Case Study 3: George

George is the fourth child of Nathan and Mary. His parents reported that George’s development was fairly normal. He was not too fussy, and he slept and ate well. By George’s second birthday his parents noticed some behaviors that made them concerned. He became very resistant to hugs or cuddling from anyone. If distressed, he would still not seek comfort from his parents like his siblings did. George was also slower than his older siblings in reaching some developmental milestones like sitting up without assistance and crawling. George was able to babble but was not developing any speech. In addition, he often ignored his parents. For example, simple requests such as “Do you want an apple?” or “Come here” elicited no response from George. When playing with his toys, he would often repeatedly spin the wheels of his toy cars and trucks. Sometimes his attention would go to the ceiling fan in the living room, which he could sit and watch for long periods of time. As a toddler, one of George’s favorite things to do was play with spice jars. He would play with them for hours if left alone and cry if the jars were taken away from him or if the spice cabinet door was locked for the day. When George gets upset, or if his routine changes in any way, he will bang his head on the floor. Now, at the age of 3, his speech is still not developmentally appropriate, and he has started displaying some concerning behavior toward the family dog. He often pulls on the dog’s tail or ears and does not react to the dog’s obvious pain. Sometimes George will play with his siblings if prompted by his parents, but his family members aren’t sure if he has any friends at daycare. George’s parents took him to a pediatrician who performed a physical and neurological examination. George was found to be in good health and the neurological evaluation showed nothing abnormal. 
Q1. Based on the above information and the DSM 5, what might a psychologist diagnose this client with? Please provide a primary diagnosis and at least two separate differential diagnoses. Describe in detail how you ruled out your differential diagnoses and provide justification for your primary diagnosis. (Maximum of three pages)
Q2. Based on what you learned in this class and the information provided in the case, what course of treatment would a mental health team recommend?(Maximum 1 page)
Q3. Based on what you have learned in this course and the information provided in the case, what are the possible developmental (which includes cognitive, social, and emotional considerations across the lifespan) and socio-cultural considerations that may have contributed to this disorder’s development?
(Maximum 1 page)
Submit your answer via a Microsoft word document or pdf. Reference the rubric to ensure the quality and content of your answer meets the standards.
Please ensure you identify the following components in your responses.

Delineate the question you are answering which can be symbolized by the question # (e.g. Q1)
Q1 should identify the primary diagnosis and at least two diagnoses you ruled out(e.g. at least 1 primary diagnosis and at least two different diagnoses that you ruled out). Explain why how your primary diagnosis is consistent with DSM-5 criteria based on the information presented in the vignette. It should also clearly show why you selected each rule out, and why you ruled it out. This answer should be thorough and concise.
Q2 should demonstrate an understanding of the developmental considerations in the case, how they influence the diagnosis and how they should be considered in the course of treatment.
Q3 should demonstrate a treatment plan based on research, the textbook, details provided in the case (e.g. developmental, and sociocultural factors), and the primary diagnosis you selected.
Use an APA intext citation if you use direct quotes from the book or the DSM-5 provide a reference page if and use in-text citations if you use other sources. If you are only using the DSM-5 and the textbook for reference and are not using direct language from the textbook or the DSM-5 you can simply state per the DSM-5 or the textbook
DO NOT include the instruction or the stem of the question on the document you submit as this will cause unnecessarily increase your percentage of likelihood of plagiarism on Turnitin.com
 

