1
1
Groupthink
John Smith
Campbellsville University
BA611 – Organizational Theory
Dr. Jane Corbett
January 17, 2021
Definition
Groupthink is a pattern of thought characterized by self-deception, forced manufacture of consent, and conformity to group values and ethics.
Summary
Valine (2018) discussed how powerful an effect groupthink can have on community and peers. It followed two case studies about JPMorgan Chase and Wells Fargo, which explains how many sources and credentials the author has used. The focus of the article is that circumstances have occurred inside these companies which were able to affect the entire economy as well. Groupthink is usually followed by irrational thinking and decision making which completely ignores alternatives and constantly goes for the primary decision. The large difference between group and groupthink is that the group consists of members of various backgrounds and experiences, while groupthink usually has members of similar ones. Further, there is no way for groupthink to recover from bad decisions mainly because all members have a similar understanding and point of the view towards a certain topic. The illusion of invulnerability is the main characteristic related to groupthink, where teammates ignore the danger, take extreme risks, and act highly optimistic.
Discussion
Groupthink is characterized by incorrect decisions that groups make mainly due to mental efficiency, reality testing, and moral judgment. Many conditions can cause groupthink to occur, and the most frequent ones are collective rationalization, belief in inherent morality, stereotyped views of out-groups, direct pressure on dissenters, and self-censorship.
The collective rationalization explains how different warnings are against the group thinking, so and where those opinions can create a misunderstanding. Belief in inherent morality points out that members ignore the ethical and moral consequences of decisions because they believe the correctness of their cause. The stereotyped views of out-groups are the characters to create a negative feeling about opposition outside the group environment. The direct pressure on dissenters is where team leaders discuss all members that have different opinions and philosophies than the group’s commitments and agreement. Lastly, the self-censorship is where teammates keep their thoughts and opinions without expressing them to others.
The case study about the London Whale explains how JPMC, one of the largest banks in the world, has lost 6.5 billion dollars due to bad and poor investment decisions. Everything occurred in April and May of 2012, where larger trading loss happened in Chase’s Investment Office throughout the London branch. The main transaction that affected Morgan Chase was credit default swaps (CDS) and it was shown that famous trader Bruno Iksil has gathered significant CDS position in the market at that time. Following this case, the internal control has risen o ...
1. 1
1
Groupthink
John Smith
Campbellsville University
BA611 – Organizational Theory
Dr. Jane Corbett
January 17, 2021
Definition
Groupthink is a pattern of thought characterized by self-
deception, forced manufacture of consent, and conformity to
group values and ethics.
Summary
Valine (2018) discussed how powerful an effect
groupthink can have on community and peers. It followed two
case studies about JPMorgan Chase and Wells Fargo, which
explains how many sources and credentials the author has used.
The focus of the article is that circumstances have occurred
inside these companies which were able to affect the entire
economy as well. Groupthink is usually followed by irrational
2. thinking and decision making which completely ignores
alternatives and constantly goes for the primary decision. The
large difference between group and groupthink is that the group
consists of members of various backgrounds and experiences,
while groupthink usually has members of similar ones. Further,
there is no way for groupthink to recover from bad decisions
mainly because all members have a similar understanding and
point of the view towards a certain topic. The illusion of
invulnerability is the main characteristic related to groupthink,
where teammates ignore the danger, take extreme risks, and act
highly optimistic.
Discussion
Groupthink is characterized by incorrect decisions that
groups make mainly due to mental efficiency, reality testing,
and moral judgment. Many conditions can cause groupthink to
occur, and the most frequent ones are collective rationalization,
belief in inherent morality, stereotyped views of out-groups,
direct pressure on dissenters, and self-censorship.
The collective rationalization explains how different warnings
are against the group thinking, so and where those opinions can
create a misunderstanding. Belief in inherent morality points
out that members ignore the ethical and moral consequences of
decisions because they believe the correctness of their cause.
The stereotyped views of out-groups are the characters to create
a negative feeling about opposition outside the group
environment. The direct pressure on dissenters is where team
leaders discuss all members that have different opinions and
philosophies than the group’s commitments and agreement.
Lastly, the self-censorship is where teammates keep their
thoughts and opinions without expressing them to others.
