PTSD and Trauma.docx
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Experiencing a traumatic event does not always lead to the development of PTSD. While trauma can cause PTSD, not all trauma survivors receive this diagnosis, as alternative diagnoses may apply. PTSD is diagnosed when exceptionally stressful events cause discomfort or trauma that one is unable to forget. However, other disorders like acute stress disorder may develop instead of PTSD following trauma. If PTSD is not diagnosed after trauma, conditions like anxiety disorders or obsessive-compulsive disorders could provide alternative explanations for a client's experiences and symptoms.
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The document discusses anxiety and provides diagnostic criteria from the DSM-5 for assessing clients who may suffer from anxiety disorders. It includes a case study of a client and instructs students to review the case study, consider signs and symptoms, and provide a diagnosis with rationale based on DSM-5 criteria. It also notes that additional information may be needed to make an accurate diagnosis. Students are asked to support their responses with references from the provided readings on anxiety, trauma, obsessive-compulsive disorders, and diagnostic criteria.
Week 3 DiscussionAnxiety Disorders, Trauma- and Stressor-Related.docx
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 .
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The document discusses anxiety and provides diagnostic criteria from the DSM-5 for assessing clients who may suffer from anxiety disorders. It includes a case study of a client and instructs students to review the case study, consider signs and symptoms, and provide a diagnosis with rationale based on DSM-5 criteria. It also notes that additional information may be needed to make an accurate diagnosis. Students are asked to support their responses with references from the provided readings on anxiety, trauma, obsessive-compulsive disorders, and diagnostic criteria.
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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 .
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Acute stress disorder (ASD) and posttraumatic stress disorder (PTSD) are both stress responses that can develop after a traumatic event, but they differ in duration and onset. ASD occurs during or shortly after the trauma and involves symptoms like racing heart, insomnia, and panic that usually last 3 days to 1 month. PTSD symptoms are delayed and persist long-term, disrupting survivors' lives years after the event. For military health workers, potential PTSD symptoms include reliving deployment traumas or feeling constantly threatened. To prevent PTSD, workshops could teach stress management techniques like deep breathing and promote social support through unit bonding activities.
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The document discusses the relationship between depression and immune function. It suggests that severe depression may decrease immune factors in the body, leading to increased inflammation and risk of chronic disease. Conversely, those with chronic illnesses may be more susceptible to depression. The mind and body influence each other bidirectionally. The document reviews research studies that examined the link between depression and inflammation at the cellular level, and how understanding this relationship could influence treatment of depression.
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Learning Resources to be used as references to support your answer.
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.
Required Readings
Gehlert, S., & Browne, T. (Eds.). (2012). Handbook of health social work (2nd ed.). Hoboken, NJ: Wiley.
1. Chapter 7, “Community and Health” (pp. 143–163)
Gehlert, S., & Browne, T. (Eds.). (2012). Handbook of health social work (2nd ed.). Hoboken, NJ: Wiley.
· Chapter 4, “Public Health and Social Work”
· Section: “History of Public Health and Social Work” (pp. 65–67)
· Section: “Common Values” (pp. 70–75)
Coren, E., Iredale, W., Rutter, D., & Bywaters, P. (2011). The contribution of social work and social interventions across the life course to the reduction of health inequalities: A new agenda for social work education? Social Work Education, 30(6), 594–609.
Note: Retrieved from Walden Library databases.
Errickson, S. P., Alvarez, M., Forquera, R., Whitehead, T. L., Fleg, A., … Schoenbach, V. J. (2011). What will health-care reform mean for minority health disparities? Public Health Reports, 126(2), 170–175. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3056029/
Nguyen, D. D., Ho, K. H., & Williams, J. H. (2011). Social determinants and health service use among racial and ethnic minorities: Findings from a community sample. Social Work in Health Care, 50(5), 390–405.
Note: Retrieved from Walden Library databases.
Robinson, L. M., Dauenhauer, J., Bishop, K. M., & Baxter, J. (2012). Growing health disparities for persons who are aging with intellectual and developmental disabilities: The social work linchpin. Journal of Gerontological Social Work, 55(2), 175–190.
Note: Retrieved from Walden Library databases.
