Assessing And Treating Clients With Psychosis And Schizophrenia

 

Assessing And Treating Clients With Psychosis And Schizophrenia
Assignment: Assessing and Treating Clients With Psychosis and Schizophrenia
Psychosis and schizophrenia greatly impact the brain鈥檚 normal processes, which interferes with the ability to think clearly. When symptoms of these disorders are uncontrolled, clients may struggle to function in daily life. However, clients often thrive when properly diagnosed and treated under the close supervision of a psychiatric mental health practitioner. For this Assignment, as you examine the client case study in this week鈥檚 Learning Resources(聽on required media below) consider how you might assess and treat clients presenting with psychosis and schizophrenia.
Learning Objectives
Students will:
路 Assess client factors and history to develop personalized plans of antipsychotic therapy for clients
路 Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring antipsychotic therapy
路 Evaluate efficacy of treatment plans
路 Analyze ethical and legal implications related to prescribing antipsychotic therapy to clients across the lifespan
To prepare for this Assignment:
路 Review this week鈥檚 Learning Resources. Consider how to assess and treat clients requiring anxiolytic therapy.
The Assignment
Examine Case Study: Pakistani Woman with Delusional Thought Processes聽(Below on media resources)聽You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client鈥檚 pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
路聽Decision #1
o Which decision did you select?
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
路聽Decision #2
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
路聽Decision #3
o Why did you select this decision? Support your response with evidence and references to the Learning Resources.
o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
o Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
Note:聽Support your rationale with a minimum of聽three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
Required Readings
Note: All Stahl resources can be accessed through this link provided.
Stahl, S. M. (2013).聽Stahl鈥檚 essential psychopharmacology: Neuroscientific basis and practical applications聽(4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the聽Essential Psychopharmacology, 4th ed聽tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

  • Chapter 4, 鈥淧sychosis and 聽聽聽聽聽Schizophrenia鈥
  • Chapter 5, 鈥淎ntipsychotic Agents鈥

Stahl, S. M. (2014b).聽The prescriber鈥檚 guide聽(5th ed.). New York, NY: Cambridge University Press.

Naber, D., & Lambert, M. (2009). The CATIE and CUtLASS studies in schizophrenia: Results and implications for clinicians.聽CNS Drugs, 23(8), 649-659. doi:10.2165/00023210-200923080-00002
Kay, S. R., Fiszbein, A., & Opler, L. A. (1987). The Positive and Negative Syndrome Scale (PANSS) for schizophrenia.聽Schizophrenia Bulletin, 13(2), 261-276.
Clozapine REMS. (2015). Clozapine REMS: The single shared system for clozapine. Retrieved from https://www.clozapinerems.com/CpmgClozapineUI/rems/pdf/resources/Clozapine_REMS_A_Guide_for_Healthcare_Providers.pdf
Walden University. (2016). ASC success strategies: Studying for and taking a test. Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCtesting
Required Media
Laureate Education. (2016j).聽Case study: Pakistani woman with delusional thought processes聽[Interactive media file]. Baltimore, MD: Author
Note: This case study will serve as the foundation for this week鈥檚 Assignment.
Optional Resources
Chakos, M., Patel, J. K., Rosenheck, R., Glick, I. D., Hammer, M. B., Tapp, A., & … Miller, D. (2011). Concomitant psychotropic medication use during treatment of schizophrenia patients: Longitudinal results from the CATIE study.聽Clinical Schizophrenia & Related Psychoses, 5(3), 124-134. doi:10.3371/CSRP.5.3.2
Fangfang, S., Stock, E. M., Copeland, L. A., Zeber, J. E., Ahmedani, B. K., & Morissette, S. B. (2014). Polypharmacy with antipsychotic drugs in patients with schizophrenia: Trends in multiple health care systems.聽American Journal of Health-System Pharmacy, 71(9), 728-738. doi:10.2146/ajhp130471
Lin, L. A., Rosenheck, R., Sugar, C., & Zbrozek, A. (2015). Comparing antipsychotic treatments for schizophrenia: A health state approach.聽The Psychiatric Quarterly, 86(1), 107-121. doi:10.1007/s11126-014-9326-2

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Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or 鈥済ood post,鈥 and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

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Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else鈥檚 work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

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I discourage over-utilization of direct quotes in DQs and assignments at the Master鈥檚 level and deduct points accordingly. As Masters鈥 level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else鈥檚 words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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