A Psychological Selfie PortraitThe selfie is so ubiquitous these days that even iphones have “selfie” modes! The subculture of the selfie exploded with the onset of the mirror camera mode- and now, it would be difficult to find anyone that has a smart phone that does not know what a selfie is. However, this practice has been around for hundreds of years, and was previously identified as a “self portrait”. The earliest that I can identify are from as far back as the Renaissance (1500’s). Not all artists worked in this mode, however this is when we see artists reflecting back on themselves, some more often than others (Rembrandt).For this week’s discussion, you are going to create a psychological self portrait that is influenced by an artist from the textbook, and analyze it as an art historian might, or someone with a trained eye might, (like yours!).A psychological self portrait gives us an insight into your emotions and feelings. It tells us of where you are at mentally and emotionally. Color, size, iconography, how much space your image takes up in the composition: these elements together tell us the story of you, in that moment. ***********************Here are the Requirements:1. Take a photograph of yourself that is psychologically interesting. It MUST be inspired by an image from the textbook*. Use your phones camera settings to adjust the colors, zoom in, crop, etc. Your selfie portrait must tell a story that you will interpret based on these elements:Composition, Vantage; are you central and up close? Significantly small and off center? Zoom in! Or out!Up close leaves no mystery, as opposed to far awayCentral gives you the dominant role, off center may indicate a role reversal of central importanceColor; black & white, color saturation- vivid, faded. Use your phone’s camera settings to adjust the colors to suit the psychological interpretation.Bright saturation may indicate a false intensityFaded colors may indicate lack of emotion, lossBlack and white can tell of loss of vigor, or create extreme dramaIconography: Props, clothingObjects and types of clothing must add to the story of your mental and emotional status and lead to an interpretation.2. Analyze your selfie based on the 3 elements:compositioncolor iconography/objects3. Reflection: was it successful? Does it create the psychological portrait you were hoping for?4. Identify the artist’s work that you took inspiration from. This MUST be from the textbook. Is the inspiration evident? How was it inspired by the artist? Be specific. Thanks!**************************Things to consider:You may create a factitious character like Cindy Sherman did. This broadens your possibilities. Make up a totally new you!If you are camera shy, you may photograph someone else that can be your model.Use an artist from the textbook as an inspiration; you do not have to copy them.*Refer to pgs 317-323, or images 11.4-11.13 for reference.Things not to do:No normal everyday selfies.No environments/backgrounds that are vague or not directly related to your psychological portrait.Use the timer mode on your phone, so…..no hands holding the phone. Make it a real portrait!Peer replies:Interpret the photographs as you see them, and does it match up with what the artist intended?What can be recommended? How can the photograph be stronger as a psychological portrait?What artist from the textbook does it remind you of?

In a 3 to 4 page paper conduct research (use the “recommended websites” at the end of chapter 4) and investigate the civil liberty – homeland security debate. Describe the primary issues associated with this debate. After describing both sides of the debate, decide which side you agree with more. Use examples and sources to support your points (use a minimum of 3 sources). Make sure you adhere to the writing rubric, which includes citing your sources.Writing Requirements3–4 pages in length (excluding cover page, abstract, and reference list)At least two peer reviewed sources that are properly cited and referencedAPA format, Use the APA template located in the Student Resource Center to complete the assignment.Please use the Case Study Guide as a reference point for writing your case study.

Examine Case Study: A Young Caucasian Girl with ADHD 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’s pharmacokinetic and pharmacodynamics processes. At each decision point stop to complete the following: Decision #1 Which decision did you select? Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different? Decision #2 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different? Decision #3 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. 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: Support your rationale with a minimum of recent five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Attention Deficit Hyperactivity Disorder Girl BACKGROUND Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition. The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work. Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father. SUBJECTIVE Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.” Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time. MENTAL STATUS EXAM The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation. Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation Decision Point One Begin Wellbutrin (bupropion) XL 150 mg orally daily RESULTS OF DECISION POINT ONE Client returns to clinic in four weeks Katie’s parents inform you that they stopped giving Katie the medication because about 2 weeks into the prescription, Katie told her parents that she was thinking about hurting herself. This scared the parents, but they didn’t want to “bother you” by calling the office, so they felt that it would be best to just stop the medication as they would be seeing you in two weeks Decision Point Two Educate the parents that Bupropion sometimes causes suicidal ideation in children and that this is normal, and re-start the drug at the previous dose RESULTS OF DECISION POINT TWO Client returns to clinic in four weeks Katie's parents again report that after about a week of treatment with the Bupropion, Katie began telling her parents that she wanted to hurt herself and began having dreams about being dead. This scared her parents and they stopped giving her the medication At this point, they are quite upset with the results of their daughter’s treatment and are convinced that medication is not the answer Decision Point Three Refer the parents to a pediatric psychologist who can use behavioral therapy to treat Katie’s ADHD Guidance to Student Bupropion is used off-label for ADHD and is used more commonly in adults. It’s mechanism of action results in increasing the neurotransmitters norepinephrine/noradrenaline and dopamine. Since dopamine is inactivated by norepinephrine reuptake in frontal cortex, (which largely lacks dopamine transporters) bupropion can increase dopamine neurotransmission in this part of the brain, which may explain its effectiveness in ADHD. However, Bupropion as well as other antidepressants have been linked to suicidal ideation in children and adolescents- despite the fact that it was being used initially to treat ADHD, it is still an antidepressant. At this point, the parents are probably quite frustrated as no parent wants to hear their child talking about hurting themselves or having dreams about being dead. If the parents are adamant about no more medications, referral to a pediatric psychologist or similar therapist skilled in the use of behavioral therapies to treat ADHD in children. However, it should be noted that behavioral therapies work best when combined with medication, however, if the parents are insistent, then behavioral therapy may be the only alternative left in the treatment of Katie. In terms of the pathophysiology of ADHD, whereas it may be true that increasing age may demonstrate some improvement in symptoms (some people will actually experience complete resolution of symptoms by adulthood), it is not helping Katie in the here and now. Katie still needs help with her symptoms which are causing academic issues. The PMHNP should attempt to repair the rupture in the therapeutic alliance (the parents now believe that medications are not the answer) by explaining rationale for the use of Bupropion (many people like to start with Bupropion because it has a low-risk for addiction). The family should be encouraged to allow the PMHNP to initiate Adderall as it has a very good track record in terms of its efficacy in treating ADHD.