Childhood Anxiety Case Formulation and Treatment Plan
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
The perfect number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Childhood Anxiety Case Formulation and Treatment Plan
Introduction
Each mental intervention is based on the evidence gathered during the initial interview with the patient; each patient’s therapy begins with a thorough medical and mental health evaluation, the incorporation of trust, and a dialogue of past mental health history, substance misuse history, family mental health history, and so forth. The evaluation of the patient in this case was documented, and a diagnostic impression was formed based on the information obtained from the patient during the evaluation. A therapy strategy was devised when the case was developed. The patient is a 7-year-old Caucasian boy who was scheduled for an initial screening for a mood disorder after her pediatrician recommended that she consult a psychiatrist. At this time, the patient is not taking any medications. DDAVP PO was given to the patient, but it was stopped since it was ineffective.
HPI
HPI: R.C a 7-year-old White male who was referred to a psychiatrist for evaluation after several treatments and efforts by his teacher to help him with his mood. According to patient’s mother during the interview, the mother said that the pediatrician placed patient on DDAVP which did not help patient. Mother did not list dose of medication or frequency. During the interview, patient states that he feels worried most time. Patient said ” I am worried about everything”. Patient admits to bad dreams and that he dreams a lot that he can’t find his brother and mom. When asked if patient feels lost. Patient responding saying ” I worry about my mom and brother when I am alone”. Patient went further to state “People in school don’t like me. They call me smelly and calls me names”. Patient said that his mom said his school mates calls him
those names because patient does not take her baths. Patient expressed that he is sad about it. Patient said sometimes he will have accidents at night. Patient also states that his school mates his school mates don’t know how it feels when your father can’t come back home and that he worried what if his mom does not come home. Patient states that his teacher also picks on him in class. His teacher was telling him to sit down and focus. Patients admit to harming other by saying” I have thrown book at Billy”. Denies ever causing harm to himself or any intention to harm himself.
When the mother was interviewed, the mother expressed her concern that patient is anxious and worry about silly things like his is going to die, that the mom loves his brother more than she loves him, that the mom won’t pick him up in school. Mother expressed that he has a difficult time going to sleep, learning difficulty, gets in trouble in school, throws things around the house, wants his light on at night and doors open, has difficult time going to sleep, claims stomach upset just to be sent home from school, almost daily. He won’t eat and has lost some weight. lost 3 pounds in the last 3 weeks. Mother explained that he wets the bed at night. That the pediatrician referred them to the Psychiatrist and has prescribed him DDVAP, but the medication doesn’t seem to help. Mother expressed that Rev father was killed in the war but she thought Rev was too young to know about death, so she didn’t tell him his father is late. Mother feels guilty about not disclosing the death of Rev’s father to him and said it was all her fault that Rev functions this way.
Mental Status Examination
Patient appeare
Childhood Anxiety Case Formulation and Treatment Plan
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: The student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly address the relevant content; failing to identify or inaccurately explain key concepts or ideas; ignoring or incorrectly explaining key points or claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not fully explaining the relevant content; identifying some of the key concepts or ideas, though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims or points, but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates a solid understanding of the relevant material by correctly addressing most of the relevant content, identifying and explaining most of the key concepts and ideas, using correct terminology, explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates an exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content, identifying and explaining all of the key concepts and ideas, using correct terminology, explaining the reasoning behind key points and claims, and substantiating, as necessary or useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of sources (worth a maximum of 20% of the total points) |
Zero points: The student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out of 20 points: Sources are seldom cited to support statements, and/or the format of the citations is not recognized as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable The student fails to provide an adequate synthesis of the research collected for the paper. |
10 out of 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. There are frequent errors in the APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors in the formation of the references and citations. And/or there is a significant use of highly questionable sources. |
15 out of 20 points: Credible scholarly sources are used effectively to support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in references and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to provide compelling evidence to support claims and are clearly and fairly represented. The APA 6th Edition format is used accurately and consistently. The student uses references above the maximum required in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: The student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas or points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or there are numerous grammatical, spelling, and punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering, and/or repetitive; poor organization; and/or some grammatical, spelling, and punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation; and logical organization; and the essay is error-free. |
Structure of the Paper (worth 10% of total points) |
Zero points: The student failed to submit the final paper. |
3 points out of 10: The student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: The appearance of the final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. The font size might not conform to size requirements. The student also significantly writes too much or too little paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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