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Assignment: Schizophrenia Over Time: Experiences Living With the Illness Experiences of schizophrenia are not homogeneous; there is wide variety in onset, course of illness, and combinations of symptoms. Social workers need to be able to understand the different manifestations and pathways of the illness to plan interventions. Social work services play a key role in stabilizing crises, supporting family coping, and influencing overall quality of life and outcomes of individuals with schizophrenia. In this Assignment, you practice applying this necessary individualization. To prepare: In the Learning Resources, focus on the associated features, development, and course of the illnesses in the schizophrenia spectrum. Also focus on descriptions of the disorder and the way it develops for different individuals. Choose two articles from the list in the Learning Resources that apply to treatment support and interventions for the schizophrenia spectrum and other psychotic disorders chapter in the DSM 5. Choose either Saks or McGough to focus on for this assignment. By Day 7 Submit a 3- to 4-page paper, supported by at least 4 scholarly resources (not including DSM-5), in which you address the following: Describe Saks’s or McGough’s experiences with schizophrenia. Identify onset, associated features (specifically referencing the positive and negative symptoms), development, and course. Explain how you would use the Clinician Rated Dimensions of Psychosis Symptom Severity measure and the WHODAS to help confirm your diagnosis. Explain how you would plan treatment and individualize it for Saks or McGough. Support your response with references to scholarly resources. In your explanation, consider the following questions: What are the long-term challenges for someone living with the illness? What social, family, vocational, and medical supports are needed for long-term stabilization? Briefly explain how race/ethnicity, gender, sexual orientation, socioeconomic status, religion, or other identity characteristics may influence an individual’s experience with schizophrenia. .
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Running head SCHIZOPHRENIA .docx
Running head: SCHIZOPHRENIA 1
Working with Families
1. Effects of a psych educational intervention program on the attitudes and health perceptions of relatives of patients with schizophrenia
The article highlights the importance of both family and relatives to support the victim who has schizophrenia. Moreover, the article goes further and highlights the purpose of the study. The article assesses the effectiveness of a family psych educational program in the different outlook and health insights of the relatives of the patient with suffering from schizophrenia. Various programs aid in supporting both the family and relatives to gain more information about the schizophrenia and how they can best offer support to them.
The psych educational program was efficient in adjusting to the caregivers’ outlooks. Nonetheless, the program did not influence the perceptions of healthcare. Moreover, the family and relative psych educational management program transforms the deleterious approaches of both family and relatives to schizophrenia. On the other hand, not all the agenda of this type may advance health difficulties; otherwise, their consequences might only appear in a long-term condition or situation.
The psycho-educational plan gave an enhancement in the outlooks of families to schizophrenia. Besides, this signifies that they have known how to think, feel, and act, in a positive method in regards to the disorder.
Seeing the unfortunate result of the majority of people who have schizophrenia, the process has made it possible for individuals to discover the influence of psych educational programs, which may aid indirectly or directly to advancing the quality and the course of life of these people and their families. Besides, it is vital to evaluate the efficiency of the agendas in diverse cultures and nations.
2. The Mediating Effect of Family Cohesion in Reducing Patient Symptoms and Family Distress in a Culturally Informed Family Therapy for Schizophrenia: A Parallel-Process Latent-Growth Model
The paper examines whether a CIT-S (Culturally Informed Family Therapy for Schizophrenia outdid the usual family psych education (PSY-ED) by not only in reducing patient schizophrenia signs but also in diminishing a person’s DASS. Since CIT-S nurtured family consistency in therapy; moreover, it is anticipated that an increase in family solidity would facilitate the cure effects.
The procedure permitted individual’s to be fixed in latent-change or latent-growth models to check the treatment impacts and guarantee the model fit was sufficient prior to joining them to parallel-procedure models and investigating the secondary outcomes. The latent-change model is assessing the medication influence on family solidity from standard to average, as shown in a Time Treatment Interaction (TTI). The CIT-S team displayed a natural growth of approximately on.
Choose two articles from the list in the learning resources that app
The document provides instructions for a 3-4 page paper on schizophrenia. Students are asked to choose between two articles on schizophrenia and focus on either Elyn Saks or Cecilia McGough. The paper must describe the experiences and symptoms of the chosen individual, explain how diagnostic measures would be used, and how treatment would be planned and individualized for the long term while considering social and identity factors.
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docx
CASE STUDY:
Female, 15, separation anxiety disorder, Depression
The patient is a fifteen-year-old female teenager who presents to the clinic with her mother for her first assessment. Patient is being referral to the clinic by the school counselor due to low grades and poor school assistance. During the session, both the patient and the mother are neatly dressed. Her mother seems to be worried about her daughter. The patient said, "I worry a lot about my family members. I fear that one day my parents will be abducted or fatally injured. The worries and fears make me have difficulties concentrating on personal well-being and my studies in school." The mental assessment shows that the patient is depressed, and she refuses to leave the proximity of her mother. Her mother says that her daughter has been experiencing depression or anxiety attacks. The physical assessment shows that the patient has been experiencing physical aches and pains. She maintains good eye contact. Her mood is a little anxious. The symptoms conclude that the patient has separation anxiety disorder because the symptoms have progressed for the past six months. Treatments include antidepressants, group therapy, family therapy, dialectical behavioral therapy, and cognitive-behavioral therapy. A follow-up is to be done in two weeks.
Assignment 2: Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.
To Prepare
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Specifically address the following for the patient, using your SOAP note as a guide:
·
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 their mental status examination results. What were your differential diagnoses? Provide a minimum o.
Captain of the Schizophrenia Spectrum and Other Psychotic.docx
The document provides a treatment plan for a client diagnosed with schizophrenia spectrum disorder. It includes:
- A description of the client's history and symptoms indicating schizoaffective disorder and delusional disorder.
- A recommendation of clozapine to treat symptoms along with individual, family, and group psychotherapy.
- Identifying the need for medical management through collaboration between healthcare providers.
- Suggesting community support resources and follow-up appointments over 14 days then monthly to monitor progress.
Final Paper on Schizophrenia
This document provides an overview of schizophrenia, including its diagnostic criteria, symptoms, subtypes, causes, affected brain areas, treatment options, and epidemiology. It discusses how schizophrenia is diagnosed according to the ICD-10 and DSM-IV, outlining the key diagnostic criteria. It also summarizes the suspected genetic, environmental, and lifestyle risk factors associated with schizophrenia development.
