In this assignment, you will discuss the etiology and treatment of your principal and secondary diagnoses for the following case study using a minimum of five peer-reviewed sources on etiology and a m

******** ****** An ******** ** ** Homer ********* ************* ********** at * ***** ***************** ********** ************** *************** NameIntroductionHomer Brine ** * forty-three-year-old ********* **** **** ** **** ****** ************ ** * rural ******* ********* near ******** ***** **** ** was *** ***** ** *** ******** ****** ** a *********** ********* **** At *** ***** ********* *** ****** *** ****** ***** ** ******** **** ******** *** **** **** **** ***** after *** father ****** ******* a *** *** **** * ****** ******* ******* *** ****** was * ************ mom and *** was ***** involved with Brine’s ********** at *** ****** He *** described ** * quiet ***** *** ****** *********** ********** ** ****** ***** his ********** **** high ****** *** ****** moved **** ** **** County ************ after *** ****** **** *** *** ** *** ****** company ***** ******* ************ ********** ***** Brine *** *** family began ******* **** *** ****** of ********** Rehabilitation ***** ** ****** Brine with *** training *** ****** ****** development ***** working ** *** ** *** his **** ***** Brine after * formal ************ by ****** networks ***** ***** ********* speedily and ****** ****** **** were ****** ******** They **** * ******** *************** ****** * ****** ** ******** to *** ******** ** ****** ******** ***** ** *** ******** *** sexually ******* his daughter The ******* of **** ************* evaluation is ** ****** his ******* ***** ** ********* ********** *** ********* *********** and ** ******* *************** for ********** mental ****** amenities and ****** ************* *** outcome ** **** evaluation will also be made ********* *** **** *********** ** **** ** ******* ******** *** *********** ********* the ********** of *** ************** *** ******** ** ******** *** report ***** appear at *** ***** *********** ** ******* information ********* his **** ******* ** ********* ****** mental state Background ******* ** ***** ********** gives * detailed ******* ** words ** how ***** ** ****** ****** ** *** ***** having ****** ******** problems ********** to ************* *** ********* ******* ********* ** every **** of *** middle school *** **** school years Brine ***** a detailed ******* ** how ** got ******** with ******* *********** services *** received ************ and assistance *********** ** suit his ******** learning ***** ** * teenager Brine *** often ** impulsive distractible *** ****** young *** who *********** ************ ** ***** able ** ******** ****** assignments ** well ** associating **** *** ***** ** *** ********** ****** summer ********* ** ***** only secure ******* * part-time *** and ***** ********** **** **** ****** ** was unable ** ****** * ********* *** due to *** learning ******** Brine **** * detailed ******* ** *** ** ***** *** alcohol and ********* **** * ***** ******* *** * previous charge ** ***** ** **** **** *** ******** by * ten-day **** ******** *** a **** ** ********** ********* After ********** ***** ***** **** ** *** hometown **** ****** Pennsylvania with *** family ***** *** ****** lost *** *** He **** an account ** *** ** **** uncomfortable *********** *** ************** **** it **** ** ****** ************ **** ****** ********** his ******* years *** often ***** not ** **** ** avoid *** ************* of ***** ******** by *** female ***** *********** ** ********* *** ability to *********** **** co-workers *** supervisors in a work-related *********** ** well as difficulty in *********** ********** ** exhibited in his ******** history ** losing *** job ***** another *** ** **** ********** *** ******** ** ********* ** work After **** ************ ********** ******** ***** and *** family ***** working *** with *** ****** ** ********** ************** ***** to ****** ***** with *** ******** *** ****** ****** *********** **** ** *** **** ***** participated in ********* several work ***** included ********** work ** local schools office ********* *** ***** businesses Brine ********* that ** ******** ******* ************ *** often required **** with ******** ************* ********* *** *********** *** ***** ***** ***** ****** ******************* **** **** Brine met *** **** *** their relationship ********* ******* and within ****** **** **** ****** ******** ******* ***** ********* *** **** ** * mentally retarded *** **** ***** ** **** ** * *** ** *********** *** demonstrated ** ************ in ******** ****** *** ************ ********* skills *** **** ***** *** *** **** argued ********* as * ****** of *** **************** *** short-tempered mood and there *** ** account ** ****** *** ******** ************ ******* *** ******* **** ***** ********* ****** ********** **** ** *** not intend ** **** *** ******* ********** thereafter ***** *** ****** ** *** *** required ********** or ****** * ********** *********** ** **** In ******** ********* mother and ********* wife **** * ******** ************ *** to *** ********* ** ******** **** *** their dissimilarities ** ********* ****** ** *** would ****** *** ***************** **** ** ********* ***** to ********* ****** ** his **** *** ** *** **** **** *** would **** ******* ** *** ******** ** her ******* However ***** *** *********** ** the Division ** family ******** ***** ******** *** ***** **** **** the home *** ****** with Brine’s ************** clearly ********* **** ** was imprisoned due ** sexually ********* *** ******** **** *** **** **** *** was ***** ***** old ** ******** *** inappropriately and *********** her *** ** ever disclose it ** ****** Numerous ********* of *** ****** ***** ******** ********* **** **** ******** ** **** ******** ********* **** *** ********** led to ********** in setting ****** for *** daughter *** ********** **** decision making *** quite ***** *** ******** ***** ********* *** ** in charge ** home Principal diagnosis ** *** **** ********** *** had a ******* ** ******** ********* *** daughter ***** ********** his arresting *** ************ **** ** ********* in the ********* assessment **** where ** ******* that he *** difficulty in ******** *** ******** *** ********* *** *** ***** **** ***** of *** ****** ***** *** * history ** a ********* life ** ****** *** understanding **** ** ***** ****** **** *** ************* ** ******* ********* and this ** evidenced in the intellectual *********** assessment ***** ** suggests **** Brine may **** a ******** ******** ********** Brine *** * ******* of *** ***** **** ** ******** ****** ** *** ***** as * teenager *** this ** evidenced ** Brine ******** * struggle ** decision ****** regarding *** **** and daughter *** **** is ********* in *** ********* assessment ******* ***** *** daughter’s inability ** ***** to ****** ** a predictable manner ****** Brine ** ************ his ************ ******** ***** has a ******* ******* of *** acid reflux ******* *** * repaired ****** ***** **** *** ** ***** **** ******** ************* ********* *** ******** **************** ********* ** the caseAt *** **** ** ********* ****** Brine demonstrated ****** ********* development **** ******** strengths ** ********** ************ and ******** ******** ** *** ********** ***** *** ********** ** ************* information which ********* **** Brine ** *********** ****** *** *** ******* ***** ** cognitive *********** ***** demonstrated **** of ****** ******** whereby he refused ** ******** ***** **** ** ********* ** ********* in *** ******* tasks presented to *** **** ** *** arithmetic ******* ** the Wide ***** Achievement **** ***** ************ ******** ** ******* and ********** ***** ******* to ********* with *** evaluation Brine ************ ******** ******** disabilities ** measured ** ************ ***** and ********* by ********* *** *********** Brine ****** ******** feeling ***** ***** ** ****** *** lacks *** confidence ** ******** do ** ***** ************ skepticism *** ********** ** ***** **** feelings ** ********** by ******* ** work ************* ** ******* ******** ** ********** **** ******* ***** ************ ***** ************ ************ and ***** **** ********** in *********** ******* person’s ***** ** **** ***** ************ ********** in understanding the ********* cues ** ****** ** relating ** their ******** Brine demonstrates stress due ** being financially *********** Brine ************ ************* parenting behavior as ** is unable to ******* *** ********** his ********* feelings *** ***** ********** and ***** ********** *** it Principal diagnosis ********** their ****** *** *********** ******** ******** *** anti-social teenagersAnti-social ******** ** ************ ** a **** of ******** ***** ** ***** individuals ***** *********** ** ****** social ********** It ** ******* * behavior **** ** continuous *** ********** ****** *********** and ******* **** **** ********* ********** in *********** who ****** ********** ************ ** ********* (Robin ***** ****** ** factors such as anxiety learning issues and trauma It is evident ** ********* **** **** *** anti-social ******** ******** *** **** ******** **** *** childhood ** ********* ******* ******** ** his family *** family setting ** at **** ** ********* with the *********** ** **** antisocial ******** *** ** ****** ** ****** ** ******* ******* family ****** ******** ************ ******** *********** ******** ******** as well ** ******* using force ** persuade ***** ******** ** ** ****** **** they are ********* ** ** ******* **************** ModalityEven ****** ********** ******** disorder ** *********** ** ***** *** **** *********** ********* and ***** follow-up **** ** ******** ******** *** ** ******* over *** done **** ******* and ****** ****** professionalsMedicationThis ** no ********** for ** antisocial ******** disorder ******* * doctor may prescribe medication **** caution for ****** for symptoms ********** **** the ******** **** ** anxiety ********** ** aggressionPsychotherapy as an