DSM 5 TR in English, by the American Psychiatric Association.
NOTE: I'm just sharing it for study. I don't have the Rights and I don't want to commercially with it.
In this book related Data is given about psychological disorders of human psyche for example.
Mood disorder, eating disorder, Sexual disorder, schizophrenia, obsessive compulsive disorder, bipolar disorder, Anxiety, depression and post traumatic stress related disorders and so on
"A new way of thinking about illness . . a igi pr spetive
on the persistence of human vulnerabilitWy.
-Peter D. Kramer, author of Listening PtoPza
The New Science of
Darwinian Medicine
Acclaim for
Randolph M. Nesse and George C. Williams's
WHY WE GET SICK
"This is the most important book written about issues in biomedi-
cine in the last fifty years. When the world's leading evolutionary
biologist (Williams) teams up with a thoughtful physician
(Nesse), the product is a gripping exploration of why our bodies
respond the way they do to injury and disease."
-Michael S. Gazzaniga, Ph.D.,
director, Center for Neuroscience,
University of California at Davis
"Darwinian medicine . . . holds that there are evolutionary expla-
nations for human disease and physical frailties, just as for
everything else in biology, and that these insights can inspire
better treatments.... In Why We Qet Sick ... two proponents
of Darwinian medicine lay out the ambitious reach of the
adventurous new discipline."
-The New York Times Magazine
"Every so often, a book comes along that has the power to
change the way we live and die. This splendid book is one, and
it could well revolutionize the way physicians are taught, the
way they practice, and even the way parents watch over their
child with a fever or a cough."
-Professor Robert Ornstein,
author of The Psychology of Consciousness
"Would you accept that eating certain kinds of red meat could
help ward off heart attacks? That taking aspirin when you are
sick could make things worse? That mothers should sleep right
next to their infants to prevent sudden infant death? You might
after hearing how your prehistoric ancestors lived, according to
a small but growing tribe of 'Darwinian medicine' thinkers.
They argue that for too long physicians have ignored the forces
that shaped us over evolutionary eons.... Such ideas are ...
controversial, but that's the point."
-Wall Street Journal
"Why We Qet Sick is certain to be recognized as one of the most
important books of the decade, and what's more, it's beautifully
written."
-Roger Lewin,
author of Human Evolution, 3rd Edition
"Why We Qet Sick offers both a provocative challenge to medi-
cine and a thoughtful discussion of how evolutionary theory
applies to people."
-Business Week
Randolph M. Nesse, M.D.
George C. Williams, Ph.D.
WHY WE GET SICK
Randolph M. Nesse, M.D., is a practicing physician and
professor and associate chair for education and academic
affairs in the Department of Psychiatry at the University
of Michigan Medical School.
George C. Williams, Ph.D., is a professor emeritus of
ecology and evolution at the State University at Stony
Brook and editor of The Quarterly Review of Biology.
WHY WE GET SICK
The New Science
of Darwinian Medicine
Randolph M. Nesse, M.D.
George C. Williams, Ph.D.
VINTAGE BOOKS
A Division of Random House, Inc.
New York
FIRST VINTAGE BOOKS EDITION, JANUARY 1996
Copyright ) 1994 by Randolph ...
A new way of thinking about illness . . a igi pr spetiveon .docxblondellchancy
"A new way of thinking about illness . . a igi pr spetive
on the persistence of human vulnerabilitWy.
-Peter D. Kramer, author of Listening PtoPza
The New Science of
Darwinian Medicine
Acclaim for
Randolph M. Nesse and George C. Williams's
WHY WE GET SICK
"This is the most important book written about issues in biomedi-
cine in the last fifty years. When the world's leading evolutionary
biologist (Williams) teams up with a thoughtful physician
(Nesse), the product is a gripping exploration of why our bodies
respond the way they do to injury and disease."
-Michael S. Gazzaniga, Ph.D.,
director, Center for Neuroscience,
University of California at Davis
"Darwinian medicine . . . holds that there are evolutionary expla-
nations for human disease and physical frailties, just as for
everything else in biology, and that these insights can inspire
better treatments.... In Why We Qet Sick ... two proponents
of Darwinian medicine lay out the ambitious reach of the
adventurous new discipline."
-The New York Times Magazine
"Every so often, a book comes along that has the power to
change the way we live and die. This splendid book is one, and
it could well revolutionize the way physicians are taught, the
way they practice, and even the way parents watch over their
child with a fever or a cough."
-Professor Robert Ornstein,
author of The Psychology of Consciousness
"Would you accept that eating certain kinds of red meat could
help ward off heart attacks? That taking aspirin when you are
sick could make things worse? That mothers should sleep right
next to their infants to prevent sudden infant death? You might
after hearing how your prehistoric ancestors lived, according to
a small but growing tribe of 'Darwinian medicine' thinkers.
They argue that for too long physicians have ignored the forces
that shaped us over evolutionary eons.... Such ideas are ...
controversial, but that's the point."
-Wall Street Journal
"Why We Qet Sick is certain to be recognized as one of the most
important books of the decade, and what's more, it's beautifully
written."
-Roger Lewin,
author of Human Evolution, 3rd Edition
"Why We Qet Sick offers both a provocative challenge to medi-
cine and a thoughtful discussion of how evolutionary theory
applies to people."
-Business Week
Randolph M. Nesse, M.D.
George C. Williams, Ph.D.
WHY WE GET SICK
Randolph M. Nesse, M.D., is a practicing physician and
professor and associate chair for education and academic
affairs in the Department of Psychiatry at the University
of Michigan Medical School.
George C. Williams, Ph.D., is a professor emeritus of
ecology and evolution at the State University at Stony
Brook and editor of The Quarterly Review of Biology.
WHY WE GET SICK
The New Science
of Darwinian Medicine
Randolph M. Nesse, M.D.
George C. Williams, Ph.D.
VINTAGE BOOKS
A Division of Random House, Inc.
New York
FIRST VINTAGE BOOKS EDITION, JANUARY 1996
Copyright ) 1994 by Randolph ...
DSM 5 TR in English, by the American Psychiatric Association.
NOTE: I'm just sharing it for study. I don't have the Rights and I don't want to commercially with it.
In this book related Data is given about psychological disorders of human psyche for example.
Mood disorder, eating disorder, Sexual disorder, schizophrenia, obsessive compulsive disorder, bipolar disorder, Anxiety, depression and post traumatic stress related disorders and so on
"A new way of thinking about illness . . a igi pr spetive
on the persistence of human vulnerabilitWy.
-Peter D. Kramer, author of Listening PtoPza
The New Science of
Darwinian Medicine
Acclaim for
Randolph M. Nesse and George C. Williams's
WHY WE GET SICK
"This is the most important book written about issues in biomedi-
cine in the last fifty years. When the world's leading evolutionary
biologist (Williams) teams up with a thoughtful physician
(Nesse), the product is a gripping exploration of why our bodies
respond the way they do to injury and disease."
-Michael S. Gazzaniga, Ph.D.,
director, Center for Neuroscience,
University of California at Davis
"Darwinian medicine . . . holds that there are evolutionary expla-
nations for human disease and physical frailties, just as for
everything else in biology, and that these insights can inspire
better treatments.... In Why We Qet Sick ... two proponents
of Darwinian medicine lay out the ambitious reach of the
adventurous new discipline."
-The New York Times Magazine
"Every so often, a book comes along that has the power to
change the way we live and die. This splendid book is one, and
it could well revolutionize the way physicians are taught, the
way they practice, and even the way parents watch over their
child with a fever or a cough."
-Professor Robert Ornstein,
author of The Psychology of Consciousness
"Would you accept that eating certain kinds of red meat could
help ward off heart attacks? That taking aspirin when you are
sick could make things worse? That mothers should sleep right
next to their infants to prevent sudden infant death? You might
after hearing how your prehistoric ancestors lived, according to
a small but growing tribe of 'Darwinian medicine' thinkers.
They argue that for too long physicians have ignored the forces
that shaped us over evolutionary eons.... Such ideas are ...
controversial, but that's the point."
-Wall Street Journal
"Why We Qet Sick is certain to be recognized as one of the most
important books of the decade, and what's more, it's beautifully
written."
-Roger Lewin,
author of Human Evolution, 3rd Edition
"Why We Qet Sick offers both a provocative challenge to medi-
cine and a thoughtful discussion of how evolutionary theory
applies to people."
-Business Week
Randolph M. Nesse, M.D.
George C. Williams, Ph.D.
WHY WE GET SICK
Randolph M. Nesse, M.D., is a practicing physician and
professor and associate chair for education and academic
affairs in the Department of Psychiatry at the University
of Michigan Medical School.
George C. Williams, Ph.D., is a professor emeritus of
ecology and evolution at the State University at Stony
Brook and editor of The Quarterly Review of Biology.
WHY WE GET SICK
The New Science
of Darwinian Medicine
Randolph M. Nesse, M.D.
George C. Williams, Ph.D.
VINTAGE BOOKS
A Division of Random House, Inc.
New York
FIRST VINTAGE BOOKS EDITION, JANUARY 1996
Copyright ) 1994 by Randolph ...
A new way of thinking about illness . . a igi pr spetiveon .docxblondellchancy
"A new way of thinking about illness . . a igi pr spetive
on the persistence of human vulnerabilitWy.
-Peter D. Kramer, author of Listening PtoPza
The New Science of
Darwinian Medicine
Acclaim for
Randolph M. Nesse and George C. Williams's
WHY WE GET SICK
"This is the most important book written about issues in biomedi-
cine in the last fifty years. When the world's leading evolutionary
biologist (Williams) teams up with a thoughtful physician
(Nesse), the product is a gripping exploration of why our bodies
respond the way they do to injury and disease."
-Michael S. Gazzaniga, Ph.D.,
director, Center for Neuroscience,
University of California at Davis
"Darwinian medicine . . . holds that there are evolutionary expla-
nations for human disease and physical frailties, just as for
everything else in biology, and that these insights can inspire
better treatments.... In Why We Qet Sick ... two proponents
of Darwinian medicine lay out the ambitious reach of the
adventurous new discipline."
-The New York Times Magazine
"Every so often, a book comes along that has the power to
change the way we live and die. This splendid book is one, and
it could well revolutionize the way physicians are taught, the
way they practice, and even the way parents watch over their
child with a fever or a cough."
-Professor Robert Ornstein,
author of The Psychology of Consciousness
"Would you accept that eating certain kinds of red meat could
help ward off heart attacks? That taking aspirin when you are
sick could make things worse? That mothers should sleep right
next to their infants to prevent sudden infant death? You might
after hearing how your prehistoric ancestors lived, according to
a small but growing tribe of 'Darwinian medicine' thinkers.
They argue that for too long physicians have ignored the forces
that shaped us over evolutionary eons.... Such ideas are ...
controversial, but that's the point."
-Wall Street Journal
"Why We Qet Sick is certain to be recognized as one of the most
important books of the decade, and what's more, it's beautifully
written."
-Roger Lewin,
author of Human Evolution, 3rd Edition
"Why We Qet Sick offers both a provocative challenge to medi-
cine and a thoughtful discussion of how evolutionary theory
applies to people."
-Business Week
Randolph M. Nesse, M.D.
George C. Williams, Ph.D.
WHY WE GET SICK
Randolph M. Nesse, M.D., is a practicing physician and
professor and associate chair for education and academic
affairs in the Department of Psychiatry at the University
of Michigan Medical School.
George C. Williams, Ph.D., is a professor emeritus of
ecology and evolution at the State University at Stony
Brook and editor of The Quarterly Review of Biology.
WHY WE GET SICK
The New Science
of Darwinian Medicine
Randolph M. Nesse, M.D.
George C. Williams, Ph.D.
VINTAGE BOOKS
A Division of Random House, Inc.
New York
FIRST VINTAGE BOOKS EDITION, JANUARY 1996
Copyright ) 1994 by Randolph ...
Reflections on Truth & Reconciliation Commissions: Lessons for the Global Men...Université de Montréal
Noam Schimmel & Vincenzo Di Nicola
"Reflections of Truth & Reconciliation Commissions: Lessons for the Global Mental Health Movement"
Article in Global Mental Health & Psychiatry Review, v3, no3, Autumn 2022, 9-10.
OC Skin Institute Feature - Lasers: Back to BasicsOC Institute
Dr. Tony Nakhla of OC Skin Institute discusses the evolution of the laser and its benefits to all fields of modern medicine, including his own dermatology & skin care practice in Orange County / Santa Ana California.
Week 3 DiscussionAnxiety Disorders, Trauma- and Stressor-Related.docxcockekeshia
Week 3 Discussion
Anxiety Disorders, Trauma- and Stressor-Related Disorders, Obsessive-Compulsive and Related Disorders
Discussion 1: Anxiety
Daily, you may be bombarded with tasks, challenges, and obstacles. Naturally, this may cause you to experience an uneasy or overwhelming feeling. For many, this level of stress might be a phase of life. However, some may be immobilized by these feelings, unable to cope with particular situations. For many who suffer from these feelings, life challenges and adjustments may quickly spiral into a whirlwind of chaos and confusion.
For this Discussion, review the client in the case study within the Learning Resources. Consider symptoms or signs presented by the client for a diagnosis. Think about how you, as a future professional in the field, might justify your rationale for diagnosis. Consider what other information you may need for diagnosis on the basis of the DSM diagnostic criteria.
With these thoughts in mind:
Post by Day 3 a diagnosis of the client in the case study. Then explain your rationale for assigning this diagnosis on the basis of the DSM diagnostic criteria. Finally, explain what other information you might need about the client to make an accurate diagnosis based on those criteria.
Be sure to support your postings and responses with specific references to the Learning Resources and current literature.
Required Resources
Note: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.Readings
· American Psychiatric Association. (2013).Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
. Anxiety Disorders
. Trauma- and Stressor-Related Disorders
. Obsessive-Compulsive and Related Disorders
· Paris, J. (2015). The intelligent clinician’s guide to the DSM-5(2nd ed.). New York, NY: Oxford University Press. Retrieved from the Walden Library.
. Chapter 11, Anxiety Disorders, Trauma, and the Obsessive-Compulsive Spectrum
· Armour, C., Elklit, A., & Shevlin, M. (2013). The latent structure of acute stress disorder: A posttraumatic stress disorder approach. Psychological Trauma: Theory, Research, Practice, And Policy, 5(1), 18–25. Retrieved from the Walden Library databases.
· Koffel, E., Polusny, M., Arbisi, P., & Erbes, C. (2012). A preliminary investigation of the new and revised symptoms of posttraumatic stress disorder in DSM-5. Depression And Anxiety, 29(8), 731–738. Retrieved from the Walden Library databases.
· Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51(4), 482–509. Retrieved from the Walden Library databases.
· Santiago, P. N., Ursano, R. J., Gray, C. L., Pynoos, R. S., Spiegel, D., Lewis-Fernandez, R., & ... Fullerton, C. S. (2013). A systematic review of PTSD prevalence and trajectories in DSM-5 defined trauma exposed .
References on Reproducibility Crisis in Science by D.V.M. BishopDorothy Bishop
References to accompany talk delivered at Rhodes House, Oxford on 3rd May 2016.
For slides see: http://www.slideshare.net/deevybishop/what-is-the-reproducibility-crisis-in-science-and-what-can-we-do-about-it
Development and Its Vicissitudes – A Review of "Pluriverse: A Post-Developmen...Université de Montréal
Development and Its Vicissitudes – A Review of "Pluriverse: A Post-Development Dictionary"
Editors: Ashish Kothari, Ariel Salleh, Arturo Escobar, Federico Demaria, & Alberto Acosta
Global Mental Health & Psychiatry Review Vol 4, No 1, 17-19.
Application Case Study – Personality DisordersChaotic lifestyles,.docxspoonerneddy
Application: Case Study – Personality Disorders
Chaotic lifestyles, chronic life interruptions, fractured support systems, and frayed identities collectively describe some of the characteristics of individuals who suffer with personality disorders. Individuals with personality disorders are similar to children navigating through life confused and unsure. Even when surrounded by family and friends, individuals who suffer with personality disorders may feel isolated and alone. As a future professional in the field of psychology, assigning a diagnosis of personality disorder may be very complex.
