What Would You Do?

the case of patient Allison

Case Study Analysis (Week 7)

Assignment Instructions

By the end of Week 7, students will submit a document detailing their conceptualization of a clinically-based case, using information from the course text and the scholarly literature, and following the guidelines below.

Students will report on relevant aspects of the case history and will apply key concepts from course material, the course textbook, and the scholarly literature to the case in order to formulate a diagnosis, a working theory of causal factors, treatment recommendations, and a likely prognosis. Students will choose from among case studies provided.

Students will have worked on this assignment in three stages: In Week 1, the case was selected and a topic area from the scholarly literature was identified. In Week 3, an Annotated Bibliography of the scholarly articles was submitted. In Week 7, the final paper is due.

In addition, as different aspects of psychopathology are covered in class readings and discussions each week, students should be thinking about how those aspects relate to the case they are analyzing. By using this step-wise approach, students will experience two benefits: course content will be more relevant as there will be a specific case against which to apply it and the writing of the analysis will be easier overall.

Students will write a thoughtful 10-page narrative report, following APA formatting guidelines, integrating the scholarly literature and information from the class text while addressing the main content areas described below.

· RELEVANT HISTORY and PERSONAL CHARACTERISTICS: Are there any relevant aspects of the client’s history or the client’s characteristics, as reported in the Case Study, which might be relevant to understanding his or her current circumstances? How might you address those? If none are directly mentioned, what aspects would you want to inquire about or assess?

· ASSESSMENT & DIAGNOSIS: Referring to DSM-5 criteria for the disorder(s) in question, discuss specific symptoms that would lead to a diagnosis in this case. What type(s) of assessment would be most relevant? Are there symptoms that are NOT evident that would need to be confirmed? Do you suspect the presence of other mental health diagnoses?

· CAUSAL FACTORS: What theory or theories might best explain the development of this disorder in this individual? What factors – Biological, Psychological, Sociocultural – likely played the most significant role in the development of the symptoms as they are presented in the case? Be as specific as possible.

· TREATMENT: Which treatment modalities offer the most likely help for this client? What specific techniques would be recommended?

· PROGNOSIS: Based on your understanding of the case, what do you believe is the likely prognosis for this client? How would you define treatment “success” in this case? What factors might influence that success or failure?

The paper will end with a minimum of two substantive paragraphs summarizing points made and articulating a personal reflection (written in the first-person) of the case study analysis process.

On submission, your work will auto-run through Turnitin.com’s plagiarism checker software. The Case Study Analysis document should be attached in the appropriate Assignment tab.

Case Study Analysis (Week 7)

Assignment Instructions

By the end of Week 7, students will submit a document detailing their conceptualization of a clinically-based case, using information from the course text and the scholarly literature, and following the guidelines below.

Students will report on relevant aspects of the case history and will apply key concepts from course material, the course textbook, and the scholarly literature to the case in order to formulate a diagnosis, a working theory of causal factors, treatment recommendations, and a likely prognosis. Students will choose from among case studies provided.

Students will have worked on this assignment in three stages: In Week 1, the case was selected and a topic area from the scholarly literature was identified. In Week 3, an Annotated Bibliography of the scholarly articles was submitted. In Week 7, the final paper is due.

In addition, as different aspects of psychopathology are covered in class readings and discussions each week, students should be thinking about how those aspects relate to the case they are analyzing. By using this step-wise approach, students will experience two benefits: course content will be more relevant as there will be a specific case against which to apply it and the writing of the analysis will be easier overall.

Students will write a thoughtful 10-page narrative report, following APA formatting guidelines, integrating the scholarly literature and information from the class text while addressing the main content areas described below.

· RELEVANT HISTORY and PERSONAL CHARACTERISTICS: Are there any relevant aspects of the client’s history or the client’s characteristics, as reported in the Case Study, which might be relevant to understanding his or her current circumstances? How might you address those? If none are directly mentioned, what aspects would you want to inquire about or assess?

· ASSESSMENT & DIAGNOSIS: Referring to DSM-5 criteria for the disorder(s) in question, discuss specific symptoms that would lead to a diagnosis in this case. What type(s) of assessment would be most relevant? Are there symptoms that are NOT evident that would need to be confirmed? Do you suspect the presence of other mental health diagnoses?

· CAUSAL FACTORS: What theory or theories might best explain the development of this disorder in this individual? What factors – Biological, Psychological, Sociocultural – likely played the most significant role in the development of the symptoms as they are presented in the case? Be as specific as possible.

· TREATMENT: Which treatment modalities offer the most likely help for this client? What specific techniques would be recommended?

· PROGNOSIS: Based on your understanding of the case, what do you believe is the likely prognosis for this client? How would you define treatment “success” in this case? What factors might influence that success or failure?

