Research In Counseling

Research is important in the field of counseling and psychology because it can help us to understand the profession, shed light on the theories and concepts, and to determine if the application of theories and concepts actually improve mental health. Research is the best mechanism for determining if something is effective and if so, what parts and why.

Write a 750-1,000-word paper about the importance of research in the field of counseling.

Include the following in your paper:

  1. The relationship between research and counseling
  2. The roles and responsibilities of researchers in the counseling profession
  3. At least two scholarly resources to support your paper

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
PCN-540 PCN-540-O500 Research in Counseling (Obj. 1.1 and 1.4) 90.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned
Content 70.0%
Describe the relationship between research and counseling 35.0% Essay omits or incompletely describes the relationship between research and counseling. Essay does not demonstrate understanding of the topic. Essay inadequately describes the relationship between research and counseling and/or the discussion is not historically accurate. Essay demonstrates poor understanding of the topic. Essay adequately describes the relationship between research and counseling, but description is limited and lacks some evidence to support claims. Essay demonstrates a basic understanding of the topic. Essay clearly describes the relationship between research and counseling, and description is strong with sound analysis and some evidence to support claims. Essay demonstrates understanding that extends beyond the surface the topic. Essay expertly describes the relationship between research and counseling, and description is comprehensive and insightful with relevant evidence to support claims. Essay demonstrates an exceptional understanding of the topic.
Describe the roles and responsibilities of researchers in the counseling profession. 35.0% Essay omits or incompletely describes the roles and responsibilities of researchers in the counseling profession. Essay does not demonstrate understanding of the topic. Essay inadequately describes the roles and responsibilities of researchers in the counseling profession and/or the discussion is not historically accurate. Essay demonstrates poor understanding of the topic. Essay adequately describes the roles and responsibilities of researchers in the counseling profession, but description is limited and lacks some evidence to support claims. Essay demonstrates a basic understanding of the topic. Essay clearly describes the roles and responsibilities of researchers in the counseling profession, and description is strong with sound analysis and some evidence to support claim. Essay demonstrates understanding that extends beyond the surface the topic. Essay expertly describes the roles and responsibilities of researchers in the counseling profession, and description is comprehensive and insightful with relevant evidence to support claims. Essay demonstrates an exceptional understanding of the topic.
Organization and Effectiveness 20.0%
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%
Paper Format (use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

Analyze: Different Research Designs

Analyze: Different Research Designs

Evaluation Title: Research Design

For this first assignment, you will analyze different types of research. To begin, please read and view the following materials:

  • Rice University. (2017). 2.2 Approaches to research (Links to an external site.). in, Psychology. OpenStax. [Electronic version]
  • University of Minnesota Libraries Publishing. (2010). 2.2 Psychologists use descriptive, correlational, and experimental research designs to understand behavior (Links to an external site.). In Introduction to Psychology. [Electronic version]

Select one research design from column A and column B.

Column A = Experimental Design or Correlational Design. Column B = Case Study, Naturlistic Observation, Survey, or Longitudinal/Cross-Sectional Design

  1. Describe the design.
  2. Discuss the strengths and weaknesses of the design.
  3. Give an example of a study completed using this design.

This information is all available in the Unit 1 Learning Content. There are also resources available online to further your understanding.

Your assignment should be typed into a Word or other word processing document, formatted in APA style. The assignment must include:

  • Running head
  • A title page with Assignment name
  • Your name
  • Professor’s name
  • Course