 
Week 4: Discussion Prompt Directions
Read both of these articles about Cell Phones and how they are being used in either your textbook or by clicking the following links:
A Snitch in Your Pocket by Micheal Isikoff
https://truthout.org/articles/a-snitch-in-your-pocket/ (Links to an external site.)
Social Media: Establishing Criteria for Law Enforcement Use by Robert D. Stuart
https://leb.fbi.gov/articles/featured-articles/social-media-establishing-criteria-for-law-enforcement-use (Links to an external site.)
Prompt – Answer one or more of the following questions to complete this discussion:
Do you believe that the government, police agencies, or corporations have a right to invade people’s privacy without their consent?
Have you ever had any privacy or content concerns with your cell phone use? Did the claims of either of these essays/articles make an impact on you?
Do you read the entire user agreement when you download apps to your phone or join a social media site? Why or why not? Does the information in these articles shock you or not?
Do you agree with Robert D. Stuart that Law Enforcement needs to establish appropriate controls over the use of social media? Why or why not? Can there be a compromise?
In recent years social media sites have established “Fact Checkers” which have been seen by some as essential to weeding out false information while others see it as a way to censor and block information that the site administrators do not agree with. Do you believe that “Fact Checkers” are a good thing for social media?

classmates discussions #1

I don’t believe that the government, police agencies, or corporations have a right to invade people’s privacy without their consent because this action is a violation of the peoples rights. We are in a free nation with no slavery and the people also pay taxes to the government to have some kind of peace of mind and have services and laws to feel protected. the fact that someone else invades peoples privacy is consider the opposite of safety. Personally it concerns me just to think that someone could have asses to my cellphone. I do have a lot of information that I consider private like my logging and passwords to my bank account, credit accounts that could be very damage if it gets to the wrong hands. I also use my cellphone for work and have private information of my clients that I would not like to get expose to others without any authorization of them. When I was reading the articles in this essay it really impacted me the fact that “FBI and other law-enforcement outfits have been obtaining more and more records of cell-phone locations — without notifying the targets or getting judicial warrants establishing.” knowing this it makes me feel violated and not respected of my human rights. I understand that in some cases is understandable to sneak in some cellphones because they are searching for the criminals and drug dealers but not just because they have easy access to peoples phones records. It really make me think on how I am protecting my self and others after I read this article and It also made me think that next time I have to read the information when I get knew apps in my cell phone. I never pay attention to the little words because I was ignorant of the real facts. Next time I will be concern to the agreement when I download apps to my phone or join social media sites.
classmates discussions #2
Q: Do you believe that the government, police agencies, or corporations have a right to invade people’s privacy without their Consent?
A: I do not believe that any government, police agency, corporation or private entity has the right to invade people’s privacy, but sadly, that is exactly what is happening in today’s world. By using technology and information freely provided by cell phone companies to law enforcement without a warrant, for the purpose of obtaining a person’s location and call history, is illegal and is a clear violation of a person’s right to privacy. “The number of requests for cell information has increased so much, backed by so little proof of need, that magistrates are beginning to question the constitutionality of letting law enforcement seek such information.” (Rottenberg/Winchell p.133-134) This is just another example of how our right to privacy as an American citizen is slowly being eroded away. 

