...Clinical Assessment November 10, 2011 PSY 270 Introduction and Background Mr. and Mrs. Lawson brought their 4-year-old adopted daughter, Clara, to see Dr. Mason, a psychiatrist. Clara was polite in greeting Dr. Mason, but did not smile and kept her gaze down as she took a seat. Mr. and Mrs. Lawson sat next to Clara and began explaining their concerns. They described Clara as a quiet child who has recently begun throwing temper tantrums, during which she is inconsolable. Her sleep and eating patterns have changed, and she no longer wants to go to preschool. Interview Questions Since Clara is only four years old, I would want to talk to the parents alone. This would give me a chance to obtain some information that would help me when working with Clara. Some of the questions I would ask would be: 1. Have there been any major changes recently that have affected the family? 2. How old was Clara when she was adopted? 3. Did her biological parents have any contact with her before the adoption? 4. How and when did the changes in her sleeping and eating occur? 5. Has she been to her doctor concerning these changes? If so, what did the doctor have to say? Did the doctor put her on any medication? 6. Have the parent noticed anything that seems to trigger the tantrums? 7. What does Clara say about school and her teacher? 8. How long ago did Clara begin preschool? Assessment Tools Once I had gathered this information from the parents...
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...I could determine a plan of approaching Clara and conversing with her. One form of assessment I would consider is the PAPA or Preschool Age Psychiatric Assessment. This assessment offers direct questioning of the foster parents in an effort to use diagnostic measures for the child’s pathology (Comer, 2006). This tool is appropriate in this case because this is the first time in Clara’s life she has had a structured social interaction and she could be exhibiting early signs of social phobia or another type of pathology. To administer an assessment directly to Clara I would consider the Dominic Interactive Assessment. This assessment is usual for identifying toward generalized anxiety disorder, separation anxiety disorder, oppositional defiant disorder, major depression, and attention deficit disorder (Comer, 2006). This tool would be effective because the data is obtained directly...
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...SPE 357 – Characteristics of Emotional/Behavioral Disabilities and Strategies to Teach Individuals with EBD Professor Karen Moeller Causal Factors Tamika Camano Emotional and Behavioral disorders can result from one or any number of combinations of causal factors from the students biological, familial, cultural, or educational background and/or environment. This essay will discuss causal factors, the implications, and possible mitigation regarding EBD students. Biological factors are responsible for certain conditions that are the cause of certain emotional and behavioral disorders. Whether or not the parent was using recreational drugs while pregnant or if they have a history of mental illness can have an effect on the student with EBD. (Emotional and Behavioral Disorders: Causes and Prevention) Disorders such as Anorexia Nervosa and Bulimia, Attention Deficit Disorder (ADD), Obsessive Compulsive Disorder (OCD), as well as mental conditions such as Bipolar Disorder and Schizophrenia are found to be caused by genes that are passed down from the parents to student (Causal Factors for Emotional Disorders). Family relationships play a part in whether or not a student will have EBD. If there is physical abuse and constant turmoil in the home, the student is much more likely to have EBD. (Emotional and Behavioral Disorders: Causes and Prevention) The school environment also plays a role in the behavior of the student. Undesired behavior can result from inappropriate...
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...Casual Factors “Emotional/behavioral disorder (EBD) is a condition in which behavioral or emotional responses of an individual in school are so significantly different in degree and/or kind from his/her accepted age appropriate, ethnic, or cultural norms that they adversely affect educational performance in one or more areas: self-care, social relationships, personal adjustments, academic progress, classroom behavior, or work adjustment” (Level 1V: Program Planning, n.d.). Emotional/behavioral disorders are the most under diagnosed and/or misdiagnosed group of disorders that students may have. The signs and symptoms of emotional/behavioral disorders can be missed, mimic other disorders and some cases emotional/behavioral disorders coincide with other disabilities. There are a few categories that must be taken into consideration when assessing a student for emotional/behavioral disorders as well as implementing interventions that will meet the specific needs of EBD students. The categories that the following essay will discuss are biological, family, school and culture. Within each category are a few factors that need to be fully understood and considered in order to have a clear, complete and concise view of the student’s emotional and behavioral needs and the causes of it. Biological Factors Biological factors occur naturally and within the child. According to the article Biological Issues Related to Emotional/behavioral Disorders (2014) biological factors includes...
