...Axia College Material Appendix G The DSM-IV The DSM-IV is an important tool for clinicians. It provides a standard for diagnoses to be standardized across psychology; however, the DSM-IV is not as precise for diagnosing personality disorders as some psychologists would like. Give an example of each of the following problems identified in your readings and explain how these problems could negatively affect a diagnosis. 1. Some criteria used for reaching a diagnosis cannot be observed directly. The DSM-IV has been criticized for diagnosing patients with disorders because of their reliability. A patient is diagnosed by a clinician based on the patient telling them their symptoms, when it is possible that the patient is exaggerating and this can result in a patient being mis diagnosed because the clinician may not have paid close attention to body language and actions from the patient. 2. Personality disorders can be similar to each other. A person can be diagnosed with one or more personality disorders because symptoms are related to one another according to the DSM-IV. With the symptoms of personality disorders being similar in nature to one another it does make it hard to diagnose a person with a single personality disorder according to the DSM-IV. 3. People with different personalities can be given the same diagnosis. Each person is different so therefore one person’s symptoms may not be the same as another person. The DSM-IV does not account for a person’s individuality...
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...Axia College Material Appendix G The DSM-IV The DSM-IV is an important tool for clinicians. It provides a standard for diagnoses to be standardized across psychology; however, the DSM-IV is not as precise for diagnosing personality disorders as some psychologists would like. Give an example of each of the following problems identified in your readings and explain how these problems could negatively affect a diagnosis. 1. Some criteria used for reaching a diagnosis cannot be observed directly. Most of today’s clinicians believe that personality disorders are important and troubling patterns, yet these disorders are particularly hard to diagnose and easy to misdiagnose. These difficulties indicate serious problems with the validity (accuracy) and reliability (consistency) of the DSM categories (Jablensky, 2002). One problem is that some of the criteria used to diagnose personality disorders cannot be observed directly. To separate paranoid from schizoid personality disorder, for example, clinicians must ask not only whether people avoid forming close relationships but also why. In other words, the diagnoses often rely heavily on the impressions of the individual clinician. A related problem is that clinicians differ widely in their judgments about when a normal personality style crosses the line and deserves to be called a disorder (Clark, 2002). Some even believe that it is wrong ever to think of personality styles as mental disorders, however troublesome they...
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...Axia College Material Appendix G The DSM-IV The DSM-IV is an important tool for clinicians. It provides a standard for diagnoses to be standardized across psychology; however, the DSM-IV is not as precise for diagnosing personality disorders as some psychologists would like. Give an example of each of the following problems identified in your readings and explain how these problems could negatively affect a diagnosis. 1. Some criteria used for reaching a diagnosis cannot be observed directly. This statement is true; some measures used to reach a diagnosis cannot be witnessed completely. Personality disorders can be hard to diagnosis with no knowledge of the unseen symptoms. Some of the criteria must be gained by analyzing each individual one by one. The complexity of diagnosing is associated with having accuracy and consistency. Furthermore, without observing these symptoms directly may cause a misdiagnosis. According to Comer (2005), “A related problem is that clinicians differ widely in their judgments about when a normal personality style crosses the line and deserves to be called a disorder (Clark, 2002). Some even believe that it is wrong ever to think of personality styles as mental disorders, however troublesome they may be “(Kendell, 2002). The information required for the diagnosis is a person’s behavior, character, and responses to proceedings or state of affairs. Another factor to consider may include environment relations. An individual with...
