Category: Psychiatry

SOAP note based on below information and please look at rubric for required information:
Andrea
2/19/1987
37 year old Hispanic female, single with two children
Was in foster care and was in 10 different homes as a youth
Lives in San Antonio TX
She took Buspirone and trazodone for 2 years
Cc: prior provider not in network and she is out of medication and when she doesn’t have the medication she has alot of anxiety and it’s not good. Been out since Sunday
Previous medications:
Buspirone 15 mg bid
Trazodone 50 mg 
Psychiatric Dx: anxiety, depression, insomnia. Younger was diagnosed with ODD
Medical History: ODD as a child, denies any other medical history
In therapy currently
Single mom
Weight: 245 lbs 
Height: 5ft 2 inches
Took Depakote as a child 
Trauma: sexual, emotional, physical as a child 
Education: Graduated highschool, Some college 
Religion: Spiritual but not in church, catholic 
No suicide 
Drink occasionally
Heroin use in the past, took Methadone for 3 years, 75 mg
Symptoms: Has periods of elevated mood: spends money, engages in risky sexual activity. Has periods of depression as well. 
No caffeine use
Plan: Will start Lamotrigine 25 XR and contine therapy
Children 8 and 12 years old
Occupation: Works for high security job
If rash discontinue Lamotrigine due to Stevens Johnson syndrome
New Diagnosis: Bipolar Type 1
Will follow up in 2 weeks. 

PLEASE DO NOT USE AI. or plagerism . please show proof after uploading assignment .  Under documents ‘ notes to use”,  you will use that to use for the notes. please use document ” peds criteria” to use as the guideline for the powerpoint. 

This case study will require creativity as if you were the one who attended the group session. Samples that tide the theorical informstion with what “happen” in the group” will be needed. 
CASE: I attended a group therapy session in a partial
hospitalization program (PHP) where CBT was conducted. This program is for
patient that had been hospitalized (baker acted) for either suicidal ideation
or attempt and they are now discharged from the hospital but has to go to
meeting 5 days per week.
In this group, there where 6 patient, ages ranging from
19-62 and the social worker conducting the therapy. Diagnoses where Depression,
PTSD, Substance abuse and anxiety. 

research and write a 1.5 to 2 page report that scientifically explains at least one psychological issue, disorder, phenomenon… from the film and describe a few examples or aspects of how that’s demonstrated or dealt with in the film. You should also research and discuss whether you thought the depiction was or wasn’t accurate and why. In other words, the paper should NOT just summarize the movie, and if it is not sufficiently well done in terms of thoroughness, scientific psychological content, and quality of writing, it may not receive the full extra credit or be sent back for improvement before credit is granted. MAKE THE REPORT 1.5 PAGES AND CHOOSE ONE OF THE MOVIES LISTED IN THE DOC I PROVIDED

This is  a pysch pediatric assignement . Needing someone who undertsands diagnoses. Diagnoses needs to make sense with each other 
Hello, I need 14 different visit of 14 different patients who are coming in for a pschiatric visit. 
I want it as simple as it can be . Nothing long please. HPi is important but also the diagnosis. make it up but it has to make sense and it has to be pschiatric issues and diagnosis.              NO sources needed. no citation style needed . no need to double line spacing.  Make it up but make the diagnosis relatable. .
NO AI please . NO  PLagiarism . please send proof of plagiarism and ai free when done. thank you.  

