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Wyatt was a 12-year-old-boy referred by his psychiatrist to an adolescent partial hospitalization program because of repeated conflicts that have frightened both classmates and family members

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Wyatt was a 12-year-old-boy referred by his psychiatrist to an adolescent partial hospitalization program because of repeated conflicts that have frightened both classmates and family members.

According to his parents, Wyatt was generally moody and irritable, with frequent episodes of being “a raging monster.” It had become almost impossible to set limits. Most recently, Wyatt had smashed a closet door to gain access to a video game that had been withheld to encourage him to do homework. At school, Wyatt was noted to have a hair-trigger temper, and he had recently been suspended for punching another boy in the face after losing a chess match.

Wyatt had been an extremely active young boy, running “all the time.” He was also a “sensitive kid” who constantly worried that things might go wrong. His tolerance for frustration had been less than that of his peers, and his parents quit taking him shopping because he would predictably become distraught whenever they did not buy him whatever toys he wanted.

Grade school reports indicated dgetiness, wandering attention, and impulsivity. When Wyatt was 10 years old, a child psychiatrist diagnosed him as having attention-de cit/hyperactivity disorder (ADHD), combined type. Wyatt was referred to a behavioral therapist and started taking methylphenidate, with an improvement in symptoms. By fourth grade, his moodiness became more pronounced and persistent. He was generally surly, complaining that life was “unfair.” Wyatt and his parents began their daily limitsetting battles at breakfast while he delayed getting ready for school, and then—by evening—continued their arguments about homework, video games, and bedtime. These arguments often included Wyatt screaming and throwing nearby objects. By the time he reached sixth grade, his parents were tired and his siblings avoided him.

According to Wyatt’s parents, he had no problems with appetite, and although they fought about when he would go to bed, he did not appear to have a sleep disturbance. He appeared to nd pleasure in his usual activities, maintained good energy, and had no history of elation, grandiosity, or decreased need for sleep lasting more than a day. Although they described him as “moody, isolated, and lonely,” his parents did not see him as depressed. They denied any history of hallucinations, abuse, trauma, suicidality, homicidality, a wish to self-harm, or any premeditated wish to harm others. He and his parents denied he had ever used alcohol or drugs. His medical history was unremarkable. His family history was notable for anxiety and depression in the father, alcoholism in the paternal grandparents, and possible untreated ADHD in the mother.

On interview, Wyatt was mildly anxious yet easy to engage. His body twisted back and forth as he sat in the chair. In reviewing his temper outbursts and physical aggression, Wyatt said, “It’s like I can’t help myself. I don’t mean to do these things. But when I get mad, I don’t think about any of that. It’s like my mind goes blank.” When asked how he felt about his outbursts, Wyatt looked very sad and said earnestly, “I hate when I’m that way.” If he could change three things in his life, Wyatt replied, “I would have more friends, I would do better in school, and I would stop getting mad so much.”

2) DSM-5 Clinical Case Conceptualization Reports (5 clinical cases; 5 points each= 25 points total)

Students can choose to work individually or in groups of 2-3 to collaborate and discuss Clinical Cases. (Therefore, I will not assign groups, however you may form groups yourself). Each student will complete

one report (or one group report), however each student will upload the report into Canvas. Please include the following:

1. relevant information about your client and their environment, including level of functioning, relationships with family and friends, level of support related to the home, school and neighborhood environment, cultural considerations and socioeconomic status.
2. DSM-5 diagnosis and specific symptoms related to this
3. family members and how they have been impacted by the client’s diagnosis, their level of understanding of this diagnosis, their ability to cope with it, and their ability to help the client cope.
4. a treatment plan with effective treatment strategies (goals, objectives) and what the family and school can do to help.