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Please can you do this Unit 9 Assignment 1 & Discussion 1? $50.00 Due (Friday) 6\/01\/2018. \u00a0\u00a0<\/p>\n
UNIT 9 ASSIGNMENT 1<\/strong><\/p>\n \u00b7 Diagnostic Skill Application II<\/p>\n For this assignment, you are provided with four video case studies (linked in the Resources). Review the cases of Julio and Kimi, and choose either Reese or Daneer for the third case.<\/p>\n Review these two videos:<\/p>\n \u00b7 The Case of Julio: \u00b7 The Case of Kimi: For a third case, choose one of these videos:<\/p>\n \u00b7 The Case of Reese: \u00b7 The Case of Daneer: Download the Unit 9 Assignment Template. Use it to complete your assignment.<\/p>\n Instructions<\/p>\n For each case, you will complete a diagnostic analysis you select from the list of assessment tools provided late in this assignment. Each case requires the following information to be addressed:<\/p>\n \u00b7 Describe presenting concerns and relevant history.<\/p>\n \u00b7 Explain what information is still needed to make a differential diagnosis and evaluate how at least one assessment tool, which is listed in the List of Assessment Tools resource, will aid in obtaining that information. The Differential Diagnosis Decision Tree may be helpful to guide this process.<\/p>\n \u00b7 Present DSM-5<\/em> and ICD-10<\/em> codes including relevant V and Z codes. Assume that the client has presented for treatment with their partner or parents.<\/p>\n \u00b7 Provide a descriptive rationale for the DSM diagnosis that best fits the information provided, including relevant ICD codes. This should be written in a narrative form using complete sentences. Support your rationale with scholarly sources. Optional readings found in the course syllabus may be particularly relevant.<\/p>\n \u00b7 Describe indications or contraindications that help determine whether a medication consultation is appropriate, and provide rationale with support from scholarly sources.<\/p>\n List of Assessments and Supporting Resources<\/p>\n \u00b7 Derogatis, L. R. (1977). Symptom Checklist-90\u2013Revised. Psyctests<\/em>, doi:10.1037\/t01210-000\u00a0<\/p>\n o Grande, T. L., Newmeyer, M. D., Underwood, L. A., & Williams, C. R. (2014). Path analysis of the SCL-90-R: Exploring use in outpatient assessment. Measurement and Assessment in Counseling and Development, 47<\/em>(4), 271\u2013290.<\/p>\n \u00b7 Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Personality Styles and Disorder Inventory\u2014Short form. Psyctests<\/em>, doi:10.1037\/t58367-000\u00a0<\/p>\n o Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Development of a short form of the Personality Styles and Disorder Inventory (PSDI-6): Initial validation in a sample of pregnant women. European Journal of Psychological Assessment, 32<\/em>(4), 283\u2013290.\u00a0<\/p>\n o Review this source toto be able to interpret the Personality Styles and Disorder Inventory\u2014Short form.<\/p>\n \u00b7 Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorders symptoms severity scale. Psyctests.<\/em> doi:10.1037\/t10209-00\u00a0<\/p>\n o Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorder symptom severity scale: A new clinician rated measure. Eating Disorders, 18<\/em>(4), 333\u2013346.\u00a0<\/p>\n o Review this source to be able to interpret the Eating Disorder Symptom Severity Scale.<\/p>\n \u00b7 Kessler, R. C., Adler, L., Ames, M., Demler, O., Faraone, S., Hiripi, E., & Walters, E. E. (2005). Adult ADHD Self-Report Scale Symptom Checklist. Psyctests. <\/em>doi:10.1037\/t03454-000\u00a0<\/p>\n o Leithead, L., & Freeborn, D. (2013). A practical guide for diagnosing adult attention deficit hyperactivity disorder. The Journal for Nurse Practitioners, 9<\/em>(10), 688\u2013694.\u00a0<\/p>\n o Review this source to be able to interpret the ADHD Self-Report Scale Symptom Checklist.<\/p>\n Submission Requirements<\/p>\n \u00b7 Written communication: Written communication must be grammatically correct and free of errors that detract from the overall message. Writing should be consistent with graduate level scholarship.