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...Behavioral and Emotional Disorder Behavioral and Emotional Disorder under the IDEA definition means a disability that characterizes emotional and behavioral responses in a school program. The behavioral and emotional disorder is different in each age range. The behavioral and emotional behavior will happen on a more consistent performance, rather than just a child pushing the limits. Teaching early childhood education knows that stress is sometimes a key factor to what might set these behaviors or emotions off. The stats show that more than ¾ of the children identified for special education are boys. Children with behavioral and emotional disorder have an inability to maintain a satisfactory interpersonal relationship with peers, or teachers. The other items that we see in children with the disorder are inappropriate behavior or feelings under normal circumstances. B). A general pervasive mood of unhappiness or depression. C). Develop physical symptoms or fears that are associated with personal or school. Behavioral and emotional behavioral are broken down into characteristics. Externalizing Behavior: Is the most common behavior pattern in children diagnosed with behavioral and emotional disorder. Children with externalizing behavioral will get out of their seats, yell out, disturb peers, hit or fight, complain, steal, lie, and etc. Internalizing Behavior: Children with internalizing behaviors are not socially...
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...Emotional Disturbance Excerpt from The Inclusive Classroom: Strategies for Effective Instruction, by M.A. Mastropieri, T.E. Scruggs, 2007 edition, p. 64-69. © ______ 2007, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher. Prevalence and Definitions Individuals classified as having emotional disturbance (or behavioral disorders) represent 8.1% of all students ages 6–21 served under IDEA, or .72% of the school population (U.S. Department of Education, 2002a). However, prevalence studies have suggested that the actual percentage may be much higher. Boys outnumber girls in this category by about 3.5 to 1 (Oswald, Best, Coutinho, & Nagle, 2003). Emotional disturbance refers to a number of different, but related, social-emotional disabilities. Individuals classified as emotionally disturbed meet several criteria established under IDEA, including the following: * An inability to exhibit appropriate behavior under ordinary circumstances * An inability to maintain relationships with peers or teachers * An inappropriate affect such as depression or anxiety * An inappropriate manifestation of physical symptoms or fears in response to school or personal difficulties These characteristics must be manifested over an extended...
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...Impulse Control and Personality Disorders Paper and Matrix Kristen Brown Psy 410 February 7, 2010 Kristi Lane Eating, Substance Abuse, Sex/Gender/Sexual, Impulse Control and Personality Disorders Paper and Matrix Biological Eating Disorder Eating disorders have been linked to many biological components such as genetic factors, hormonal and neurotransmitter abnormalities, and damage or abnormalities to certain structures in the brain. Research conducted on twins has shown that genetic factors play an enormous role in whether one will develop an eating disorder. Many individuals who have eating disorders also seem to suffer from other disorders that have genetic factors involved. Eating disorders have been linked to people who also have obsessive compulsive disorder. Individuals who have hormonal or neurotransmitter abnormalities tend to have no control over their eating habits. People who have hormonal abnormalities tend to have unlevel amounts of hormones related hunger. Bulimia nervosa is linked to low hormone amount of the hormones that suppress appetite cause the individual to feel excessively hungry. The reverse is the case for anorexia nervosa. Endorphins play a key role in the body’s feelings of pleasure and people who suffer from eating disorders tend to have endorphins secreted when they are completed measures to prevent weight gain such as self-induced vomiting. Lastly, some people who have been diagnosed with eating disorder have been found to have smaller...
