Identify Janet’s diagnosis based on the information of this case. Make certain you identify all signs and symptoms connected to the diagnosis of your choice by naming the diagnostic criteria and the associated behavior from the case.

Case :

Three months into Janet’s freshmen year, her parents were summoned by the dean of the small out-of-town college she was attending to come and pick up their daughter. The dean said Janet was behaving strangely. She had begun to wander around the campus at night, barefoot and dressed only in a short nightgown. According to her roommate, Janet had not been herself for the past six weeks.

She had stayed in her room continuously, hoarded food, wrote incessantly, and refused to attend classes except for one taught by Dr. M., an older, married man with whom Janet had become intensely preoccupied. She acted as if she were in her own world. She was unapproachable and irritated by her roommate attempts to converse. During the past few weeks, Janet had talked to herself frequently. It

sounded to her roommate like one-half of a dialogue about what Janet and Dr. M. should do, and whether he was angry with her. Janet’s parents found their daughter in an extremely agitated state. She was dressed in a bizarre way, wearing all kinds of mismatched clothing that was inappropriate to the weather as well as

the setting. She was unkempt and obviously had not bathed. At first, she was unresponsive and barely acknowledged her parents presence. When she did speak, she became overexcited. She explained repeatedly why she had to stay at college. It was because Dr. M. was passionately in love with her. She said he was unable to come to her because his wife kept him imprisoned at home at night. She reported that voices commanded her to unite with Dr. M. at any cost in order to save the world from destruction. Janet also was convinced that Dr. M’s wife was reading her thoughts and now intended to harm her.

When Janet’s parents told her they were taking her home, she became violent. She attacked them and wrecked her dorm room. Her words indicated that she was experiencing her parents efforts as an attack by some dangerous beings, and she argued vehemently but incoherently with these persecutors. The police were called and Janet was taken to the emergency room of the local hospital.

The threatening and acutely alarming nature of her hallucinations led staff psychiatrists to conclude that Janet was a danger to herself and others and immediate hospitalization was advised. Upon admission, Janet was so out of control she had to be put in restraints until the medication she was given began to

take effect. Janet was especially fearful that the hospital staff was collaborating with Dr. M.s wife. She thought they were incarnations of evil forces intent on keeping Janet and Dr. M. apart so that they could not save the world. Janet became more subdued within the next few days as her medication took

effect, but she continued to be uncommunicative around the ward. Although the acute phase of her condition passed, the general prognosis for full recovery was guarded because of indications that this episode was only one part of a long and insidious process of deterioration.

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Case Questions

1. Identify Janet’s diagnosis based on the information of this case. Make certain you identify all signs and symptoms connected to the diagnosis of your choice by naming the diagnostic criteria and the associated behavior from the case. You may also identify a differential but you must choose only one diagnosis.

2. What do you think is the precipitating stressor that probably triggered the onset of Janet’s mental disorder? Identify Janet’s primary delusion. How can we understand this as a way that Janet is trying to make sense of her collapsing world? How do her hallucinations fit together with her delusions?

Review three theories that you feel might be appropriate for addressing the client’s sexual problem. Include a section on how neuroscience has facilitated our understanding of the client’s problem.

Identifying Relevant Theories and Models

To complete this assignment, use the required APA “Identifying Relevant Theories and Models Template,” linked in the Resources. Address the following sections:

  • Theory Identification:
    • Review three theories that you feel might be appropriate for addressing the client’s sexual problem. Include a section on how neuroscience has facilitated our understanding of the client’s problem.
    • Pick the theory you believe best represents the client’s situation, and provide a rationale for your selection.
    • In addition, describe a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions as it pertains to human sexuality.
  • Reference:
    • Continue to build the Reference section by adding the references you utilized to complete this section of your treatment plan.
  • THIS IS THE CASE THAT I NEED TO WRITE ABOUT

 

CLIENT 3 CASE

Client is a 22 year old female. She states she has come to counseling because she wants to do a better job knowing herself and be brave enough to let others know her too. Client reports that she came out as bisexual several months ago and has had mixed reactions to this announcement. She states that she has told a few friends and some of them have disowned her. She also states that she has not told her parents or her best friend because she is worried that the same thing might happen (being disowned). She reports being conflicted about her sexuality for the past 4 or 5 years and states that she has known that she was different for a long time. She reports that she did not do anything about this in high school and ignored how she felt because she was worried about what others would say. She states now that she is in college and on her own that she feels it is safer to be able to explore her sexuality. She reports three relationships with men and two relationships with women but the relationships with women were a secret. She states that the last woman broke up with her because the client insisted on secrecy.