<\/p>\n \u00b7 APA formatting: Title page, main body, and references should be formatted according to the current APA style and formatting.<\/p>\n \u00b7 Number of resources: Minimum of six scholarly resources. Distinguished submissions typically exceed this minimum.<\/p>\n \u00b7 Length of paper: 7\u20139 typed double-spaced pages. Abstract and Table of Content pages are not necessary.<\/p>\n \u00b7 Font: Times New Roman, 12 point.<\/p>\n Turnitin<\/p>\n Resources<\/p>\n \u00b7 Diagnostic Skill Application II Scoring Guide<\/a>.<\/p>\n \u00b7 Eating Disorders Symptoms Severity Scale<\/a>.<\/p>\n \u00b7 Unit 9 Assignment Template [DOC]<\/a>.<\/p>\n \u00b7 Path Analysis of the SCL-90-R: Exploring Use in Outpatient Assessment<\/a>.<\/p>\n \u00b7 Adult ADHD Self-Report Scale Symptom Checklist<\/a>.<\/p>\n \u00b7 Eating disorder symptom severity scale: A new clinician rated measure.<\/a>.<\/p>\n \u00b7 Personality Styles and Disorder Inventory<\/a>.<\/p>\n \u00b7 Development of a Short Form of the Personality Styles and Disorder Inventory (PSDI-6): Initial Validation in a Sample of Pregnant Women<\/a>.<\/p>\n \u00b7 Symptom Checklist-90\u2013Revised<\/a>.<\/p>\n \u00b7 American Psychiatric Association<\/a>.<\/p>\n \u00b7 The Case of Daneer<\/a> | Transcript<\/a>.<\/p>\n \u00b7 A Practical Guide for Diagnosing Adult Attention Deficit Hyperactivity Disorder<\/a>.<\/p>\n \u00b7 APA Style and Format<\/a>.<\/p>\n \u00b7 Differential Diagnosis by the Trees<\/a>.<\/p>\n \u00b7 The Case of Kimi<\/a> | Transcript<\/a>.<\/p>\n \u00b7 The Case of Julio<\/a> | Transcript<\/a>.<\/p>\n \u00b7 The Case of Reese<\/a> | Transcript<\/a>.<\/p>\n \u00b7 Writing Feedback Tool<\/a>.<\/p>\n [u09d1] Unit 9 Discussion 1<\/a>\u00a0<\/p>\n UNIT 9 Discussion 1\u00a0<\/strong><\/p>\n Exploring the Etiology of Schizophrenia<\/p>\n In their book Divided Minds, identical twins Carolyn Spiro and Pamela Spiro Wagner describe a close childhood relationship, apart from typical sibling rivalries. Carolyn often felt she had to prove that she was as intelligent and creative as Pamela. As they entered their teenage years, however, the twins grew apart. Pamela\u2019s increasingly bizarre behaviors became an embarrassment to Carolyn. By the time the twins were college students at Brown University, Pamela was becoming more and more reclusive. Eventually, Pamela had a psychotic episode, although it was years before she was diagnosed with paranoid schizophrenia. Carolyn went on to graduate from Brown and then from Harvard Medical School. She is now a practicing psychiatrist. Pamela lives nearby, doing her artwork when she can but constantly battling to keep her schizophrenia under control with medications and therapy. The twins once again are very close emotionally.<\/p>\n Address the following using headings to match content in each bullet point:<\/p>\n \u00b7 Drawing from the unit readings and your understanding of the etiology of schizophrenia, how might you explain why Pamela developed schizophrenia but Carolyn did not?<\/p>\n Support your ideas with references to the course texts, articles from this learning unit, articles from the Optional Readings, or articles from peer-reviewed journals that you locate in the Capella University Library.<\/p>\n Response Guidelines<\/p>\n Respond to the initial discussion post of one other learner. What reactions do you have to the ideas the learner has presented? Include examples from your own experience to support your perspective, and raise questions to continue the dialogue.<\/p>\n Learning Components<\/p>\n This activity will help you achieve the following learning components:<\/p>\n \u00b7 Identify the main symptoms observed in persons who are experiencing psychological disorder.<\/p>\n \u00b7 Use language appropriate for a counseling professional.\u00a0<\/p>\n \u00b7 Cite and reference resources, giving appropriate credit for another\u2019s work.<\/p>\n Resources<\/p>\n \u00b7 Discussion Participation Scoring Guide<\/a>.<\/p>\n
