Tag: Homework Solution

[Solved] PSYCH

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– 2 years ago **files (3)** – ## PSY1010_CaseStudy3_Template.docx – ## PSY1010_CaseStudy2_Template.docx – ## PSY1010_CaseStudy1_Template.docx **## PSY1010_CaseStudy3_Template.docx** Page 1 **PSY1010**– Touchstone 4 Type Your Name Here ## Smarter Decisions through Psychology Date here Using y…

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– 2 years ago

**files (3)**

– ## PSY1010_CaseStudy3_Template.docx

– ## PSY1010_CaseStudy2_Template.docx

– ## PSY1010_CaseStudy1_Template.docx

**## PSY1010_CaseStudy3_Template.docx**

Page 1

**PSY1010**– Touchstone 4

Type Your Name Here

## Smarter Decisions through Psychology

Date here

Using your problem solving and self and social awareness skill and the information you learned about brain plasticity, motivation, and mindset, answer the questions in this case study assignment to help Monica offer strategies to improve Mark’s chances for doing well on the compliance test.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

**Question 1:** What kind of mindset does Mark need to embrace to be successful? Describe the impact of mindset on success.

**Question 2:** What type of mindset does Mark currently have, and how does it affect his brain? Explain how mindset affects learning.

**Question 3:** What advice should Monica give to Mark, and why? Describe a specific strategy that Monica can suggest to Mark to improve his memory and better prepare for the compliance test.

**Question 4:** If Mark were your coworker, what important aspects of the situation would you want to keep in mind when offering advice and strategies to him? Why do you think this is important? Explain the importance of tailoring advice and strategies directly to Mark’s situation.

**## PSY1010_CaseStudy2_Template.docx**

Page 2

**PSY1010**– Touchstone 3.2

Type Your Name Here

## Smarter Decisions through Psychology

Date here

Using your problem solving and self and social awareness skills and what you have learned about personality traits and emotions, answer the questions in this case study assignment. Remember, you are to help Monica calm her anxiety and find a solution to her problem.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

**Question 1:** What are the Big 5 personality traits? Name and describe each of them.

**Question 2:** Consider the different approaches to the project taken by both Monica and Jennifer. On which of the Big 5 personality traits do they most differ? Discuss these differences in their personality traits.

**Question 3:** Using what you learned about emotions, what advice would you give to Monica? Describe a specific strategy that Monica can use to manage her emotions and successfully complete the project.

**Question 4:** If you were in this situation, how confident are you that you could successfully resolve a workplace conflict like the one that Monica faced? What past experiences or knowledge influence your answer? Explain how your experience or knowledge can resolve a similar workplace conflict.

**## PSY1010_CaseStudy1_Template.docx**

Page 2

**PSY1010**–
**Touchstone 3.1**

Type Your Name Here

## Smarter Decisions through Psychology

Date here

Using what you have learned about the adolescent brain and social development, answer the questions in this case study assignment. Your goals are to help Monica understand why her son makes the choices he does and recommend some strategies that may help solve the problem.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

**Question 1:** What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and reward.

**Question 2:** Why does it appear that Jordan values the opinion of his peers more than the opinion of his mother? Explain the psychological concepts that may account for why Jordan places value on his peers’ opinions.

**Question 3:** What advice would you give Jordan’s mother, Monica, that would teach him how to make better choices and decisions? Discuss a specific strategy that Monica may implement to help her son make better decisions.

**Question 4:** If you were in Monica’s shoes, how would you feel? Explain why a better understanding of Monica’s perspective could result in more constructive advice.

**## PSY1010_CaseStudy1_Template.docx**

Page 2

**PSY1010**–
**Touchstone 3.1**

Type Your Name Here

## Smarter Decisions through Psychology

Date here

Using what you have learned about the adolescent brain and social development, answer the questions in this case study assignment. Your goals are to help Monica understand why her son makes the choices he does and recommend some strategies that may help solve the problem.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

**Question 1:** What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and reward.

**Question 2:** Why does it appear that Jordan values the opinion of his peers more than the opinion of his mother? Explain the psychological concepts that may account for why Jordan places value on his peers’ opinions.

**Question 3:** What advice would you give Jordan’s mother, Monica, that would teach him how to make better choices and decisions? Discuss a specific strategy that Monica may implement to help her son make better decisions.

**Question 4:** If you were in Monica’s shoes, how would you feel? Explain why a better understanding of Monica’s perspective could result in more constructive advice.

**## PSY1010_CaseStudy3_Template.docx**

Page 1

**PSY1010**– Touchstone 4

Type Your Name Here

## Smarter Decisions through Psychology

Date here

Using your problem solving and self and social awareness skill and the information you learned about brain plasticity, motivation, and mindset, answer the questions in this case study assignment to help Monica offer strategies to improve Mark’s chances for doing well on the compliance test.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

**Question 1:** What kind of mindset does Mark need to embrace to be successful? Describe the impact of mindset on success.

