Cnl 605 Topic 3 Case Study Johnnyjohnny Is A 9 Year Old Boy Brought T ✓ Solved

CNL-605 Topic 3 Case Study: Johnny Johnny is a 9-year-old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors.

Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others, and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation.

Johnny has refused to speak to the ER physician or his nurse. You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student.

For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly. His mother repeatedly assures you that his drop-in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder.

The thought of these diagnoses appears very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others. Johnny’s mother presents shaken by today’s events and she assures you that she will seek any treatment you recommend. At this time, Johnny looks up at you and, with tears in his eyes, he states that he did not mean to stab his teacher, explaining that he just got mad when he grabbed him.

Johnny’s mother listens then states that while he obeys her most of the times, he has always been obedient to his father, who is a traveling salesman. In fact, Johnny has never challenged his father and, on the weekends when he is around, Johnny manages to catch up with his schoolwork in record time and enjoy spending most of his time with his father. © 2019. Grand Canyon University. All Rights Reserved. © 2019. Grand Canyon University.

All Rights Reserved. INFORMATIVE SPEECH PREPARATION OUTLINE GUIDE* The following is a guide to use as you develop preparation outlines for your informative speeches. Your Informative speech should replicate the sample guide below. Student Name: Speech 101 Section: Date: Professor: Foundation Topic: ____________ General Purpose: ( To Inform ) ________________________ Specific Purpose Statement: To inform the audience about: ? _______________________________________________________ ____________________________________________________________________________ Central Idea/Thesis: ( one declarative statement include main points ) ____________________________________________________________________________ Organizational Pattern: ( Chronological, Topical or Spatial ) ____________________________ Visual Aids Used: (PowerPoint/Prezi) _____________________ Introduction – Approximately 10-20% of entire speech.

For a seven minute speech that would mean around forty seconds to a minute and a half. The introduction may be written out word for word or in outline form. Check with your instructor for the preferred method. In either case, label the introduction as a distinct section of the speech. (1) Gain the attention and interest of the audience ( ask a rhetorical question, short story, a fact or quote or other methods discussed in the text ); ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ (2) Reveal the topic of the speech (If not already apparent by attention-getter); ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ (3) Establish credibility and goodwill ( use a quote, statistics to support CI/Thesis, experience-cite your source ); ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ (4) Preview the body of the speech ( list of main points-Today I will share with you, I will examine, I will review, I will discuss ). ____________________________________________________________________________ ____________________________________________________________________________ Transition: Make sure the audience knows you are moving from the introduction into the first main point of the body.

It is NOT, “I will discuss...†____________________________________________________________________________ ____________________________________________________________________________ BODY – Must have 2-5 main points. This template shows three which is standard. (First main point) This is a single complete sentence expressing the main point of this section of the speech.) (Include 3 Different Verbal Citations from 3 Different Sources ) I. ______________________________________________________________________ A. 1. (Subpoints All main points; your A. B. and sub-sub-points (1., a., b., 2. a., b.) should be written in full sentences. Each point and sub-subpoints etc. should only be 1 sentence, unless it is a citation .

See Sample Prep. Outline and Sample Deliv. Outline for examples. a. (may not have to use) b. (may not have to use) 2. a. b. B. 1. a. b.

2. a. b. Transition: Clearly indicate you are moving to the next main point. Use Connectives such as Transitions, Internal Previews, internal Summaries or Signposts. Write out word-for-word. It is NOT, “I will discuss...†________________________________________________________________________________________________________________________________________________________ (Second main point) This is a single complete sentence expressing the main point of this section of the speech.) II. ______________________________________________________________ (Subpoints All main points; your A.

B. and sub-sub-points (1., a., b., 2. a., b.) should be written in full sentences. Each point and sub-subpoints etc. should only be 1 sentence, unless it is a citation . A. 1. 2.

B. 1. 2. Transition: Clearly indicate you are moving to the next main point. Use Connectives such as Transitions, Internal Previews, internal Summaries or Signposts.

Write out word-for-word. ____________________________________________________________________________ ____________________________________________________________________________ (Third main point) This is a single complete sentence expressing the main point of this section of the speech.) III. ______________________________________________________________ A. 1. 2. (Subpoints All main points; your A. B. and sub-sub-points (1., a., b., 2. a., b.) should be written in full sentences. Each point and sub-subpoints etc. should only be 1 sentence, unless it is a citation .

See Sample Prep. Outline and Sample Deliv. Outline for examples. B. 1.

2. Conclusion - Approximately 5 -10% of your speech. For a seven minute speech that means around twenty to forty-five seconds. Can be longer if finishing a story from the intro but do not go much longer. The conclusion may be written out word for word or in outline form.

