Personality Disorders Research Paper Assignment

Personality, Disorders, Research, Paper, Assignment

Description

Discussion: Personality Disorders

Personality disorders can arise through trauma, and they often carry added stigma. In this Discussion, you analyze a case study focused on a personality disorder while also reflecting on how power, privilege, and stigma affect such diagnoses.

To prepare: Review the case provided by your instructor for this week’s Discussion and consider your differential diagnostic process for them. Be sure to consider any past diagnoses and what influence those might have on their current diagnosis and needs. Finally, return to the Week 1 resources on stigma and reflect on stigma related to personality disorders.

BY DAY 4

Post a 300- to 500-word response in which you address the following:

Provide the full DSM-5 diagnosis. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may need clinical attention). Keep in mind a diagnosis covers the most recent 12 months.

Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis. Support your decision by identifying the symptoms which meet specific criteria for each diagnosis. Identify any close differentials and why they were eliminated. Concisely support your decisions with the case materials and readings.

Explain how diagnosing a client with a personality disorder may affect their treatment. Analyze how power and privilege may influence who is labeled with a personality disorder and which types of personality disorders. Identify how trauma affects the case, either precipitating the diagnosis and/or resulting from related symptoms or treatment of diagnosis.

CASE of CHUCK

Intake Date: August 2019

IDENTIFYING/DEMOGRAPHIC DATA: Chuck (31) and Helen (28) are a married Caucasian couple who live with their sons, Mark (10) and Louis (8), in a two-bedroom condominium in a middle-class neighborhood. Chuck is an Afghan War veteran and employed as a human resources assistant for the military and Helen is a special education teacher in a local elementary school. Chuck is physically fit, but an injury he sustained in combat sometimes limits his ability to use his left hand. Helen is in good physical condition and has recently found out that she is pregnant with their third child.

CHIEF COMPLAINT/PRESENTING PROBLEM: Chuck stated that he came for services only because his wife had threatened to leave him if he did not get help. Helen was particularly concerned about his drinking and lack of involvement in his sons’ lives. She told him his drinking had gotten out of control and was making him mean and distant. Chuck’s expressed fear of losing his job and his family if he did not get help.

HISTORY OF PRESENT ILLNESS: Chuck said that since his return to civilian life 10 months ago he had experienced difficulty sleeping, heart palpitations, and moodiness. He described being proud to join the army and deployed and described himself as upbeat and happy prior to his deployments.

He felt that he had to “change” to stay alive there. Chuck works in an office with civilians and military personnel and mostly gets along with people in the office. Chuck tended to keep to himself and said he sometimes felt pressured to be more communicative and social.

He is very worried that Helen would leave him. He said he had never seen her so angry before and saw she was at her limit with him and his behaviors. Chuck said he thinks he is “going crazy”. He expressed concern that he would never feel “normal” again and said that when he drank alcohol, his symptoms and the intensity of his emotions eased.

He talked about always feeling “ready to go.” He said he was exhausted from being always alert and looking for potential problems around him, always feeling on edge and every sound seemed to startle him when he was not drinking.

Chuck stated he often thinks about what happened “over there” but tries to push it out of his mind. The night is the worst time for Chuck, as he has terrible recurring nightmares of one particular event. He said he wakes up shaking and sweating most nights. He then said drinking was the one thing that seemed to give him a little relief.

PAST PSYCHIATRIC HISTORY: Chuck admits to cycles of hyperarousal and avoidance, including his lack of sleep and irritability and the isolation.

SUBSTANCE USE HISTORY: As teenagers, Chuck and Helen used marijuana and drank. Neither uses marijuana now but they still drink. Helen drinks socially and has one or two drinks over the weekend. Chuck reported he has four to five drinks in the evenings during the week and eight to ten drinks on Saturdays and Sundays. Chuck admitted to drinking heavily nearly every day. Chuck spends his evenings on the couch drinking beer and watching TV or playing video games.

PAST MEDICAL HISTORY: Chuck had previously visited his primary care physician, Dr. Zoe, where he was given a prescription of Paxil to help reduce his symptoms of anxiety and depression. Dr. Zoe recommended that he get ongoing treatment.

FAMILY HISTORY INCLUDING MEDICAL AND PSYCHIATRIC: Chuck’s parents are deceased, and he has a sister who lives outside London. He and his sister are not very close but do talk twice a year. Helen is an only child, and her mother lives in the area but offers little support. Her mother never approved of Helen marrying Chuck and thinks Helen needs to deal with their problems on her own.