**Question 2:** What type of mindset does Mark currently have, and how does it affect his brain? Explain how mindset affects learning.

**Question 3:** What advice should Monica give to Mark, and why? Describe a specific strategy that Monica can suggest to Mark to improve his memory and better prepare for the compliance test.

**Question 4:** If Mark were your coworker, what important aspects of the situation would you want to keep in mind when offering advice and strategies to him? Why do you think this is important? Explain the importance of tailoring advice and strategies directly to Mark’s situation.

**## PSY1010_CaseStudy2_Template.docx**

Page 2

**PSY1010**– Touchstone 3.2

Type Your Name Here

## Smarter Decisions through Psychology

Date here

Using your problem solving and self and social awareness skills and what you have learned about personality traits and emotions, answer the questions in this case study assignment. Remember, you are to help Monica calm her anxiety and find a solution to her problem.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

**Question 1:** What are the Big 5 personality traits? Name and describe each of them.

**Question 2:** Consider the different approaches to the project taken by both Monica and Jennifer. On which of the Big 5 personality traits do they most differ? Discuss these differences in their personality traits.

**Question 3:** Using what you learned about emotions, what advice would you give to Monica? Describe a specific strategy that Monica can use to manage her emotions and successfully complete the project.

**Question 4:** If you were in this situation, how confident are you that you could successfully resolve a workplace conflict like the one that Monica faced? What past experiences or knowledge influence your answer? Explain how your experience or knowledge can resolve a similar workplace conflict.

**## PSY1010_CaseStudy1_Template.docx**

Page 2

**PSY1010**–
**Touchstone 3.1**

Type Your Name Here

## Smarter Decisions through Psychology

Date here

Using what you have learned about the adolescent brain and social development, answer the questions in this case study assignment. Your goals are to help Monica understand why her son makes the choices he does and recommend some strategies that may help solve the problem.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

**Question 1:** What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and reward.

**Question 2:** Why does it appear that Jordan values the opinion of his peers more than the opinion of his mother? Explain the psychological concepts that may account for why Jordan places value on his peers’ opinions.

**Question 3:** What advice would you give Jordan’s mother, Monica, that would teach him how to make better choices and decisions? Discuss a specific strategy that Monica may implement to help her son make better decisions.

**Question 4:** If you were in Monica’s shoes, how would you feel? Explain why a better understanding of Monica’s perspective could result in more constructive advice.

**## PSY1010_CaseStudy3_Template.docx**

Page 1

**PSY1010**– Touchstone 4

Type Your Name Here

## Smarter Decisions through Psychology

Date here

Using your problem solving and self and social awareness skill and the information you learned about brain plasticity, motivation, and mindset, answer the questions in this case study assignment to help Monica offer strategies to improve Mark’s chances for doing well on the compliance test.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

**Question 1:** What kind of mindset does Mark need to embrace to be successful? Describe the impact of mindset on success.

**Question 2:** What type of mindset does Mark currently have, and how does it affect his brain? Explain how mindset affects learning.

**Question 3:** What advice should Monica give to Mark, and why? Describe a specific strategy that Monica can suggest to Mark to improve his memory and better prepare for the compliance test.

**Question 4:** If Mark were your coworker, what important aspects of the situation would you want to keep in mind when offering advice and strategies to him? Why do you think this is important? Explain the importance of tailoring advice and strategies directly to Mark’s situation.

**## PSY1010_CaseStudy2_Template.docx**

Page 2

**PSY1010**– Touchstone 3.2

Type Your Name Here

## Smarter Decisions through Psychology

Date here

Using your problem solving and self and social awareness skills and what you have learned about personality traits and emotions, answer the questions in this case study assignment. Remember, you are to help Monica calm her anxiety and find a solution to her problem.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

**Question 1:** What are the Big 5 personality traits? Name and describe each of them.

**Question 2:** Consider the different approaches to the project taken by both Monica and Jennifer. On which of the Big 5 personality traits do they most differ? Discuss these differences in their personality traits.

**Question 3:** Using what you learned about emotions, what advice would you give to Monica? Describe a specific strategy that Monica can use to manage her emotions and successfully complete the project.

**Question 4:** If you were in this situation, how confident are you that you could successfully resolve a workplace conflict like the one that Monica faced? What past experiences or knowledge influence your answer? Explain how your experience or knowledge can resolve a similar workplace conflict.

**## PSY1010_CaseStudy1_Template.docx**

Page 2

**PSY1010**–
**Touchstone 3.1**

Type Your Name Here

## Smarter Decisions through Psychology

Date here

Using what you have learned about the adolescent brain and social development, answer the questions in this case study assignment. Your goals are to help Monica understand why her son makes the choices he does and recommend some strategies that may help solve the problem.

