F23 Brief Psychotic Disorder Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
F23 Brief Psychotic Disorder Essay Assignment
Respond to a colleague who selected a different case from yours with another approach to address the identified problem. What is the responsibility of the social workers working with Jose and/or Iris to advocate for a change in the social policy?
Colleague 1: Jennifer
There are limited resources in a number of communities for individuals who are struggling with the disease of addiction and dual diagnosis. Despite the threat that
untreated substance abusers there are barriers (Pullen, & Oser, 2014). Jose is an individual who has been struggling with substance abuse, homelessness, unemployed,
and criminal charges. Jose informed the social worker right away that he has no income, he is homeless and is struggling with the disease of addiction (Plummer,
Makris, Brocksen, 2014). A policy that can empower Jose and others who are experiencing the same or similar issues is a transition substance abuse policy (TSA)
instead of expecting people to be involved with a treatment facility. According to the case study there was a law passed that required the judicial system to guide those
who are struggling with substance abuse problems out of or away from incarceration to a community-based drug treatment programs (Plummer, Makris, Brocksen,
Trade-offs involve policy advocates who identify their options, weigh options and develop a decision-making process (Jansson, 2018). After the options have been
weighed and processed then policies are implemented. This policy can be implemented to create change to the inmate population oppose to hoping that they are able to
receive the appropriate treatment. This is a realistic proposal that can be beneficial for inmates and possibly reduce recidivism.
Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.
Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year.Baltimore, MD: Laureate International Universities Publishing. [Vital
Pullen, E., & Oser, C. (2014). Barriers to Substance Abuse Treatment in Rural and Urban Communities: A Counselor Perspective. Subst Use Misuse, 49(7), 891–901. doi:
Respond to at least two colleagues who chose a different assessment tool and explain whether you think your colleagues’ choices would offer more insight in choosing the appropriate intervention for Emily. Discuss any differences between the diagnoses by you and by either of your colleagues.
Colleague 1: Jennifer J.
Emily, a 62-year-old female, reports needing treatment for anxiety and states she often hears a female voice. Emily reports that tweezing her hair eases her anxiety, and
she suffers from arthritis of the spine and knee. Emily lives alone, but down the hall from her sister, in a subsidized apartment. Prior to living alone, Emily resided with her
sister, until her sister began dating, and preferred to live alone. Emily states she felt began to feel very anxious when her sister began dating, and she began tweezing
once they separated. Emily relies on her sister for transportation and social connections.
Emily meets the DSM criteria for the following:
F23 Brief Psychotic Disorder
- A1 – Presence of delusions
- B – Duration of an episode of the disturbance is at least 1 day but less than 1 month (this would be reevaluated if Emily continued to or has been hearing voices for longer than a month, however, per the case study it appears if the voices are recent)
- C – The disturbance is not better explained by major depressive or bipolar disorder with psychotic features or another psychotic disorder such as schizophrenia or catatonia
- Marked specifier would include: stressors – symptoms occur in response to events that, singly or together, would be markedly stressful to almost anyone in similar circumstances in the individual’s culture.
- A – The recurrent pulling out of one’s hair, resulting in hair loss
- D – Hair pulling is not attributed to another medical condition
- E – Hair pulling cannot be explained by the symptoms of another mental disorder
F93 Separation Anxiety Disorder
- A1 – Recurrent excessive distress
- B – Symptoms lasting longer than 6 months (since childhood)
- C – Disturbance causes significant distress to social and other areas of functioning
- D – Not explained by another condition
Z59.6 – Low Income
Z60.2 – Problem related to living alone
Z62.29 – Upbringing away from parents
Because those with increased anxiety report a general decrease in their quality of life assessments are essential in ensuring treatments are effective in helping clients develop the coping mechanisms necessary to decrease symptoms related to anxiety or psychosis (Olatunji, Cisler, and Tolin, 2007). To properly assess the episodes of psychosis Emily is experiencing, the assessment in the DSM-IV, Dimensions of Psychosis Symptom Severity could be used to not only evaluate Emily’s current condition but used also as a means to evaluate the effectiveness of treatments (APA, 2013). To measure the severity of separation anxiety Emily is encountering the Severity Measure for Separation Anxiety Disorder-Adult could be utilized (APA, 2013). This self-report survey provided by the DSM-IV can provide an effective means to not only measure the severity of symptoms of the disorder, and define effective treatments, it can also be used regularly as a measurement tool to assess the stability of the client (APA, 2013).
