Consider Dissociative, Somatic, Psychotic and Substance Use Disorders

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Read Abnormal Psychology, Chapters 10-11 Read Treating Those With Mental Disorders Chapters 8 & 11 Review DSM-5 Substance Related & Eating Disorders

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Assignment 14

This assignment focuses on vignette analysis and direct application of course concepts to the persons and situations presented in the vignette for each question. All discussions must take into account the legal and ethical considerations, as well as issues of culture and human diversity that may pertain to the situation presented below. Cultural information is in both the course text and DSM 5. You may use alternative cultural resources to enhance your work. Legal/Ethical information is in Chapter 16 (Kring, et al 2014). You are also encouraged to familiarize yourself with and apply the laws and ethics of mental health professionals in your state or country.

Use the reading assignments thoroughly in an integrative discussion. Remember to reference all work cited or quoted by the text author. You should be doing this often in your responses

You are encouraged to use the DSM-5 Level I Assessment Measure(s) to formulate your diagnosis:
https://www.psychiatry.org/practice/dsm/dsm5/online-assessment-measures#Level1

Please keep your responses focused on what is presented in the vignette. Do not add information but use your creativity to support what you see in the vignette as written. Avoid elaborations and assumptions. This assignment MUST be typed, double-spaced, in APA style, and must be written at graduate-level English.

Assignment should be 5-6 pages total plus a title and reference page

An example of how to approach these vignettes can be found under Additional Resources

Vignette Two

Frank is a 28 year old African-American man, accompanied by Sarah, his 24 year old wife of Asian descent. They have been married for 3 years and have no children. Sarah tells you that Frank is not the man she married. In the last year, she has come home from work and has found Frank staring out the window with a terrified look on his face. “He’s so out of it! I don’t know what’s wrong with him. He’s not the man I married. This started when he lost his job. He’s always been a bit eccentric, but I liked that about him. Now he seems lost in his own world. I’ve found empty whiskey bottles around the house, but Frank gets angry when I ask him about them.” Frank was raised in a tumultuous home. His father was an alcoholic, his mother a quiet, passive woman. Both of his brother’s are recovering drug addicts. Frank is hesitant to talk to you. He tells you that, “people are out to get me and if I give you information, you will be in danger.” Sarah tells you that this is not true, and starts to cry. “I can’t eat, don’t sleep and I’ve been getting terrible migraines. I don’t know how much longer I can take this.”

Consider Dissociative, Somatic, Psychotic and Substance Use Disorders

1. Taking into account the genetic, neurobiological, sociocultural, familial and environmental factors of assessment and diagnosis, what are your diagnostic thoughts for Frank? What about Sarah? Use the DSM-5 criteria to formulate your diagnostic impressions for Frank and Sarah, supporting what you see in the vignette that supports your diagnostic impressions.

2. Using the psychotherapeutic and pharmacological interventions discussed in the text, describe an initial treatment plan for Frank and Sarah. Remember to treat the persons in the vignette, and not the diagnosis. Also remember to consider culture and legal/ethical issues.

Consider what technological advancement (besides computers) have been MOST impactful (or influential) in the following components of Criminal Justice.

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Terminology is CRITICAL in any profession. When one does not have a factually and technically correct command of those terms that are common to the field in which one makes a living, it is embarrassing and causes those with whom you interact to question your credibility.

We will start out easily though. Obviously the use of computers in CJ is about the advancement of technology in the field that studies crime, criminals, victims, and the laws that govern.

Consider what technological advancement (besides computers) have been MOST impactful (or influential) in the following components of Criminal Justice. These may not have a singular correct answer, but there are certainly answers that cannot easily be defended.

Now for these items below, you could make a fairly compelling case with logic and some facts. BUT in subsequent units, that standard will rise. More on that later.

EXAMPLE: As I suspect none of you are criminologists, let me address the last item her by way of example. The example below is about educating myself about the premise, and then gathering and synthesizing the information into a brief and concise explanation of what my choice was, why I chose it, and what factual support is available to justify the position I took about the importance of maps in the analysis of crime. This is an OK response, but a better one would give detail about what the specific findings were: truancy, prostitution, theft, drug use, illegal gambling, were all studied individually and contributed to a singular, overarching finding, that . . . well read below.