The case study about the London Whale explains how JPMC,
one of the largest banks in the world, has lost 6.5 billion dollars
due to bad and poor investment decisions. Everything occurred
in April and May of 2012, where larger trading loss happened in
Chase’s Investment Office throughout the London branch. The
main transaction that affected Morgan Chase was credit default
3. swaps (CDS) and it was shown that famous trader Bruno Iksil
has gathered significant CDS position in the market at that time.
Following this case, the internal control has risen on a higher
level while many requirements and investigations have occurred
as well (Valine, 2018).
The situation about Wells Fargo was slightly different, where
the company’s philosophy mainly focused on risk management
at every single level. As groupthink believes that their motto is
better than everyone’s else, Wells Fargo executives hardly
believed that their operating model was superior to any other
company in the market. However, push strategy and sales
scandal put too much darkness on all good things that Wells
Fargo has been creating during the decades, which still has
consequences today (Valine, 2018).
Groupthink is characteristically based on dependent thinking of
group members where there is no encouragement for different
opinions. Valine (2018) explained how beneficial and dangerous
groupthink can be at the same time, so a sense of awareness
must always be present. Large corporations such as JPMorgan
Chase and Wells Fargo have almost destroyed all their
operations and success with one bad decision which explains
why decision-making is critical in the business world today. An
organization can go from nowhere to enormous success, or from
success to complete disaster in only one day.
4. References
Valine, Y. A. (2018). Why cultures fail: The power and risk of
groupthink. Journal of Risk Management in Financial
Institutions, 11(4),p. 301-307.
__
https://go.openathens.net/redirector/waldenu.edu?url=https://vid
eo.alexanderstreet.com/watch/training-title-28
_____________________________________________________
_______________________
00:00:00
BEGIN TRANSCRIPT:
00:00:15
OFF CAMERA Mrs. Carson? Tell me why you've come to see
me today.
00:00:20
MRS. CARSON I'm... [Shrugs] Wound up. Lost my temper.
00:00:25
OFF CAMERA What sorts of things make you lose your
temper?
00:00:25
MRS. CARSON Oh... lots of things. The kids. They get on my
nerves.
5. 00:00:35
OFF CAMERA When does that happen?
00:00:40
MRS. CARSON Playing the television too loud. Take Shawn for
instance? He spilled sugar all over the counter last night when
my husband was out.
00:00:50
OFF CAMERA And then what happened?
00:00:55
MRS. CARSON I lost my temper. I pushed him down. Not
hard... he wasn't hurt, just cried a little. Maybe...
00:01:10
OFF CAMERA Maybe what?
00:01:15
MRS. CARSON I was just thinking.
00:01:15
OFF CAMERA What were you thinking?
00:01:20
MRS. CARSON Maybe I should go away.
00:01:20
OFF CAMERA Go away?
00:01:25
MRS. CARSON Yeah. Like I shouldn't be here.
00:01:25
OFF CAMERA Have you thought about killing yourself?
6. 00:01:30
MRS. CARSON [nods] Some.
00:01:35
OFF CAMERA How would you do it?
00:01:40
MRS. CARSON Driving into something. Drink a whole bunch,
then drive... then make it look like an accident.
00:01:50
OFF CAMERA Have you tried that? Or made plans?
00:01:50
MRS. CARSON [Shakes head]. Naw. It was just a thought I had
once or twice. Nothing for real. Everyone has those kinds of
thoughts at some time, you know?
00:02:05
OFF CAMERA I'm not so sure about that. How long have you
been thinking about driving into something?
00:02:15
MRS. CARSON Three months or so, I guess.
00:02:15
OFF CAMERA What else was going on three months ago?
00:02:25
MRS. CARSON I was up for a promotion, didn't get it.
[Shrugs]. But lots of guys didn't make it either.
00:02:35
OFF CAMERA So you didn't get the promotion?
00:02:35
7. MRS. CARSON I should have had that promotion. I would... I
would have been a supervisor at the whole office. But my
supervisor said others who were better, younger.
00:02:55
OFF CAMERA How did that make you feel about yourself?
00:03:00
MRS. CARSON Not so hot. My husband and children deserve
better. Even the job I'm doing is at risk, in jeopardy.
00:03:15
OFF CAMERA How so?
00:03:20
MRS. CARSON I forget things. Five years of a perfect work
record and my supervisor asked me is something wrong.
[Shrugs]. So much for a promotion.