Assignment ContentDetermining the right to counsel depends on the circumstances of a case. For this assignment, select and complete one of the three options below to demonstrate what you have learned about the right to counsel.
Option 1: Right to Counsel PresentationAnalyze two cases involving the right to counsel and document your observations in a 7- to 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation.Address the following topics:The aspects of right to counsel for the casesHow the historical development of right to counsel relates to the casesWhen the right to counsel attaches to criminal procedure for the casesWhether the defendants in the cases exercised their right to self-representationThe role of the attorneys in the cases as it applies to right to counselInclude videos, audio, photos, diagrams, or graphs as appropriate.SEE Rules for Power Point Presentations below.
Option 2: Right to Counsel Attorney InterviewResearch one case involving the right to counsel using the Internet or University Library.Analyze the case and identify two or three questions you want to ask an attorney regarding the right to counsel.Find an attorney to interview by searching the Internet, checking your local phone book, or referring to the National Association of Criminal Defense Lawyers.Write a 700- to 1,050-word paper that incorporates the attorney’s responses about the right to counsel for the case. Include the following:The aspects of right to counsel for the caseHow the historical development of right to counsel relates to the caseWhen the right to counsel attaches to criminal procedure for the caseWhether the defendant in the case exercised his or her right to self-representation The role of an attorney in the case as it applies to right to counsel
Option 3: Right to Counsel ArticleYou are a guest writer for a legal aid blog. You noticed in the comments several people have asked questions about the right to counsel and whether they have a right to counsel based on their situation. To address this need, you decide to write an article on the topic. Analyze two cases involving the right to counsel and refer to these cases in your article.Write a 700- to 1,050-word article about the right to counsel that addresses the following topics:The aspects of the right to counsel for these casesHow the historical development of the right to counsel relates to the casesWhen the right to counsel attaches to criminal procedure for the casesWhether the defendants in the cases exercised their right to self-representationThe role of the attorneys in the cases as it applies to the right to counselRules For Power Point PresentationsHi, crew,A PowerPoint presentation is not merely a paper divided up among slides. A PowerPoint is supposed to be eye-catching and interesting to the viewer. It is, after all, a presentation you are presenting to an audience. In addition to whatever words are on the slide, the slide itself should have a meaningful background and whatever graphics you feel are appropriate.Aside from the graphics, the slides should contain bullet points of what you will be “discussing”. The bulk of the information you are supplying will be in the speaker notes. This is how a PowerPoint is presented to an audience. The slides will give the headlines of what you will be talking about and what the audience will see. What you will be telling the audience, in explaining those bullet points, is what you will write in the speaker notes. These, therefore, must have all the information you might have written in a paper.I do not want to see a lot of verbiage in the slides, and I do not want to see empty speaker notes. Leaving the notes blank or including nothing but a reference is insufficient.Speaking of references, every slide and all speaker notes must have cites as to where the information came from. If photographs or other graphics (illustrations, etc.) are used in the slides, these must be cited and referenced also. And there must be at least one reference slide at the end of the presentation (this and the title slide DO NOT count towards the number of slides you are to provide).Format your selected option consistent with APA guidelines.Submit your assignment.

Keiler L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM education, 5(1), 34. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC63104…The article explores the effects of teachers on students when they teach in student-centered environments or approaches. Significantly, in denoting the effect of teachers on the life of students, the article notes that teachers who establish a student-centered classroom act as guides who encourage students on best practices to life and success measures instead of being enforcers and disciplinarians. Secondly, teachers are important pillars to students since they enable the students to make influential instructional academic and life decisions as they guide them. Teachers also diagnose students’ knowledge and gauge their understanding of the past and present academic issues for better facilitation and feedback provision. The selection of the research design and data collection methods supports the ability of the article to provide authentic feedback about the importance of teachers to students. Nevertheless, the article suffers from the use of small data from a narrow setting in assessing the effects of teachers on students.Johnson D. (2017). The Role of Teachers in Motivating Students to Learn. Journal of Graduate Studies in Education, Volume 9, Issue 1, Pp. 46-49 https://files.eric.ed.gov/fulltext/EJ1230415.pdfJohnson’s article discusses the role that a teacher has in motivating the student to learn. Largely, Johnson notes that one of the roles of a teacher in motivating students includes creating a conducive environment that supports their learning. Secondly, the teacher motivates students to learn by encouraging them and supporting the student’s autonomy. Additionally, the teacher develops the student’s interest in the subjects being taught, competence as well as self-efficacy perception. The strength of the article is that it relies on well-researched data from secondary sources to back up the stated points. Nevertheless, the article lacks authenticity since no experiment is shown backing the roles of the teacher in motivating students.Murati R. The role of the teacher in the educational process. The Online Journal of New Horizons in Education. Volume 5, Issue 2, Pp. 75-78 https://www.tojned.net/journals/tojned/articles/v0…The article describes the impact of a teacher on the life of a student from the education and professional dimension as well as the dimension of changing schools as an institution. In regards to the role of the teacher to a student, the teacher plans and manages the learning process to ensure that students get the required knowledge, skills, and attitudes. Secondly, the teacher inculcates civic and national values to students to make them morally upright people in society. The teacher is also important to the student since h/she fulfills the purpose of educating them about educational and life matters because the teacher has knowledge and experience about different aspects of life. Despite the article being clear on the effects of a teacher on a student, it lacks potential depth since in-depth research is not done to back up most of the provided talking points.Lars Dietrich, David Zimmermann & Josef Hofman (2020) The importance of teacher-student relationships in classrooms with ‘difficult’ students: a multi-level moderation analysis of nine Berlin secondary schools, European Journal of Special Needs Education. https://www.tandfonline.com/doi/full/10.1080/08856…The article evaluates the achievement-related outcomes as well as the social-emotional effects of a teacher on the life of a student. One of the themes noted in the article is that the selection of quality teaching techniques impacts feelings of efficacy, the joy of learning, and a sense of purpose in a student. The other noted theme is that teachers help in fostering the behavior of students through developing their emotions and thoughts based on how they create the learning environment. The article also notes that teachers develop and foster the social-emotional wellbeing of students since how a teacher treats a student affects how the student treats a fellow. The article is authentic since it uses results from an experiment carried out on students and teachers about the essence of teacher figures to students