For this Application, review the case study in the Learning Resources. Consider important client characteristics for developing a personality disorder diagnosis. Think about your rationale for assigning a particular diagnosis on the basis of the DSM.
The Assignment (3–4 pages)
·
A DSM diagnosis of the client in the case study
·
An explanation of your rationale for assigning the diagnosis on the basis of the DSM
·
An explanation of what other information you may need about the client to make an accurate diagnosis based on the DSM diagnostic criteria
Support your Application Assignment with specific references to all resources and current literature used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.
·
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: American Psychiatric Publishing.
o
Personality Disorders
·
Paris, J. (2015
). The intelligent clinician’s guide to the DSM-5
(2nd ed.).
New York, NY: Oxford University Press. Retrieved from the Walden Library.
o
Chapter 14, Personality Disorders
·
Crosby, J. P., & Sprock, J. (2004). Effect of patient sex, clinician sex, and sex role on the diagnosis of antisocial personality disorder: Models of underpathologizing and overpathologizing biases.
Journal of Clinical Psychology, 60
(6), 583–604. Retrieved from the Walden Library databases.
·
Jovev, M., McKenzie, T., Whittle, S., Simmons, J. G., Allen, N. B., & Chanen, A. M. (2013). Temperament and maltreatment in the emergence of borderline and antisocial personality pathology during early adolescence.
Journal Of The Canadian Academy Of Child & Adolescent Psychiatry
,
22
(3), 220–229. Retrieved from the Walden Library databases.
Millon, T. (2000). Reflections on the future of DSM Axis II.
Journal of Personality Disorders, 14
(1), 30–41. Retrieved from the Walden Library databases.
Morey, L. C., Krueger, R. F., & Skodol, A. E. (2013). The hierarchical structure of clinician ratings of proposed DSM–5 pathological personality traits.
Journal Of Abnormal Psychology
,
122
(3), 836–841. Retrieved from the Walden Library databases.
Neumann, C., Schmitt, D., Carter, R., Embley, I., & Hare, R. (2012). Psychopathic traits in females and males across the globe.
Behavioral Sciences & The Law
,
30
(.
Discussion 1 AnxietyDaily, you may be bombarded with tasks, cha.docxowenhall46084
Discussion 1: Anxiety
Daily, you may be bombarded with tasks, challenges, and obstacles. Naturally, this may cause you to experience an
uneasy
or
overwhelming
feeling. For many, this level of stress might be a phase of life. However, some may be
immobilized
by these feelings, unable to cope with particular situations. For many who suffer from these feelings, life challenges and adjustments may quickly spiral into a whirlwind of chaos and confusion.
For this Discussion, review the client in the case study within the Learning Resources. Consider symptoms or signs presented by the client for a diagnosis. Think about how you, as a future professional in the field, might justify your rationale for diagnosis. Consider what other information you may need for diagnosis on the basis of the DSM diagnostic criteria.
With these thoughts in mind:
Post by Day 3
a diagnosis of the client in the case study. Then explain your rationale for assigning this diagnosis on the basis of the DSM diagnostic criteria. Finally, explain what other information you might need about the client to make an accurate diagnosis based on those criteria.
Be sure to support your postings and responses with specific references to the Learning Resources and current literature.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
·
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: American Psychiatric Publishing.
o
Anxiety Disorders
o
Trauma- and Stressor-Related Disorders
o
Obsessive-Compulsive and Related Disorders
·
Paris, J. (2015
). The intelligent clinician’s guide to the DSM-5
(2nd ed.).
New York, NY: Oxford University Press. Retrieved from the Walden Library.
o
Chapter 11, Anxiety Disorders, Trauma, and the Obsessive-Compulsive Spectrum
·
Armour, C., Elklit, A., & Shevlin, M. (2013). The latent structure of acute stress disorder: A posttraumatic stress disorder approach.
Psychological Trauma: Theory, Research, Practice, And Policy
,
5
(1), 18–25. Retrieved from the Walden Library databases.
·
Koffel, E., Polusny, M., Arbisi, P., & Erbes, C. (2012). A preliminary investigation of the new and revised symptoms of posttraumatic stress disorder in DSM-5.
Depression And Anxiety
,
29
(8), 731–738. Retrieved from the Walden Library databases.
·
Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment.
Journal of Counseling Psychology, 51
(4), 482–509. Retrieved from the Walden Library databases.
·
Santiago, P. N., Ursano, R. J., Gray, C. L., Pynoos, R. S., Spiegel, D., Lewis-Fernandez, R., & ... Fullerton, C. S. (2013). A systematic review of PTSD prevalence and trajectories in DSM-5 defined trauma exposed populations: Intentional and non-intentional traumatic events.
Plos ONE
,
8
(4).
InstructionsFor each case, you will complete a diagnostic analys.docxtienmixon
Instructions
For each case, you will complete a diagnostic analysis you select from the list of assessment tools provided late in this assignment. Each case requires the following information to be addressed:
Describe presenting concerns and relevant history.
Explain what information is still needed to make a differential diagnosis and evaluate how at least one assessment tool, which is listed in the List of Assessment Tools resource, will aid in obtaining that information. The Differential Diagnosis Decision Tree may be helpful to guide this process.
Present
DSM-5
and
ICD-10
codes including relevant V and Z codes. Assume that the client has presented for treatment with their partner or parents.
Provide a descriptive rationale for the DSM diagnosis that best fits the information provided, including relevant ICD codes. This should be written in a narrative form using complete sentences. Support your rationale with scholarly sources. Optional readings found in the course syllabus may be particularly relevant.
Describe indications or contraindications that help determine whether a medication consultation is appropriate, and provide rationale with support from scholarly sources.
List of Assessments and Supporting Resources
Derogatis, L. R. (1977). Symptom Checklist-90–Revised.
Psyctests
, doi:10.1037/t01210-000
Grande, T. L., Newmeyer, M. D., Underwood, L. A., & Williams, C. R. (2014). Path analysis of the SCL-90-R: Exploring use in outpatient assessment.
Measurement and Evaluation in Counseling and Development, 47
(4), 271–290.
Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Personality Styles and Disorder Inventory—Short form.
Psyctests
, doi:10.1037/t58367-000
Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Development of a short form of the Personality Styles and Disorder Inventory (PSDI-6): Initial validation in a sample of pregnant women.
European Journal of Psychological Assessment, 32
(4), 283–290.
Review this source toto be able to interpret the Personality Styles and Disorder Inventory—Short form.
Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorders symptoms severity scale.
Psyctests.
doi:10.1037/t10209-00
Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorder symptom severity scale: A new clinician rated measure.
Eating Disorders, 18
(4), 333–346.
Review this source to be able to interpret the Eating Disorder Symptom Severity Scale.
Kessler, R. C., Adler, L., Ames, M., Demler, O., Faraone, S., Hiripi, E., & Walters, E. E. (2005). Adult ADHD Self-Report Scale Symptom Checklist.
Psyctests.
doi:10.1037/t03454-000
Leithead, L., & Freeborn, D. (2013). A practical guide for diagnosing adult attention deficit hyperactivity disorder.
The Journal for Nurse Practitioners, 9
(10 ...
Directions for using SJSU Library sourcesGo to library.sj.docxmariona83
Directions for using SJSU Library sources
*****Go to library.sjsu.edu, then click “Articles & Databases”, then click “Academic Search Complete”. If you can’t log in, type in my information: Name “Joe Liu” SJSU ID “009034506” PIN “26320070”. Lastly, type in key terms such as “Tea Ceremony in Japan” “Tea Ceremony” something that related to the topic and so on, and the sources don’t have to be scholarly journals, but full text and make sure they are credible papers or websites, and so on.*****
This is just an example of how you are going to do it
Journals (Scholarly articles)
· Academic Search Complete
· Input your search terms
· On the left hand side you will these options:
Example (but follow the direction as the sources have to be scholarly sources and full text!):
· Use the source type option to select the format.
· Academic journals will be scholarly and more comprehensive, but the focus will be very narrow. Academic journals can be helpful for in-depth articles on one aspect of your celebration.
· Example: Dermatoses among Children from Celebration of “Holi,” the Spring Festival, in India
· This article reports on the skin afflictions that may result from the inhalation and application of the colors/dyes that are used during Holi.
· Magazines may be a little lengthier than newspaper articles
· Example: Strength Thru Joy: Holi in Fiji
· This article discusses how Holi is celebrated among Hindu Fijians.
· Newspapers are great for a current treatment on the topic (particularly how your celebration has changed with immigration and globalization)
· Example: A Traditional Hindu Spring Parade in Queens is Canceled as Organizers Feud
· The Phagwah or Holi parade is cancelled, due to organizer infighting, which some think is “a reflection of the increasing complexity within a growing population, with combustible differences being a natural outgrowth of the community's social and political evolution.”
Running head: TEA CEREMONY IN JAPAN 1
Tea Ceremony in Japan
Joe Liu
San Jose State University
TEA CEREMONY IN JAPAN 2
The Origin
Tea was brought to Japan from China (618-907 AD) by the Tang Dynasty. The first Tea
Ceremony is hinted in the 8th century by a Chinese Buddhist writer in the book dubbed “Cha
Ching”. Tea plants for medicinal consumption by Japanese priests and nobbles hallmarks (Japan
710-794). Religious consumption of tea was a practice developed by Myoan Eisai, the founder of
Zen Buddhism in the Rinzai sect temple. Tea processing began during this time. Pounding of tea
leaves prior to adding warm water, and tea whisking after hot water is poured over it form the
origins of tea ceremony (Abdennour & ebrary, 2007). Books titled “Ta Kuan Cha Lun” - General
View of Tea, and “Kissa Yojoki” - Tea drinking is good for health popularized the tea ceremony.
In the thirteenth century, tea spread from the Sung, Kamakura to Samurai class. It also saw land
size increase to .
Directions One paragraph for each questions (5 sentences or more).docxmariona83
Directions: One paragraph for each questions (5 sentences or more)
1. What did the word "frightened" mean, according to Jonas?
2. What were Jonas and the toehr children taught to be careful about?
3. How did Jonas decide he felt? What was causing this feeling?
.
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Anxiety Disorders, Trauma- and Stressor-Related Disorders, Obsessive-Compulsive and Related Disorders
Discussion 1: Anxiety
Daily, you may be bombarded with tasks, challenges, and obstacles. Naturally, this may cause you to experience an uneasy or overwhelming feeling. For many, this level of stress might be a phase of life. However, some may be immobilized by these feelings, unable to cope with particular situations. For many who suffer from these feelings, life challenges and adjustments may quickly spiral into a whirlwind of chaos and confusion.
For this Discussion, review the client in the case study within the Learning Resources. Consider symptoms or signs presented by the client for a diagnosis. Think about how you, as a future professional in the field, might justify your rationale for diagnosis. Consider what other information you may need for diagnosis on the basis of the DSM diagnostic criteria.
With these thoughts in mind:
Post by Day 3 a diagnosis of the client in the case study. Then explain your rationale for assigning this diagnosis on the basis of the DSM diagnostic criteria. Finally, explain what other information you might need about the client to make an accurate diagnosis based on those criteria.
Be sure to support your postings and responses with specific references to the Learning Resources and current literature.
Required Resources
Note: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.Readings
· American Psychiatric Association. (2013).Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
. Anxiety Disorders
. Trauma- and Stressor-Related Disorders
. Obsessive-Compulsive and Related Disorders
· Paris, J. (2015). The intelligent clinician’s guide to the DSM-5(2nd ed.). New York, NY: Oxford University Press. Retrieved from the Walden Library.
. Chapter 11, Anxiety Disorders, Trauma, and the Obsessive-Compulsive Spectrum
· Armour, C., Elklit, A., & Shevlin, M. (2013). The latent structure of acute stress disorder: A posttraumatic stress disorder approach. Psychological Trauma: Theory, Research, Practice, And Policy, 5(1), 18–25. Retrieved from the Walden Library databases.
· Koffel, E., Polusny, M., Arbisi, P., & Erbes, C. (2012). A preliminary investigation of the new and revised symptoms of posttraumatic stress disorder in DSM-5. Depression And Anxiety, 29(8), 731–738. Retrieved from the Walden Library databases.
· Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51(4), 482–509. Retrieved from the Walden Library databases.
· Santiago, P. N., Ursano, R. J., Gray, C. L., Pynoos, R. S., Spiegel, D., Lewis-Fernandez, R., & ... Fullerton, C. S. (2013). A systematic review of PTSD prevalence and trajectories in DSM-5 defined trauma exposed .
References on Reproducibility Crisis in Science by D.V.M. BishopDorothy Bishop
References to accompany talk delivered at Rhodes House, Oxford on 3rd May 2016.
For slides see: http://www.slideshare.net/deevybishop/what-is-the-reproducibility-crisis-in-science-and-what-can-we-do-about-it
Development and Its Vicissitudes – A Review of "Pluriverse: A Post-Developmen...Université de Montréal
Development and Its Vicissitudes – A Review of "Pluriverse: A Post-Development Dictionary"
Editors: Ashish Kothari, Ariel Salleh, Arturo Escobar, Federico Demaria, & Alberto Acosta
Global Mental Health & Psychiatry Review Vol 4, No 1, 17-19.
Application Case Study – Personality DisordersChaotic lifestyles,.docxspoonerneddy
Application: Case Study – Personality Disorders
Chaotic lifestyles, chronic life interruptions, fractured support systems, and frayed identities collectively describe some of the characteristics of individuals who suffer with personality disorders. Individuals with personality disorders are similar to children navigating through life confused and unsure. Even when surrounded by family and friends, individuals who suffer with personality disorders may feel isolated and alone. As a future professional in the field of psychology, assigning a diagnosis of personality disorder may be very complex.
For this Application, review the case study in the Learning Resources. Consider important client characteristics for developing a personality disorder diagnosis. Think about your rationale for assigning a particular diagnosis on the basis of the DSM.
The Assignment (3–4 pages)
·
A DSM diagnosis of the client in the case study
·
An explanation of your rationale for assigning the diagnosis on the basis of the DSM
·
An explanation of what other information you may need about the client to make an accurate diagnosis based on the DSM diagnostic criteria
Support your Application Assignment with specific references to all resources and current literature used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.
·
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: American Psychiatric Publishing.
o
Personality Disorders
·
Paris, J. (2015
). The intelligent clinician’s guide to the DSM-5
(2nd ed.).
New York, NY: Oxford University Press. Retrieved from the Walden Library.
o
Chapter 14, Personality Disorders
·
Crosby, J. P., & Sprock, J. (2004). Effect of patient sex, clinician sex, and sex role on the diagnosis of antisocial personality disorder: Models of underpathologizing and overpathologizing biases.
Journal of Clinical Psychology, 60
(6), 583–604. Retrieved from the Walden Library databases.
·
Jovev, M., McKenzie, T., Whittle, S., Simmons, J. G., Allen, N. B., & Chanen, A. M. (2013). Temperament and maltreatment in the emergence of borderline and antisocial personality pathology during early adolescence.
Journal Of The Canadian Academy Of Child & Adolescent Psychiatry
,
22
(3), 220–229. Retrieved from the Walden Library databases.
Millon, T. (2000). Reflections on the future of DSM Axis II.
Journal of Personality Disorders, 14
(1), 30–41. Retrieved from the Walden Library databases.
Morey, L. C., Krueger, R. F., & Skodol, A. E. (2013). The hierarchical structure of clinician ratings of proposed DSM–5 pathological personality traits.
Journal Of Abnormal Psychology
,
122
(3), 836–841. Retrieved from the Walden Library databases.
Neumann, C., Schmitt, D., Carter, R., Embley, I., & Hare, R. (2012). Psychopathic traits in females and males across the globe.
Behavioral Sciences & The Law
,
30
(.
Discussion 1 AnxietyDaily, you may be bombarded with tasks, cha.docxowenhall46084
Discussion 1: Anxiety
Daily, you may be bombarded with tasks, challenges, and obstacles. Naturally, this may cause you to experience an
uneasy
or
overwhelming
feeling. For many, this level of stress might be a phase of life. However, some may be
immobilized
by these feelings, unable to cope with particular situations. For many who suffer from these feelings, life challenges and adjustments may quickly spiral into a whirlwind of chaos and confusion.