Colleague 2: Jennifer T.
Based on the information provided from the case study it appears that Emily struggles with symptoms of anxiety, audio hallucinations, tweezing her hair to ease her anxiety, compulsive thoughts and separation issues. Emily appears to be struggling with attachment issues as evidenced by the Emily shared an apartment with her sister for thirty years, five years ago her sister became involved in a romantic relationship, Emily cried often when this began (Plummer, Sara-Beth, Makris, & Brocksen, 2013). After Emily established her own apartment it is noted that Emily began to tweeze her hair. Emily mentioned that she would like to integrate her treatment goals with the female voice and trichotillomania (Plummer, Sara-Beth, Makris, & Brocksen, 2013).
Symptoms and other conditions
It is noted that Emily is a 62 year old female who is being directed by a female voice that is commanding her to discipline herself by pulling out her hair or by scrubbing her house clean (Plummer, Sara-Beth, Makris, & Brocksen, 2013). These symptoms present with psychotic features with compulsive thoughts. Emily has been diagnosed with anxiety disorder in the case study. This brings be to the conclusion that the underlying issues with her symptoms stems from the hallucinations that are causing her persistent obsessive behaviors. Other conditions such as include Obsessive-Compulsive Disorder code F42 with psychotic features.
The person-in-environment approach is utilized to assess the individuals presenting problems and strengths than an approach that focuses on positive change or change with environment conditions (Kondrat, 2015). This approach is utilized to assess Emily’s symptoms and discuss her strengths. Emily has insight that pulling her hair is a problem as evidenced by she was able to identify her treatment goals which one of those goals involved the hair pulling. Obsessive Compulsive Disorder is different compared to Trichotillomania. Obsessive Compulsive disorder includes: recurrent and persistent thoughts, urges along with images at some point with intrusive that stems from anxiety or distress (American Psychiatric Association, 2013). Trichotillomania is ruled out as the main diagnosis. The differential diagnosis explains with psychotic disorder, individuals with psychotic disorder may remove hair in response due to a delusion or hallucination, Trichotillomania is not diagnosed with this case (American Psychiatric Association, 2013). This brings be to the conclusion that the underlying issue with her symptoms stems from the hallucinations that are causing her to present the behaviors despite her developmental history.
The Yale-Brown obsessive-compulsive scale is an evidence based scale that measures the obsessive and compulsive behaviors. This scale is utilized to assess several symptoms listed: insight, avoidance, indecisiveness, responsibility, pervasive slowness, and doubting (Rapp, Bergman, Pacientini, & McGuire, 2016). There are two scales for the Yale-Brown scale to measure the severity and the other scale measures the range of the obsessive-compulsive symptoms. Research has indicated that the Yale-Brown scale is considered the global assessment tool for OCD symptom severity and encompasses psychometric properties (Rapp, Bergman, Pacientini, & McGuire, 2016). This assessment tool is evidenced-based and has strengths and weaknesses. This scale represents good convergence with other ratings that measures the severity, and good discriminant validity that measures worry and impulsivity (Rapp, Bergman, Pacientini, & McGuire, 2016). As a social worker this tool can be utilized to diagnose OCD and the severity. This can allow the client to develop an understand about the OCD mental health concept to develop healthy coping skills.
F23 Brief Psychotic Disorder Essay Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!