CURRENT FAMILY ISSUES AND DYNAMICS: There is no criminal history reported. The couple has some friends, but due to Chuck’s recent behaviors, they have slowly isolated themselves. Chuck stated he and his wife had been fighting a lot and that he drank to take the edge off and to help him sleep, saying, “Nights are the hardest.” Chuck admits he is not engaged with his sons at all and he keeps to himself when he is at home. He gave some examples of having a “hair-trigger temper” with his sons, especially if they surprised him inadvertently.

With Chuck’s permission, a collateral contact was made by phone with Helen to elicit her concerns and perspective. Helen talked about wanting to be able to communicate with Chuck without feeling that she was “nagging him” or fearful that she was making him withdraw and that she would “trigger his anger.” She said that she avoided asking him things or talking to him for fear it would “set him off” and make him retreat to the basement on his own. As it stood, she did not think she could talk with Chuck about her concerns.

She told him she missed socializing with friends and having family outings and felt isolated during their confrontation. She reported that during the fight it came out that Chuck told her that just keeping his intrusive thoughts at bay took all the energy he could muster. Seeing friends and making small talk was not something he felt he could do right now. Helen admitted that she did not know that socializing affected him that way nor that loud noises, open spaces, and green lights triggered intrusive memories

MENTAL STATUS EXAM: Chuck was well-groomed but appeared somewhat guarded and anxious. He was coherent and articulate. Speech was at a normal rate, although the pace was noted to accelerate when he approached or discussed disturbing content. He denied depression but admitted anxiety and hyperarousal in situations, such as when strangers stand close to him in check-out lines. His affect was somewhat constricted but appropriate to content.

His thought process was coherent and linear. He denied all suicidal and homicidal ideations but admitted that if startled “not much thought happens” between the event and his aggression responses. He had no psychotic symptoms, delusions, or hallucinations. He had reasonable insight, was well oriented, and seemed to have average intelligence.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Risk Of Mental and Emotional Problems or Disorders Essay

Biological and Health Outcomes

Johnson (2018) reported that without other irregular challenges, adolescence is a very complex transitional stage associated with occurring biological, psychological, and sociological changes. Pregnancyadds another challenge or complication to the physical and mental development of the adolescent. Problems, such as pre-term births, stillbirth, and neonatal death, are common in pregnant adolescents. Babies born to teenage mothers have a higher likelihood for adverse infant outcomes, including low birth weight (Kurth et al. 2010) premature birth (Gilbert, Jandial, Field, Bigelow, Danielsen, 2004), and infant death (Markovitz, Cook, Flick, and Leet, 2005).

According to the data reported on the American Pregnancy Association website, the following risks are associated with teenage pregnancy: low birth weight/premature birth, anemia (low iron levels), high blood pressure or pregnancy induced hypertension, a higher rate of infant mortality (death), and greater risk of cephalopelvic disproportion (the baby’s head is wider than the pelvic opening. https://americanpregnancy.org/unplanned-pregnancy/teen-pregnancy-issues-challenges/(retrieved on 6/10/2019)

In comparing the data obtained from a nonrandom group of 128 teenagemothers with the findings reported by other relevant maternity-services studies, Goldberg and Craig (1983) found that that in the teenagegroup hypertension, premature labor and anemia were significant complications, as compared with the statistics of older women.

Psychological Consequences

Teenage pregnancy is a stressful event that could increase the risk of mental and emotional problems or disorders (Freitas, Cais, Stefanelto, Botega, 2008; Mitsuhiro et al., 2009). Published research has documented that Major Depressive Disorder is common among pregnant teenagers but it’s often under-detected (Chalem et al., 2011). Its prevalence rates in the teenager in this population ranges from 13 percent to 30 percent, depending on the sample characteristics and the instrument used to assess depressive symptoms, as well as the threshold for case identification (Ferri et al., 2007; Freitas, Cais, Stefanelto, Botega, 2008; and Pereira, Lovisi, Lima, and Legay, 2010).

Some research has shown that the risk factors for depression during teenage pregnancy are associated with certain socio-demographic characteristics, such as lower education (Ferri et al., 2007); lower socioeconomic status (Leigh and Milgrom, 2008); and the absence of a supportive partner (Figueiredo and Pacheco, 2007). Other researchers have documented the impact of psychosocial conditions, such as previous depressive episodes (Lancaster et al., 2010); stressful life events (Leigh and Milgrom, 2008); and intimate violence (Lindhorst and Oxford, 2008; Valentine and Rodriguez, 2011).

Further, research has also documented that the adverse consequences of pregnant-adolescent depression include threats to the teenage mothers’ welfare and even life, such as suicidal behavior (Freitas, Cais, Stefanelto, Botega, 2008); harmful outcomes to the baby, such as low birth weight (Ferri et al., 2007); preterm birth (Grote et al., 2010); and detrimental impact on the mother-child functional interactions (Panzarine, Slater, and Sharps, 1995). Therefore, addressing the possible risk factors associated with depression during a teenager’s pregnancy could be necessary for preventing the negative outcomes of depression (Panzarine, Slater, and Sharps, 2009).

