Table of Contents
WEEK 1 DISCUSSION POST
What are Psychological Disorders?
Your Task
- Main Entry: Post a brief analysis of what you have learned from this week’s readings and activities. Identify each segment of the required response to facilitate discussion development. In 5 sentences or more, synthesize your thoughts on …
a. How do biological, psychological, and social-cultural factors interact to produce specific psychological disorders? Consider disorders such as eating disorders in Western cultures, Amok in Malaysia, Susto in Latin America, and Hikikomori in Japan.
b. Support your post. Provide a reference for one professional, peer-reviewed article in support of points addressed in your response. The reference should be APA formatted. Include an accessible link (e.g., UMGC Library generated Permalink)
WEEK 1 LEARNING RESOURCES
What Are Psychological Disorders?
https://leocontent.umgc.edu/content/umuc/tus/psyc/psyc353/2225/additional-resources/week-1-what-are-psychological-disorders-.html
History of Mental Illness
https://nobaproject.com/modules/history-of-mental-illness
This module discusses the criteria to define and distinguish between normality and abnormality. It covers the history of mental illness and diagnosis.
Week 1 Discussion Post
Colberg (2022) explains that biological, social, and psychological factors interact with each other in complex ways to result in a person’s overall mental health. For instance, several factors influence the cases of Anorexia nervosa, an eating disorder seen in Western cultures. They include biological factors such as inherited genes, the stress induced by others on one’s nutrition, and negative societal attitudes to excessive thinness.
In American society, Amok is considered a frenzied state. But, in Malaysia and countries like Puerto Rico, it is a dissociative episode following social isolation or humiliation that leads to outbursts of violent and homicidal behavior toward other individuals or objects (Nonis, 2021). This condition usually involves a young man who after residing in unaccustomed environments, may feel ashamed about a loss, such as a recent divorce. These losses, psycho-social stressors, combine with biological factors and the individual’s presence in unfamiliar surroundings to cause amok.
Suto, which means culture-based syndrome in Portuguese, is diagnosed in babies in Latin America. It is a fright manifested by fever, crying, diarrhea, and vomiting, seen as an indication of the loss of one’s soul. This condition results from a combination of psychological factors such as intense fear, genetic factors, and social factors such as poverty.
Hikikomori is a condition mostly experienced by young people in Japan characterized by extreme social isolation. Some predisposition factors include autism, post-traumatic stress disorder, and social pressures to conform. Therefore, biological factors such as the individual’s genes, social factors such as intense pressure to conform to certain things, and psychological factors such as stress all contribute to this condition.
References
Colberg, E. A. (2022). Mental Health in America: The Case of UVM and Collegiate Mental Health Services.
Nonis, B.-N. T. (2021). Amok syndrome in a quadruple crime, acting out and pathological drive. South Florida Journal of Development, 2(2), 3549–3554. https://doi.org/10.46932/sfjdv2n2-189
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Write My Paper For MeWEEK 2 DISCUSSION POST
Diagnosing and Classifying Psychological Disorders
The Diagnostic and Statistical Manual of Mental Disorders (DSM) is the reference source mental health professionals and physicians use to diagnose mental disorders. The most recent edition, the DSM-5, was released in 2013. Since its inception, the DSM has been growing in size. According to Week 1’s Learning Resource, History of Mental Illness, the number of diagnosable disorders has tripled since the first publication in 1952 (Farreras, 2020). The DSM-5 added approximately 10 percent new diagnostic categories from the DSM-IV.
Contemplate these points:
the diagnosis of hording was added to the DSM-5, elevating it from a subtype of obsessive-compulsive disorder.
caffeine use disorder and Internet gaming disorder were added to the DSM-5, placed in a special section reserved for disorders in need of further study
mental health diagnostic awareness is growing: across social media, prescription drug advertising, and TV programming (Dexter – Antisocial Personality Disorder with comorbidity in Obsessive Compulsive Disorder; Homeland – Bipolar)
Your Task
- Main Entry: Provide your response to the following questions. Support your response through the synthesis of concepts from the week’s readings and learning resources.
a. What does the ever-expanding list of diagnostic categories within the DSM mean to you, to me, your neighbor, to the fellow in the next town? Is the expansion of what is considered diagnostically “mentally disordered” within the DSM something we should be tracking? Why or why not?
b. Are practitioners’ practical approaches/perspectives on psychological disorders influencing their acceptance or rejection of diagnostic labels within the DSM-5?
