Academic Emergency Medicine Clinical Assessment

November 25, 2022

Academic Emergency Medicine Clinical Assessment

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Academic, Emergency, Medicine, Clinical, Assessment

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Unit 7.1 DB: Case Study

For Unit 7.1 DB – Case Study A, please address the following in your response:
- How would you proceed in counseling Susan? Should this be individual or couple counseling? Why?
- What would be some of the challenges you might face working with a client who identifies as a lesbian?
- Discuss some issues pertaining to the coming out process. As a counselor, how would you work with Susan who is not considering to come out to family, colleagues at work, and friends while her partner has come out?
- What is heterosexual/cisgender “privilege”? And how might this influence this counseling relationship?
- As Susan’s counselor, how would you approach assessment and treatment? What diagnoses would you consider? What strategies would you use? What recommendations would you make?
For Unit 7.1 DB – Case Study B, please address the following in your response:
- How would you proceed in counseling Brenda?
- Should this be individual counseling or should her adult children be involved? Why?
- Identify and discuss what gender, race, and age issues may be present in this case.
- What are potential mental health considerations? Medical considerations? Contextual considerations?
- As Mrs. Ford’s counselor, how would you approach assessment and treatment? What diagnoses would you consider? What strategies would you use? What recommendations would you make?

In response to your peers: Students who responded to case study A for their initial post should respond to at least two (2) peers who addressed case study B, and students who responded to case study B for their initial post should respond to at least two (2) peers who addressed case study A.

Unit 7.1 DB – Case Study A

Unit 7.1 DB – Case Study B

Unit 7.2 DB: Clinical Assessment

Select one of the four common types of diagnostic errors and create a brief counseling vignette illustrating the error. Also, discuss what the counselor in your realistic albeit hypothetical vignette could alternatively do to minimize the occurrence of the identified error(s).
Which factors might impede counselor self-awareness when it comes to providing culturally competent assessment?
Discuss your degree of comfort, confidence, and competence to inquire about and explore a client’s trauma/abuse history. What challenges would you experience and how would you address them?

In response to your peers: Respond to two students who selected a different diagnostic error from the one you addressed.

Material UNIT 7

Unit 7

Culturally Competent Assessment and Diagnosing and Counseling LGBTQAI+ Populations and Older Adults
Culturally Competent Assessment and Diagnosing and Counseling LGBTQAI+ Populations and Older AdultsThis unit covers culturally competent assessment and diagnosis, as well as the unique factors counselors must consider when counseling older adults and the LGBTQAI+ population. When clients attend counseling there is an expectation that they will receive an accurate assessment and diagnosis that drives the treatment interventions. To accurately assess and diagnose, counselors must be aware of the client’s culture and background as well as their own to avoid diagnostic errors which could lead to a client terminating counseling abruptly and not trusting other mental health professionals. Objectives:
- Identify and explain variables that influence assessment, diagnosis, and case conceptualization.
- Develop awareness of the dangers of stereotyping and the importance of appreciating the individuality of each client.
- Apply the Diagnostic and Statistical Manual of Mental Disorders (DSM?5) cultural formulations.
- Combine cultural competence and responsiveness into standard clinical assessments.
- Examine the demographics and characteristics of LGBTQ populations and older adults and discuss how the implications for clinical practice can guide assessment and therapy with LGBTQ populations and older adults.
- Activities:
- Read, view, and engage with Readings and Resources.
- Actively participate in the Unit Discussions.
- Complete and submit the Unit 7 Assignment.
Readings and Resources
Readings and ResourceseBook:Sue, D.W., Sue, D., Neville, H.A., & Smith, L. (2019). Counseling the culturally diverse.John Wiley & Sons.Accurate assessment, diagnosis, and case conceptualization are essential for the provision of culturally appropriate treatment. Most counselors recognize the importance of the client’s racial/cultural background, worldview, gender, and socioeconomic status, yet, counselors often forget that their own values, beliefs, assumptions, and other biases can impact clinical judgment. This chapter focuses on culturally responsive assessments that involve self-awareness, knowledge of culturally diverse groups, clinical skills used with marginalized groups as well as diagnostic errors.
- Chapter 13: Culturally Competent Assessment
- This chapter brings to your attention the challenges of individuals whose sexual orientation is anything but heterosexual. Individuals who identify as LGBTQAI+ have historically and continue to experience discrimination, prejudice, and violence, and counselors must actively examine their own biases, negative attitudes, or stereotypes towards sexual minority clients.
- Chapter 23: Counseling LGBTQ Populations
- The average life span today is longer than previous generations and centuries, yet, we are poorly prepared to handle our current aged population, and information is lacking on therapies and medications for older individuals. Counselors need to be informed about the stressors older adults experience, in addition, to be aware of how aging affects cognitive functioning, sexuality, and social isolation as friends and relatives pass away. Additionally, counselors must be aware of the signs of ageism, elder abuse and neglect, and substance use, depression, and suicide within the older adult population.
- Chapter 24: Counseling Older Adults
- Articles, Websites, and Videos:This section from the DSM-5 emphasizes that the cultural context of a disorder is essential to effectively assessing, diagnosing, and treating culturally diverse clients.
- DSM-5. (2013). Cultural formulation. ACA Publishing.
  - Read pages 749-759.
- This section from the DSM 5 defines nine (9) culturally specific concepts of distress, such as Ataque de nervios (Latin descent), Taijin kyofusho (Japanese descent), and Kufungisisa (Shona of Zimbabwe descent).
- DSM-5. (2013). Glossary of cultural concepts of distress. ACA Publishing.
  - Read pages 833-837.
- This article explains the mental health risk factors and unique cultural considerations of Arab Americans who identify as LGTBQA+ to help counselors develop additional cultural competence.
- Chaney, M. P., Dubaybo, F., & Chang, C. Y. (2020). Affirmative counseling with LGBTQ + Arab Americans. Journal of Mental Health Counseling, 42(4), 281–302.
- This video presentation explores why depression often goes unnoticed in older adults because it presents differently from other age groups.
  As you watch this video, consider the impact of discrimination on the LBGTQAI+ community and how that can trigger a mental health need, which the individual may not seek help for due to the misconceptions of the LGBTQAI+ community.
  Supplemental Resources:These publications are two of the American Counseling Association’s adopted competencies that promote the development of counselors who are able to ethically and effectively attend to the needs of multicultural and marginalized groups.
- (2009). ALGBTIC competencies for counseling LGBQIQA.
- (2009). ALGBTIC competencies for counseling transgender clients.

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Academic Emergency Medicine Clinical Assessment

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.