Social and EconomicConsequences

Teenage pregnancy and associated childbearing result in substantial educational, social and economic problems and costs, including immediate and long-term impacts on teen parents, their children, their families, and society at large. Based on the evidence of published research, teenage pregnancy is correlated with academic failure, unemployment, and socioeconomic deprivation (Allen and Philliber, 1997).

According to Perper, Peterson, and Manlove (2010), teenage pregnancy and resulting births contribute significantly to high school dropout rates among high school teens. Further, another indirect consequence is that only about 50% of teen mothers receive a high school diploma by age 22. In addition, approximately about 90 percent of teenagers who do not give birth during their adolescent years graduate from high school. This percentage is much lower for teenagers who become pregnant and give birth.

Similarly, Hoffman (2008) reported that the children of teenage mothers are more likely:

To have lower school achievement;

To drop out of high school;

To have more health problems;

To be incarcerated at some time during adolescence;

To give birth as a teenager; and

To face unemployment as a young adult.

Assini-Meytin, Luciana, and Green (2015) reportedthat at age 32, as compared to non-teen mothers, teenagemothers were more likely to be unemployed, live in poverty, depend on welfare, and have earned a GED or completed high school compared to finishing college. At age 42, the effect of teen motherhood remained statistically significant for education and income. In a similar vein, at the age of 32, teen fathers were more likely to be without a job than non-teen fathers.

Discussion and Conclusion

The evidence reviewed indicate clearly that teenage pregnancy results in detrimental, psychological, health, economic and social consequences for the pregnant teen, her family, and the entire society. Besides the health and mental problems, teenagechildbearing results in reducing the educational attainment of the mother and her future income and thus exacerbating the problem of poverty and dependency on welfare, and increasing family instability and the likelihood of struggling with mental-illness challenges.

Addressing teenage pregnancy is a very complex task and requires another study by itself. It’s sufficient here to say that for such a task to be effective, it must be comprehensive and consist of individual and societal approaches. At the individual level, there are roles for the teen family members, friends and school counselors. At the societal level, several institutions could play significant roles as well and fulfill necessary social functions. These institutions include the church, school systems, social organizations, and political administrations.

References

ALLEN, JOSEPH P.; PHILLIBER, SUSAN. (1997). PREVENTING TEEN PREGNANCYAND ACADEMICFAILURE: EXPERIMENTAL EVALUATION OF A DEVELOPMENTALLY… CHILD DEVELOPMENT. AUG1997, VOL. 68 ISSUE 4, P729.

Assini-Meytin, Luciana C.and Green, Kerry M.(2-15) Long-TermConsequencesof Adolescent Parenthood Among African-American Urban Youth: A Propensity Score Matching Approach. Journal of Adolescent Health,May 2015 56(5):529-535.

Bradley T, Cupples ME, Irvine H. A case control study of a deprivation triagle: teenage motherhood, poor educational achievement and unemployment. Int J Adolesc Med Health.

2002;12(2):117-23.

Bunevicius R, Kusminskas L, Bunevicius A, Nadisauskiene RJ, Jureniene K, Pop VJ. Psychosocial risk factors for depression during pregnancy. Acta Obstet Gynecol Scand.

2009;88(5):599-605.

Center for Diseases Control and Prevention (CDC). Vital signs: teen pregnancy – United States, 1991-2009. MMWR Morb Mortal Wkly Rep. 2011;60(13):414-20.

Chalem E, Mitsuhiro SS, Manzolli P, Barros MC, Guinsburg R, Sass N, et al. Underdetection of psychiatric disorders during prenatal care: a survey of adolescents in Sao Paulo, Brazil.

J Adolesc Health. 2011;50(1):93-6.

Chen XK, Wen SW, Fleming N, Demissie K, Rhoads GG, Walker M. Teenage pregnancy and adverse birth outcomes: a large population based retrospective cohort study. Int J Epidemiol.

2007;36(2):368-73.

Chotigeat U, Sawasdiworn S. (2011). Comparison outcomes of sick babies born to teenage mothers with those born to adult mothers. J Med Assoc Thai. 2011 Aug: 94 Suppl 3; 27-34.PMID 22043751

Ferri CP, Mitsuhiro SS, Barros MCM, Chalem E,2 Guinsburg R,3 Patel V, et al. The impact of maternal experience of violence and common mental disorders on neonatal outcomes: a survey

of adolescent mothers in Sao Paulo, Brazil. BMC Public Health. 2007;7:209.

