ASSIGNMENT ON GENDER DISORDERS
Summarize the main points of this week’s reading assignment. Do you view this category of disorders as more psychological or more physiological in nature? Please keep your answer between 600-700 words.
http://www.genderpsychology.org/
hi, i was wondering if i can have someone help me write a one page paper on psychology homework.
What do you see as the predominant perceptions of society when the term “mental illness” is discussed? Describe three misconceptions you have observed pertaining to how others view someone who has been diagnosed with a mental illness.
Evaluation Criteria for Discussion Question Response:
Critically analyzed and clearly explained the perceptions of society about mental illness.
Accurately identified three misconceptions of society toward a person diagnosed with a mental illness.
JOURNAL 9: Impact of Personal Sexual Orientation Development
Discuss how your personal sexual orientation development may impact your interactions with the LGBTQIA population.
Instructions
For this task, you will analyze the impact of culture on behavior and on our consequent ability to decode the behavior and emotions of people from different cultures and apply what you have learned in a paper.
First, consider the following scenario.
Wilma and Scott Jackson, a White American couple, have reached retirement age. They are taking a long anticipated 3-month world tour. They prepared financially for the trip, but did not prepare culturally. Many interactions they have with people leave them confused, angry, or hurt.
They enjoy sitting at an outside café in Paris, where they set up their laptop and carry on a video conference with their children and grandchildren back home. They wave excitedly at their grandchildren and after the conversation is finished, reminisce with each other, often laughing loudly. The Parisians in the café look at them with disdain.
In Morocco, they have a 22-year old male Moroccan tour guide. One afternoon, they see him walking hand in hand with another male and sitting for hours with a group of male friends in an all-male hookah coffee house. Even the dancers and all musicians are male. They assume that their tour guide is gay and mention this casually to the tour guide. He is astounded by their presumption.
In Greece, the Jacksons eat at a small restaurant. The owner of the restaurant, a man in his 50s, is very warm, and the two families become friends. After a couple of days of touring the islands, the Jacksons return to the restaurant. The owner comes out and gives Scott a full hug, kissing him on both cheeks. Scott is taken aback.
In Japan, they take a small apartment for the final two weeks of their tour. It’s almost autumn now and the leaves are falling from some of the trees. They often notice their neighbors outside sweeping their walkways and gathering fallen leaves from their lawns. Their own lawn and walkway, however, never seem to get cluttered by leaves.
One day, the Jacksons don’t feel well and return early from their tour. They find their own lawn is being tended to by one of the neighbors. When they confront their neighbor, the neighbor shyly says that she didn’t want the Jacksons to be disgraced by their untidy lawn. She then excuses herself and quickly returns to her own home. The Jacksons look at each other in total confusion.
Applying what you have learned this week, address the following questions in your paper: What have you learned about the expression of emotions in different cultures that could explain the reaction of the local Parisian people to these American visitors?
Assuming that he is not, indeed, gay, what type of Moroccan social rules may have led the American couple to misread the situation?
How can you explain the Greek owner’s behavior and Scott’s reaction in terms of cultural differences in physical and emotional behavior?
Why was their Japanese neighbor cleaning their lawn? Why hadn’t she just told them about the untidy lawn if it bothered her? Why didn’t she stay and let them thank her?
Begin your paper with a discussion of the universal (etic) and culturally different (emic) aspects of emotion, interpersonal manners, and perception? Offer examples for each category.
Finally, reflect on any situation you were in where you didn’t understand the cognitive or emotional cultural context. (The culture may be related to a foreign country, or even to a subculture or group culture within your own country) What mistakes did you make? How did you feel? How did you resolve them? Did you notice them immediately, or only on retrospect? If such a situation has never happened to you, then reflect on a situation that you saw happen to someone else, either in real life or in a television show or movie.
Length: 5-7 pages
Personality disorders are chronic and persistent behavioral and emotional disturbances that are often difficult to treat. Some professionals have argued that these disorders are not mental disorders at all, but personality styles—that these individuals are just odd or unusual. Review your textbook and a minimum of two peer-reviewed references and discuss the diagnostic and measurement challenges and issues related to personality disorders. What classification approach is currently used in the DSM? Explain this approach. Identify and discuss relevant research on the causation, diagnosis, and treatment of personality disorders.
Your assignment should be at least a 2–3-page paper in Word format. Apply APA standards to citation of sources and include a cover page and reference page. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc.