Estimated time to complete: 3 hours

Rubric

PS101 Unit 1 Assessment – Research DesignPS101 Unit 1 Assessment – Research DesignCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentPS101-CO118.0 ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.16.0 ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.14.0 ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in these area.13.0 ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.11.0 ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0 ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions18.0 pts
This criterion is linked to a Learning OutcomeAnalysisPRICE-P18.0 ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.16.0 ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.14.0 ptsLevel 3Constructs concepts related to course content, demonstrating analytical skills with some evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.13.0 ptsLevel 2Constructs concepts related to course content, demonstrating weak analytical skills with minimal evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.11.0 ptsLevel 1Constructs concepts related to course content, demonstrating inadequate evidence of analytical skills. There is minimal or no evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.0.0 ptsLevel 0The assignment was not completed or there was no evidence of constructed concepts that are supported by professional and personal subject knowledge through details, supporting evidence, and idea differentiation.18.0 pts
This criterion is linked to a Learning OutcomeTechnology12.0 ptsLevel 5Manipulates multiple technological resources to effectively implement all assignment requirements.11.0 ptsLevel 4Manipulates multiple technological resources to effectively implement most assignment requirements.10.0 ptsLevel 3Manipulates multiple technological resources to effectively implement some assignment requirements.8.0 ptsLevel 2Manipulates multiple technological resources for some assignment requirements.7.0 ptsLevel 1Manipulates technological resources to minimally meet some assignment requirements.0.0 ptsLevel 0The assignment was not completed or difficulties with technological manipulation were evident. The assignment submitted does not meet requriements.12.0 pts
This criterion is linked to a Learning OutcomeWriting9.0 ptsLevel 5The assignment exhibits a excellent command of written English language conventions. The assignment has no errors in mechanics, grammar, or spelling.8.0 ptsLevel 4The assignment exhibits a good command of written English language conventions. The assignment has no errors in mechanics, or spelling  with minor grammatical errors that impair the flow of communication.7.0 ptsLevel 3The assignment exhibits a basic command of written English language conventions. The assignment has minor errors in mechanics, grammar, or spelling that impact the flow of communication6.0 ptsLevel 2The assignment exhibits a  limited command of written English language conventions. The assignment has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.5.0 ptsLevel 1The assignment exhibits little command of written English language conventions. The assignment has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The assignment does not demonstrate command of written English language conventions. The assignment has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.9.0 pts
This criterion is linked to a Learning OutcomeAPAPRICE-I3.0 ptsLevel 5In-text citations of sources and references in proper APA style are included with no errors.2.5 ptsLevel 4In-text citations of sources and references in proper APA style are included but have 1-2 minor APA errors.2.0 ptsLevel 3In-text citations of sources and references in proper APA style are included but have 3 – 4 minor APA errors.1.5 ptsLevel 2In-text citations of sources and references in proper APA style are included but have more than 4 errors.1.0 ptsLevel 1The errors demonstrate limited understanding of in-text citation and reference requirements0.0 ptsLevel 0There are no in-text citations AND/OR references.3.0 pts
Total Points: 60.0PreviousNext

Outline the dimensions of measurement/baseline measurement.

This cumulative assignment allows you to consider everything you have learned over the past 5 weeks and attempt to change a behavior of your own. This overall process is similar to what a board-certified behavior analyst would complete with a new client.

Refer to the approved behavior you would like to change based on your submission to your instructor in Week 2.

Track baseline data over a 3-day period using the Baseline Data Worksheet.

Write a 1,400- to 1,750-word paper that outlines an intervention plan for changing that behavior, and ensure you:

  • Describe the target behavior.
  • Outline the dimensions of measurement/baseline measurement.
  • Describe the function of the baseline behavior.
  • Outline the goals of the behavioral change.
  • Propose a behavior intervention plan based on goals.
  • Provide a minimum of 2 antecedent changes.
  • Provide 4 to 5 consequence modifications.
  • Choose consequences based on at least 4 of the following:
  • Positive reinforcement
  • Negative reinforcement
  • Negative punishment
  • Positive punishment
  • Extinction
  • Describe any potential barriers to treatment as well as how you would overcome these barriers.
  • Describe the expected outcome if the behavior intervention plan was implemented and followed.

Format your paper according to APA guidelines.

This cumulative assignment allows you to consider everything you have learned over the past 5 weeks and attempt to change a behavior of your own. This overall process is similar to what a board-certified behavior analyst would complete with a new client.

Refer to the approved behavior you would like to change based on your submission to your instructor in Week 2.

Track baseline data over a 3-day period using the Baseline Data Worksheet.

Write a 1,400- to 1,750-word paper that outlines an intervention plan for changing that behavior, and ensure you:

  • Describe the target behavior.
  • Outline the dimensions of measurement/baseline measurement.
  • Describe the function of the baseline behavior.
  • Outline the goals of the behavioral change.
  • Propose a behavior intervention plan based on goals.
  • Provide a minimum of 2 antecedent changes.
  • Provide 4 to 5 consequence modifications.
  • Choose consequences based on at least 4 of the following:
  • Positive reinforcement
  • Negative reinforcement
  • Negative punishment
  • Positive punishment
  • Extinction
  • Describe any potential barriers to treatment as well as how you would overcome these barriers.
  • Describe the expected outcome if the behavior intervention plan was implemented and followed.

Format your paper according to APA guidelines.

****TOPIC*** please write this paper based on the information below**

***** Please Fill out the worksheet with proper information****

I Personally struggle with getting enough rest on a daily basis, it gets bad enough where I feel myself dozing off during a movie or doing regular activities. For this project I would like to try improving my sleep patterns every night for to help function better and for health reasons, in order to do so I will measure how many hours I sleep at night using an app provided with my phone. Currently I get about 4 to 5 hours of sleep each night which is considered to be my variable interval and my goal is to get to at least 8 hours  of sleep every night. I would start off by setting a specific bedtime 10pm to get a fixed schedule try going to bed a half an hour earlier each night to work my way up to 8 hours for the first 3 to 4days, I would record data collected by writing down my bed time and awake time. My hopes are to achieve more sleep, better brain function, less tiredness and boost my energy by getting more sleep.