Figueiredo B, Pacheco A, Costa R. Depression during pregnancy and the postpartum period in adolescent and adult Portuguese mothers. Arch Womens Ment Health. 2007;10(13):103-9.

Forman DN, Videbech P, Hedegaard M, Salvig JD, Sécher NJ. Postpartum depression: identification of women at risk. BJOG. 2000;107(10):1210-7.

Freitas GVS, Cais CFS, Stefanelto S, Botega NJ. Psychosocial conditions and suicidal behavior in pregnant teenagers: a case-control study in Brazil. Eur Child Adolesc Psychiatry. 2008:17:336-42.

Gilbert W, Jandial D, Field N, Bigelow P, Danielsen B. Birth outcomes in teenage pregnancies. J Matern Fetal Neonatal Med. 2004; 16:265-70.

Goldberg, G.L. & Craig, C.J.T. (1983). Obstetric complications in adolescent pregnancies. South African Medical Journal, 64, 863-864.

Grote NK, Bridge JA, Gavin AR, Melville JL, lyengar S, Katon WJ. A meta-analysis of depression during pregnancy and the risk of preterm birth, low birth weight, and intrauterine growth restriction. Arch Gen Psychiatry. 2010;67(10):1012-24.

Harden A, Brunton G, Fletcher A, Oakley A. Teenage pregnancy and social disadvantage: systematic review integrating controlled trials and qualitative studies. BMJ. 2009;339:b4254.

Hodgkinson SC, Colantuoni E, Roberts D, Berg-Cross L, Belcher HM. Depressive symptoms and birth outcomes among pregnant teenagers. J Pediatr Adolesc Gynecol. 2010;23(1):16-22.

Hoffman, S. D. (2008). Kids Having Kids: Economic Costs and Social Consequences of Teen Pregnancy. Washington, DC: The Urban Institute Press; 2008.

Johnson, Brelinda(2018). “Adverse Outcomes in Adolescent Pregnancy.” International Journal of Childbirth Education. Oct2018, Vol. 33 Issue 4, p36-38. 3p.

Kurth F, Bélard S, Mombo-Ngoma G, Schuster K, Adegnika AA, Bouyou-Akotet MK, et al. Adolescence as risk factor for adversepregnancy outcome in Central Africa – a cross-sectional study. PLoS One. 2010;5(12):e14367.

Lancaster CA, Gold KJ, Flynn HA, Yoo H, Marcus SM, Davis MM. Risk factors for depressive symptoms during pregnancy: a systematic review. Am J Obstet Gynecol. 2010;202(1):5-14.

Leigh B, Milgrom J. Risk factors for antenatal depression, postnatal depression and parenting stress. BMC Psychiatry. 2008;8:24.

Lindhorst T, Oxford M. The long term effects of intimate partner violence on adolescent mothers’ depressive symptoms. Sco Sei Med. 2008;66(6): 1322-33.

Markovitz BP, Cook R, Flick LH, Leet TL. Socioeconomic factors and adolescent pregnancy outcomes: distinctions between neonatal and post-neonatal deaths? BMC Public Health.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Psychological Disorders Peer-Reviewed Articles Paper

Think about the psychological disorders you are most likely to work with professionally. Which is the most significant in the work you do or would like to do? Research this disorder and locate at least three peer-reviewed articles to support your work in this assignment.

REQUIREMENTS

For the psychological disorder you selected, complete the following:

• Explain how the disorder influences behavior.
• Describe how structural, anatomical, physiological, and cultural factors affect behavior associated with the disorder.
• Explain how culture and lived experience influence psychology professionals’ understanding of the disorder.
• Analyze current treatments for the disorder in terms of both efficacy and ethics.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Creating Effective PowerPoint Presentations on Sexual Disorders

Sexual Disorders Presentation (Obj. 5.1)

Assessment Description

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

Choose one sexual dysfunction disorder and one paraphilic disorder.

Create a 6- to 9-slide PowerPoint presentation discussing the disorders. Include the following in your presentation:

A title slides

A description of each selected disorder.

Symptoms listed in the DSM for each disorder.

• Treatment approaches for each disorder.
• A reference slides
• Include at least two scholarly references in your presentation.

Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50 words.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Common Speech and Language Disorders and Their Eligibility Categories

Understanding common speech and language disorders and their eligibility categories is vital in meeting the needs of students who receive speech and language services. With this understanding, teachers will be well equipped to plan and implement effective instructional and classroom intervention strategies.

Observe and collaborate with a certified K-5 classroom teacher about language and speech disorders and appropriate interventions.

