Mental Health Case Study Jd

Introduction The decision maker for this case analysis is my 15 year old son, J.D. He possesses high intellect and his interests include reading, writing, art, philosophy, and foreign history and culture. Despite his intellect, he has struggled academically. This began early on when he was retained and placed on an Individualized Education Plan (IEP) in the second grade and diagnosed with ADHD in the fourth grade. He was removed from the IEP in the fifth grade, when the IEP team determined that he no longer required special education services and accommodations. J.D. was accepted into an arts focused college preparatory school in the sixth grade, where he currently attends and is presently in the ninth grade. He receives some above average grades and performs above average in reading comprehension and retention of written information. However, he performs below average in math. Additionally, he puts forth little effort, and thus performs poorly, in any subjects that are facilitated by teachers that he does not care for. J.D. often procrastinates on
recently took an overdose of medication in an effort to commit suicide. He immediately regretted the decision and reached out for help. This decision led to an emergency room visit, several nights of hospitalization at a residential behavioral treatment center, and ultimately being placed on anti-depressants. This paper will examine the ways in which intellect (Hyman in Sternberg, 2002), beliefs (Dweck in Sternberg, 2002; Stanovich in Sternberg, 2002), shortfalls in emergent activity switching, (Perkins in Sternberg, 2002), coping styles, personality, thinking dispositions (Stanovich in Sternberg, 2002; Austin & Deary in Sternberg, 2002), and improper acquisition and use of tacit knowledge (Sternberg in Sternberg, 2002) increase poor decision-making that put J.D., and adolescents in general, at greater risk for attempting