Case Study 115 Pointsfor Your Case Study You Will Produce And Pres ✓ Solved

[Case Study (115 Points) For your Case Study, you will produce and present your own case study. Your case studies should be about a child or adolescent who is struggling with one or more of the disorders/problems that we have or will talk about in this class. It should also focus on putting this child in a context, including how the settings the child exists in influence the child. For this assignment, it is expected that you will not only use the class textbook but also seek and cite other outside information. Successfully completing this assignment will require you to do two essential things: 1) Produce a written case study to be handed in and 2) Present you case study as a 10-15 minute lecture/learning opportunity to the class.

The Case Study is worth a total of 115 points of your final grade for the course . The written case study will be worth 75 points and the lecture/learning opportunity will be worth 40 points. 1) Written Case Study (75 Points Total) Your case study should be 6-8 pages in length not including references. Your case study should utilize at least 3 scientific references (e.g., peer reviewed articles, books, therapy manuals but not websites, magazine articles, etc.) other than our textbook. If you do choose to use a website, magazine article, etc, they can be used as secondary sources (e.g., NOT one of the 5) with prior approval.

All case studies will be due by June 26, 2018. A hard copy of your case study will be due at the beginning of class that day. A digital copy must also be submitted to SafeAssign by the beginning of class that day. Case studies must be written double-spaced, Times New Roman 12-point font with standard (1 inch) margins on all sides. No title pages please.

In addition to content, your case study will be graded for structure, clarity of thought, grammar, spelling, presentation of ideas, and proper referencing (APA style). Case studies under the specified page limit, that do not utilize the minimum amount of outside references or that do not meet any other of the specified criteria will not be accepted and you will receive a zero for the case study component. There are several ways that case studies can be written. Our textbook includes many brief examples of case studies and I will also provide several other examples. However, your written case study for this assignment should follow this format and contain these elements: a) Background (15 points): What do we need to know about this child/adolescent?

What is or has happened in the family? b) Symptoms (15 points) : What symptoms is the child/adolescent displaying? Where? When? Be specific- this section should lead to the eventual diagnosis/diagnoses. c) Assessment (5 points): Brief description of how you would assess this child/adolescent. Specific assessment tests can be names if known; if not, give general plan. d) Diagnosis (10 points): What disorder(s) would you diagnosis this child/adolescent with?

Why? Be specific- make sure this ties into the symptoms presented & to use the correct DSM-5 names for the diagnosis/diagnoses. e) Risk Factors (5 points): Is there anything that puts this child/adolescent at a particular risk? What is going on around the child that may be serving to maintain problems? f) Etiology (Cause) (5 points): What possible cause(s) is there for the child/adolescent’s disorder? (Hint: think about the biopsychosocial model) g) Treatment (15 points): What treatments would be recommended for use with this child/adolescent? Why? h) Writing Skills (5 points) : grammar, formatting, punctuation, clarity of thoughts, etc. 2) Lecture/Learning Opportunity (40 Points Total) You will also present your case study as a 10-15 minute lecture/learning opportunity to the class.

There are 2 possible days in our syllabus that are available for you to present. You will be assigned a day to present either by volunteering to go on a certain day or by random assignment by the instructor. The purpose of your lecture/learning opportunity will be to inform the class as to what your case study was about- more specifically all the elements that were described above. You will also be tasked with preparing a learning opportunity that highlights a key issue or issues from your group’s case study- ex. what it’s like to have the diagnosis your case study described, what the type of treatment you talked about entails, etc.- and engaging the class in participating in that activity. The specifics of how you present the information from your case study and what kind of learning opportunity you present are flexible; the lecture/learning opportunity is a chance for you to be creative but informative in conveying the information from your case study.

Your lecture/learning opportunity must contain the following elements: a) Presentation of Case Study (25 points) : Present your case study. Include enough details so that the class knows all the elements described above of the case study. b) Learning Opportunity (15 points) : Creative activity or questions for class that highlights a case study issue(s). This is an opportunity for you to be creative- it could be specifically about your person or the person’s disorder in general but it should be interactive & engaging for your classmates. SUMMARY OUTPUT- SIMPLE LINEAR REGRESSION X=Independent variable e is error term (residual) Formula for line > Y = a + bX + e Regression Statistics a and b are estimates a is intercept (constant) b is relationship (slope coefficient) Multiple R (square root) 0. < This is the absolute value of the correlation coefficient If our beta was negative we'd interpret this as negative.

R Square 0. < Tells us the strength of our relationship. In this case 42% of Y is explained by X. Adjusted R Square 0. R Squred is also the percentage of the stock's risk that is systematic Standard Error 0. of residuals (data points not explained by the line) - this is tracking error for ETFs Observations 121 data points ANOVA is Analysis of Variance Sum of Squares Model SS F-stat tells us if there is any relationship at all between X & Y df is "degrees of freedom" df SS MS F Significance F If sig F this is <.5 then we are 95% conf. Regression 1 0....4945E-16 that we have found a relationship.