NRNPPRAC 6665 & 6675 Focused SOAP Psychiatric Evaluation Exemplar.docx
NRNP/PRAC 6665 & 6675 Focused SOAP 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
Focused SOAP Note 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. After reviewing 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 from top priority to least priority. Compare the
DSM-5-TR diagnostic criteria for each differential diagnosis and explain what
DSM-5-TR 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!), social determinates of health, 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 FOCUSED SOAP psychiatric evaluation is typically the
follow-up visit patient note. You will practice writing this type of note in this course. You will be focusing more on the symptoms from your differential diagnosis from the comprehensive psychiatric evaluation narrowing to your diagnostic impression. You will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for illnesses which could be impacting your patient. For ex.
Psychoeducation
Psychoeducation involves educating patients and families about mental health conditions to help them better understand and manage the illness. It has roots in movements from the early 20th century and has been shown to improve outcomes. Psychoeducation can be delivered individually, to families, or in groups. It covers topics like the nature of the illness, treatment, and how to prevent relapse. Various models exist including providing information, teaching skills, and being supportive. Psychoeducation has benefits for conditions like schizophrenia, depression, and eating disorders.
Week 4 6446 Therapeutic Approaches for Disruptive Behaviors
Week 4 6446 Therapeutic Approaches for Disruptive Behaviors
You must use the Readings here
· Boyatzis, C. J., & Junn, E. N. (2016).
Annual editions: Child growth and development
(22nd ed.). McGraw-Hill Education.
o Louis, C.S. “Certain Television Fare Can Help Ease Aggression in Young Children, Study Finds” (p. 83)
· Klein, B., Damiani-Taraba, G., Koster, A., Campbell, J., & Scholz, C. (2015). Diagnosing attention-deficit hyperactivity disorder (ADHD) in children involved with child protection services: are current diagnostic guidelines acceptable for vulnerable populations?.
Child: care, health and development
,
41
(2), 178-185.
· Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school.
Developmental Psychology
,
49
(6), 1174– 1186.
·
Document:
DSM-5 Bridge Document: Disruptive Behaviors (PDF)
· Boyatzis, C. J., & Junn, E. N. (2016).
Annual editions: Child growth and development
(22nd ed.). McGraw-Hill Education.
o Lahey, J. “Why Parents Need to Let Their Children Fail” (p. 112)
o Smith, B. L., “The Case Against Spanking: Physical Discipline Is Slowly Declining as Some Studies Reveal Lasting Harms for Children” (p. 105)
· Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior.
International Journal of Play Therapy
,
19
(3), 130–143.
· Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence- based psychosocial treatments for children and adolescents with disruptive behavior.
Journal of Clinical Child and Adolescent Psychology
,
37
(1), 215–237.
· Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section.
Journal of Abnormal Psychology
,
119
(4), 683–688.
Media
· Laureate Education (Producer). (2014c).
Disruptive behaviors
[Video file]. Baltimore, MD: Author.
· Laureate Education (Producer). (2014d).
Disruptive behaviors: Part one
[Interactive media]. Baltimore, MD: Author.
· Laureate Education (Producer). (2014e).
Disruptive behaviors: Part two
[Interactive media]. Baltimore, MD: Author.
Disruptive Behaviors In the DSM-IV,
attention deficit and disruptive behaviors were grouped as a category within the classifications of disorders usually first diagnosed in infancy, childhood, and adolescence. Though it is true that these disorders are generally first diagnosed during these stages, the classifications of these disorders has been reconceptualized to reflect their similarities in manifestation, as well as considerations for the impact on social functioning. ADHD, for example, is grouped in the DSM-5 with neurodevelopmental disorders; research has supported a strong biol ...
Recommended
Running head SCHIZOPHRENIA .docx
Running head: SCHIZOPHRENIA 1
Working with Families
1. Effects of a psych educational intervention program on the attitudes and health perceptions of relatives of patients with schizophrenia
The article highlights the importance of both family and relatives to support the victim who has schizophrenia. Moreover, the article goes further and highlights the purpose of the study. The article assesses the effectiveness of a family psych educational program in the different outlook and health insights of the relatives of the patient with suffering from schizophrenia. Various programs aid in supporting both the family and relatives to gain more information about the schizophrenia and how they can best offer support to them.
The psych educational program was efficient in adjusting to the caregivers’ outlooks. Nonetheless, the program did not influence the perceptions of healthcare. Moreover, the family and relative psych educational management program transforms the deleterious approaches of both family and relatives to schizophrenia. On the other hand, not all the agenda of this type may advance health difficulties; otherwise, their consequences might only appear in a long-term condition or situation.
The psycho-educational plan gave an enhancement in the outlooks of families to schizophrenia. Besides, this signifies that they have known how to think, feel, and act, in a positive method in regards to the disorder.
Seeing the unfortunate result of the majority of people who have schizophrenia, the process has made it possible for individuals to discover the influence of psych educational programs, which may aid indirectly or directly to advancing the quality and the course of life of these people and their families. Besides, it is vital to evaluate the efficiency of the agendas in diverse cultures and nations.
2. The Mediating Effect of Family Cohesion in Reducing Patient Symptoms and Family Distress in a Culturally Informed Family Therapy for Schizophrenia: A Parallel-Process Latent-Growth Model
The paper examines whether a CIT-S (Culturally Informed Family Therapy for Schizophrenia outdid the usual family psych education (PSY-ED) by not only in reducing patient schizophrenia signs but also in diminishing a person’s DASS. Since CIT-S nurtured family consistency in therapy; moreover, it is anticipated that an increase in family solidity would facilitate the cure effects.
The procedure permitted individual’s to be fixed in latent-change or latent-growth models to check the treatment impacts and guarantee the model fit was sufficient prior to joining them to parallel-procedure models and investigating the secondary outcomes. The latent-change model is assessing the medication influence on family solidity from standard to average, as shown in a Time Treatment Interaction (TTI). The CIT-S team displayed a natural growth of approximately on.
Choose two articles from the list in the learning resources that app
The document provides instructions for a 3-4 page paper on schizophrenia. Students are asked to choose between two articles on schizophrenia and focus on either Elyn Saks or Cecilia McGough. The paper must describe the experiences and symptoms of the chosen individual, explain how diagnostic measures would be used, and how treatment would be planned and individualized for the long term while considering social and identity factors.
