I'm concerned about Logan. He has become increasingly anxious in class. At the beginning of the school year, when he made a mistake or forgot to turn something in, he would get a little upset. Now, whenever he makes a mistakeor when he perceives that he makes a mistakeLogan's reactions have become irrational. He cries and gets red in the face, and last week it got so bad that I sent him to the nurse's office and he went home. He was crying and screaming in class, and more or less had a temper tantrum. And all that was over a permission slip. He forgot to have his father sign a permission slip to go on a field trip, and when I questioned him about it, he melted down. I know I can be on the strict side when it comes to following directions and turning things in on time. But I can tell the difference between most students' reactions to my strictness and Logan's. I've definitely eased up on him, but that doesn't seem to matter. Logan is exceptionally brightone of the brightest students in his grade leveland it's not unusual for gifted students to get upset when work is challenging. Gifted kids are used to work coming easy to them, and they don't know how to respond to making mistakes. But Logan's reactions are extreme. The level of anxiety he's been exhibiting is out of control. I do know that Logan's home life has been challenging. His parents split up, and then his mother remarried right away and got pregnant, and thenwell, she died in childbirth. Just awful. The baby died too. That was over a year ago, though, and Logan seemed fine at the beginning of the year. Logan's teacher from last year said the same thinghe seemed fine. I'm wondering if he's having a delayed reaction from this traumatic experience? As far as I know, things are going fine at home with Logan and his father. I'm sure his father is overwhelmed with suddenly becoming a single dad, but he's met with me a number of times and he seems very in tune with his son.

• Access the above case articulate the students information and demographics
• Presenting concerns
• Articulate the presenting problem by noting characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders, using skills to critically examine the connections among social, familial, emotional, behavior problems, and academic achievement while considering biological, neurological, physiological, systemic, and environmental factors that affect human development, functioning, and behavior.
• Diagnostic Impressions according to DSM criteria
• Differential Diagnosis
• Academic, Developmental, cultural, college, legal and ethnical, social/emotional implications
• Students strengths
• applied psychopharmacology and possible outcomes