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...EVALUATING INFORMATION TRANSFER IN PRODUCT DEVELOPMENT by MARK DAMIAN MORELLI Bachelor of Mechanical Engineering Georgia Institute of Technology (1987) Submitted to the Sloan School of Management in Partial Fulfillment of the Requirements of the Degree of Master of Science in Management at the Massachusetts Institute of Technology June 1993 @ Massachusetts Institute of Technology (1993) ALL RIGHTS RESERVED AkA& Signature of Author _ MIT Sloan School of Management May 21, 1993 ~ Certified by ..., ,.,' . tJ: ~DE teven sociate Professor esis Supervisor . ~q Accepted by . . pplnger , Jeffrey A. Barks Associate Dean, Master's and Bachelor's Progranls Dewey MASSACHusms (I' \NSTITUTE " JUM 231993 LlBRAHI~ Evaluating Information Transfer in Product Development by MARK DAMIAN MORELLI Submitted to the Alfred P. Sloan School of Management on May 21, 1993, in partial fulfillment of the requirements of the Degree of Master of Science in Management ABSTRACf In an attempt to build better products faster, companies have employed simultaneous engineering, which requires the aggressive overlapping of product development tasks. In doing so, the complexity of product development projects has been dramatically increased, along with the risks of failure. Since product development projects represent a stream of information that results in new or revised products. nlore efficient methods to enhance this...
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...(State of the art Basic concepts of depression Eugene S. Paykel, MD, FRCP, FRCPsych, FMedSci Historical background This paper reviews concepts of depression, including history and classification. The original broad concept of melancholia included all forms of quiet insanity. The term depression began to appear in the nineteenth century, as did the modern concept of affective disorders, with the core disturbance now viewed as one of mood. The 1980s saw the introduction of defined criteria into official diagnostic schemes. The modern separation into unipolar and bipolar disorder was introduced following empirical research by Angst and Perris in the 1960s. The partially overlapping distinctions between psychotic and neurotic depression, and between endogenous and reactive depression, started to generate debate in the 1920s, with considerable multivariate research in the 1960s. The symptom element in endogenous depression currently survives in melancholia or somatic syndrome. Life stress is common in various depressive pictures. Dysthymia, a valuable diagnosis, represents a form of what was regarded earlier as neurotic depression. Other subtypes are also discussed. © 2008, LLS SAS rior to the late 19th century, although detailed systems of classification abounded, the main problem for psychiatric nosology was the establishment of the broad major disorders. Melancholia was recognized as early as the time of Hippocrates, and continued through Galenic medicine and medieval...
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...done studies to show that not only does the child’s school environment affect their level of anxiety but so does the parent to child relationship. Is it up to the child figuring their own mechanisms or should their parents be more involved? Introduction A group of scientists wanted to focus on the parent’s latency control and reinforcement of a child’s anxious behavior. Research has shown that parents encourage avoidance in anxious situations and that parents and children together shapes ways to reinforce a child’s anxiety. (Aschenbrand, S. G., & Kendall, P. C. 2012). Gathered information from other studies has shown that when parents express their fears and show anxious behavior, children will also express those same emotions. Parents dealing with anxious children are more likely to expect their children to be avoidant, to have poor coping abilities, and less likely to succeed (Aschenbrand, S. G., & Kendall, P. C. 2012). Although this is a tough time for both the parent and child, researchers have found some methods that can help the child when dealing with anxious situations. Finding ways to cope rather than using a seeking safety behavior can help the child when confronted by other anxious problems. But, there are also faults to this mechanism, because parents may be encouraging anxious behavior or they may be intervening too...
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...Table of Contents Introduction 1 Introduction 3 Introduction 4 Results 5 Measures 5 Materials 5 Participants 5 Procedure 6 Table 1: Descriptive Statistics for each Independent Variable: Age and TSO and Dependent Variable: PIU Score. 7 Results 8 Figure 1: Scatter Plot. Interaction and Line of Fit between IV1 (TSO) and IV2 (PA) 8 Discussion 9 Discussion 10 References 11 References 12 Introduction The dawn of the computer and internet access has passed, and the world-wide-web is accessible to over 2 billion global users. This access has, in the last 10 years, increased fourfold (see footnote for website details that evidence growth) and become abundantly available through the wireless revolution of appliances; whereby mobile internet use has developed and grossly contributed towards the mass global access and usage of the internet. The convenience and portability of such technology means that there is also an increased awareness into the associated pathologies that one may encounter- whereby negative compared to positive consequences resulting from excessive computer use have been highlighted on opposite sides of the spectrum. This expansion, which is exponential and has momentum, should be examined from both perspectives; both positive and negative. There are undoubtedly numerous benefits of having such a wealth of information and knowledge at ones disposal. However, reports of detrimental psychological and even physiological outcomes have been well evidenced...
