Abnormal Psy, Discussion, real life example and responce

Abnormal Psy, Discussion, real life example and responce

Sample Answer for Abnormal Psy, Discussion, real life example and responce Included After Question

Abnormal Psy, Discussion, real life example and responce

Anxiety and Fear

• What distinguishes fear from anxiety? – FEAR is the body’s response to a serious threat to one’s well-being

– ANXIETY is the body’s response to a vague sense of being in danger

• How are they alike?

– Both have the same physiological features and prepare us for action

• increase in respiration, perspiration, muscle tension, and others

Abnormal Psy, Discussion, real life example and responce
Abnormal Psy, Discussion, real life example and responce

• Dinthesis- stress • State anxiety is temp. Anxiety Disorders • Most common mental disorders in the U.S. • In any given year, 18% of the adult U.S. population experiences one of the anxiety disorders identified in DSM-5 • Close to 29% develop one of the disorders at some point in their lives; only one-fifth of these individuals seek treatment • Most individuals with one anxiety disorder also suffer from a second one Anxiety Disorders and OCD • DSM-5 Anxiety Disorders: identify unique traits – – – – – Generalized anxiety disorder (GAD) Phobias Agoraphobia Social anxiety disorder Panic disorder • Anxiety also play major role in different group of problems – Obsessive-compulsive disorder (OCD) and obsessive-compulsive related disorders Generalized Anxiety Disorder (GAD) • Common in Western society • Usually first appears in childhood or adolescence • Women diagnosed more often than men (2:1) • About one-fourth in treatment • Variety of theoretical explanations • Benzodiazepinesmedication Does Anxiety Beget Anxiety? • People with one anxiety disorder usually experience another as well, either simultaneously or at another point in their lives. (Adapted from Merikangas & Swanson, 2010; Ruscio et al., 2007; Hunt & Andrews, 1995.) According to the Sociocultural Perspective • GAD most likely to develop in people – Who face ongoing, dangerous societal conditions – Who live in poverty – Who face discrimination, low income, and reduced job opportunities (race) • Although poverty and other social pressures impact GAD, other factors are clearly at work – Most people living in dangerous environments do not develop GAD – Other models attempt to explain why some people develop the disorder and others do not Eye on Culture According to the Psychodynamic Perspective—- exam • Psychodynamic explanations: When childhood anxiety goes unresolved – Freud “EGO” • Excessive childhood neurotic or moral anxiety sets stage for GAD • Ego defense mechanisms may be too weak to cope with anxiety levels.: repression • Early attachment is key – Contemporary psychodynamic theorists • Disagree with specific aspects of Freudian explanation of GAD, but agree disorder may be traced to inadequacies in early parent-child relationships According to the Psychodynamic Perspective • Psychodynamic Therapies – General techniques • Used to treat all psychological problems and include free association, transference, resistance, and dreams • Specific treatments for GAD – OBJECT-RELATIONS THERAPISTS attempt to help patients identify and settle early relationship problems. Attachment theory – Freudians focus less on fear and more on control of id • Controlled studies have typically found psychodynamic treatments to only modest help to persons with GAD – Short-term psychodynamic therapy may be the exception to this trend According to the Humanistic Perspective • Theorists propose that GAD, like other psychological disorders – Arises when people stop looking at themselves honestly and acceptingly • This view is best illustrated by Carl Rogers – Lack of “unconditional positive regard” in childhood leads to “conditions of worth” (harsh self-standards) – Threatening self-judgments break through and cause anxiety, setting the stage for GAD to develop According to the Humanistic Perspective • Practitioners using this “CLIENT-CENTERED” approach try to show UNCONDITIONAL POSITIVE REGARD for their clients and to empathize with them – Despite optimistic case reports, controlled studies have failed to offer strong support – In addition, only limited support has been found for Rogers’s explanation of GAD and other forms of abnormal behavior According to the Cognitive Perspective • Psychological problems are often caused by dysfunctional ways of thinking – including excessive worry • MALADAPTIVE ASSUMPTIONS – Albert Ellis: Basic irrational assumptions occur when people are guided by irrational beliefs that lead to inappropriate actions and reactions – Aaron Beck: People with GAD hold silent assumptions • Research supports that people with GAD hold maladaptive assumptions, particularly about dangerousness According to the Cognitive Perspective: New Wave Cognitive Explanations METACOGNITIVE THEORY • Developed by Adrian Wells: Suggests that the most problematic assumptions in GAD are the individual’s worry about worrying (METAWORRY) INTOLERANCE OF UNCERTAINTY THEORY • Certain individuals consider it unacceptable that negative events may occur, even if the possibility is very small; they worry in an effort to find “correct” solutions AVOIDANCE THEORY • Developed by Borkovec; holds that worrying serves a “positive” function for those with GAD by reducing unusually high levels of bodily arousal FEARS, SHMEARS: THE ODDS ARE USUALLY ON OUR SIDE Millions of people worry about disaster every day— but what are the odds commonly feared events will happen? Check out information on page 103 of your text to see the probability of fears you may hold. Are the odds in your favor? How Long Do Your Worries Last? • In one survey, 62 percent of college students said they spend less than 10 minutes at a time worrying about 20 percent worry (Adapted from Tallis et al., 1994.) According to the Cognitive Perspective • Breaking down worrying – Clients educated about role of worrying in GAD; taught to observe their bodily arousal and cognitive responses across life situations; become increasingly skilled at identifying their reactions; and ideally adopt more constructive ways of coping, and to worry less • Research has begun to indicate that a concentrated focus on worrying is a helpful addition to traditional cognitive therapy – This approach is similar TO MINDFULNESS-BASED COGNITIVE therapy According to the Biological Perspective • Biological theorists believe that GAD is caused primarily by biological factors – Supported by family pedigree studies • Biological relatives more likely to have GAD (~15%) than general population • The closer the relative, the greater the likelihood – There is, however, a competing explanation of shared environment involving GABA inactivity According to the Biological Perspective • Promising (but problematic) explanation – Recent research has complicated the picture: • Other neurotransmitters may play important roles in anxiety and GAD – Issue of causal relationships • Do physiological events CAUSE anxiety? How can we know? What are alternative explanations? The Biology of Anxiety • The circuit in the brain that helps produce anxiety reactions includes areas such as the amygdala, prefrontal cortex, and anterior cingulate cortex. According to the Biological Perspective • GABA inactivity – 1950s: Benzodiazepines (Valium, Xanax) found to reduce anxiety • Neurons have specific receptors • Benzodiazepine receptors ordinarily receive gamma-aminobutyric acid (GABA, a common neurotransmitter in the brain) • GABA carries inhibitory messages; when received, it causes a neuron to stop firing According to the Biological Perspective Biological treatments Relaxation training • Antianxiety drug therapy • Early 1950s: SEDATIVEHYPNOTIC drugs • Late 1950s: BENZODIAZEPINES • More recently: ANTIDEPRESSANT and ANTIPSYCHOTIC MEDICATIONS • Physical relaxation will lead to psychological relaxation • Research indicates that relaxation training is more effective than placebo or no treatment • Best when used in combination with cognitive therapy or biofeedback According to the Biological Perspectives • Biological treatments – Biofeedback • Therapist uses electrical signals from the body to train people to control physiological processes • Electromyograph (EMG) is the most widely used; provides feedback about muscle tension • Found to have a modest effect but has its greatest impact when used as an adjunct to other methods for treatment of certain medical problems (headache, back pain, etc.) Biofeedback at Work This biofeedback system records tension in the forehead muscle of an anxious person. The system receives, amplifies, converts, and displays information about the tension, allowing the client to “observe” it and to try to reduce his tension responses. Phobias • Phobias – Persistent and unreasonable fears of particular objects, activities, or situations – Often involves avoidance of the object or thoughts about it • Most phobias – Technically fall under the category of SPECIFIC PHOBIAS: DSM-5’s label for an intense and persistent fear of a specific object or situation. Phobias • How do such common fears differ from phobias? – More intense and persistent fear – Greater desire to avoid the feared object or situation – Distress that interferes with functioning Phobias • Most phobias technically are categorized as “SPECIFIC” – There is also a broader kind of phobia called “agoraphobia” Specific Phobias • Most common – Phobias of specific animals or insects, heights, thunderstorms, and blood • Impact of specific phobias – Dependent on what arouses the fear – Most people do not seek treatment Specific Phobias • Prevalence • Each year close to 9% of all people in the U.S. have symptoms of specific phobia • More than 12% develop such phobias at some point in their lives • Many suffer from more than one phobia at a time • Women outnumber men at least 2:1 • Prevalence differs across racial and ethnic minority groups; the reason is unclear Agoraphobia • Many people with agoraphobia avoid crowded places, driving, and public transportation • Many also are prone to experience extreme and sudden explosions of fear – called “PANIC ATTACKS” – and may receive a second diagnosis of panic disorder What Causes Phobias? • Each model offers explanations, but evidence tends to support the behavioral explanations – Phobias develop through – CLASSICAL CONDITIONING – MODELING (observation and imitation) – STIMULUS GENERALIZATION What Causes Phobias? • Behavioral explanations have received some empirical support: • Classical conditioning study involving Little Albert • Modeling studies: Bandura, confederates, buzz, and shock • Although it appears that a phobia can be acquired in these ways, researchers have not established that the disorder is ordinarily acquired in this way What Causes Phobias? • A behavioral-evolutionary explanation – Called “PREPAREDNESS” because human beings are theoretically more “prepared” to acquire some phobias than others – Explains why some phobias are more common than others How Are Specific Phobias Treated? • Each model offers treatment approaches but major behavioral techniques are most widely used • EXPOSURE TREATMENTS – SYSTEMATIC DESENSITIZATION (Joseph Wolpe) – IN VIVO DESENSITIZATION • Other treatments – FLOODING – MODELING How Are Specific Phobias Treated? • Clinical research supports each of these treatments • The key to success is actual contact with the feared object or situation • A growing number of therapists are using virtual reality as a useful exposure tool PHOBIAS, FAMILIAR AND NOT SO FAMILIAR How many phobias can you name? Did you include pogonophobia, anthophobia, or phonophobia? If so, watch out for any loudtalking, bearded man carrying flowers you meet! More phobias may be found on page 115. How Is Agoraphobia Treated? • Behavioral therapy with an EXPOSURE APPROACH is the most common and effective treatment for agoraphobia • Therapists help clients venture farther and farther from their homes to confront the outside world • Therapists use techniques similar to those used for treating specific phobia but, in addition, use support groups and home-based self-help programs How Is Agoraphobia Treated? • Treatment Impact – Between 60-80% of clients with agoraphobia who receive treatment find it easier to enter public places and the improvement lasts for years – Unfortunately, improvements are often partial, rather than complete, and relapses are common Social Anxiety Disorder • Severe, persistent, and irrational anxiety about social or performance situations in which scrutiny by others and embarrassment may occur – May be NARROW – talking, performing, eating, or writing in public – May be BROAD – general fear of functioning poorly in front of others – In BOTH FORMS, people judge themselves as performing less competently than they actually do Social Anxiety Disorder • This disorder can greatly interfere with one’s life – Surveys reveal that 7.1% of people in the U.S. (60% of them female) experience a social anxiety disorder in any given year – The disorder often begins in childhood and may continue into adulthood – Research finds the poor people are 50% more likely than wealthier people to experience social anxiety disorder – There also are some indications of racial/ethnic differences Profile of Anxiety Disorders and Obsessive-Compulsive Disorder What Causes Social Anxiety Disorder? • The leading explanation proposed by cognitive theorists and researchers – People with this disorder hold a group of social beliefs and expectations that consistently work again them: • Unrealistically high social standards • Views of themselves as unattractive and socially unskilled • Belief that inept behavior will inevitably end in terrible consequences • Feelings that they have no control over anxious feelings in social settings Treatments for Social Anxiety Disorder • Only in the past 15 years have clinicians been able to treat social anxiety disorder successfully • Two components must be addressed: • Overwhelming social fear – Address fears behaviorally with exposure • Lack of social skills – Social skills and assertiveness trainings have proved helpful Treatments for Social Anxiety Disorder • How can social fears be reduced? • Unlike specific phobias, social fears are often reduced through MEDICATION (particularly antidepressants) • Several types of PSYCHOTHERAPY have proved at least as effective as medication • People treated with psychotherapy are less likely to relapse than people treated with drugs alone • One psychological approach is EXPOSURE THERAPY, either in an individual or group setting • COGNITIVE THERAPIES have