Optional Resources
Department of Health and Human Services. (n.d.). HHS action plan to reduce racial and ethnic health disparities. A nation free of disparities in health and health care. Retrieved from http://minorityhealth.hhs.gov/npa/files/Plans/HHS/HHS_Plan_complete.pdf
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Answer in APA format with 1 citations per paragraph treat each answer as a separate work or file and each work or file need separate references. At least 350 word each answer if you can. Support your posts with specific references to the Learning Resources given in this work. Be sure to provide full APA citations for your references. Treat each work, file or answer as a separate work and each work or answer needs separate references.Be sure to support your postings and responses with specific references to the resources and the current literature given in the work using appropriate APA format and style
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Total views: 2 (Your views: 1)
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Discussion 1 Mood Disorders and the ClientAlthough you may have e.docx
Discussion 1: Mood Disorders and the Client
Although you may have experienced intense sadness or overt happiness within a given situation, chances are these emotions were not long-lasting. Research has shown diagnoses of mood disorders highlight two specific, factors: severity and consistency. Clients suffering from mood disorders may also present a variety of chronic, maladaptive thoughts, such as suicidal ideation, and behaviors, such as suicide attempts. Although suicidal ideation and suicide attempts may be associated with particular disorders, they are not specific to one disorder or another.
For this Discussion, you apply your knowledge of the DSM to the client case study located in the Learning Resources. Think about your rationale for this diagnosis. Also, consider client risk factors for suicide.
With these thoughts in mind:
Post by Day 3
a diagnosis of the client in the case study. Then explain your rationale for assigning on the basis of the DSM. Finally, explain whether this person is
at risk
for suicide and how you might specifically assess them for suicide. Justify your response with client data and the current literature.
Be sure to support your postings and responses with specific references to the Learning Resources and current literature.
·
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: American Psychiatric Publishing.
o
Depressive Disorders
o
Bipolar and Related Disorders
o
Considerations of Medical Conditions
Paris, J. (2015
). The intelligent clinician’s guide to the DSM-5
(2nd ed.).
New York, NY: Oxford University Press.
·
Chapter 9, Bipolar and Related Disorders
·
Chapter 10, Depressive Disorders
Bondi, M. W. (1992). Distinguishing psychological disorders from neurological disorders: Taking Axis III seriously.
Professional Psychology: Research and Practice, 23
(4), 306–309. Retrieved from the Walden Library databases.
Neblett, E. W., Jr., Hammond, W. P., Seaton, E. K., & Townsend, T. G. (2010). Underlying mechanisms in the relationship between Africentric worldview and depressive symptoms.
Journal of Counseling Psychology, 57
(1), 105–113. Retrieved from the Walden Library databases.
Wang, J., Keown, L., Patten, S., Williams, J., Currie, S., Beck, C., & ... El-Guebaly, N. (2009). A population-based study on ways of dealing with daily stress: Comparisons among individuals with mental disorders, with long-term general medical conditions and healthy people.
Social Psychiatry & Psychiatric Epidemiology
,
44
(8), 666–674. Retrieved from the Walden Library databases.
Baskin, T. W., Wampold, B. E., Quintana, S. M., & Enright, R. D. (2010). Belongingness as a protective factor against loneliness and potential depression in a multicultural middle school.
The Counseling Psychologist, 38
(5), 626–651. Retrieved from the Walden Library databases.
Good, G. E., Schopp, L. H., Thomson, D., Hathaway, S., Sanford-Martens, T., Mazurek, M. O.
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Ptsd Essay
Post-Traumatic Stress Disorder (PTSD) is prevalent among military veterans who have witnessed severe stressors like combat. About 30% of veterans who served in war zones experience PTSD, with rates as high as 31% among Vietnam veterans and 20% among Iraqi war veterans. People with PTSD often struggle with anger, emotional problems, suicidal thoughts, and feeling disconnected from life and others. PTSD symptoms can interfere with daily life and work, making it difficult to concentrate, sleep, and maintain organization and attendance. Untreated PTSD also contributes to higher unemployment among veterans compared to those without the disorder.