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...Are the current corporate social responsibility policies employed by online gambling companies proportional to the psychological impact the industry has on its consumers? A critical review of the UK online gambling industry. Andrew Macdonald March 2013 MA (Soc) Business and Management University of Glasgow 1 CONTENTS 1 Introduction.....................................................................................................3 2 Literature Review............................................................................................5 Introduction and Definitions.................................................................................5 Justification of Research.....................................................................................8 CSR within Online Gambling.............................................................................10 Psychological Aspects of Online Gambling........................................................13 3 Methods.........................................................................................................19 4 Findings.........................................................................................................25 Survey Results...................................................................................................25 CSR Policies......................................................................................................30 Socially Irresponsible Practices............
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...Do atypical antipsychotics cause sexual dysfunction??? INTRODUCTON I have chosen to focus on atypical antipsychotics and sexual dysfunction for my summative assignment as I am interested in this topic. I will explain the process of gathering information and relevant to my topic. I will then discuss the strengths and limitations of four chosen articles and explain its implication to practice. RATIONALE While on my Common foundation programme in an acute ward I attended a ward round for different patients. For confidentiality reasons the patients name is withheld to respects patient’s right to confidentiality (NMC, 2009). One of the service users raised a concern regarding his medication, when asked for the reasons, he expressed that the medication was affecting his sex life. I found this to be an interesting topic to explore evidence on sexual dysfunction as one of the side effects of antipsychotic. The American Psychiatric Association (1997) describes sexual dysfunction as “the inability to maintain erection to complete intercourse or sexual activity”. Sexual dysfunction can cause extreme difficulties in relationship and can lead to low self-esteem and depression (Kell & Dinsmore, 2008). The Oxford Dictionary for Nurses (2008) describes atypical antipsychotics as drugs that are used to treat severe mental disorders (psychoses) including schizophrenia, mania and anxiety in small dosages. SEARCH STRATEGY To find the information relevant for my topic I will use key...
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... Table of Contents List of Tables……………………………………………………………….. iii Abstract……………………………………………………………………... iv Introduction………………………………………………………………… Anxiety……………………………………………………………... Etiology…………………………………………………………….. Consequences of Anxiety…………………………………………... Theories…………………………………………………………….. Anxiety and Intelligence……………………………………………. Working Memory………………………………………………....... Memory Deficits and Psychopathology…………………………….. Integration and Purpose for the Study……………….……………… Hypotheses…………………………………………………………... Method……………………………………………………………………… Participants………………………………………………………….. Measures…………………………………………………………….. Procedure……………………………………………………………. Data Analysis………………………………………………………... 1 1 3 3 5 6 9 11 13 14 15 15 15 18 20 Results.…………………………………………………………………….... 22 Discussion……………………………………………………………………. 26 References…………………………………………………………………… 30 Appendix A: Demographic Questionnaire…………………………………...41 Appendix B: Recruitment Flyer………………………………………………43 Appendix C: Tear-off Recruitment Flyer…………………………………….44 Appendix D: Phone Screen………………………………………………......45 Vita…………………………………………………………………………… 46 ii List of Tables Table 1. Means and standard deviations for demographic variables………... 23 Table 2. Relationships among variables and overall means………………… 24 Table 3. Means and standard deviations for variables of interest (n = 19)….. 25 Table 4. Means and standard deviations for WISC-IV indexes (n = 19)……. 25 iii Abstract The purpose of this study was to examine the effect of anxiety...
