The document discusses changes in diagnoses of common childhood disorders in the DSM-5. It notes that the DSM-IV grouped several disorders together, but the DSM-5 eliminates this approach. Specific changes include intellectual disability replacing mental retardation, social communication disorder being added to autism spectrum disorder, autism spectrum disorder encompassing four previously separate diagnoses, modifications to ADHD criteria and subtypes, and alterations to conduct disorder, oppositional defiant disorder, and other diagnoses.
Bipolar disorder often produces many symptoms and consequences, and so often needs many types of treatment, both medication and psychotherapy. The major forms of psychotherapy studied in bipolar disorder are Psychoeducation (teaching key illness management techniques), Cognitive-Behavioural Therapy (CBT), Interpersonal and Social Rhythm Therapy, and Family-Focussed Therapy.
Each of these approaches has some value, but:
How do they differ?
How does a person choose a therapy?
What is the role of more general psychotherapy?
During this presentation, Dr. Sagar Parikh provides a clear summary about each of the major psychotherapy treatments, how they compare in terms of research studies, and how they compare in terms of style and practicality. Some tips on how to choose a therapist are also highlighted.
Bipolar disorder often produces many symptoms and consequences, and so often needs many types of treatment, both medication and psychotherapy. The major forms of psychotherapy studied in bipolar disorder are Psychoeducation (teaching key illness management techniques), Cognitive-Behavioural Therapy (CBT), Interpersonal and Social Rhythm Therapy, and Family-Focussed Therapy.
Each of these approaches has some value, but:
How do they differ?
How does a person choose a therapy?
What is the role of more general psychotherapy?
During this presentation, Dr. Sagar Parikh provides a clear summary about each of the major psychotherapy treatments, how they compare in terms of research studies, and how they compare in terms of style and practicality. Some tips on how to choose a therapist are also highlighted.
The new changes in Psychiatric Diagnosis in DSM 5Scott Eaton
DSM 5 was published in May 2013. Psychiatric diagnosis such as depression, bipolar disorder, schizophrenia, asperger's syndrome and many others were revised and changed. This is a summary of some of the major changes and the debate raised about its validity.
The new changes in Psychiatric Diagnosis in DSM 5Scott Eaton
DSM 5 was published in May 2013. Psychiatric diagnosis such as depression, bipolar disorder, schizophrenia, asperger's syndrome and many others were revised and changed. This is a summary of some of the major changes and the debate raised about its validity.
SCHIZOPHRENIA:
slide 1: A long-term mental disorder of a type involving a breakdown in the relation between thought, emotion, and behavior, leading to faulty perception, inappropriate actions and feelings, withdrawal from reality and personal relationships into fantasy and delusion, and a sense of mental fragmentation.
slide 14: Types:
• Paranoid-type schizophrenia is characterized by delusions and auditory hallucinations (hearing voices that don't exist) but relatively normal intellectual functioning and expression of emotions. People with paranoid-type schizophrenia can exhibit anger, aloofness, anxiety, and can be argumentative.
• Disorganized-type schizophrenia is characterized by speech and behavior that are disorganized or difficult to understand, and flattening or inappropriate emotions. People with disorganized-type schizophrenia may laugh inappropriately for no apparent reason, make illogical statements, or seem preoccupied with their own thoughts or perceptions. Their disorganized behavior may disrupt normal activities, such as showering, dressing, and preparing meals.
• Undifferentiated-type schizophrenia is characterized by some symptoms seen in all of the above types, but not enough of any one of them to define it as another particular type of schizophrenia.
• Residual-type schizophrenia is characterized by a past history of at least one episode of schizophrenia, but the person currently has no "positive" symptoms (such as delusions, hallucinations, disorganized speech, or behavior). It may represent a transition between a full-blown episode and complete remission, or it may continue for years without any further psychotic episodes.
Catatonic Schizophrenia
This type of schizophrenia includes extremes of behavior, including:
Catatonic excitement - overexcitement or hyperactivity, in which the patient may mimic sounds (echolalia) or movements (achopraxia) around them.
Catatonic stupor - a dramatic reduction in activity in which the patient cannot speak, move or respond. Virtually all movements stops.
Conclusion
It is clear now, through the use of genetic linkage studies and microbiology, that schizophrenia does indeed have a biological explanation. However, the biological explanation is only part of the story. A yet unknown combination of intense stress, sociocultural situations, and cognitive processes may lead to the actual onset of schizophrenia aided by natural precursors. The most compelling explanation seems to be that a genetically inherited biological abnormality gives rise to hallucinations/delusions as a result of intense stress and eventually leads to other negative symptoms in reaction to the hallucinations/ delusions. At any rate, the current understanding of schizophrenia explains that the symptoms, however easily identifiable, are the result of a complex interaction between nature and nurture that can be treated adequately through the use of atypical anti psychotic drugs and psychotherapy.
