Reference no: EM133356487
- Identify at least three stressor-related features that Juan's case presents.
- Explain the significance of the symptoms affecting Juan.
- Examine the diagnostic criteria and two areas on the diagnostic continuum. Identify three prominent symptoms related to comorbid or co-occurring disorders that may be present in Juan's situation.
- Examine two aspects to provide culturally competent care and discuss why this is important in working with Juan for diagnosis, co-occurring factors and culture.
- Identify any additional diagnostic symptoms that are of concern to be addressed. How is the process of assessment conducted with Juan, and what are some assessment tools or instruments that can assist in making a valid diagnosis?
- Determine the course of treatment by identifying the modalities that would be therapeutically beneficial for Juan. What are the treatment strategies and interventions that will address the symptoms presented by Juan?
- What is the ultimate goal for Juan's treatment and explain what is hoped for successful treatment interventions.
May you please answer each question separately in order and add references.
Juan, a 17-year-old Hispanic youth, was referred to the school psychologist at the end of the ?rst school term because of apparent academic and emotional concerns. His grades were slipping, and it looked like he might not get any credits his ?rst term.?The counselor has also explained that Juan was the driver in a fatal car wreck at the end of the previous academic year, in which his best friend was killed. Although Juan was hospitalized, the counselor said that he insisted on going to the funeral, even though he could barely move, having su?ered several broken ribs. When the psychologist met with Juan, he was initially reluctant to discuss the accident, but as rapport was established, he admitted to feeling helpless, feeling fatigued because of lack of sleep, and having problems concentrating on his schoolwork. He wanted to quit school, because he did not want to be in the same class with students who blamed him for his friend's death, and furthermore he did not see why he should plan for a future. He admitted to having vivid dreams of his friend, seeing him as if he were alive. Often, he would wake up, startled. He had no recollection of how the accident happened, as he could not remember the details, even though a witness had said that another car was involved. Although he has a girlfriend, Juan rarely feels like doing anything, and in the past few months he has preferred to be alone. Although he was very close to his deceased friend's family (they were inseparable), he has not seen them since the funeral. In this case, Juan is faced with the aftermath of a traumatic experience in which he was seriously injured, and his friend was killed. He feels helpless because of the accidental nature of the wreck. Undoubtedly, Juan has signi?cant survivor guilt. Faced with traumatic events of this nature, individuals react with fear, horror, or helplessness. In younger children, these feelings are often expressed in disorganized and agitated behaviors.