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...and Dissociative/Somatoform Disorders Laura Jackson PSY/410 June 21, 2012 Angela Wall Anxiety, Mood/Affective and Dissociative/Somatoform Disorders Anxiety, mood and dissociative and somatoform disorders take way from individuals the capacity for normal social and expected daily functioning. The biological, emotional, behavioral and cognitive components do vary even though each component has symptoms and parts that overlap. This paper will identify all these components for anxiety, mood, and dissociative/somatoform disorders and will figure out what aims toward a better understanding of more therapeutic applications. ANXIETY DISORDER COMPONENTS Biological The biological component of anxiety disorder has the job of functioning the autonomic nervous system, the limbic system, neutral transmission, autoimmune processes and inherited factors that predispose an individual to anxiety. Anxiety then produces affective physical reactions in people. The biological perspective views the action or the stimuli of the nervous system and its deficiencies (National Institutes of Health, 2010). This may also be associated with genetic predispositions, neuro-chemical and hormonal malfunctions (Schimelpfening, 2009). Emotional The emotional components of anxiety disorders include concerns or experiences...
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...Running Head: BORDERLINE PERSONALITY Borderline Personality Disorder: Diagnostic Complexity and Misunderstanding Nova Southeastern University March 31, 2009 “The term borderline personality disorder (BPD) suggests the image of a person who is on the edge or border of something” (Stoeltje, 2009). During the beginning of the twentieth century, all psychiatric problems were viewed as falling along a single continuum that ranged from neurotic to psychotic. Originally, the border in borderline was believed to fall somewhere within this continuum, and was actually once termed pseudo-neurotic schizophrenia. While many of the instances of the disorder have been cited in medical literature since the 1930’s, the condition did not get official recognition as borderline personality disorder until the 1980’s (Stoeltje, 2009). Now, professionals have abandoned the single continuum concept of behavioral health problems, and now know borderline personality disorder does not progress into schizophrenia (Stoeltje, 2009). In fact, approximately 2 to 4 percent of adults (at least six million people nationwide) suffer from a clinically significant form of borderline personality disorder. As a fairly new psychological disorder, the diagnosis of borderline personality disorder is still debated, with various symptoms commonly mistaken for other disorders. Despite the ongoing controversy, the unique symptoms, age and gender differences, possible causes...
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...Dialectical Behavior Therapy to Treat Borderline Personality Disorder Kari Deutscher University of Saint Francis Abstract Dialectical Behavior Therapy (DBT) is a specific type of cognitive-behavioral psychotherapy initially developed by Marsha Linehan for the treatment of individuals diagnosed with borderline personality disorder and additional psychiatric disorders associated with emotion dysregulation. DBT is currently the most frequently investigated psychosocial intervention for Borderline Personality Disorder (BPD). DBT’s treatment program includes weekly skills training group led by two therapists, individual therapy, telephone consultation, and consultation team meetings. Over the years, DBT has been proven to be beneficial in treating...
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...Emotional Disturbance Print Collect It! Email By M.A. Mastropieri|T.E. Scruggs Pearson Allyn Bacon Prentice Hall Updated on Jul 20, 2010 Prevalence and Definitions Individuals classified as having emotional disturbance (or behavioral disorders) represent 8.1% of all students ages 6–21 served under IDEA, or .72% of the school population (U.S. Department of Education, 2002a). However, prevalence studies have suggested that the actual percentage may be much higher. Boys outnumber girls in this category by about 3.5 to 1 (Oswald, Best, Coutinho, & Nagle, 2003). Emotional disturbance refers to a number of different, but related, social-emotional disabilities. Individuals classified as emotionally disturbed meet several criteria established under IDEA, including the following: An inability to exhibit appropriate behavior under ordinary circumstances An inability to maintain relationships with peers or teachers An inappropriate affect such as depression or anxiety An inappropriate manifestation of physical symptoms or fears in response to school or personal difficulties These characteristics must be manifested over an extended time period and have a negative effect on school performance (U.S. Department of Education, 2002a). Individuals classified as emotionally disturbed represent a range of severity, and the disability itself may be temporary or permanent. Specific emotional disturbance areas include childhood schizophrenia; selective mutism (failure to speak...