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CHAPTER SIX
The Age of Anxiety
The multiple perspectives we have been using in this book are particularly useful in understanding the impact anxiety has on U.S. society. The word “anxiety” comes from a Latin root meaning to “choke or throttle” connoting a troubled state of mind (Tone, 2009). Anxiety disorders are believed to be the most common mental health problem in the United States. Two common measures are lifetime morbid risk (the theoretical risk of getting a disorder at any point in life) and 12-month prevalence (the proportion of the population thought to suffer from the disorder in any 12-month period). Baxter et al. (2013) conducted a meta-analysis of 87 studies from 44 countries between 1980 and 2009. They found that anxiety disorders are common across the globe with an estimated current prevalence of approximately as much as 28% of the global population. The prevalence of anxiety disorders in the United States is estimated for lifetime morbid risk/12-month prevalence as follows: Specific Phobia 18.4%/12.1%, Social Anxiety Disorder 13%/7.4%, Post Traumatic Stress Disorder (PTSD) 10.1%/3.7%, Generalized Anxiety Disorder 9%/2%, Separation Anxiety Disorder 8.7% /1.2%, and Panic Disorder, 6.8%/2.4%, (Kessler, Petukhova, Sampson, Zaslovsky, & Wittchen, 2012). Although anxiety disorders are prominent, it is important to realize that their incidence has remained steady over several decades despite pharmaceutically funded efforts to make the public think there is an epidemic that needs medicated (Baxter et al., 2014).
Although psychotropic medications are available for anxiety disorders, many psychological treatments also have excellent track records. Remember, from an integrative perspective it is not enough to describe anxiety symptoms, posit a biological explanation, then describe how certain drugs act biologically to (at least temporarily) decrease or eliminate these symptoms. With sentient beings, we have to look to the psychological, cultural and social variables that contribute to anxiety.
We recall a client (Elijah) who lived in what could be described as a “toxic environment.” Elijah's urban residence was the regular scene of violence, and he himself had witnessed two shootings in his 23 years. He was court-ordered to receive treatment for an alcohol-related charge (drunk and disorderly conduct). Even after abstaining from all drugs for 60 days, Elijah was what could only be described as “a nervous wreck.” He showed symptoms of both Panic Disorder and PTSD (the latter related to stimuli associated with the shootings he had witnessed). In consultation with a psychiatrist, who prescribed SSRI medication, Elijah asked why he had his symptoms, and the doctor replied, “Some people have a genetic predisposition to such things.” As Charlie Brown would say, “Good grief!” In this client's case, genetic predisposition not withstanding, there were clearly psychological, cultural, and social contributors to his anxiety. His alcohol use was a .
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This document discusses complexity, chaos and conflict surrounding military PTSD. It notes that dialogues around military PTSD are often antagonistic and chaotic. Common theories for why this occurs are discussed, such as lack of funding, ignorance, or issues with traditional masculinity and military culture. The document presents a diagram mapping factors that contribute to the complexity, including individual identity and trauma, military subcultures, bureaucracy, and social influences. The goals of the author's research are to comprehensively map perspectives on military psychological trauma and understand how individuals perceive related processes.
Hadi Alnasir Research Proposa
Hadi Alnasir
Research Proposal
Independent variable 1: Sex
Independent variable 2: anxiety
Dependent variable: Stress
Question #1
My first independent variable (sex) and my dependent variable (stress) are related. Men and
women tend to experience stress differently. Similarly, men and women react differently to
stress.
I expect women to score higher than men on the dependent variable. Women suffer more stress
compared to men. A 2010 study discovered that women are more likely to experience an
increase in stress levels as compared to men. Women are also more likely to report emotional
and physical symptoms of stress compared to men (APA, 2012). The stress gap between men
and women is because their stress response is different. Women have a different hormonal
system that usually causes them to react more emotionally and become more fatigued.
Similarly, women are exposed to more stress-related factors since they assume several roles in
their daily life.
Question #2
My second independent variable (anxiety) is related to my dependent variable (stress). Anxiety
and stress can both cause severe physical and mental health issues, such as depression, muscle
tension, substance abuse, personality disorders, and insomia (Powell & Enright, 2015). Both are
emotions and normal responses that can become disruptive and overwhelming to day-to-day
life. They can interfere with important aspects of life, such as work, relationships,
responsibilities, and school.