c. What is the relevance / need for diagnostic labels? Is it naïve to reject the use of diagnostic labels? - Peer Responses: Post Constructive Peer Feedback. In addition to posting your main entry, respond to at least TWO (2) of your classmates’ entries. In 3 or more sentences, provide constructive feedback. What did you find interesting? Do you have additional thoughts? Share them. When providing your feedback present the logic behind it. Farreras, I. G. (2020). History of mental illness. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Campaign, IL: DEF publishers. Retrieved from http://noba.to/65w3s7ex
WEEK 2 LEARNING RESOURCES
Diagnosing and Classifying Psychological Disorders
https://leocontent.umgc.edu/content/umuc/tus/psyc/psyc353/2225/additional-resources/diagnosing-and-classifying-psychological-disorders.html
Perspectives on Psychological Disorders
https://leocontent.umgc.edu/content/umuc/tus/psyc/psyc353/2225/additional-resources/perspectives-on-psychological-disorders.html
The Big Issues in Classification, Diagnosis, and Research Into Psychological Disorders
https://eds-p-ebscohost-com.ezproxy.umgc.edu/eds/ebookviewer/ebook?sid=63252c14-1a8b-453b-bae7-18690c3a6b01%40redis&ppid=pp_1&vid=0&format=EB
Field and Cartwright-Hatton (2015) offer a concise look at classification, diagnosis, and research that pulls together the other readings for this week. They also invite us to thoughtfully explore how research plays a pivotal role in expanding our understanding of psychological disorders and therapy outcomes
Diagnosing and Classifying Psychological Disorders
a. What does the ever-expanding list of diagnostic categories within the DSM mean to you, to me, your neighbor, to the fellow in the next town? Is the expansion of what is considered diagnostically “mentally disordered” within the DSM something we should be tracking? Why or why not?
The expansion of the list of diagnostic categories with the DSM is helpful to everybody. The first version of DSM-1 had only 1.6 diagnoses, while the current version has 237 disorders, with details about gender and cultural differences in these disorders. The ability to tell the differences in these disorders is crucial in effectively diagnosing and treating them. Culture and social context are relevant to individuals seeking a response to treatment and their behavior in finding treatment for their disorders. As the social environment becomes more strongly linked to epigenetic mechanisms, resiliency factors, and heritability, attention to such issues is vital now in DMS-5 (Regier et al., 2013). This expansion, therefore, aids in more appropriate treatment. Today, we all can get better and more appropriate treatment for every disorder without getting treated for the wrong condition as it was before. And yes, we should be monitoring the changes made by the DSM. However, we should focus less on observing the number of disorders listed. Instead, the focus should be on the clinical reason why a particular condition was added or dropped from the list.
b. Are practitioners’ practical approaches/perspectives on psychological disorders influencing their acceptance or rejection of diagnostic labels within the DSM-5?
Yes. The approach one takes toward psychopathology can massively impact attitude toward the diagnostic labels proposed by DSM-5. For example, it is possible that if an expert follows the life process model of addiction, they are much more likely to ignore the diagnostic
labels associated with addiction. Again, the biological and psychosocial perspectives can influence the acceptance of disorders because it focuses on what causes the illness rather than what is wrong with the patient.
c. What is the relevance / need for diagnostic labels? Is it naïve to reject the use of diagnostic labels?
Diagnostic labels help explain the multiplicity of experiences and difficulties by turning them into central behavioral traits. It can help children and their caregivers see why they experience the challenges and struggles they do. It also helps understand why simply trying harder does not work. Diagnostic labels also guide therapeutic interventions and help orient caregivers in their search for information, suitable schools, or tailored social activities (Werkhoven et al., 2022). Diagnostic labels facilitate efficient communication about atypical behavior and needs. For example, if someone mentions they have ADHD, they could ensure they work in a quieter place with fewer distractions. It is not entirely naive to reject diagnostic labels because they sometimes have massive downsides. For instance, they serve as cues to signal stereotypes. For example, the general public can use diagnostic labels inappropriately to stigmatize those with mental disorders. According to Garand et al., “A survey of 1,000 participants exemplifies this point: 81% of respondents believed they would be looked upon or treated differently if others knew they were diagnosed with dementia” (2009, p. 4).
