Evaluate, in detail, the pros and cons of using DSM diagnoses as the primary classification structure for clients with substance use disorders.

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Pros and Cons of DSM Diagnosis

The Diagnostic and Statistical Manual of Mental Disorders (DSM) was originally developed in 1952 to help doctors and counselors across the country standardize the classifications of mental disorders in the American population. Throughout the intervening years, the DSM has gone through several revisions, establishing specific diagnostic criteria for each disorder listed, and revising disorders as more was understood about their origins, symptoms, and treatments. The DSM III (1980) marks the point when substance use disorders were moved to a category of their own, separate from personality disorders. Today, the current DSM lists the diagnostic criteria for substance use disorders.

While these standardized diagnostic practices have been in use for more than sixty years, there are some pros and cons in the use of the DSM diagnoses of substance use disorders in the assessment of clients.

Complete the following requirements:

  • Evaluate, in detail, the pros and cons of using DSM diagnoses as the primary classification structure for clients with substance use disorders.
  • Examine the assessment types used to diagnose clients with substance use. Choose two of these assessments that would not only help to diagnose the substance use disorder, but would also assess the whole person. Explain them fully.
  • Compare and contrast the two assessments chosen regarding how they will evaluate the whole person and not just the specific DSM diagnostic criteria.
  • Justify the value of using assessments that evaluate the whole person rather than just the specific DSM diagnostic criteria.

Use scholarly resources to support your work.

Write a 3–4 page paper in Word format. Apply APA standards to citation of resources.

Use the following file naming convention: LastnameFirstInitial_M2_A2.doc. For example, if your name is John Smith, your document will be named SmithJ_M2_A2.doc.

· Select one genetic influence and one environmental influence on fetal development and think about how these influences might impact each other.

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Discussion: Environmental and Genetic Impact on Fetal Development

Both environmental and genetic influences impact fetal development. Some substances (e.g., folic acid, hormones, etc.) have the biggest influence at sensitive periods during gestation. Early in gestation, when neurological development is at its peak, folic acid is most important. Hormones, such as androgen and estrogen, are necessary for external genital differentiation between 9 and 12 weeks of gestation. Prenatal alcohol exposure, however, can impact fetal growth at any time during gestation. On the other hand, environmental influences such as maternal genetics, nutrition, health, and immunization can have a positive impact on fetal development, mitigating the impact of substances and other negative influences. In addition to environmental influences, you must also consider the impact of genetic influences. Genes determine not only an individual’s physical features at birth—they also contribute to hormonal processes throughout the lifespan. The interaction of environmental influences and genetic influences impacts the development of a fetus.

For this Discussion, you will examine environmental and genetic influences on fetal development.

To prepare for this Discussion:

· Select one genetic influence and one environmental influence on fetal development and think about how these influences might impact each other.

By Day 4

Post a brief description of the genetic influence and the environmental influence you selected. Then, explain how the environmental influence might positively or negatively affect the development of a fetus with the genetic influence you selected. Be specific and provide examples. Use your Learning Resources to support your post. Use proper APA format and citations.

Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.

  • Chapter 2, “Genetic and      Environmental Foundations” (pp. 44–77)
  • Chapter 3, “Prenatal Development, Birth, and      the Newborn Baby” (pp. 78–117)

Charness, M. E., Riley, E. P., & Sowell, E. R. (2016). Drinking during pregnancy and the developing brain: Is any amount safe? Trends in Cognitive Sciences, 20(2), 80–82. doi:10.1016/j.tics.2015.09.011

Note: You will access this article from the Walden Library databases.

Entringer, S., Buss, C., & Wadhwa, P. D. (2015). Prenatal stress, development, health and disease risk: A psychobiological perspective—2015 Curt Richter Award Paper. Psychoneuroendocrinology, 62, 366–375. doi:10.1016/j.psyneuen.2015.08.019

Note: You will access this article from the Walden Library databases.

Tzouma, V., Grepstad, M., Grimaccia, F., & Kanavos, P. (2015). Clinical, ethical, and socioeconomic considerations for prescription drug use during pregnancy in women suffering from chronic diseases. Therapeutic Innovation & Regulatory Science, 49(6), 947–956. doi:10.1177/2168479015589820

Note: You will access this article from the Walden Library databases.

Grace, T., Bulsara, M., Robinson, M., & Hands, B. (2015). The impact of maternal gestational stress on motor development in late childhood and adolescence: A longitudinal study. Child Development, 87(1), 211–220.

