Mental Illness: The Case Study Essay Example

This document presents the results of John Doe’s mental illness assessment histories. The interview was conducted to collect information about the client’s mental health condition. It contained open ended questions about John Doe’s mental history. The first part of this document highlights the assessment histories that will be performed while the second part comprises a summary of the interview findings. Finally, the subjective, objective, assessment, and plan (SOAP) is used to create a treatment plan for John Doe.

Interview Process

As earlier stated, the interview comprised open ended questions that probed John Doe’s mental illness history. The interviewer also observed John Doe’s physical behavior and took concern for any strange actions. Historical statements and indications were grouped into categories and the client’s responses about each category summarized. John Doe’s responses were grouped into historical categories, which include mental health, substance abuse and medical.

Summary of Findings

Demographic findings

John Doe is a male client born on 15th October, 1980. He is a resident of Townsville.


The client’s conditions include anxiety, depression, hallucinations, substance abuse, and sleeplessness.

History of Substance abuse

John Doe currently abuses cocaine and amphetamines. He abuses cocaine and amphetamines by snipping 2-4 grams daily. John Doe is currently under prosecution for cocaine abuse.

Mental health history

John Doe has never been treated for mental illness. The client is not under any medication.

Medical history

John Doe was involved in a bike accident on 18th June, 2014 and received three stitches on his elbow. He does not have a chronic disease.

Socio-economic history

John Doe works with McKinsey as a senior data analyst. He has been married for six years and has a four year old son. John Doe is a Presbyterian and an ardent fan of Manchester United Football Club.

Mental status assessment

During the interview process, the client appeared to be intoxicated from cocaine or methamphetamine. The client reported ecstasy, a feeling of internal satisfaction, and perceived intelligence, power, and achievement. John Doe explained that a cocaine use enhanced his ability and speed in accomplishing data analysis tasks. He explained that an increase in the use of cocaine reduced his ability to concentrate on personal and official tasks. John Doe explained that his unguided use of cocaine took him past the functional level. His cocaine use overtime exposed him to impulsive unsafe actions, including violence and immoral sexual behavior.

The client reported that he experienced momentary paranoid delusional behaviors, which lasted for as long as two months. John Doe explained that his paranoid conditions were caused by cocaine because his reasoning was intact if he abstained from cocaine use for some time (Jarvis, 2011). John Doe explained that intoxication is followed by a sudden depressive feeling accompanied with person is fatigue, sadness, and craving for more cocaine to ease the withdrawal syndrome. He explained that this is the reason he abused cocaine for week-long sprees without pausing. The client recalls an instance when cocaine lost the ability to get him high, which was followed by a severe depressive spell. Although John Doe abstained from cocaine for up to a month, he reported a dysphonic condition characterized by nervousness and anhedonia (Blum, Werner & Carnes, 2012). He explained that these effects lasted for weeks.

Strengths and weaknesses of the Client

The advantage of John Doe’s condition is his intention to respond to the mental illness by engaging in the current support program. The client’s weakness is a combination of previous mental conditions, health problems and financial issues, which may prevent him from completing the current program.

Narrative summary

The results of the interview indicate that John Doe’s mental illness is caused by his substance abuse history. The next section of the report uses the subjective, objective, assessment, and plan (SOAP) to create a treatment plan for John Doe.

Subjective, objective, assessment, and plan (SOAP) for John Doe’s Mental Illness


Patient is a 35 year old male, brought to the psychiatric clinic today by his wife, who explains that he has been experiencing depression, anxiety, insomnia, and mild schizophrenia. According to the client’s wife there have been no occurrences of violence and the client has been functioning normally for the past few weeks. The client’s immunizations are current according to clinical data.


The client’s appearance is appropriate for his age and he is alert and responsive. The client responds to all interview questions but appears to be depressed and anxious. Client also seems unstable and clenches the arms of the chair in his fist.


The assessment is designed according to the symptoms of mental illness caused by substance abuse (Barrett & Turner, 2006). John Doe’s toxicology assessment revealed he used cocaine and amphetamines. The client was severely depressed and agreed that he has contemplated suicide. Although he has no recorded history of psychiatric medications, John Doe confessed that he should have visited the psychiatric clinic earlier. The Client’s current psychiatric visit was not preceded by cocaine overdose. John Doe may not complete the program because of his financial status. He previously enrolled in an AA session.


The plan will be designed and administered by the psychiatric consultant.


Barrett, A. E., & Turner R. J. (2006). Family structure and substance use problems in adolescence and early adulthood: examining explanations for the relationship. Addiction, 101(1): 109–20.

Blum, K., Werner, T., & Carnes, S. (2012). “Sex, drugs, and rock ‘n’ roll: hypothesizing common mesolimbic activation as a function of reward gene polymorphisms”. Journal of Psychoactive Drugs, 44(1): 38–55.