For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

**Question 1:** What happens inside the brain of a teenager that makes it difficult for Jordan to weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and reward.

**Question 2:** Why does it appear that Jordan values the opinion of his peers more than the opinion of his mother? Explain the psychological concepts that may account for why Jordan places value on his peers’ opinions.

**Question 3:** What advice would you give Jordan’s mother, Monica, that would teach him how to make better choices and decisions? Discuss a specific strategy that Monica may implement to help her son make better decisions.

**Question 4:** If you were in Monica’s shoes, how would you feel? Explain why a better understanding of Monica’s perspective could result in more constructive advice.

November 5, 2026
[Solved] human services

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## humanservices-final.docx **## humanservices-final.docx** **Part one-The movie [1 1/2 pages]** 1. Select a movie from the attached list or decide on your own movie idea. (The movie must have an ethical dilemma as its main theme. Please run ideas by Shantih). 2. Sp…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## humanservices-final.docx

**## humanservices-final.docx**

**Part one-The movie [1 1/2 pages]**

1. Select a movie from the attached list or decide on your own movie idea. (The movie must have an ethical dilemma as its main theme. Please run ideas by Shantih).

2. Spend time watching the movie (and taking notes). (You may need to watch it more than once.)

3. Respond to these questions after you have watched the movie:

a. What movie did you select and why.

b. What is the movie about? In your own words.

c. A movie review: Find a movie review and include a paragraph from the review. Make sure to cite your source!

d. Please give two or three examples of ethical dilemmas that you saw in the movie. What were the characters struggling with? Be specific and cite your movie.

**Part two: Create a Counseling Session from the movie [1 page]**

1. Imagine you are a social worker or counselor assigned to work with a character/characters in the movie, please respond to these questions:

a. What would be challenging and why?

b. What would be exciting and why?

c. What ethical questions would you bring to your supervisor?

d. Give 2 examples of how the NASW Code of Ethics could help you in your work with the client/clients. (Cite your sources. Give 1-2 examples from your class readings.)

e. Give specific examples from the movie.

**Part three: Your reflections [1 page]**

1. What did you learn about Human service Ethics from watching the movie and responding to these questions?

2. Would you recommend this movie to someone else studying ethics?

3. What else would you like to add?

**References must include:**

1.
**The movie or book**

2.
**The movie or book review**

3.
**NASW Code of Ethics**

4.
**Two additional chapters or articles from our class**

The Movie of choice

## 1. **_Never Rarely Sometimes Always:_** Seventeen-year-old Autumn Callahan suspects she is pregnant and goes to a [crisis pregnancy center](https://en.wikipedia.org/wiki/Crisis_pregnancy_center). At the center, she takes a drugstore test that confirms she is pregnant. She is told she is 10 weeks along, given literature on adoption, and shown an anti-abortion video. After learning that she cannot get an [abortion in Pennsylvania](https://en.wikipedia.org/wiki/Abortion_in_Pennsylvania) without parental consent, she tries to [induce a miscarriage](https://en.wikipedia.org/wiki/Self-induced_abortion) by swallowing pills and punching herself in the stomach. When those methods fail, she tells her cousin, Skylar, that she is pregnant. Skylar steals cash from the grocery store where they work, and the two buy bus tickets to New York City. On the bus they meet Jasper, a young man persistently interested in Skylar even though she tries to blow him off.

**Reading list from module**

NASW Code of Ethics

Dickson, D. T. (2009). When Law and Ethics Collide: Social Control in Child Protective Services. Ethics and Social Welfare, 3(3), 264–283.
[https://doi.org/10.1080/17496530903209485](https://doi.org/10.1080/17496530903209485)

McDonald, D., Boddy, J., O’Callaghan, K., & Chester, P. (2015). Ethical Professional Writing in Social Work and Human Services. Ethics and Social Welfare, 9(4), 359–374.
[https://doi.org/10.1080/17496535.2015.1009481](https://doi.org/10.1080/17496535.2015.1009481)

Witherell, C. S. (1997). “Real World” Ethics: Frameworks for Educators and Human Service Professionals. Journal of Moral Education, 26(2), 227–

Ng, W. (2008). Virtual teamwork: students studying about ethics in an online environment. Research in Science & Technological Education, 26(1), 13.
[https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/virtual-teamwork-students-studying-about-ethics/docview/218196304/se-2](https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/virtual-teamwork-students-studying-about-ethics/docview/218196304/se-2)

Lee, M. Y., Mickelson, J., Quijada, L., & Orr, L. (2021). Transforming Lives of Former Foster Youths: A Campus-Based Support Program Grounded in Social Work Values. Social Work (New York), 66(3), 217–225.
[https://doi.org/10.1093/sw/swa](https://doi.org/10.1093/sw/swa)

Dore, I. (2019). Doing Knowing Ethically – Where Social Work Values Meet Critical Realism. Ethics and Social Welfare, 13(4), 377–391.
[https://doi.org/10.1080/17496535.2019.1598458b024l](https://doi.org/10.1080/17496535.2019.1598458b024l)

**## humanservices-final.docx**

**Part one-The movie [1 1/2 pages]**

1. Select a movie from the attached list or decide on your own movie idea. (The movie must have an ethical dilemma as its main theme. Please run ideas by Shantih).