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...The Correlation between Emotional Intelligence and Instable Personality in Substance Abusers. ------------------------------------------------- Abstract Background Substance dependence has recently turned into one of the most important social problems. Clinical findings have shown personality traits, social relations, attitudes and values, along with emotional intelligence factors such as emotions, feelings, emotions management, challenging with problems, problem solving, tolerating psychological pressure, impulse control, self esteem and interpersonal relations, to affect substance dependence. Consequently, understanding the meaning and developing tools for assessment of emotional intelligence are significantly vital in human psychological health. This study aimed to investigate the relation between emotional intelligence and instable personality in substance abusers. Methods The present correlational study selected 80 male addicts through available sampling. The subjects referred to the Therapeutic Community Center and Kimia, Yas, and Aban Clinics in Yazd, Iran. Their emotional intelligence and personality were evaluated by BarOn questionnaire and Eysenck personality questionnaire (EPQ) for adults, respectively. Pearson's correlation coefficient was used to assess the correlations between different factors. Findings There was a negative significant correlation (P = 0.050) between emotional intelligence and instable personality in substance abusers. Problem solving...
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...Emotional Disorders and its Impact in a Child’s Life Lipscomb University Abstract This paper explores the different impacts that Emotional Disorders can have on a child’s life. It will cover the impact on the child’s learning, on the classroom, and on the child’s family. The research for this paper was conducted online and offline. Some of the content is reflected from personal experiences. This paper will discuss some characteristics of Emotional Disorders, how the parents can help their child grow, the best ways for the child to learn, and some suggestions for teachers that may have a child with this disability in their classroom. Emotional Disorders and its Impact in a Child’s Life The day you find out you are going to become a parent is a very emotional time. You have certain expectations, dreams, hope, fear, and an overwhelming feeling of being a protector. As a parent you want the very best for your child and you vow to never let anyone or anything hurt them. When that new baby is placed in your arms you are filled with love, excitement, and joy. You pray that your child will be happy and healthy. You have dreams that your child will live a very full, exciting, happy life. But when you are told that your child has a disability your world changes, your hopes and dreams are suddenly replaced with fear and uncertainty. You are now the parent of a child that will need special care and attention for the rest of their life. You are confused and scared, and...
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...that an accused individual is guilty. It is well-defined that with highly trained agents who work on a high profile cases or any other cases, it must be accompanied by well-trained crime scene investigators to collect evidences. Therefore, progress of accreditation programs that train police officers and crime scene technicians in the appropriate approaches to handle the evidence in a crime scene investigation should be on-going. The two main points to consider when examining the case study of OJ Simpson is first to provide an overview of selected case. The second step is to explain the emotional, biological, behavioral components, and cognitive disorders in the OJ Simpson Case. The first step is to provide an overview of the OJ Simpson Case. Maladaptive behaviors include behavioral and emotional deregulation (Linehan, 1993). Individuals with Bipolar Personality Disorder typically respond to an invalidating environment by becoming more emotionally vulnerable. The importance is to explain to clients during the onset...
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...uncomfortably full without hunger or a metabolic need driving eating behavior.2 Accompanying the excessive caloric consumption that occurs during a binge are feelings of loss of control and psychological distress, such as guilt, disgust, embarrassment, or depression.2,4 Binge eating triggers reported in the literature include exposure to physical or psychological stressors, food deprivation or restriction (eg, dieting), patterns of emotional eating, and the restriction or abstinence from, and then reintroduction of, highly palatable foods.2 Unsurprisingly, individuals who binge most often do so on high-fat, high-carbohydrate foods.2 The clinical manifestation of frequent binge-eating behavior results in a diagnosis of BED. While not formally defined as a psychiatric disorder like anorexia nervosa and bulimia nervosa, BED is included as a provisional diagnosis in the current edition of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) under “eating disorders not otherwise specified” (EDNOS). However, experts are seriously considering including BED as a formal diagnosis in the fifth edition of the DSM that will be published in May 2013.2,3,5 The DSM-IV states that to qualify as a BED diagnosis, binge-eating episodes should occur at least twice per week for six months, noting that further study is necessary to determine a frequency threshold for binging behaviors should the...
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