The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the Disruptive Behaviors media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior Discussion: Counseling Adolescents Assignment.
Assess clients presenting with disruptive behavior
Analyze therapeutic approaches for treating clients presenting with disruptive behavior
Evaluate outcomes for clients presenting with disruptive behavior
Review this week’s Learning Resources and reflect on the insights they provide.
View the media, Disruptive Behaviors. Select one of the four case studies and assess the client.
For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources.
Note: To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment Discussion: Counseling Adolescents Assignment.
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Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the \”Post to Discussion Question\” link and then select \”Create Thread\” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!
Post an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature.
This course is NURS6640 at Walden University This is week 9 discussion. Please choose one of the case studies to complete the assignment.
Jade is a 12-year-old girl who lives with her mother, father, and 6-year-old younger brother. Jade has been struggling in school and teachers report that she has significantly fallen behind in some school subjects. They further report that although she does well in sporting activities, she often engages in conflicts in the playground and has difficulty in forming friendship groups. Her parents add that she has become disorganized in the last one year, losing school material and getting to school or other social events late by delaying at home. She is restless, has difficulty in concentrating even when engaging in activities she enjoys such as watching movies, and is often restless. Although the parents are concerned about Jade’s performance in school, they are more concerned about her difficulty in making and keeping friends. Based on the symptoms presented by the patient and criteria presented in DSM-5, her diagnosis is presented as attention deficit hyperactivity disorder (ADHD). That is because her symptoms are causing her significantly learning and socialization difficulties (Jongsma et al., 2014; Perring & Well, 2014)Discussion: Counseling Adolescents Assignment.
Based on the ADHD diagnosis and the patient’s age, the treatment should be conducted using Ritalin LA prescription that is presented in a slow-release formulation taken twice daily. It is presented in 60-milligram packs, formulated as soda that acts for ten hours. It can be sprinkled in drinks and foods since it has a biphasic release pattern. That is because this medication is recommended as the first option for her age group when there are no co-comorbidities. The medication is intended to act by stimulating the central nervous system to alter brain chemistry, particularly noradrenaline and dopamine levels. This ends up affect affecting the patient’s concentration, movement and mood. The medication is first started at low does then titrated over the next five weeks. During this time, the patient is closely monitored for side effects that include nervousness, reduced appetite, headaches, and insomnia. Additionally, her weight and height would be regularly monitored since the medication has an effect on growth (Shier et al., 2013). As a result, the anticipated benefit of the medication is the suppression of the patient’s ADHD symptoms.
Jongsma, A., Peterson, M., McInnis, W. & Bruce, T. (2014). The child psychotherapy treatment planner: includes DSM-5 updates. Hoboken, NJ: John Wiley & Sons.
Perring, C. & Well, L. (2014). Diagnostic dilemmas in child and adolescent psychiatry: philosophical perspectives. Oxford: Oxford University Press.
Shier, A., Reichenbacher, T., Ghuman, H. & Ghuman, J. (2013). Pharmacological treatment of attention deficit hyperactivity disorder in children and adolescents: clinical strategies. Journal of Central Nervous System Disease, 5, 1-17. doi: 10.4137/JCNSD.S6691 Discussion: Counseling Adolescents Assignment.
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