An increase in anxiety can increase stress levels. Research indicates that excessive anxiety can
lead to stress-related symptoms such as difficulty concentrating, insomnia, irritability, muscle
tension, and fatigue. Individuals can manage their anxiety and stress with relaxation techniques.
This includes breathing exercises, yoga, physical activity, art therapy, meditation, and massage.
References
APA. (2012). 2010 Stress in America: Gender and Stress. Retrieved from:
https://www.apa.org/news/press/releases/stress/2010/gender-stress
Powell, T., & Enright, S. (2015). Anxiety and stress management. Routledge.
Running Head: GENDER AND STRESS AS PREDICTORS OF DEPRESSION
Gender and Stress as Predictors of Depression
Zae’Cari Nelson
California Baptist University
Gender and Stress as Predictors of Depression 1
Gender and Stress as Predictors of Depression
More than 17 million adults in the United States experience the ill effects of depression,
making it perhaps the most well-known mental illness in the U.S.A. Depression influences an
expected one out of 15 adults. What's more, one out of six individuals will encounter depression
in their life (What is Depression?). There are a mind-boggling number of elements that can
prompt depressive symptoms in male and female individuals, one of which is held to be a rise in
stress hormone disturban ...
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Running head: TREATMENT PLAN
1
TREATMENT PLAN 2
Treatment plan
Student’s Name
University Affiliation
Treatment plan
(a)
After experiencing a traumatic event or experience, it is normal and natural to feel anxious, sad, frightened and disconnected. But if this upset does not fade and the affected person feels stuck with a constant sense of painful memories and danger, then they may be suffering from post traumatic stress disorder (PTSD). It may look like one will never get over what they experienced and go back to their normal self again. But through developing new coping skills, reaching out for help and seeking treatment, one can overcome this condition and move on with their life. Most veterans have a hard time readjusting back to their lives. They are always on the edge, at all times on the verge of exploding or panicking or on the flip side and feeling disconnected from their loved ones and emotionally numb. Most veterans think that they will never feel normal again. These are the lingering symptoms of post traumatic stress disorder. It is very hard to live with PTSD that is untreated and with prolonged V.A wait times; it is easy to be discouraged (National center for PTSD, 2009). But it is possible to feel better and it only start with you even when waiting for professional treatment. There are things that one can do to themselves to overcome PTSD and come out of the other side even stronger than before.
(b)
After experiencing a life threatening event or a severe trauma, many veterans build up symptoms of post traumatic stress disorder. Almost 30 percent of the veterans treated in most clinics and hospitals have been diagnosed with post traumatic stress disorder. For the veterans who saw combat, the numbers are even higher with one pew research centre study showing a rate of 49 percent of post traumatic stress disorder. But however emotionally cut off or isolated from others you may feel, it is important to know that you are not alone. The reason why some veterans develop this disorder while others do not is not known, but it is known that the number goes up with the number of trips gone and the amount of combat one has experienced. This is not astonishing, bearing in mind that many symptoms of post traumatic stress disorder such as adrenaline quick reflexes, hyperawareness and hyper vigilance helped the veterans survive when they were deployed. It’s only that now these individuals are back home and these responses are no longer suitable or applicable.
Post traumatic stress disorder de.
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Learning Resources to be used as references to support your answer.
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.
Required Readings
Gehlert, S., & Browne, T. (Eds.). (2012). Handbook of health social work (2nd ed.). Hoboken, NJ: Wiley.
1. Chapter 7, “Community and Health” (pp. 143–163)
Gehlert, S., & Browne, T. (Eds.). (2012). Handbook of health social work (2nd ed.). Hoboken, NJ: Wiley.
· Chapter 4, “Public Health and Social Work”
· Section: “History of Public Health and Social Work” (pp. 65–67)
· Section: “Common Values” (pp. 70–75)
Coren, E., Iredale, W., Rutter, D., & Bywaters, P. (2011). The contribution of social work and social interventions across the life course to the reduction of health inequalities: A new agenda for social work education? Social Work Education, 30(6), 594–609.
Note: Retrieved from Walden Library databases.