Within Unit VIII, you have learned about various psychological disorders and the complexities involved with proper diagnoses and treatment efforts. Now it is time to put your skills to the test. Choose ONE of the cases listed below and create a mental health assessment for your chosen case. In the assessment, you should address the following: a. Why is your client coming for treatment? b. What are his or her current symptoms? c. Does he or she have a history with this problem? If so, please describe it. d. How could the issue affect his or her daily life functions? e. What is your client’s specific diagnosis? f. What is the general class(es) of disorders to which this disorder belongs? g. What are your recommendations? What specific treatment plan will you prescribe for this patient? You should use your textbook as a reference to substantiate your plan. h. How could you get his or her family involved? Chose ONE of these cases to analyze. 1. Tony sometimes seems very wound up. At those times, he seems full of energy, talks very rapidly, and makes very grandiose plans. Once, he gave away all of his belongings and was planning to move to Washington, D.C., so that he could advise the President. At these times, he also seems to need almost no sleep. During other periods of time Tony seems very down. During these times, he does not take care of himself. He seems to want to sleep all the time, and he often makes thinly veiled references to wanting to commit suicide. 2. Paula has not left her house for several months. When she tries to go out, she experiences great anxiety. She says she is afraid that if she leaves her house to go somewhere, she will not be able to get back. Before all this started, Paula seemed fairly normal except for having several episodes where, for no apparent reason, her heart started pounding, she started to sweat profusely, and she experienced all the symptoms of fear and terror. One of the reasons she is afraid to leave the house is because she is afraid she will have one of these episodes again. Hint: there are two specific diagnoses here. 3. Horace sleeps a lot, has great difficulty getting out of bed in the morning, and generally does not want to do anything. He has stopped seeing friends whom he used to see often and declines all invitations to do things socially. His most common response is “I just do not feel like it.” He looks sad all the time and does not seem to take pleasure in everyday activities. This has been going on for the past two months. 4. Patricia is a 44-year-old female who reports that she has periods of time where she cannot remember what she has done. She reports that after one such period, she received a telephone call from a man who claimed to have met her in a bar where she was “the life of the party.” She had also told the man her name was Priscilla. Patricia thinks that this is odd because she does not drink, and she is a rather shy and retiring person. However, the man had her correct telephone number and was able to give a good physical description of her. 5. Frank was attending college in San Francisco during a recent earthquake. He lived in the area that was hardest hit by the quake. Frank was not home when the earthquake hit and was not injured in any way, but when he returned home, he found his building demolished and his two roommates crushed to death. Frank immediately drove himself to the airport, bought a ticket to Boston, and got on the plane. His parents found him on their doorstep in Boston the next morning. Frank remembers nothing about the earthquake and nothing about going to college in San Francisco. The last thing he remembers is being a high school student and living with his parents in Boston. In your case study, you must incorporate research from the textbook to substantiate your diagnosis. You may also use the CSU Online Library for additional reference material if needed, but this is not required. Your response should be at least two pages in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Using the Triage Assessment Form After reading the case examples in the Myer and Conte (2006) article, you have a better understanding of how to use one type of assessment tool. A Microsoft Word copy of the Triage Assessment Form (TAF) is included in the assignment Resources. The most current version of this form is also shown in your James and Gilliland (2017) text, pages 60–64. Use the form to analyze one of the cases, either Ariadne or Jordan, described below. You can save the form as you have completed it as a MS Word document or as a PDF document, and attach the form to your written paper as an appendix. Rate the client in each of the three domains (Affective, Behavioral, and Cognitive) using the Severity Scale included with each domain on the Triage Assessment Form (TAF) and total the scores. Describe, in detail, the rationale for your ratings, including your judgment about how intense and directive the treatment should be based upon the total score. In your discussion of the rationale, summarize diagnostic skills and techniques that can be used to screen for addiction, aggression, and danger to self and others, as you note these risks in your client. Similarly, a possible co-occurring mental disorder (such as substance abuse) may become apparent during a crisis, disaster, or other trauma-causing event that ties in with your assessment during the client’s crisis. Note this in your rationale to address the impact of crisis and trauma on individuals with mental health diagnoses. Project Objectives To successfully complete this project, you will be expected to: •Complete the Triage Assessment Form appropriately for the selected case, including all three domains, with clinical descriptions to guide the course of treatment by evaluating the domain ratings with a logical and articulate rationale of key elements of the crisis, disaster, or trauma-causing events, including the nature of the crisis and associated risks, and client and counselor safety. •Summarize diagnostic skills and techniques that can be used to screen for addiction, aggression, and danger to self and others, as you note these risks in your client. •Note a co-occurring mental disorder (such as substance abuse or depression), which may become apparent during a crisis, disaster, or other trauma-causing event that ties in with your assessment during the client’s crisis. •Differentiate characteristics of crisis states versus developmentally appropriate reactions to life obstacles and crisis assessment and intervention strategies for diverse populations. •Exhibit proficiency in effective, credible academic writing, and critical thinking skills. Note: A template for your APA formatted paper is included in the assignment Resources. Please use the template to present the assignment criteria in an organized way. The headings guide you to the criteria, and the details that are included describe what is necessary to complete the assignment to a Distinguished degree.