Jarvis, C. (2011). Physical examination and health assessment. Philadelphia, PA: Saunders.

Feedback: Heart Failure Project

This is feedback to the Heart Failure Project. The Project’s main objective is to decrease 30-day readmissions of heart failure patients at Odessa Regional Medical Center (ORMC) in Odessa Texas. It relies on a dedicated heart failure nurse educator to provide comprehensive heart failure education and to bridge the transition of care from in-hospital to home.

Many readmission cases involving heart failure could be avoided through effective education of patients and their families as many past studies have established (Kociol et al., 2012; Paul, 2008; Benbow, 2009). Studies, therefore, have concluded that education at discharge is a critical aspect of enhancing heart failure outcomes.

Although hospitals use various approaches to reduce cases of 30-day readmissions, studies have shown that a dedicated heart failure nurse educator was the most effective approach (Kociol et al., 2012; Paul, 2008). Kociol et al. (2012) noted that education, however, required a multidisciplinary team approach with the aim of emphasizing “medication adherence, sodium and fluid restrictions, and recognition of signs and symptoms that indicate progression of the disease” (p. 685). This is imperative for patients who are not highly knowledgeable about their heart conditions and medication.

A dedicated heart failure nurse educator provides all-inclusive discharge education to patients with heart failure to enhance health care outcomes. This strategy allows heart failure patients to comprehend their conditions, treatment, and progress.

The role requires a dedicated heart failure nurse educator to understand the causes of barriers to effective self-care after discharge and to develop interventions that can assist patients to overcome such challenges. In addition, education should be patient-centered. Overall, the Heart Failure Project is likely to realize the targeted health outcomes if implemented effectively.


Benbow, D. (2009). Heart failure: Educating your patient can help prevent readmission. Nursing Management, 40(9), 5-7.

Kociol, R., Peterson, E., Hammill, B., Flynn, K., Heidenreich, P., Piña, I.,… Hernandez, A. (2012). National Survey of Hospital Strategies to Reduce Heart Failure Readmissions: Findings From the Get With the Guidelines-Heart Failure Registry. Circulation: Heart Failure, 5 , 680-687. Web.

Paul, S. (2008). Hospital Discharge Education for Patients With Heart Failure: What Really Works and What Is the Evidence? Crit Care Nurse, 28(2), 66-82.

Gender Identity In Life-Span Development

Gender identity is an issue that affects an individual’s lifespan development. Today the question of gender identity is acute for people who struggle to find themselves in a world full of stereotypes and misunderstandings. It is vital for a social worker to develop strategies to help such individuals and their families to understand what gender identity is and overcome prejudices that they have around it.

Society more tolerant now despite the fact that misconceptions around gender still exist and can affect one’s coming-of-age. Because of the generation gap, some adults cannot react adequately when their child struggles with gender identity. This aspect is influenced by genetic and non-shared environmental factors (Burri et al., 2010). Understanding of gender comes from examining one’s family and environment outside an individual’s household.

A person begins to explore their gender during preadolescence years. Young people start identifying the gender when they experience the development of secondary sex characteristics (Pleak, 2009). It is the time when parents and their children have a conversation about gender identity to understand the severity of the issue. If an adult ignores this problem, it may lead to anxiety, depression, and lower self-esteem of a child.

Adulthood is the period of inner exploration and greater identity. During the ages of 18 to 25, a “coming out” process of accepting one’s gender identity or sexual orientation can be followed by various forms of discrimination and oppression (Ferguson & Miville, 2017). Because of such intolerance, people who identify themselves with the LGBTQ+ community seek out mental health services more frequently than heterosexuals.

The LGBTQ+ community is not willing to attend hospitals or clinics due to intolerance from therapists. Studies show online treatment helps minorities because they feel more comfortable on the Internet (Brewster & Moradi, 2010). One strategy for a social worker to treat the LGBTQ+ community is to reach out to them through the Internet and become a “friend” who understands them more than society does.

For a social worker, it is important to be aware of methods to treat individuals of the LGBTQ+ community when it comes to gender identity or sexual orientation. Prejudice can harm the community; thus, social workers must be educated and research the topic thoroughly. Right strategies such as becoming a person who simply understands what members of the LGBTQ+ community experience might help a lot.


Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts. Journal of Bisexuality, 10(4), 404-428.

Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity. PloS ONE, 6(7), e21982.

Ferguson, A. D., & Miville, M. L. (2017). It’s complicated: Navigating multiple identities in small town America. Journal of Clinical Psychology, 73(8), 975-984.

Pleak, R. R. (2009). Formation of transgender Identities in adolescence. Journal of Gay & Lesbian Mental Health, 13(4), 282-291.

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