Use your mentor teacher collaboration and classroom observations to examine the following:

Types of learning disabilities and impairments experienced in professional practice and in the current classroom setting, to include autism, specific learning disability, traumatic brain injury, and speech and language impairment/articulation disorders.

The effect of language impairment on social and academic skill development.

Research-based instructional and classroom interventions for meeting the needs of students with language and speech impairments.

Types of AAC or AT systems, including how those tools were integrated into instruction.

Recommended resources or materials to meet the needs of students with language and speech disorders.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

In 500-750 words, summarize and reflect upon your collaboration and observations. Explain how you will use your findings in your future professional practice.

Support your work with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Neurologic and Musculoskeletal Disorders Case Study Paper

Case Study

J.D is a 86 year old Iranian male who is brought to your office by his eldest son for “strange behavior.” Mr. J.D was seen by his family physician who ruled out any organic basis for Mr. J. D’s behavior. All laboratory and diagnostic imaging tests (including CT-scan of the head) were normal. According to his son, he has been demonstrating some strange thoughts and behaviors for the past two years, but things seem to be getting worse. Per the client’s son, the family noticed that Mr. J. D’s personality began to change a few years ago.

He began to lose interest in religious activities with the family and became more “critical” of everyone. They also noticed that things he used to take seriously had become a source of “amusement” and “ridicule.” Over the course of the past two years, the family has noticed that Mr. J. D’s has been forgetting things. His son also reports that sometimes he has difficult “finding the right words” in a conversation and then will shift to an entirely different line of conversation.

During the clinical interview, Mr. J. D’s is pleasant, cooperative and seems to enjoy speaking with you. You notice some confabulation during various aspects of memory testing, so you perform a Mini-Mental State Exam. Mr. J. D’s 18 out of 30 with primary deficits in orientation, registration, attention & calculation, and recall. The score suggests moderate dementia.

MENTAL STATUS EXAM

Mr. J. D’s is 76 year old Iranian male who is cooperative with today’s clinical interview. His eye contact is poor. Speech is clear, coherent, but tangential at times. He makes no unusual motor movements and demonstrates no tic. Self-reported mood is euthymic. Affect however is restricted. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. He is alert and oriented to person, partially oriented to place, but is disoriented to time and event [he reports that he thought he was coming to lunch but “wound up here”- referring to your office, at which point he begins to laugh].

Insight and judgment are impaired. Impulse control is also impaired as evidenced by Mr. Akkad’s standing up during the clinical interview and walking towards the door. When you asked where he was going, he stated that he did not know. Mr. Akkad denies suicidal or homicidal ideation.

Diagnosis: Major neurocognitive disorder due to Alzheimer’s disease (presumptive)

RESOURCES

• Folstein, M. F., Folstein, S. E., & McHugh, P. R. (2002). Mini-Mental State Examination (MMSE). Lutz, FL: Psychological Assessment Resources.

Decision Point One: Begin Aricept (donepezil) 5 mg orally at BEDTIME

RESULTS OF DECISION POINT ONE

• Client returns to clinic in four weeks
• The client is accompanied by his son who reports that his father is “no better” from this medication.
• He reports that his father is still disinterested in attending religious services/activities, and continues to exhibit disinhibited behaviors.
• You continue to note confabulation and decide to administer the MMSE again. Mr. J. D’s again scores 18 out of 30 with primary deficits in orientation, registration, attention & calculation, and recall.

Decision Point Two : increase Aricept to 10mg orally at bedtime

RESULTS OF DECISION POINT TWO

•  Client returns to clinic in four weeks
•  Client’s son reports that the client is tolerating the medication well, but is still concerned that his father is no better
•  He states that his father is attending religious services with the family, which the son and the rest of the family is happy about. He reports that his father is still easily amused by things he once found serious

Decision Point Three : continue Aricept to 10mg orally at bedtime

At this point, it would be prudent to continue Aricept at 10 mg orally at bedtime. Recall that this medication can take several months before stabilization of deterioration is noted. At this point, the client is attending religious services with the family, which has made the family happy.

Assignment

Write a 2 to 3-pages summary paper that addresses the following:

• Briefly summarize the patient case study assigned, including each of the three decisions you took for the patient presented.
• Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature. Be specific and provide examples. Be sure to support your response with evidence and references from outside resources.
• What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned? Support your response with evidence and references from outside resources.
• Explain any difference between what you expected to achieve with each of the decisions and the results of the decision in the exercise. Describe whether they were different. Be specific and provide examples.