The paper will end with a minimum of two substantive paragraphs summarizing points made and articulating a personal reflection (written in the first-person) of the case study analysis process.

On submission, your work will auto-run through Turnitin.com’s plagiarism checker software. The Case Study Analysis document should be attached in the appropriate Assignment tab.

Patient: Allison

Written by Danae L. Hudson, Ph.D. Missouri State University

© 2007 Worth Publishers

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Case Study Analysis
  Exemplary 4 pts Accomplished 3.4 pts Developing 3 pts Beginning 2.6 pts Did not attempt 0 pts
Case Study Introduction  15 % Exemplary

Provides an accurate and thorough overview of the case study’s main components and area of scholarly literature to be examined.

Accomplished

Provides an adequate overview of the case study’s main components and area of scholarly literature to be examined. At times, overview lacks coherence.

Developing

Provides a marginal overview of the case study’s main components and area of scholarly literature to be examined. Sufficient details and supporting evidence are lacking.

Beginning

Provides an inadequate overview of the case study’s main components and area of scholarly literature to be examined. Sufficient details and supporting evidence are significantly lacking.

Did not attempt

Student did not attempt this portion of the assignment.

Case Analysis  45 % Exemplary

Provides an accurate and thorough analysis of the main components of the case, including: History and Personal Characteristics, Assessment & Diagnosis, Causal Factors, Treatment, and Prognosis.

Accomplished

Provides an adequate analysis of the main components of the case, including: History and Personal Characteristics, Assessment & Diagnosis, Causal Factors, Treatment, and Prognosis. At times description lacks coherence.

Developing

Provides a marginal analysis of the main components of the case, including: History and Personal Characteristics, Assessment & Diagnosis, Causal Factors, Treatment, and Prognosis. Sufficient details and supporting evidence are sometimes lacking.

Beginning

Provides an inadequate analysis of the main components of the case, including: History and Personal Characteristics, Assessment & Diagnosis, Causal Factors, Treatment, and Prognosis. Sufficient details and supporting evidence are often lacking.

Did not attempt

Student did not attempt this portion of the assignment.

Conclusion  25 % Exemplary

Student provides an insightful and creative two paragraph conclusion, logically summarizing the main elements of the case and the scholarly literature findings, articulating a personal reflection on the case study analysis process.

Accomplished

Student provides an adequate and cogent two paragraph conclusion, logically summarizing the main elements of the case and the scholarly literature findings, articulating a personal reflection on the case study analysis process.

Developing

Student provides a marginal two paragraph conclusion, loosely summarizing the main elements of the case and the scholarly literature findings, articulating a personal reflection on the case study analysis process.

Beginning

Student provides an inadequate conclusion, poorly summarizing the main elements of the case and the scholarly literature findings, articulating a limited or no personal reflection on the case study analysis process.

Did not attempt

Student did not attempt this portion of the assignment.

Format/Writing  15 % Exemplary

Work is presented in a logical and coherent way. Writing is clear, articulate of sufficient length, and error free. Citations are composed in proper APA format with no errors and sufficient length. The student uses a preponderance of original writing (i.e., use of own words and proper paraphrasing) and uses direct quotations minimally and only when necessary/or appropriate.

Accomplished

Work is grammatically sound with only a few minor errors. Citations are composed in the proper APA format with few errors and sufficient length. The student uses original writing (i.e., use of own words and proper paraphrasing) and uses direct quotations minimally and only when necessary/or appropriate.

Developing

Work grammatically contains minor but notable errors which detract from reability. Citations are composed using APA format but inaccurate or improperly formatted at times but of sufficient length. Assignment may reflect an underuse of original writing and an overuse of directly quoted content.

Beginning

Work contains frequent grammatical errors.  Citations are inaccurate or improperly formatted or of insufficient length. Work does not demonstrate appropriate graduate level writing. Demonstrates underuse of original writing and an overuse of directly quoted content.

2

MISS ALLISON ANNOTATED BIBLIOGRAPHY

1

Running head: MISS ALLISON ANNOTATED BIBLIOGRAPHY

Running head: MISS ALLISON ANNOTATED BIBLIOGRAPHY

Miss Allison Annotated Bibliography

Miss Allison is a flight attendant with severe anxiety, which is starting to affect her work. In this case, it is also known that anxiety has been an issue since childhood resulting in failed romantic relationships and sibling relationship disputes. With this in mind, many aspects of this paper will review anxiety as a whole, the symptoms to the behaviors displayed, anxiety as a kid, to how the terrorist event of 9/11 affect her and other flight attendants, treatments that may help improve her case and her way of life.