also been widely used How Can Social Skills Be Improved? • SOCIAL SKILLS TRAINING – Involves combination of several behavioral techniques – Is also used to help people improve their social functioning – Includes therapist-provided feedback and reinforcement – Allow clients to practice their skills with other group members (ASSERTIVENESS TRAINING GROUPS) Panic Disorder • The attacks feature at least four of the following symptoms of panic: palpitations of the heart, tingling in the hands or feet, shortness of breath, sweating, hot and cold flashes, trembling, chest pains, choking sensations, faintness, dizziness, nausea, a feeling of unreality, fear of losing control, and fear of dying (APA, 2013, 2012) Panic Disorder PANIC • Extreme anxiety reaction, can result when a real threat suddenly emerges PANIC ATTACKS PANIC DISORDER • Periodic, short bouts of panic that occur suddenly, reach a peak within 10 minutes, and gradually pass (APA, 2013, 2012) • More than onequarter of all people have one or more panic attacks at some point in their lives • Repeated and unexpected panic attacks with apparent reason; maladaptive thinking or behavior • Around 2.8 percent of all people in the United States suffer from panic disorder in a given year; close to 5 percent develop it at some point in their lives (Kessler et al., 2010, 2009, 2005). Panic Disorder • Disorder characteristics • Has same prevalence across various cultures and racial groups; attack features may differ • Tends to develop in late adolescence and early adulthood • Is twice as likely to occur in women than men • Is 50% more likely to appear in poor people than wealthier people • Is often accompanied by agoraphobia Panic Disorder: The Biological Perspective • Researchers theorized panic disorder was related to abnormal norepinephrine activity – NOREPINEPHRINE: Neurotransmitter whose abnormal activity is linked to panic disorder and depression • Animal research reveals panic reactions may be related to increases in norepinephrine activity in the locus ceruleus – LOCUS CERULEUS: Small area of the brain that seems to be active in the regulation of emotions; many of its neurons use norepinephrine • Similar findings occurred in studies with humans who were injected with norepinephrine-stimulating chemicals The Biology of Panic • Newer research suggests that the root of panic attacks is more complicated than single neurotransmitter or single brain area • Research conducted in recent years has examined brain circuits and the amygdala as the more complex root of the problem • There may be a predisposition to abnormalities in these areas Panic Disorder: The Biological Perspective • If a genetic factor is at work, close relatives should have higher rates of panic disorder than more distant relatives – and they do – Among monozygotic (MZ, or identical) twins, the rate is as high as 31% – Among dizygotic (DZ, or fraternal) twins, the rate is only 11% Panic Disorder: The Biological Perspective • Drug therapies • Antidepressants are effective at preventing or reducing panic attacks • Function at norepinephrine receptors in the panic brain circuit • Bring at least some improvement to 80% of patients with panic disorder • Improvements require maintenance of drug therapy • Some benzodiazepines (especially Xanax [alprazolam]) have also proved helpful • They seem to indirectly affect the activity of norepinephrine Panic Disorder: The Cognitive Perspective • Cognitive theorists believe panic prone people have a high degree of ANXIETY SENSITIVITY – Tendency to focus on one’s bodily sensations, assess them illogically, and interpret them as harmful • BIOLOGICAL CHALLENGE TESTS used to produce hyperventilation or other biological sensations – Procedure used to produce panic in participants or clients by having them exercise vigorously or perform some other potentially panic-inducing task – Individuals with panic disorder typically have higher anxiety scores than other people do PANIC: EVERYONE IS VULNERABLE People with panic disorder are not the only ones to experience panic. Many people panic when faced with a threat that unfolds very rapidly. On February 17, 2003, a security guard used pepper spray to break up a fight in a trendy Chicago nightclub. The fumes caused a panic which increased as fleeing clubbers found the rear doors of the E2 club were chained shut, About 150 people where injured and 21 people were crushed to death. What action would you have taken in this situation? Would you panic? Panic Disorder: The Cognitive Perspective • COGNITIVE THERAPY: Tries to correct people’s misinterpretations of their bodily sensations (Clark, Beck, and others) • Steps – Step 1: Educate clients – Step 2: Teach clients to apply more accurate interpretations (especially when stressed) – Step 3: Teach clients skills for coping with anxiety • Cognitive therapy: May use BIOLOGICAL CHALLENGE PROCEDURES – Used to produce panic in participants or clients by having them exercise vigorously or perform some other potentially panic-inducing task in presence of researcher or therapist Panic Disorder: The Cognitive Perspective • Cognitive treatments often help people with panic disorder • Around 80% of treated patients are panic-free for two years compared with 13% of control subjects • At least as helpful as antidepressants • Combination therapy may be most effective • Still under investigation Obsessive-Compulsive Disorder • OBSESSIVE-COMPULSIVE DISORDER: Person has recurrent and unwanted thoughts, a drive to perform repetitive and rigid actions, or both • OBSESSIONS: Persistent thought, urge, or image that is experienced repeatedly, feels intrusive, and causes anxiety • COMPULSIONS: Repetitive and rigid behaviors or mental acts that people feel they must perform to prevent or reduce anxiety Obsessive-Compulsive Disorder According to DSM-5, diagnosis is called for when symptoms • Feel excessive or unreasonable • Cause great distress • Take up much time • Interfere with daily functions Several additional disorders • Are closely related to obsessive-compulsive disorder in their features, causes, and treatment responsiveness, and so DSM-5 has grouped them together with obsessive-compulsive disorder (APA, 2013, 2012) Obsessive-Compulsive Disorder Normal routines • Most people find it comforting to follow set routines when they carry out everyday activities, and, in fact, 40 percent become irritated if they must depart from their routines. (Adapted from Kanner, 2005, 1998, 1995). Obsessive-Compulsive Disorder • Prevalence • Between 1% and 2% of U.S. population suffer from OCD in a given year; as many as 3% over a lifetime • It is equally common in men and women and among different racial and ethnic groups • It is estimated that more than 40% of those with OCD seek treatment What Are the Features of Obsessions and Compulsions? • Obsessions – Thoughts that feel both intrusive and foreign – Attempts to ignore or resist them trigger anxiety – Have common themes • Examples: Dirt/contamination, violence and aggression, orderliness, religion, sexuality What Are the Features of Obsessions and Compulsions? • Compulsions – “Voluntary” behaviors or mental acts feel mandatory/unstoppable – Most recognize that their behaviors are unreasonable – Performing behaviors reduces anxiety — only for a short time! – Behaviors often develop into rituals – Have common forms/themes: • Examples: Cleaning, checking, order or balance, touching, verbal, and/or counting Obsessive-Compulsive Disorder • In recent decades, researchers have begun to learn more about OCD • Most influential explanations are from the psychodynamic, behavioral, cognitive, and biological models OCD: The Psychodynamic Perspective • Anxiety disorders develop when children fear their id impulses and use ego defense mechanisms to lessen their anxiety • OCD differs from other anxiety disorders in that the “battle” is not unconscious; it is played out in overt thoughts and actions – Id impulses = obsessive thoughts – Ego defenses = counter-thoughts or compulsive actions • Freud believed that OCD was related to the anal stage of development – Period of intense conflict between id and ego – Not all psychodynamic theorists agree OCD: The Psychodynamic Perspective • Overall, research has not supported the psychodynamic explanation • Psychodynamic therapies – Goals are to uncover and overcome underlying conflicts and defenses – Main techniques are free association and interpretation – Research has offered little evidence – Some therapists now prefer to treat these patients with short-term psychodynamic therapies OCD: The Behavioral Perspective • Behaviorists – Behaviorists have concentrated on explaining and treating compulsions rather than obsessions – They propose that people happen upon their compulsions quite randomly • Stanley Rachman and colleagues – Compulsions do appear to be rewarded by an eventual decrease in anxiety OCD: The Behavioral Perspective • Behavioral therapy • EXPOSURE AND RESPONSE PREVENTION (ERP) • Behavioral treatment for obsessive-compulsive disorder that exposes a client to anxiety-arousing thoughts or situations and then prevents the client from performing his or her compulsive acts • Also called exposure and ritual prevention OCD: The Cognitive Perspective • Cognitive theorists – Point out that everyone has repetitive, unwanted, and intrusive thoughts – Suggest that people with OCD blame themselves for normal (although repetitive and intrusive) thoughts and expect that terrible things will happen as a result OCD: The Cognitive Perspective • To avoid negative outcomes • People attempt to “NEUTRALIZE” their thoughts with actions (or other thoughts) • When a neutralizing action reduces anxiety, it is reinforced – Client becomes more convinced that the thoughts are dangerous – As fear of thoughts increases, the number of thoughts increases OCD: The Cognitive Perspective • If everyone has intrusive thoughts, why do only some people develop OCD? • People with OCD tend to: – Have exceptionally high standards of conduct and morality – Believe thoughts are equal to actions and are capable of bringing harm – Believe that they can, and should, have perfect control over their thoughts and behaviors OCD: The Cognitive Perspective • Cognitive therapists focus on the cognitive processes that help to produce and maintain obsessive thoughts and compulsive acts • Therapy may include – Psychoeducation – Guiding the client to identify, challenge, and change distorted cognitions • Research suggests that a combination of the cognitive and behavioral models is often more effective than either intervention alone OCD: The Biological Perspective • Two lines of research provide evidence for the key role of biological factors • Abnormal SEROTONIN activity • Evidence that serotonin-based antidepressants reduce OCD symptoms; recent studies have suggested other neurotransmitters also may play important roles • Abnormal brain structure and functioning • OCD linked to ORBITOFRONTAL CORTEX and CAUDATE NUCLEI • Frontal cortex and caudate nuclei compose brain circuit that converts sensory information into thoughts and actions • Either area may be too active, letting through troublesome thoughts and actions The Biology of Obsessive Compulsive Disorder • Brain structures that have been linked to obsessive-compulsive disorder include the orbitofrontal cortex, caudate nucleus, thalamus, amygdala, and cingulate cortex. The structures may be too active in people with the disorder OCD: The Biological Perspective • Some research provides evidence that these two lines may be connected – SEROTONIN (with other neurotransmitters) plays a key role in the operation of the orbitofrontal cortex and the caudate nuclei – Abnormal neurotransmitter activity could be contributing to the improper functioning of the circuit OCD: The Biological Perspective • Biological therapies – Serotonin-based antidepressants • Bring improvement to 50–80% of those with OCD • Relapse occurs if medication is stopped – Research suggests that combination therapy (medication + cognitive behavioral therapy approaches) may be most effective Obsessive-Compulsive-Related Disorders • In recent years, a growing number of clinical researchers have linked some excessive behavior patterns (e.g., hoarding, hair pulling, shopping, sex) to OCD – DSM-5 has created the group name “ObsessiveCompulsive-Related Disorders” and assigned four patterns to that group: hoarding disorder, hair-pulling disorder, skin-picking disorder, and body dysmorphic disorder – With their addition to the DSM, it is hoped that they will be better researched, understood, and treated Obsessive-Compulsive-Related Disorders Obsessive-compulsiverelated disorders • Group of disorders in which obsessive-like concerns drive people to repeatedly and excessively perform specific pattern Body dysmorphic disorder • Disorder in which individuals become preoccupied with the belief that they have certain defects or flaws in their physical appearance • Perceived defects or flaws are imagined or greatly exaggerated Putting It…together • DIATHESIS-STRESS IN ACTION • Theoretical view of generalized anxiety disorder • Certain individuals have biological vulnerability toward disorder – Precipitated by psychological and sociocultural factors • Treatment – Integration of models – Stress management programs Brain Salt, a patent medicine used in early the twentieth century for anxiety and related difficulties, promised to cure nervous disability, headaches, indigestion, heart palpitations, and sleep problems. What Do You Think? Clinical Assessment: How and Why Does the Client Behave Abnormally? • ASSESSMENT involves the collection of relevant information in an effort to reach a conclusion – CLINICAL ASSESSMENT is used to determine how and why a person is behaving abnormally and how that person may be helped • The focus is IDIOGRAPHIC, that is, on an individual person • It also may be used to evaluate treatment progress Clinical Assessment: How and Why Does the Client Behave Abnormally? • Hundreds of clinical assessment tools have been developed and fall into three categories – Clinical interviews – Tests – Observations Characteristics of Assessment Tools • To be useful, assessment tools must be standardized and have clear reliability and validity – To STANDARDIZE a technique is to set up common steps to be followed whenever it is administered – One must standardize administration, scoring, and interpretation Characteristics of Assessment Tools • RELIABILITY refers to the consistency of an assessment measure – A good tool will always yield the same results in the same situation • Two main types – TEST–RETEST RELIABILITY – yields the same results