Errickson, S. P., Alvarez, M., Forquera, R., Whitehead, T. L., Fleg, A., … Schoenbach, V. J. (2011). What will health-care reform mean for minority health disparities? Public Health Reports, 126(2), 170–175. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3056029/
Nguyen, D. D., Ho, K. H., & Williams, J. H. (2011). Social determinants and health service use among racial and ethnic minorities: Findings from a community sample. Social Work in Health Care, 50(5), 390–405.
Note: Retrieved from Walden Library databases.
Robinson, L. M., Dauenhauer, J., Bishop, K. M., & Baxter, J. (2012). Growing health disparities for persons who are aging with intellectual and developmental disabilities: The social work linchpin. Journal of Gerontological Social Work, 55(2), 175–190.
Note: Retrieved from Walden Library databases.
Optional Resources
Department of Health and Human Services. (n.d.). HHS action plan to reduce racial and ethnic health disparities. A nation free of disparities in health and health care. Retrieved from http://minorityhealth.hhs.gov/npa/files/Plans/HHS/HHS_Plan_complete.pdf
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Answer in APA format with 1 citations per paragraph treat each answer as a separate work or file and each work or file need separate references. At least 350 word each answer if you can. Support your posts with specific references to the Learning Resources given in this work. Be sure to provide full APA citations for your references. Treat each work, file or answer as a separate work and each work or answer needs separate references.Be sure to support your postings and responses with specific references to the resources and the current literature given in the work using appropriate APA format and style
Work #1 professor question
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Hello, students, the following website has information about healthcare disparities that you may find interest.
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This document discusses combat-related trauma and PTSD. It defines key terms like combat, trauma, and stress. It then discusses common symptoms of combat-related PTSD like difficulties with relationships, depression, feeling on guard, and substance abuse. The document notes that individual perception of a traumatic event is important for developing PTSD rather than just exposure. It recommends improved PTSD treatment for veterans that considers combat experiences. Treatments discussed include prolonged exposure therapy, EMDR, and cognitive processing therapy. The document also notes issues with misdiagnosis of veterans and confusion between PTSD and TBI. It provides sources for further information.
Discussion 1 Mood Disorders and the ClientAlthough you may have e.docx
Discussion 1: Mood Disorders and the Client
Although you may have experienced intense sadness or overt happiness within a given situation, chances are these emotions were not long-lasting. Research has shown diagnoses of mood disorders highlight two specific, factors: severity and consistency. Clients suffering from mood disorders may also present a variety of chronic, maladaptive thoughts, such as suicidal ideation, and behaviors, such as suicide attempts. Although suicidal ideation and suicide attempts may be associated with particular disorders, they are not specific to one disorder or another.
For this Discussion, you apply your knowledge of the DSM to the client case study located in the Learning Resources. Think about your rationale for this diagnosis. Also, consider client risk factors for suicide.
With these thoughts in mind:
Post by Day 3
a diagnosis of the client in the case study. Then explain your rationale for assigning on the basis of the DSM. Finally, explain whether this person is
at risk
for suicide and how you might specifically assess them for suicide. Justify your response with client data and the current literature.
Be sure to support your postings and responses with specific references to the Learning Resources and current literature.
·
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Arlington, VA: American Psychiatric Publishing.
o
Depressive Disorders
o
Bipolar and Related Disorders
o
Considerations of Medical Conditions
Paris, J. (2015
). The intelligent clinician’s guide to the DSM-5
(2nd ed.).
New York, NY: Oxford University Press.
·
Chapter 9, Bipolar and Related Disorders
·
Chapter 10, Depressive Disorders
Bondi, M. W. (1992). Distinguishing psychological disorders from neurological disorders: Taking Axis III seriously.
Professional Psychology: Research and Practice, 23
(4), 306–309. Retrieved from the Walden Library databases.
Neblett, E. W., Jr., Hammond, W. P., Seaton, E. K., & Townsend, T. G. (2010). Underlying mechanisms in the relationship between Africentric worldview and depressive symptoms.
Journal of Counseling Psychology, 57
(1), 105–113. Retrieved from the Walden Library databases.
Wang, J., Keown, L., Patten, S., Williams, J., Currie, S., Beck, C., & ... El-Guebaly, N. (2009). A population-based study on ways of dealing with daily stress: Comparisons among individuals with mental disorders, with long-term general medical conditions and healthy people.