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...APA Referencing A Guide for CPIT Students This guide is based on the 6th edition of the Publication Manual of the American Psychological Association (2010) Please email: learningservices@cpit.ac.nz with any feedback January, 2015 1 Contents: How to use this guide: ................................................................................................ 4 What is referencing? ................................................................................................... 4 Why do you need to reference?.................................................................................. 4 When do you need to reference? ............................................................................... 4 How do you reference APA style? .............................................................................. 5 In-text citation .......................................................................................................... 5 Reference list .......................................................................................................... 5 Examples of citation in text when using a paraphrase (Check with your Department). ........................................................................................................ 5 Examples of citation in text using direct quotations ................................................. 5 Short quotations .........................................................................................
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...Republic of the Philippines Laguna State Polytechnic University San Pablo City Campus College of Arts and Sciences Bachelor of Science in Psychology Submitted to: Ms. Evangeline Dia Understanding Aggression Handed on February 5, 2014 By: Camille L. Quicho Student no. 11-00131 Psychology (BS), 2nd semester CONTENTS 1 Introduction………………………………………………………………………1 2 What is Aggression………………………………………………………………2 3 Disorders linked from Aggression……………………………………….. ~1~ 1- INTRODUCTION Psychologists classify aggression as instrumental and hostile. Instrumental aggression is aggressive behavior intended to achieve a goal. It is not necessarily intended to hurt another person. For example, a soccer player who knocks a teammate down as they both run to stop the ball from reaching the opposing team's goalpost is not trying to hurt the teammate. Hostile aggression, onthe other hand, is aggressive behavior whose only purpose is to hurt someone.Hostile aggression includes physical or verbal assault and other antisocialbehaviors. Most studies of aggression are geared toward hostile aggression. There are several forms of self-control training, which teaches people to control their own anger and aggression by making verbal statements in which the person tells him/herself to respond to anger and arousal by thinking first and then using less aggressive behavior. Self-control training includes rational restructuring, cognitive self-instruction, and stress inoculation. Self-control...
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...------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Mental Health in the Work place ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Ellen Blewett ------------------------------------------------- ------------------------------------------------- Human Resource Management ------------------------------------------------- ------------------------------------------------- University of Portsmouth ------------------------------------------------- ------------------------------------------------- 2011 ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ...
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...common ground. The reason they are seen as separate entities is due to the clinical approach of DSM IV. Often, in any given case, depression and anxiety are both present to some degree and there is also often overlap with the conduct disorders. Obsessive Compulsive Disorder (OCD) is categorised as one of the anxiety disorders. In most individuals with OCD, the picture is frequently mixed to a lesser or greater extent. OCD is highly co-morbid, with most studies finding up to 70% of children with OCD having at least one other disorder. Most common are other anxiety disorders, ADHD, developmental disabilities, conduct problems, substance abuse, depression and bipolar disorder (Swedo, Rapoport et al 1989). Any treatment programs for the OCD child must therefore take this into account and tailor the approach accordingly. The nature of childhood OCD and special problems faced Obsessions are unwanted, repetitive, intrusive thoughts, while compulsions involve repetitive, stereotyped behaviours that the child or adolescent feels compelled to perform. In the majority of youngsters with the disorder, both obsessions and compulsions are a feature (Wicks-Nelson & Israel, 2000). The implication is that the obsessions are covert, involuntary thoughts which increase anxiety and the compulsions are overt, voluntary behaviours which decrease the anxiety (Edelman 1992). According to the DSM IV, the obsessions must cause anxiety or distress and must not be simply excessive real life worries...
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...Psychoeducation for schizophrenia (Review) Xia J, Merinder LB, Belgamwar MR This is a reprint of a Cochrane review, prepared and maintained by The Cochrane Collaboration and published in The Cochrane Library 2013, Issue 1 http://www.thecochranelibrary.com Psychoeducation for schizophrenia (Review) Copyright © 2013 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd. TABLE OF CONTENTS HEADER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLAIN LANGUAGE SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SUMMARY OF FINDINGS FOR THE MAIN COMPARISON . . . . . . . . . . . . . . . . . . . BACKGROUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . METHODS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . RESULTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Figure 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Figure 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AUTHORS’ CONCLUSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . REFERENCES...
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