References
Garand, L., Lingler, J. H., Conner, K. O., & Dew, M. A. (2009). Diagnostic Labels, Stigma, and Participation in Research Related to Dementia and Mild Cognitive Impairment. Research in Gerontological Nursing, 2(2), 112–121. https://doi.org/10.3928/19404921-20090401-04
Regier, D. A., Kuhl, E. A., & Kupfer, D. J. (2013). The DSM-5: Classification and criteria changes. World Psychiatry, 12(2), 92–98. https://doi.org/10.1002/wps.20050
Werkhoven, S., Anderson, J. H., & Robeyns, I. A. M. (2022). Who benefits from diagnostic labels for developmental disorders? Developmental Medicine & Child Neurology, 64(8). https://doi.org/10.1111/dmcn.15177
WEEK 3 DISCUSSION POST
Week 3 Discussion: Anxiety and Stress
Please note: In addition to this conference your Article review is due and can be found under the syllabus in the classroom!
- Main Entry: Post a brief analysis of what you have learned from this week’s readings and activities. Clearly identify each segment of the required response in order to facilitate discussion development.
A. ABC and Anxiety? As you review the week’s learning resources note the references to affect (A), behaviors (B), and cognition (C). What trends or relationships do you note exist among the ABC’s of psychology and their role in the expression and management of anxiety and stress?
B. Class Contribution to Learning: Using the UMGC Library or Google Scholar, select a recent scholarly article (within past 10 years) that sheds light on why PTSD was moved out of the anxiety classification. When you are ready, share your selection with us. Provide a brief synopsis of what the article is about, any unique elements of the author’s position on the topic (in your own words, not that of the article’s abstract), and your thoughts on the decision to move PTSD out of the anxiety classification. Accompany your summary with a reference and an active link to the scholarly article. (The reference must be presented in APA format and the link to the article must work.) . - Peer Responses: Post Constructive Peer Feedback. In addition to posting your main entry, respond to at least TWO (2) of your classmates’ entries. In 5 or more sentences, provide constructive feedback. Do you agree with the analysis presented? Why? Do you have some additional thoughts? Share them. When providing your feedback present the logic behind it.
WEEK 3 LEARNING RESOURCES
This module discusses various types of anxiety disorders and how the clinical features of the disorders can be similar and different in daily experiences.
Anxiety Disorders
https://leocontent.umgc.edu/content/umuc/tus/psyc/psyc353/2228/additional-resources/anxiety-disorders.html
Posttraumatic Stress Disorder
https://leocontent.umgc.edu/content/umuc/tus/psyc/psyc353/2228/additional-resources/perspectives-on-psychological-disorders/posttraumatic-stress-disorder.html
Anxiety and Related Disorders
https://leocontent.umgc.edu/content/dam/course-content/tus/psyc/psyc-353/document/AnxietyandRelatedDisorders.pdf
Week 3 Discussion Post
Anxiety and Stress
A: ABC and Anxiety? As you review the week’s learning resources note the references to affect (A), behaviors (B), and cognition (C). What trends or relationships do you note exist among the ABCs of psychology and their role in the expression and management of anxiety and stress?
There is usually a clear relationship between anger in the ABC model created by Dr. Albert Ellis, and anxiety, a psychological disorder that results from excessive worry. The principal distinction between cognitive behavior therapy (CBT) and Rational Emotive Behavior Therapy (REBT) is that the latter emphasizes finding rational logic from irrational thoughts in clients, which improves their self-confidence. REBT encourages patients to develop new ways of thinking that challenge negative thought patterns and behavioral responses (Matweychuk et al., 2019). CBT focuses on ways to improve on the positives instead of focusing on the negative.
It focuses on changing beliefs (B) to create more positive consequences (C). With time, the individual learns to recognize other potential beliefs (B) about adverse events (A), which creates an opportunity for healthier consequences (C). For instance, if you grew up thinking you would become a professional soccer player but failed to get signed by any team. It would be the affect (A) part of the mode. Then, you would start believing that you are not good at soccer and may not get the opportunity you have been searching for. This is the belief/behavior (B) portion. Finally, you could end up believing that your dream of becoming a professional soccer player is shattered, which could make you dislike the sport; this is the cognition/consequence (C).
B: Class Contribution to Learning: Using the UMGC Library or Google Scholar, select a recent scholarly article (within the past 10 years) that sheds light on why PTSD was moved out of the anxiety classification. When you are ready, share your selection with us. Provide
a brief synopsis of what the article is about, any unique elements of the author’s position on the topic (in your own words, not that of the article’s abstract), and your thoughts on the decision to move PTSD out of the anxiety classification. Accompany your summary with a reference and an active link to the scholarly article.