Social Psychiatry & Psychiatric Epidemiology
,
44
(8), 666–674. Retrieved from the Walden Library databases.
Baskin, T. W., Wampold, B. E., Quintana, S. M., & Enright, R. D. (2010). Belongingness as a protective factor against loneliness and potential depression in a multicultural middle school.
The Counseling Psychologist, 38
(5), 626–651. Retrieved from the Walden Library databases.
Good, G. E., Schopp, L. H., Thomson, D., Hathaway, S., Sanford-Martens, T., Mazurek, M. O.
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Carol Lin - SUPC PPT final
The study examined theory of mind (ToM) deficits in patients with adolescent-onset psychosis (AOP) compared to typically developing adolescents. Participants viewed video clips of triangles interacting and were scored on their ability to identify intentionality and appropriateness of interactions. Results showed AOP patients had greater ToM deficits, scoring poorer on identifying mental states and focusing more on factual information. AOP patients also did not differentiate as well between intentional and random interactions. The study provides evidence that AOP is associated with ToM impairments in social cognition.
Ptsd Essay
Post-Traumatic Stress Disorder (PTSD) is prevalent among military veterans who have witnessed severe stressors like combat. About 30% of veterans who served in war zones experience PTSD, with rates as high as 31% among Vietnam veterans and 20% among Iraqi war veterans. People with PTSD often struggle with anger, emotional problems, suicidal thoughts, and feeling disconnected from life and others. PTSD symptoms can interfere with daily life and work, making it difficult to concentrate, sleep, and maintain organization and attendance. Untreated PTSD also contributes to higher unemployment among veterans compared to those without the disorder.
CHAPTER SIXThe Age of AnxietyThe multiple perspectives we have.docx
CHAPTER SIX
The Age of Anxiety
The multiple perspectives we have been using in this book are particularly useful in understanding the impact anxiety has on U.S. society. The word “anxiety” comes from a Latin root meaning to “choke or throttle” connoting a troubled state of mind (Tone, 2009). Anxiety disorders are believed to be the most common mental health problem in the United States. Two common measures are lifetime morbid risk (the theoretical risk of getting a disorder at any point in life) and 12-month prevalence (the proportion of the population thought to suffer from the disorder in any 12-month period). Baxter et al. (2013) conducted a meta-analysis of 87 studies from 44 countries between 1980 and 2009. They found that anxiety disorders are common across the globe with an estimated current prevalence of approximately as much as 28% of the global population. The prevalence of anxiety disorders in the United States is estimated for lifetime morbid risk/12-month prevalence as follows: Specific Phobia 18.4%/12.1%, Social Anxiety Disorder 13%/7.4%, Post Traumatic Stress Disorder (PTSD) 10.1%/3.7%, Generalized Anxiety Disorder 9%/2%, Separation Anxiety Disorder 8.7% /1.2%, and Panic Disorder, 6.8%/2.4%, (Kessler, Petukhova, Sampson, Zaslovsky, & Wittchen, 2012). Although anxiety disorders are prominent, it is important to realize that their incidence has remained steady over several decades despite pharmaceutically funded efforts to make the public think there is an epidemic that needs medicated (Baxter et al., 2014).
Although psychotropic medications are available for anxiety disorders, many psychological treatments also have excellent track records. Remember, from an integrative perspective it is not enough to describe anxiety symptoms, posit a biological explanation, then describe how certain drugs act biologically to (at least temporarily) decrease or eliminate these symptoms. With sentient beings, we have to look to the psychological, cultural and social variables that contribute to anxiety.
We recall a client (Elijah) who lived in what could be described as a “toxic environment.” Elijah's urban residence was the regular scene of violence, and he himself had witnessed two shootings in his 23 years. He was court-ordered to receive treatment for an alcohol-related charge (drunk and disorderly conduct). Even after abstaining from all drugs for 60 days, Elijah was what could only be described as “a nervous wreck.” He showed symptoms of both Panic Disorder and PTSD (the latter related to stimuli associated with the shootings he had witnessed). In consultation with a psychiatrist, who prescribed SSRI medication, Elijah asked why he had his symptoms, and the doctor replied, “Some people have a genetic predisposition to such things.” As Charlie Brown would say, “Good grief!” In this client's case, genetic predisposition not withstanding, there were clearly psychological, cultural, and social contributors to his anxiety. His alcohol use was a .
