Required Readings
American Psychiatric Association. (2013j). Introduction. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.Introduction
Barsky, A. (2015). DSM-5 and the ethics of diagnosis. The New Social Worker. Retrieved from https://www.socialworker.com/feature-articles/ethics-articles/dsm-5-and-ethics-of-diagnosis/
Neukrug, E. S., & Fawcett, R. C. (2015). Diagnosis in the assessment process. In E. S. Neukrug & R. C. Fawcett, Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (3rd ed., pp. 43–58). Stamford, CT: Cengage Learning.
Neukrug, E. S., & Fawcett, R. C. (2015). Diagnosis in the assessment process. In E. S. Neukrug & R. C. Fawcett, Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (3rd ed., pp. 43–58). Stamford, CT: Cengage Learning.
Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press
Chapter 6, “Dimensionality” (pp 84–101)
Document: How to Write a Diagnosis According to the DSM-5 (PDF)
Required Media
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptLaureate Education (Producer). (2018d). Impact of the DSM-5: Organization, Develpment, Strengths and Limitations [Audio podcast]. Baltimore, MD: Author.
University at Buffalo School of Social Work (Producer). (2014). Episode 139—Dr. Robert Keefe and Dr. Barbara Rittner: The Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders: A conversation [Audio podcast]. Retrieved from http://www.insocialwork.org/episode.asp?ep=139
Singer, J. B. (Producer). (2016, January 25). Critiques of the DSM-5: Interview with Jeffery Lacasse, Ph.D. [Audio podcast]. Retrieved from http://www.socialworkpodcast.com/2016/01/DSM5critique.html/p> 
Optional Resources
American Psychiatric Association. (2013o). Preface. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.x00preface
American Psychiatric Association. (2013t). Use of the manual. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.UseofDSM5
Lasalvia, A. (2015). DSM-5 two years later: Facts, myths and some key open issues. Epidemiology and Psychiatric Sciences, 24(3), 185–187. doi:10.1017/S2045796015000256
Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press
Chapter 3, “How Diagnostic Manuals Are Made” (pp. 33–55)
Wakefield, J. C. (2013b). DSM-5: An overview of changes and controversies. Clinical Social Work Journal, 41(2), 139–154. doi:10.1007/s10615-013-0445-2
Document: Suggested Further Reading for SOCW 6090 (PDF)
Note: This is the same document introduced in Week 1.
Assignment: Video Role-Play: Strengths and Weaknesses of the DSM-5
Though the DSM-5 is the standard manual for mental illness diagnoses, it is not without weakness. In this Assignment, you analyze the strengths and limitations of the DSM-5 diagnostic system, and you differentiate between normal behavior and diagnosable symptoms using the concepts of dimensionality and spectrum.
To prepare: Review the concept of the dimensional approach with the DSM-5 and review the methods that the DSM-5 recommends to individualize where a person fits on a continuum of their illness in terms of subtypes, severity, and functional impairments. You will find these classifications in different parts of the manual and begin to be comfortable looking through it.
Next, imagine the following scenario:
You are a school social worker who has been asked to address a parent-teacher association meeting. Many parents in the audience have children who have been identified for special education services. They are confused about how to understand the diagnoses they are seeing. Others have worries about overdiagnosis. You have been advised that while these parents are generally well-informed, many don’t understand the dimensional or spectrum aspects. All are worried.
You will start your video with your introductory talk to the parents on these factors. After you provide your explanation, imagine that you open the meeting to questions. You will address the question noted below that is posed by a parent in the audience. Consider your audience, and practice explaining in terms a non-professional might understand. Do NOT read from the book.
Review the questions (in the Assignment instructions below) ahead of time and plan your answer before recording, as you will need to look up and integrate materials to answer the chosen question.
By Day 7
Submit a 3- to 5-minute video, considering the parents as your audience, in which you do the following:
Briefly describe what the DSM-5 is and how it is organized. In your description, define the concepts of spectrum and dimensionality as explained by Paris and in the DSM-5 introduction.
Explain why social workers and mental health professionals use diagnoses and what receiving a diagnosis means (and does not mean).
Explain general concerns about the risks of overdiagnosis and misdiagnosis versus not diagnosing. Also explain how diagnosis is connected to services.
Explain other details that might help your audience understand the strengths and weaknesses of the diagnostic system.
Provide a response to the following parental questions:
My teenager’s best friend died by suicide this year. It’s been months, and she doesn’t seem over it. Her teachers tell me she should get help for depression, but I think it’s just grief. She talks about her friend all the time and gets very upset. I am worried about her. Is it normal for her to still be feeling this way? I don’t want to put her on medication for normal feelings. What is the difference between grief and depression?
Include a transcript and/or edit closed captioning on your video to ensure your presentation is accessible to viewers of differing abilities.