One contribution, that was not a computer, made by technology towards the understanding of human behavior was the original GIS—spatial relations and crime analysis done with pins and maps; the cartographic school of criminology.

Maps have been around perhaps since the beginning of the human ability to draw, as maps or geographical likeness have been found for over three thousand years (Campbell, 1993). They had a critical function for travel and especially navigation for exploration. They were used in a specific manner to better understand crime first in France around 1830, then spreading throughout urban centers of Europe (Phillips,1972).

The event under study would have a pin placed in the map, for each event. This allowed criminologists of the time to see that crime was not spread evenly or randomly throughout a city. The initial findings suggested that property crimes in particular, but also violent crime, tended to concentrate in areas of high population density. These findings didn’t really lead to any ”eureka” conclusions until the work of Shaw & McKay(1942) and many others (Thomas & Znaniecki, 1918; Anderson,1923; Park & Burgess, 1925; Lottler, 1938) from what became known as the “Chicago School”. These were scholars from the university of Chicago who collectively created a body of work that supported the idea that deviance and criminal activity in specific, was much less about the individuals and much more about the “place”. This was Social ecology or what is not referred to as environmental criminology.

The ability to see specific crimes in relationship to the location of the city, allowed these scientists to discover a paradigm shifting fact: places can be criminogenic. Prior to this the main focus was on biology of the individual (responding to previous scientific breakthroughs large as a result of Darwin’s publication) and for a brief time psychology (responding to interesting but not scientifically defensible work by Freud). The Biological, Psychological and Ecological explanations (collectively know as positivism) supplanted the previous paradigm that claimed the criminal behavior was about individual choice. While choice theories were not backed by science, only metaphysical logic, the new Positivist school of thought dominated explanations for the next century as significant developments occurred in science and scientific instrumentation. That original instrument that gave rise to the new view, was the map.
•Policing
•Corrections court administration
•Juvenile justice
•Crime analysis
•The understanding of human behavior that we call crime (Criminology)

What new insights did each of the articles give you? How was each useful to you?

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One of the major debates in academic work on HIV/AIDS lies between the suggested

approaches for addressing the problem. Should this be a behavioral approach that focuses

upon the individual actions of high-risk groups or should the continued spread of the virus

be linked to broader social, economic and political forces operating from the local to the

global?

The quotations above exemplify these different approaches. For this assignment, we would

like you to critically read two examples of contemporary research on HIV/AIDS with

this debate in mind. The purpose of this assignment is to:

1) Locate academic articles using the university academic journal searching system.

2) Review the arguments, theoretical frameworks, and conclusions of two

academic articles. Then, use your analytical skills to compare and contrast them.

3) Develop an understanding for the differing theoretical approaches to

understanding HIV/AIDS that come from differing disciplines.

4) Acknowledge how these different methods and different conceptualizations of

how disease is spread affect the type of work produced and ultimately the form of

policy initiatives produced.

5) Practice written communication.

Step one: Locating the articles

Faria, C. (2008) ‘Privileging prevention, gendering responsibility: an analysis of the

Ghanaian campaign against HIV/AIDS’, Social & Cultural Geography, 9:1, 41-73.

Mill, J. and Anarfi, J. (2002) ‘HIV Risk environment for Ghanaian Women: Challenges to

Prevention,’ Social Science & Medicine 54, 325-337.

First go the university library web page at http://www.lib.washington.edu/

Click on ‘e-journals’

Click on ‘S’ or search for ‘Social Science and Medicine’ by writing this in the text box.

Locate the journal and article and print. Note: To print the full text from off campus, login

with your

UW login and password in the upper right of the e-journal page.

Step two: Analyzing the articles

We would like you to compare and contrast the articles, discussing aspects that are of interest

to you and focusing on the similarities and differences between the papers. Your analysis

might include the following key areas.