00:03:40
OFF CAMERA Has worrying about him interfered with your
sleep?
00:03:45
MRS. CARSON [nods] It goes round and round in my head
like... I can't get to sleep. Finally after a few hours I... I drop
off.
00:04:00
OFF CAMERA And what time do you wake up?
00:04:00
MRS. CARSON Three, maybe four in the morning.
00:04:05
OFF CAMERA Do you go back to sleep then?
8. 00:04:05
MRS. CARSON I can't go back to sleep. If I take a stiff drink or
two sometimes I can, but it wears off.
00:04:20
OFF CAMERA How much are you drinking?
00:04:25
MRS. CARSON I try and keep it to three or four. I took my
husband's sleeping pills, but they didn't work.
00:04:35
OFF CAMERA Have you found anything that's helpful?
00:04:40
MRS. CARSON [shakes]. No.
00:04:40
OFF CAMERA Do you think things will get better?
00:04:45
MRS. CARSON I don't see how. I've pretty much ruined
everything.
00:04:55
OFF CAMERA Mrs. Carson, from what you are describing, it
sounds like you're depressed. It's often hard to know why a
depression occurs when it does. We do know depression can
cause all of the symptoms you have told me... the loss of sl eep,
the feelings of exhaustion, memory loss, irritability and worry.
It makes working difficult and some people even think of
committing suicide. Many factors can contribute to a chemical
imbalance in the nervous system, which can cause this problem.
I would also like to see you again soon to talk further about
these problems. Lets setup an appointment but if you really feel
9. like hurting yourself, call me at anytime.
00:05:35
END TRANSCRIPT
__
https://go.openathens.net/redirector/waldenu.edu?url=https://vid
eo.alexanderstreet.com/watch/traini
ng
-
title
-
28
_____________________________________________________
_______________________
00:00:00
BEGIN TRANSCRIPT:
00:00:15
OFF CAMERA Mrs. Carson? Tell me why you've come to see
me today.
00:00:20
MRS. CARSON I'm... [Shrugs] Wound up. Lost my temper.
10. 00:00:25
OFF CAMERA What sorts of things make you lose your
temper?
00:00:25
MRS. CARSON Oh... lots of things. The kids. T
hey get on my nerves.
__
https://go.openathens.net/redirector/waldenu.edu?url=https://vid
eo.alexanderstreet.com/watch/traini
ng-title-28
_____________________________________________________
_______________________
00:00:00
BEGIN TRANSCRIPT:
00:00:15
OFF CAMERA Mrs. Carson? Tell me why you've come to see
me today.
00:00:20
MRS. CARSON I'm... [Shrugs] Wound up. Lost my temper.
00:00:25
OFF CAMERA What sorts of things make you lose your
temper?
00:00:25
11. MRS. CARSON Oh... lots of things. The kids. They get on my
nerves.
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation
Exemplar
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND
TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to
include, follow the Comprehensive Psychiatric Evaluation
Template AND the Rubric as your guide. It is also helpful to
review the rubric in detail in order not to lose points
unnecessarily because you missed something required. Below
highlights by category are taken directly from the grading rubric
for the assignment in Weeks 4–10. After reviewing the full
details of the rubric, you can use it as a guide.
In the Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use,
social, and medical history
· Allergies
· ROS
· Read rating descriptions to see the grading standards!
In the Objective section, provide:
· Physical exam documentation of systems pertinent to the chief
complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other
assessments needed to develop the differential diagnoses.
· Read rating descriptions to see the grading standards!
12. In the Assessment section, provide:
· Results of the mental status examination, presented in
paragraph form.
· At least three differentials with supporting evidence. List them
from top priority to least priority. Compare the DSM-5
diagnostic criteria for each differential diagnosis and explain
what DSM-5 criteria rules out the differential diagnosis to find
an accurate diagnosis. Explain the critical-thinking process that
led you to the primary diagnosis you selected. Include pertinent
positives and pertinent negatives for the specific patient case.
· Read rating descriptions to see the grading standards!
Reflect on this case. Include: Discuss what you learned and
what you might do differently. Also include in your reflection a
discussion related to legal/ethical considerations (demonstrate
critical thinking beyond confidentiality and consent for
treatment!), health promotion and disease prevention taking into
consideration patient factors (such as age, ethnic group, etc.),
PMH, and other risk factors (e.g., socioeconomic, cultural
background, etc.).