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American Psychiatric Association. (2013j). Introduction. In Di appeared first on homework handlers.

Deliverable 04 Worksheet
1. Describe the 8 steps in the process for hypothesis testing.Explain the decision criteria for rejecting the null hypothesis for both the p-value method and the critical value method.
Answer and Explanation:
In hypothesis testing, the first step is to identify the claim to be tested. Step number two is to give the symbolic form that must be true when the original claim is false. This step is when you establish your alternative hypothesis and can determine if it is true or not. Step 3 is to identify the Null and Alternative Hypothesis. These are identified by using Ho for the null hypothesis and H1 or Hafor the alternative hypothesis.  Step 4 is selecting the significance level. The significance level is represented by α (alpha) during hypothesis testing. This is also known as the confidence level. Step 5 is identifying the test statistic. There are two different test statistics’, z-score and t-statistic. The Z-score (z) is used when sigma, population standard deviation (σ) is known (this is uncommon). The t-statistic () will be used when the standard deviation (σ) sigma is not known. Next is step number six, in this step, you will determine if you should reject the null hypothesis or not. In determining if the null hypothesis should be rejected or not you can use either the p-value method or the critical value method. The p-value method you are finding the probability of the test statistic whereas the critical value method is determiningwhere the rejection region begins and then compares the test statistic to that number. There are two types of test, one-tailed and two-tailed. Step number seven is where you decide to either reject the null hypothesis or not. If you used the p-value, you would reject (Ho) if the p-value is less than or equal to the significance level (p-value ≤ α) or you will fail to reject Ho if the p-value is greater than the significance level (p-value > α). You should get the same result with both methods. The final step in hypothesis testing is to come to a conclusion and restate the decision in nontechnical terms by noting that there is either sufficient evidence to support or to reject the claim in your test.
The remaining problems refer to the following scenario:
A claim is made that the average salary for all jobs in Minnesota is less than $75,000.  You are going to test the claim using and assume that your data is normally distributed and the population standard deviation is not known.
2. Write the null and alternative hypotheses symbolically and identify which hypothesis is the claim.  Then identify if the test is left-tailed, right-tailed, or two-tailed and explain why.
Answer and Explanation:
The claim in this scenario is saying that the average salary for all jobs in Minnesota is less than $75,000. 
Symbolically the null hypothesis will be written as: Ho: μ = $75,000 and the alternative hypothesis will be written as Ha: μ -1.649
Since our test statistic is greater than our critical value the rejection region is to the left of our critical value of -1.649 and includes our test statistic
5. Using the critical value approach, should you reject the null hypothesis or not reject the null hypothesis?  Explain. After making your decision, restate it in non-technical terms and make a conclusion about the original claim.
Answer and Explanation:
To determine if I should reject or not reject the null hypothesis, I will need to compare my test statistic and my critical value. My test statistic is = -2.584 and my CV = -1.649.
This would be: -2.548 < -1.649
This means that the test statistic falls in the critical region also known as the rejection region and the null hypothesis should be rejected.
Since I reject the null hypothesis, it means that the average salary for all jobs in Minnesota does not equal $75,000. This proves my alternative hypothesis to be true, meaning that the average salary for all jobs in Minnesota will be less than $75,000. 
To restate it in non -technical terms and make a conclusion on the original claim would be written as: There is sufficient evidence to support the claim that the average salary for all jobs in Minnesota is less than $75,000.
6. Calculate the p-value for this hypothesis test and state the hypothesis conclusion based on the p-value.  Does this match your results from the critical value method?Answer and Explanation:  
I will now calculate the p-value for the same hypothesis test. 
To calculate the p-value, the excel formula will be =T.DIST (t,df,true). We already have our values needed for this formula.
= -2.548 and df= 363. So in excel I entered =T.DIST(-2.548, 363, true) and got my p-value of 0.0056. 
When using the p-value to decide whether to reject the null hypothesis or not, I will need to compare it to the significance level. For this scenario the significance levelor α = .05.
The comparison would read 0.05 <.0056
Based on the comparison, I know that I must reject the null hypothesis since the p-value would fall within the critical region (Rejection region).
My conclusion would be: There is sufficient evidence to support the claim that the average salary for all jobs in Minnesota is less than $75,000.

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1. Describe the 8 steps in the process for hypothesis t appeared first on homework handlers.