every time it is given to the same people – INTERRATER RELIABILITY – different judges independently agree on how to score and interpret a particular tool Characteristics of Assessment Tools • VALIDITY refers to the accuracy of a tool’s results – A good assessment tool must accurately measure what it is supposed to measure – Three specific types • FACE VALIDITY – a tool appears to measure what it is supposed to measure; does not necessarily indicate true validity • PREDICTIVE VALIDITY – a tool accurately predicts future characteristics or behavior • CONCURRENT VALIDITY – a tool’s results agree with independent measures assessing similar characteristics or behavior Clinical Interviews • These face-to-face encounters often are the first contact between a client and a clinician/assessor – Used to collect detailed information, especially personal history, about a client • Allow the interviewer to focus on whatever topics they consider most important – Focus depends on theoretical orientation Clinical Interviews • Conducting the interview – Can be either unstructured or structured • In an UNSTRUCTURED INTERVIEW, clinicians ask open-ended questions • In a STRUCTURED INTERVIEW, clinicians ask prepared questions, often from a published interview schedule – May include a MENTAL STATUS EXAM – a set of interview questions and observations designed to reveal the degree and nature of a client’s abnormal functioning Clinical Interviews • Limitations – May lack validity or accuracy • Individuals may be intentionally misleading – Interviewers may be biased or may make mistakes in judgment – Interviews, particularly unstructured ones, may lack reliability Clinical Tests • TESTS are devices for gathering information about a few aspects of a person’s psychological functioning, from which broader information can be inferred • More than 500 clinical tests are currently in use – They fall into six categories Clinical Tests • More than 500 clinical tests that fall into six categories are currently in use • Categories 1. 2. 3. 4. 5. 6. Projective tests Personality inventories Response inventories Psychophysiological tests Neurological and neuropsychological tests Intelligence tests Clinical Tests 1. PROJECTIVE TESTS – – – Require that clients interpret vague or ambiguous stimuli or follow open-ended instruction Are used primarily by psychodynamic clinicians Most popular • • • • Rorschach Test Thematic Apperception Test (TAT) Sentence completion test Drawings Clinical Test: Rorschach Inkblot • An inkblot similar to those used in the Rorschach test In this test, individuals view and react to a total of 10 inkblot images. A RORSCHACH CHEAT SHEET ON WIKIPEDIA? • A doctor from Saskatchewan posted online 10 original Rorschach [inkblot] plates, along with common responses for each – Psychologists argue that this has rendered the test meaningless and put a diagnostic tool in the hands of amateurs What is your reaction to this posting? Clinical Test: Thematic Apperception Test • A picture similar to the one used in the Thematic Apperception Test Clinical Test: Sentence-Completion Test • The sentence-completion test, first developed in the 1920s (Payne, 1928), asks people to complete a series of unfinished sentences, such as – “I wish ___________________________” – “My father ________________________” Clinical Test: Drawings • Draw-a-Person (DAP) test – “Draw a person” – “Draw another person of the opposite sex” – Children draw their household members performing some activity AP Photo/Suzanne Plunkett • Kinetic Family Drawing test Clinical Tests • Projective tests – Strengths and weaknesses • • • Helpful for providing “supplementary” information Have not consistently demonstrated much reliability or validity May be biased against minority ethnic groups Clinical Tests 2. PERSONALITY INVENTORIES – – – – Designed to measure broad personality characteristics Focus on behaviors, beliefs, and feelings Usually based on self-reported responses Most widely used: MINNESOTA MULTIPHASIC PERSONALITY INVENTORY • • For adults: MMPI (original) or MMPI-2 (1989 revision) For adolescents: MMPI-A Clinical Test: MMPI Minnesota Multiphasic Personality Inventory • Consists of more than 500 self-statements that can be answered “true,” “false,” or “cannot say” – Statements describe physical concerns, mood, sexual behaviors, and social activities Clinical Test: MMPI Minnesota Multiphasic Personality Inventory • Comprised of ten clinical scales – – – – – Hypochondriasis Depression Hysteria Psychopathic deviate Masculinity-femininity • Scores range from 0 to 120 – Above 70 = deviant – Graphed to create a “profile” – – – – – Paranoia Psychasthenia Schizophrenia Hypomania Social introversion Clinical Tests • Personality inventories – Strengths and weaknesses • • • • Easier, cheaper, and faster to administer than projective tests Objectively scored and standardized Display greater test-retest reliability than projective tests Appear to have greater validity than projective tests – • However, they cannot be considered highly valid; Measured traits often cannot be directly examined – how can we really know the assessment is correct? Tests fail to allow for cultural differences in responses Clinical Tests 3. RESPONSE INVENTORIES – Usually based on self-reported responses – Focus on one specific area of functioning • • • AFFECTIVE INVENTORIES (example: Beck Depression Inventory) SOCIAL SKILLS INVENTORIES COGNITIVE INVENTORIES Clinical Tests Response inventories – Strengths and weaknesses • • Have strong face validity Few have been subjected to careful standardization, reliability, and/or validity procedures (BECK DEPRESSION INVENTORY and a few others are exceptions) Clinical Tests 4. PSYCHOPHYSIOLOGICAL TESTS – Measure physiological response as an indication of psychological problems • Includes heart rate, blood pressure, body temperature, galvanic skin response, and muscle contraction – Most popular is the polygraph (lie detector) THE TRUTH, THE WHOLE TRUTH, AND NOTHING BUT THE TRUTH • In the mid-1980s, the American Psychological Association officially reported that polygraphs were often inaccurate and the U.S. • Research indicates that 8 out of 100 truths, on average, are called lies • The FBI, parole boards, and probation offices still routinely use polygraph testing What social consequences might this have? Clinical Tests • Psychophysiological tests – Strengths and weaknesses • • Require expensive equipment that must be tuned and maintained Can be inaccurate and unreliable Clinical Tests 5. NEUROLOGICAL AND NEUROPSYCHOLOGICAL TESTS • NEUROLOGICAL TESTS directly assess brain function by assessing brain structure and activity • Examples: EEG, PET SCANS, CAT SCANS, MRI, fMRI Traditional Scanning Here, an MRI scan (above left) reveals a large tumor, colored in orange; a CAT scan (above center) reveals a mass of blood within the brain; and a PET scan (above right) shows which areas of the brain are active (those colored in red, orange, and yellow) when an individual is stimulated. Clinical Tests 5. NEUROLOGICAL AND NEUROPSYCHOLOGICAL TESTS • NEUROPSYCHOLOGICAL TESTS indirectly assess brain function by assessing cognitive, perceptual, and motor functioning • Most widely used is the BENDER VISUALMOTOR GESTALT TEST • Clinicians often use a battery of tests Clinical Tests • Neurological and neuropsychological tests – Strengths and weaknesses • Can be very accurate • At best, though, these tests are general screening devices – Best when used in a battery of tests, each targeting a specific skill area Clinical Tests 6. INTELLIGENCE TESTS – – – Designed to indirectly measure intellectual ability Typically comprised of a series of tests assessing both verbal and nonverbal skills General score is an intelligence quotient (IQ) INTELLIGENCE TESTS TOO? EBAY AND THE PUBLIC GOOD • The Wechsler intelligence tests are for sale on eBay online auctions • The test publishers fear the sale will result in misuse for coaching by lawyers and parents Should ebay be prohibited from allowing these sales? Why? Why not? Clinical Tests • Intelligence tests – Strengths • Are among the most carefully produced of all clinical tests – Highly standardized on large groups of subjects – Have very high reliability and validity Clinical Tests • Intelligence tests – Weaknesses • Performance can be influenced by nonintelligence factors (e.g., motivation, anxiety, test-taking experience) • Tests may contain cultural biases in language or tasks • Members of minority groups may have less experience and be less comfortable with these types of tests, influencing their results Clinical Observations • CLINICAL OBSERVATIONS are systematic observations of behavior – Several kinds • Naturalistic • Analog • Self-monitoring Clinical Observations • Naturalistic and Analog Observations – NATURALISTIC OBSERVATIONS occur in everyday environments • Can occur in homes, schools, institutions (hospitals and prisons), and community settings • Most focus on parent–child, sibling–child, or teacher–child interactions • Are generally made by “participant observers” and reported to a clinician Clinical Observations • Naturalistic and Analog Observations – ANALOG OBSERVATIONS often focus on children interacting with their parents, married couples attempting to settle a disagreement, speech-anxious people giving a speech, and fearful people approaching an object they find frightening • If naturalistic observation is impractical, analog observations are used and conducted in artificial settings Clinical Observations • Naturalistic and Analog Observations – Strengths and weaknesses • Much can be learned from witnessing behavior • Reliability is a concern – Different observers may focus on different aspects of behavior • Validity is a concern – Risk of “overload,” “observer drift,” and observer bias – Client reactivity may also limit validity – Observations may lack cross-situational validity Clinical Observations • SELF-MONITORING – People observe themselves and carefully record the frequency of certain behaviors, feelings, or cognitions as they occur over time Clinical Observations • Self-monitoring • Strengths and weaknesses • Useful in assessing infrequent behaviors • Useful for observing overly frequent behaviors • Provides a means of measuring private thoughts or perceptions • Validity is often a problem • Clients may not record information accurately • When people monitor themselves, they often change their behavior Diagnosis: Does the Client’s Syndrome Match a Known Disorder? • Using all available information, clinicians attempt to paint a “clinical picture” – Influenced by their theoretical orientation • Using assessment data and the clinical picture, clinicians attempt to make a diagnosis – A determination that a person’s psychological problems comprise a particular disorder – Based on an existing classification system Classification Systems • CLASSIFICATION SYSTEMS are lists of categories, disorders, and symptom descriptions, with guidelines for assignment – Focus on clusters of symptoms (syndromes) • In current use in the U.S.: DSM-5 – Diagnostic and Statistical Manual of Mental Disorders (5th edition) DSM-5 • Lists approximately 400 disorders • Describes criteria for diagnoses, key clinical features, and related features that are often, but not always, present DSM-5 • Requires clinicians to provide two types of information – CATEGORICAL – the name of the category (disorder) indicated by the client’s symptoms – DIMENSIONAL – a rating of how severe a client’s symptoms are and how dysfunctional the client is across various dimensions of personality DSM-5 • CATEGORICAL INFORMATION – The clinician must decide whether the person is displaying one of the hundreds of disorders listed in the manual – Some of the most frequently diagnosed are the anxiety disorders and depressive disorders How Many People in the U.S. Qualify for a DSM Diagnosis During Their Lives? DSM-5 • Dimensional Information – Diagnosticians also are required to assess the current severity of the client’s disorder • For each disorder, various rating scales are suggested – Example: Severity of Illness Rating Scale • If a client qualifies for a diagnosis of personality disorder, further assessment is required DSM-5 • Additional Information – Clinicians also have the opportunity to provide other information, including relevant medical conditions and special psychosocial problems – DSM-5 is the first edition of the DSM to consistently seek both categorical and dimensional information as part of the diagnosis, rather than categorical information alone . Is DSM-5 an Effective Classification System? • A classification system, like an assessment method, is judged by its reliability and validity • Here, RELIABILITY means that different clinicians are likely to agree on a diagnosis using the system to diagnose the same client • The framers of DSM-5 followed certain procedures to help ensure greater reliability than any previous edition • Despite such efforts, critics still have concerns Is DSM-5 an Effective Classification System? • The VALIDITY of a classification system is the accuracy of the information that its diagnostic categories provide – PREDICTIVE VALIDITY is of the most use clinically – DSM-5 framers also tried to ensure the validity of this edition by conducting extensive literature reviews and running field studies – However, many are still concerned about its validity Call for Change • The effort to produce DSM-5 took more than a decade • A Task Force and numerous work groups were formed in 2006 • Between 2010 and 2012, the task force released several drafts online, and clinical researchers and practitioners were asked to offer suggestions • The task force took the online feedback into consideration, and DSM-5 was completed and published in 2013 Call for Change • Some of the key changes include – Additions to and removals of diagnostic categories – Reorganizing of categories – Changes in terminology Key Changes in DSM-5 Adding a new category, “autism spectrum disorder,” that combines certain past categories such as “autistic disorder” and “Asperger’s syndrome” (see Chapter 14 Viewing “obsessive-compulsive disorder” as a problem that is different from the anxiety disorders and grouping it instead along with other compulsive-like disorders such as “hoarding disorder,” “body dysmorphic disorder,” “hair-pulling disorder,” and “excoriation (skin-picking) disorder” (see Chapter 4). Viewing “posttraumatic stress disorder” as a problem that is distinct from the anxiety disorders (see Chapter 5). Adding a new category, “premenstrual dysphoric disorder” (see Chapter 6). Key Changes in DSM-5 Adding a new category, “somatic symptom disorder” (see Chapter 