alternativePsychotherapy **** ******** ** ** **** ******* is ***** effective **** ** symptoms which *** not ****** and only ** * ****** ******* **** ** ** *** ** a ************ ****** ** ******* ******** and **** ******** of ***** *** ******** ********** ********* ***** ********* ** **** ** ****** ****** ************* factors *********** ********* *** treatmentIt is ******** for family ******* ** ***** **** **** the antisocial ******** ** **** *** **** *** ********** ** ***** ** **** **** *** be **** to **** ******* to *** affected ************* ****** *********** of * ******** ******** ***** (Incest)Substantial research has *********** **** men **** ** Brine who sexually ****** ***** **** ***** ************* differences ** ***** ************ ****** ****** *********** is *** ** the ******* **** ********** why such *** ***** go ******* *** ************ costs ******* ** ****** ******* **** a ******** ******** minor **** ****** aware of *** **** ** ***** **** ** ********** ******** **** **** ******** *** ** ********* case he ***** *** be **** ** *** ******** ***** with ********* *** daughter *** allowing *** ** fondle him in ************* ***** of *** ************************** assessment ** **** ********* has **** ********** attention ** ********** therapy *** the ****** mother and ******** followed ** a ****** ******* (Alexander 1985) *** ********** **** also ******* * ******** ************** ** order ** ********* ******* ***** **** been **** ******** ***** *** ******* **** *** offender *** *** ****** ****** **** ***** ** * **** ********** **** *** offenders **** also offended ******* *** family ******* ******** Aylwin ****** ***** ***** **************** ********* ****** ********* ** ******** *** ******* ** * sexual offender as well ** other ******** ********** psychopathy and ******* sexual *********** ** ***** to ** able ** deal **** ********* ********* ******* ********** *** follow through **** ********** ******* from *** ************* **** ********** ********** order to understand **** processing disorder ** need ** understand *** ******* ******** *** teenagers **** *********** ******* ********* *** **** processing speed ******** **** ** ***** during *** teenage life *** *** *** missed misdiagnosed ** ********** *** perhaps ****** ************ ********* ************* underemployed ** even ***** *** ********** ** ********** ********* situations ** such ******** *** ********** *** ************** ************* **** *** ****** **** talented and ******* ********* **** In this case ***** ****** **** evaluation *** ******* from his ******* and teachers ********** his ********* and ******* learning ************************* ** ******** ************* *** educational ********** * plan of action *** be *********** ** **** *** **** *** a ****** ****** of **** ********** speed ***** are ***** ************ *********** ************* ***** ***** ********* *** make ********* *********** ** establish ******* a scholar’s *********** for a ********** arrangement *** improvement ******** **** *** ******** **** * ******** ******** *** been acknowledged ** ********** ********* ******* ***** *** be provided to the student taking into consideration ************ ** *** *********** with ************ Education *********** *** ****** *** ******** **** **** *** *** be ***** facilities ***** ******* *** ** the ********* **** ************ **** ********** ***************** *** ********** to **** ************ with *** ******** ** ** able ** control *** **** * ******* ***** on **** ******** ********** *** the ******** ** **** ** case **** **** **** ****** *** ******** **** ** addition they *** provide **** ********* using schedules ****** ****** *** ************ enticements Moreover ******* ***** ** abstain **** ****** ** ******** ** ** *********** *** ********** and ******** ********* *** personalizing keeping ** **** that ***** ******** are *** doing ** on ******* ****** they *** recover **** **** ********* *********** StrategiesConstantly ********* talented students **** **** ********** ***** **** *** *********** **** strengths and ********** ********** when they *** ********** ** *** ***** enough *** ************* help them ********** *** ****** *** ******* ** ***** disabilities ******** **** ***** **** ** ************ students *** ** ********* ******** ** ********* *** way **** see ***** ************* * ****** *** Acid ****** ************ *** *** * ******* ******* of ****** and **** ****** ******* ***** ** ** ***** ***** of Hernia ******* **** Reflux disease ********* ******* *** manifestation of * ****** ****** ***** ******* **** ** **** ** **** *** esophagus and ********* in ******* ***** of **** ****** ******* A hiatal hernia comes about **** * ******* of the stomach ****** through the ********* ** the ******* ***** the ********* normally ****** through *** ********* ********* ** ******* ******** through * mixture ** ******** ******** ******** ** **** *********** ** addition to unprejudiced testing **** upper ********* *** ********** pH ************************** ** **** ********* in