Read the Case Study Vignette carefully, organizing the symptoms and other relevant factors.
Review and apply your material, along with outside resources from your own research, for this week to complete this assignment.
Identify and correctly code the most comprehensive diagnosis that accounts for the unique client presentation.
Succinctly and completely justify the diagnosis by linking symptoms with the specific diagnostic criteria they satisfy.
Provide two diagnoses you considered but ruled out. Remember to be very succinct on this section. Only identify the main symptom(s)/criterion that helped you rule out these diagnoses
After you have formally coded the diagnosis and thoroughly justified that diagnosis, you all will now:
Create a formal treatment plan with at least 1 long-term goal and 3 short-term goals (Remember, goals need to be SMART: Smart, Measurable, Attainable, Realistic, and Timely). Remember, with the formal treatment plan to be succinct
fter writing the formal treatment plan, explain the rationale for the evidenced-based treatments and interventions that can alleviate the symptom severity and or treat the client. Make sure that you support your claims with evidence
Discuss this diagnosis and treatment approach from a biopsychosocial model, which will require you to:
Describe the role biology plays with individuals who meet full criteria for your assigned diagnosis. Things to consider include, physical influences/symptoms, medication considerations examining their role and side effects, etc.
Discuss the emotional and mental impact on the individual assigned the diagnosis
What are the social impacts of the assigned diagnosis?
Along with the social impacts, consider the unique cultural impacts of this diagnosis within particular groups (e.g., Hispanic).
individually. Vygotsky focussed more on co-operative learning and little attention was given to individual learning. Vygotsky never took development changes of a child into account. He viewed the child in the same way at the age of two and at the age of twelve. Also the ZPD has been critically analysed by researchers. They have found that teachers have control over a child’s thinking as they can ask questions that require certain answer which limits their learning. This kind of questioning is only suitable for children who are achieving below average. A teacher has to be extremely talented to successfully apply the ZPD and guide the children through a task instead of telling them what to do. However the ZPD cannot be applied to every child within a class as the teacher does not have sufficient amount of time to do so (Schaffer 2004, p.217). A final criticism is that Vygotsky failed to take the emotional aspects of a child into account. He did not recognise what happens when a child cannot complete a task or gets something wrong. If a child continuously gets something wrong, does the child lose motivation or continue with the task and hope to succeed? A child goes through many forms of emotion when they are unsuccessful in a task or get something wrong however this has not been mentioned anywhere within Vygotsky’s theory. Likewise Piaget also failed to take the emotions of a child into account (Schaffer, 2004, p.218). Vygotsky’s behaviour is particularly relevant to those who are concerned with the use of language as it can be crucial and interrelated with the action. Both Vygotsky and Piaget looked at preschool children in problem solving situations. Piaget believed that the self directed behaviour is egocentric and has a minimum relevance to a child’s cognitive growth however Vygotsky referred to it as private speech. Vygotsky believed that private speech grows through interactions with adults; they begin to use parent’s instructions to direct their own behaviour (Sólrún B. Kristinsdóttir, 2008). Both Piaget and Vygotsky had a conflict when explaining that development theories should not be taught until the children are at the right development stage. Piaget believed that the children are the most important aspect of cognitive development which conflicted with Vygotsky’s zone of proximal development. However Vygotsky argued that the social environment can be of great help when it comes to cognitive development of the child. The social environment can help children adapt to new situations with ease. Both theorists had the same aim of finding out children think of ideas and translate them into speech. Piaget discovered that children like to explore for themselves the way the world works and what it has to offer however Vygotsky wrote in Thought and Language that human mental activity is the result of learning. This led to Vygotsky believing that acquisition of language has th>GET ANSWER