Depressive Disorder Case Study

Introduction

Depression or the major depressive episode is characterised by the symptoms of depressive mood. It incorporates the time of two weeks along with the feeling of emptiness, guilt, concentration problem, or the thoughts related to the suicide. The psychiatric diagnostic criteria describe the illness with the influence of contextual background. Economic costs and the emotional pain are related to the depression. There are multiple factors that lead to the development of depressive moods in the young females.

Description of the Case

A female with the age of 22 years is facing the problem of major depressive disorder. Her associates have hospitalised her for the period of three years in order for her early recovery. She has to back her work as a final year apprentice. She was living with her friend who is studying full time. The case of the girl reveals that she has limited her daily activities like playing with her group fellows and interactions with the workers at learning institute. Family history shows that her mother was also attacked by the depression. Major leading factors for her illness are the failure in achieving the task of attractive job and friend who could accompany through her life. She experienced the high level of anxiety and stress. She had also drunk a lot to cope with the problem of depression. In the hospital, she was presented for the counselling session. The professional counsellor has adopted the strategies to resolve the issue of the girl while reducing her drinking. The case management model is suggested to back the girl to the workplace where she can complete her internship.

Discussion

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The case management model is best to describe the intervention process for the girl with intense stress and mental pressure. The professional will develop the understanding of the girl and help her in building a resource work. The health professional will perform a thorough examination of the family history of the girl along with the behaviour, environment and her immediate needs. The career goal is lost be the girl and she wandered about her progress in the professional and practical life. The health care professional will also identify the unsuitable accommodation of the girl where she has shared the room with another girl who is frequent in drinking. Strain relation with the roommate is covered in the intervention process. In deadening her feeling she previously used drinking and other destructive alcohols.

The negative thoughts and laziness in the work of girl are also included in the intervention strategies. Healthcare professional employed essential steps to mitigate longer working time and to improve the quality of work rather than thinking at all the times. In the same way for the personal support network, the professional will encourage the girl to have to contact with parents, peers and other associates (Holley, Chambers, & Gillard, 2016). Lack of the personal support network placed the girl under severe stress and tension. The intervention process will also enhance the personal level functioning of the girl. The mental health and services strategy involves the need for safe and quality services at all the levels of intervention. Proper analysis of the risk that is associated with the intervention process of depression can be eliminated with the cooperation and coordination of the professional with her client.

Well educated, screened, and the trained health care professional can minimise the risk that is involved in the intervention process. It is followed by the regular meeting and contact with the girl after discharge from the hospital. There are some major risks that are involved during the process of treatment of girl by the healthcare professional. These include the vulnerability, suicide risk or self-harm, mental instability and the risk to others. Effective services and collaboration between the girl and her mental carer can eliminate these risks. Professional can include the other colleague to eradicate the problem faced by the girl.

Most depressed people employed the self-help strategies to cope their mental health problem, however, a PDHPE professional can help them by using physical exercises. Along with the physical education, the girl will experience increase physical activities which alleviate her to different mental movements (Power, et al 2017). It will also provide the physical activity which will motivate her in reaching her internship place. It is a healthy activity which incorporates technical skills to maintain healthy and busy mind. Praising and rewarding the girl during her physical activity will encourage her to progress and left behind the problem of depression. The activities of the girl provide him to progress in the community activities and interactions. The organisation of recreational sports, gymnastic programs and the dance classes are among the best interventional tools for physical health professional.

The international classification of the functioning, health and mental disability provides for the shared language and conceptual intervention process which challenges the conventional style of dealing with the patient of depression (Powell, & Enright, 2015). The multidimensional perspective of the mental health of girl provides interprofessional learning. The collaboration of the physical health teacher with the mental health professional is the result of ICF framework. Approaching the girl through multidimensional recovery tool will reduce the chances of any lapses that are found during the intervention process. It will also help the healthcare professionals to learn from the expertise and experiences of each other. Focusing on the conceptual issues of the mental diseases will ultimately enhance the understanding of the girl and those treating her. Interprofessional communication will be increased through the value of share language and particular symbols.