Ruth stewart iac presentation 2014
This document discusses complexity, chaos and conflict surrounding military PTSD. It notes that dialogues around military PTSD are often antagonistic and chaotic. Common theories for why this occurs are discussed, such as lack of funding, ignorance, or issues with traditional masculinity and military culture. The document presents a diagram mapping factors that contribute to the complexity, including individual identity and trauma, military subcultures, bureaucracy, and social influences. The goals of the author's research are to comprehensively map perspectives on military psychological trauma and understand how individuals perceive related processes.
Hadi Alnasir Research Proposa
Hadi Alnasir
Research Proposal
Independent variable 1: Sex
Independent variable 2: anxiety
Dependent variable: Stress
Question #1
My first independent variable (sex) and my dependent variable (stress) are related. Men and
women tend to experience stress differently. Similarly, men and women react differently to
stress.
I expect women to score higher than men on the dependent variable. Women suffer more stress
compared to men. A 2010 study discovered that women are more likely to experience an
increase in stress levels as compared to men. Women are also more likely to report emotional
and physical symptoms of stress compared to men (APA, 2012). The stress gap between men
and women is because their stress response is different. Women have a different hormonal
system that usually causes them to react more emotionally and become more fatigued.
Similarly, women are exposed to more stress-related factors since they assume several roles in
their daily life.
Question #2
My second independent variable (anxiety) is related to my dependent variable (stress). Anxiety
and stress can both cause severe physical and mental health issues, such as depression, muscle
tension, substance abuse, personality disorders, and insomia (Powell & Enright, 2015). Both are
emotions and normal responses that can become disruptive and overwhelming to day-to-day
life. They can interfere with important aspects of life, such as work, relationships,
responsibilities, and school.
An increase in anxiety can increase stress levels. Research indicates that excessive anxiety can
lead to stress-related symptoms such as difficulty concentrating, insomnia, irritability, muscle
tension, and fatigue. Individuals can manage their anxiety and stress with relaxation techniques.
This includes breathing exercises, yoga, physical activity, art therapy, meditation, and massage.
References
APA. (2012). 2010 Stress in America: Gender and Stress. Retrieved from:
https://www.apa.org/news/press/releases/stress/2010/gender-stress
Powell, T., & Enright, S. (2015). Anxiety and stress management. Routledge.
Running Head: GENDER AND STRESS AS PREDICTORS OF DEPRESSION
Gender and Stress as Predictors of Depression
Zae’Cari Nelson
California Baptist University
Gender and Stress as Predictors of Depression 1
Gender and Stress as Predictors of Depression
More than 17 million adults in the United States experience the ill effects of depression,
making it perhaps the most well-known mental illness in the U.S.A. Depression influences an
expected one out of 15 adults. What's more, one out of six individuals will encounter depression
in their life (What is Depression?). There are a mind-boggling number of elements that can
prompt depressive symptoms in male and female individuals, one of which is held to be a rise in
stress hormone disturban ...
Running head TREATMENT PLAN 1.docx
Running head: TREATMENT PLAN
1
TREATMENT PLAN 2
Treatment plan
Student’s Name
University Affiliation
Treatment plan
(a)
After experiencing a traumatic event or experience, it is normal and natural to feel anxious, sad, frightened and disconnected. But if this upset does not fade and the affected person feels stuck with a constant sense of painful memories and danger, then they may be suffering from post traumatic stress disorder (PTSD). It may look like one will never get over what they experienced and go back to their normal self again. But through developing new coping skills, reaching out for help and seeking treatment, one can overcome this condition and move on with their life. Most veterans have a hard time readjusting back to their lives. They are always on the edge, at all times on the verge of exploding or panicking or on the flip side and feeling disconnected from their loved ones and emotionally numb. Most veterans think that they will never feel normal again. These are the lingering symptoms of post traumatic stress disorder. It is very hard to live with PTSD that is untreated and with prolonged V.A wait times; it is easy to be discouraged (National center for PTSD, 2009). But it is possible to feel better and it only start with you even when waiting for professional treatment. There are things that one can do to themselves to overcome PTSD and come out of the other side even stronger than before.
