S.

NO TITLE PAGE NO

1. CASE STUDY- INTRODUCTION

2. CASE ANALYSIS - SCHOOL

3. CASE ANALYSIS - HOSPITAL

4. CASE ANALYSIS -
ORGANIZATION / INDUSTRY

5. CASE ANALYSIS – MULTIPLE

REFERENCE
6.

1
 INTRODUCTION
CASE STUDY: In-depth exploration of a single individual, group, event, or society are known
as case studies. Data is typically collected from a variety of source and through a range of
methods. Case studies in psychology are frequently limited to the examination of a single person.
The data is primarily biographical and pertains to occurrence in the individual’s history (i.e.
Retrospective) as well as major current events in his or her life. Interviews and other source, such
as observation, are used to arrive at this conclusion. In addition, the client describes events in
depth from his or her own perspective. The researcher (the person doing the case study) then
complies and analyses the data from both source. The ability to establish innovative hypotheses
for later testing is one of the key advantages of the case study in psychology. Another benefit of
a case study is that it can provide extensive details of distinct and rare cases. Case studies cannot
be used to determine causation, which is a disadvantage.
CASE HISTORY: A case history is a file that contain pertinent information about a certain
client or group of clients. A wide number of professional organization, including those in the
professions pf psychiatry, psychology, healthcare, and social work, keep case histories. The
following information covers two formal definitions if case histories, the basic components of
case histories, and how information for initial case history files is gathered. Typical information
contained in case history depending on the entity that keep the data, the sort of information
providing in the case histories may differ. While a medical clinic’s case histories must include
detailed medical information about its patients, social workers may just need to give more
generalized medical data (if any at all). Instead, they may require more detailed information
about the client’s history of service, client investigation, or client counselling sessions. In any
case, the following are some of the most commonly included forms of information in case
histories:
Basic statistical data (client’s name, age, sex, address, phone number, occupation, marital
status, and client ID number)
Client’s history of service
Investigation pertaining to client’s case
Investigation outcome
Past and present treatment and/or counselling sessions
History of illness
History of complaints and their resolution
History of referrals
Common methods used to gather information

There are three methods used to gather information for initial case history files:
Interview- By interviewing first-time client, organizations can gather basic information
pertaining to client’s concern and lifestyle. They can also determine whether or not
clients have used the service of similar organization, and if they have, they can encourage
client to release this information to them to add to their case histories.

2
Questionnaire- Standardized questionnaires ask many of the same questions that would
be asked during a face-to-face interview. The approach is great for organizations that
have little spare time to sit and converse with clients. The disadvantage of this method is
that some issue may be overlooked.
Combination- Combining these two methods is perhaps the best way to gather data for
case histories. When organization use a combination approach, client are better able to
fully explain their histories, and there is little chance of overlooking essential
information. Maintaining complete case histories is an important aspect of providing
quality services to clients. A complete case history can help organization in many
different fields determine the best way to serve clients now and in the future.

3
CASE ANALYSIS – SCHOOL

4
 ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

INTRODUCTION
Attention deficit hyperactivity disorder (ADHD) is a mental health disorder that can cause
normal levels of hyperactive and impulsive behaviours. People with ADHD may also have
trouble focusing their attention on a single task or sitting still for long periods of time. Both
adults and children can have ADHD. It’s a diagnosis the American Psychiatric Association
(APA).
ADHD SYMPTOMS
A wide range of behaviours are associated with ADHD. some of the more common ones include:
 Having trouble focusing or concentration on tasks
 Being forgetful about completing tasks
 Being easily distracted
 Having difficulty sitting still
 Interrupting people while they’re talking
TYPES OF ADHD
To make ADHD diagnosis more consistent, the APA has grouped the condition into three
categories, or types. These types are predominantly inattentive, predominantly hyperactivity-
impulsive, and a combination of both.
Predominantly Inattentive
As the name suggests, people with this type of ADHD have extreme difficulty focusing, finished
tasks, and following instruction.
Experts also think that many children with the inattentive type of ADHD may nit receive a
proper diagnosis because they don’t tend to disrupt the classroom. The type is most common
among girls with ADHD.
Predominantly hyperactive-impulsive type
People with this type of ADHD show primarily hyperactive and impulsive behaviour. This can
include fidgeting, interrupting people while they’re talking, and not being able to with their turn.
Although inattention is less of a concern with this type of ADHD, people with predominantly
hyperactive-impulsive ADHD may still find it difficult to focus on tasks.
Combined hyperactive- impulsive and inattentive type
This is the most common type of ADHD. People with this combined type of ADHD display both
inattentive and hyperactive symptoms . These include an inability to pay attention, a tendency
toward impulsiveness, and above-normal levels of activity and energy.

5
The type of ADHD you or your child has will determine how it’s treated. The type you have can
change over time, so your treatment may change, too.
ADHD in children
Children between 5 to 17 age receives an ADHD diagnosis, making this one of the most
common childhood neuro developmental disorders in the United states. For children, ADHD is
generally associated with problems at school. Children with ADHD often have trouble
succeeding in a controlled classroom setting. Boys are more than twice as likely trusted source as
girls to receive an ADHD diagnosis. This may be because boys tend to exhibit hallmark
symptoms of hyperactivity, many don’t. In many cases, girls with ADHD may:
 Daydream frequently
 Be hyper-talkative rather than hyperactive
Many symptoms of ADHD can be typical childhood behaviours, so it can be hard to know
what’s ADHD – related and what’s not.

6
 CASE STUDY 1 : ADHD
Initials: P.Y
Gender: Female
Age: 11
Sibling: None
Class: 6th

7
8