2. Spend time watching the movie (and taking notes). (You may need to watch it more than once.)

3. Respond to these questions after you have watched the movie:

a. What movie did you select and why.

b. What is the movie about? In your own words.

c. A movie review: Find a movie review and include a paragraph from the review. Make sure to cite your source!

d. Please give two or three examples of ethical dilemmas that you saw in the movie. What were the characters struggling with? Be specific and cite your movie.

**Part two: Create a Counseling Session from the movie [1 page]**

1. Imagine you are a social worker or counselor assigned to work with a character/characters in the movie, please respond to these questions:

a. What would be challenging and why?

b. What would be exciting and why?

c. What ethical questions would you bring to your supervisor?

d. Give 2 examples of how the NASW Code of Ethics could help you in your work with the client/clients. (Cite your sources. Give 1-2 examples from your class readings.)

e. Give specific examples from the movie.

**Part three: Your reflections [1 page]**

1. What did you learn about Human service Ethics from watching the movie and responding to these questions?

2. Would you recommend this movie to someone else studying ethics?

3. What else would you like to add?

**References must include:**

1.
**The movie or book**

2.
**The movie or book review**

3.
**NASW Code of Ethics**

4.
**Two additional chapters or articles from our class**

The Movie of choice

## 1. **_Never Rarely Sometimes Always:_** Seventeen-year-old Autumn Callahan suspects she is pregnant and goes to a [crisis pregnancy center](https://en.wikipedia.org/wiki/Crisis_pregnancy_center). At the center, she takes a drugstore test that confirms she is pregnant. She is told she is 10 weeks along, given literature on adoption, and shown an anti-abortion video. After learning that she cannot get an [abortion in Pennsylvania](https://en.wikipedia.org/wiki/Abortion_in_Pennsylvania) without parental consent, she tries to [induce a miscarriage](https://en.wikipedia.org/wiki/Self-induced_abortion) by swallowing pills and punching herself in the stomach. When those methods fail, she tells her cousin, Skylar, that she is pregnant. Skylar steals cash from the grocery store where they work, and the two buy bus tickets to New York City. On the bus they meet Jasper, a young man persistently interested in Skylar even though she tries to blow him off.

**Reading list from module**

NASW Code of Ethics

Dickson, D. T. (2009). When Law and Ethics Collide: Social Control in Child Protective Services. Ethics and Social Welfare, 3(3), 264–283.
[https://doi.org/10.1080/17496530903209485](https://doi.org/10.1080/17496530903209485)

McDonald, D., Boddy, J., O’Callaghan, K., & Chester, P. (2015). Ethical Professional Writing in Social Work and Human Services. Ethics and Social Welfare, 9(4), 359–374.
[https://doi.org/10.1080/17496535.2015.1009481](https://doi.org/10.1080/17496535.2015.1009481)

Witherell, C. S. (1997). “Real World” Ethics: Frameworks for Educators and Human Service Professionals. Journal of Moral Education, 26(2), 227–

Ng, W. (2008). Virtual teamwork: students studying about ethics in an online environment. Research in Science & Technological Education, 26(1), 13.
[https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/virtual-teamwork-students-studying-about-ethics/docview/218196304/se-2](https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/virtual-teamwork-students-studying-about-ethics/docview/218196304/se-2)

Lee, M. Y., Mickelson, J., Quijada, L., & Orr, L. (2021). Transforming Lives of Former Foster Youths: A Campus-Based Support Program Grounded in Social Work Values. Social Work (New York), 66(3), 217–225.
[https://doi.org/10.1093/sw/swa](https://doi.org/10.1093/sw/swa)

Dore, I. (2019). Doing Knowing Ethically – Where Social Work Values Meet Critical Realism. Ethics and Social Welfare, 13(4), 377–391.
[https://doi.org/10.1080/17496535.2019.1598458b024l](https://doi.org/10.1080/17496535.2019.1598458b024l)

November 5, 2026
[Solved] Hope

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[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) I hope that the another year I will be . – 2 years ago

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Assignment Prompt & Instructions

[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

I hope that the another year I will be .