Case
Ariadne Ariadne, a 17-year-old Hispanic female, ran away from home. The police returned her to her home, but within a week Ariadne had attempted suicide by taking her father’s prescription medication for high blood pressure. Ariadne had been showing signs of depression and was seen for mental health counseling a year previously for eight sessions. After receiving counseling, Ariadne stated that she felt unuseful at home and unwelcome at school. Feelings of worthlessness and anger arose periodically when her parents tried to engage her about school events. Ariadne had several close friends and one young man she called her “beau,” though she claimed there was no serious intimacy between them. She refused to return to counseling sessions, saying that the time was better spent talking with her friends. She complained that her parents were too strict with curfew times and asked too many questions. In the past week, Ariadne was discovered to skip school two days and refused to tell her parents where she had been. Ariadne’s mother found a bottle of pills and a bottle of vodka in her room.
THIS FORM HAS TO BE FILLED OUT ALONG WITH THE ASSIGNMENT
Triage Assessment Form: Crisis Intervention © by R. A. Myer, R. C. Williams, A. J. Ottens, & A. E. Schmidt Crisis Event Identify and describe briefly the crisis situation: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________ Affective Domain Identify and describe briefly the affect that is present. (If more than one affect is experienced, rate with number 1 being primary, number 2 secondary, number 3 tertiary.) Anger/Hostility ____________________________________________________________________________________________________________________________________________________ Anxiety/Fear ____________________________________________________________________________________________________________________________________________________ Sadness/Melancholy ____________________________________________________________________________________________________________________________________________________ Affective Severity Scale Highlight the number that most closely corresponds with client’s reaction to crisis. 1 2 3 4 5 6 7 8 9 10 No Impairment Minimal Impairment Low Impairment Moderate Impairment Marked Impairment Severe Impairment Stable mood with normal variation of affect appropriate to daily functioning. Affect appropriate to situation. Brief periods during which negative mood is experienced slightly more intensely than situation warrants. Emotions are substantially under client control. Affect appropriate to situation but increasingly longer periods during which negative mood is experienced slightly more intensely than situation warrants. Client perceives emotions as being substantially under control. Affect may be incongruent with situation. Extended periods of intense negative moods. Mood is experienced noticeably more intensely than situation warrants. Liability of affect may be present. Effort required to control emotions. Negative affect experienced at markedly higher level than situation warrants. Affects may be obviously incongruent with situation. Mood swings, if occurring, are pronounced. Onset of negative moods are perceived by client as not being under volitional control. Decompensation or depersonalization evident. Behavioral Domain Identify and describe briefly which behavior is currently being used. (If more than one behavior is used, rate with number 1 being primary, number 2 secondary, number 3 tertiary.) Approach ____________________________________________________________________________________________________________________________________________________ Avoidance ____________________________________________________________________________________________________________________________________________________ Immobility ____________________________________________________________________________________________________________________________________________________ Behavioral Severity Scale Highlight the number that most closely corresponds with client’s reaction to crisis. 1 2 3 4 5 6 7 8 9 10 No Impairment Minimal Impairment Low Impairment Moderate Impairment Marked Impairment Severe Impairment Coping behavior appropriate to crisis event. Client performs those tasks necessary for daily functioning. Occasional use of ineffective coping behaviors. Client performs those tasks necessary for daily functioning, but does so with noticeable effort. Occasional use of ineffective coping behaviors. Client neglects some tasks necessary for daily functioning. Client displays coping behaviors that may be ineffective and maladaptive. Ability to perform tasks necessary for daily functioning is noticeably compromised. Client displays coping behaviors that are likely to exacerbate crisis situation. Ability to perform tasks necessary for daily functioning is markedly absent. Behavior is erratic, unpredictable. Client’s behaviors are harmful to self and/or others. Cognitive Domain Identify whether a transgression, threat, or loss has occurred in the following areas and describe briefly. (If more than one cognitive response occurs, rate with number 1 being primary, number 2 secondary, number 3 tertiary.) PHYSICAL (food, water, safety, shelter, et cetera): Transgression _____ Threat _____ Loss _____ ____________________________________________________________________________________________________________________________________________________ PSYCHOLOGICAL (self-concept, emotional well-being, identity): Transgression _____ Threat _____ Loss _____ ____________________________________________________________________________________________________________________________________________________ SOCIAL RELATIONSHIPS (family, friends, coworkers, et cetera): Transgression _____ Threat _____ Loss _____ ____________________________________________________________________________________________________________________________________________________ MORAL/SPIRITUAL (personal integrity, values, beliefs): Transgression _____ Threat _____ Loss _____ ____________________________________________________________________________________________________________________________________________________ Cognitive Severity Scale Highlight the number that most closely corresponds with client’s reaction to crisis. 