Neurologic and Musculoskeletal Disorders Case Study Paper

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Applying Differential Diagnosis to Depressive and Bipolar Disorders Essay

Applying Differential Diagnosis to Depressive and Bipolar Disorders Essay

What is it truly like to have a mental illness? By considering clients’ lived experiences, a social worker becomes more empathetic and therefore better equipped to treat them. In this Discussion, you analyze a case study focused on a depressive disorder or bipolar disorder using the steps of differential diagnosis.

To prepare: View the TED Talk “Depression, the Secret We Share” (TED Conferences, LLC, 2013) and compare the description of Andrew Solomon’s symptoms to the criteria for depressive disorders in the DSM-5. Next review the steps in diagnosis detailed in the Morrison (2014) reading, and then read the case provided by your instructor for this week’s Discussion, considering the client against the various DSM-5 criteria for depressive disorders and bipolar disorders.

By Day 3

Post a 300- to 500-word response in which you address the following:

Provide the full DSM-5 diagnosis for the client. For any diagnosis that you choose, be sure to concisely explain how the client fits that diagnostic criteria. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifies, severity, medical needs, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.

Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis. Recommend a specific evidence-based measurement instrument to validate the diagnosis and assess outcomes of treatment.

Describe your treatment recommendations, including the type of treatment modality and whether or not you would refer the client to a medical provider for psychotropic medications.

DEMOGRAPHIC DATA:

This is a voluntary intake for this 53-year-old Caucasian female. Alex had one psychiatric hospitalization in the past. Alex has been married for 19 years and has been separated from her husband, Richard, for the past four months.  Richard, her 18 year old daughter, and two sons, 14 and 13 years old, live two blocks from her.  Alex is employed as a car salesperson manager and is very successful at her career.

CHIEF COMPLAINT:

“I miss my family and do not want to live without them.  My family believes if I attend treatment we can get back together.”

HISTORY OF ILLNESS:

About two years ago Alex began having trouble sleeping.  She would find herself waking up worrying about her job performance even though she was getting accolades from her superiors.  She would calm down then worry about sending her daughter to college which would be followed by her two sons.  Alex would spend a lot of time wondering if she did a good job raising children since her work took a lot of time from the family.  Her worries jumped from one thing to another and she was unable to control that.

Over the past six months, she realized her mood was becoming depressed, with the inability to sleep well.  This contributed to her always being fatigued and interfered with her concentration.  She became very irritable with her husband and children, enough so that Richard asked her to leave the house.  This increased Alex’s worry about being a good parent.

Once she left the house she did not want to do anything and barely visited with the children, which concerned her tremendously.  She found herself not sleeping or eating healthy and put on 20 pounds.  She has convinced herself that she is a bad mother and questions even being a parent.  She came for treatment when she began having passive suicidal thoughts again.

PAST PSYCHIATRIC HISTORY:

Alex reports first seeking psychiatric treatment when she was twenty-four-years-old.  She sought treatment by the encouragement of her boyfriend at the time because she was not active and did not want to do anything other than work.  She describes she was not “addicted” to work but that is all the energy she had.  She barely had the energy to get to work, had trouble sleeping at night always worrying about her “job, employees, making others happy, what is happening in the world”.   \

Her boyfriend at the time would become frustrated because after dating for 2 years Alex just did not have any interest in fun activities and socializing.  She was employed at the car dealership and was on the upper mobility track but worried because she was not as focused as she needed to be to get promoted.  Alex was prescribed an antidepressant, her mood stabilized, and she did not continue psychiatric help.

In 2000, soon after her marriage to Richard, Alex attempted suicide when she had the same feelings as she did 10 years ago and did not want to go through that again.  She was hospitalized in a psychiatric unit for twelve days.  Alex showed signs of feeling down, fearful, and suicidal. Once stabilized Alex realized she was pregnant with her first child.

PSYCHOSOCIAL HISTORY:

Alex grew up in a typical working class household with both parents working in a factory.  Her dad was eventually promoted to foreman.  Mom and Dad would have different shifts, so it was rare that they would have dinner together.  Alex has nice memories about Sundays since the family would go to church and have a nice dinner.  Many of the relatives would gather each week at a different house.  Alex has 6 siblings. Alex was initially considered an underachiever in the early years of school. She chose not to attend college because she wanted to get out in the workforce for money.

SUBSTANCE USE HISTORY:

Alex indicates she is a social drinker.  Through collaborative contact with her husband, he confirms she is a social drinker.

MEDICAL HISTORY:

Alex has no significant medical history. She has had the normal childhood illnesses.

FAMILY ISSUES AND DYNAMICS:

Alex is currently married with three children, one daughter, and two sons.  This is her only marriage.  Through collaborative discussion with her husband, he indicates Alex is a great mom and good provider.