For this Discussion, review the client in the case study within the Learning Resources. Consider symptoms or signs presented by the client for a diagnosis. Think about how you, as a future professional in the field, might justify your rationale for diagnosis. Consider what other information you may need for diagnosis on the basis of the DSM diagnostic criteria.
With these thoughts in mind:
Post by Day 3
a diagnosis of the client in the case study. Then explain your rationale for assigning this diagnosis on the basis of the DSM diagnostic criteria. Finally, explain what other information you might need about the client to make an accurate diagnosis based on those criteria.
Be sure to support your postings and responses with specific references to the Learning Resources and current literature.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
·
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: American Psychiatric Publishing.
o
Anxiety Disorders
o
Trauma- and Stressor-Related Disorders
o
Obsessive-Compulsive and Related Disorders
·
Paris, J. (2015
). The intelligent clinician’s guide to the DSM-5
(2nd ed.).
New York, NY: Oxford University Press. Retrieved from the Walden Library.
o
Chapter 11, Anxiety Disorders, Trauma, and the Obsessive-Compulsive Spectrum
·
Armour, C., Elklit, A., & Shevlin, M. (2013). The latent structure of acute stress disorder: A posttraumatic stress disorder approach.
Psychological Trauma: Theory, Research, Practice, And Policy
,
5
(1), 18–25. Retrieved from the Walden Library databases.
·
Koffel, E., Polusny, M., Arbisi, P., & Erbes, C. (2012). A preliminary investigation of the new and revised symptoms of posttraumatic stress disorder in DSM-5.
Depression And Anxiety
,
29
(8), 731–738. Retrieved from the Walden Library databases.
·
Lent, R. W. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment.
Journal of Counseling Psychology, 51
(4), 482–509. Retrieved from the Walden Library databases.
·
Santiago, P. N., Ursano, R. J., Gray, C. L., Pynoos, R. S., Spiegel, D., Lewis-Fernandez, R., & ... Fullerton, C. S. (2013). A systematic review of PTSD prevalence and trajectories in DSM-5 defined trauma exposed populations: Intentional and non-intentional traumatic events.
Plos ONE
,
8
(4).
InstructionsFor each case, you will complete a diagnostic analys.docxtienmixon
Instructions
For each case, you will complete a diagnostic analysis you select from the list of assessment tools provided late in this assignment. Each case requires the following information to be addressed:
Describe presenting concerns and relevant history.
Explain what information is still needed to make a differential diagnosis and evaluate how at least one assessment tool, which is listed in the List of Assessment Tools resource, will aid in obtaining that information. The Differential Diagnosis Decision Tree may be helpful to guide this process.
Present
DSM-5
and
ICD-10
codes including relevant V and Z codes. Assume that the client has presented for treatment with their partner or parents.
Provide a descriptive rationale for the DSM diagnosis that best fits the information provided, including relevant ICD codes. This should be written in a narrative form using complete sentences. Support your rationale with scholarly sources. Optional readings found in the course syllabus may be particularly relevant.
Describe indications or contraindications that help determine whether a medication consultation is appropriate, and provide rationale with support from scholarly sources.
List of Assessments and Supporting Resources
Derogatis, L. R. (1977). Symptom Checklist-90–Revised.
Psyctests
, doi:10.1037/t01210-000
Grande, T. L., Newmeyer, M. D., Underwood, L. A., & Williams, C. R. (2014). Path analysis of the SCL-90-R: Exploring use in outpatient assessment.
Measurement and Evaluation in Counseling and Development, 47
(4), 271–290.
Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Personality Styles and Disorder Inventory—Short form.
Psyctests
, doi:10.1037/t58367-000
Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Development of a short form of the Personality Styles and Disorder Inventory (PSDI-6): Initial validation in a sample of pregnant women.
European Journal of Psychological Assessment, 32
(4), 283–290.
Review this source toto be able to interpret the Personality Styles and Disorder Inventory—Short form.
Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorders symptoms severity scale.
Psyctests.
doi:10.1037/t10209-00
Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorder symptom severity scale: A new clinician rated measure.
Eating Disorders, 18
(4), 333–346.
Review this source to be able to interpret the Eating Disorder Symptom Severity Scale.
Kessler, R. C., Adler, L., Ames, M., Demler, O., Faraone, S., Hiripi, E., & Walters, E. E. (2005). Adult ADHD Self-Report Scale Symptom Checklist.
Psyctests.
doi:10.1037/t03454-000
Leithead, L., & Freeborn, D. (2013). A practical guide for diagnosing adult attention deficit hyperactivity disorder.
The Journal for Nurse Practitioners, 9
(10 ...
Directions for using SJSU Library sourcesGo to library.sj.docxmariona83
Directions for using SJSU Library sources
*****Go to library.sjsu.edu, then click “Articles & Databases”, then click “Academic Search Complete”. If you can’t log in, type in my information: Name “Joe Liu” SJSU ID “009034506” PIN “26320070”. Lastly, type in key terms such as “Tea Ceremony in Japan” “Tea Ceremony” something that related to the topic and so on, and the sources don’t have to be scholarly journals, but full text and make sure they are credible papers or websites, and so on.*****
This is just an example of how you are going to do it
Journals (Scholarly articles)
· Academic Search Complete
· Input your search terms
· On the left hand side you will these options:
Example (but follow the direction as the sources have to be scholarly sources and full text!):
· Use the source type option to select the format.
· Academic journals will be scholarly and more comprehensive, but the focus will be very narrow. Academic journals can be helpful for in-depth articles on one aspect of your celebration.
· Example: Dermatoses among Children from Celebration of “Holi,” the Spring Festival, in India
· This article reports on the skin afflictions that may result from the inhalation and application of the colors/dyes that are used during Holi.
· Magazines may be a little lengthier than newspaper articles
· Example: Strength Thru Joy: Holi in Fiji
· This article discusses how Holi is celebrated among Hindu Fijians.
· Newspapers are great for a current treatment on the topic (particularly how your celebration has changed with immigration and globalization)
· Example: A Traditional Hindu Spring Parade in Queens is Canceled as Organizers Feud
· The Phagwah or Holi parade is cancelled, due to organizer infighting, which some think is “a reflection of the increasing complexity within a growing population, with combustible differences being a natural outgrowth of the community's social and political evolution.”
Running head: TEA CEREMONY IN JAPAN 1
Tea Ceremony in Japan
Joe Liu
San Jose State University
TEA CEREMONY IN JAPAN 2
The Origin
Tea was brought to Japan from China (618-907 AD) by the Tang Dynasty. The first Tea
Ceremony is hinted in the 8th century by a Chinese Buddhist writer in the book dubbed “Cha
Ching”. Tea plants for medicinal consumption by Japanese priests and nobbles hallmarks (Japan
710-794). Religious consumption of tea was a practice developed by Myoan Eisai, the founder of
Zen Buddhism in the Rinzai sect temple. Tea processing began during this time. Pounding of tea
leaves prior to adding warm water, and tea whisking after hot water is poured over it form the
origins of tea ceremony (Abdennour & ebrary, 2007). Books titled “Ta Kuan Cha Lun” - General
View of Tea, and “Kissa Yojoki” - Tea drinking is good for health popularized the tea ceremony.
In the thirteenth century, tea spread from the Sung, Kamakura to Samurai class. It also saw land
size increase to .
Directions One paragraph for each questions (5 sentences or more).docxmariona83
Directions: One paragraph for each questions (5 sentences or more)
1. What did the word "frightened" mean, according to Jonas?
2. What were Jonas and the toehr children taught to be careful about?
3. How did Jonas decide he felt? What was causing this feeling?
.
Directions Fully answer both questions and cite all work1. Di.docxmariona83
Directions: Fully answer both questions and cite all work
1. Discuss the importance of identifying and acknowledging short-term wins during change. What types of short-term wins are most meaningful? Why?
2. During a change initiative, what can organizations use to identify or verify truly objective and measureable success? What does your organization utilize to measure its level of success?
.
Directions Have you ever wondered what your motor development might.docxmariona83
Directions: Have you ever wondered what your motor development might be like if you had grown up in a different region or country? One of the benefits of the Internet is that we have immediate access to information from around the world. After a little web browsing, it becomes clear that various societies and cultures promote varying activities for their members – sports, for example, or the age at which a certain activity is deemed appropriate, or the roles viewed as proper for males and females, and so on. In this learning activity, you will use the Internet to explore several countries and identify sociocultural constraints to those places.
1. Imagine in turn that you are a college-aged individual from each of six continents: Africa, Asia, Australia, Europe, North America, and South America. To get started, select a country from each continent and list below:
2. Next, visit at least two websites
from
each country as well as two websites
about
each country (e.g. from a travel guide), for a total of 24 websites (6 countries X 4 websites). Please insert the links below:
3. For each country, identify two (2) sociocultural constraints specific to that society or culture. (12 total)
4. For each country you choose, develop a biographical portrait of yourself as you might be if you had been born and raised there. Focus on sociocultural constraints. What would you be like? How would your life and motor development differ from country to country? How might your motor development there compare with your actual motor development in your real home country? Are there any similarities? Describe each portrait in a minimum of three (3) complete sentences per country. (18 sentences total
.
Directions for the post should include howwhy the candidates actio.docxmariona83
Directions for the post should include how/why the candidate's actions would be similar or different and an analysis and discussion of additional case law and statutes that might have been included.
Seventeen-year-old Tanya is popular with her peers and frequently at odds with school rules. Tanya has been suspended on numerous occasions for disrespecting faculty, fighting, and general mischievousness. Several teachers as well as Assistant Principal Donner were convinced that Tanya significantly contributed to an increase in student disorder.
During class passing time in late April social studies teacher Frank Elliot reported to Assistant Principal Donner that he had seen Tanya follow Senior Franklyn Smith into the men’s restroom. Mr. Elliot reported that Tanya was in the restroom about a minute. Surveillance cameras confirmed Mr. Elliot’s report.
AP Donner confronted Tanya with the surveillance recording and stated “Tanya, did you really follow Franklyn into the men’s restroom?” Tanya admitted to following Franklyn into the restroom, but claimed that he had taken her cell phone and had dared her to follow him into the restroom to reclaim her property. School rules forbid the possession of cell phones during school hours. Students who violate the rule are assigned Saturday detention. AP Donner decided to suspend Tanya for 10 days for possession of a cell phone in school, flagrant disregard for school rules and disregard for decorum. Tanya’s parents immediately hired an attorney. Argue for
or
against the suspension of Tanya.
Response from Classmate
In the case of Tanya and her ten-day suspension from school, there are a number of things that must be considered. These include circumstances, precipitating factors, and mitigating factors. After careful consideration of the facts fop the case and the circumstances, it is appropriate that Tanya was suspended. However, the suspension was not handled appropriately and there are other actions that would need to take place as well to justify the suspension of Tanya.
The most important thing to consider in this case, and the reason that the suspension of Taya is justified and valid, is that she broke two clear school rules. She had a cell phone in her possession during school hours, which is clearly a violation of school policy, and she also went into a male only restroom after the student named Franklyn Smith. The combination of these two factors, along with the prior history of her disruptive nature at school and her previous suspensions are the reasons why this suspension is justified.
It needs to be noted that the school rules forbidding the possession of a cell phone during school hours contains in it a specification that the punishment for a violation of that rule is a Saturday detention. Taken at face value, that would seem to suggest that the ten-day suspension of Tanya is excessive and out of order and therefore not justified. However, when the violation of that rule is taken in.
Directions for the Ethnography of CommunicationThis paper is a .docxmariona83
Directions for the Ethnography of Communication:
This paper is a combination of academic research and ethnographic research. Select a Subculture/Community of Practice/Linguistic Community to research throughout the semester and gather your finds and discuss them in relation to the concepts from our text and class. Many aspects of the paper follow Hyme’s SPEAKING.
The paper should be 8-10 pages in length (not including the Works Cited page ) with standard margins and 12pt. Font. Please proof read your paper to avoid losing points based on typos or spelling errors. You will also submit a brief presentation about your community.
You should have at least four additional academic sources (not including the text book) referenced in your paper regarding the group you selected or linguistic and anthropological theory. Be sure to cite your sources (APA) and include a works cited page. (Suggested groups: different ethnic groups, sports groups, subcultures like gamers or magicians, online forums, communities of practice. etc.)
Content should include:
Introduction- explain the subgroup you selected and the reasons for selecting this group. Give a brief history to provide background to the group.
Context includes: Discern Cultural Models/Culture of groups studied. Include information on all the following aspects of context. Where is the group you are studying, location (i.e. classroom, in-laws house, friend’s house, etc.)
Participants- who are the people in your study group, relation to you and relation amongst your study group (i.e. friends, employer, employee, stranger, family)
Goal of interaction- friendly exchange, acquiring information, etc.
Speech Acts- explain the various speech acts that took place and the relevance to the information from the text and class.
Address how variation exists within the sub-culture/speech community
differences in situations
differences in social distinctions/statuses w/in communities
variation reflected in speech performance
gender, age, class, region, ethnicity, occupation- all factor in–
Conclusion- what did you learn from this experience? How did you incorporate the emic and the etic perspectives throughout your research? What ethnolinguistic methodologies did you use
.
Directions for Reflection PaperObjectiveThis assignment .docxmariona83
Directions for Reflection Paper
Objective
This assignment will promote student introspection and development as a graduate nurse by delving into the role and responsibilities of the nurse and the legal/ethical issues in professional nursing practice.
Instructions
Compose a one to one and a half page APA formatted paper describing the role of the nurse; integrating the legal and ethical responsibilities of the professional nurse. The paper must also integrate nursing values and accountability.
.
Directions For each classmate post below reply with 200 words, de.docxmariona83
Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
Directions for 500Level Research Paper School of Securi.docxmariona83
Directions for 500Level Research Paper
School of Security and Global Studies
Preparing the next generation of security professionals through curriculum and teaching excellence.
At this level, you are learning the core concepts of the discipline and you will produce a
graduate level paper that presents a research “puzzle” relevant to the subject matter of this
class. The paper will be 10-15 pages in length.
The requirements for this project will mirror the requirements for all graduate papers. The
paper will be typed in 12 pt. Times New Roman, Calibri, or other standard font, with margins of
1” all around. It will be double-spaced except where the format calls for single spacing, for
example, block quotations and the list of complete citations. Citations will conform to the
Turabian format whether you choose to use the Parenthetical/References style or the more
traditional Foot- or end-notes/Bibliography style. To recap the Format of the Paper:
• Title Page of the Paper. The title of your paper should be brief but should adequately
inform the reader of your general topic and the specific focus of your research. Keywords
relating to parameters, population, and other specifics are useful. ALWAYS use a Title Page for
graduate work! Your title page will include the title, name, course name and number, and
Professor’s Name.
I. Introduction, Research Question, and Hypothesis (1-2 pages): This section shall
provide an overview of the topic that you are writing about, a concise synopsis of the issues,
and why the topic presents a “puzzle” that prompts your research questions, which you will
include. This section can be preceded by an epigraph that creates interest in the topic. We
encourage the use of epigraphs, but please follow the proper format for epigraphs!!
II. Review of the Literature (3-5 pages): All research projects include a literature review to
set out for the reader what knowledge exists on the subject under study and helps the
researcher develop the research strategy to use in the study. A good literature review is a
thoughtful study of what has been written, a summary of the arguments that exist (whether
you agree with them or not), and are arranged thematically. The literature review is not an
annotated bibliography and should be written in coherent narrative style. At the end of the
summary, there should still be gaps in the literature that you intend to fill with your research.
Directions for 500Level Research Paper
School of Security and Global Studies
Preparing the next generation of security professionals through curriculum and teaching excellence.
III. Methodology and Research Strategy (1-2 pages): This section provides the reader with
a description of your strategy to conduct research for this paper. It identifies your variables and
how you operationalized your research approach. It describes the data you found and how you
analyzed it for .
Directions Follow the directions in each Part below to complete the.docxmariona83
Directions: Follow the directions in each Part below to complete the assignment.
