence of emerging understanding of the ability to develop a treatment plan based on available evidence, but with many problems. \u00a0\u00a0 \u00a0No treatment plan suggested, or treatment plan is not based on the four factors of best practice.
\nComprehensive reference to relevant literature sources are provided\u00a0\u00a0 \u00a0Comprehensive reference to relevant literature sources are made, at all times, with no errors. \u00a0\u00a0 \u00a0Reference to mostly relevant literature sources are made, but with some errors. \u00a0\u00a0 \u00a0Reference to mostly relevant literature sources are made, but with many errors. \u00a0\u00a0 \u00a0Reference to some relevant literature sources are made, but not comprehensive. \u00a0\u00a0 \u00a0No evidence of sourcing and citing appropriate literature sources are found.
\nConclusion (5%)
\nA succinct and precise summary of the relevant issues faced by the clients and the contributing factors and their relevance to key theoretical ideas have been made. \u00a0\u00a0 \u00a0A succinct and precise summary to the essay, including the relevant issues, contributing factors, and the key theories are given with no errors.<\/p>\n
A succinct summary of the essay, including the relevant issues, contributing factors, and the key theories are given with some errors.\u00a0\u00a0 \u00a0A succinct summary of the essay, including the relevant issues, contributing factors, and key theories are given with many errors. \u00a0\u00a0 \u00a0A summary of the essay, including the relevant issues, contributing factors, and theories are given but with many errors. \u00a0\u00a0 \u00a0No summary of essay offered.
\nOverall Quality of Paper (5%)
\nQuality of writing style\u00a0\u00a0 \u00a0Evidence of excellent essay structure, flow of argument, academic expression, grammar, punctuation, and spelling with no errors. \u00a0\u00a0 \u00a0Evidence of good essay structure, flow of argument, academic expression, grammar, punctuation, and spelling with some errors. \u00a0\u00a0 \u00a0Evidence of satisfactory essay structure, flow of argument, academic expression, grammar, punctuation, and spelling with many errors. \u00a0\u00a0 \u00a0Evidence of some essay structure, flow of argument, academic expression, grammar, punctuation, and spelling with many errors. \u00a0\u00a0 \u00a0No evidence of correct essay structure, flow of argument, academic expression, grammar, punctuation, and spelling
\nUse of APA formatting & referencing \u00a0\u00a0 \u00a0Accurate use of APA 6th edition. Formatting used throughout essay and referencing, with no errors. \u00a0\u00a0 \u00a0Good use of APA 6th edition. Formatting used throughout essay and referencing, with some errors. \u00a0\u00a0 \u00a0Satisfactory use of APA 6th edition. Formatting used throughout essay and referencing, with many errors. \u00a0\u00a0 \u00a0Evidence of use of APA 6th edition. Formatting used throughout essay and referencing, with many errors. \u00a0\u00a0 \u00a0No evidence of use of APA formatting.