CASE STUDYFemale, 15, separation anxiety disorder, Depression.docx
CASE STUDY:
Female, 15, separation anxiety disorder, Depression
The patient is a fifteen-year-old female teenager who presents to the clinic with her mother for her first assessment. Patient is being referral to the clinic by the school counselor due to low grades and poor school assistance. During the session, both the patient and the mother are neatly dressed. Her mother seems to be worried about her daughter. The patient said, "I worry a lot about my family members. I fear that one day my parents will be abducted or fatally injured. The worries and fears make me have difficulties concentrating on personal well-being and my studies in school." The mental assessment shows that the patient is depressed, and she refuses to leave the proximity of her mother. Her mother says that her daughter has been experiencing depression or anxiety attacks. The physical assessment shows that the patient has been experiencing physical aches and pains. She maintains good eye contact. Her mood is a little anxious. The symptoms conclude that the patient has separation anxiety disorder because the symptoms have progressed for the past six months. Treatments include antidepressants, group therapy, family therapy, dialectical behavioral therapy, and cognitive-behavioral therapy. A follow-up is to be done in two weeks.
Assignment 2: Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.
To Prepare
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Specifically address the following for the patient, using your SOAP note as a guide:
·
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 their mental status examination results. What were your differential diagnoses? Provide a minimum o.
Captain of the Schizophrenia Spectrum and Other Psychotic.docx
The document provides a treatment plan for a client diagnosed with schizophrenia spectrum disorder. It includes:
- A description of the client's history and symptoms indicating schizoaffective disorder and delusional disorder.
- A recommendation of clozapine to treat symptoms along with individual, family, and group psychotherapy.
- Identifying the need for medical management through collaboration between healthcare providers.
- Suggesting community support resources and follow-up appointments over 14 days then monthly to monitor progress.
Final Paper on Schizophrenia
This document provides an overview of schizophrenia, including its diagnostic criteria, symptoms, subtypes, causes, affected brain areas, treatment options, and epidemiology. It discusses how schizophrenia is diagnosed according to the ICD-10 and DSM-IV, outlining the key diagnostic criteria. It also summarizes the suspected genetic, environmental, and lifestyle risk factors associated with schizophrenia development.
NRNPPRAC 6665 & 6675 Focused SOAP Psychiatric Evaluation Exemplar.docx
NRNP/PRAC 6665 & 6675 Focused SOAP 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
Focused SOAP Note 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. After reviewing 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 from top priority to least priority. Compare the
DSM-5-TR diagnostic criteria for each differential diagnosis and explain what
DSM-5-TR 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!), social determinates of health, 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 FOCUSED SOAP psychiatric evaluation is typically the
follow-up visit patient note. You will practice writing this type of note in this course. You will be focusing more on the symptoms from your differential diagnosis from the comprehensive psychiatric evaluation narrowing to your diagnostic impression. You will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for illnesses which could be impacting your patient. For ex.
Psychoeducation
Psychoeducation involves educating patients and families about mental health conditions to help them better understand and manage the illness. It has roots in movements from the early 20th century and has been shown to improve outcomes. Psychoeducation can be delivered individually, to families, or in groups. It covers topics like the nature of the illness, treatment, and how to prevent relapse. Various models exist including providing information, teaching skills, and being supportive. Psychoeducation has benefits for conditions like schizophrenia, depression, and eating disorders.
Week 4 6446 Therapeutic Approaches for Disruptive Behaviors
Week 4 6446 Therapeutic Approaches for Disruptive Behaviors
You must use the Readings here
· Boyatzis, C. J., & Junn, E. N. (2016).
Annual editions: Child growth and development
(22nd ed.). McGraw-Hill Education.
o Louis, C.S. “Certain Television Fare Can Help Ease Aggression in Young Children, Study Finds” (p. 83)
· Klein, B., Damiani-Taraba, G., Koster, A., Campbell, J., & Scholz, C. (2015). Diagnosing attention-deficit hyperactivity disorder (ADHD) in children involved with child protection services: are current diagnostic guidelines acceptable for vulnerable populations?.
Child: care, health and development
,
41
(2), 178-185.
· Powers, C. J., & Bierman, K. L. (2013). The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school.
Developmental Psychology
,
49
(6), 1174– 1186.
·
Document:
DSM-5 Bridge Document: Disruptive Behaviors (PDF)
· Boyatzis, C. J., & Junn, E. N. (2016).
Annual editions: Child growth and development
(22nd ed.). McGraw-Hill Education.
o Lahey, J. “Why Parents Need to Let Their Children Fail” (p. 112)
o Smith, B. L., “The Case Against Spanking: Physical Discipline Is Slowly Declining as Some Studies Reveal Lasting Harms for Children” (p. 105)
· Cochran, J. L., Cochran, N. H., Nordling, W. J., McAdam, A., & Miller, D. T. (2010). Two case studies of child-centered play therapy for children referred with highly disruptive behavior.
International Journal of Play Therapy
,
19
(3), 130–143.
· Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence- based psychosocial treatments for children and adolescents with disruptive behavior.
Journal of Clinical Child and Adolescent Psychology
,
37
(1), 215–237.
· Pardini, D. A., Frick, P. J., & Moffitt, T. E. (2010). Building an evidence base for DSM-5 conceptualizations of oppositional defiant disorder and conduct disorder: Introduction to the special section.
Journal of Abnormal Psychology
,
119
(4), 683–688.
Media
· Laureate Education (Producer). (2014c).
Disruptive behaviors
[Video file]. Baltimore, MD: Author.
· Laureate Education (Producer). (2014d).
Disruptive behaviors: Part one
[Interactive media]. Baltimore, MD: Author.
· Laureate Education (Producer). (2014e).
Disruptive behaviors: Part two
[Interactive media]. Baltimore, MD: Author.
Disruptive Behaviors In the DSM-IV,
attention deficit and disruptive behaviors were grouped as a category within the classifications of disorders usually first diagnosed in infancy, childhood, and adolescence. Though it is true that these disorders are generally first diagnosed during these stages, the classifications of these disorders has been reconceptualized to reflect their similarities in manifestation, as well as considerations for the impact on social functioning. ADHD, for example, is grouped in the DSM-5 with neurodevelopmental disorders; research has supported a strong biol ...