Topic 5 - Classification, Assessment and Diagnosis 2010Simon Bignell
Autism, Asperger's and ADHD
Topic 5 - Classification, Assessment and Diagnosis.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Section 5 - Classification, Diagnosis and AssessmentSimon Bignell
Section 5 - Classification, Diagnosis and Assessment
'Autism, Asperger's and ADHD' module by Simon Bignell - Lecturer in Psychology at University of Derby.
How to Recognize Signs of Sociopathy? Causes, Diagnosis And TreatmentMuhammad Zohaib Akbar
The term “sociopath” refers to a person living with a social personality disorder (ASPD), just like the term “psychopath”.
The latest edition of the Mental Disease Diagnostic and Statistical Manual (DSM-5), used by mental health professionals to diagnose mental health conditions, provides ASPD with a consistent review of rules and regulations.
15 Disruptive, Impulse-Control, and Conduct DisordersThis chapte.docxaulasnilda
15 Disruptive, Impulse-Control, and Conduct Disorders
This chapter contains an amalgam of disruptive, impulse-control and conduct disorders (CDs) characterized by externalizing behaviors previously spread throughout many chapters of earlier DSM editions. However, these disorders are no longer categorized by age (e.g., disorders of infancy, childhood, and adolescence), and all share the loss of restraint (i.e., poor control) in terms of an individual's emotional or behavioral responses that are demarcated by an infringement on the rights of others or breach of social norms. Attention should be paid to the symptom overlap that these diverse disorders share with Attention Deficit/Hyperactivity Disorder (ADHD) (which can be found in Chapter 2 on Neurodevelopmental Disorders); Disruptive Mood Dysregulation Disorder (DMDD) (which can be found in Chapter 5 on Depressive Disorders); Substance Use Disorders (SUDs) (the adjoining Chapter 16), as well as Antisocial Personality Disorder (which has a dual recording in both this chapter and in Chapter 18 on Personality Disorders) (APA, 2013).
First on the hierarchical spectrum of externalizing disorders in this chapter is Oppositional Defiant Disorder (ODD). An individual with must display at least four out of eight symptoms/behaviors with an individual who is not a sibling for at least 6 months from the following three categories: (1) angry/irritable mood; (2) argumentative/defiant behavior; and (3) vindictiveness. For example, argumentative/defiant behavior symptoms include: being argumentative; demonstrating a lack of compliance with authority figures' requests; annoying others deliberately; and blaming others for his or her mistakes. The anger/irritability category symptoms include loss of temper; getting easily upset and/or annoyed, and anger/resentment. The final category has only one symptom vindictiveness or spitefulness demonstrated at least two times within the previous 6 months (APA, 2013).
Many symptoms of this diagnosis are commonly displayed during normal childhood/adolescent developmental stages. Therefore, in an effort to help differentiate the symptoms that are characteristic of this diagnosis, practitioners are cautioned to consider the persistence and frequency of behaviors. For example, in young children under the age of 5, the symptoms must occur for the majority of days for at least 6 months. For older individuals, the symptoms must occur at least once weekly within a 6-month period. However, for vindictiveness regardless of age, the criterion is the same, twice within the previous 6-month period. Along with frequency, other factors must be taken into consideration, such as symptom intensity, and whether symptoms are normal given the individual's age, developmental stage, gender, and culture. In addition, the symptoms must cause significant suffering in the individual or in his/her immediate relationships (e.g., family, friends, peers) as well as impairment in psychosocial funct ...
ADD and ADHD are medical abbreviations, used in diagnosis and treatment of behavioral disorders in children and adults. ADHD and ADD are well-known abbreviations in the USA, UK, Ireland, Sweden, Iceland, Denmark, Netherlands, Norway, Finland, Canada, Malta and Australia.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
2. Information updated May 17, 2013, from
http://www.psych.org/practice/dsm/dsm5
DSM-IV classified disorders commonly
diagnosed in childhood together
◦ Mental Retardation
◦ Learning Disorders
◦ Autism and related disorders
◦ ADHD
◦ Conduct Disorder
◦ Oppositional Defiant Disorder
DSM-5 eliminates this approach to grouping!
3. Intellectual Disability/Intellectual
Developmental Disorder
◦ Formerly Mental Retardation
Communication Disorders
◦ New: social communication disorder (like autism,
without the repetitive/restricted behaviors)
4. Autism Spectrum Disorder
◦ Places four formerly separate diagnoses on a single
continuum
◦ No more: Autistic Disorder, Asperger’s, Childhood
Disintegrative Disorder, Pervasive Developmental
Disorder Not Otherwise Specified
◦ Two major criteria for diagnosis:
Deficits in social communication and social interaction
Restricted repetitive behaviors, interests, and activities
5. Attention-Deficit/Hyperactivity Disorder
◦ Same symptom criteria
◦ Subtypes eliminated
Instead, list “presentation specifiers”, pretty much the
same as old subtypes
◦ Lower cutoff of symptoms for adults (5 instead of 6)
◦ Some evidence of symptoms before age 12