8) Replacing the term “hypochondriasis” with the new term “illness anxiety disorder” (see Chapter 8). Adding a new category, “disruptive mood dysregulation disorder” (see Chapters 6 and 14). Adding a new category, “binge eating disorder” (see Chapter 9). Adding a new category, “substance use disorder,” that combines past categories “substance abuse” and “substance dependence” (see Chapter 10). Key Changes in DSM-5 Viewing “gambling disorder” as a problem that should be grouped as an addictive disorder alongside the “substance use disorders” (Chapters 10). Replacing the term “gender identity disorder” with the new term “gender dysphoria” (see Chapter 11). Replacing the term “mental retardation” with the new term “intellectual developmental disorder” (Chapter 14). Adding a new category, “specific learning disorder,” that combines past categories “reading disorder,” “mathematics disorder,” and “disorder of written expression” (see Chapter 14). Replacing the term “dementia” with the new term “neurocognitive disorder” (Chapter 15). Adding a new category, “mild neurocognitive disorder” (see Chapter 15). Can Diagnosis and Labeling Cause Harm? • Misdiagnosis is always a concern • Major issue is the reliance on clinical judgment • Also present is the issue of labeling and stigma • Diagnosis may be a selffulfilling prophecy • Because of these problems, some clinicians would like to do away with the practice of diagnosis Treatment: How Might the Client Be Helped? • Treatment decisions – Begin with assessment information and diagnostic decisions to determine a treatment plan • Use a combination of idiographic and nomothetic (broad, general) information – Other factors • Therapist’s theoretical orientation • Current research • General state of clinical knowledge – currently focusing on empirically supported, evidence-based treatment The Effectiveness of Treatment • More than 400 forms of therapy in practice, but is therapy effective? • Difficult question to answer • How do you define success? • How do you measure improvement? • How do you compare treatments? • People differ in their problems, personal styles, and motivations for therapy • Therapists differ in skill, knowledge, orientation, and personality • Therapies differ in theory, format, and setting The Effectiveness of Treatment • Therapy outcome studies typically assess one of the following questions – Is therapy in general effective? – Are particular therapies generally effective? – Are particular therapies effective for particular problems? The Effectiveness of Treatment • Is therapy generally effective? – Research suggests that therapy is generally more helpful than no treatment or than placebo – In one major study using meta-analysis, the average person who received treatment was better off than 75% of the untreated subjects Does Therapy Help? The Effectiveness of Treatment • Some clinicians are concerned with a related question: Can therapy can be harmful? – It does have this potential – Studies suggest that 5-10% of patients get worse with treatment The Effectiveness of Treatment • Are particular therapies generally effective? – Generally, therapy-outcome studies lump all therapies together to consider their general effectiveness • Some critics call this a “UNIFORMITY MYTH” – An alternative approach examines the effectiveness of particular therapies • There is a movement (“RAPPROCHEMENT”) to look at commonalities among therapies, regardless of clinician orientation • DARK SITES: Internet sites with goal of promoting behaviors that clinical community, and most of society, consider abnormal and destructive – PRO-ANOREXIA SITES: More than 500 sites; exchange tips on how to starve self and disguise weight loss; offer support and feedback about starvation diets – SUICIDE SITES: Suicide forums and chat rooms: variety of topics, including celebration of death of former users, appointment setting for joint or partner suicide, specific instructions about suicide methods Do these sites represent dangers that should be banned or basic freedom of speech that should be honored? The Effectiveness of Treatment • Are particular therapies effective for particular problems? – Studies now being conducted to examine the effectiveness of specific treatments for specific disorders • “What specific treatment, by whom, is the most effective for this individual with that specific problem, and under which set of circumstances?” – Recent studies focus on the effectiveness of combined approaches – drug therapy combined with certain forms of psychotherapy – to treat certain disorders Who Seeks Therapy? • According to surveys conducted in the United States, people who are middle-aged, female, from Western states, and highly educated are the most likely to have been in therapy at some point in their lives. (Adapted from Howes, 2008; Fetto, 2002.) Discussion 1: For this assignment, I ask you to consider the following vignette. After reading the vignette, please: a. b. c. Determine what diagnosis from Chapter 4 you would assign to LaRhonda Defend your diagnosis by associating LaRhonda’s characteristics with symptoms for that diagnosis Identify assessment methods from Chapter 3 that would be useful in gathering information for this diagnosis LaRhonda was struggling. She scheduled an appointment with psychologist Josephine. LaRhonda explained that she had the weight of the world on her shoulders. She constantly worried that her one child would be bullied, wouldn’t do well enough in school to go to WCSU, wouldn’t have friends or be popular, was gaining weight and eating too much junk food, was having impure thoughts about boys, didn’t get enough sunlight and might have Vitamin D deficiency, and secretly loved her father more than her. She frequently called her daughter’s teachers in middle school to complain about their teaching style, argued with her daughter’s drama teachers because they did not always give her leading roles, and made frequent trips to the pediatrician to have her daughter checked for diseases. LaRhonda also “micromanaged” her husband’s career. She anticipated problems at his work and advised him about who he should “get close to” to advance his career. She planned dinners throughout the year with his bosses so that they could see that he had a fine family and deserved promotions. She constantly critiqued his choice of clothing, and shopped for “power suits” for him, explaining that he needed to “dress for success.” She said he had a “weak chin” and that he should practice making it “jut out” to evoke a more “macho” image. She also wanted him to work out on the treadmill and with weights – again insisting that he try to fashion a more macho image. She was preoccupied with worries that his bosses might see him as a “wimp.” LaRhonda complained that her daughter and husband “just didn’t listen” to her, and she had to nag them constantly to get them to comply. They “just didn’t seem to understand what was best for them.” Often, she stayed up all-night worrying and being resentful of their “oppositional” behavior. These concerns put her “on edge,” and she was fatigued and irritable. Recently, she visited her family physician due to stomach pain. He said she had a stomach ulcer brought on by worry. LaRhonda did not understand why the stomach ulcer occurred at this time as her condition has persisted for years.