Ethics Case Study Essay GuideAs you prepare to write, please n
Ethics Case Study Essay Guide
As you prepare to write, please note some formal aspects that should be present in your essay: 1) title your paper with a short sentence that frame the reader’s attention to the main topic of your essay; 2) in the introduction you should BRIEFLY state the nature of the ethical problem presented and how you are going to approach the case; 3) in the body of the essay, please provide brief description, critical analysis, and discussion. The discussion is the most important aspects of this assignment; and 4) in the conclusion, please wrap up your analysis and the insights you provided in your essay.
A complete essay will:
· Consider the ethical dilemmas confronting Anita Hill, Clarence Thomas, the Judiciary Committee, Joe Biden and any other stakeholders you see fit to name
· Clearly lay out values that you believe should govern an ethical society.
· Clearly lay out and prioritize your own ethical values and the categories or kinds of ethics these represent with relation to the societal ethical values you have laid out.
· Apply your ethical values and what you have been taught in this class about racism, sexism, economic inequality and other power differentials as well as cultural pathology and cultural racism to an evaluation of the decisions made by Anita Hill and Clarence Thomas and the Judiciary Committee considering the ethical dilemmas each was presented with.
· When laying out your argument you may want to consider such factors as the class disparities, race, income, gender roles, stereotypes, sentencing, elitism, etc.
· Conclude by stating and justifying your own ethical conclusions about the case and the kinds of ethics you utilized to arrive at those conclusions.
Please cite and reference all information that you use to help construct your essay particularly the course readings.
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 lab ...
[removed]NRNPPRAC 6665 & 6675 Focused SOAP Psychiatric Evaluati.docx
[removed]
NRNP/PRAC 6665 & 6675 Focused SOAP 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
Focused SOAP Note 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. After reviewing 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 from top priority to least priority. Compare the
DSM-5-TR diagnostic criteria for each differential diagnosis and explain what
DSM-5-TR 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!), social determinates of health, 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 FOCUSED SOAP psychiatric evaluation is typically the
follow-up visit patient note. You will practice writing this type of note in this course. You will be focusing more on the symptoms from your differential diagnosis from the comprehensive psychiatric evaluation narrowing to your diagnostic impression. You will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for illnesses which could be impacting your patient. For .
NRNPPRAC 6645 Comprehensive Psychiatric Evaluation Note Tem.docx
NRNP/PRAC 6645 Comprehensive Psychiatric
Evaluation Note Template
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 assignments. After reviewing 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 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 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 what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety sympt.
NRNPPRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Eva.docx
NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template
Subjective:
CC (chief complaint):
HPI:
Substance Current Use:
Medical History:
·
Current Medications:
·
Allergies:
·
Reproductive Hx:
ROS:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
Objective:
Diagnostic results:
Assessment:
Mental Status Examination:
Diagnostic Impression:
Reflections:
Case Formulation and Treatment Plan:
References
© 2021 Walden University
Page 1 of 3
NRNP/PRAC 6665 & 6675 Focused SOAP 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
Focused SOAP Note 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. After reviewing 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 from top priority to least priority. Compare the
DSM-5-TR diagnostic criteria for each differential diagnosis and explain what
DSM-5-TR 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!), social determinates .
Due Facilitating group to post by Day 1; all other students post
The facilitating group posted discussion prompts on somatization disorder, depression, and the link between social media use and depression in adolescents.
For somatization disorder, they asked how therapeutic interventions would be formulated and how success would be evaluated. For depression, they asked how views on living with depression may have changed after watching a video, what interventions and resources would be used and how treatment success would be evaluated. For social media and adolescent depression, they asked for non-pharmacological interventions and an appropriate medication choice along with important patient education.
A peer responded by discussing screening and treatment of somatization disorder including psychotherapy and medications. For depression, the peer discussed the neurobiology, diagnostic criteria, treatment options of
Schizophrenia and diagnosis by Angeline David
This document provides information about schizophrenia, including its clinical characteristics, biological and psychological explanations, and biological and psychological therapies.
It outlines the main clinical characteristics of schizophrenia such as psychotic symptoms that involve a break from reality, lack of insight into their condition, and both positive symptoms like delusions and hallucinations as well as negative symptoms like flattened affect and social withdrawal.
It also discusses issues surrounding the classification and diagnosis of schizophrenia in terms of reliability and validity. There are differences between classification systems like the DSM and ICD that can impact reliability. Factors like cultural biases, variability between countries, and studies showing poor reliability of diagnoses also pose challenges. However, improvements have been made to increase standardization and reliability
Experiences of schizophrenia are not homogeneous; there is wide.docx
Experiences of schizophrenia are not homogeneous; there is wide variety in onset, course of illness, and combinations of symptoms. Social workers need to be able to understand the different manifestations and pathways of the illness to plan interventions. Social work services play a key role in stabilizing crises, supporting family coping, and influencing overall quality of life and outcomes of individuals with schizophrenia. In this Assignment, you practice applying this necessary individualization.
To prepare:
In the Learning Resources, focus on the associated features, development, and course of the illnesses in the schizophrenia spectrum. Also focus on descriptions of the disorder and the way it develops for different individuals.
Choose two articles from the list in the Learning Resources that apply to treatment support and interventions for the schizophrenia spectrum. Access the Walden Library and research additional peer-reviewed articles.
By Day 7
Submit
a 3- to 4-page paper, supported by at least 3–4 scholarly resources (including both required and additional resources), in which you address the following:
Compare Saks’s and McGough’s experiences with schizophrenia, specifically referencing the positive and negative symptoms they each experienced.
Explain how you would use the Clinician Rated Dimensions of Psychosis Symptom Severity measure and the WHODAS to help confirm your diagnosis.
Identify in what ways their cases are typical or atypical of the illness in terms of onset, associated features, development, and course. Support your response with references to scholarly resources.
Explain how you would plan treatment and individualize it for these two individuals. Support your response with references to scholarly resources. In your explanation, consider the following questions:
What are the long-term challenges for someone living with the illness?
What social, family, vocational, and medical supports are needed for long-term stabilization?
How might treatment look similar or different for Saks and McGough, given they have the same diagnosis?
Briefly explain how race/ethnicity, gender, sexual orientation, socioeconomic status, religion, or other identity characteristics may influence an individual’s experience with schizophrenia. in the black community
Morrison, J. (2014).
Diagnosis made easier
(2nd ed.). New York, NY: Guilford Press.