Client reports a stable family environment growing up in a two-parent home. She reports that her mother was very controlling and tried to make her do ‘all sorts of things’ while she was growing up. She states she mostly complied because she did not want to get into trouble. She reports that her dad was somewhat dismissive and allowed her mom to ‘control the house’. She states that she received good grades throughout high school and was basically ‘a stellar child’. She reports that she played basketball and tennis and was interested in sports her junior and senior year. She reports one older brother and one younger sister and strong relationships with both siblings. She reports that she has lived away from home for the past three years with the first year on campus and the last two years living in a house with friends. She has been part of a sorority since her freshman year and feels very connected to the women who also are part of the sorority. She is worried that if they find out about her secret, they might kick her out of the sorority. Client states that she is studying environmental sciences and is happy with this choice.

Client reports little income and is primarily supported by her parents. She states she works part-time on campus in the dean’s office and she likes this job, but she knows she needs to find something different that is more in her field of study. She reports no drug use, but she does reports some alcohol use. She states she primarily drinks when she is at parties with her sorority sisters. She reports no past or current legal problems. She reports no medical problems. She states that she has grown up Catholic, but she is currently not practicing. She states that she believes there is a God but she does not know how to reconcile this belief with her thoughts and feelings about herself. She states that her faith only makes her feel guilt. She states that she is worried that she is bisexual and that she is never going to ‘pick a side’. Her gay and lesbian friends are always joking around with her because she just ‘falls in the middle’. She reports this is her only real problem of concern. Her grades are As and Bs and she is on track to graduate in the fall.

Be sure to use the excellent support resources in MML, including a solved example for each homework problem, extra help solving each problem, and a direct link to the textbook section containing examples about that problem type.

Follow the instructions below to access the unit MML Quiz

1. Click on Content

2. Below Unit 10, Click on MyMathLab

3. Click on MyMathLab Quizzes and Tests

4. Click on the corresponding Unit # Quiz

This unit contains a Quiz to assess what you have learned in the first two units related to set theory. The Quiz is located in MML and is worth a total of 50 points. Please note that the tools available to you in the homework to assist you with problems such as Help Me Solve this, View an Example, and Similar Exercise are not available during this Quiz.

You will have three chances to take this Quiz, with the highest score counting. Each Quiz attempt will consist of similar questions. Therefore, it is highly suggested that you start this activity with enough time during the unit to take advantage of all three Quiz attempts. Students who make use of all three Quiz attempts tend to score very well on the Quiz.

HOMEWORK: PLEASE ASK FOR LOGIN INFORMATION TO THIS ASSIGNMENT:Unit 2 MML Graded Practice

Follow the instructions below to access the unit MML Assignment

1. Click on Content

2. Below Unit 10, Click on MyMathLab

3. Click on MyMathLab Homework

4. Click on the corresponding Unit # MML Graded Practice

For the Unit 2 Lab, you will be working with problems that will help you to practice working with Venn diagrams. These problems will reinforce concepts you have learned about Venn diagrams and will introduce you to many real-life applications of these visuals. As you practice with problems in MML during this unit, you will learn how to fill in Venn diagrams as well as read Venn diagrams to answer questions about the relationship between sets.

This graded practice will help you to prepare for the Unit 2 Quiz.

Reminder

Many students who start on the graded practice the first day of the unit find it easy to earn perfect scores.

Each problem in MML can be done over and over again until you get it correct. That means you can get a perfect score on the MML graded practice in every unit. If you miss a problem three times, it will be marked wrong with a red “x,” but you can complete a similar exercise. If you get the similar exercise correct, the red “x” becomes a green check and you get credit for the problem.

Be sure to use the excellent support resources in MML, including a solved example for each homework problem, extra help solving each problem, and a direct link to the textbook section containing examples about that problem type.