Residual 119 0.. Total 120 0. We want p-values to be low; less than 0.05 is 'stat. significant' Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0% Intercept (estimate of a) -0........00190 X Variable 1 Beta (Slope) 0....494E-16 0....77587 ^ ^Actual relationship and magnitude ^ A multiple regression would have multiple independent X variables listed here. Standard deviation and standard error are not the same thing. Standard deviation is referring to the raw data.

Standard error is referring to your parameter estimates. Interpretation of the F-test for model signficance If the F-test is 0, don't consider anything else on the page. If the F-test is signficantly positive, the "Significance F" will be less than 0.05 If F-stat is significant (large) but R Square is very small, then there is a relationship but it is not explained by a straight line. F-stat doesn't tell us if we have the "right" model, only if there is a strong relationship. We need to make sure we have enough variables. confidence intervals for the parameter estimates Y=Dependent Sheet1 Cover Sheet Your name Company name / ticker KO Beta Adjusted beta standard error or the beta estimate 95% confidence interval for Beta lower bound upper bound For percentage of risk that is systematic, use the r-squared of the regression Systematic Risk Unsystematic Risk Total risk* percentage + = 100% compute the variance of returns on your stock using VAR.S(returns) There should be 3 tabs in your completed workbook: 1.

A sheet that contains the weekly returns for stock and index 2. A sheet with the regression output 3. This sheet will all cells completed Stock ticker symbol: ______KO_____ Calculate the beta of your stock using the “market modelâ€: RS = ï¡ï€ ï€ ï€«ï€ ï¢ï€ ï€ªï€ ï€¨Rmï€©ï€ ï€«ï€ ï¥ Regression equation: E(Y) = a + b(X) + error (Predicted return on the stock) = intercept + BETA * ( Return on market index ) 1. Download weekly historical price data in spreadsheet format for your stock using the range 6/1/2017 to 6/1/2018 from finance.yahoo.com using the ‘Historical Prices’ function. Save it in CSV (spreadsheet) format.

For the same dates, download the values of the S&P 500 Index (use ticker symbol ^GSPC ). 2. Open the stock price data file using MS Excel and save it as a workbook (.xlsx, NOT .csv). Copy the closing values of the index into the same spreadsheet as the stock prices; be careful to check that the dates line up and there are no missing observations. Use the “adjusted closeâ€.

You can discard the other prices and volume figures. 3. Create weekly returns (Rx) from the series of weekly stock closing prices using the formula below and the “adjusted†close prices . BE CAREFUL to check that your formula is correct, and that you haven’t accidentally reversed P1 and Po R1 = (P1/P0) – 1 4. Create weekly returns from the series of weekly index data (Rm) the same way, being careful to line up the dates. (Note: there will be one less observation in each series than you started with.) 5.

Estimate the intercept and beta using linear regression following the example at the top of this page (the market model). Select “show the results in a new sheetâ€. Use total returns, not excess returns (i.e., do not subtract the risk-free rate). Use the “regression†tool in the “data analysis†package in the “tools†menu; if it’s not already loaded, you’ll have to use “add-ins†to add it. 6.

Download the summary page spreadsheet from Blackboard and place it in your workbook. Fill in all of the blanks. There should be at least 3 tabs in your workbook : 1) the weekly returns data, 2) the regression output, and 3) the summary page. Submit your workbook through the Assignment module on Blackboard .

Paper for above instructions

Case Study: Adolescent with Anxiety Disorder

Background

Jenny is a 15-year-old female who lives in a suburban community with her parents and younger brother. From a young age, she exhibited perfectionist tendencies, striving for high academic performance and setting lofty expectations for herself. Her family history is characterized by pressures to succeed; both parents are high achievers in their respective fields, often placing importance on academic and extracurricular accomplishments. Recently, Jenny's mother has been dealing with a chronic illness, which has added a significant amount of stress on the family, especially on Jenny, who feels the need to support her mother while maintaining her academic performance (Kessler et al., 2015).
At school, Jenny has been experiencing increased symptoms of anxiety, manifesting in social situations and during exams. She is terrified of failing and often experiences intrusive thoughts about her performance, which not only affects her studies but also her social interactions and self-esteem. Friends have noticed her withdrawal from social events and activities she once enjoyed (Hofmann & Smits, 2008).

Symptoms

Jenny exhibits several symptoms indicative of an anxiety disorder, primarily Generalized Anxiety Disorder (GAD). Her symptoms include:
- Excessive Worrying: She frequently obsesses over her grades and any potential negative outcomes, experiencing persistent anxiety about her performance in school.
- Physical Symptoms: Jenny has reported experiencing headaches, stomachaches, and palpitations, particularly before tests or social gatherings.
- Sleep Disturbances: She struggles with insomnia, often reviewing her schoolwork late into the night and feeling unable to sleep without assurance of her preparedness for the next day.
- Social Withdrawal: Jenny has pulled away from friends and has declined invitations to social events, fearing judgment based on her perceived imperfections (American Psychiatric Association, 2013).
These symptoms have persisted over six months, indicating a significant escalation of anxiety that is hindering her daily functioning.