The characteristics of the professionalism during the intervention process requires the skills of the subject, ethical understanding, and the reliability of the services provided to the girl. The skills regarding the field of treating the depressed individual asked for neat and organized work. The professional must have the necessary material for their need and the easily available medication which they can provide to their respective clients. They have to maintain the required equipment and skills for emergency response to the clients. Similarly, code of the ethic is highly influential in demonstrating the abilities of a person regarding their field of profession. Strict adherence to the professional healthcare codes and their application in the process of intervening the depressed girl will unfold numerous benefits both for the client and the service providers. Ethical behaviours are always essential in treating the client with satisfaction and compliment.

Reliable services in treating the patient of depression are not only essential but must for the professionals. Lacking the reasonable care and treatment lead to the creation of mistrust between the client and the healthcare professional (Paciello, et al 2016). Demonstration of the characteristics during the intervention process of recovering the girl from major depressive disorder will provide speedy recovery and long lasting trust for future interventions. In the same way, the person-centred approach for the girl in intervening her problem of depression will enhance her participation in the process. It also promotes the adoption of person-centred values. The approach enhances the confidence of staff. There is the direct target of the intervention along with the suitable implementation of treatment strategies.

The person-centred approach in the case of a girl with depression will reflect the best practices employed by the professionals of hospital staff along with the practice and skills development. It identifies the system and their structure in supporting the valuable services t the client. Innovations and the creativity are frequently judged in the implementation of the person-centred approach. Confidence and trust of the patient are also enhanced through the practice of applied mechanism and particular healthcare institution. It enables the girl to learn from her health care supervisor, peers and other people. It increases the reliability and democratic approach of professional in departing her services for the depressed client.

The therapist or the healthcare professional provides unconditional support, respect, acceptance and offer the empathy to the girl. The person-centred approach helps the depressed individual in reaching out to their problems with effective solutions. More self-aware and self-reliant result can be made from the implication of the said approach (McGirr, et al 2015). The professionals are mostly concerned with the objective experience and helping the client in a fairly non-directive way. The values, choices and the autonomy of the client are the secrets of the therapist. Most of the choices pertaining to the interest of client are considered and given due values for discussion during the session. Professionals also offer solutions to the problem by the client through the client own way of resolving those issues. They empower the client to decide and develop the strategy for their problems.

Conclusion

Concluding the discussion, depression is one of the major problem related to the mental health. Various factors lead to the development and creation of the depression among the people. The young generation is facing the increasing problems of major depressive mood disorders due to the complications in the present day lifestyle. The professional health competencies provide for the effective intervention processes and therapies for the individuals like the 22 years young girl. As the fellow of final year apprentice, she needs immediate recovery through the implication of different person-centred therapies and the application of ICF framework.

References

Holley, J., Chambers, M., & Gillard, S. (2016). The impact of risk management practice upon the implementation of recovery-oriented care in community mental health services: a qualitative investigation. Journal of Mental Health, 25(4), 315-322.

McGirr, A., Berlim, M. T., Bond, D. J., Fleck, M. P., Yatham, L. N., & Lam, R. W. (2015). A systematic review and meta-analysis of randomized, double-blind, placebo-controlled trials of ketamine in the rapid treatment of major depressive episodes. Psychological medicine, 45(4), 693-704.

Middelkamp, P. J. C., Wolfhagen, P., & Steenbergen, B. (2015). The transtheoretical model and strategies of European fitness professionals to support clients in changing health-related behaviour: A survey study.

Paciello, M., Ghezzi, V., Tramontano, C., Barbaranelli, C., & Fida, R. (2016). Self-efficacy configurations and wellbeing in the academic context: A person-centred approach. Personality and Individual Differences, 99, 16-21.

Powell, T. J., & Enright, S. J. (2015). Anxiety and stress management. Routledge.

Power, R. A., Tansey, K. E., Buttenschøn, H. N., Cohen-Woods, S., Bigdeli, T., Hall, L. S. ... & Teumer, A. (2017). Genome-wide association for major depression through age at onset stratification: Major Depressive Disorder Working Group of the Psychiatric Genomics Consortium. Biological psychiatry, 81(4), 325-335.