PSY/420 v3

Title

ABC/123 vX

Page 2 of 2

 

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Baseline Data Worksheet

Track baseline data of your selected behavior that you would like to change over a 3-day period. Use this information in your Self-Management Paper, due in Week 5.

Day 1 Day 2 Day 3
Dimensions of measurement      
Baseline measurement      
Function of baseline behavior      

 

 

 

 

 

 

Copyright 2019 by University of Phoenix. All rights reserved.

Copyright 2019 by University of Phoenix. All rights reserved.

Pathology, Diagnosis, And The DSM-5

4 pages

 

Pathology, Diagnosis, and the DSM-5

Prior to beginning work on this assignment, review Chapter 3 and Chapter 6 in the course text and view the videos Depression and Its Treatments (Links to an external site.), OCD: One Patient’s Story (Links to an external site.), Diagnostic and Statistical Manual of Mental Disorders (5th ed.) (Links to an external site.) and The DSM-5 (Links to an external site.) screencast on how to access and use this resource and how to cite and reference the DSM-5. Utilize the Diagnostic and Statistical Manual of Mental Disorders (5th ed.) (Links to an external site.) to support your analysis. Note that, in keeping with the focus of this class, the emphasis of your paper should be on the pathological aspects of the disorder you select to analyze.

To successfully complete this writing assignment,

1. Select a psychological disorder for comprehensive analysis from the following list (Choose only one.):

·

· Major depressive disorder

· Bipolar disorder

· Anxiety

o Focus on only one of the anxiety disorders (e.g., generalized anxiety disorder or social anxiety disorder).

· Post-traumatic stress disorder

· Obsessive-compulsive disorder

· Substance use disorder (substance abuse and addiction)

o Provide both an overview of this topic plus a focus on a single drug of your choice.

§ Your selection of topic should be based on your personal or professional experience or your own academic or personal interest in the topic. Be sure to use current terminology from the Diagnostic and Statistical Manual (DSM-5).

2. Based on the following requirements, create an outline (Links to an external site.) for your paper. Use this outline to determine the appropriate APA headings to be applied to your paper. To see APA guidelines for headings, visit APA Style Elements (Links to an external site.) in the Ashford Writing Center. Include the following in your paper:

·

· Introduction of the diagnosis

· Explanation of at least one theory of etiology (causes) of the disorder

· Explanation of the associated factors in development of the disorder (genetic, environmental, familial, lifestyle)

· A summary of the diagnostic and research technologies employed in clinical diagnosis, clinical and behavioral healthcare, and clinical interventions

· Discussion of treatment options of the disorder

· An analysis of the predominance of the disorder in our current society

· Conclusion

3. Next, research your topic and obtain a minimum of two scholarly and/or peer-reviewed sources published within the last five years. These sources should provide evidence-based information regarding the psychological features of the disorder. Be sure to cite these sources accurately in your paper and include them on your references page. Consider the following for this step:

·

· You may utilize required or recommended course materials in your work, but these will not count toward the reference requirements; however, you may cite and reference the DSM-5 as one of your sources used for the grading credit.

· For support formatting your paper in APA, visit the Ashford Writing Center’s APA: Citing Within Your Paper (Links to an external site.) and Formatting Your References List (Links to an external site.).

4. Write your assignment.

·

· Suggestion: Complete your paper by the weekend to also take advantage of running a Paper Review (Links to an external site.) in the Ashford Writing Center to support your success.

5. Access the rubric (Links to an external site.) to confirm all required components have been addressed.

The Pathology, Diagnosis, and the DSM-5 writing assignment

· Must be a minimum of four double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)

· Must include a separate title page with the following:

o Title of paper

o Student’s name

o Course name and number

o Instructor’s name

o Date submitted

§ For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

· Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.

· Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

o For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.

· Must include APA headings. For formatting support, visit APA Style Elements (Links to an external site.) in the Ashford Writing Center.

· Must use at least two scholarly or peer-reviewed sources published within the last five years in addition to the course text or other course materials. You may also use required and recommended materials from the course but these will not count toward the research component of your grade.

o The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

o To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.

· Must document any information used from sources in APA Style as outlined in the Ashford Writing Center’s APA: Citing Within Your Paper (Links to an external site.)

· Must include a separate references page that is formatted according to APA Style as outlined in the Ashford Writing Center. See the APA: Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Required Resources

Text

Getzfeld, A. R. (2018). Abnormal psychology (2nd ed.). Retrieved from https://content.ashford.edu

· Chapter 3: Anxiety and Obsessive-Compulsive Disorders

· Chapter 6: Depressive Disorders and Bipolar and Related Disorders

Book

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.) (Links to an external site.). https://doi.org/10.1176/appi.books.9780890425596

· This manual will support your understanding of diagnosis and treatment for mental illness. Note you will only be reviewing one to three pages and it will be based on specific disorders you choose to evaluate this week. It will assist you in your Anxiety and Depression: A Case Study discussion forum and Pathology, Diagnosis, and the DSM-5 assignment this week.
Accessibility Statement (Links to an external site.)
Privacy Policy (Links to an external site.)