– 2 years ago

November 5, 2026
[Solved] discussion

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In-depth study guidance and analytical solution covering discussion.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] Flyer

✓ Verified Academic Solution Available

Executive Solution Overview

Please follow all directions – [\ \ 48be957c-14c3-4ad9-a897-7a1f3a4ed968.jpeg](https://www.sweetstudy.com/files/48be957c-14c3-4ad9-a897-7a1f3a4ed968-jpeg "48be957c-14c3-4ad9-a897-7a1f3a4ed968.jpeg") – [\ \ IMG_5233.png](https://www.sweetstudy.com/files/img-5233-png "IMG_5233.png") – 2 years ago

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Assignment Prompt & Instructions

Please follow all directions

– [\
\
48be957c-14c3-4ad9-a897-7a1f3a4ed968.jpeg](https://www.sweetstudy.com/files/48be957c-14c3-4ad9-a897-7a1f3a4ed968-jpeg "48be957c-14c3-4ad9-a897-7a1f3a4ed968.jpeg")
– [\
\
IMG_5233.png](https://www.sweetstudy.com/files/img-5233-png "IMG_5233.png")

– 2 years ago

November 5, 2026
[Solved] PMHNP.

✓ Verified Academic Solution Available

Executive Solution Overview

– Choose one of the two following specific populations: either pregnant women or older adults. Then, select a specific disorder from the _DSM-5-TR_ to use. – Use the Walden Library to research evidence-based treatments for your selected disorder in your selected population (either older adults or pr…

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Assignment Prompt & Instructions

– Choose one of the two following specific populations: either pregnant women or older adults. Then, select a specific disorder from the _DSM-5-TR_ to use.
– Use the Walden Library to research evidence-based treatments for your selected disorder in your selected population (either older adults or pregnant women). You will need to recommend one FDA-approved drug, one non-FDA-approved “off-label” drug, and one nonpharmacological intervention for treating the disorder in that population.

– [\
\
Topic_Week9_DiscussionIntructions.pdf](https://www.sweetstudy.com/files/topic-week9-discussionintructions-pdf "Topic_Week9_DiscussionIntructions.pdf")

– 2 years ago
– 0.5

November 5, 2026
[Solved] Create a Discussion using APA 7 format, and scholarly references no older than 5 years.

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Executive Solution Overview

**Please ensure that the Discussion includes more than 400 words with scholarly articles, and the plagiarism level must remain below 20%.** **Antipsychotic medications play a crucial role in managing psychiatric disorders, particularly Schizophrenia. However, understanding their adverse effects is e…

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Assignment Prompt & Instructions

**Please ensure that the Discussion includes more than 400 words with scholarly articles, and the plagiarism level must remain below 20%.**

**Antipsychotic medications play a crucial role in managing psychiatric disorders, particularly Schizophrenia. However, understanding their adverse effects is essential for safe and effective patient care. Explores the common adverse effects associated with typical antipsychotics, emphasizing the importance of monitoring, patient education, and individualized treatment approaches.**

– 2 years ago

November 5, 2026
[Solved] Create a Discussion using APA 7 format, and scholarly references no older than 5 years.

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Executive Solution Overview

**Please ensure that the Discussion includes more than 400 words with scholarly articles, and the plagiarism level must remain below 20%.** Based on the theory of attachment, what behaviors would a nurse attempt to stimulate when working with parent to promote health attachment? – 2 years ago

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Assignment Prompt & Instructions

**Please ensure that the Discussion includes more than 400 words with scholarly articles, and the plagiarism level must remain below 20%.**

Based on the theory of attachment, what behaviors would a nurse attempt to stimulate when working with parent to promote health attachment?

– 2 years ago

November 5, 2026
[Solved] unit 8 journal

✓ Verified Academic Solution Available

Executive Solution Overview

see attached – 2 years ago **files (2)** – ## 671casestudy.docx – NU671_Grading_Rubrics3.docx **## 671casestudy.docx** **Transgender Youth** · _Review the following case study and address the questions that follow._ IDENTIFICATION: The patient is a 14-year-old adopted African-American female-to-ma…

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Assignment Prompt & Instructions

see attached

– 2 years ago

**files (2)**

– ## 671casestudy.docx

– NU671_Grading_Rubrics3.docx

**## 671casestudy.docx**

**Transgender Youth**

·
_Review the following case study and address the questions that follow._

IDENTIFICATION: The patient is a 14-year-old adopted African-American female-to-male transgender individual. The patient uses the name Joseph and masculine pronouns (he, him, his). He is evaluated in a child and adolescent inpatient crisis unit.

CHIEF COMPLAINT: “My parents don’t understand me.”