Reminder:
All answers must paraphrased (in your own words) and not copy/pasted from the internet. Cite any sources or websites that you used in researching your work. Be sure your paragraph is written in Academic English. If needed, refer to the section on Academic English in Orientation.
Part A: Death of the Hired Man by Robert Frost
Read the poem
Death of The Hired Man
by Robert Frost.
The Death of The Hired Man
consists of a dialogue between Warren, a farmer, and his wife Mary. Silas, their old hired man, has returned, sick, after a long absence. He stays with them during the hard winters but leaves for other farms with better wages in haying time. They feel sympathy but do not know what to do. They want to send him to his wealthy brother but know that Silas doesn't want to go there. Social attitudes emerge as the couple remember how Silas fought with a college boy about book learning and life experience. Warren is antagonistic to Silas whom he regards as an economic liability. Mary is more emotional and begs Warren to give him a home one more time. Meanwhile, Silas dies in the next room.
Respond to the following questions:
1. What is the story of the poem?
2. What are the feelings portrayed in the poem by each character? Silas, warren, Mary.
3. What are the social issues discussed in the poem? Are they still relevant today? e.g. Homelessness, education, who has the obligation family or society?
Part B: Sonnets
Directions: Read the following sonnets and follow the directions to write your own sonnet.
Sonnet 29: When in Disgrace with Fortune and Men's Eyes
When, in disgrace with Fortune and men's eyes,
I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man's art, and that man's scope,
With what I most enjoy contented least;
Yet in these thoughts myself almost despising,
Haply I think on thee, and then my state,
Like to the lark at break of day arising
From sullen earth, sings hymns at heaven's gate;
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings.
By William Shakespeare
Sonnet 130 by William Shakespeare
My mistress' eyes are nothing like the sun
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground.
And yet, by heaven, I think my love as rare
As any she belied with false .
Directions for a complete postWhat is your take-away fro.docxmariona83
*Directions for a complete post:
What is your "take-away" from reading and studying the book of Job?
Consider the issues we covered and then write about
one
insight or "take-away" from Job. Your response should have a thesis statement that is developed using sources from Job, and any of the secondary literature: Harris, Newsom, Perdue, Wiesel, and Davison ("Not the Last Word on Job" presentation). Length 200-400 words. Comment substantively on two posts of classmates.
Issues in Job (You are not limited to these topics.)
What are the translation difficulties of Job's response in 42:6 and how do they result in contradictory understandings of Job's final words? How do you think Job has spoken rightly, or what is right (42:7)
Theodicy—Is God just? If God is all good, why do the innocent suffer? If God is all powerful, why doesn’t God prevent the suffering of the innocent” Are these issues resolved in the book of Job? Explain.
“There was once a man in the land of Uz whose name was Job. That man was blameless and upright, one who feared God and turned away from evil” (Job 1:1). According to the book of Job, what does it mean to be blameless, upright, to fear God and turn away from evil? Your answer should be based on the entire book of Job, not the first three chapters. Take into consideration all of the important elements in Job 42 (see presentation, "Not the Last Word on Job")
The question of “disinterested piety”— What is disinterested piety? Is Job faithful only because God has richly blessed him? How did Job change between his first set of losses and the second set (loss of his children, health, and honor)?
Mixed genres. What is the relationship of the middle poetic dialogue to the didactic prose story that begins and ends the book?
.
Directions Flexible Budget Performance Report Project You a.docxmariona83
Directions
Flexible Budget Performance Report Project
You and your partner will each work on this project on your own laptops, using each other for resources while completing the assignment. In the end, you will Turn in ONE project per team. If you or your partner feels you did not share equally in the work, email me for a possible grade adjustment. Otherwise, you will both receive the same grade. Upload your completed project to Canvas using “Flex Budget_Last Name ID#_Last name ID# “ as the file name.
Kelsey’s Frozen Confectionaries buys and distributes single-serve ice cream treats to convenience stores, ballparks, and amusement parks. In this project, you will create 1) a master budget performance report, and 2) a flexible budget performance report for Kelsey's Frozen Confectionaries. Your performance reports should be developed in such a way that any changes to the original assumptions will correctly ripple through the entire spreadsheet. After developing the performance reports, you will answer questions about the variances and determine whether the variances are consistent with management's explanation about operational changes that took place during the period.
Part 1) DIRECTIONS for Master Budget Performance Report:
1) Use the budget assumptions, along with Excel formulas, to populate the Master Budget column. Note: Your formulas must work such that if ANY of the budget assumptions change, the new assumptions ripple through the entire budget. Part of your grade will be based on whether you correctly formulate the cells. Do NOT TYPE A NUMBER IN ANY CELL!!!
2) Use a formula to calculate the “variance” in cell H7: (Actual – Budget). Copy and paste (or use the fill handle to drag) the formula to the rest of the cells in the column. Leave as positive or negative, rather than absolute values.
3) Use a formula to calculate the “Variance percentage”. NOTE: The percentage is the variance as a percent of the Master Budget. Copy and paste (or drag) the formula to the rest of the cells in the column
4) Format cells appropriately. Attention to detail makes a report look more professional. (For example, percentages shown as %, dollar signs using the accounting or currency format, underlines and double underlines where appropriate, zero decimal places for dollar amounts, etc.,).
5) Use the “If” statement function to show the variances as U or F. The “If” statement can be found under “Formulas, Logical”. Example: =IF(H7>=0,"F","U"). This formula means: If cell H7>0 or H7=0, then mark as “F”; If not greater than or equal to 0, mark as “U”. Be careful with revenues and expense variances since they should be opposite of one another. ALSO- The formula you use should mark any variance of “0” as an “F” since a zero variance means that budget expectations have been met. After using the function, check each line to make sure it is going in the direction you believe it should go.
6) Check your answers us.
Directions End of Life • An 80, year old woman was admitted.docxmariona83
Directions: End of Life
• An 80, year old woman was admitted to the hospital with pneumonia and weakness. She lives alone. Her children are supportive and help her around the house but do not live with her. Her husband of 51 years died within the last 6 months. She is grieving the loss, but she is relieved and feels guilty as he was an abusive spouse.
Question:
• How do you assist her in coping with her loss?
.
Directions Complete the three tasks associated with project c.docxmariona83
Directions
: Complete the three tasks associated with project communications management. Put all your work on one word document. Separate your tasks by headings and/or page inserts.
Remember
… turn your work inon a word document as ONE attachment for grading.
NOTE
: This is a continuation of the running case started in week three and continues through the rest of the course. Tasks based on this case are explained following the case study. These tasks will build on work done in previous weeks.
Project Communications Management: Case Study
Several issues have arisen on the Recreation and Wellness Intranet Project. The person from the HR department who was supporting the project left the company, and now the team needs more support from that group. A member of the user group that supports the project is extremely vocal and hard to work with, and other users can hardly get a word in at meetings. The project manager, Tony, is getting weekly status reports from all of his team members, but many of them do not address obvious challenges that people are facing. The team is having difficulty deciding how to communicate various project reports and documents and where to store all of the information being generated. Recall that the team members include you, a programmer/analyst and aspiring project manager; Patrick, a network specialist; Nancy, a business analyst; and Bonnie, another programmer/analyst.
Assignment – Project Communications Management: 3 Tasks
Prepare a partial communications management plan to address some of the challenges mentioned in the previous paragraph.
Prepare a template and sample of a good weekly progress report that could be used for this project. Include a list of tips to help team members provide information on these reports.
Write a one-page paper describing two suggested approaches to communicating with the hard-to-work-with user.
.
Directions essay 3 Write a post-session summary based on the com.docxmariona83
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
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Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
Directions End of Life• An 80, year old woman was admitted to t.docxmariona83
Directions: End of Life
• An 80, year old woman was admitted to the hospital with pneumonia and weakness. She lives alone. Her children are supportive and help her around the house but do not live with her. Her husband of 51 years died within the last 6 months. She is grieving the loss, but she is relieved and feels guilty as he was an abusive spouse.
Questions
• How do you assist her in coping with her loss?
.
Directions Click Discussion. Respond twice in the discussion form. .docxmariona83
Directions: Click Discussion. Respond twice in the discussion form. The first response should be your typed researched response with a citation in APA to the question. You must state your reference (where you discovered your answer from) after your statement in APA format)
1. What are some of the important Native American values? In what ways do you believe the value of spirituality is strength in the social identity development of the Native American?
.
Directions Choose twenty (20) of the following questions and prov.docxmariona83
Directions:
Choose twenty (20) of the following questions and provide a brief answer to each.
Your response to each prompt should be at least one paragraph in length.
1.
Describe the differences in the appropriate application of the get tough and go soft approaches to sentencing.
2.
What are the three main components of the juvenile justice system?
3.
Name the four basic correctional models in the juvenile justice system and briefly describe their philosophical bases.
4.
What are the three basic assumptions of positivism?
5.
What are the four social process theories?
6.
What is the Uniform Crime Report?
7.
Describe the difference between a status offender and a delinquent.
8.
What is the purpose of a self-report study?
9.
What are some limitations officers have when conducting searches involving juveniles?
10.
Why are the Miranda Rights important when prosecuting juvenile delinquents?
11.
Cite the three objections raised by constitutionalists regarding the juvenile court system.
12.
What are the 4 positions regarding the deinstitutionalization of status offenders?
13.
How did the juvenile justice and delinquency prevention act effect the institutionalization of status offenders?
14.
What are the three pretrial procedures of the juvenile court?
15.
What are the two types of disposition hearings and why are they separate hearings?
16.
What is it called when juveniles are transferred automatically to adult court when they commit a particular crime?
What types of crime cause this type of automatic transfer?
17.
Explain the purpose and procedure of blended sentencing.
18.
Why are waivers still an important part of juvenile justice?
19.
Summarize the three probation procedures.
20.
What are some of the specificities involved in intensive supervision?
21.
Why is restorative justice sometimes viewed as a victim-centered approach?
22.
Describe Anne Newton’s three levels of delinquency prevention.
Are they generally effective?
23.
Discuss the pros and cons of the four different types of restorative justice case-processing models.
24.
Why is there a debate as to who decides when the juvenile offender should be released?
25.
What are some of the defining characteristics of Intensive Aftercare Supervision?
26.
Discuss the differences in detention centers and attention homes.
27.
What are some of the goals of training schools?
What are the basic philosophies?
28.
Explain the differences for females who are living in a training school.
29.
Explain the evolution in correctional treatment from the mid-20th century to today.
30.
Discuss the ingredients of effective aftercare programs.
Which ones are the most important?
31.
Why were gangs in the 80s becoming increasingly adult oriented?
32.
Discuss the three different types of gang leadership and how it applies to modern-day gangs.
33.
List some of the drugs that high-risk juvenile use and explain the drugs’ effect on cognition.
34.
What.
Directions Choose one (1) prompt from each of the four (4) sect.docxmariona83
Directions: Choose one (1) prompt from each of the four (4) sections below and write a 175-350 word (1/2 page to 1 page) response. All responses should be typed, double-spaced and submitted electronically to Blackboard by the assigned due date. Please use this document to record your responses.
Genesis and The Enuma Elish (50 pts.)
1. Creation myths often make claims about the workings of the natural world. Discuss 3 of these claims as found in Enuma Elish and/or Genesis. What, if anything, do these claims suggest about the culture that produced them and their understanding of the natural world?
2. Secular scholars suggest that Genesis 1 (written around 600 BCE) is most likely a retelling of the older Enuma Elish (written around 2000 BCE). What commonalities between the two do you see? Are they enough to warrant this conclusion? Why? Why not?
3. Identify and discuss 3 differences between Genesis 1 and Genesis 2. Are these differences enough to justify the position that these stories come from different traditions and different authors? Why or why not?
4. Many ancient cultures imagined life as formed in the clay and then quickened by the gods through their blood, their breath, or other means. Discuss the motif of the golem and the fragmenting of the deity. How do they play into the idea of “the god within?” Reference at least 2 works in your response.
Objective
Points
Comments
Response directly addresses prompt.
/10
Response cites directly (uses quotations) from source material.
/10
Response indicates a thorough understanding of source material (student has strong grasp of details and demonstrates an understanding of the culture).
/10
Response indicates the student has thought critically about the source material (draws conclusions, makes inferences, evaluates, makes connections).
/10
Response is well written, free of grammatical error, and meets the length requirement.
/10
The Epic of Gilgamesh (50 points)
1. Discuss the conflict between the civilized man and the savage as revealed in the Epic of Gilgamesh. What are the characteristics of the civilized man? How does this compare to the savage?
2. Discuss Gilgamesh’s battle with Humbaba. In the battle, what does Gilgamesh represent? What does Humbaba represent? What does the conflict reveal about the Babylonian view of man’s relationship with nature?
3. Discuss the theme of immortality in Epic of Gilgamesh. Does King Gilgamesh eventually attain immortality? How? What is the significance of this?
4. The Epic of Gilgamesh offers its own commentary on what is valuable in life. What is this commentary? Consider the tavern keeper’s advice to King Gilgamesh, the flood narrative, and Gilgamesh’s revelations at the end of the epic.
5. One of the primary themes in The Epic of Gilgamesh is Cooperation vs. Competition. Explore this theme in the work. What is being taught about the nature of competition and cooperation?
6. Compare and/or contrast the conflict of city vs. c.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. ALL RIGHTS RESERVED. Unless authorized in writing by the
APA, no part of this book may
be reproduced or tised in a manner inconsistent with the APA's
copyright. This prohibition
applies to unauthorized uses or reproductions in any form,
including electronic applications.
Correspondence regarding copyright permissions should be
directed to DSM Permissions,
American Psychiatric Publishing, 1000 Wilson Boulevard, Suite
1825, Arlington, VA 22209-
3901.
Manufactured in the United States of America on acid-free
paper.
ISBN 978-0-89042-554-1 (Hardcover)
ISBN 978-0-89042-555-8 (Paperback)
American Psychiatric Association
1000 Wilson Boulevard
Arlington, VA 22209-3901
www .psych.org
The correct citation for this book is American Psychiatric
Association: Diagnostic and Statisti-
cal Manual of Mental Disorders, Fifth Edition. Arlington, VA,
American Psychiatric Associa-
tion, 2013.
Library of Congress Cataloging-in-Publication Data
Diagnostic and statistical manual of mental disorders : DSM-5.
— 5th ed.
p . ; cm.
3. DSM-5
DSM-V
Includes index.
ISBN 978-0-89042-554-1 (hardcover : alk. paper) — ISBN 978-
0-89042-555-8 (pbk. : alk. paper)
L American Psychiatric Association. II. American Psychiatric
Association. DSM-5 Task Forcé.
III. Title: DSM-5. IV. Title: DSM-V.
[DNLM: 1. Diagnostic and statistical manual of mental
disorders. 5th ed. 2. Mental Disorders—
classification. 3. Mental Disorders—diagnosis. WM 15]
RC455.2.C4
616.89W5—dc23
2013011061
British Library Cataloguing in Publication Data
A CIP record is available from the British Library.
Text Design—Tammy J. Cordova
Manufacturing—Edwards Brothers Malloy
Contents
DSM-5 C lassification......................
............................................. xiii
Preface...........................................................
.................................. xli
Section 9
DSM-5 Basics
Introduction............................................................................
5. Gender D ysphoria ............................................
............................451
Disruptive, Impulse-Control, and Conduct
Disorders...............461
Substance-Related and Addictive D
isorders.............................481
Neurocognitive
Disorders............................................................. 591
Personality Disorders.............................................................
.. 645
Paraphilic
Disorders..................................................................... 685
Other Mental D isorders................................................ .
............707
Medication-lnduced Movement Disorders
and Other Adverse Effects of M ed ica tion ..............................
709
Other Conditions That May Be a Focus of Clinical Attention ..
715
Section III
Emerging Measures and Models
Assessment
Measures.................................................................733
Cultural Formulation.....................................................
................749
Alternative DSM-5 Model for Personality D
isorders.................761
6. Conditions for Further S
tudy....................................................... 783
Highlights of Changes From DSM-IV to DSM-
5.........................809
Glossary of Technical Term
s....................................................... 817
Glossary of Cultural Concepts of D istress..............