  Excellent Good Fair Poor
Main Posting 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

 

Supported by at least three current, credible sources.

 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

One or two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with two credible sources.

 

Written somewhat concisely; may contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness 10 (10%) – 10 (10%)

Posts main post by day 3.

 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not post by day 3.
First Response 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.
Second Response 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.
Participation 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

  • It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
  • All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

  • My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
  • Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
  • I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

  • I do not mark off for late DQ’s.
  • I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
  • I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
  • Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

  • Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
  • Any activity or assignment submitted after the due date will be subject to GCU’s late policy
  • Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
  • No assignments can be accepted for grading after midnight on the final day of class.
  • All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

  • Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
  • Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
  • It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
  • A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
  • Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
  • I do expect outside sources as well as class materials to formulate your post.
  • APA format is not necessary for DQ responses, but I do expect a proper citation for references.
  • Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
  • I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
  • Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

  • Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
  • This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
  • Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
  • Please review your LopesWrite report prior to final submission.
  • Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

  • Representing the ideas, expressions, or materials of another without due credit.
  • Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
  • Failing to document direct quotations without proper citation and referencing.
  • Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
  • If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
  • We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

  • All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
  • Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

  • Please note that Microsoft Office is the software requirement at GCU.
  • I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
  • If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

  • The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
  • The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
  • Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

  • If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
  • While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
  • However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.

A Sample Answer For the Assignment: Abnormal Psy, Discussion, real life example and responce

Title: Abnormal Psy, Discussion, real life example and responce