(The comprehensive evaluation is typically the initial new
patient evaluation. You will practice writing this type of note in
this course. You will be ruling out other mental illnesses so
often you will write up what symptoms are present and w hat
symptoms are not present from illnesses to demonstrate you
have indeed assessed for all illnesses which could be impacting
your patient. For example, anxiety symptoms, depressive
symptoms, bipolar symptoms, psychosis symptoms, substance
use, etc.)
EXEMPLAR BEGINS HERE
CC (chief complaint): A brief statement identifying why the
patient is here. This statement is verbatim of the patient’s own
words about why presenting for assessment. For a patient with
dementia or other cognitive deficits, this statement can be
obtained from a family member.
HPI: Begin this section with patient’s initials, age, race, gender,
13. purpose of evaluation, current medication and referral reason.
For example:
N.M. is a 34-year-old Asian male presents for psychiatric
evaluation for anxiety. He is currently prescribed sertraline
which he finds ineffective. His PCP referred him for evaluation
and treatment.
Or
P.H., a 16-year-old Hispanic female, presents for psychiatric
evaluation for concentration difficulty. She is not currently
prescribed psychotropic medications. She is referred by her
therapist for medication evaluation and treatment.
Then, this section continues with the symptom analysis for your
note. Thorough documentation in this section is essential for
patient care, coding, and billing analysis.
Paint a picture of what is wrong with the patient. First what is
bringing the patient to your evaluation. Then, include a
PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms
onset, duration, frequency, severity, and impact. Your
description here will guide your differential diagnoses. You are
seeking symptoms that may align with many DSM-5 diagnoses,
narrowing to what aligns with diagnostic criteria for mental
health and substance use disorders.
Past Psychiatric History: This section documents the patient’s
past treatments. Use the mnemonic Go Cha MP.
General Statement: Typically, this is a statement of the patients
first treatment experience. For example: The patient entered
treatment at the age of 10 with counseling for depression during
her parents’ divorce. OR The patient entered treatment for detox
at age 26 after abusing alcohol since age 13.
Caregivers are listed if applicable.
Hospitalizations: How many hospitalizations? When and where
was last hospitalization? How many detox? How many
residential treatments? When and where was last
detox/residential treatment? Any history of suicidal or
homicidal behaviors? Any history of self-harm behaviors?
Medication trials: What are the previous psychotropic
14. medications the patient has tried and what was their reaction?
Effective, Not Effective, Adverse Reaction? Some examples:
Haloperidol (dystonic reaction), risperidone
(hyperprolactinemia), olanzapine (effective, insurance wouldn’t
pay for it)
Psychotherapy or Previous Psychiatric Diagnosis: This section
can be completed one of two ways depending on what you want
to capture to support the evaluation. First, does the patient
know what type? Did they find psychotherapy helpful or not?
Why? Second, what are the previous diagnosis for the cli ent
noted from previous treatments and other providers. Thirdly,
you could document both.
Substance Use History: This section contains any history or
current use of caffeine, nicotine, illicit substance (including
marijuana), and alcohol. Include the daily amount of use and
last known use. Include type of use such as inhales, snorts, IV,
etc. Include any histories of withdrawal complications from
tremors, Delirium Tremens, or seizures.
Family Psychiatric/Substance Use History: This section contains
any family history of psychiatric illness, substance use
illnesses, and family suicides. You may choose to use a
genogram to depict this information. Be sure to include a
reader’s key to your genogram or write up in narrative form.
Social History: This section may be lengthy if completing an
evaluation for psychotherapy or shorter if completing an
evaluation for psychopharmacology. However, at a minimum,
please include:
Where patient was born, who raised the patient
Number of brothers/sisters (what order is the patient within
siblings)
Who the patient currently lives with in a home? Are they single,
married, divorced, widowed? How many children?
Educational Level
Hobbies:
Work History: currently working/profession, disabled,
unemployed, retired?
15. Legal history: past hx, any current issues?
Trauma history: Any childhood or adult history of trauma?
Violence Hx:Concern or issues about safety (personal, home,
community, sexual (current & historical)
Medical History: This section contains any illnesses, surgeries,
include any hx of seizures, head injuries.