Chapter 5, “Coping with Uncertainty” (pp. 43–56)
Chapter 13, “Diagnosing Psychosis” (pp. 185–215)
American Psychiatric Association. (2013o). Schizophrenia spectrum and other psychotic disorders. In
Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm02
Note:
You will access this e-book chapter from the Walden Library databases.
American Psychiatric Association. (2013b). Assessment measures. In
Diagnostic and statistical manual of mental disorders
(5t.
Axes of Personality Disorders
Psychology is the study of human behaviour. It seeks to look at the motivational drives within an individual
and offer an explanation to the behaviour that is demonstrated
15 Disruptive, Impulse-Control, and Conduct DisordersThis chapte.docx
15 Disruptive, Impulse-Control, and Conduct Disorders
This chapter contains an amalgam of disruptive, impulse-control and conduct disorders (CDs) characterized by externalizing behaviors previously spread throughout many chapters of earlier DSM editions. However, these disorders are no longer categorized by age (e.g., disorders of infancy, childhood, and adolescence), and all share the loss of restraint (i.e., poor control) in terms of an individual's emotional or behavioral responses that are demarcated by an infringement on the rights of others or breach of social norms. Attention should be paid to the symptom overlap that these diverse disorders share with Attention Deficit/Hyperactivity Disorder (ADHD) (which can be found in on Neurodevelopmental Disorders); Disruptive Mood Dysregulation Disorder (DMDD) (which can be found in on Depressive Disorders); Substance Use Disorders (SUDs) (the adjoining ), as well as Antisocial Personality Disorder (which has a dual recording in both this chapter and in on Personality Disorders) ().
First on the hierarchical spectrum of externalizing disorders in this chapter is Oppositional Defiant Disorder (ODD). An individual with must display at least four out of eight symptoms/behaviors with an individual who is not a sibling for at least 6 months from the following three categories: (1) angry/irritable mood; (2) argumentative/defiant behavior; and (3) vindictiveness. For example, argumentative/defiant behavior symptoms include: being argumentative; demonstrating a lack of compliance with authority figures' requests; annoying others deliberately; and blaming others for his or her mistakes. The anger/irritability category symptoms include loss of temper; getting easily upset and/or annoyed, and anger/resentment. The final category has only one symptom vindictiveness or spitefulness demonstrated at least two times within the previous 6 months ().
Many symptoms of this diagnosis are commonly displayed during normal childhood/adolescent developmental stages. Therefore, in an effort to help differentiate the symptoms that are characteristic of this diagnosis, practitioners are cautioned to consider the persistence and frequency of behaviors. For example, in young children under the age of 5, the symptoms must occur for the majority of days for at least 6 months. For older individuals, the symptoms must occur at least once weekly within a 6-month period. However, for vindictiveness regardless of age, the criterion is the same, twice within the previous 6-month period. Along with frequency, other factors must be taken into consideration, such as symptom intensity, and whether symptoms are normal given the individual's age, developmental stage, gender, and culture. In addition, the symptoms must cause significant suffering in the individual or in his/her immediate relationships (e.g., family, friends, peers) as well as impairment in psychosocial functioning. Further, the symptoms cannot manifest only durin.
Psychopathology 9.docx
This document discusses neurodevelopmental and neurocognitive disorders. Neurodevelopmental disorders begin in childhood and may continue into adulthood, ranging from specific to global impairments. They include specific learning/language disorders, ADHD, autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders represent a decline in mental function impacting independent functioning and may occur at any time in life due to factors like brain injury, diseases, infection, or stroke. The assignment requires assessing a patient presenting with a neurodevelopmental or neurocognitive disorder using a psychiatric evaluation template and identifying at least three differential diagnoses.
Clinical assessment
The document provides an overview of clinical assessment in psychology. It discusses types of interviews used in assessment, such as structured clinical interviews and stress interviews. It also covers topics like standardized questions in interviews, the differences between psychological testing and assessment, and forensic psychological assessments like custody evaluations, child abuse evaluations using anatomically detailed dolls, and the Child Abuse Potential Inventory.
Medical explanations of schizophrenia
Schizophrenia is a complex psychological disorder with a variety of symptoms including hallucinations, delusions, and disorganized speech and behavior. It affects approximately 1% of the population worldwide. The causes are largely unknown but involve genetic and environmental factors. Treatments have advanced from institutionalization to community-based care combined with antipsychotic drugs and psychotherapy.
Develop a Focused SOAP including your differential diagnosis and.docx
The patient presented with chief complaints of depressed mood and lack of motivation for 3 months. On examination, the patient displayed depressed affect and psychomotor retardation. The differential diagnoses were major depressive disorder, bipolar disorder, and generalized anxiety disorder. Major depressive disorder best fit the DSM-5 criteria based on duration of symptoms and lack of manic episodes. The treatment plan included antidepressant medication and cognitive behavioral therapy with follow up in 4 weeks. Future interventions and consideration of legal/ethical issues were discussed.
Conduct an internet search finding a job you are interested (HR .docx
An online job posting for an HR Director included the salary range, allowing commentary on pros and cons from employer and employee perspectives. From an employer perspective, including salary range promotes transparency but may limit candidate pools. From an employee perspective, seeing the salary range upfront helps determine fit and interest level, but could feel restrictive for negotiations.
Conduct an Internet or library search for information on The Bay of.docx
The Bay of Pigs invasion was a failed attempt by Cuban exiles to invade Cuba and overthrow Fidel Castro in 1961. Poor decisions were likely made due to bounded awareness, where the focus was too narrow and long term consequences were not considered. Focalism and focusing illusion, where too much attention is paid to one narrow aspect, may have contributed to the failure by limiting perspective.
Conduct an internet search about the murder of Yeardley Love. After .docx
This prompt asks the student to research the murder of Yeardley Love, hypothesize how a counselor may have struggled to identify abuse prior to her death, describe how knowledge of the abuse cycle could help detect partner abuse, and write a 500-word APA style essay on this topic with at least two scholarly references in addition to the textbook.
At this point, you’ve organized your HR project team and you are.docx
At this point, you’ve organized your HR project team and you are familiar with the importance of leading and managing the project and team. It is now time to plan your project, which happens to be a large and critical part of project management. Project planning tends to be collaborative and integrative in that many factors, such as scope, resourcing, budgeting, and risk need to be considered.
Write a five to six (3-5) page paper in which you:
Define and discuss scope and scheduling as they each relate to project management and provide a “Statement of Importance” to your project team so they know the relevance of each task.