More recently, Alex would become very irritated and have angry outbursts.  Richard believed this was due to her lack of sleep.  By the end of January, she was asked to leave her home.

MENTAL STATUS EXAM:

Alex presents as a neatly dressed female who appears younger than her stated age.  Her nails are neatly manicured.  Facial expressions are appropriate to thought content.  Motor activity is appropriate.  Thoughts are logical and organized.  There is no evidence of hallucinations.  Alex admitted to a history of a suicide attempt years ago.  Her mood is flat.  During the interview, Alex became teary eyed often.  Alex is oriented to time, place, and person.  Her intelligence appears above average.

Applying Differential Diagnosis to Depressive and Bipolar Disorders Essay

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
Alternative url	www.crucialessay.com/orders/ordernow/www.collegepaper.us/orders/ordernow/

Applying Differential Diagnosis to Depressive and Bipolar Disorders Essay

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Assessing Clients with Addictive Disorders Essay

Assessing, Clients, Addictive, Disorders, Essay

Levy family – Assessing Clients with Addictive Disorders

In 3-page paper, address the following:

• After watching Episode 1, describe:
• What is Mr. Levy’s perception of the problem?
• What is Mrs. Levy’s perception of the problem?
• What can be some of the implications of the problem on the family as a whole?
• After watching Episode 2, describe:
• What did you think of Mr. Levy’s social worker’s ideas?
• What were your thoughts of her supervisor’s questions about her suggested therapies and his advice to Mr. Levy’s supervisor?
• After watching Episode 3, discuss the following:
• What were your thoughts about the way Mr. Levy’s therapist responded to what Mr. Levy had to say?
• What were your impressions of how the therapist worked with Mr. Levy? What did you think about the therapy session as a whole?
• Informed by your knowledge of pathophysiology, explain the physiology of deep breathing (a common technique that we use in helping clients to manage anxiety). Explain how changing breathing mechanics can alter blood chemistry.
• Describe the therapeutic approach his therapist selected. Would you use exposure therapy with Mr. Levy? Why or why not? What evidence exists to support the use of exposure therapy (or the therapeutic approach you would consider if you disagree with exposure therapy)?
• In Episode 4, Mr. Levy tells a very difficult story about Kurt, his platoon officer.
• Discuss how you would have responded to this revelation.
• Describe how this information would inform your therapeutic approach. What would you say/do next?
• In Episode 5, Mr. Levy’s therapist is having issues with his story.
• Imagine that you were providing supervision to this therapist, how would you respond to her concerns?
• Support your approach with evidence-based literature.

RESOURCES

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.

• Chapter 7, “Motivational Interviewing” (pp. 299–312)
• Chapter 16, “Psychotherapeutic Approaches for Addictions and Related Disorders” (pp. 565–596)

1. Diagnostic instruments for behavioural addiction: an overview

Diagnostic instruments for behavioural addiction: an overview. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2736529/

The ethical ABCs of conditional confidentiality.Fisher, Mary Alice. University of Virginia, Charlottesville, VA, US

https://store.samhsa.gov/system/files/sma13-3992.pdf

Assessing Clients with Addictive Disorders Essay

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
Alternative url	www.crucialessay.com/orders/ordernow/www.collegepaper.us/orders/ordernow/

Assessing Clients with Addictive Disorders Essay

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Psychological Disorders Assessment, Diagnosis, and Treatment Paper

Week 2: Psychological Disorders: Assessment, Diagnosis, and Treatment

How do psychologists make sense of the broad range of concerns that clients might raise during an initial interview? The answer to this question transitions the focus from the first week of the course to the second. Specifically, guided by his or her model or paradigm, the psychologist asks particular questions and seeks certain kinds of information from the client. As you will see this week, clinical assessment involves collecting useful information that will ultimately inform diagnosis for a given client.

This diagnosis, then, indicates what treatments might be effective for the client. Thus, there is a natural progression from the psychologist’s model to his or her approach to assessment, which informs the diagnosis, which in turn suggests promising avenues for treatment. Your work in this second week of the course will illuminate how these processes unfold as psychologists attempt to help their clients.

Learning Objectives

Students will:

Analyze personal perspectives on abnormal psychology

Evaluate the reliability of psychological assessments for use in clinical settings

Evaluate advantages and disadvantages of diagnosis and classification of psychological disorders

Demonstrate understanding of concepts related to assessment, diagnosis, and treatment of psychological disorders

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources.

REQUIRED READINGS

Comer, R. J., & Comer, J. S. (2019). Fundamentals of abnormal psychology (9th ed.). Worth.

Chapter 3, “Clinical Assessment, Diagnosis, and Treatment”

Jones, K. D., (2010). The unstructured clinical interview. Journal of Counseling & Development, 88, 220-226.