(b)
After experiencing a life threatening event or a severe trauma, many veterans build up symptoms of post traumatic stress disorder. Almost 30 percent of the veterans treated in most clinics and hospitals have been diagnosed with post traumatic stress disorder. For the veterans who saw combat, the numbers are even higher with one pew research centre study showing a rate of 49 percent of post traumatic stress disorder. But however emotionally cut off or isolated from others you may feel, it is important to know that you are not alone. The reason why some veterans develop this disorder while others do not is not known, but it is known that the number goes up with the number of trips gone and the amount of combat one has experienced. This is not astonishing, bearing in mind that many symptoms of post traumatic stress disorder such as adrenaline quick reflexes, hyperawareness and hyper vigilance helped the veterans survive when they were deployed. It’s only that now these individuals are back home and these responses are no longer suitable or applicable.
Post traumatic stress disorder de.
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IEEE Serbia and Montenegro MTT-S
IEEE Slovenia CIS
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- 1. Discussion: PTSD and Trauma Discussion: PTSD and TraumaDiscussion: PTSD and TraumaA terrible feature about remembering is the inability to forget. For many in the military and armed forces, this inability to forget traps them with a particular feeling associated with a particular moment. As the rules of war are uncompromising, the traumatic scars, both physical and emotional, hold power in the lives of those who have faced war. Over the years, posttraumatic stress disorder (PTSD) diagnoses have expanded to include victims of rape, environmental disasters, or any other event producing insurmountable and atypical levels of stress for an individual. When exceptionally stressful and atypical events occur in life, it is natural to feel discomfort or even trauma in response to the situation. Does everyone who experiences trauma become diagnosed with PTSD?CLICK HERE TO ORDER YOUR ASSIGNMENTFor this Discussion, consider whether the diagnosis of trauma always leads to the development of PTSD. If not diagnosed with PTSD, think about what alternative diagnoses might be possible for a client.With these thoughts in mind:Post by Day 4 a brief explanation of whether experiences of trauma always lead to the development of PTSD and explain why or why not. Then explain possible alternative client diagnoses.ReferencesAmerican Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.Anxiety DisordersTrauma- and Stressor- Related DisordersObsessive-Compulsive and Related DisordersParis, 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 SpectrumArmour, 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), 1–5. Retrieved from the Walden Library databases.Optional ResourcesLopez, S. J., & Edwards, L. M. (2008). The
- 2. interface of counseling psychology and positive psychology: Assessing and promoting strengths. In S. D. Brown, & R. W. Lent (Eds.), Handbook of counseling psychology (4th ed., pp. 86–99). Hoboken, NJ: John Wiley & Sons.Mataix-Cols, D., & Pertusa, A. (2012). Annual Research Review: Hoarding disorder: potential benefits and pitfalls of a new mental disorder. Journal Of Child Psychology & Psychiatry, 53(5), 608–618. Retrieved from the Walden Library databases.Mohlman, J., Bryant, C., Lenze, E. J., Stanley, M. A., Gum, A., Flint, A., & … Craske, M. G. (2012). Improving recognition of late life anxiety disorders in Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition: observations and recommendations of the Advisory Committee to the Lifespan Disorders Work Group. International Journal Of Geriatric Psychiatry, 27(6), 549–556. Retrieved from the Walden Library databases.O’Connor, J., Fell, M., & Fuller, R. (2010). Escaping, forgetting and revisiting the scene: The post-traumatic compulsion to repeat in obsessive-compulsive disorder. Counseling Psychology Quarterly, 23(1), pp. 55–66. Retrieved from the Walden Library databases.Snowdon, J., Pertusa, A., & Mataix-Cols, D. (2012). On hoarding and squalor: A few considerations for DSM-5. Depression And Anxiety, 29(5), 417–424. Retrieved from the Walden Library databases.Timpano, K. R., Broman-Fulks, J. J., Glaesmer, H., Exner, C., Rief, W., Olatunji, B. O., & … Schmidt, N. B. (2013). A taxometric exploration of the latent structure of hoarding. Psychological Assessment, 25(1), 194–203. Retrieved from the Walden Library databases.