Identifying OCD
Obsessive-compulsive disorder is a heterogeneous condition that involves unwanted distressing thoughts and compulsive acts (Abramowitz et al., 2003). Repetitive thoughts, images, urges, fears, a need for order, aggressive and sexual impulses, and impulses that are experienced as intrusions that need to be neutralized and suppressed are described as obsessions, which usually is due to the doubt that something has been done correctly (Battling persistent, 2005). The obsessions can usually be relieved, only for a period of time, by compulsive acts (or rituals). Because peers play a particularly impactful role in the lives of adolescents, a teenager may be related to disclose the experiences of “weird thoughts” or “needed rituals,” …show more content…
Effects in school can include agitation, poor attention span, lack of concentration, slow performance, and problems linked to poor academic functioning and difficulty maintaining relationships (Paige, 2007). If left untreated there can be a multitude of negative effects on an adolescents learning and developmental process. Avoiding situations that can increase obsessive thoughts will result in missed learning experiences. Therefore it is crucial for an adolescent exhibiting these signs, to be taken in for assessments to get a better understanding of the individual's main cause of difficulty. The phases for assessment are layered. The first appointment involves an interview to obtain the description and impact surrounding the problem, with both adolescent and parents (March & Mulle, 1998). During this interviewing process it is essential to obtaining the context and background information, including the onset, previous treatments, family history, childhood events, education, interests, and relationships. If symptoms have been characterized by complex or ritualistic behaviors in the home, then a home visit may be necessary (Gournay, …show more content…
Checking in with adolescent and parent comes first, followed by reviewing homework, teaching/learning tasks for the week- which will take up most of the session, and ending the session is discussing and agreeing on homework while allowing the parents to review the session and homework to close. The sessions would start after initial evaluations are taken. Psychoeducation, cognitive training, and mapping OCD are worked through in the first few sessions, these are the basis for exposure and response prevention (E/RP), which will continue through weeks 3-18 (Hill & Beamish, 2007). Within response prevention sessions the adolescent will be coached through the influence OCD has on family members, identifying areas of difficulty, planning ceremonies and notifications,while addressing comorbidity. The last last few sessions involve replaces prevention. These sessions provide opportunity for imaginal exposure and address questions and concerns regarding the end of treatment (Marsh & Mulle, 1998). The long-term goal is centered around letting go of key thoughts, beliefs and past events in order to maximize time free from obsessions and compulsions (Jongsma, 20016). Having the parents involved throughout the program will resist and adolescent from dropping out, which reaches up to 20% during treatment (O'Connor, 2005). Setting up monthly follow-ups after treatment has been completed
Obsessive-compulsive disorder is a heterogeneous condition that involves unwanted distressing thoughts and compulsive acts (Abramowitz et al., 2003). Repetitive thoughts, images, urges, fears, a need for order, aggressive and sexual impulses, and impulses that are experienced as intrusions that need to be neutralized and suppressed are described as obsessions, which usually is due to the doubt that something has been done correctly (Battling persistent, 2005). The obsessions can usually be relieved, only for a period of time, by compulsive acts (or rituals). Because peers play a particularly impactful role in the lives of adolescents, a teenager may be related to disclose the experiences of “weird thoughts” or “needed rituals,” …show more content…
Effects in school can include agitation, poor attention span, lack of concentration, slow performance, and problems linked to poor academic functioning and difficulty maintaining relationships (Paige, 2007). If left untreated there can be a multitude of negative effects on an adolescents learning and developmental process. Avoiding situations that can increase obsessive thoughts will result in missed learning experiences. Therefore it is crucial for an adolescent exhibiting these signs, to be taken in for assessments to get a better understanding of the individual's main cause of difficulty. The phases for assessment are layered. The first appointment involves an interview to obtain the description and impact surrounding the problem, with both adolescent and parents (March & Mulle, 1998). During this interviewing process it is essential to obtaining the context and background information, including the onset, previous treatments, family history, childhood events, education, interests, and relationships. If symptoms have been characterized by complex or ritualistic behaviors in the home, then a home visit may be necessary (Gournay, …show more content…
Checking in with adolescent and parent comes first, followed by reviewing homework, teaching/learning tasks for the week- which will take up most of the session, and ending the session is discussing and agreeing on homework while allowing the parents to review the session and homework to close. The sessions would start after initial evaluations are taken. Psychoeducation, cognitive training, and mapping OCD are worked through in the first few sessions, these are the basis for exposure and response prevention (E/RP), which will continue through weeks 3-18 (Hill & Beamish, 2007). Within response prevention sessions the adolescent will be coached through the influence OCD has on family members, identifying areas of difficulty, planning ceremonies and notifications,while addressing comorbidity. The last last few sessions involve replaces prevention. These sessions provide opportunity for imaginal exposure and address questions and concerns regarding the end of treatment (Marsh & Mulle, 1998). The long-term goal is centered around letting go of key thoughts, beliefs and past events in order to maximize time free from obsessions and compulsions (Jongsma, 20016). Having the parents involved throughout the program will resist and adolescent from dropping out, which reaches up to 20% during treatment (O'Connor, 2005). Setting up monthly follow-ups after treatment has been completed