Note: Due to its publication date, this article references the DSM-IV; however, the content regarding interview questions remains relevant when applied to DSM-5 diagnostic criteria.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
Alternative url	www.crucialessay.com/orders/ordernow/www.collegepaper.us/orders/ordernow/

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Developmental And Cognitive Disorders Mental Illness

Review the information on disorders in your final chapters as well as chapter 10, pages 283-307 in preparation

As you have read the material for the past few weeks, have you been reminded of anyone that you suspect might be diagnosed into one of the personality disorder categories such as:

Paranoid Personality Disorder

Schizoid/Schizotypal Personality Disorder

Antisocial, Borderline

Histrionic

Narcissistic

Anxious/Fearful

Dependent, or Obsessive-Compulsive?

What about other diagnoses from our final chapters on the Developmental and Cognitive disorders such as Autism, Mental Retardation, or Asperger’s?

share your thoughts. You may write about yourself, a family member, or even a famous person that you suspect or know has one of these diagnoses or tendencies. Think about how these disorders are portrayed in the media. If you think of a movie or show that portrays the illness, list it. If you can find a website or online video link, cite that source as well and post the link.

Do you think the media portrays the experience accurately? Why or why not?

Is it portrayed respectfully; too seriously; with too much humor?

Do you think there is an unnecessary stigma attached to mental illness?

How might this affect a person in treatment?

Psy 101 Psychology Reflection Paper

Chapter 16 Reflection Paper

The textbook and lecture notes discussed Dr. Albert Ellis’s Rational-Emotive Behavior Therapy. Make sure to review this material. Also, if you have not already done so, make sure to listen to the brief audio recording of Ellis describing his theory.

Here is the link: https://soundcloud.com/albertellis/theory-and-prac… (Links to an external site.)

Albert Ellis-Theory and Practice of RET

Source: Soundcloud

Now, after having reflected on this model, answer the following question:

Do you agree with Dr. Ellis that one’s thoughts have a direct bearing on their feelings and behaviors? Why or why not? Make sure that you provide enough detail to support your answer.

Below is a transcript of the above-noted audio.

Speaker 1 (00:00 (Links to an external site.)):

Suppose you go out in a crowded bus or some other area, and somebody pokes you meanly and viciously in the ribs with his elbow or an umbrella, and immediately in a split second, you’re angry. And maybe you’re so mad that you’re going to poke him back, and you’re umbrella, or your elbow is already swinging in his direction to poke him back because you’re so sore at his vicious behavior when suddenly you see that he’s blind.

What happens to your anger? I ask people this all the time and almost all the time, unsophisticated and sophisticated people notice right away that the anger vanishes; it does not become repressed as it would in Freudian theory, where you’d be angry, you wouldn’t want to admit that you are. You’d repress it, get rid of the anger. It doesn’t even become suppressed. Where quite consciously you’d say, oh, he’s blind

Speaker 1 (01:04 (Links to an external site.)):

I must not be angry at him. It goes away and is replaced in almost all instances by other emotions. Usually, the feeling that replaces anger is a pity. You start pitying this man for being blind, or maybe even guilt because you say here, I was about to strike this man, and he’s blind. Now pity and guilt are radically different emotions than anger. And what happens is the emotion of anger changes in a split second because you are about to poke him. Maybe your arm was swinging, and suddenly you stop it, and you have a different feeling. And the reason it changes I saw was because of what happens at B, and the stimulus A is still the same. He poked you in the ribs. Maybe you still have the pain in your ribs, but C, your anger at him is no longer the same, because at B, where you were telling yourself that dirty so and

Speaker 1 (02:02 (Links to an external site.)):

so, he poked me in the ribs; how could he do that to me? You are now saying something like that poor man is blind. Isn’t that a shame that he’s blind? He couldn’t help it, or else you’re saying something along the line of how could I possibly have got angry at him when he’s blind? And as I said before, you get guilty; well, this is what always happens to human beings. Something occurs at point A. They tell themselves something at point B; they experience an emotion at point C, then by a feedback mechanism, they notice the experience. They see their anger or their guilt, or their upset.

Then they tell themselves something about that. And then they get still another emotion very often, or an intensification of the first one. And it keeps going around and around, but it is not the external environment that influences you. It is what you tell yourself, your philosophy of life, about that environment.

Now, part of what you tell yourself will be because certain things happen to you. If certain things are negative all the time, there’s a normal tendency to say to yourself, well, this is terrible. This is awful. I can’t stand this rather than well; that’s too bad these negative influences occur. But the fact that there’s a normal tendency doesn’t mean that you have to do this.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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