a patient **** *** been well-recorded can ** **** ********** ** *** ********* *** *** ***** *** ** **** * reasonable ********* ******* ************ commencement ** ************ ******* ***** ** turn ****** * ************ *** expensive ********** ********* ******** ******** ******* Scarlata ******** 2008)5 Interpersonal ********* *** ******** angerBrine ****** adverse ************* ********* *** *** issues **** ******** ***** *** main ****** of **** ******* *** ******* ** depressive ******** ******* illustrate that ********* surroundings ** line **** ********** result ** aggression ***** Van *** **** ****** Meeus ***** ******** more *** **** ****** ** depression *** ********** are social and ************* problems **** as financial ******** the likes **** ********* ****** *** ***** ******* after *** ****** **** *** *** ** the ****** ******* ********* peer ************ such ** **** ***** *** ** **** *** ********* and ********* ***** job *********** *********** ****** settings as **** ** ***** ********* **** ****** **** ** ********* marriage woes ******* ***** ****** 2010) **** ********** patients ******* **** ********** **** ****** ********** ******** and they *** ***** way ** ******* **** ***** before ******** clinics **** ******** *** ***** had suicidal thoughts ***** ** prisonTreatmentTherapy ******** **** * ********* ** **** ** ************* such ** brain *********** therapy *** ******* *********** ******* for *** ********************************* medication **** ** Sertraline *** ** found effective ** the ********* ** patients **** ********** *** ********** behaviors Secondary ********* ********** ***** causes *** *********** ********** with ********** trustingIt ** becoming ************ difficult ** ****** ********** ******** *** **** ** **** ** **** *** of ***** ******** *** trust ***** ************ are ******* those that **** ****** * **** ***** ********** ** ***** ********** *** ** **** ********* for *** ******* ************* *********** of children ********** their **** ****** ** childhood ***** in instances of ****** ******** ***** and ********* ** rage **** parents ******* scars ** ******** **** ****** them up to ***** ************************ *** ********* ****** ************* between ******* *** ******** ************* *** ******* *** ********* ** ********* this ******** ******** ******** ******************** disabilities are caused ** ********** ******* ******* ******* ** well ** ************* ******* **** is ************ by **** ******* **** memory difficulty ********* instructions ******* Brine *** unable to follow ************ ** **** *** **** ***** *** ******** a ********* ********* *** **** reading *** * ***** ********* ********************* ******** tasks **** ******* ***** ** allow **** comprehension give regular ******* ******** proper ************ ** *********** verbally *** visually *********** ********* *** *** of ******* ******** and ******** as **** ** ********* technology ** *** *** ** *** ********* ** teaching ******* to **** ******** * fun exerciseReference *** *************** * * **************** in conduct ********* **** time” ** Risk ** Intellectual *** ************ *********** eds ****** * C ******** J * ******* **** **** NY: ******** Press) *************** * ***************** *** **** ******* of juvenile antisocial ******** *** *************** ******* Rev101–41 101016/0272-7358(90)90105-JFrancisco * * ******* Ana *** ******* C Herrera *** * * Rubalcava ****** I M ********* (2017) ******** ******** ** antisocial ********* *********** with ******* *** ****** * ************ ***** *********** **** Cabrera ******* ********* and ********* ********* **** ********************************************************** P * (1985) A systems theory ***************** ** ************ Process ** ************* * * Clelland S * ****** * * Reddon * * ***** ***** ******* ********** risk assessment *** ****** ********* International ******* ** *** *** Psychiatry ** ************ M ****** ****** ************* ********** and ****** **** **** ********** Speed PhD ********* **** ******** ******** Retrieved from https://wwwdavidsongiftedorg/Search-Database/entry/A10782Management ******** for patients **** **************** ****** ******** a ********** ******* ********* treatment **** ************ *** endoscopy-oriented ***************** ** ******** * ******** * ******* * ******** * Savarino VAm J Gastroenterol **** **** ***************** ********* ******** rejection make *********** *** and **** *** *********** of ********* parental ********* **** ********** ********** and ********** Hale ** *** *** *** Valk * ****** R ***** ** ******* Health 2005 Jun; ****************** * ***** G ****** * ************ ***** ** *** ******* ********* the ********** ******** ***** youthPak J *** Sci2010;30:99–108A ***** ****** Coping ****** ********** *** ************* ********* ***** ********* and ************* ****** ****** *** Clinical ********** ********** ** ****** ****** Pakistan ********* **** https://wwwncbinlmnihgov/pmc/articles/PMC3963687 **