Review the behavioral skills associated with project resourcing listed in the textbook at Section 9.1. and select any four (4) of the skills you consider more critical
Explain to the management team and your project team how you have determined the budget associated with project costs. How are costs aggregated? How would you explain determining cash flow for separate activities?
Discuss at least three (3) ways the project manager is able to identify possible project risks.
.
At the beginning of 2012, the Jeater company had the following balan.docx
At the beginning of 2012, the Jeater company had the following balances in its accounts: During 2012, the company experienced the following events.
1. Purchased inventory that cost $2,000 on account from Blue Company under terms 1/10, n/30. The merchandise was delivered FOB shipping point. Freight cost of $110 were paid in cash.
2. Returned $200 of the inventory that it had purchased because the inventory was damaged in transit. The freight company agreed to pay the return freight cost.
3. Paid the amount due on its account payable to Blue Company within the cash discount period.
4. Sold inventory that had cost $3,000 for $5,500 on account, under terms 2/10, n/45
5. Recieved merchandise returned from a customer. The merchandise orignally cost $400. and was sold to the customer for $710 cash during the previous accounting period. The customer was paid $710 cash for the returned merchandise/
6. Delivered goos FOB destination in event 4. Freight cost of $60 were paid in cash.
7. Collected the amount due on the account receivable within the discount period.
8. Took a physical count indicating that $7,970 of inventory was on hand at te end of the accounting period.
REQUIRED
a.Indentify these events as assets source (AS), asset use (AU), Asset exchange (AE), or claims exchange (CE)
b.Record each event in a statements model like the following.
C. Prepare an income statement, a statement of change in stockholders' equity, a balance sheet, and a statemet of cash flows.
.
At many different points throughout the collection Born a Crime, Tre.docx
At many different points throughout the collection Born a Crime, Trevor Noah describes
the complications of his racial identity. Write an essay analyzing the role that race played
in challenging and facilitating the author's understanding of himself as he grew up.
Pre-Writing: Make a list of all the incidents from the book that show Trevor’s racial
identity making things easier for him or difficult. Then choose one example of challenging
and one example of facilitating.
Outline:
I: Introduction- Background of the book in 2-3 sentences. Thesis statement (This should be the
last sentence of your introduction.)
II. 1 st Main Body Paragraph: First example of Trevor’s race making things challenging for him
III. 2 nd Main Body Paragraph: Second example of Trevor’s race facilitating things for him.
IV: Conclusion: Wrap up the discussion- restate the thesis statement- End with so what? What
was the overall impact of race on Trevor’s life?
.
At least 200 wordss or more per question. Answer UNDER question. And.docx
At least 200 wordss or more per question. Answer UNDER question. And please include citations and references. Thank yOU
Objectives/Competencies
1.1
Identify treatment systems, modalities, and models of adolescent care. Ex. Group Therapy, Ind. Therapy
1.2Analyze the approaches to treatment strategies for adolescents.
1.3Examine youth-focused treatment programs.
.
At least 200 words per question. Chapter 11The Idea .docx
At least 200 words per question.
Chapter 11
The Idea of Craft Asks the class to try to define the word “craft.” What items do the students associate with the word “craft”? Are these items cheap or expensive? Does it conjure images of utilitarian goods like vases, pots, and rugs or items that are meant to be appreciated as beautiful objects? What is the difference between fine art, decorative arts, crafts, and design? During the Renaissance, craft objects were degraded as mere handiwork, not designed for serious contemplation or for aesthetic value. This distinction did not exist in other parts of the world, such as in Japan where a teacup could be considered a priceless work of art. How did the Industrial Revolution impact attitudes towards crafts and design?
Japanese Tea Ceremony The tea ceremony, a ritual performance in which the audience takes part, is a unique aspect of Japanese culture. The setting, the ceremony, the artwork, and the utensils are all supposed to conform to the principles of harmony, respect, purity, and tranquility, and wabi, the principle of quiet simplicity. Discuss images of the Japanese Tea Ceremony. Are these aforementioned aspects present in the ceremony and the design of the tools used? What is the significance of calligraphy in the ceremony? What is the significance of the floral arrangements?
Chapter 13
Focus on the Figure This chapter contains a variety of figural artwork. Choose several images of figurative work, such as Justinian and Attendants, Walking Buddha, and Gislebertus, Last Judgment. How are the figures included in these works similar? How are they different? Are they realistic or naturalistic? What are the figures most prominent features? What is their purpose? What culture and/or time period are they from? How can you tell? What stylistic differences or similarities do you notice? What types of beliefs could be embodied by these figures?
Chapter 14
Over on the Dark Side Lewis and Lewis refer to the Northern Renaissance as “The Darker Side.” What is meant by the dark side? What does it imply? The lack of images in Protestant churches is also referred to as the “darker side of the Reformation.” Does this imply that the liberal use of imagery and decorations in a church would be the “lighter side?
.
At least 150 words each. Use a reference for each question and us.docx
At least 150 words each. Use a reference for each question and use APA style. Do a turn it in report.
Q. 4.1 Incorporating global education means teaching skills and knowledge that is applicable to various situations and settings. Which of these skills and knowledge do you feel is most significant for students? Why? Which is most significant for educators? Why?
Q.4.2 What role does an educator have in ensuring students receive global education? How does an educator ensure this and how is it presented to students? Parents? Other stakeholders?
.
More Related Content
Similar to Assignment Schizophrenia Over Time Experiences Living With the.docx
Ethics Case Study Essay GuideAs you prepare to write, please n
Ethics Case Study Essay Guide
As you prepare to write, please note some formal aspects that should be present in your essay: 1) title your paper with a short sentence that frame the reader’s attention to the main topic of your essay; 2) in the introduction you should BRIEFLY state the nature of the ethical problem presented and how you are going to approach the case; 3) in the body of the essay, please provide brief description, critical analysis, and discussion. The discussion is the most important aspects of this assignment; and 4) in the conclusion, please wrap up your analysis and the insights you provided in your essay.
A complete essay will:
· Consider the ethical dilemmas confronting Anita Hill, Clarence Thomas, the Judiciary Committee, Joe Biden and any other stakeholders you see fit to name
· Clearly lay out values that you believe should govern an ethical society.
· Clearly lay out and prioritize your own ethical values and the categories or kinds of ethics these represent with relation to the societal ethical values you have laid out.