I selected the article “Dimensional assessment of posttraumatic stress disorder in DSM-5” by LeBeau et al. (2014). According to LeBeau et al., the diagnosis and classification of PTSD underwent three significant changes in DSM-5 that culminated with greater emphasis on supplementing the traditional categorical diagnosis of PTSD with dimensional severity ratings. The creation of the Trauma- and Stressor-Related Disorders category reflects the recognition that PTSD often manifests differently than traditional anxiety disorders. According to the article, the APA is promoting dimensional assessment of PTSD with the publication of DSM-5. Dimensional measures reflect how disorders appear in nature, reducing the time burden of a clinician-administered scale. In my view, this change was vital because PTSD entails multiple emotions (e.g. guilt, shame, anger) outside of the fear/anxiety spectrum. It is contrary to the idea behind PTSD’s inclusion with anxiety disorders. The “Trauma and Stressor-related Disorders” is a perfect diagnostic category for PTSD because it indicates a common focus on the disorders in it as relating to adverse events.
References
LeBeau, R., Mischel, E., Resnick, H., Kilpatrick, D., Friedman, M., & Craske, M. (2014). Dimensional assessment of posttraumatic stress disorder in DSM-5. Psychiatry Research, 218(1-2), 143–147. https://doi.org/10.1016/j.psychres.2014.03.032
Matweychuk, W., DiGiuseppe, R., & Gulyayeva, O. (2019). A comparison of REBT with other cognitive behavior therapies. Advances in REBT: Theory, practice, research, measurement, prevention and promotion, 47-77
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Write My Paper For MeWEEK 4 DISCUSSION POST
Mood Disorders
- Main Entry: Post a brief analysis of what you have learned from this week’s readings and activities. Clearly identify each segment of the required response in order to facilitate discussion development.
Everyone experiences minor episodes of depressed mood. What can we do to beat the more common minor depressive episodes we encounter as we navigate our lives? Share your insights to this question as you respond to the following:
A. Thinking about what we have learned: You are talking to a friend during lunch at your favorite mom-n-pop restaurant. Your friend shares, work has been busy and they have just been feeling a little out of sorts. Sad is not quite the right word for it, but down seems to fit. You pause to reflect on our lessons from this week.
1) What are two questions you might ask to find out more about the mood your friend is experiencing? Why have you selected these two questions – what are you trying to learn?
2) Why would you be incline to think your friend is not experiencing bipolar disorder or Major Depressive Disorder?
B. Class Contributions to Learning: Find and share one resource that informatively discusses mood disorders. This resource can be a book, article, website, video, podcast, etc. Provide:
1) a brief summary describing why others in the class will find it useful/insightful
2) a reference for the resource
2) an active link to the resource - Peer Responses: Post Constructive Peer Feedback. In addition to posting your main entry, respond to at least TWO (2) of your classmates’ entries. In 5 or more sentences, provide constructive feedback. Do you agree with the analysis presented? Why? Do you have additional thoughts? Share them. When providing your feedback present the logic behind it.
WEEK 4 LEARNING RESOURCES
Mood Disorders
https://leocontent.umgc.edu/content/dam/course-content/tus/psyc/psyc-353/document/MoodDisorders.pdf
This module discusses major mood disorders, symptoms, prevalence rates, and differences by age, gender, and race. It includes risk factors that contribute to mood disorders and treatments.
Spielman, R. M. (2018g). Psychology Unit 16, Module 7: Posttraumatic stress disorder. Retrieved from https://www.oercommons.org/courseware/module/15385/overview
Mood Disorders
https://leocontent.umgc.edu/content/umuc/tus/psyc/psyc353/2225/additional-resources/perspectives-on-psychological-disorders/mood-disorders.html
Gershon, A. & Thompson, R. (2015). Mood disorders. Diener Education Fund.
Week 4 Discussion Post
Mood Disorders
1) What are two questions you might ask to find out more about the mood your friend is experiencing? Why have you selected these two questions – what are you trying to learn?
According to CDC, approximately 18.5% of adults aged 18 and over experienced any symptoms of depression in two weeks (Villarroel & Terlizzi, 2020). Thus, minor depressive episodes are a part of life, but one can do several things to alleviate their symptoms. For instance, it is necessary to seek support by talking to a trusted friend or family member, stay active through physical activity or exercise, get enough sleep, practice self-care, and challenge negative thoughts. Self-care such as going on a walk, joining a gym, and taking personal time for a bath can all boost the person’s mood, help them relax, and raise serotonin naturally by being able to sleep better. The first question I would ask my friend is to describe how they are feeling and how it has affected their daily routine. For instance, I would be concerned about whether they can get out of bed, get to work on time, and so on. The other question I would ask is how they are coping, for instance, whether they are having enough sleep or indulging in excessive drinking. These questions are vital because they would inform me whether to recommend medical support to my friend or counsellor if they want to open up. The questions will give a clear understanding of how they are coping, and how the condition is affecting their life. If they are feeling like they could harm someone or themselves, I should be able to get them medical attention.