Julio is a 36-year-old single gay male. He is of Cuban descent. He was born and raised in Florida by his parents with his two sisters. He attended community college but did not follow through with his plan to obtain a four-year degree, because his poor test taking skills created barriers. He currently works for a sales promotion company, where he is tasked with creating ads for local businesses. He enjoys the more social aspects of his job, but tracking the details is challenging and has caused him to lose jobs in the past. He has been dating his partner, Justin, for five years. Justin feels it is time for them to commit and build a future. Justin is frustrated that Julio refuses to plan the wedding and tends to blame Julio\u2019s family. While Julio\u2019s parents hold some traditional religious values, they would welcome Justin into the family but are respectfully waiting for Julio to make his plans known. Justin is as overwhelmed by the details at home as he is at work.<\/p>\n
Kimi is a 48-year-old female currently separated from her husband, Robert, of 16 years. They have no children, which was consistent with Kimi\u2019s desire to focus on her career as a sales manager. She told Robert a pregnancy would wreck her efforts to maintain her body. His desire to have a family was a goal he decided he needed to pursue with someone else. He left Kimi six months ago for a much younger woman and filed for divorce. Kimi began having issues with food during high school when she was on the dance team and felt self-conscious wearing the form-fitting uniform. During college, she sought treatment because her roommate became alarmed by her issues around eating. She never told her parents about this and felt it was behind her. Her parents are Danish and value privacy. They always expected Kimi to be independent. Her lack of communication about her private life did not concern them. They are troubled by Robert\u2019s behavior and consider his conspicuous infidelity as a poor reflection upon their family. Kimi has moved in with her parents while she and Robert are selling the house, which has upended the balance in their relationship.<\/p>\n
Reese is a 44-year-old married African American female. Her parents live in another state, and she is their only child. Her father is a retired Marine Lieutenant Colonel who was stationed both in the United States and overseas while Reese was growing up. She entered the Air Force as soon as she graduated high school at age 17 and has achieved the rank of Chief Master Sergeant. She has been married 15 years to John, and they recently discovered she is pregnant. The unexpected pregnancy has been quite disorienting for someone who has planned and structured major decision her entire life. Reese is fiercely loyal to her extended family and frequently travels to help her parents care for her aunts, uncles, and cousins whenever they experience hardships. Her efforts are not always appreciated, because she offers very specific guidance and is easily frustrated by their lack of follow through.<\/p>\n
Daneer is a 50-year-old male. He emigrated to the United States from Serbia with his parents and older brother when he was four years old. Daneer and his brother were harshly disciplined by their parents when they failed to follow family rules or did not live up to their standards. It was not unusual for his parents to refuse to speak to the boys for days when their grades were low. Daneer\u2019s parents are practicing Muslims, but Daneer rejected their faith when he reached adulthood. His relationship with his parents and brother are strained by his tendency to alternate between being a doting son and lashing out when they rebuke his lifestyle. They disapprove of his life choices that are inconsistent with their religious beliefs. Daneer was briefly married in his 20s, but his wife left him after six months and filed an order of protection. He was briefly hospitalized after a serious suicide attempt shortly after his marriage ended. He has worked several jobs as a waiter and often quits before he is fired due to conflicts with other staff.<\/p>\n