Lab Instructions

Visit MML to complete the graded practice for Unit 2 by clicking on the MML Graded Practice link on the left-hand navigation in the unit. There is no limit on how long you take to complete the Lab provided you complete the entire Lab by 11:59 p.m. ET on the last day of the unit. You can complete the entire Lab in one sitting, or you can complete it a few problems at a time. Do whatever works best for your schedule. Just be sure to complete the entire Lab before the due date and time.

Note:

While working the graded practice problems, you will be able to use learning aids for each problem, but those aids will not be available when you are taking the Quiz in Unit 2.

More TIPS or MML

  • If you miss a problem, use one of the built-in help features. You can use Help Me Solve This, View an Example, or Ask My Instructor. You will also find links to the textbook pages, videos, and animations useful.
  • If you have problems entering answers correctly, check out the How to Enter Answers tutorial. Click MML Resources on the Course Resources. Then, click on How to Enter Answers. You can watch the entire tutorial or check out only the sections that you need.
  • The Similar Exercise button is to the bottom right of the problem window. If it is not visible, maximize the window and you will be able to see it.
  • A good strategy is to do a few MML problems each day. That will give you plenty of time to work each problem and get help if you need it.
  • When you work on the MML graded practice, your grade is automatically transferred back to the Gradebook in this class. Your grade will not be final until the end of the unit, so do not be alarmed if you see a grade before the unit is over, and before you have completed the entire Lab. Just know that your grade will update when you have completed the Lab.

Analyze the physical, cognitive, social and personality aspects of abnormal psychology and implications across the life span Examine the major diagnostic domains and specific criteria associated with DSM-5 disorders.

The Final Exam consists of eight (8) Essay questions. Use the reading   assignments thoroughly in an integrative discussion of your own understanding   of the questions posed. Remember to reference all work cited or quoted   by the text author. You should be doing this often in your responses. If you use outside resources, they should support the text information, but not replace the text.
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 questions below.  Legal and Ethical information   is in Chapter 16 of the course text. Cultural information is covered   throughout the course text and DSM 5. You may use alternative cultural   resources to enhance your work.
Your response to each question should be approx. 1 page per question.
Your total assignment should be 8-9 pages plus a title and reference page.
Due Week 8
1.  What is meant by the notion that mental illness is a social   construction? How does cross-cultural research suggest that   psychopathology is universal rather than a social construction?
2.  It is widely recognized that people with autism spectrum disorder   display deficits in communication and social behavior. It is perhaps   less often noted that in some areas, their abilities may surpass those   of people without autism spectrum disorder.  What is your understanding   if this theory? How do the enhanced abilities of those with autism   spectrum disorder lend credence to an evolutionary approach to   psychopathology?
3.  Phrases such as “broken hearts” and “hurt feelings” liken  emotional  pain to physical pain. To what extent is the metaphor implied  in these  phrases supported neuroscientifically?
4.  The role of trauma and the experience of unusual states of  awareness  or identity in the dissociative disorders have led  psychologists to  explore the relationship between dissociation and  post-traumatic stress,  on the one hand, and hypnosis, on the other.  Briefly summarize the  results of this research.
5.  Discuss some of the reasons why the treatment of  substance-related  and addictive disorders is especially challenging.  Addiction to  methamphetamine is particularly difficult to treat. Review  some of the  cognitive deficits seen in methamphetamine addiction and  explain how  these deficits complicate efforts to treat the addiction.
6.  Outline the neurodevelopmental hypothesis of the etiology of   schizophrenia. In what way does schizophrenia represent a paradox from   an evolutionary standpoint?
7.  Discuss the evidence for genetic and environmental contributions  to  personality disorders. Identify the specific experiences that seem  to  underlie personality disorders. Which personality disorder seems the  most genetic?
8. Highlight the beneficial effects of physical exercise not only on   preventing cognitive impairment among older adults without   neurocognitive disorders but also on reversing decline among those with   mild neurocognitive impairment.
Assignment Outcomes

Analyze the physical, cognitive, social and personality aspects of abnormal psychology and implications across the life span

Examine the major diagnostic domains and specific criteria associated with DSM-5 disorders.

Evaluate legal and ethical issues in mental health treatment

Develop an awareness of diversity and cross-cultural perspectives in abnormal psychology.

Explore available treatment and interdisciplinary services for community members experiencing mental health disorders.

Identify the barriers associated with seeking and receiving therapeutic services.