HISTORY OF CHIEF COMPLAINT: Patient came out as transgender on social media 2 years ago. At that time, he asked his parents and friends to call him Joseph and to refer to him using masculine pronouns (he, him, his). He wants to wear only boy’s clothing, use the boy’s bathroom at school, and participate in groups and activities for boys. Patient reports that his parents are not accepting of his transgender identity and that their lack of acceptance has contributed to increased anxiety, depression, and suicidal ideation. The patient told his outpatient therapist that he was planning to kill himself by running into oncoming traffic. The therapist contacted his parents, who brought him to the hospital for evaluation.

The patient reports engaging in self-injurious behavior by making superficial cuts to his forearms and occasionally to his breasts “because I hate them. I don’t want them.” Patient reports his last episode of self-injury was “two nights ago” when he used a razor to cut his left forearm.

He reports, “I can’t seem to focus” and that he is in danger of failing two of his classes. He has been sleeping most afternoons after returning home from school. Patient reports feeling “very sad” for the past month. He states he has been eating more than usual and has gained 10 lb in the past month. He is currently prescribed fluoxetine 40 mg by his outpatient psychiatrist.

PAST PSYCHIATRIC HISTORY: The patient has been in outpatient therapy on and off since age 4 because of anxiety and issues with gender identity.

He had several trials of medications for attention-deficit/hyperactivity disorder (ADHD) as a young child. He is currently taking fluoxetine 40 mg with some effect on anxiety and depression. They had in-home family therapy for 6 months following a referral from the patient’s school. This therapy ended 4 months ago. This is his first psychiatric hospitalization.

MEDICAL HISTORY: Exercise-induced asthma. Several superficial healing cuts observed on patient’s left forearm.

HISTORY OF DRUG OR ALCOHOL ABUSE: Patient reports smoking about five cigarettes per day. He denies use of alcohol, marijuana, or other illicit substances. He denies use of any unprescribed hormones.

FAMILY HISTORY: Limited information available about patient’s biologic family, but substance-abuse problems (specific substances unknown) were suspected in patient’s biologic mother. Patient’s adoptive mother has a history of depression.

PERSONAL HISTORY

Perinatal: Unknown because the patient is adopted.

Childhood: The patient was adopted at age 5 after having been in foster care since age 3 because of neglect and physical abuse by his biologic mother. No other children live in the home. The patient began to express cross-gender identity at age 12. He insisted on wearing boy’s clothing and used the boys’ bathroom at school even though the school did not permit this.

Adolescence: The patient expresses distress at developing secondary sex characteristics associated with females. He is currently binding his breasts to create the shape of a flatter chest. He reports intense dysphoria around the time of menstruation. He is attracted to girls and identifies as heterosexual.

TRAUMA/ABUSE HISTORY: Physical abuse and neglect by biologic mother from birth to age 3.

MENTAL STATUS EXAMINATION

Appearance: Short hair, dressed in masculine clothing, wearing eyeglasses.

Behavior and psychomotor activity: Restless, bouncing right leg throughout assessment.

Consciousness: Alert.

Orientation: Oriented to person, place, and time.

Memory: Not formally assessed but appears to be intact during this assessment.

Concentration and attention: Reports impaired concentration. Appears mildly distractible during assessment.

Visuospatial ability: Not assessed.

Abstract thought: Not assessed.

Intellectual functioning: Average.

Speech and language: Rapid, mildly pressured.

Perceptions: No evidence of perceptual disturbance.

Thought processes: Coherent, goal directed.

Thought content: No abnormalities.

Suicidality or homicidality: Suicidal ideation with plan to run into traffic. Uncertain intent.

Mood: “Down.”

Affect: Congruent with mood, constricted.

Impulse control: Good during the assessment. His history of self-injurious behavior may be an indication of impulsivity.

Judgment/Insight/Reliability: Fair/Moderate/Moderate.

**Questions**

1. What
**screening tools** and/or
**laboratory tests** would you use to further evaluate this patient?

2. What are your
**differential diagnoses** for this patient?

a. Include DMS-5 TR codes and ICD-10 codes

b. Include rationale for ruling in or ruling out the diagnoses.

c. What diagnosis would you rule in as your
**working diagnosis**?

3. What
**pharmacological, psychoeducational, psychotherapeutic**, and
**complementary and alternative treatments** would you recommend for this patient while hospitalized and at discharge?

4. What
**cultural and ethical considerations** would you consider with this patient?

**NU671_Grading_Rubrics3.docx**

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**NU671_Grading_Rubrics3.docx**

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**## 671casestudy.docx**

**Transgender Youth**

·
_Review the following case study and address the questions that follow._

IDENTIFICATION: The patient is a 14-year-old adopted African-American female-to-male transgender individual. The patient uses the name Joseph and masculine pronouns (he, him, his). He is evaluated in a child and adolescent inpatient crisis unit.

