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?
aspects of learning (Isaacs, 1929). On the other hand Vygotsky believed that a child’s learning cannot be separated from its social context. An example of the importance social context has is Piaget’s’ three mountain experiment’. Piaget concluded that children are unable to see things from another person’s perspective (Schaffer, 2004, p.174). In the experiment he used 3 mountains of different sizes and children aged from four to twelve years old. The children sat on one side of the mountain and a doll was placed on the other side. The children were then shown photographs of the mountains from different positions and were asked to choose a photograph the doll can see from her position. Piaget found that children under seven years of age could not see things from another person’s perspective therefore were egocentric (Wood, 1998, p. 66). However the appropriateness of the ‘three mountain experiment’ was questioned. Borke states that children performed poorly due to unfamiliarity and not motivating enough for the children to complete successfully (Smith et al. 1998). When the experiment was repeated by Hughes (Donaldson, 1987, p.137) using a policeman and a doll. The children were asked where the doll should hide so the policeman does not find her; he found that nearly ninety nice percent of children aged five were correct. He concluded that if the child is given a familiar situation he/she will think objectively. Cognitive structures change through the following processes: adaptation, assimilation and accommodation. Adaptation is found in all biological organisms to adjust to the demands of the environment, assimilation involves the individual to incorporate new experiences into existing schemas and accommodation is where the individual modifies existing schemas to fit the new experiences (Schaffer, 2004, p.165). This relates to other learning theorists in terms of constructivist perspectives of learning including Jerome Bruner and Lev Vygotsky. However researchers have found it difficult to measure developmental processes: assimilation, accommodation and equilibration. They found it difficult to identify processes that are central to Piaget’s theory (Meadows 1993, p.19). Piaget claims that his stages are universal regardless of culture, this has also been questioned as a number of studies show that children are able to reach stages earlier that Piaget has stated (Bower, 1974). A three month old baby was shown a toy that was covered by a screen, when the screen was moved the toy had vanished and in another condition the toy was still there. The babies heart rate was measured both when the toy was there and when the toy disappeared. The results showed that there was greater change in heart rate when the toy disappeared. The toy was replaced with different objects and Bower (1971) found that babies show more ‘surprise’. Schaffer (2004, p. 184) felt that Piaget under estimated the abilities of children. Applying Piaget’s theory requires specific recommendations for a certain stage in the cognitive development. For children who are at the sensorimotor stage, adu>GET ANSWER