2) Why would you be incline to think your friend is not experiencing bipolar disorder or Major Depressive Disorder?
My friend does not seem to meet the documented immediate symptoms of bipolar disorder or major depression because there is no mania and the symptoms of a low mood are mild. The friend is likely under stress, which is causing the mood change.
B. Class Contributions to Learning: Find and share one resource that informatively discusses mood disorders. This resource can be a book, article, website, video, podcast, etc. Provide:
1) a brief summary describing why others in the class will find it useful/insightful
2) a reference for the resource
2) an active link to the resource
The article “Mood Disorders” by Rakofsky and Rapaport (2018), gives the prevalence of the major mood disorders in the community and within neurologic settings. It also offers the steps one can make in the diagnosis of bipolar disorder or major depressive disorder, assessing old and modern treatment options for these two illnesses. The article is crucial because it highlights the pathophysiology of major depressive disorder, the diagnosis criteria, and so many other concepts that can help someone understand a lot pertaining to this condition.
References
Rakofsky, J., & Rapaport, M. (2018). Mood Disorders. CONTINUUM: Lifelong Learning in Neurology, 24(3), 804. https://doi.org/10.1212/CON.0000000000000604
Villarroel, M., & Terlizzi, E. (2020, September 24). Symptoms of Depression Among Adults: United States, 2019. Www.cdc.gov. https://www.cdc.gov/nchs/products/databriefs/db379.htm
WEEK 5 DISCUSSION POST
Schizophrenia Spectrum Disorders
Please note: In addition to this conference your emerging issues debate is due this week. The instructions can be found under this assignment as well as the syllabus in the classroom!
There are two steps to complete for the debate to follow but first, here is your conference.
Your Task
- Main Entry: This Report Back assignment allows you to gather information about concepts that we are discussing during the unit and test them out in the world! As you report your results, please do not indicate full names. To accomplish this Report Back activity:
Respond with your personal answers to the Report Back questions.
Ask five adult volunteers the Report Back questions. Using only adult volunteers adds standardization to this activity.
Report back on your results by Sunday, presenting your volunteers’ responses
Briefly summarize your observations, connecting your observations to this week’s readings.
Ask your volunteers the following questions:
- There are many popularly held beliefs and stereotypes about schizophrenia. List two beliefs that you can think of.
- On a scale of 0 to 10, with 0 being “not at all” and 10 being “absolutely accurate,” how accurate do you think each of the beliefs are? Rank each individually.
- How do you think schizophrenia is diagnosed?
In your summary address:
People often have faulty impressions concerning the diagnosis of different mental illnesses such as schizophrenia. Based upon your Report Back exercise, what have you learned about the general perception others have about schizophrenia and its diagnoses? What beliefs were correct and what inaccuracies did you note? Are any of the beliefs or stereotypes mentioned by your volunteers applicable to dissociative disorders? If so, which ones?
- Peer Responses: Post Constructive Peer Feedback. In 5 or more sentences, provide constructive feedback. What did you find interesting about what your classmates shared? Did you have a similar experience?
After posting within this conference area continue to the next area for the debate!
WEEK 5 LEARNING RESOURCES
Psychology Unit 16, Module 9: Schizophrenia (Spielman, 2018)
https://leocontent.umgc.edu/content/umuc/tus/psyc/psyc353/2228/additional-resources/schizophrenia-spectrum-disorders.html
Psychology Unit 16, Module 10: Dissociative disorders (Spielman, 2018)
https://leocontent.umgc.edu/content/umuc/tus/psyc/psyc353/2228/additional-resources/dissociative-disorders.html
Additional Reading
Dissociative Disorders (van Heugten-van der Kloet, 2022)
https://nobaproject.com/modules/dissociative-disorders
This module discusses the definitions, origins, competing theories, and experiences of dissociative disorders.
Schizophrenia Spectrum Disorders (van Heugten-van der Kloet, 2020)
https://leocontent.umgc.edu/content/dam/equella-content/psyc353/SchizophreniaSpectrumDisorders.pdf?ou=696922
This module discusses the features, cognitive and neurobiological changes, risk factors, causes, and treatment of schizophrenia
You can also find some help in writing a discussion posts in our other discussion paper samples
Week 5 Discussion Post
Schizophrenia Spectrum Disorders
I asked five friends for their responses to the questions in this week’s reading. The following were the outcomes:
Volunteer one:
An individual suffering from schizophrenia sees things that are not theirs (ranked as 7) and that schizophrenia is a dangerous condition if not diagnosed and treated early (ranked as 10). Per this volunteer, schizophrenia is diagnosed when an individual becomes out of control of themselves causing them to behave as if someone is trying to get or harm them.
