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.

/in /by

Instructions
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:

Describe presenting concerns and relevant history.
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.
Present DSM-5 and ICD-10 codes including relevant V and Z codes. Assume that the client has presented for treatment with their partner or parents.
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.
Describe indications or contraindications that help determine whether a medication consultation is appropriate, and provide rationale with support from scholarly sources.

List of Assessments and Supporting Resources

Derogatis, L. R. (1977). Symptom Checklist-90–Revised. Psyctests, doi:10.1037/t01210-000

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 Evaluation in Counseling and Development, 47(4), 271–290.

Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Personality Styles and Disorder Inventory—Short form. Psyctests, doi:10.1037/t58367-000

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(4), 283–290.

Review this source toto be able to interpret the Personality Styles and Disorder Inventory—Short form.

Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorders symptoms severity scale. Psyctests. doi:10.1037/t10209-00

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(4), 333–346.

Review this source to be able to interpret the Eating Disorder Symptom Severity Scale.

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. doi:10.1037/t03454-000

Leithead, L., & Freeborn, D. (2013). A practical guide for diagnosing adult attention deficit hyperactivity disorder. The Journal for Nurse Practitioners, 9(10), 688–694.

Review this source to be able to interpret the ADHD Self-Report Scale Symptom Checklist.

Reflective listening skills

/in /by

Using the reflective listening skills learned in class, students will engage in a challenging conversation with someone outside the class.  The conversation should occur with someone you feel diametrically opposed to on a topic, for example, someone who voted differently than you in the election, a friend or acquaintance who disagrees with you on a heated issue, a loved one who feels differently than you on an important matter, etc. While students will determine who to have the conversation with and what the topic is, students should take care to abide by these specific parameters:  •The ultimate goal of this assignment is to understand where the other person is coming from.  As we recall, reflective listening ultimately boils down to listening to understand.   •While at the end of the conversation you may not agree on the topic at hand with the other person, it’s important that you gain an understanding of their perspective through the conversation. •This assignment is not to participate in a “debate” with the other person.  It’s not your role to convince them of your point of view — you’re trying to understand where they are coming from and how they came to their values and beliefs.    After you have the conversation, take time to reflect on how the conversation went.  How challenging was it to use the reflective listening skills?  What worked well for you? What could use improvement in the future? Were there any moments where you almost lost your cool? How did you get back on track to using the reflective listening skills?  From your perspective, how did the conversation go overall? How did the other person seem to respond to your use of reflective listening skills? What have you learned from this exercise?    Submissions should be typewritten — word processed — and between 4 to 5 pages double spaced with 12 point font.  Papers will not be graded on grammar or spelling, but clarity and attention to these details would be most helpful.

Explore and then explain why each generation achieved different levels of social mobility.

/in /by

Assignment 2: Social Mobility
For this assignment, you will trace your own family’s history of social mobility. Consider various types of social mobility, including intragenerational mobility, intergenerational mobility, and status attainment.
You should examine at least three generations of your family and think about their achievements and ascriptions and whether people climbed upward, slid downward, or remained the same. Be sure to think about race and gender and their role in mobility and social status.  You should also make predictions about your own social mobility and your children’s (real or imagined) future mobility.
To complete this assignment, perform the following tasks:

Describe your family’s history of social mobility through at least three generations. Types of social mobility to discuss include intragenerational mobility, intergenerational mobility, and status attainment.
Explain the role of race and gender in the discussion on mobility and social status.
Explore and then explain why each generation achieved different levels of social mobility.
Predict your own social mobility and if you have children, their mobility.
Support your work with the text readings, lectures, and appropriate outside resources.

Ethics in Implementing Change

/in /by

Discussion: Ethics in Implementing Change
Issues that affect the human and social services  profession and society often involve ethical considerations. For  example, access to services may be dependent on meeting criteria that  favor one group over another. Should this situation raise ethical  concerns? If so, where do you find guidance on how to address the  ethical issue? As an interdisciplinary field, many different codes of  ethics may be applied to issues related to human services. Selecting the  appropriate code depends on the nature of the issue, as well as on your  position or role within human services. Along with the codes of ethics,  Kitchener (1984) identified five core principles that can guide ethical  decision making across disciplines. These core principles include  autonomy, nonmaleficence, beneficence, justice, and fidelity. As a human  and social services professional, you should keep these core principles  in mind in your everyday work.
For this Discussion, you consider ethical concerns that may be associated with your Capstone Project issue.
Reference: Kitchener, K. S. (1984). Intuition,  critical evaluation and ethical principles: The foundation for ethical  decisions in counseling psychology. Counseling Psychologist, 12(3), 43–55.

To prepare:

Consider the Capstone Project topic you selected in Week 1. Think about any ethical considerations related to this issue.
Then, review professional codes of ethics that you  have explored throughout your program (such as those from the National  Organization for Human Services and others provided in this week’s  Learning Resources), and consider their role in guiding the  implementation of both professional and societal change.

With these thoughts in mind:

Post a brief description  of the professional or societal issue you selected  (The United Nations Environmental Protection ) . Explain any ethical  concerns that might be associated with the issue. Then, identify a  professional code of ethics, and explain how it might be used to guide  your action in addressing the issue. Be specific.

Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings
Homan, M. S. (2016). Promoting community change: Making it happen in the real world (6th ed.). Boston, MA: Cengage.
Chapter 8, “Powerful Planning” (pp. 206–231)
https://ereader.chegg.com/books/9781305445673/pageid/257
Mayne, J. J. (2015). Useful theory of change models. The Canadian Journal of Program Evaluation, 30(2), 119–142. Retrieved from the Walden Library databases.
National Organization for Human Services. (n.d.). Ethical standards for human service professionals. Retrieved from http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

Segal, L., Sara Opie, R., &namp; Dalziel, K. (2012). Theory! The missing link in understanding the performance of neonate/infant home-visiting programs to prevent child maltreatment: A systematic review. Milbank Quarterly, 90(1), 47–106. doi:10.1111/j.1468-0009.2011.00655.x. Retrieved from the Walden Library databases.

Wasserman, D. L. (2010). Using a systems orientation and foundational theory to enhance theory-driven human service program evaluations. Evaluation and Program Planning, 33(2), 67–80. Retrieved from the Walden Library databases.

These codes of ethics may be used as resources to support this week’s Discussion:

Academy of Criminal Justice Sciences. (2000). Code of ethics. Retrieved from http://www.acjs.org/page/Code_Of_Ethics
American Counseling Association. (2014). ACA code of ethics. Retrieved from https://www.counseling.org/resources/aca-code-of-ethics.pdf

The Counselors for Social Justice (CSJ) Code of Ethics. (2011). Journal for Social Action in Counseling and Psychology, 3(2), 1–21. Retrieved from the Walden Library databases.
National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Retrieved from http://www.naswdc.org/pubs/code/code.asp
National Organization for Human Services. (n.d.). Ethical standards for human service professionals. Retrieved from http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

Required Media
Laureate Education (Producer). (2009e). Social change, leadership, and advocacy [Video file]. Baltimore, MD: Author.