A short paragraph introducing each of the articles, the background disciplines and ways of

thinking for the each of the authors, and the journal and dates of publication.

A short paragraph including the basic outline of each of the studies and the conclusions of

their work.

The third section should be less descriptive and more critical- it may include comments on

the following. You do not need to include all or any of these- they are simply here to guide

you. You can think and talk about any similarities and differences in the texts.

• From which disciplines are the authors writing? (which departments are they working

in)? How might this affect the approach they take?

• Both articles discuss women and HIV. Compare and contrast the methodological

differences that inform perceptions of women. How does perception affect or shape

health interventions?

• Is gender and unequal gender relations incorporated in each analysis? If so, how?

• How are women conceptualized in each analysis? (As Victims? As Vectors of

disease? As Vulnerable? As Empowered? As Passive?)

• Are risk factors assumed to be based on individual actions rooted in personal

psychology and sexual behavior, social circumstances, the political or economic

context, cultural factors? A combination? Are any factors left out? Is this problematic

or does it create any shortcomings in the argument?

• What new insights did each of the articles give you? How was each useful to you?

Conclude by reinstating the main argument of your paper – talking about what you liked

about each of the pieces and what you found interesting or what you found problematic?

What policies for addressing the problem does each article suggest?

While you may focus on all of these issues, often focusing on the few points you find most

interesting can produce a more thorough analysis than attempts to analyze and synthesize

everything.

What kind of world view does polytheism foster? How is it different from monotheism?

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Research Paper – 5-7 pages, double spaced List of Topics attached

Possible research topics*

  1. Delayed gratification: God’s promise to Abraham and to Jacob.
  2. Sibling rivalries: Jacob and Esau; Joseph and his brothers; Isaac and Ishmael.
  3. The mission: Joseph has a mission; Odysseus has a mission; Telemachus has a mission. Research the quest narrative in literary theory and apply your findings to one of these stories. Joseph Campbell’s monomyth is a good source.
  4. The Bhagavad Gita says that desire is dangerous. Is that the case in any of the stories we have read? Or maybe desire is good. Think of Helen and the desire men had for her.
  5. Coming of age stories: Jacob and Joseph and Telemachus.
  6. What makes a hero? Odysseus and Gilgamesh meet traditional standards, but are there other standards of hero? How do you see Abraham, Jacob/Israel, and Joseph?
  7. What kind of world view does polytheism foster? How is it different from monotheism?
  8. Investigating gender is an option in any of the texts we have read.
  9. Investigate the psychological and psychoanalytic theories and apply them to characters.
  • Aesop’s fables are famous stories from ancient Greek culture. What is it about the culture that generates both major epics and brief fables? If epics reflect the attitudes and values of the most “important” people, what the function of fables?
  • Mythological criticism emphasizes “the recurrent universal patterns underlying most literary works.” Investigate these patterns and apply them to one of our reading assignments.
  • Clothes are important both symbolically and as revelatory of character, particularly in “The Story of Joseph.” Examine all of the passages that mention clothes and try to find a pattern. What do they reveal about character? Read a few articles using keywords such as Joseph, Genesis, coat, clothes to find the articles.
  • Several characters have their names changed in biblical literature. Abram becomes Abraham, Sarai becomes Sarah, Jacob becomes Israel, Simon becomes Peter, and Saul becomes Paul in the New Testament. What is the reason for these name changes? Do these names have meanings?
  • Confucius, among others, believed The Classic of Poetry to be a major source of wisdom in his culture. What makes this collection of poems so important?
  • Read the Koran’s story of Joseph. Write a comparison paper. What does the Koran’s story emphasize? What does the Bible’s story emphasize?
  • Dreams and their interpretations are important in ancient cultures. Joseph, Jacob, Agamemnon, Gilgamesh, Chanticleer and others dream. What is the purpose of the dreams? What would modern psychology say about these dreams?
  • Read about Chanticleer in “The Nun’s Priest’s Tale” in Chaucer’s Canterbury Tales. It is obviously a satire because chickens don’t talk. What is the point of the satire?

*These are a few suggestions. There are thousands of other topics that you may write about.