CHIEF COMPLAINT: “My parents don’t understand me.”

HISTORY OF CHIEF COMPLAINT: Patient came out as transgender on social media 2 years ago. At that time, he asked his parents and friends to call him Joseph and to refer to him using masculine pronouns (he, him, his). He wants to wear only boy’s clothing, use the boy’s bathroom at school, and participate in groups and activities for boys. Patient reports that his parents are not accepting of his transgender identity and that their lack of acceptance has contributed to increased anxiety, depression, and suicidal ideation. The patient told his outpatient therapist that he was planning to kill himself by running into oncoming traffic. The therapist contacted his parents, who brought him to the hospital for evaluation.

The patient reports engaging in self-injurious behavior by making superficial cuts to his forearms and occasionally to his breasts “because I hate them. I don’t want them.” Patient reports his last episode of self-injury was “two nights ago” when he used a razor to cut his left forearm.

He reports, “I can’t seem to focus” and that he is in danger of failing two of his classes. He has been sleeping most afternoons after returning home from school. Patient reports feeling “very sad” for the past month. He states he has been eating more than usual and has gained 10 lb in the past month. He is currently prescribed fluoxetine 40 mg by his outpatient psychiatrist.

PAST PSYCHIATRIC HISTORY: The patient has been in outpatient therapy on and off since age 4 because of anxiety and issues with gender identity.

He had several trials of medications for attention-deficit/hyperactivity disorder (ADHD) as a young child. He is currently taking fluoxetine 40 mg with some effect on anxiety and depression. They had in-home family therapy for 6 months following a referral from the patient’s school. This therapy ended 4 months ago. This is his first psychiatric hospitalization.

MEDICAL HISTORY: Exercise-induced asthma. Several superficial healing cuts observed on patient’s left forearm.

HISTORY OF DRUG OR ALCOHOL ABUSE: Patient reports smoking about five cigarettes per day. He denies use of alcohol, marijuana, or other illicit substances. He denies use of any unprescribed hormones.

FAMILY HISTORY: Limited information available about patient’s biologic family, but substance-abuse problems (specific substances unknown) were suspected in patient’s biologic mother. Patient’s adoptive mother has a history of depression.

PERSONAL HISTORY

Perinatal: Unknown because the patient is adopted.

Childhood: The patient was adopted at age 5 after having been in foster care since age 3 because of neglect and physical abuse by his biologic mother. No other children live in the home. The patient began to express cross-gender identity at age 12. He insisted on wearing boy’s clothing and used the boys’ bathroom at school even though the school did not permit this.

Adolescence: The patient expresses distress at developing secondary sex characteristics associated with females. He is currently binding his breasts to create the shape of a flatter chest. He reports intense dysphoria around the time of menstruation. He is attracted to girls and identifies as heterosexual.

TRAUMA/ABUSE HISTORY: Physical abuse and neglect by biologic mother from birth to age 3.

MENTAL STATUS EXAMINATION

Appearance: Short hair, dressed in masculine clothing, wearing eyeglasses.

Behavior and psychomotor activity: Restless, bouncing right leg throughout assessment.

Consciousness: Alert.

Orientation: Oriented to person, place, and time.

Memory: Not formally assessed but appears to be intact during this assessment.

Concentration and attention: Reports impaired concentration. Appears mildly distractible during assessment.

Visuospatial ability: Not assessed.

Abstract thought: Not assessed.

Intellectual functioning: Average.

Speech and language: Rapid, mildly pressured.

Perceptions: No evidence of perceptual disturbance.

Thought processes: Coherent, goal directed.

Thought content: No abnormalities.

Suicidality or homicidality: Suicidal ideation with plan to run into traffic. Uncertain intent.

Mood: “Down.”

Affect: Congruent with mood, constricted.

Impulse control: Good during the assessment. His history of self-injurious behavior may be an indication of impulsivity.

Judgment/Insight/Reliability: Fair/Moderate/Moderate.

**Questions**

1. What
**screening tools** and/or
**laboratory tests** would you use to further evaluate this patient?

2. What are your
**differential diagnoses** for this patient?

a. Include DMS-5 TR codes and ICD-10 codes

b. Include rationale for ruling in or ruling out the diagnoses.

c. What diagnosis would you rule in as your
**working diagnosis**?

3. What
**pharmacological, psychoeducational, psychotherapeutic**, and
**complementary and alternative treatments** would you recommend for this patient while hospitalized and at discharge?

4. What
**cultural and ethical considerations** would you consider with this patient?

**NU671_Grading_Rubrics3.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics3-docx)

**## 671casestudy.docx**

**Transgender Youth**

·
_Review the following case study and address the questions that follow._

IDENTIFICATION: The patient is a 14-year-old adopted African-American female-to-male transgender individual. The patient uses the name Joseph and masculine pronouns (he, him, his). He is evaluated in a child and adolescent inpatient crisis unit.