Read Chapters 4, 5, 22- 26 in Polit, D & Beck, C. (2021). Nursing research generating and assessing
evidence for nursing practice. (11th ed.). Lippincott Williams & Wilkins.
Discussion Board:
1.Consider the
two research paradigms: quantitative and qualitative research and discuss the
researcher’s purpose for choosing one over the other. 
2. A. Describe a
clinical problem under which a DNP prepared nurse could utilize one of the
following qualitative research designs which include: a) ethnography, b)
phenomenology, and c) grounded theory. 
B. Describe why the chosen qualitative research design is
appropriate for the clinical problem you have identified.
3. A. Locate a
qualitative article in one of the major qualitative traditions (ethnography,
phenomenology, or grounded theory) and
B. briefly describe the article and
C. how the research questions connect to the methodology.
4. A. Locate a
mixed method nursing research article that interest you and
B. briefly describe how using both research methods in one
study provides evidence for clinical practice.
5.. A. Describe the clinical/practice problem
that you have chosen to focus on for your DNP Project (or are considering
focusing on)      Iam trying to explore
sleep deprivation and interventions in adults admitted to psychiatric inpatient
settings. 
settings.
AND Pharmacological
and non-pharmacological interventions for sleep deprivation in adults admitted
to psychiatric inpatient
B.  State your clinical/practice
question using PICOT format. Please note the PICOT must be a
clinical practice question….the PICOT cannot be related to an academic
problem or any issue that would occur in an academic setting and/or involves
working with students.       
DISCUSSION
BOARD RUBRIC
Student
Points
QUALITY
POINT RANGE
Demonstrates thorough preparation, synthesis and informed
opinion; addresses topic thoroughly; comments/ asks questions that contribute
to group learning. Brings appropriate
outside materials into the discussion; always listens to and supports the
work of others. Meets the deadlines for posting responses as outlined by
course requirements.  Includes
citations in the body of the post as well as references at the end of the
post using APA format.
5- 4.5  
Demonstrates some preparation and generally addresses
topic; comments/asks questions; brings
outside materials to class but may lack appropriateness; usually listens to
and supports the work of others. May be inconsistent in responses or delayed
in response to others. APA formatting errors in citations and references. 
4.4 -2.5
Demonstrates inadequate preparation, marginal or off-topic
posts, lacks synthesis, and reaffirms existing information, minimal / no
contribution to group learning. Posts only within the last 24 hours of the
week; rarely supports the efforts,
ideas, and work of others. Late or no response to others. Posting lacks
citations and references.
2.4- 0
ASSESSMENT, REASONING, AND
SYNTHESIS
POINT RANGE 
Sound synthesis of material and data analysis from
assigned readings and activities; Draws appropriate conclusions;
facilitates/stimulates interaction and discussion with peers and instructor.
Presents new ideas to the group.
5- 4.5  
Faulty or incomplete synthesis and conclusions of data
analysis, offers superficial opinion; Responses are limited and may not
reflect assigned weekly reading or activities. Interactions and ideas are
limited.
4.4 -2.5
Unsatisfactory synthesis of data analysis and conclusions;
content not relevant; absence of informed opinion; absence of new ideas;
responses are weak and disjointed.
2.4- 0
POINT TOTAL
/10

Description of specific neurological issue/ mental
health issue
b.
Neurophysiology/pathophysiology
c.
Typical clinical presentation.
d.
Screening and diagnostic methods.
e.
Evaluation, treatment, and management plans.
f.
Teaching/health promotion /follow-ups and referrals.
g.
Risks to patient and society for non-compliance with treatment, if applicable.
h.
Role of the Advanced Practice Psychiatric Mental Health Nurse Practitioner.
i.
Christian Worldview
Neurodevelopmental
disorders:
•
Attention-Deficit/Hyperactivity disorder
APA format with 4-5 scientific peer reviewed resources within the past 5 years

Purpose
Please provide a speak over PowerPoint presentation on the utilization of one of the following nonpharmacological psychotherapy approach for the diagnosis and treatment of a behavioral disorder of your choice based on the reading of the course material. 
Nonpharmacological Psychotherapy Options
Cognitive Behavioral Therapy
Interpersonal Psychotherapy
Group Therapy
Family Therapy 
Dialectic Behavioral Therapy & Complex Trauma
Please include the following slides in your presentation (you can use the sample provided)
Title slide
Intro slide 
Case scenario summary slide (patient name, diagnosis, background)
Mental status assessment slide (perception, thought process, content of thought, judgment, insight, cognition)
Selected therapy slide (Please include a description and the goals of the therapy of your choice) 
Selected therapy slide (Why did you select this therapy for your specific case study? )
Expected outcomes (Include the outcomes that you expect your patient to accomplish)
Conclusion slide
Reference slide
**Please upload your presentation in the Microsoft Office One Drive and share the link in Moodle. (See Moodle link sharing document).
*** You can use any tool to record your voice over the Powerpoint. In case you need you can see the tutorial provided for speak over presentation in Moodle with Screenpal (free tool) (https://screenpal.com/screen-recorder)
by Sunday, 11:59 p.m. Eastern Time. Include three scholarly sources references.
Course Outcomes Relates to the Assignment
Translate major theories from nursing and other disciplines to psychiatric practice.
Integrate foundational and advanced specialty knowledge into clinical reasoning.
Recognized the dynamic nature of advanced practice psychiatry nursing.
Identify the tenets, benefits, and phases of group therapy.
Understand the evolution and the assumption of family therapy.
Understand the role of the psychiatric mental health advanced nurse practitioner as it relates with the scope of psychopathology.
Defining the semiology, diagnostic, and treatment of behavioral and mental disorders.
Understand, comparing various personality disorders, chronic and acute psychiatric decompensation presentations.  
Use of nonpharmacological interventions in the process of differential diagnosis and disease management. 