Simpson, H. B. (2010). Anxiety Disorders: Theory, Research, and Clinical Perspectives. Cambridge: Cambridge University Press. Retrieved from http://search.ebscohost.com.ezproxy1.apus.edu/login.aspx?direct=true&AuthType=ip&db=nlebk&AN=329351&site=ehost-live&scope=site

This study serves as an introduction to the domain of anxiety. It discusses the different types of anxiety. It also includes genetic studies done to understand the disorder at hand. Which in Ms. Allison’s case is the main point of focus.

Weeks, M., Coplan, R., & Kingsbury, A. (2009). The correlates and consequences of early appearing social anxiety in young children. Journal of Anxiety Disorders, 23(7), 965–972. https://doi.org/10.1016/j.janxdis.2009.06.006

Because Ms. Allison had anxiety as a child, this article assists in understanding the consequences of anxiety at such a young age. A group of students between the age of 7 and 8 was sampled in order to grasp the relation between the behavior of a child with anxiety while in school versus a normal behavior.

Francis, S. E., & Noël, V. (2010). Parental contributions to child anxiety sensitivity: a review and recommendations for future directions. Child Psychiatry And Human Development, 41(6), 595–613. https://doi-org.ezproxy2.apus.edu/10.1007/s10578-010-0190-5

In Ms. Allisson’s case, it is told that her relationship with her father may not have been the best. This study is included as an attempt to analyze whether or not the father’s behavior or her mother may have been a reason behind her developing the anxiety disorder. As a conclusion to this study, it was found that more research was needed in order to have better findings.

Ekeberg, O., Fauske, B., & Berg-Hansen, B. (2014). Norwegian airline passengers are not more afraid of flying after the terror act of September 11. The flight anxiety, however, is significantly attributed to acts of terrorism. Scandinavian Journal Of Psychology, 55(5), 464–468. https://doi-org.ezproxy1.apus.edu/10.1111/sjop.12137

This study is an attempt to understand flying after the events of 9/11. In this research, the focus was to assess if flying had been affected after the attack. Passengers of Norwegian airlines were surveyed and asked about their level of anxiety, whether they were afraid or not. With this study, it was found that the level of flying anxiety after 9/11 was quite moderate.

Lating, J. M., Sherman, M. F., & Peragine, T. F. (2006). PTSD Reactions and Coping Responses of American Airlines Flight Attendants Who Were Former Employees of Trans World Airlines: Further Support of a Psychological Contagion Effect. Brief Treatment & Crisis Intervention, 6(2), 144–153. https://doi-org.ezproxy1.apus.edu/10.1093/brief-treatment/mhj016

This specific study is gear toward flight attendants of the east and west coast. It had been set up to review PTSD amongst both groups and analyze whether a group felt safer than the other. It also goes into what kind of help, if any, is at the disposal of the employees after such a tragedy. This article helps to see the set of mid of other flight attendants besides Ms. Allisson.

Kim, S., Palin, F., Anderson, P., Edwards, S., Lindner, G., & Rothbaum, B. (2008). Use of skills learned in CBT for fear of flying: Managing flying anxiety after September 11th. Journal of Anxiety Disorders, 22(2), 301–309. https://doi.org/10.1016/j.janxdis.2007.02.006

This article is introduced in the case as a treatment option for Allison. One hundred fifteen participants were randomly ascribed to and accomplished eight sessions of individual CBT treatment for fear of flying. Once treatment was over, they were assessed later in the year to see the progress. Results showed that those who used the skills learned in treatment were less likely to have an episode while flying.

Wiederhold, B. K., & Wiederhold, M. D. (2005). How treatment is conducted at the virtual reality medical center. Virtual reality therapy for anxiety disorders: Advances in evaluation and treatment; virtual reality therapy for anxiety disorders: Advances in evaluation and treatment. (pp. 47-62, Chapter viii, 225 Pages). Washington: American Psychological Association, American Psychological Association, Washington, DC. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1037/10858-004 Retrieved from https://search-proquest-com.ezproxy2.apus.edu/docview/614171731?accountid=8289

This subject is addressing a different type of treatment offered to clients with anxiety while flying. It goes into how to include virtual reality into clinical practice. It describes the steps of using virtual reality graded exposure therapy to treat patients. It also emphasizes the benefits that virtual reality brings to the clinical arena. A short review of the session structure is provided.

Bor, R., Kahr, B., & Zuckerman, J. (2004). Anxiety at 35,000 feet an introduction to clinical aerospace psychology. London; Karnac.

It is a look at the future, what may be a plausible offer to treat someone who is having anxiety while they are flying. The issues they may encounter and what can be put in place to help both passengers and crew in the event they are having a crisis.

Did not attempt

Student did not attempt this portion of the assignment.

 
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