Volunteer two:
Those with schizophrenia hear things that are not there (ranked as 8) and are often a danger to themselves (ranked as 10). This volunteer believes that an individual is diagnosed with this condition by checking how they perceive themselves and a sudden change in how they perceive the world around them.
Volunteer three:
Those with schizophrenia are extremely strange in their actions (ranked as 8) and are a danger to those around them (ranked 9). This individual believes someone is diagnosed with schizophrenia when they start seeing things that are not real and feel threatened by others.
Volunteer four:
Those with schizophrenia are psychologically unstable (ranked 7) and can easily harm other people without knowing (ranked 10). This individual believes that someone is diagnosed with schizophrenia when they start worrying about their strange behavior and unexplained change in their daily activities.
Volunteer five:
Those with schizophrenia are easily misunderstood (ranked as 7) and they experienced difficulties and mistreatment while growing up (ranked as 8). This volunteer believes diagnosis is done based on psychological issues at work or during childhood such as when the school reports the child as having a learning disability.
In this week’s reading, I have learned about various symptoms of Schizophrenia such as hallucinations, delusions, disorganized thinking, disorganized or abnormal motor behavior, and negative symptoms. I also learned that this condition can result from several factors including marijuana consumption, events during pregnancy, brain anatomy, neurotransmitters, and genes. However, many people have varied beliefs on this condition including what constitutes the diagnosis and its causes. Upon asking my volunteers the three questions, I realized that many people have wrong perceptions about schizophrenia. Volunteer one and two correctly believe that those with schizophrenia do see things that do not exist, which is defined as hallucination (Craig et al., 2018). However, they were not so sure about it so they both did not give this belief a rank of 10.
Other volunteers incorrectly associated the condition with violence which is not always true. Overall, individuals with this condition are more likely than those without the illness to get harmed by others. Some people may confuse schizophrenia with dissociative identity disorder (DID) because most of their symptoms overlap. For instance, those with dissociative disorders are more likely to cause harm to themselves than someone with schizophrenia (Webermann et al., 2015). A rough upbringing, like emotional abuse during childhood, is more likely to cause dissociative disorders rather than schizophrenia.
References
Craig, T. K., Rus-Calafell, M., Ward, T., Leff, J. P., Huckvale, M., Howarth, E., Emsley, R., & Garety, P. A. (2018). AVATAR therapy for auditory verbal hallucinations in people with psychosis: a single-blind, randomised controlled trial. The Lancet Psychiatry, 5(1), 31–40. https://doi.org/10.1016/s2215-0366(17)30427-3
Webermann, A. R., Myrick, A. C., Taylor, C. L., Chasson, G. S., & Brand, B. L. (2015). Dissociative, depressive, and PTSD symptom severity as correlates of nonsuicidal self-injury and suicidality in dissociative disorder patients. Journal of Trauma & Dissociation, 17(1), 67–80. https://doi.org/10.1080/15299732.2015.106794
WEEK 6 DISCUSSION POST
Personality Disorders
- Main Entry: Post a brief analysis of what you have learned from this week’s readings and activities. Clearly identify each segment of the required response in order to facilitate discussion development.
New Hit Miniseries: You are a scriptwriter and are creating a new character around which a new TV miniseries will be created. As you develop your character you think,
“Hmmm… their presence in the program should be rather “extreme” (i.e., their actions, behaviors, cognitions) in order to capture and hold the audience’s interest. In fact, the character should appear to qualify for diagnoses of a personality disorder – but hey, most folks don’t know what to look for so, this will give the character depth and intrigue.”
As you think this you receive a phone call. The director wants a 150 word or less character summary in one hour….
Share with us what you will present to the director: Include in your caricature:
- Name of your character, gender, age, occupation, other relevant demographic or physical qualities.
- A description of your character’s personality. Weave into the description specific affective, behavioral, and cognitive examples that point to the personality disorder you have selected for expression.
- Offer relevant background information (family, history, favorite activities, habits).
- Instant message your instructor the personality disorder you have selected. Your classmates are going to respond with what they think the character would be diagnosed with.
- Peer Responses: Assess and Diagnose. In addition to posting your main entry, respond to at least TWO (2) of your classmates’ entries. Review their caricatures and identify what diagnoses you think the characters are expressing. Offer constructive feedback. What additional thoughts do you have? Share them. When providing your feedback, present the logic behind it.