· Apply your ethical values and what you have been taught in this class about racism, sexism, economic inequality and other power differentials as well as cultural pathology and cultural racism to an evaluation of the decisions made by Anita Hill and Clarence Thomas and the Judiciary Committee considering the ethical dilemmas each was presented with.
· When laying out your argument you may want to consider such factors as the class disparities, race, income, gender roles, stereotypes, sentencing, elitism, etc.
· Conclude by stating and justifying your own ethical conclusions about the case and the kinds of ethics you utilized to arrive at those conclusions.
Please cite and reference all information that you use to help construct your essay particularly the course readings.
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 lab ...
[removed]NRNPPRAC 6665 & 6675 Focused SOAP Psychiatric Evaluati.docx
[removed]
NRNP/PRAC 6665 & 6675 Focused SOAP 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
Focused SOAP Note 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. After reviewing 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 from top priority to least priority. Compare the
DSM-5-TR diagnostic criteria for each differential diagnosis and explain what
DSM-5-TR 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!), social determinates of health, 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 FOCUSED SOAP psychiatric evaluation is typically the
follow-up visit patient note. You will practice writing this type of note in this course. You will be focusing more on the symptoms from your differential diagnosis from the comprehensive psychiatric evaluation narrowing to your diagnostic impression. You will write up what symptoms are present and what symptoms are not present from illnesses to demonstrate you have indeed assessed for illnesses which could be impacting your patient. For .
NRNPPRAC 6645 Comprehensive Psychiatric Evaluation Note Tem.docx
NRNP/PRAC 6645 Comprehensive Psychiatric
Evaluation Note Template
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 assignments. After reviewing 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 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 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 what symptoms are not present from illnesses to demonstrate you have indeed assessed for all illnesses which could be impacting your patient. For example, anxiety sympt.
NRNPPRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Eva.docx
NRNP/PRAC 6665 & 6675 Comprehensive Focused SOAP Psychiatric Evaluation Template
Subjective:
CC (chief complaint):
HPI:
Substance Current Use:
Medical History:
·
Current Medications:
·
Allergies:
·
Reproductive Hx:
ROS:
· GENERAL:
· HEENT:
· SKIN:
· CARDIOVASCULAR:
· RESPIRATORY:
· GASTROINTESTINAL:
· GENITOURINARY:
· NEUROLOGICAL:
· MUSCULOSKELETAL:
· HEMATOLOGIC:
· LYMPHATICS:
· ENDOCRINOLOGIC:
Objective:
Diagnostic results:
Assessment:
Mental Status Examination:
Diagnostic Impression:
Reflections:
Case Formulation and Treatment Plan:
References
© 2021 Walden University
Page 1 of 3
NRNP/PRAC 6665 & 6675 Focused SOAP 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
Focused SOAP Note 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. After reviewing 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 from top priority to least priority. Compare the
DSM-5-TR diagnostic criteria for each differential diagnosis and explain what
DSM-5-TR 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!), social determinates .
Due Facilitating group to post by Day 1; all other students post
The facilitating group posted discussion prompts on somatization disorder, depression, and the link between social media use and depression in adolescents.
For somatization disorder, they asked how therapeutic interventions would be formulated and how success would be evaluated. For depression, they asked how views on living with depression may have changed after watching a video, what interventions and resources would be used and how treatment success would be evaluated. For social media and adolescent depression, they asked for non-pharmacological interventions and an appropriate medication choice along with important patient education.
A peer responded by discussing screening and treatment of somatization disorder including psychotherapy and medications. For depression, the peer discussed the neurobiology, diagnostic criteria, treatment options of
Schizophrenia and diagnosis by Angeline David
This document provides information about schizophrenia, including its clinical characteristics, biological and psychological explanations, and biological and psychological therapies.
It outlines the main clinical characteristics of schizophrenia such as psychotic symptoms that involve a break from reality, lack of insight into their condition, and both positive symptoms like delusions and hallucinations as well as negative symptoms like flattened affect and social withdrawal.
It also discusses issues surrounding the classification and diagnosis of schizophrenia in terms of reliability and validity. There are differences between classification systems like the DSM and ICD that can impact reliability. Factors like cultural biases, variability between countries, and studies showing poor reliability of diagnoses also pose challenges. However, improvements have been made to increase standardization and reliability
Experiences of schizophrenia are not homogeneous; there is wide.docx
Experiences of schizophrenia are not homogeneous; there is wide variety in onset, course of illness, and combinations of symptoms. Social workers need to be able to understand the different manifestations and pathways of the illness to plan interventions. Social work services play a key role in stabilizing crises, supporting family coping, and influencing overall quality of life and outcomes of individuals with schizophrenia. In this Assignment, you practice applying this necessary individualization.
To prepare:
In the Learning Resources, focus on the associated features, development, and course of the illnesses in the schizophrenia spectrum. Also focus on descriptions of the disorder and the way it develops for different individuals.
Choose two articles from the list in the Learning Resources that apply to treatment support and interventions for the schizophrenia spectrum. Access the Walden Library and research additional peer-reviewed articles.
By Day 7
Submit
a 3- to 4-page paper, supported by at least 3–4 scholarly resources (including both required and additional resources), in which you address the following:
Compare Saks’s and McGough’s experiences with schizophrenia, specifically referencing the positive and negative symptoms they each experienced.
Explain how you would use the Clinician Rated Dimensions of Psychosis Symptom Severity measure and the WHODAS to help confirm your diagnosis.
Identify in what ways their cases are typical or atypical of the illness in terms of onset, associated features, development, and course. Support your response with references to scholarly resources.
Explain how you would plan treatment and individualize it for these two individuals. Support your response with references to scholarly resources. In your explanation, consider the following questions:
What are the long-term challenges for someone living with the illness?
What social, family, vocational, and medical supports are needed for long-term stabilization?
How might treatment look similar or different for Saks and McGough, given they have the same diagnosis?
Briefly explain how race/ethnicity, gender, sexual orientation, socioeconomic status, religion, or other identity characteristics may influence an individual’s experience with schizophrenia. in the black community
Morrison, J. (2014).
Diagnosis made easier
(2nd ed.). New York, NY: Guilford Press.
Chapter 5, “Coping with Uncertainty” (pp. 43–56)
Chapter 13, “Diagnosing Psychosis” (pp. 185–215)
American Psychiatric Association. (2013o). Schizophrenia spectrum and other psychotic disorders. In
Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm02
Note:
You will access this e-book chapter from the Walden Library databases.