..................833
Alphabetical Listing of DSM-5 Diagnoses and Codes
(ICD-9-CM and ICD-10-
CM)....................................................... 839
Numerical Listing of DSM-5 Diagnoses and Codes
(ICD-9-
CM)................................................................................. 863
Numerical Listing of DSM-5 Diagnoses and Codes
(ICD-10-CM)..........
.....................................................................877
DSM-5 Advisors and Other C
ontributors...................................897
Index 917
DSM-5 Task Forcé
David J. Kupfer, M.D.
Task Forcé Chair
D a r r e l A» Regier, M.D., M.P.H.
7. Task Forcé Vice-Chair
William E. Narrow, M.D., M.P.H.,
Research Director
Dan G. Blazer, M.D., Ph.D., M.P.H.
Jack D. Burke Jr., M.D., M.P.H.
William T. Carpenter Jr., M.D.
F. Xavier Castellanos, M.D.
Wilson M. Compton, M.D., M.P.E.
Joel E. Dimsdale, M.D.
Javier I. Escobar, M.D., M.Sc. .
Jan A. Fawcett, M.D.
Bridget F. Grant, Ph.D., Ph.D. (2009-)
Steven E. Hyman, M.D. (2007-2012)
Dilip V. Jeste, M.D. (2007-2011)
Helena C. Kraemer, Ph.D.
Daniel T. Mamah, M.D., M.P.E.
James P. McNulty, A.B., Sc.B.
Howard B. Moss, M.D. (2007-2009)
Susan K. Schultz, M.D., Text Editor
Emily A. Kuhl, Ph.D., APA Text Editor
Charles P. O'Brien, M.D., Ph.D.
Roger Peele, M.D.
Katharine A. Phillips, M.D.
Daniel S. Pine, M.D.
Charles F. Reynolds III, M.D.
Maritza Rubio-Stipec, Sc.D.
David Shaffer, M.D.
Andrew E. Skodol II, M.D.
Susan E. Swedo, M.D.
B. Timothy Walsh, M.D.
Philip Wang, M.D., Dr.P.H. (2007-2012)
8. William M. Womack, M.D.
Kimberly A. Yonkers, M.D.
Kenneth J. Zucker, Ph.D.
Norman Sartorius, M.D., Ph.D., Consultant
APA División of Research Staff on DSM-5
Darrel A. Regier, M.D., M.P.H.,
Director, División o f Research
William E. Narrow, M.D., M.P.H.,
Associate Director
Emily A. Kuhl, Ph.D., Sénior Science
Writer; Staff Text Editor
Diana E. Clarke, Ph.D., M.Sc., Research
Statistician
Lisa H. Greiner, M.S.S.A., DSM-5 Field
Triáis Project M anager
Eve K. Moscicki, Sc.D., M.P.H.,
Director, Practice Research Network
S. Janet Kuramoto, Ph.D. M.H.S.,
Sénior Scientific Research Associate,
Practice Research Network
Jennifer J. Shupirika, Assistant Director,
DSM Operations
Seung-Hee Hong, DSM Sénior Research
Associate
Anne R. Hiller, DSM Research Associate
9. Alison S. Beale, DSM Research Associate
Spencer R. Case, DSM Research Associate
Joyce C. West, Ph.D., M.P.P.,
Health Policy Research Director, Practice
Research Network
Farifteh F. Duffy, Ph.D.,
Quality Care Research Director, Practice
Research Network
Lisa M. Countis, Field Operations
Manager, Practice Research Network
Amy Porfiri, M.B.A. Christopher M. Reynolds,
Director ofFinance and Administration Executive Assistant
APA Office of the Medical Director
James H. S c u lly Jr., M.D.
Medical Director and CEO
Editorial and Coding Consuitants
Michael B. First, M.D. M aria N. Ward, M.Ed., RHIT, CCS-P
DSM-5 Work Groups
ADHD and Disruptive Behavior Disorders
David Sh a ffer , M .D.
Chair
R Xavier Ca stella n o s, M.D.
Co-Chair
10. Paul J. Frick, Ph.D., Text Coordinator
Glorísa Canino, Ph.D.
Terrie E. Moffitt, Ph.D.
Joel T. Nigg, Ph.D.
Luis Augusto Rohde, M.D., Sc.D.
Rosemary Tannock, Ph.D.
Eric A. Taylor, M.B.
Richard Todd, Ph.D., M.D. (d. 2008)
Anxiety, Obsessive-Compulsive Spectrum, Posttraumatic,
and DIssocíatíve Disorders
K atharine A. P h illip s , M.D.
Chair
Michelle G. Craske, Ph.D., Text
Coordinator
J. Gavin Andrews, M.D.
Susan M. Bógels, Ph.D.
Matthew J. Friedman, M.D., Ph.D.
Eric Hollander, M.D. (2007-2009)
Roberto Lewis-Fernández, M.D., M.T.S.
Robert S. Pynoos, M.D., M.P.H.
Scott L. Rauch, M.D.
H. Blair Simpson, M.D., Ph.D.
David Spiegel, M.D.
Dan J. Stein, M.D., Ph.D.
M urray B. Stein, M.D.
Robert J. Ursano, M.D.
Hans-XJlrich Wittchen, Ph.D.
Childhood and Adolescent Disorders
Daniel S. F in e , M .D. .
11. Chair
Ronald E. Dahl, M.D.
E. Jane Costello, Ph.D. (2007-2009)
Regina Smith James, M.D.
Rachel G. Klein, Ph.D.
Jam es F. Leckman, M.D.
Ellen Leibenluft, M.D.
Judith H. L. Rapoport, M.D.
Charles H. Zeanah, M.D.
Eatíng Disorders
B. Timothy W a ls h , M.D.
Chair
Stephen A. Wonderlich, Ph.D.,
Text Coordinator
Evelyn Attia, M.D.
Anne E. Becker, M.D., Ph.D., Sc.M.
Rachel Bryant-Waugh, M.D.
Hans W. Hoek, M.D., Ph.D.
Richard E. Kreipe, M.D.
Marsha D. Marcus, Ph.D.
Jam es E. Mitchell, M.D.
Ruth H. Striegel-Moore, Ph.D.
G. Terence Wilson, Ph.D.
Barbara E. Wolfe, Ph.D. A.P.R.N.
Mood Disorders
Ja n A. F a w ce tt, M.D.
12. Chair
Ellen Frank, Ph.D., Text Coordinator
Jules Angst, M.D. (2007-2008)
William H. Coryell, M.D.
Lori L. Davis, M.D.
Raymond J. DePaulo, M.D.
Sir David Goldberg, M.D.
James S. Jackson, Ph.D.
Kenneth S. Kendler, M.D., Ph.D.
(2007-2010)
Mario Maj, M.D., Ph.D.
Husseini K. Manji, M.D. (2007-2008)
Michael R. Phillips, M.D.
Trisha Suppes, M.D., Ph.D.
Carlos A. Zarate, M.D.
Neurocognítive Disorders
DILIP V. JESTE, M.D. (2007-2011)
Chair Emeritus
D a n G. B lazer, M.D., Ph.D., M.P.H.
Chair
R o n a ld C. Petersen , M.D., Ph.D.
Co-Chair
Mary Ganguli, M.D., M.P.H.,
Text Coordinator
Deborah Blacker, M.D., Sc.D.
Waraehal Faison, M.D. (2007-2008)
Igor Grant, M.D.
Eric J. Lenze, M.D.
13. Jane S. Paulsen, Ph.D.
Perminder S. Sachdev, M.D., PhD.
Neurodevelopmental Disorders
Susan E. Sw edo , M.D.
Chair
Gillian Baird, M.A., M.B., B.Chir.,
Text Coordinator
Edwin H. Cook Jr., M.D.
Francesca G. Happé, Ph.D.
James C. Harris, M.D.
Walter E. Kaufmann, M.D.
Bryan H. King, M.D.
Catherine E. Lord, Ph.D.
Joseph Piven, M.D.
Sally J. Rogers, Ph.D.
Sarah J. Spence, M.D., Ph.D.
Fred Volkmar, M.D. (2007-2009)
Amy M. Wetherby, Ph.D.
Harry H. Wright, M.D.
Personality and Personality Disorders1
Andrew E. Skodol, M.D.
Chair
John M. Oldham , M.D.
Co-Chair
Robert F. Krueger, Ph.D., Text
Coordinator
Renato D. Alarcon, M.D., M.P.H.
Cari C. Bell, M.D.
14. Donna S. Bender, Ph.D.
Lee Anna Clark, Ph.D.
W. John Livesley, M.D., Ph.D. (2007-2012)
Leslie C. Morey, Ph.D.
Larry J. Siever, M.D.
Roel Verheul, Ph.D. (2008-2012)
1 The members of the Personality and Personality Disorders
Work Group are responsible for the
alternative DSM-5 model for personality disorders that is
included in Section III. The Section II
personality disorders criteria and text (with updating of the
text) are retained from DSM-IV-TR.
Psychotic Disorders
W illiam T. C arpenter Jr., M.D.
Chair
Deartna M. Barch, Ph.D., Text
Coordinator
Juan R. Bustillo, M.D.
W olfgang Gaebel, M.D.
Raquel E. Gur, M.D., Ph.D.
Stephan H. Heckers, M.D.
Dolores Malaspina, M.D., M.S.P.H.
Michael J. Owen, M.D., Ph.D.
Susan K. Schultz, M.D.
Rajiv Tandon, M.D.
Ming T. Tsuang, M.D., Ph.D.
Jim van Os, M.D.
15. Sexual and Gender Identity Disorders
Kenneth J. Zucker, P h .D.
Chair
Lori Brotto, Ph.D., Text Coordinator
Irving M. Binik, Ph.D.
Ray M. Blanchard, Ph.D.
Peggy T. Cohen-Kettenis, Ph.D.
Jack Drescher, M.D.
Cynthia A. Graham, Ph.D.
Martin P. Kafka, M.D.
Richard B. Krueger, M.D.
Niklas Lángstróm, M.D., Ph.D.
Heino F.L. Meyer-Bahlburg, Dr. rer. nat.
Friedemann Pfáfflin, M.D.
Robert Taylor Segraves, M.D., Ph.D.
SIeep-Wake Disorders
C h a rle s F. Reynolds III, M.D.
Chair
Ruth M. O'Hara, Ph.D., Text Coordinator
Charles M. Morin, Ph.D.
Alian I. Pack, Ph.D.
Kathy P. Parker, Ph.D., R.N.
Susan Redline, M.D., M.P.Fí.
Dieter Riemann, Ph.D.
Somatic Symptom Disorders
Joel E. Dimsdale, M .D .
Chair
James L. Levenson, M.D., Text
16. Coordinator
Arthur J. Barsky III, M.D.
Francis Creed, M.D.
Nancy Frasure-Smith, Ph.D. (2007-2011)
Michael R. Irwin, M.D.
Francis J. Keefe, Ph.D. (2007-2011)
Sing Lee, M.D.
Michael Sharpe, M.D.
Lawson R. Wulsin, M.D.
Substance-Related Disorders
C h a r le s P. CXBrien, M .D ., Ph.D .
Chair
Thomas J. Crow ley, M .D.
Co-Chair
W ilson M. Compton, M.D., M.P.E.,
Text Coordinator
Marc Auriacombe, M.D.
Guilherme L. G. Borges, M.D., Dr.Sc.
Kathleen K. Bucholz, Ph.D.
Alan J. Budney, Ph.D.
Bridget F. Grant, Ph.D., Ph.D.
Deborah S. Hasin, Ph.D.
Thomas R. Kosten, M.D. (2007-2008)
Walter Ling, M.D.
Spero M. Manson, Ph.D. (2007-2008)
A. Thomas McLellan, Ph.D. (2007-2008)
Nancy M. Petry, Ph.D.
Marc A. Schuckit, M.D.
Wim van den Brink, M.D., Ph.D.
17. (2007-2008)
DSM-5 Study Groups
D iagnostic Spectra and DSM/ICD Harmonization
Steven E. H ym an , M.D.
Chair (2007-2012)
William T. Carpenter Jr., M.D. William E. Narrow, M .D.,
M.P.H.
Wilson M. Compton, M.D., M.P.E. Charles P. O'Brien, M.D.,
Ph.D.
Jan A. Fawcett, M.D. John M. Oldham, M.D.
Helena C. Kraemer, Ph.D. Katharine A. Phillips, M.D.
David J. Kupfer, M.D. Darrel A. Regier, M.D., M.P.H.
Lifespan Developmental Approaches
Eric J. Lenze, M.D.
. Chair
. Susan K. Schultz, M.D.
Chair Emeritus
Daniel S. Pine, M.D.
Chair Emeritus
Dan G. Blazer, M.D., Ph.D., M.P.H. Daniel T. Mamah, M .D.,
M.P.E.
F. Xavier Castellanos, M.D. Andrew E. Skodol II, M.D.
Wilson M. Compton, M.D., M.P.E. Susan E. Swedo, M.D.
Gender and Cross-Cultural Issues
K imberly A. Y onkers, M.D.
18. Chair
R oberto Lewis-Fernández, M.D., M.T.S.
Co-Chair, Cross-Cultural Issues
Renato D. Alarcon, M.D., M.P.H. Leslie C. Morey, Ph.D.
Diana E. Clarke, Ph.D., M.Sc. William E. Narrow, M .D.,
M.P.H.
Javier I. Escobar, M.D., M.Sc. Roger Peele, M.D.
Ellen Frank, Ph.D. _ Philip Wang, M.D., Dr.P.H. (2007-2012)
James S. Jackson, Ph.D. William M. Womack, M.D.
Spiro M. Manson, Ph.D. (2007-2008) Kenneth J. Zucker, Ph.D.
James P. McNulty, A.B., Sc.B.
Psychiatric/General Medical Interface
Lawson R. W ulsin , M.D.
Chair
Ronald E. Dahl, M.D. Richard E. Kreipe, M.D.
Joel E. Dimsdale, M.D. Ronald C. Petersen, Ph.D., M.D.
Javier I. Escobar, M.D., M.Sc. Charles F. Reynolds III, M.D.
Dilip V. Jeste, M.D. (2007-2011) Robert Taylor Segraves, M.D.,
Ph.D.
Walter E. Kaufmann, M.D. B. Timothy Walsh, M.D.
Impairment and Disability
Jane S. Paulsen, Ph .D.
Chair
J. Gavin Andrews, M.D. Hans W. Hoek, M.DV Ph.D.
Glorisa Canino, Ph.D. Helena C. Kraemer, Ph.D.
Lee Anna Clark, Ph.D. William E. Narrow, M.D., M.P.H.
Diana E. Clarke, Ph.D., M.Sc. David Shaffer, M.D.
Michelle G. Craske, Ph.D.
19. Diagnostic Assessment Instruments
Ja c k D. Burke Jr., M.D., M.P.H.
Chair
Lee Anna Clark, Ph.D. Helena C. Kraemer, Ph.D.
Diana E. Clarke, Ph.D., M.Sc. William E. Narrow, M.D.,
M.P.H.
Bridget F. Grant, Ph.D., PhD. David Shaffer, M.D.
DSM-5 Research Group
W illiam E. N arrow , M.D., M.P.H.
Chair
Jack D. Burke Jr., M.D., M.P.H. David J. Kupfer, M.D.
Diana E. Clarke, PhD., M.Sc. Darrel A. Regier, M.D., M.P.H.
Helena C. Kraemer, PhD. David Shaffer, M.D.
Course Specifiers and Glossary
WOLFGANG GAEBEL, M.D.
Chair
Ellen Frank, PhD. Dan J. Stein, M.D., Ph.D.
Charles P. O'Brien, M.D., Ph.D. Eric A. Taylor, M.B.
Norman Sartorius, M.D., PhD ., David J. Kupfer, M.D.
Consultant Darrel A. Regier, M.D., M.P.H.
Susan K. Schultz, M.D.
DSM-5
Classification
Before each disorder ñame, ICD-9-CM codes are provided,
followed by ICD-10-CM codes
in parentheses. Blank lines indicate that either the ICD-9-CM or
20. the ICD-XO-CM code is not
applicable. For some disorders, the code can be indicated only
according to the subtype or
specifier.