Now that you have researched instructional strategies to use when introducing literacy concepts, you will now put those strategies into practice as you decide strategies for instruction and assessment.For this benchmark, use the case scenario provided to develop a comprehensive, research-based early reading plan.Part 1Student: MarkAge: 6Grade: 1Mark is in the first grade and has transferred to a new school in the middle of the school year. Mark’s parents set up a meeting with his new first grade teacher to discuss their concerns with Mark’s reading skills. His previous teacher had wanted to discuss concerns about his reading skills with them, but they moved before they were able to meet and address these concerns.Mark’s new first grade teacher evaluated his reading skills with various assessments and noted some skill deficits in reading. At this age, most of Mark’s classmates are able to recognize various sight words, such as, “and”, “said”, “has”, “have”, “is”, “to”, “the”, “a”, and “was.”Mark is struggling each time he comes across these words and his oral reading skills are slow and strenuous. He requires a lot of prompting and sometimes says the wrong letter and sometimes just guesses at words. When listening to a passage read aloud, Mark has difficulty answering simple comprehension questions about the main idea or characters.Mark’s new first grade teacher has set up a follow-up meeting with Mark’s parents to discuss the results of his assessments and to inform them of the instructional goals he has put in place for Mark to help with his reading skills. The following are his instructional goals:After listening to a passage or story, Mark will be able to recall two or three of the sequenced events.Mark will be given a brief reading passage on his instructional level, be able to read it aloud, and recall the main ideas.Mark will say the corresponding sound when provided with a letter or letter combination.When prompted with a word, Mark will be able to say a word slowly (sounding it out) and then faster (reading it as a whole), when given a CVC (consonant-vowel-consonant).When shown sight words, Mark will automatically state the word.Part 2Sequence each of Mark’s instructional goals described in the case scenario in the order you would address them with her if you were Mark’s teacher. In 100-250 words, explain your rationale for the sequence.Part 3Research and select an early reading strategy for one of Mark’s goals. In 500-750 words, describe the strategy in detail with a rationale that explains how it is designed to help Mark achieve that goal. Provide the learning theories and connections across curriculum to support the developed strategy. Provide the long- and short-term plans for Mark and resources (reading specialist, resource teacher, etc.) you would utilize to implement this plan.Support your rationale with two scholarly resources.Part 4Develop an activity that aligns to the chosen strategy you identified in Step 3 that Mark could do at home. In 250-500 words, describe the activity, as well as how you would establish and maintain a collaborative relationship with Mark’s parents and encourage them to help implement it. Submit your sequenced list of goals, their associated reading strategies and rationales, and the at-home activity to your instructor as one deliverablePrepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.This benchmark assignment assesses the following programmatic competencies [and professional standards]:MA in Elementary Education3.1: Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i); MC4]3.6 Candidates collaboratively plan short- and long-term goals utilizing professionals with specialized expertise to meet individual student needs and enhance learning. [ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p)]