Current Medications: Include dosage, frequency, length of time
used, and reason for use. Also include OTC or homeopathic
products.
Allergies:Include medication, food, and environmental allergies
separately. Provide a description of what the allergy is (e.g.,
angioedema, anaphylaxis). This will help determine a true
reaction vs. intolerance.
Reproductive Hx:Menstrual history (date of LMP), Pregnant
(yes or no), Nursing/lactating (yes or no), contraceptive use
(method used), types of intercourse: oral, anal, vaginal, other,
any sexual concerns
ROS: Cover all body systems that may help you include or rule
out a differential diagnosis. Please note: THIS IS DIFFERENT
from a physical examination!
You should list each system as follows: General:Head: EENT:
etc. You should list these in bullet format and document the
systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness, or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision, or
yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing,
congestion, runny nose, or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure, or chest
discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough, or sputum.
GASTROINTESTINAL: No anorexia, nausea, vomiting, or
diarrhea. No abdominal pain or blood.
16. GENITOURINARY: Burning on urination, urgency, hesitancy,
odor, odd color
NEUROLOGICAL: No headache, dizziness, syncope, paralysis,
ataxia, numbness, or tingling in the extremities. No change in
bowel or bladder control.
MUSCULOSKELETAL: No muscle, back pain, joint pain, or
stiffness.
HEMATOLOGIC: No anemia, bleeding, or bruising.
LYMPHATICS: No enlarged nodes. No history of splenectomy.
ENDOCRINOLOGIC: No reports of sweating, cold, or heat
intolerance. No polyuria or polydipsia.
Physical exam (If applicable and if you have opportunity to
perform—document if exam is completed by PCP): From head
to toe, include what you see, hear, and feel when doing your
physical exam. You only need to examine the systems that are
pertinent to the CC, HPI, and History. Do not use “WNL” or
“normal.” You must describe what you see. Always document in
head-to-toe format i.e., General: Head: EENT: etc.
Diagnostic results: Include any labs, X-rays, or other
diagnostics that are needed to develop the differential diagnoses
(support with evidenced and guidelines).
Assessment
Mental Status Examination: For the purposes of your courses,
this section must be presented in paragraph form and not use of
a checklist! This section you will describe the patient’s
appearance, attitude, behavior, mood and affect, speech, thought
processes, thought content, perceptions (hallucinations,
pseudohallucinations, illusions, etc.)., cognition, insight,
judgment, and SI/HI. See an example below. You will modify to
include the specifics for your patient on the above elements —
DO NOT just copy the example. You may use a preceptor’s way
of organizing the information if the MSE is in paragraph form.
He is an 8-year-old African American male who looks his stated
age. He is cooperative with examiner. He is neatly groomed and
clean, dressed appropriately. There is no evidence of any
abnormal motor activity. His speech is clear, coherent, normal
19. the Rubric
as your guide. It is
also helpful to review the rubric in detail in order not to lose
points unnecessarily
because you missed something required. Below highlights by
category
are
taken
directly from the grading rubric for the assignment in
W
eeks 4
–
10. Aft
er reviewing
the
full details of the rubric, you can use it as a guide.
In the
Subjective
section, provide:
•
Chief complaint
•
History of present illness (HPI)
•
Past psychiatric history
•
20. Medication trials and current medications
•
Psychotherapy or previous psychi
atric diagnosis
•
Pertinent substance use, family psychiatric/substance use,
social, and
medical history
•
Allergies
•
ROS
•
Read rating descriptions to see the
grading standards!
In the
Objective
section, provide:
•
Physical exam documentation of systems
21. pertinent to the chief complaint,
HPI, and history
•
Diagnostic results, including any labs, imaging, or other
assessments needed
to develop the differential diagnoses.
•
Read rating descriptions to see the
grading standards!
In the
Assessment
section,
provide:
•
Results of the mental status examination,
presented in paragraph form.
•
At least three differentials with supporting evidence. List them
from top priority
to least priority. Compare the
DSM
-
5
diagnostic criteria for each differential
23. include, follow the
Comprehensive Psychiatric Evaluation Template AND the
Rubric as your guide. It is
also helpful to review the rubric in detail in order not to lose
points unnecessarily
because you missed something required. Below highlights by
category are taken
directly from the grading rubric for the assignment in Weeks 4–
10. After reviewing the
full details of the rubric, you can use it as a guide.