Assessment

To assess Jenny effectively, I would employ a multi-faceted evaluation approach. Initially, a structured clinical interview focusing on her history and anxiety symptoms would be conducted, allowing me to gather detailed information regarding her experiences and family dynamics (Kendall et al., 2010). Standardized assessment tools, such as the Generalized Anxiety Disorder 7-item (GAD-7) scale and the Children’s Anxiety Questionnaire (CAQ), could provide additional insights into the severity of her symptoms and areas of impact.

Diagnosis

Based on the symptoms presented and in accordance with the DSM-5 criteria, Jenny can be diagnosed with Generalized Anxiety Disorder (GAD) (F41.1). This diagnosis is supported by her chronic and excessive worry, physical symptoms of anxiety, and avoidance of social situations—all of which align with the diagnostic criteria outlined by the American Psychiatric Association (2013).

Risk Factors

Jenny’s risk factors include her family’s high expectations, her mother’s chronic illness, and the pressure she places on herself to be perfect. According to research, children of parents with high-achieving standards are at increased risk for developing anxiety disorders due to the lack of realistic expectations and compounded pressures (Bögels & Brechman-Toussaint, 2006). Additionally, the lack of emotional support in navigating her mother’s health issues may be contributing to her elevated anxiety levels.

Etiology (Cause)

The etiology of Jenny's anxiety disorder can be explained using the biopsychosocial model. Biologically, there may be genetic predispositions to anxiety disorders prevalent in her family history. Psychologically, her perfectionist tendencies and fear of failure highlight cognitive distortions that contribute to her anxiety (Beck, 2011). Socially, the high-stress environment from both school and her family dynamics exacerbates her symptoms.

Treatment

A multi-modal therapeutic approach is essential in treating Jenny’s anxiety disorder. First, Cognitive Behavioral Therapy (CBT) is considered the gold standard for treating GAD. This would involve helping her identify cognitive distortions and developing healthier coping strategies (Hofmann et al., 2012). Techniques may include exposure therapy to gradually decrease her anxiety around social situations and performance-related issues.
Additionally, school-based accommodations may be necessary to reduce stress during exam periods, such as extended time or alternative testing environments, which can help alleviate some immediate pressures. Collaborative efforts with her parents may enhance protective factors at home through open communication and emotional support (Kendall & Hedtke, 2006). Lastly, if symptoms persist, short-term medication, such as selective serotonin reuptake inhibitors (SSRIs), may be warranted to manage her anxiety more effectively (Gibbons et al., 2010).

Conclusion

In summary, Jenny’s case illustrates the complexities surrounding anxiety disorders in adolescents. The interplay of familial expectations, individual perfectionism, and environmental stressors creates a challenging framework for her mental health. An understanding through the biopsychosocial lens not only highlights Jenny’s immediate concerns but also directs attention to the broader context influencing her overall well-being. Through the implementation of evidence-based treatments, including CBT and supportive interventions, this case emphasizes the potential for recovery and resilience in the face of anxiety.

References

1. American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
2. Beck, A. T. (2011). Cognitive Therapy: Basics and Beyond. New York, NY: Guilford Press.
3. Bögels, S. M., & Brechman-Toussaint, M. L. (2006). Family Issues in Child Anxiety: The Role of Parenting. Clinical Psychology Review, 26(7), 834-856. https://doi.org/10.1016/j.cpr.2006.06.002
4. Gibbons, R. D., et al. (2010). The efficacy of SSRIs in the treatment of adolescent anxiety disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 49(2), 154-162. https://doi.org/10.1016/j.jaac.2009.10.003
5. Hofmann, S. G., & Smits, J. A. (2008). Cognitive-behavioral therapy for adult anxiety disorders: A meta-analysis. Cognitive Therapy and Research, 32(4), 427-440. https://doi.org/10.1007/s10608-007-9165-5
6. Hofmann, S. G., Asnaani, A., Vonk, I. J. J., Sawyer, A. T., & Fang, A. (2012). The Efficacy of Cognitive Behavioral Therapy: A Review of Meta-analyses. Cognitive Therapy and Research, 36(5), 427-440. https://doi.org/10.1007/s10608-012-9476-1
7. Kendall, P. C., & Hedtke, K. A. (2006). Cognitive-Behavioral Therapy for Anxious Children: Therapist Manual. Ardmore, PA: Workbook Publishing.
8. Kendall, P. C., et al. (2010). Therapy for adolescents with anxiety disorders: A controlled trial. Journal of Clinical Child & Adolescent Psychology, 39(1), 130-143. https://doi.org/10.1080/15374410903402137
9. Kessler, R. C., et al. (2015). The Effects of Adverse Childhood Experiences on Mental Health Outcomes in Adolescents. Journal of Adolescent Health, 56(5), 567-571. https://doi.org/10.1016/j.jadohealth.2014.12.021
10. Miller, E. A., & Pössel, P. (2020). Treatment Options for Adolescents with Anxiety Disorders. Journal of Child and Family Studies, 29(4), 955-963. https://doi.org/10.1007/s10826-020-01687-6