American Psychiatric Association. (2013b). Assessment measures. In
Diagnostic and statistical manual of mental disorders
(5t.
Axes of Personality Disorders
Psychology is the study of human behaviour. It seeks to look at the motivational drives within an individual
and offer an explanation to the behaviour that is demonstrated
15 Disruptive, Impulse-Control, and Conduct DisordersThis chapte.docx
15 Disruptive, Impulse-Control, and Conduct Disorders
This chapter contains an amalgam of disruptive, impulse-control and conduct disorders (CDs) characterized by externalizing behaviors previously spread throughout many chapters of earlier DSM editions. However, these disorders are no longer categorized by age (e.g., disorders of infancy, childhood, and adolescence), and all share the loss of restraint (i.e., poor control) in terms of an individual's emotional or behavioral responses that are demarcated by an infringement on the rights of others or breach of social norms. Attention should be paid to the symptom overlap that these diverse disorders share with Attention Deficit/Hyperactivity Disorder (ADHD) (which can be found in on Neurodevelopmental Disorders); Disruptive Mood Dysregulation Disorder (DMDD) (which can be found in on Depressive Disorders); Substance Use Disorders (SUDs) (the adjoining ), as well as Antisocial Personality Disorder (which has a dual recording in both this chapter and in on Personality Disorders) ().
First on the hierarchical spectrum of externalizing disorders in this chapter is Oppositional Defiant Disorder (ODD). An individual with must display at least four out of eight symptoms/behaviors with an individual who is not a sibling for at least 6 months from the following three categories: (1) angry/irritable mood; (2) argumentative/defiant behavior; and (3) vindictiveness. For example, argumentative/defiant behavior symptoms include: being argumentative; demonstrating a lack of compliance with authority figures' requests; annoying others deliberately; and blaming others for his or her mistakes. The anger/irritability category symptoms include loss of temper; getting easily upset and/or annoyed, and anger/resentment. The final category has only one symptom vindictiveness or spitefulness demonstrated at least two times within the previous 6 months ().
Many symptoms of this diagnosis are commonly displayed during normal childhood/adolescent developmental stages. Therefore, in an effort to help differentiate the symptoms that are characteristic of this diagnosis, practitioners are cautioned to consider the persistence and frequency of behaviors. For example, in young children under the age of 5, the symptoms must occur for the majority of days for at least 6 months. For older individuals, the symptoms must occur at least once weekly within a 6-month period. However, for vindictiveness regardless of age, the criterion is the same, twice within the previous 6-month period. Along with frequency, other factors must be taken into consideration, such as symptom intensity, and whether symptoms are normal given the individual's age, developmental stage, gender, and culture. In addition, the symptoms must cause significant suffering in the individual or in his/her immediate relationships (e.g., family, friends, peers) as well as impairment in psychosocial functioning. Further, the symptoms cannot manifest only durin.
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This document discusses neurodevelopmental and neurocognitive disorders. Neurodevelopmental disorders begin in childhood and may continue into adulthood, ranging from specific to global impairments. They include specific learning/language disorders, ADHD, autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders represent a decline in mental function impacting independent functioning and may occur at any time in life due to factors like brain injury, diseases, infection, or stroke. The assignment requires assessing a patient presenting with a neurodevelopmental or neurocognitive disorder using a psychiatric evaluation template and identifying at least three differential diagnoses.
Clinical assessment
The document provides an overview of clinical assessment in psychology. It discusses types of interviews used in assessment, such as structured clinical interviews and stress interviews. It also covers topics like standardized questions in interviews, the differences between psychological testing and assessment, and forensic psychological assessments like custody evaluations, child abuse evaluations using anatomically detailed dolls, and the Child Abuse Potential Inventory.
Medical explanations of schizophrenia
Schizophrenia is a complex psychological disorder with a variety of symptoms including hallucinations, delusions, and disorganized speech and behavior. It affects approximately 1% of the population worldwide. The causes are largely unknown but involve genetic and environmental factors. Treatments have advanced from institutionalization to community-based care combined with antipsychotic drugs and psychotherapy.
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The patient presented with chief complaints of depressed mood and lack of motivation for 3 months. On examination, the patient displayed depressed affect and psychomotor retardation. The differential diagnoses were major depressive disorder, bipolar disorder, and generalized anxiety disorder. Major depressive disorder best fit the DSM-5 criteria based on duration of symptoms and lack of manic episodes. The treatment plan included antidepressant medication and cognitive behavioral therapy with follow up in 4 weeks. Future interventions and consideration of legal/ethical issues were discussed.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
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https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
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Assignment Schizophrenia Over Time Experiences Living With the.docx
- 1. Assignment: Schizophrenia Over Time: Experiences Living With the Illness Experiences of schizophrenia are not homogeneous; there is wide variety in onset, course of illness, and combinations of symptoms. Social workers need to be able to understand the different manifestations and pathways of the illness to plan interventions. Social work services play a key role in stabilizing crises, supporting family coping, and influencing overall quality of life and outcomes of individuals with schizophrenia. In this Assignment, you practice applying this necessary individualization. To prepare: In the Learning Resources, focus on the associated features, development, and course of the illnesses in the schizophrenia spectrum. Also focus on descriptions of the disorder and the way it develops for different individuals. Choose two articles from the list in the Learning Resources that apply to treatment support and interventions for the schizophrenia spectrum and other psychotic disorders chapter in the DSM 5. Choose either Saks or McGough to focus on for this assignment. By Day 7 Submit a 3- to 4-page paper, supported by at least 4 scholarly resources (not including DSM-5), in which you address the following: Describe Saks’s or McGough’s experiences with schizophrenia.
- 2. Identify onset, associated features (specifically referencing the positive and negative symptoms), development, and course. Explain how you would use the Clinician Rated Dimensions of Psychosis Symptom Severity measure and the WHODAS to help confirm your diagnosis. Explain how you would plan treatment and individualize it for Saks or McGough. Support your response with references to scholarly resources. In your explanation, consider the following questions: What are the long-term challenges for someone living with the illness? What social, family, vocational, and medical supports are needed for long-term stabilization? Briefly explain how race/ethnicity, gender, sexual orientation, socioeconomic status, religion, or other identity characteristics may influence an individual’s experience with schizophrenia.