Case Study Training Title 29 Name: Mr. Harold Feldman Gender: male Age:20 years old T- 98.4 P- 76 R 18 116/74 Ht 5’6 Wt 120lbs Background: European-American male. He has two younger sisters, one with history of ADHD, the other with history of separation anxiety. His mother has depression; his father has paranoia schizophrenia. He is home for spring break. He has no previous medical problems. Developmental milestones met as child. Appetite is inconsistent and it seems he has lost 18lbs since first going back to school in the fall. He had a short trial of risperidone in the last six months of high school for mild paranoia. He stopped the medication after graduation as he could not tolerate due to side effects of over-sedation. Harold has HS several friends but has not kept in touch with them since being back home. He has not been showering. Sleeping 14 hrs./ he admits to episodic cannabis use weekly. Allergies shellfish Symptom Media. (Producer). (2016).

  Use the attached Template:

A.Create documentation in the Comprehensive Psychiatric Evaluation Template about the patient you selected. In the Subjective section, provide: • Chief complaint• History of present illness (HPI)• Past psychiatric history• Medication trials and current medications• Psychotherapy or previous psychiatric diagnosis• Pertinent substance use, family psychiatric/substance use, social, and medical history• Allergies• ROS

B.In the Objective section, provide:• Physical exam documentation of systems pertinent to the chief complaint, HPI, and history• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses.

C. In the Assessment section, provide:• Results of the mental status examination, presented in paragraph form.• At least three differentials with supporting evidence. List them from top priority to least priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

Reflect on this case. Discuss what you learned and what you might do differently. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

E. Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).

Video Transcript:

00:00:00TRANSCRIPT OF VIDEO FILE: 

00:00:00______________________________________________________________________________ 

00:00:00BEGIN TRANSCRIPT: 

00:00:00[sil.] 

00:00:15OFF CAMERA Mr. Feldman? I understand you called us last week for an appointment. 

00:00:20MR. FELDMAN My parents. 

00:00:25OFF CAMERA Excuse me? 

00:00:25MR. FELDMAN My parents called for the appointment. 

00:00:25OFF CAMERA Oh. Do you know why your parents called for an appointment? 

00:00:30MR. FELDMAN No. 

00:00:35OFF CAMERA When your parents called me they said you were having some difficulty in school. Where are you in school? 

00:00:50MR. FELDMAN State College. 

00:00:50OFF CAMERA How long have you been at State College? 

00:00:55MR. FELDMAN My freshman year. 

00:01:00OFF CAMERA And how is it going? 

00:01:05MR. FELDMAN Fine. 

00:01:10OFF CAMERA What courses are you taking at State? 

00:01:15MR. FELDMAN In high school I took advanced placement courses. Theoretical physics, advanced calculus is what I’m taking now. Although I’m thinking about double majoring in philosophy and physics. 

00:01:35OFF CAMERA That’s an interesting combination. 

00:01:35MR. FELDMAN Yes, the mysteries of life. The courses are mysteries, and just when you think you’ve understood it, it’s gone. 

00:01:45OFF CAMERA Gone? 

00:01:50MR. FELDMAN The totality of life precludes us from repeating it. I mean what’s the point? 

00:02:00OFF CAMERA Do you have a roommate at state? 

00:02:05MR. FELDMAN You could call him that. 

00:02:10OFF CAMERA Can you tell me about him? 

00:02:15MR. FELDMAN Oh no. 

00:02:15OFF CAMERA Why not? 

00:02:20[sil.] 

00:02:25MR. FELDMAN He put a microwave in there, but I know what that means. But I won’t tell. Not a word.. 

00:02:35OFF CAMERA A microwave oven? 

00:02:40MR. FELDMAN They had them in here too, in this building. But they’ll spare me, and they’ll spare you too, because you are with me, and what that’s about a bleeding degeneration of blood cells, bleeding the humanity from our rightful destiny… but this room spies on us. 

00:03:05OFF CAMERA I don’t understand what you mean. 

00:03:10MR. FELDMAN It’s in the eyes. You can hold of forever if you know how. 

00:03:20OFF CAMERA Mr. Feldman, did you come here with anyone else today? 

00:03:25[sil.] 

00:03:30MR. FELDMAN Sssshhhh. 

00:03:35OFF CAMERA Mr. Feldman, I think I may need to contact your parents. 

00:03:45SymptomMedia Visual Learning for Behavioral Health www.symptommedia.com 

00:03:45END TRANSCRIPT