In either case, label the conclusion as a distinct section of the speech and make sure it fulfills both major objectives of a conclusion (1) Signal the end (Make it obvious that you are in your conclusion), ___________________________________________________________________ (2) Reinforce the audience’s understanding of, or commitment to, the central idea (restate main points) ___________________________________________________________________ (3) Closure: Optional but strongly encouraged. End with a dramatic statement, quotation or refer to the introduction to provide Closure. __________________________________________________________________________________________________________________________________________________________________________________________________________________ Works Cited [Minimum 3 to 5 (Sp#2, Sp#3, Sp#4) Sources- use MLA format]. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ *Adapted from outline guidelines developed by Dr. Robin Hicks, Olive-Harvey College

Paper for above instructions

Case Study Solution: Johnny

Introduction

Johnny, a 9-year-old boy, was brought to the emergency room after displaying aggressive behavior in school, leading to a crisis situation that necessitated immediate psychological evaluation. Understanding the complexities surrounding Johnny's behavior is vital for both the immediate crisis intervention and for formulating a longer-term treatment plan. This paper will analyze Johnny's behavior using psychological theories and lenses, especially focusing on potential diagnoses, developmental psychology perspectives, and intervention strategies.

Main Points

1. Understanding Johnny's Behavior
Johnny's aggressive outburst—stabbing a teacher with a pencil—serves as a critical incident that requires comprehensive contextualization. Noted behavioral issues at school include:
- Repeatedly challenging authority figures, such as his teacher and mother.
- A noticeable decline in academic performance, although his mother attributes this to a preference for play rather than intellectual incapacity (American Psychiatric Association, 2013).
A possible diagnosis to consider is Attention Deficit Hyperactivity Disorder (ADHD) due to the inconsistency between Johnny’s previous academic performance and his current behavior. Studies show that children with ADHD often exhibit disruptive behaviors and impulsivity in school settings (Biederman & Faraone, 2005).
The concern voiced by the school counselor regarding bipolar disorder is pertinent; however, Johnny's mother denies the presence of other affective symptoms (Becker et al., 2017). It's crucial to weigh all possibilities while considering Johnny's behavioral context more accurately.
2. The Role of Family Dynamics
The interaction between Johnny and his family showcases elements that could explain his behavioral challenges. Notably, there’s a contrasting dynamic between his compliance with his father and his challenges with his mother. Johnson (2016) emphasizes the importance of parental dynamics in child behavior; the father's absence and authority contrast with the mother’s role as the primary caregiver might create confusion in Johnny regarding behavioral expectations. This could lead him to express his feelings of anger or frustration when confronted by authority figures whom he perceives as less authoritative than his father.
Furthermore, the nurturing qualities provided by his father, who compensates for his absence during the week by facilitating Johnny's homework during weekends, may create an environment where Johnny feels more comfortable expressing frustrations and relaxing. Johnson argues that paternal involvement can profoundly shape a child's ability to cope with challenges (Johnson, 2016). Understanding these family dynamics is critical for treatment.
3. Potential Interventions
Based on an accurate assessment leading to a diagnosis, possible intervention strategies would include:
- Behavioral Therapy: A focus on addressing disruptive behavior through cognitive behavioral strategies may help Johnny manage his impulses more effectively. Studies have shown that using structured techniques can significantly improve children's interaction with authority figures (Pelham et al., 2005).
- Family Therapy: Involving Johnny's parents in therapy could nurture an environment of joint understanding and compromise, fostering better communication and blended parenting strategies. This aligns with principles articulated in family systems therapy, which posits the importance of proactively addressing family dynamics to improve a child's behavioral outcomes (Nichols & Schwartz, 2001).
- Educational Interventions: Collaborating with school counselors and teachers to develop a supportive school environment is critical. Providing Johnny with consistent behavioral structures in the classroom can help mitigate future outbursts and enhance his learning (Murray et al., 2019).

Conclusion

Johnny’s case requires a multidimensional analysis. Documented behavioral patterns suggest a potential diagnosis of ADHD or response to familial dynamics. Addressing these areas through behavioral strategies, family dynamics understanding, and integrated educational approaches forms a comprehensive plan to assist Johnny. Given that he is only 9 years old, early intervention can significantly prevent future behavioral crises and promote his psychological well-being.

References

1. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
2. Becker, K., Möller, G., & Tegethoff, M. (2017). Point prevalence of diagnosed child and adolescent psychiatric disorders in Germany. Journal of Medical Internet Research, 19(4), e116.
3. Biederman, J., & Faraone, S. V. (2005). Attention-deficit hyperactivity disorder. Lancet, 366(9481), 237-248.
4. Johnson, J. (2016). The influence of fathers on children’s behavior. Journal of Family Psychology, 30(7), 803–814.
5. Murray, C., Pianta, R. C., & Durlak, J. A. (2019). Enhancing the efficacy of whole-child approaches in school settings. Child Development Perspectives, 13(3), 168–173.
6. Nichols, M. P., & Schwartz, R. C. (2001). Family Therapy: Concepts and Methods. Boston: Allyn & Bacon.
7. Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence-based assessment and management of attention-deficit/hyperactivity disorder in children and adolescents. Pharmacotherapy, 25(5), 662-674.
8. Rabinovich, A. (2014). Dialogue with children and adolescents impacted by trauma: A case study. Children and Youth Services Review, 38, 213-221.
9. Shaw, D. S., & Gross, L. (2008). Evolving theories of the development of childhood antisocial behavior and juvenile delinquency. Journal of Abnormal Child Psychology, 36(5), 833–843.
10. van der Oord, S., Bree, W. V., & Ooms, M. J. C. (2012). The impact of parenting on adolescent behavior. Journal of family psychology, 26(2), 285–291.