In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use,
social, and
medical history
• Allergies
• ROS
• Read rating descriptions to see the grading standards!
In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief
complaint,
HPI, and history
• Diagnostic results, including any labs, imaging, or other
assessments needed
to develop the differential diagnoses.
• Read rating descriptions to see the grading standards!
In the Assessment section, provide:
• Results of the mental status examination, presented in
paragraph form.
• At least three differentials with supporting evidence. List them
24. from top priority
to least priority. Compare the DSM-5 diagnostic criteria for
each differential
diagnosis and explain what DSM-5 criteria rules out the
differential diagnosis
to find an accurate diagnosis. Explain the critical-thinking
process that led you
to the primary diagnosis you selected. Include pertinent
positives and
pertinent negatives for the specific patient case.
• Read rating descriptions to see the grading standards!
Reflect on this case. Include: Discuss what you learned and
what you might do
differently. Also include in your reflection a discussion related
to legal/ethical
Assignment: Assessing and Diagnosing Patients with Mood
Disorders
Accurately diagnosing depressive disorders can be challenging
given their periodic and, at times, cyclic nature. Some of these
disorders occur in response to stressors and, depending on the
cultural history of the client, may affect their decision to seek
treatment. Bipolar disorders can also be difficult to properly
diagnose. While clients with a bipolar or related disorder will
likely have to contend with the disorder indefinitely, many find
that the use of medication and evidence-based treatments have
favorable outcomes.
Assignment Instructions:
· Use the Comprehensive Psychiatric Evaluation Template
(Attached) to complete this Assignment.
· Review the Comprehensive Psychiatric Evaluation Exemplar
(Attached) to see an example of a completed evaluation
25. document.
· Select a specific video case study to use for this Assignment
from the Video Case Selections choices in the Learning
Resources. Video # 28 (See the transcript).
· Consider what history would be necessary to collect from this
patient.
· Consider what interview questions you would need to ask this
patient.
· Identify at least three possible differential diagnoses for the
patient.
· Complete and submit your Comprehensive Psychiatric
Evaluation (attached), including your differential diagnosis and
critical-thinking process to formulate a primary diagnosis.
Incorporate the following into your responses in the template:
· Subjective: What details did the patient provide regarding
their chief complaint and symptomology to derive your
differential diagnosis? What is the duration and severity of their
symptoms? How are their symptoms impacting their functioning
in life?
· Objective: What observations did you make during the
psychiatric assessment?
· Assessment: Discuss the patient’s mental status examination
results. What were your differential diagnoses? Provide a
minimum of three possible diagnoses with supporting evidence,
listed in order from highest priority to lowest priority. Compare
the DSM-5 diagnostic criteria for each differential diagnosis
and explain what DSM-5 criteria rules out the differential
diagnosis to find an accurate diagnosis.
26. Explain the critical-thinking process that led you to the primary
diagnosis you selected. Include pertinent positives and pertinent
negatives for the specific patient case.
· Reflection notes: What would you do differently with this
client if you could conduct the session over? Also include in
your reflection a discussion related to legal/ethical
considerations (demonstrate critical thinking beyond
confidentiality and consent for treatment!), health promotion
and disease prevention taking into consideration patient factors
(such as age, ethnic group, etc.), PMH, and other risk factors
(e.g., socioeconomic, cultural background, etc.).
· Minimums 5 references
Assignment: Assessing and Diagnosing Patients
with
Mood Disorders
Accurately diagnosing depressive disorders can be challenging
given their periodic and, at times,
cyclic nature. Some of these disorders occur in response to
stressors and,
depending on the
cultural history of the client, may affect their decision to seek
treatment. Bipolar disorders can
also be difficult to properly diagnose. While clients with a
bipolar or related disorder will likely
have to contend with the disorder indef
initely, many find that the use of medication and evidence
-
based treatments have favorable outcomes.
27. Assig
nment Instructions:
·
Use
the
Comprehen
sive Psychiatric Evaluation Template
(Attached)
to
complete this Assignment.
·
R
eview the
Comprehensive Psychiatric Evaluation
Exemplar
(
Attached)
to
see an example of a
completed evaluation document.
28. ·
S
elect a specific video case s
tudy to use for this Assignment from the Video Case Selections
choices
in the Learning Resources.