The Impact of Maternal Gestational Stress on Motor Development in Late Childhood and Adolescence: A Longitudinal Study by Grace, T., Bulsara, M., Robinson, M., & Hands, B., in Child Development, 2015/October. Copyright 2015 by John Wiley & Sons-Journals. Reprinted by permission of John Wiley & Sons-Journals via the Copyright Clearance Center. Retrieved from https://www.researchgate.net/profile/Tegan_Grace/publication/282873739_The_Impact_of_Maternal_Gestational_Stress_on_Motor_Development_in_Late_Childhood_and_Adolescence_A_Longitudinal_Study/links/56244b7d08ae70315b5db881.pdf

March of Dimes Foundation. (2016). Retrieved from http://www.marchofdimes.org

Centers for Disease Control and Prevention. (2016). Birth defects. Retrieved from http://www.cdc.gov/ncbddd/birthdefects/index.html

Review the Final Project Guidelines (located in this week’s Learning Resources). Think about your tentative timeline and which six life events you might select to include in the project.

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Journal Assignment: Impact of Life Experiences on Development

Review the Final Project Guidelines (located in this week’s Learning Resources). Think about your tentative timeline and which six life events you might select to include in the project. In what way were these events significant to you? How did they affect your development? As you move forward in the course, you will use theory to better understand the impacts of these events and how they helped shape your identity.

In 1–2 paragraphs, briefly share your initial reflections about the influences these events had on your identity development.

Readings

  • Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.
    • Chapter 1, “Organizing Themes in Development” (pp. 2-38)
  • Kandler, C. Bleidorn, W., Riemann, R., Spinath, F. M., Thiel, W., & Angleitner, A. (2010). Sources of cumulative continuity in personality: A longitudinal multiple-rater twin study. Journal of Personality and Social Psychology, 98(6), 995–1008.
    Retrieved from the Walden Library databases.
  • Overton, W. F., & Ennis, M. D. (2006). Cognitive-developmental and behavior-analytic theories: Evolving into complementarity. Human Development, 49(3), 143–172.
    Retrieved from the Walden Library databases.
  • Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81(1), 6–22.
    Retrieved from the Walden Library databases.
  • Thelen, E. (2005). Dynamic systems theory and the complexity of change. Psychoanalytic Dialogues, 15(2), 255–283.
    Retrieved from the Walden Library databases.
  • Document: Final Project Guidelines (PDF)
    Note: This information is also located on the Final Project Guidelines page in the left navigation area.

Media

  • Laureate Education (Producer). (2013k). Perspectives: Using lifespan development [Video file]. Retrieved from https://class.waldenu.eduNote: The approximate length of this media piece is 10 minutes.

    The presenter in this week’s media discusses how counselors are using lifespan development to support clients and inform their counseling approaches.Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

How have leaders wielded power in different ways? Provide at least two examples and cite sources appropriately; note whether or not each example promoted leadership effectiveness and how. Use the module resources to guide your response.

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How have leaders wielded power in different ways? Provide at least two examples and cite sources appropriately; note whether or not each example promoted leadership effectiveness and how. Use the module resources to guide your response.

 

This is a two page paper.

 

Headings should be created to reflect the critical elements identified in the rubric:

Leaders and Power

Analysis of Leader Effectiveness

 

Instruction:

Follow the rubric requirements (attached).

Sources must be cited with APA format.

Plagiarism is unacceptable. Must be less than 20% copied from source.

Using the South University Online Library find two peer-reviewed journal articles on false memories or eyewitness memory. In your synopsis, you will include:

  • A summary of each of the journal articles
  • The main points discussed in each of the journal articles and how they relate to the week’s course and text readings
  • Your thoughts and perspectives regarding the concepts covered in each of the journal articles

Name your document: SU_PSY3002_W9_A1_LastName_FirstInitial.doc.
Submit your report in a Microsoft Word document to the W9 Assignment 1 Dropboxby Wednesday, August 23, 2017.
Cite sources using the APA format on a separate page.

Assignment 1 Grading Criteria 
Maximum Points
  • Summarized each of the journal articles.
  • Described the main points covered in each of the journal articles and justified how they relate to the week’s course and text readings.
  • Evaluated each journal article from your own thoughts and perspectives regarding the concepts covered.
15
Used correct spelling, grammar, and professional vocabulary and APA format.
5
Total:
20