ICD-9-CM codes are to be used for coding purposes in the
United States through Sep~
tember 30, 2014. ICD-10-CM codes are to be used starting
October 1, 2014.
Following chapter titles and disorder ñames, page numbers for
the corresponding text
or criteria are included in parentheses.
Note for all mental disorders due to another medical condition:
Indícate the ñame of
the other medical condition in the ñame of the mental disorder
due to [the medical condi-
tion]. The code and ñame for the other medical condition should
be listed first immedi-
ately before the mental disorder due to the medical condition.
Neurodevelopmental Disorders (31)
Intellectual Disabilities (33)
319 (..........) Intellectual Disability (Intellectual Developmental
Disorder) (33)
Specify current severity:
|F70} Mild
fP71) Moderate
(FT2) Severe
(F73) Profound
315.8 (F88) Global Developmental Delay (41)
21. 319 (F79) Unspecified Intellectual Disability (Intellectual
Developmental
Disorder) (41)
Communication Disorders (41)
315.39 (f£v ' Language Disorder (42)
315.39 tíT'C Speech Sound Disorder (44)
315.35 fFé'̂ - Childhood-Onset Fluency Disorder (Stuttering)
(45)
Note: Later-onset cases are diagnosed as 307.0 (F98.5) adult-
onset fluency
disorder.
315.39 {FEO ,89) Social (Pragmatic) Communication Disorder
(47)
307.9 (FUt, ̂ Unspecified Communication Disorder (49)
xiv DSM-5 Classification
Autism Spectrum Disorder (50)
299.00 (F84.0) Autism Spectrum Disorder (50)
Specify if: Associated with a known medical or genetic
condition or envi-
ronmental factor; Associated with another neurodevelopmental,
men-
tal, or behavioral disorder
Specify current severity for Criterion A and Criterion B:
Requiring very
substantial support, Requiring substantial support, Requiring
22. support
Specify if: With or without accompanying intellectual
impairment, With
or without accompanying language impairment, With catatonía
(use
additional code 293.89 [F06.1])
Attention-Deficit/Hyperactivity Disorder (59)
__ «__ |...........) Attention-Deficit /Hyperactivity Disorder (59)
Specify whether:
314.01 '/ Combined presentation
314.00 ' Predominantly inattentive presentation
314.01 ' Predominantly hyperactive/impulsive presentation
Specify if: In partial remission
Specify cmrevá. severity: Mild, Moderate, Severe
314.01 í *r' 'J;} Other Specified Attention-Deficit/Hyperactivity
Disorder (65)
314.01 i-' *0 Unspecified Attention-Deficit/Hyperactivity
Disorder (66)
Specific Learning Disorder (66)
__.__ f,__ .__i Specific Learning Disorder (66)
Specify if:
315.00 ” With impairment in reading (specify if with word
reading
accuracy, reading rate or fluency, reading comprehension)
315.2 ' , K ¿ With impairment in written expression (specify if
with spelling
23. accuracy, grammar and punctuation accuracy, clarity or
organization of written expression)
315.1 ' ' > ; With impairment in mathematics (specify if with
number sense,
memorization of arithmetic facts, accurate or fluent
calculation, accurate math reasoning)
Specify current severity: Mild, Moderate, Severe
Motor Disorders (74)
315.4 ‘ Developmental Coordination Disorder (74)
307.3 ,* Stereotypic Movement Disorder (77)
Specify if: With self-injurious behavior, Without self-injurious
behavior
Specify if: Associated with a known medical or genetic
condition, neuro-
developmental disorder, or environmental factor
Specify current severity: Mild, Moderate, Severe
Tic Disorders
307.23 *' ^5.2) Tourette’s Disorder (81)
307.22 Persisten! (Chronic) Motor or Vocal Tic Disorder (81)
Specify if: With motor tics only, With vocal tics only
DSM-5 Classification xv
307.21 Provisional Tic Disorder (81)
307.20 (F95.8) Other Specified Tic Disorder (85)
24. 307.20 (F95.9) Unspecified Tic Disorder (85)
Other Neurodevelopmental Disorders (86)
315.8 (F88) Other Specified Neurodevelopmental Disorder (86)
315.9 *v'}Vv Unspecified Neurodevelopmental Disorder (86)
Schizophrenia Spectrum
and Other Psychotic Disorders (87)
The following specifiers apply to Schizophrenia Spectrum and
Other Psychotic Disorders
where indicated:
aSpecify if: The following course specifiers are only to be used
after a 1-year duration of the dis-
order: First episode, currently in acute episode; First episode,
currently in partial remission;
First episode, currently in full remission; Múltiple episodes,
currently in acute episode; Múl-
tiple episodes, currently in partial remission; Múltiple episodes,
currently in full remission;
Continuous; Unspecified
b Specify if: With catatonía (use additional code 293.89
[FOó.l])
cSpecify current severity of delusions, hallucinations,
disorganized speech, abnormal psycho-
motor behavior, negative symptoms, impaired cognition,
depression, and mania symptoms
301.22 Schizotypal (Personality) Disorder (90)
297.1 Delusional Disordera/ c (90)
Specify whether: Erotomanic type, Grandiose type, Jealous
25. type, Persecu-
tory type, Somatic type, Mixed type, Unspecified type
Specify if: With bizarre contení
298.8 Brief Psychotic Disorderb' c (94)
Specify if: With marked stressor(s), Without marked stressor(s),
With
postpartum onset
295*40 ; , Schizophreniform Disorderb/ c (96)
Specify if: With good prognostic features, Without good
prognostic fea-
tures
295.90 >, ■ . Schizophreniaa/ D/ c (99)
___? ; Schizoaffective Disorder3' b/ c (105)
Specify whether:
295.70 ; > Bipolar type
295.70 Depressive type
___.__ í__ ....J Substance/Medication-Induced Psychotic
Disorder0 (110)
Note: See the criteria set and corresponding recording
procedures for
substance-specific codes and ICD-9-CM and ICD-10-CM
coding.
Specify if: With onset during intoxication, With onset during
withdrawal
■_ (......... } Psychotic Disorder Due to Another Medical
Condition0 (115)
26. Specify whether:
293.81 With delusions
293.82 With hallucinations
xvi DSM-5 Classification
293.89 Catatonía Associated With Another Mental Disorder
(Catatonía
Specifier) (119)
293.89 (F06.1} Catatonic Disorder Due to Another Medical
Condition (120)
293.89 *í Unspecified Catatonía (121)
Note: Code first 781.99 (R29.818) other symptoms involving
nervous and
musculoskeletal systems.
298.8 (F28| Other Specified Schizophrenia Spectrum and Other
Psychotic
Disorder (122)
298.9 Unspecified Schizophrenia Spectrum and Other Psychotic
Disorder (122)
Bipolar and Related Disorders (123)
The following specifiers apply to Bipolar and Related Disorders
where indicated:
aSpecify: With anxious distress (specify current severity: mild,
moderate, mpderate-severe, severe);
With mixed features; With rapid cycling; With melancholic
27. features; With atypical features;
With mood-congruent psychotic features; With mood-
incongruent psychotic features; With
catatonía (use additional code 293.89 [F06.1]); With peripartum
onset; With seasonal pattem
__ ■__i___*__1 Bipolar I Disorder3 (123)
___( _ . _ J Current or most recent episode manic
296.41 i?.: Mild
296.42 r:l* Moderate
296.43 / Severe
296.44 With psychotic features
296.45 - , In partial remission
296.46 In full remission
296.40 ?r.V 7 Unspecified
296.40 {F31.0) Current or most recent episode hypomanic
296.45 f In partial remission
296.46 In full remission
296.40 'fr*;. Unspecified
__ .__ ' _.. _ Current or most recent episode depressed
296.51 Mild
296.52 ^ Moderate
296.53 ff 31.4) Severe
296.54 With psychotic features
296.55 v ' 1* , In partial remission
296.56 ' In full remission
296.50 .''W ^ Unspecified
296.7 :* Current or most recent episode unspecified
296.89 ' í Bipolar II Disorder3 (132)
Specify current or most recent episode: Hypomanic, Depressed
Specify course if full criteria for a mood episode are not
currently met: In
partial remission, In full remission
Specify severity if full criteria for a mood episode are not
28. currently met:
Mild, Moderate, Severe
DSM-5 Olassiíication
301,13 Cyclothymic Disorder (139)
Specify if: With anxious di stress
___.__ i . .. ? Substance/Medication-Induced Bipolar and
Related Disorder (142)
Note: See the criteria set and corresponding recording
procedures for
substance-specific codes and 1CD-9-CM and ICD-10-CiVÍ
coding.
Specify if: With onset during intoxication, With onset during
withdrawa!
293,83 i _ , I Bipolar and Related Disorder Due to Another
Medical Condition
(145)
Specify if:
' / , ' With manic features
/ :̂ ' With manic- or hypomanic-Tike episode
' -", * 7 With mixed features
296.89 T ̂/ Other Specified Bipolar and Related Disorder (148)
296.80 ' /' Unspecified Bipolar and Related Disorder (149)
Depressive Disorders (155)
29. The following specifiers apply to Depressive Disorders where
indicated:
aSpecify: With anxious distress (specify current severity: mild,
moderate, moderate-severe,
severe); With mixed features; With melancholic features; With
atypical features; With mood-
congruent psychotic features; With mood-incongment psychotic
features; With catatonía
(use additional code 293.89 [F06.1]); With peripartum onset;
With seasonal parlera
296=99 (F34ÍÍ) Disruptive Mood Dysregulation Disorder (156)
,.a ,Major Depressive Disordera (160)
Single episode
296.21 ;V?/2áÍ¡ Mild
296.22 F32, i) Moderate
296.23 fF3P/<! Severe
296.24 'r Oí''" With psychotic features
296.25 cA/í In partial remission
296.26 ./V j] In full remission
296.20 y * ' Unspecified
" . í Recurren! episode
296.31 Mild
296.32 Moderate
296.33 7 -37^ Severe
296.34 (P3&2Í With psychotic features
296.35 'F3SA1) ín partial remission
296,36 r33/42| ín full remission
296.30 Unspecified
300.4 < ̂*í * Persistent Depressive Disorder 'sthymia)a (168)
Specify if: In partial remission, In full remission
Specify if: Eariy onset, Late onset
30. Specify i*: With puré dysthvmic syndrome; With persisten!
major depres-
sive episode; With intermittent major depressive episode.s, with
curren!
xviii DSM-5 Classification
625.4
293.83
311
311
309.21
312.23
300.29
300.23
300.01
300.22
300.02
episode; With intermiiíent major depiessive episodes, wirhoat
curren;
episode
31. Specify current severity: Mild, Moderate, Severe
ÍN94.3j Premenstrual Dysphoric Disorder (171)
{___ J Substance/Medication-Induced Depressive Disorder
(175)
Note: See the criteria set and corresponding recording
procedures for
substance-specifie codes and ICD-9-CM and ICD-10-CM
coding.
Specify if: With onset during intoxication, With onset during
withdrawa i
Depressive Disorder Due to Another Medical Condition (18C)
Specify if:
/ ' y' ‘ With depressive features
'' 0C, Oo With major depressive-like episode
Wz') ̂ , With mixed features
(F32.8) Other Specified Depressive Disorder (183)
l Unspecified Depressive Disorder (184)
Anxiety Disorders (189)
(F9S,0) Separation Anxiety Disorder (190)
ÍF94,0) Selective Mutism (195)
(__■ j Specific Phobia (197)
Specify if:
IF4C121 Sf Animal
(F40.228) Natural environment
I__ J Blood-injection-injury
fF40.230| Fear of blood
32. {F40,2r*, Fear of injections and transfusions
(F4G.232? Fear of other medical care
íf 40,233s Fear of injury
/ ' ' Situational
Other
Social Anxiety Disorder (Social Phobia) (202)
Specify if: Performance only
|F41 iJ| Panic Disorder (208)
' . _ i Panic Attack Specifier (214)
(P40*00f Agoraphobia (217)
lf4 íA ¡ Generalized Anxiety Disorder (222)
í ___ j Substance/Medication-Induced Anxiety Disorder (226)
Note: See the criteria set and corresponding recording
procedures for
substance-specific codes and ICD-9-CM and ICD-10-CM
coding.
Specify if: With onset during intoxication, With onset during
withdrawal,
With onset after meciication use
DSM-5 Classification
293.84 i/- Anxiety Disorder Due to Another Medical Condition
(230)
33. 300.09 ,C; Other Specified Anxiety Disorder (233)
300,00 V Unspecified Anxiety Disorder (233)
Obsessive-Compulsive and Related Disorders (235)
The following specifier applies to Obsessive-Compulsive and
Related Disorders where indicated:
* Specify if: With good or fair insight, With poor insight, With
absent ins igh l / d eiu s i ona i beHers
300.3 Obsessive-Compulsive Disordera (237)
Specify if: Tic-related
300.7 ' ̂ — Body Dysmorphic Disordera (242)
Specify if: With muscle dysmorphia
300.3 Hoarding Disorder3 (247)
Specify if: With excessive acquisition
312.39 " * ¿ Trichotillomania (Hair-Pulling Disorder) (251)
698.4 , ^ ' Excoriation (Skin-Picking) Disorder (254)
___.__ i , f Substance/Medication-Induced Obsessive-
Compulsive and
Related Disorder (257)
Note: See the criteria set and corresponding recording
procedures for
substance-specific codes and ICD--9-CM and ÍCD-10-CM
coding.
Specify if: With onset during intoxication, With onset during
wiíhdrawol,
With onset after medication use
34. 294.8 ÍF06.S) Obsessive-Compulsive and Related Disorder Due
to Another
Medical Condition (260)
Specify if: With …
iPsychotherapy for the Advanced Practice Psychiatric Nurse
2
ii
Kathleen Wheeler, PhD, PMHCNS-BC, PMHNP-BC, APRN,
FAAN, is a professor and coordinator
of the Psychiatric Mental Health Nurse Practitioner Program at
Fairfield University School of Nursing in
Fairfield, Connecticut. She has practiced as an advanced
practice psychiatric nurse specializing in trauma for
the past 30 years. She is certified as a clinical specialist in adult
psychiatric-mental health nursing and a
psychiatric-mental health nurse practitioner. She has additional
certifications in psychoanalysis and
psychotherapy, hypnosis, and eye movement desensitization and
reprocessing (EMDR). Dr. Wheeler served
as co-chair of the national panel that developed the 2003
Psychiatric-Mental Health Nurse Practitioner
(PMHNP) Competencies and is the president of the EMDR
International Association. The first edition of
her book, Psychotherapy for the Advanced Practice Psychiatric
36. photocopying, recording, or otherwise, without the prior
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Library of Congress Cataloging-in-Publication Data
Wheeler, Kathleen, 1947– author, editor of compilation.
Psychotherapy for the advanced practice psychiatric nurse : a
how-to guide for evidence-based practice/Kathleen Wheeler.—
Second edition.
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Includes bibliographical references and index.
ISBN 978-0-8261-1000-8—ISBN 978-0-8261-1008-4 (e-book)
I. Title.
[DNLM: 1. Psychiatric Nursing. 2. Advanced Practice Nursing.
3. Evidence-Based Nursing. 4. Nurse-Patient Relations. 5.
Psychotherapeutic
Processes. WY 160]
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616.89’0231—dc23
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vRave Reviews and Awards for Psychotherapy for the Advanced
Practice Psychiatric Nurse, First Edition
2008 American Psychiatric Nurses Association Media Award
2008 AJN Book of the Year Award
“Wheeler emphasizes Shapiro’s adaptive information processing
model; this scholarly psychotherapy text offers other important
contemporary
contributions to the field of psychiatric nursing. It is a valuable
read for the APPN psychotherapist as well as for clinicians from
other mental
health disciplines, who will learn much about the
neurophysiology of psychotherapy. What distinguishes this
book from others of its type is its
39. perspective on treatment from a nursing framework and the
integration of evidence-based psychotherapy models with
current research from the
affective neurosciences and the field of traumatology.”
