writing a case formulation report within the field of clinical psychology and is an expert in the DSM-5

A‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍DDITIONAL NOTE: For order 82674035, may I let you know that the order is a clinical psychology case formulation report and the writer needs to be familiar with writing a case formulation report within the field of clinical psychology and is an expert in the DSM-5. May you also inform the writer that all necessary guidelines, exmaples and rubric are uploaded and to make sure the writer reads them ahead of his/her amazing work. Thanks Case Formulation Task – Clinical Psychology Overview: – This is a clinical case formulation report. If you are an expert or if you are unfamiliar with this aspect, please let me know through the message board as soon as possible. – The writer must be familiar and an expert with the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) and writing a clinical case formulation. – I have uploaded a guideline (guidelines on writing a clinical case formulation doc) and an example of a case formulation report (case formulation report doc) to this order for your viewing. Please follow all guidelines on the guideline document and follow the example of a case formulation report given. – Please base this task on the guideline and example given to produce an excellent piece of report. – Thank you for your hard work and I look forward to your amazing piece of work and upcoming future collaborations. Case Formulation – Formulation is the process by which all the information known about the person [and their] environment (system) is integrated with clinical knowledge and theory in order to understand presenting issues. The formulation becomes a shared, working hypothesis that directs the choice [and prioritisation] of interventions Marking Criteria: 1. Summary Statement – Key features drawn from case history 2. Discuss Diagnostic Considerations: Describe the diagnoses that you would be considering, and explain why. If there is further information that you think would be important to clarify diagnosis, briefly describe what this would be (explaining your rationale). o Consider major diagnosis/diagnoses o Restatement of demographics o Name, age, marital status living situation, employment status, income and legal status o Present complaints and symptoms organized chronologically o Salient factors in the background o Consider co-morbid diagnoses 3. Present an Aetiological Formulation: Present a clinical case formulation where you summarise the Presenting Problems and describe hypothesised Predisposing(vulnerability), Precipitating(triggers), Perpetuating(maintaining), and Protective factors(strengths). o A hypothesis about the development and maintenance of the disorder/s o Integration of information across the bio-psycho-social domains ? Biological/Physical – genetics, physical medical condition, drugs ? Psychological – information processing, attitudes & emotions toward self & others ? Social – culture, gender, family structure, economic circumstances, relationships to social groups o Multiple theoretical perspectives o Consider context of signs and symptoms – Cite references where possible, to support your hypotheses. Situation: Jack is a 9-year-old boy who is in Year 4 at his local primary school. He lives with his mother, Amber, his 2-year-old half-sister Samantha, and Amber’s partner (Samantha’s father), Tim. Amber contacted your service because of her concerns about Jack’s physical aggression, “anger problems”, and refusals to comply with her requests. Jack has no contact with his biological father, Jason; Jason and Amber’s relationship ended when Amber was 8 months pregnant. Jason had started to become physically and verbally aggressive towards Amber upon discovering that she was pregnant; this continued intermittently throughout the pregnancy. Jason had worked as a furniture removalist, having finished school in Grade 10; Amber doesn’t know much about his family’s mental health history. Amber re-partnered with Tim about 4 years ago. Amber describes Jack as “touchy” and “angry”, as “always arguing with me”, and noted that that he “refuses to do what I ask”. Amber tearfully reports that she “can’t cope any longer” and is “at the end of my tether”. Amber describes that Jack has “never been an easy kid”, and “has always been loud and energetic”, but said that over the past 18 months things have become “much worse” with respect to behavioural challenges. At times, Jack becomes physically aggressive – for example, kicking the walls and the furniture, or pushing/shoving his sister. Amber describes that when Jack is showing aggressive or non-compliant behaviour, she tries her best to reason with him, and to “explain that he’s being naughty” or “try and let him know that he’s upsetting his Mum with this behaviour”, but she reports that when Jack’s behaviour escalates, she “loses it”, yells at him (he yells back) and Amber often ends up just “giving up and giving him what he wants just to keep the peace”. Amber sometimes threatens to throw away Jack’s iPad – but “he just tells me to go ahead and do it – he says he won’t care”. When she is finding it especially difficult to “get through to him”, occasionally giv‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍es Jack “a little