WEEK 6 LEARNING RESOURCES
Personality Disorders
Spielman, R. M. (2018k). Psychology Unit 16, Module 11: Personality disorders.
https://www.oercommons.org/courseware/module/15389/overview
Personality disorders
https://nobaproject.com/modules/personality-disorders
Crego, C. & Widiger, T. (2020). Personality disorders. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers.
Week 6 Discussion Post
Personality Disorders
Martin, aged 27, the oldest son in a family of 5, is a software developer who lives alone in a small apartment in the city. His relatives and the few friends he has, know him as a perfectionist and very detail-oriented. He is also socially awkward and has a hard time making friends. Martin has a fear of germs and contamination, spending hours washing his hand and cleaning his apartment to make sure it is germ-free. He has a strict routine that follows every day, and if there is any disruption in that routine, he becomes agitated and anxious. Martin is very indecisive and has a hard time making even simple decisions, like what to eat for breakfast. He often spends a lot of time researching and comparing different options before making a decision.
Martin has had the obsessive-compulsive disorder since he was a child. He has been in therapy and on medication for several years which has helped him manage his symptoms. Martin enjoys playing video games and watching movies. He also likes to read about new software development techniques and is always looking for ways he can improve his skills. He is excessively devoted to software development to an extent that he rarely finds time for leisure and friendships. Even when he meets his friends and they agree to do some activities, they must follow his way. If not, he will opt out of that activity and seclude himself to do other things he likes alone
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Write My Paper For MeWEEK 7 DISCUSSION POST
Disorders in Childhood
Please note: In addition to this conference your Final Project is due and can be found under the content area of the classroom!
Sometimes the most significant learning occurs when we have an opportunity to explore a topic that intrigues us or confuses us. This week’s learning resources provide a window into the complexities of ADHD and Autism. We will utilize this discussion forum to identify areas in which the class desires more information on these topics.
- Main Entry: Class Contribution to Learning – Please respond to ONE of the following sets of questions and incorporate citations and information from your reading.
Questions: - What are some of the pros and cons of placing a child with ADHD on medication? Why would some refer to this as a behavioral diagnosis?
- What are some of the concerns over the new Autism Spectrum Disorder Diagnosis? Why is this considered a neurodevelopmental disorder?
In your main post share any additional information you discovered and found interesting while you prepared your response for this discussion. - Post Constructive Peer Feedback: In addition to posting your self-selected topic and article, respond to at least TWO (2) of your classmates’ entries. In 5 or more sentences, provide constructive feedback. What did you learn from their discussion entry? Do you have additional thoughts on the topic to share? When providing your feedback, present the logic behind it.
WEEK 7 LEARNING RESOURCES
Psychology Unit 16, Module 12: Disorders in childhood
https://leocontent.umgc.edu/content/umuc/tus/psyc/psyc353/2228/additional-resources/disorders-in-childhood.html
Spielman, R. M. (2018l). Psychology Unit 16, Module 12: Disorders in childhood.
ADHD and Behavior Disorders in Children
https://leocontent.umgc.edu/content/dam/equella-content/psyc353/ADHDandBehaviorDisordersinChildren.pdf?ou=696922
Milich, R. & Roberts, W. (2020). ADHD and behavior disorders in children. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers.
Autism: Insights from the Study of the Social Brain
https://leocontent.umgc.edu/content/dam/course-content/tus/psyc/psyc-353/document/Autism_InsightsfromtheStudyoftheSocialBrain.pdf
Pelphrey, K. A. (2020). Autism: insights from the study of the social brain. In R. Biswas-Diener & E. Diener (Eds), Noba textbook sires: Psychilogy, Champaing, IL: DEF publishers.
Week 7 Discussion Post
Disorders in Childhood
What are some of the pros and cons of placing a child with ADHD on medication? Why would some refer to this as a behavioral diagnosis?
As children grow, they experience a lot from their surroundings, and things they cannot figure out how to respond to. This becomes even more critical for children at school age. According to Milich and Roberts (2023), many children with ADHD find it difficult to focus on tasks and follow instructions, factors that can lead to problems at home and in school. Yet, treating children with ADHD using medication is a largely contested issue. Medicating children with ADHD has several pros and cons.
According to studies, medicating children with ADHD using stimulants increases their compliance, and their mothers’ parenting behavior improves to levels that match that of the mothers of children without ADHD. Milich and Roberts (2023) note that treated children will show improved impulse control, time on task, compliance with adults, and decreased hyperactivity and disruptive behavior. Still, there are several cons to using medication. For instance, stimulant medication can cause growth and appetite suppression, increased blood pressure, insomnia, and mood changes. However, these negative medication effects can be avoided with careful monitoring and dosage adjustments.