Journal of Trauma & Dissociation
Robert M. Greenfield, PhD
Private Practice, Staten Island, New York
“Dr. Wheeler’s book is for all levels of advanced practice
psychiatric nursing. Students and faculty in academic settings,
beginning practitioners,
and experienced psychotherapists will find it useful
educationally, clinically, and as a resource. It includes material
from practical case examples
to complete presentations of neurophysiology of psychotherapy.
It supports, from a practice-based perspective, the ‘National
Competencies for
Psychiatric Mental Health Nurse Practitioners’ and the ‘Scope
and Standards for Practice of Psychiatric Nursing.’ In a
thorough,
comprehensive, research-based manner, this text clarifies and
refines the role and practice of the nurse psychotherapist. This
is a pioneering
presentation of psychiatric nursing literature in today’s world.
It will be used and referred to over and over until it is dog-
eared and tattered, as
the reviewers’ texts have become.”
APNA Newsletter
Susan Jacobson, PMHNP, CNS, and Linda Manglass, APRN-BC
“The text provides excellent examples (e.g., boxes, figures, case
studies), websites, and other bibliographic resources to explain
or illustrate
specific aspects of the APPN role including how to assess,
accomplish, and document the therapeutic alliance and other
40. therapeutic tasks. All in
all, this primer clearly stands as a timely exemplar for anyone
who wants to develop clinical expertise as a therapist. It can
easily serve as an
excellent reference as well for any seasoned APPN that wishes
to home in on a particular skill set. Students and APPNs alike
should buy the
text to support their clinical work with patients.”
Perspectives in Psychiatric Care
Margaret England, PhD, RN, CNS
“This is a much needed introduction to the ‘how to’ of
psychotherapy for beginning advanced practice psychiatric
nurses, including those nurses
who have prescriptive authority. This easy-to-read book is like
having a mentor ready at all times to prepare and assist the
advanced practice
psychiatric nurse for competent practice based in knowledge
and wisdom…. I thoroughly enjoyed reading the well researched
and written
chapters. The author holds the appropriate credentials and has
the experience to make her a very credible authority…. The
quality of this book
is outstanding and the need for it is great. There are no books in
the field that compare. I am a practicing advanced practice
nurse prescriber as
well as a college professor who teaches psychiatric mental
health nursing theory and practice. It would have been
wonderful to have this book all
those years ago when I first began my psychiatric nursing
practice.”
Doody Review, July, 11, 2008; 4 stars
Leona F. Dempsey, PhD
6
41. vivii
viii
Contents
Contributors
Foreword Judith Haber, PhD, APRN, BC, FAAN
Foreword Jeanne A. Clement, EdD, APRN, PMHCNS-BC,
FAAN
Preface
Acknowledgments
Part I. Getting Started
1. The Nurse Psychotherapist and a Framework for Practice
Kathleen Wheeler
2. The Neurophysiology of Trauma and Psychotherapy
Kathleen Wheeler
3. Assessment and Diagnosis
Pamela Bjorklund
4. The Initial Contact and Maintaining the Frame
Kathleen Wheeler
Part II. Psychotherapy Approaches
5. Supportive and Psychodynamic Psychotherapy
Kathleen Wheeler
6. Eye Movement Desensitization and Reprocessing Therapy
42. Kathleen Wheeler
7. Motivational Interviewing
Edna Hamera
8. Cognitive Behavioral Therapy
Sharon M. Freeman Clevenger
9. Interpersonal Psychotherapy
Patricia D. Barry and Kathleen Wheeler
10. Humanistic–Existential and
Solution
-Focused Approaches to Psychotherapy
Candice Knight
11. Group Therapy
Richard Pessagno
12. Family Therapy
Candice Knight
Part III. Psychotherapy With Special Populations
13. Stabilization for Trauma and Dissociation
Kathleen Wheeler
43. 14. Dialectical Behavior Therapy for Complex Trauma
Barbara J. Limandri
7
15. Psychopharmacotherapy and Psychotherapy
Lisabeth Johnston
16. Psychotherapeutic Approaches for Addictions and Related
Disorders
Susie Adams and Deborah Antai-Otong
17. Psychotherapy With Children
Kathleen R. Delaney with Janiece DeSocio and Julie A. Carbray
18. Psychotherapy With Older Adults
Georgia L. Stevens, Merrie J. Kaas, and Kristin Hjartardottir
Part IV. Documentation, Evaluation, and Termination
19. Reimbursement and Documentation
Mary Moller
44. 20. Termination and Outcome Evaluation
Kathleen Wheeler
Afterword
Index
8
ix
x
Contributors
Susie Adams, PhD, APRN, PMHNP-BC, PMHCNS-BC, FAANP
Professor and Director, PMHNP
Program, Vanderbilt University School of Nursing, Nashville,
Tennessee
Deborah Antai-Otong, MS, RN, PMHCNS-BC, FAAN
Continuous Readiness Officer, Behavioral Health
Consultant and Provider, Department of Veterans Affairs,
45. Veteran Integrated Service Network, Arlington,
Texas
Patricia D. Barry†, PhD, PMHCNS-BC, APRN Psychotherapist
and Consultant, Private Practice,
Hartford, Connecticut
Pamela Bjorklund, PhD, RN, PMHCNS, PMHNP-BC Associate
Professor, Department of Graduate
Nursing, College of St. Scholastica, Duluth, Minnesota
Julie A. Carbray, PhD, APN, PMHCNS-BC Clinical Professor,
Administrative Director, Pediatric Mood
Disorders Clinic, Institute for Juvenile Research, Chicago,
Illinois
Sharon M. Freeman Clevenger, PhD, PMHCNS-BC CEO,
Indiana Center for Cognitive Behavior
Therapy, PC, Secretary/Treasurer, International Association for
Cognitive Psychotherapy; Diplomate, Fellow
and ACT Certified Trainer/Consultant; Academy of Cognitive
Therapy; Associate Faculty, Indiana Purdue
University, Fort Wayne, Indiana
Kathleen R. Delaney, PhD, DNSc, APRN, PMHNP-BC, FAAN
46. Professor, Rush College of Nursing,
Chicago, Illinois
Janiece DeSocio, PhD, APRN, PMHNP-BC Interim Dean and
Director of the Doctor of Nursing Practice
Program, PMHNP Track Lead, Seattle University, Seattle,
Washington
Edna Hamera, PhD, APRN, PMHCNS-BC Associate Professor,
University of Kansas, School of Nursing,
Kansas City, Kansas
Kristin Hjartardottir, DNP, RN, PMHNP-BC University of
Minnesota, Boynton Health Services,
Minneapolis, Minnesota
Lisabeth Johnston, PhD, APRN, PMHCNS-BC Psychotherapist
and Psychopharmacologist, Private
Practice, West Hartford, Connecticut
Merrie J. Kaas, PhD, RN, PMHCNS-BC, FGSA, FAAN
Associate Professor, Specialty Director,
Psychiatric/Mental Health Graduate Nursing, Minneapolis,
Minnesota
47. Candice Knight, PhD, EdD, APN, PMHNP-BC, PMHCNS-BC
Coordinator, Psychiatric-Mental Health
Nurse Practitioner Program, New York University College of
Nursing, New York City, New York; Licensed
Psychologist and Psychiatric Nurse Practitioner, Wellspring
Center for Health and Wellbeing, Flemington,
9
New Jersey
Barbara J. Limandri, PhD, APRN, PMHNP-BC Professor of
Nursing, Linfield College, Portland, Oregon
Mary Moller, DNP, ARNP, APRN, PMHCNS-BC, CPRP, FAAN
Associate Professor, Specialty Director,
Psychiatric Mental Health Nursing, Yale University School of
Nursing, New Haven, Connecticut
Richard Pessagno, DNP, RN, PMHNP-BC, CGP Clinical
Assistant Professor, Specialty Director,
Psychiatric Nurse Practitioner Program, Rutgers, The State
University of New Jersey, College of Nursing,
48. Newark, New Jersey
Georgia L. Stevens, PhD, APRN, PMHCNS-BC Director, P.A.L.
Associates, Partners in Aging & Long-
Term Caregiving, Washington, DC; Best Georgia
Geropsychiatric Nurse Coordinator, Behavioral Health
System Baltimore, Baltimore, Maryland
†Deceased.
10
xi
xii
Foreword
JUDITH HABER, PhD, APRN, BC, FAAN
The Ursula Springer Leadership Professor in Nursing
Associate Dean for Graduate Programs
College of Nursing
49. New York University
The second edition of Psychotherapy for the Advanced Practice
Psychiatric Nurse by Kathleen Wheeler is destined
to surpass the high impact of the first edition. This landmark
book has fulfilled its promise as a
groundbreaking publication that has established a new
generation of psychiatric nursing scholarship. Most
important is its reaffirmation of the essential cornerstone of
advanced practice psychiatric nursing practice:
therapeutic use of self in the psychotherapeutic relationship.
Today, psychotherapy is regarded as an essential advanced
practice competency fundamental to advanced
psychiatric nursing practice. Validation about the importance of
psychotherapy is evident in major
professional documents that guide 21st-century implementation
of advanced practice clinical practice roles.
The newly revised Psychiatric-Mental Health Nurse Practitioner
Competencies (2013) and the Scope and
Standards of Psychiatric-Mental Health Nursing Practice (2007)
both reaffirm that individual, group, and
family psychotherapy are core population competencies for
psychiatric-mental health nurse practitioners and
clinical nurse specialists.
50. Dr. Wheeler and the psychiatric nursing leaders she has chosen
as contributors reflect a strong
complement of clinical and academic talent; outstanding nursing
professionals whose wealth of clinical and
teaching experience inform the psychotherapy discussion
presented in each chapter. The in-depth discussion
of psychotherapeutic models used to achieve quality clinical
outcomes is enhanced by the presentation of the
“best available evidence” to support the efficacy of
psychotherapy. The neuroscience foundation informs the
biological basis for the effectiveness of psychotherapy, an
essential intellectual discussion that establishes
psychotherapy as more than a healing art and propels it into the
realm of science and evidence-based practice.
The unique consideration of culture to psychotherapy, that is,
awareness of cultural differences, cultural
sensitivity, and cultural competence, addresses how culture
interfaces with the practice of psychotherapy. New
chapters on motivational interviewing, dialectical behavior
therapy, eye movement desensitization and
reprocessing therapy (EMDR), therapeutic approaches to
addictions, new Current Procedural Terminology
(CPT) codes, and reimbursement promise to make this second
51. edition a “must have” for advanced practice
psychiatric nurses and their colleagues. From a teaching–
learning perspective, the rich examples in each
chapter provide learning anchors that facilitate contextual
learning for students, and that support
integration of theory and clinical practice. I am confident that
the second edition of Psychotherapy for
the Advanced Practice Psychiatric Nurse will make an even
greater contribution to the academic and clinical
practice literature. I salute Dr. Wheeler, a close colleague for
over 30 years, for continuing this important
project and creating an innovative new edition!
11
xiii
xiv
Foreword
JEANNE A. CLEMENT, EdD, APRN, PMHCNS-BC, FAAN
52. Associate Professor Emeritus
The Ohio State University
Psychotherapist
Central Ohio Behavioral Medicine, Inc.
Six years ago, Dr. Kathleen Wheeler and a carefully selected
group of expert practitioners gave all advanced
practice psychiatric nurses a gift. The gift was one of the first
books written by and for advanced practice
nurses. Psychotherapy for the Advanced Practice Psychiatric
Nurse is a book with carefully crafted, empirically
supported frameworks for the practice of psychotherapy and it
enabled us to re-embrace the bedrock of our
practice: the therapeutic use of self. In addition to updating the
knowledge, skills, and processes of practice,
this second edition expands upon the most crucial elements
involved in building upon our practice bedrock:
self-knowledge, self-acceptance, genuine presence, belief in
change, and lifelong learning.
Although all the therapies in this book are evidence-based, this
book is not only about the knowledge,
processes, and skills of therapy, but it also highlights the
importance of developing ourselves personally.
Openness to self-knowledge and self-acceptance is a necessary
53. condition to effective and ethical practice. “The
force and spirit of who the therapist is as a human being most
dramatically stimulates change, especially the
personal attitudes that we display in the relationship” (Kottler,
2003, p. 3). As nurse therapists, we create
environments in which the people with whom we are privileged
to work are able to discover who they are and
to rediscover and/or develop new strengths. We may be seen as
role models at times, but “modeling takes the
form of presenting not only an ideal to strive for but also a real,
live person who is flawed, genuine and
sincere” (Kottler, 2003, p. 32). The therapist’s positive,
directed energy sincerely conveys hope and belief in
the person’s ability to change.
Prior to 2003, psychiatric-mental health clinical nurse
specialists (PMHCNS) practiced psychotherapy;
now all psychiatric advanced practice nurses in doctoral and
master’s programs must meet this competency.
“The burgeoning mental health needs of the population demand
access to highly qualified providers.
Psychiatric mental health advanced practice nurses (PMH-
APRN) include both the clinical nurse specialist
and the nurse practitioner. Both are prepared at the graduate
level in research, systems, and direct patient care
54. to provide psychiatric evaluations and treatment, including
psychopharmacological interventions and
individual, family and group therapy, as well as primary,
secondary and tertiary levels of prevention across the
lifespan. They are a vital part of the workforce required to meet
increasing population mental health needs”
(APNA, 2010).
After 54 years as a nurse, in that time both a psychiatric nurse
and a therapist, I am still learning
and delighted to have a second edition of this text. For the
experienced therapist, it is both validating
and enlightening. For those who are neophyte practitioners, this
book provides the evidence base for
psychotherapy, teaches the beginner the competencies essential
in order to conduct therapy, and emphasizes
the importance of relationship and lifelong learning.
Congratulations and thank you to Kathleen Wheeler and
the group of expert practitioners and educators who have
contributed to this excellent revision.
REFERENCES
American Psychiatric Nurses Association (APNA). (2010).
APNA Position Statement: Psychiatric Mental Health Advanced
55. Practice Nurses.
Retrieved from:
www.apna.org/i4a/pages/index.cfm?pageid=4354
Kottler, J. (2003). On being a therapist (3rd ed.). San Francisco,
CA: Jossey-Bass.
12
http://www.apna.org/i4a/pages/index.cfm?pageid=4354
13
xv
xvi
Preface
Six years have passed since publication of the first edition of
Psychotherapy for the Advanced Practice Psychiatric
Nurse. At the time the book was published, it was the only book
56. in print written specifically for advanced
practice psychiatric nurses (APPNs). It was warmly welcomed
into the APPN community with positive
reviews, several awards, and adoption by many APPN programs.
Since then, a number of other books for
APPNs have been published and the number of graduate
psychiatric nursing programs and APPNs has
steadily increased (Hanrahan, Delaney, & Stuart, 2011).
These past 6 years have been marked by significant
developments for APPNs: master’s graduate
programs transitioning to Doctoral Nursing Practice (DNP)
programs, the Consensus Model for APRN
Regulation (Licensure, Accreditation, Certification &
Education, also known as LACE), revised Psychiatric-
Mental Health Nurse Practitioner (PMHNP) Competencies,
endorsement of the PMHNP as the one APPN
role by American Psychiatric Nurses Association (APNA) and
International Society of Psychiatric Nursing
(ISPN), a new Diagnostic and Statistical Manual (DSM), new
Current Procedural Terminology (CPT) codes
for reimbursement, the Patient Protection Affordable Care Act,
integrated behavioral care, parity of mental
health with medical illness, American Nurses Credentialing
Center (ANCC) discontinuation of all APPN
57. exams except PMHNP (across the life span) in 2014, and the
Institute of Medicine (IOM) 2010 report on
the Future of Nursing advocating removal of scope-of-practice
barriers for advanced practice nurses. What do
these cataclysmic changes in nursing, mental health, and health
care portend for APPNs and the practice of
psychotherapy7
Since the completion in 2003 of the Psychiatric-Mental Health
Nurse Practitioner Competencies and
the adoption of these standards for evaluation by CCNE for
accreditation, psychotherapy has been recognized
as an essential competency that all PMHNPs must achieve. This
has been reaffirmed with the revision of the
PMHNP Competencies in 2013. The challenge for nurse
educators is how to teach these competencies in
addition to the essentials that are also required for graduate
nursing curricula without increasing the total
credit load. Psychotherapy skills must be acquired expeditiously
in a short amount of time.