CHIEF COMPLAINT: “My parents don’t understand me.”

HISTORY OF CHIEF COMPLAINT: Patient came out as transgender on social media 2 years ago. At that time, he asked his parents and friends to call him Joseph and to refer to him using masculine pronouns (he, him, his). He wants to wear only boy’s clothing, use the boy’s bathroom at school, and participate in groups and activities for boys. Patient reports that his parents are not accepting of his transgender identity and that their lack of acceptance has contributed to increased anxiety, depression, and suicidal ideation. The patient told his outpatient therapist that he was planning to kill himself by running into oncoming traffic. The therapist contacted his parents, who brought him to the hospital for evaluation.

The patient reports engaging in self-injurious behavior by making superficial cuts to his forearms and occasionally to his breasts “because I hate them. I don’t want them.” Patient reports his last episode of self-injury was “two nights ago” when he used a razor to cut his left forearm.

He reports, “I can’t seem to focus” and that he is in danger of failing two of his classes. He has been sleeping most afternoons after returning home from school. Patient reports feeling “very sad” for the past month. He states he has been eating more than usual and has gained 10 lb in the past month. He is currently prescribed fluoxetine 40 mg by his outpatient psychiatrist.

PAST PSYCHIATRIC HISTORY: The patient has been in outpatient therapy on and off since age 4 because of anxiety and issues with gender identity.

He had several trials of medications for attention-deficit/hyperactivity disorder (ADHD) as a young child. He is currently taking fluoxetine 40 mg with some effect on anxiety and depression. They had in-home family therapy for 6 months following a referral from the patient’s school. This therapy ended 4 months ago. This is his first psychiatric hospitalization.

MEDICAL HISTORY: Exercise-induced asthma. Several superficial healing cuts observed on patient’s left forearm.

HISTORY OF DRUG OR ALCOHOL ABUSE: Patient reports smoking about five cigarettes per day. He denies use of alcohol, marijuana, or other illicit substances. He denies use of any unprescribed hormones.

FAMILY HISTORY: Limited information available about patient’s biologic family, but substance-abuse problems (specific substances unknown) were suspected in patient’s biologic mother. Patient’s adoptive mother has a history of depression.

PERSONAL HISTORY

Perinatal: Unknown because the patient is adopted.

Childhood: The patient was adopted at age 5 after having been in foster care since age 3 because of neglect and physical abuse by his biologic mother. No other children live in the home. The patient began to express cross-gender identity at age 12. He insisted on wearing boy’s clothing and used the boys’ bathroom at school even though the school did not permit this.

Adolescence: The patient expresses distress at developing secondary sex characteristics associated with females. He is currently binding his breasts to create the shape of a flatter chest. He reports intense dysphoria around the time of menstruation. He is attracted to girls and identifies as heterosexual.

TRAUMA/ABUSE HISTORY: Physical abuse and neglect by biologic mother from birth to age 3.

MENTAL STATUS EXAMINATION

Appearance: Short hair, dressed in masculine clothing, wearing eyeglasses.

Behavior and psychomotor activity: Restless, bouncing right leg throughout assessment.

Consciousness: Alert.

Orientation: Oriented to person, place, and time.

Memory: Not formally assessed but appears to be intact during this assessment.

Concentration and attention: Reports impaired concentration. Appears mildly distractible during assessment.

Visuospatial ability: Not assessed.

Abstract thought: Not assessed.

Intellectual functioning: Average.

Speech and language: Rapid, mildly pressured.

Perceptions: No evidence of perceptual disturbance.

Thought processes: Coherent, goal directed.

Thought content: No abnormalities.

Suicidality or homicidality: Suicidal ideation with plan to run into traffic. Uncertain intent.

Mood: “Down.”

Affect: Congruent with mood, constricted.

Impulse control: Good during the assessment. His history of self-injurious behavior may be an indication of impulsivity.

Judgment/Insight/Reliability: Fair/Moderate/Moderate.

**Questions**

1. What
**screening tools** and/or
**laboratory tests** would you use to further evaluate this patient?

2. What are your
**differential diagnoses** for this patient?

a. Include DMS-5 TR codes and ICD-10 codes

b. Include rationale for ruling in or ruling out the diagnoses.

c. What diagnosis would you rule in as your
**working diagnosis**?

3. What
**pharmacological, psychoeducational, psychotherapeutic**, and
**complementary and alternative treatments** would you recommend for this patient while hospitalized and at discharge?

4. What
**cultural and ethical considerations** would you consider with this patient?

**NU671_Grading_Rubrics3.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics3-docx)

November 5, 2026
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November 5, 2026