ADHD is often referred to as a behavioral diagnosis because most symptoms manifest as problematic behaviors. These behaviors may include difficulty with attention, hyperactivity, impulsivity, and others that interfere with a child’s ability to focus on daily life activities Milich and Roberts (2023). Therefore, ADHD diagnosis is based on behavioral symptoms rather than laboratory or physical findings.
References
Milich, R. & Roberts, W. (2023). Adhd and behavior disorders in children. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from http://noba.to/cpxg6b27
WEEK 8 DISCUSSION POST
Therapy and Treatment
- Main Entry: Post a brief analysis of what you have learned from this week’s readings and activities. Clearly identify each segment of the required response in order to facilitate discussion development.
a. Some people have argued that all therapies are about equally effective, and that they all affect change through common factors such as the involvement of a supportive therapist. Does this claim sound reasonable to you? Why or why not?
b. What therapeutic model do you most agree with? Explain why, detailing the elements with which you find agreement and disagreement. - Peer Responses: Post Constructive Peer Feedback. In addition to posting your main entry, respond to at least TWO (2) of your classmates’ entries. In 5 or more sentences, provide constructive feedback. What did you find interesting about what your classmates shared? How do your thoughts differ? How are they the same?
WEEK 8 LEARNING RESOURCES
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How are Psychological Disorders Treated (Field and Cartwright-Hatton, 2015)
https://leocontent.umgc.edu/content/umuc/tus/psyc/psyc353/2232/additional-resources/treatment.html
Field, M. & Cartwright-Hatton, S. (2015). Essential abnormal and clinical psychology. SAGE Publications Ltd.
Therapeutic Orientations
https://leocontent.umgc.edu/content/dam/equella-content/psyc353/TherapeuticOrientations.pdf?ou=696922
Boettcher, H., Hofmann, S.G., & Wu, Q. J. (2020). Therapeutic orientations. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaing, IL: DEF publishers.
Therapy and Treatment
https://www.oercommons.org/courseware/module/15393/overview
Spielman, R. M. (2018c). Psychology Unit 17, Module 16: Therapy and Treatment.
Week 8 Discussion Post
Therapy and Treatment
a. Some people have argued that all therapies are about equally effective and that they all affect change through common factors such as the involvement of a supportive therapist. Does this claim sound reasonable to you? Why or why not?
Several schools have emerged over the years on treating mental illness and all of which work for specific individuals. While all therapies share some common factors such as the relationship, they are not equally effective per research. Studies indicate that some therapies are more effective than others for specific individuals or problems. According to American Psychological Association, factors such as the preferred evidence-based treatment for an issue, the clinical expertise of the therapist, and the individual’s characteristics, preferences, and culture can determine the most effective therapy (OpenStax & Learning, n.d.). For example, some studies indicate that CBT is more effective than other therapies in treating conditions such as PTSD, generalized anxiety disorder, and depression. However, no study has found one approach more effective than the other. Regardless of which type of psychotherapy someone decides to take, the crucial success determinant is the individual’s relationship with the psychologist or therapist.
b. What therapeutic model do you most agree with? Explain why, detailing the elements with which you find agreement and disagreement.
I agree with cognitive-behavioral therapy (CBT), which focuses on identifying and changing negative patterns of thinking and behavior that contribute to mental health problems. CBT is particularly useful when a client is dealing with mood problems because it raises their awareness of how thoughts impact their moods (Özdel et al., 2021). It also enlightens one on how the way they think about self and others and the world, can cause depression. Thus, it is a
practical approach that looks at what is happening now, while giving tools to manage moods daily. This approach, the ‘cognitive triangle’ or the ‘ABC model,’ implies that by challenging irrational thoughts, we can reframe our thoughts more positively and realistically, leading to improved emotions and behaviors. I don’t like the structured and directive nature of CBT. It seems too rigid and does not allow for exploration. It is also possible for the client to feel blamed or judged if they do not change their thoughts or behaviors as quickly as they would like.
References
OpenStax, & Learning, L. (n.d.). Psychoanalysis. Pressbooks.online.ucf.edu. https://pressbooks.online.ucf.edu/lumenpsychology/chapter/types-of-treatment/
Özdel, K., Ayşegül, K. A. R. T., & Türkçapar, M. H. (2021). Cognitive behavioral therapy in treatment of bipolar disorder. Archives of Neuropsychiatry, 58(Suppl 1), S66.
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