A 2009 survey of APPNs found that APPN practice involved
prescribing, diagnostic assessments, and
psychotherapy combined with medication management (vs.
solely conducting individual psychotherapy; Drew
58. & Delaney, 2009). Many of the jobs available to APPN
graduates are in community mental health centers
with 15- to 30-minute medication checks the norm. APPN
graduates are encouraged to negotiate for longer
sessions as needed and for a broader role that includes
psychiatric evaluations and psychotherapy if they wish
as well as prescribing medication. The marginalization of
psychiatrists to the prescriber role should serve as a
warning to APPNs who embrace a prescriber-only role without
such negotiation. Often more seasoned
APPNs develop their own preferred private practice once
confidence is gained.
It has been more than 60 years since Peplau proposed that it is
the relationship between the
nurse and the patient through which recovery and health are
achieved. Relationship-centered care
has been the hallmark of psychiatric nursing. This book expands
Peplau’s interpersonal paradigm from a two-
person model to a more contemporary holistic perspective.
Interpersonal neuroscience and attachment
research validate the scientific basis of the centrality of this
relationship for healing. The overall framework for
practice proposed in this book is based on relationship science
with adaptive information processing providing
59. the neurophysiological explanatory mechanism of action.
APPNs who understand neuroscience can decide
what treatment to use for which problem based on results from
brain-imaging studies, psychotherapy outcome
studies, and practice guidelines.
The nurse psychotherapist must have a context for practice, an
overarching framework for when and how
to use techniques germane to various evidence-based
psychotherapy approaches for the specific client
problems encountered in clinical practice. Given the complexity
of people, no one-size-fits-all model is
presented in this book. It is rare for a therapist to adhere to only
one model in a pure form; most often the
clinically skilled therapist bases treatment choices on a
formulation of the person’s problem that takes into
14
xvii
account such factors as the developmental history, pattern of
relating, behavioral analysis, coping skills, and
60. support system. Ethical psychotherapy practice demands no
less. If the APPN has a solid theoretical
understanding to guide interventions and training in several
evidence-based approaches, it is possible to adapt
the therapy to the needs of the patient rather than requiring that
the patient adapt to the demands of the
therapist’s orientation.
The skillful therapist must know how to respond, engage, and
accurately assess the problem in order to
formulate a treatment plan. A comprehensive and accurate
assessment at the beginning of treatment as well as
throughout psychotherapy serves as a compass to guide
treatment. This book strives to assist the beginning
therapist in accurate assessment through a comprehensive
psychodynamic understanding of the client.
Understanding development and psychodynamic issues is
imperative in order to make sense of what is
happening for the client in the treatment. Even if the therapist
decides to use behavioral or cognitive
techniques, such as a thought diary, to track lifelong false
negative beliefs rather than psychodynamic
psychotherapy, understanding the client as fully as possible
assists in making treatment recommendations.
This knowledge is essential when collaborating with other
61. mental health providers.
How then does one learn psychotherapy if not in a pure form
through adherence to a specific model?
Psychotherapy is a learned skill like any other. The learning
process begins with studying each component and
practicing the technique and then blending it back together
again with what you already know as each
separate skill is acquired. Remember how you learned to take
blood pressure or any other nursing skill? This
can only be accomplished through learning discrete steps and
practicing competencies in a skill set until that
skill becomes automatic. If it seems like hard work at first, it
probably means you are doing it well.
The contributing authors to this book are all expert APPNs.
Throughout, liberal use of examples and
case studies provide pragmatic examples for the novice as well
as the expert nurse psychotherapist to use as a
guide for practice. To aid the readers, Springer Publishing
Company offers the appendices, figures, and tables
that appear in this book in pdf format at
www.springerpub.com/wheeler-ancillary. The aim is to provide
helpful strategies, starting with the first contact through
termination. These authors have integrated the best
62. evidence-based approaches into a relationship-based framework
for APPN psychotherapy practice. This how-
to compendium of evidence-based approaches honors our
heritage, reaffirms the centrality of relationship for
psychiatric advanced practice, and celebrates the excellence,
vitality, depth, and breadth of knowledge of our
specialty. We are fortunate to have the expertise of these
esteemed colleagues and I am honored and
pleased to be able to share and disseminate their clinical
wisdom. This book is a testament to the
bright, exciting future of psychotherapy practice for APPNs.
This book, however, will only be as useful as the depth of the
APPNs’ own acceptance and knowledge of
self. Compassion and wisdom cannot be taught in a book.
Nurses who are healers understand that they can
only accompany the patient on his or her journey if they have
begun their own self-healing and that self-
healing is a continuous process whereby one continues to
develop clarity about one’s own strengths and
weaknesses. As an early supervisor of mine told our class at the
beginning of graduate studies: “Don’t walk
around in someone’s head with muddy boots.” Openness and
curiosity to self-discovery are essential in order
to cultivate self-knowledge. Much of the work of psychotherapy
63. takes place in the shared consciousness of two
people and it is in those healing moments of connection that
both participants grow. Indeed, the opportunity
for personal growth in the transition from nurse to nurse
psychotherapist is an exciting, rewarding journey
leading toward a lifetime of professional satisfaction.
Kathleen Wheeler
REFERENCES
Drew, B., & Delaney, K. (2009). National survey of psychiatric
mental health advanced practice nursing: development, process,
and finding.
Journal of the American Psychiatric Nurses Association, 15,
101–110. doi: 10.1177/1078390309333544
Hanrahan, N. P., Delaney, K. R., & Stuart, G. W. (2012).
Blueprint for development of the advanced practice psychiatric
nurse workforce.
Nursing Outlook, 60(2), 91–106.
doi:10.1016/j.outlook.2011.04.007
15
100. Montserat Davins, PhD, and Inés Aramburu, PhD
Universitat Ramon Llull
Including couple treatment in psychoanalysis has required the
setting of new
parameters beyond the classical psychoanalytical setting, in
which the treatment
is individual. This article aims to define the clinical criteria for,
and benefits of,
recommending couple treatment rather than individual
psychoanalysis or psy-
chotherapy, and to identify the challenges and demands that this
has entailed for
psychoanalysis, from the standpoint of the analysis itself and
also that of the
therapeutic relationship. Couple therapy is a very complex
endeavor since a host
of factors must be borne in mind. The present paper discusses
the specific
features of these factors and how they influence the diverse
mechanisms in the
analytical relationship. A clinical vignette is included in order
to demonstrate
the mechanisms that influence therapeutic work in couple
101. psychoanalytic
treatment.
Keywords: couple psychotherapy, therapeutic relationship,
transference, coun-
tertransference, psychoanalysis, conjoint treatment
In psychoanalysis, couple treatment has required the setting of
new parameters beyond the
classical psychoanalytical setting. Thanks to the contributions
of Dicks (1967), Pichon
Riviere (1971), and Kaës (1976), who might be seen as
representatives of the leading
psychoanalytical schools (English, Argentine, and French,
respectively) in the fields of
This article was published Online First March 23, 2015.
Berta Aznar-Martínez, PhD and Carles Pérez-Testor, PhD, MD,
Facultat de Psicologia,
Ciències de l’Educació i de l’Esport Blanquerna and Institut
Universitari de Salut Mental Vidal i
Barraquer, Universitat Ramon Llull; Montserat Davins, PhD,
Institut Universitari de Salut Mental
Vidal i Barraquer, Universitat Ramon Llull; Inés Aramburu,
102. PhD, Facultat de Psicologia, Ciències
de l’Educació i l’Esport Blanquerna and Institut Universitari de
Salut Mental Vidal i Barraquer,
Universitat Ramon Llull.
This article is based upon work supported by the agreement
between the Universitat Ramon
Llull and the Departament d’Economia i Coneixement de la
Generalitat de Catalunya.
Correspondence concerning this article should be addressed to
Berta Aznar-Martínez, PhD,
FPCEE Blanquerna. C/Císter 34. 08022. Barcelona, Spain. E-
mail: [email protected]
T
hi
s
do
cu
m
en
t
109. couple and family psychotherapy, couple treatment is now an
area of therapeutic action
that has brought new challenges.
Although this type of treatment is widely accepted among
psychoanalysts nowadays,
the need of couple therapy and the factors that make couple
psychotherapy the treatment
of choice rather than individual treatment are issues that are
still under discussion. Zeitner
(2003, p. 349) describes the typical ways in which couple
consultation and therapy are
practiced by psychoanalysts as a “supplemental or even second-
rate treatment which is
palliative, supportive, informative, or preparatory for the real
therapy—psychoanalysis or
psychotherapy,” a view which shows that couple treatment is
not held in high esteem by
some psychoanalysts. However, couple therapy has the potential
to provide valuable
insights concerning individual and shared psychic organization,
and also the dynamic
functioning of marriage (Scharff, 2001).
110. The purpose of this article, therefore, is to provide further
insight into the clinical
indications for couple psychotherapy, its benefits, and how to
go about this type of
treatment. It also aims to examine the new challenges and
demands that openness to
welcoming couples into therapy has brought for psychoanalysis,
from the standpoints of
the analysis itself and the therapeutic relationship. Couple
therapy has several clinical
characteristics which differentiate it from individual therapy
and these are highlighted in
the paper.
Why Couple Psychoanalytic Psychotherapy?
Couple therapy is an area of psychotherapeutic practice that is
long on history but short
on tradition (Gurman & Fraenkel, 2002). The evolving patterns
in theory and practice in
couple treatment over more than 80 years can be seen as having
four distinct phases: (a)
nontheoretical marriage counseling training (1930–1963); (b)
psychoanalytic experimen-
111. tation (1931–1966); (c) incorporation of family therapy (1963–
1985); and (d) refinement,
extension, diversification, and integration (1986 to the present
day) (Gurman & Fraenkel,
2002; Gurman & Snyder, 2011). According to Segalla (2004),
recent cultural shifts have
had a considerable impact on the ways in which psychoanalysis
and psychotherapy are
conducted and couple therapy has much to gain from
postmodern theorizing. Analysts
have mainly applied their methods to the individual rather than
to the troubled dyad
(Zeitner, 2003) even though 50% to 60% of their patients
seeking therapy do so because
of some kind of disorder in their intimate or other significant
relationships (Sager, 1976).
Moreover, as Gurman (2011) notes, partners in troubled
relationships are more likely to
suffer from anxiety, depression, suicidal impulses, substance
abuse, acute and chronic
medical problems, and many other pathologies.
In Segalla’s view (2004), emphasis on intersubjective and
relational perspectives has
had a major influence on the way the treatment process is
112. conceptualized. The dyad is seen
as an “interactive system” and the couple treatment is based on
awareness of this system
of mutual influence and regulation. Working with couples
affords compelling evidence for
the existence of a “psychology of interaction” and the ways in
which emotional difficulties
are, in part, determined by these factors (Dicks, 1967).
Similarly, de Forster and Spivacow (2006) hold that what
couple treatment adds to the
contribution of the classical Freudian model is the role of “the
intersubjective,” which
varies according to the type of psychic suffering. This
dimension has crucial importance
with regard to much of the distress in a relationship and must
have a place in the design
of therapy. All psychic functioning is constituted by both the
intrasubjective (in that
T
hi
s
do
119. the psychic determinants come from the inner world), and the
intersubjective (in that the
psychic determinants include the “other” and the intersubjective
context in which the
subject functions). The latter factors are fundamental in much
of the suffering which
occurs in a couple’s love life and relationship. Hence, in couple
treatment, certain factors
are of particular importance: “the partner, bidireccionality, the
unconscious interconnec-
tions and the interweaving of the phantasies of both partners”
(de Forster & Spivacow,
2006, p. 255). The psychic determinant of the suffering must be
sought in an aspect of the
functioning of the psyche which is not part of the Freudian
psychic apparatus but which
lies, rather, in the link between the members of the couple (the
“intersubjective”). If this
is not taken into account in the choice of a suitable treatment,
the intersubjective
dimension might be neglected in individual work. Since each
partner has become closely
associated with the other’s painful internal objects, conjoint
120. psychoanalytic couple therapy
has the potential of dealing with deeply ingrained, largely
unconscious constellations that
are usually thought to be treatable only by means of
psychoanalysis or intensive individual
analytic psychotherapy (Scharff, 2001). Nevertheless, it seems
clear that conjoint treat-
ments are vastly superior to individual treatments for couple
distress (Gurman, 1978).
As for the clinical criteria for recommending psychoanalysis or
intensive psychoan-
alytic psychotherapy versus couple treatment, Links and
Stockwell (2002) have described
the clinical indications for couple therapy in the case of
narcissistic personality disorder.
We believe that these criteria can be applied in any case where
couple therapy would seem
to be indicated. First, Links and Stockwell state that the
partners’ capacity for dealing
openly with feelings of anger or rage must be assessed before
deciding on couple
treatment, although these will be worked on during treatment if
one member of the couple
is unable to deal with or express feelings that might be
121. humiliating or that could prompt
an attack on the other partner. In such cases we believe that
individual treatment should
precede couple therapy. Second, the person’s level of
defensiveness, openness to the need
for a relationship, and ability to have this dependency gratified
should be evaluated as
well. If one of the partners does not want to continue and
improve the relationship the
treatment will not be useful. This is not necessarily the case
when both members of
the couple want to separate or divorce. The important point in
these circumstances is that
the aim of treatment is shared by both parties and this can be
assessed by the therapist
in the preliminary interviews. If, after some sessions, it
becomes clear that the objective
is not shared by both members, the treatment will not be
fruitful. Assessment of
vulnerability is important. Some people feel that having their
partners listening to
interpretations could be belittling and humiliating and couple
therapy could then be
counterproductive. Third, the complementarity of the couple
must be analyzed, together
122. with the roles each one plays in the couple. If this
complementarity exists, the couple can
often make progress. In other words, when the therapist can
show the couple that they are
both participating in the dynamics of their relationship and that,
whether they like it or not,
each of them is (or has been) benefitting from the relationship,
the treatment can be
helpful. If both partners can see that each of them has
personality aspects that benefit the
other, they will be better able to understand their situation (as
will be explained in more
detail below). If a couple fulfils these three criteria, they can
probably work together and
establish, or reestablish, a stable marriage with a significant
degree of complementarity
based on more positive symmetrical patterns.
Lemaire (1977) lists some conditions indicating couple
treatment, namely: (a) that
both members agree to having therapy, although as we shall see
below, this rarely
happens; (b) that they can distinguish between improved
communication and continuing
to stay together (when couples come to therapy they frequently
129. dl
y.
3COUPLE PSYCHOANALYTIC PSYCHOTHERAPY
problems and improving communication is one of the first goals
of the treatment in order
to be able to explore other issues later on (phantasies, families
of origin . . .)); and (c) that
the therapist can intervene freely (more or less) without feeling
bothered by the contra-
dictions of the other two conditions. In this same vein, Bueno
Belloch (1994) and Castellví
(1994) emphasize that limits to couple treatment appear when:
(a) when one of the
partners is forced by the other to come to the therapy and there
is no change after some
sessions; (b) when it is feared that the new understanding that
each person acquires in
therapy can be used pathologically; (c) when both partners form
an alliance against the
therapist and frustrate all his or her efforts to bring about
130. change; and (d) when it becomes
necessary to suggest individual therapy for one of the partners
because the conflict cannot
be addressed in conjoint treatment.
According to de Forster and Spivacow (2006), another reason
for opting for couple
treatment is that our discipline must take a flexible approach,
catering to the needs of men
and women of our time, and to what society demands. Reforms
in divorce law, more
liberal attitudes about sexual expression, increased availability
of contraception, and the
greater economic and political power of women have all raised
the expectations of
committed relationships so that their requirements now go well
beyond economic viability
and assuring procreation (Gurman, 2011). Likewise, Segalla
(2004), drawing on her own
clinical practice and that of other psychoanalysts, states that the
demand for couple
therapy is now considerably greater, and this seems to suggest a
cultural shift in which
efforts are being made to save marriages rather than simply to
divorce. Moreover, there