1 2 3 4 5 6 7 8 9 10 No Impairment Minimal Impairment Low Impairment Moderate Impairment Marked Impairment Severe Impairment Concentration intact. Client displays normal problem-solving and decision-making abilities. Client’s perception and interpretation of crisis event match reality of situation. Client’s thoughts may drift to crisis event but focus of thoughts is under volitional control. Problem-solving and decision-making abilities minimally affected. Client’s perception and interpretation of crisis event substantially match reality of situation. Occasional disturbance of concentration. Client perceives diminished control over thoughts of crisis event. Client experiences recurrent difficulties with problem-solving and decision-making abilities. Client’s perception and interpretation of crisis event may differ in some respects from reality of situation. Frequent disturbance of concentration. Intrusive thoughts of crisis event with limited control. Problem-solving and decision-making abilities adversely affected by obsessiveness, self-doubt, confusion. Client’s perception and interpretation of crisis event may differ noticeably from reality of situation. Client plagued by intrusiveness of thoughts regarding crisis event. The appropriateness of client’s problem-solving and decision-making abilities likely adversely affected by obsessiveness, self-doubt, confusion. Client’s perception and interpretation of crisis event may differ substantially from reality of situation. Gross inability to concentrate on anything except crisis event. Client so afflicted by obsessiveness, self-doubt, and confusion that problem-solving and decision-making abilities have “shut down.” Client’s perception and interpretation of crisis event may differ so substantially from reality of situation as to constitute threat to client’s welfare. Domain Severity Scale Summary Affective _____ Cognitive _____ Behavioral _____ = Total _____
THIS IS THE ASSIGNMENT TEMPLATE YOU MUST FOLLOW THI
Abstract There is no indent on an abstract. An abstract is a paragraph that summarizes the most important parts of the entire paper. It briefly allows your reader to quickly obtain an overview of your writing. It is an accurate reflection of the purpose and content of the text written in clear and concise language within the limit of 150 to 250 words. Using the Triage Assessment Form Include the title of your paper centered at the top of the page, not bolded; it is not considered a heading. *This first section is your paper’s introduction. Note that it does not have a heading; its position at the beginning of the body of the paper implies that it is the introduction. In the body of your paper, indent the first line of each paragraph. As always, use double spaced, 12-point Times New Roman font, and 1.0 margins all around the page layout. Throughout the paper, please support your work by citing at least four current resources (including your textbook). For the purposes of this assignment, simply replace this text with a brief paragraph in your own words introducing the topic and informing the reader of the organization of the paper. Triage Assessment of the Client Complete the Triage Assessment Form for the selected case, including all three domains and the total score. In this section of the paper, summarize the results and provide a logical and articulate rationale for each of the domain ratings with specific descriptions of each, by relating the specifics of the case to the ratings you determine. There is detail about using the TAF in Chapter 3 of your text, as well as the assigned Myer and Conte article. Use appropriate terminology, such as the psychobiological assessment found in Chapter 3 of your text, and language found in the TAF Severity Scales, to guide the course of treatment based upon your total score. Diagnostic Skills and Techniques Elaborate on diagnostic skills and techniques that can be used to screen for addiction, aggression, and danger to self and others, as well as co-occurring mental disorders during a crisis, such as the Hybrid Model and the ABC’s of Assessing Crisis Intervention found in Chapter 3 of your text. Discuss what counseling skills you use in a triage assessment of this client. Developmental and Cultural Considerations in Crisis Assessment and Intervention In this section of the paper, describe how you would differentiate between the characteristics of crisis states versus developmentally appropriate reactions to life obstacles. Describe crisis assessment and interventions considerations and strategies when working with diverse populations. Consider any cultural, diversity, or even gender issues that may be involved in assessment or intervention with your chosen scenario. Give examples of what you would include in your assessment and interventionS
PLEASE USE THIS AS ONE OF YOUR RESOURCES VERY IMPORTANT
•Read Myer and Conte’s 2006 article, “Assessment for Crisis Intervention,” from Journal of Clinical Psychology: In Session, volume 62, issue 8, pages 959–970.
Based on your learning this week in Hooley, Butcher, Nock and Mineka (2017),
2. Review the diagnostic criteria for autism spectrum disorders and discuss the diagnostic criteria and why autism is considered a spectrum disorder.
only reference: Hooley, J.M., Butcher, J.N., Nock, M., & Mineka, S. (2017). Abnormal psychology. (17th edition)
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