smack”, after which she “feels terrible”. She describes that her worst fear is that he’ll “end up a violent man like his father”. Amber herself grew up in a home in which there was family violence, and no longer has contact with either of her parents. Amber describes that things between herself and Tim are “rocky” at the moment, with frequent verbal altercations between them; they have also been having conversations about whether or not they should stay together. Amber notes that Tim “isn’t interested” in coming to psychology appointments because “he doesn’t think we need it” and “just thinks I need to be tougher with Jack like he is”. Jack was born at term following an uncomplicated pregnancy and delivery. Amber smoked throughout her pregnancy, and tearfully expresses feeling guilty about this, saying that “I might have caused some of his problems”. Amber suspects, in hindsight, that she had postnatal depression, though this was not formally diagnosed or treated at the time. Since that time, she has struggled with depressed mood and “stress” and has recently left her job in retail because she was feeling “overwhelmed” with trying to work at the same time as dealing with Jack’s challenging behaviour. Amber experienced Jack as a “difficult” baby and toddler; it was not easy to settle him when he became upset, nor to get him to sleep at night-time. Sleep onset remains a significant concern. Jack reached developmental motor milestones within expected timeframes (., crawling around 7 months; walking around 11 months). Attainment of language milestones was delayed; Jack did not speak his first words around 20 months of age. He saw a speech pathologist in the preschool period because of some delays with expressive language and speech articulation difficulties. Jack has always been a physically healthy child. Jack is very good at soccer and he attends under 10’s every Saturday with his Uncle Rob (Amber’s brother), with whom he shares a close relationship. You speak with Jack’s teacher Mr Curtis, who notes that Jack often does not do what he is asked of him at school, and can at times be disruptive in class – for example, interrupting the teacher, and calling out unprompted. Mr Curtis often needs to repeat directions “three or four times” before Jack follows through with them. Mr Curtis says that his biggest concern, though, is Jack’s difficulty with staying focussed on his work. Jack often moves around in – or gets up from – his chair and is easily distracted by other students. Mr Curtis also describes that Jack is falling well behind his peers with respect to reading and spelling, and is “just keeping up” in maths. Mr Curtis sees Jack as “easily giving up” when finding work too difficult, and as “not checking his work enough”. He explains that Jack’s peer relationships are “not solid”: Jack reaches out frequently to try and connect with peers, and other students “enjoy Jack’s company to a point”, but according to Mr Curtis, Jack often “takes jokes too far” and “doesn’t know when to stop”. According to Mr Curtis, Jack is also “sensitive” and “touchy” and often “seems to think that other kids are out to get him even when they aren’t”. Aggression has occasionally been seen in the school context (., Jack pushing or “lashing out” towards peers when he thinks that he has been “wronged” by them). In the clinic room, Jack presents as an energetic child who talks enthusiastically about his passion for soccer. At times he is slow to respond to questions asked of him, but puts forth good effort to do so nonetheless. Jack refuses to answer questions asked of him about school, saying that school is “just boring”. Throughout your assessment session with him, Jack frequently gets up out of his chair to move around the room; at times he also wriggles within his chair, and fidgets with his hands. When asked about what sorts of things he “gets into trouble” for, Jack tells you that he is “never in trouble”. Necessary Headings: These headings are provided in the uploaded example of a case formulation report (doc). You may want to use this as a guideline to form your clinical case formulation and some headings may be more applicable than others. Headings in bold demonstrate importance and more should be written about it. Please have a look at the example to have an idea on which headings to use. – Reason for referral – Presenting problem – Background to the presenting problem – History o Childhood/adolescence o Education o Employment and Financial o Social o Sexual o Family o Previous psychiatric history o Drugs/Alcohol o Forensic History o Investigations o Previous Medical History o Current Medications o Personality o Interests o Accomodation – Mental State o Appearance, Attitude, Behaviour o Mood and Affect o Speech o Perception o Thought o Cognitive Functioning o Attention/Concentration o Insight o Judgement o Other Tests – Formulation o Summary o DSM-5 Diagnosis (Provisional) o Differential o Psychosocial and Contextual Factors o Disability o Integ‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ration – Recommendations o Further assessment o Goals o Action taken – If there are any questions feel free to ask me. Thank you for your hard work and I look forward to your amazing piece of work and upcoming future collaborations.

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