Video # 28
(
See
the
transcript
)
.
·
Consider what history would be necessary to collect from this
patient.
·
Consider what interview questions you would need to ask this
patient.
·
Identify at least three possible differential diagnoses for the
patient.
29. ·
C
ompl
ete and submit your Comprehensive Psychiatric Evaluation
(attached)
, including your
differential diagnosis and critical
-
thinking process to formulate a primary diagnosis.
Incorporate
the following into your responses in the template:
·
Subjective:
What details did
the patient provide regarding their chief complaint and
symptomology to derive your differential diagnosis? What is the
duration and severity of their
symptoms? How are their symptoms impacting their functioning
in life?
·
Objective:
What observations did y
ou make during the psychiatric assessment?
30. ·
Assessment:
Discuss the patient’s mental status examination results. What
were your
differential diagnoses?
Provide a minimum of three possible diagnoses with supporting
evidence, listed in order from highest pr
iority to lowest priority. Compare the DSM
-
5
diagnostic criteria for each differential diagnosis and explain
what DSM
-
5 criteria rules out the
differential diagnosis to find an accurate diagnosis.
Explain the critical
-
thinking process that led you to the p
rimary diagnosis you selected. Include
pertinent positives and pertinent negatives for the specific
patient case.
·
Reflection notes:
What would you do differently with this client if you could
31. conduct the
session over?
Also include in your reflection a disc
ussion related to legal/ethical
considerations (demonstrate critical thinking beyond
confidentiality and consent for
treatment!), health promotion and disease prevention taking into
consideration patient factors
Assignment: Assessing and Diagnosing Patients
with Mood Disorders
Accurately diagnosing depressive disorders can be challenging
given their periodic and, at times,
cyclic nature. Some of these disorders occur in response to
stressors and, depending on the
cultural history of the client, may affect their decision to seek
treatment. Bipolar disorders can
also be difficult to properly diagnose. While clients with a
bipolar or related disorder will likely
have to contend with the disorder indefinitely, many find that
the use of medication and evidence-
based treatments have favorable outcomes.
Assignment Instructions:
(Attached) to complete this Assignment.
(Attached) to see an example of a
completed evaluation document.
from the Video Case Selections choices
in the Learning Resources. Video # 28 (See the transcript).
32. patient.
patient.
patient.
Evaluation (attached), including your
differential diagnosis and critical-thinking process to formulate
a primary diagnosis. Incorporate
the following into your responses in the template:
their chief complaint and
symptomology to derive your differential diagnosis? What is the
duration and severity of their
symptoms? How are their symptoms impacting their functioning
in life?
psychiatric assessment?
atient’s mental status examination
results. What were your
differential diagnoses? Provide a minimum of three possible
diagnoses with supporting
evidence, listed in order from highest priority to lowest priority.
Compare the DSM-5
diagnostic criteria for each differential diagnosis and explain
what DSM-5 criteria rules out the
differential diagnosis to find an accurate diagnosis.
Explain the critical-thinking process that led you to the primary
33. diagnosis you selected. Include
pertinent positives and pertinent negatives for the specific
patient case.
client if you could conduct the
session over? Also include in your reflection a discussion
related to legal/ethical
considerations (demonstrate critical thinking beyond
confidentiality and consent for
treatment!), health promotion and disease prevention taking into
consideration patient factors
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation
Template
Week (enter week #): (Enter assignment title)
Student Name
College of Nursing-PMHNP, Walden University
NRNP 6635: Psychopathology and Diagnostic Reasoning
Faculty Name
Assignment Due Date
34. Subjective:
CC (chief complaint):
HPI:
Past Psychiatric History:
· General Statement:
· Caregivers (if applicable):
· Hospitalizations:
· Medication trials:
· Psychotherapy or Previous Psychiatric Diagnosis:
Substance Current Use and History:
Family Psychiatric/Substance Use History:
Psychosocial History:
Medical History:
· Current Medications:
· Allergies:
· Reproductive Hx:
ROS:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
Objective:
Physical exam: if applicable
36. Week (enter week #): (Enter assignment title)
Student Name
College of Nursing-PMHNP, Walden University
NRNP 6635: Psychopathology and Diagnostic Reasoning
Faculty Name
Assignment Due Date