A comprehensive clinical assessment is a unique opportunity for intervention as a in the psychotherapy context because it extends further by diagnosing medical diseases that are not identified at first sight without the proper training. It goes very deep on the patient demographics, interpersonal relationships, culture, background, history allowing the Psychiatric Mental Health Nurse Practitioner to understand the whole scenario, to create a plan of care focused on patient needs, to implement interventions based on the results from previous assessment and to achieve the desired health outcomes (Walker & 1Hall, 2022). This comprehensive clinical assessment also allows mental health professionals to establish a very strong therapist-patient relationship by making these last ones feel respected, heard, supported and in a professional environment with a huge variety of resources ready to assist them with their needs. There might be mental diseases that could be under covered if whoever it trying to diagnose them does not have the required clinical expertise but thanks to the comprehensive clinical assessment medical issues, childhood or past traumas or conflicts that had not been resolved can be addressed by discovering the root of the problems that were disturbing the patients and destabilizing their feelings, emotions, and psyche (Perera, 2023). After gathering all the information obtained by the comprehensive clinical assessment the Psychiatric Mental Health Nurse Practitioner can create a plan of care with short term and long-term goals focused on resolving their patients’ needs and involving patients and their families in the decision-making process. It is very important to mention that this process does not ends with the implementation of plan of care because the rate of success depends also on monitoring progress through the whole process of the psychotherapy journey by evaluating level of functioning, symptoms and signs, well-being in general, allowing the Mental Health Nurse Practitioners to adjust treatments, interventions, to re-elaborate strategies based on every scenario (Coelho, 1, 3, 3, & 1Roldán Merino, 2021). These adjustments in the plan of care must be made taking into consideration what is most beneficial for the patient and without causing any harm because it is well known that rushing into diagnosis without performing a thorough clinical assessment first, can lead to misdiagnosis and higher costs, waste of time for patients and their families (Schiepek, et al., 2019). 
Works Cited
Coelho, J., 1, 2. F., 3, 4. C., 3, 6. F., & 1Roldán Merino, J. (2021). The structure and contents of the helping relationship as a nursing psychotherapeutic intervention: A modified e‐Delphi study. Perspectives in Psychiatric Care, 148-156. (9p).
Perera, R. (2023). Transformation of Cognitive Behavior Therapy as a Psychotherapeutic Intervention in Contemporary Health Care: A Review. International Journal of Sports Physical Therapy, 180-192. (13p).
Schiepek, G., 1, 2.‐S. B., 2Kronberger, H., 2Aichhorn, W., 1, 2. L., 4Heinz, P., . . . 5Schöller, H. (2019). The Therapy Process Questionnaire ‐ Factor analysis and psychometric properties of a multidimensional self‐rating scale for high‐frequency monitoring of psychotherapeutic processes. Clinical Psychology & Psychotherapy , 586-602. (17p).
Walker, N., & 1Hall, S. (2022). The initial design and programme theory for a new work-focused psychotherapeutic intervention to treat moderate-severe recurrent depression and enhance job retention. Mental Health Review Journal, 372-397. (26p).

A thorough psychotherapeutic clinical examination allows for intervention. Therapists can better understand clients’ requirements by collecting thorough information about their background, issues, and mental health history. An individualized treatment plan is created after this examination identifies underlying issues and tailors’ interventions. It helps therapists target interventions and improve clients’ mental health.
Psychotherapy intervention relies on a thorough clinical examination. A client’s background, issues, and mental health history are thoroughly investigated. Therapists can customize interventions based on this thorough assessment of the client’s needs. Therapists can tailor treatment to specific difficulties by recognizing underlying concerns (Perkins et al., 2023). This focused strategy improves therapeutic efficacy and client mental health outcomes. Like a roadmap, it helps therapists give clients the right support and intervention.
A holistic and in-depth psychotherapy clinical examination provides a unique chance for intervention. Psychotherapy’s assessment interview examines a person’s psychological, emotional, and social components, unlike standard medical history collection (Kamphuis et al., 2021).  The evaluation interview helps the therapist comprehend the patient’s background, life experiences, and current issues. The therapist can personalize the intervention to the individual’s requirements by analysing their ideas, values, and culture.
Psychotherapy believes that complex biological, psychological, and social elements cause many mental health difficulties. The assessment procedure helps the therapist uncover and examine these underlying causes of discomfort or symptoms. Through thorough evaluation, the therapist receives significant insights into the patient’s situation (Westra & Di Bartolomeo, 2024). Therapist and client might build a strong therapeutic alliance during the evaluation interview. The therapist fosters trust and open conversation by actively listening, empathizing, and being curious (Perkins et al., 2023). Effective intervention and a collaborative treatment plan start with this alliance. Individual treatment goals are determined via a thorough assessment. The therapist and client can create a customized treatment plan by discussing issues, expectations, and goals. This method ensures that the intervention meets the client’s needs and improves outcomes.
References
Kamphuis, J. H., Noordhof, A., & Hopwood, C. J. (2021). When and how assessment matters: An update on the treatment utility of clinical assessment (Tuca). Psychological Assessment, 33(2), 122–132. https://doi.org/10.1037/pas0000966
Westra, H. A., & Di Bartolomeo, A. A. (2024). Developing expertise in psychotherapy: The case for process coding as clinical training. American Psychologist, 79(2), 163–174. https://doi.org/10.1037/amp0001139
Perkins, E., Blair, E. W., Allen, D. E., Teal, L. A., Marcus, P. E., & Fordmeir, J. L. (2023). Updates to American Psychiatric Nurses Association: Seclusion and restraint position statement and standards of Practice. Journal of the American Psychiatric Nurses Association. https://doi.org/10.1177/10783903231184200