Multimedia

Ashford University. (2018, August 8). The DSM-5 (Links to an external site.) [Video file]. Retrieved from https://ashford.mediaspace.kaltura.com/media/The%2BDSM-5/0_wa13z8fy

· This web page provides information about how to access and use the DSM-5 and will assist you in your Anxiety and Depression: A Case Study discussion forum and Pathology, Diagnosis discussion forum and the DSM-5 assignment this week. This video has closed captioning.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)

nature video. (2014, December 19). Depression and its treatments (Links to an external site.) [Video file]. Retrieved from https://youtu.be/Yy8e4sw70ow

· This video provides information about the neural circuits affected in depression, as well as the molecular and cellular changes becoming better understood for treatment. This video will assist you in your Anxiety and Depression: A Case Study discussion forum and Pathology, Diagnosis, and the DSM-5 assignment this week. This video has closed captioning and a transcript.
Accessibility Statement (Links to an external site.)
Privacy Policy (Links to an external site.)

Sunnybrook Hospital. (2012, October 4). OCD: One patient’s story (Links to an external site.) [Video file]. Retrieved from https://youtu.be/x2JAXAmXd2w

· This video features a patient who has been diagnosed with OCD, as well as Dr. Peggy Richter, and discusses the illness as well as potential treatments. This resource will support your Anxiety and Depression: A Case Study discussion forum and Pathology, Diagnosis, and the DSM-5 discussion forum assignment this week. This video has closed captioning and a transcript.
Accessibility Statement (Links to an external site.)
Privacy Policy (Links to an external site.)

Web Page

Society of Clinical Psychology: Division 12. (n.d.). Case studies search (Links to an external site.). Retrieved from https://www.div12.org/case-studies/

· This web page will be utilized to identify a case study to analyze associated with your Anxiety and Depression: A Case Study discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)

Supplemental Material

Rosser-Majors, M. (2019). Week 2 Study Guide. Retrieved from https://www.ashford.instructure.com

· This study guide will help you prepare for your Week 2 Terminology Quiz and Week 2 Content Review this week.

Recommended Resources

Book

Ledley, D. R., Pai, A., & Franklin, M. E. (2007). Treating comorbid presentations: Obsessive-compulsive disorder, anxiety disorders, and depression. In M. M. Anthony, C. Purdon, & L. J. Summerfeldt (Eds.), Psychological treatment of obsessive-compulsive disorder: Fundamentals and beyond. (pp. 281–293). https://doi.org/10.1037/11543-013

· The full-text version of this chapter is available through the EBSCOhost database in the Ashford University Library. The chapter researches individuals with obsessive compulsive disorder (OCD) and additional psychological disorders, including other anxiety disorders and depression. The study reviews guidelines to differentiate OCD from other anxiety disorders and depression. This resource may helpful in supporting you with your assignments this week.

Article

Finley, E. P., Garcia, H. A., Ramirez, V. A., Haro, E. K., Mignogna, J., DeBeer, B., & Wiltsey-Stirman, S. (2019). Treatment selection among post-traumatic stress disorder (PTSD) specialty care providers in the Veterans Health Administration: A thematic analysis. Psychological Trauma: Theory, Research, Practice, and Policy. https://doi.org/10.1037/tra0000477

· The full-text version of this article is available through the EBSCOhost database in the Ashford University Library. This article researches several treatment options specific to veterans experiencing post-traumatic stress disorder (PTSD). Specific psychotherapies are assessed. This article may helpful in supporting you with your assignments this week.

Supplemental Material

Maryland Recovery. (n.d.). Holistic remedies to help with mental disorders and substance abuse cravings (Links to an external site.) [Educational brochure]. Retrieved from https://www.marylandrecovery.com/wp-content/uploads/2017/05/marylandRecovery_HolisticRemedies.pdf

· The brochure offers insight into holistic methods for addressing addiction and may support you in your assignments this week, as well as future writing assignments in this course.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)

6 Depressive Disorders and Bipolar and Related Disorders

tommaso79/iStock/Thinkstock

Learning Objectives

After reading this chapter, you should be able to:

• Understand the difference between normal emotions and pathological emotions.

• Explain what depressive disorders are.

• Explain what bipolar and related disorders are.

• Know and discuss what causes depressive, bipolar, and related disorders.

• Explain and discuss how depressive, bipolar, and related disorders are treated.

• Analyze the relationships among depressive, bipolar, and related disorders and suicide.

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Depressive Disorders and Bipolar and Related Disorders

It is mid-June in a city known for a temperate climate. You awaken to a blue sky with puffy clouds; the sun is bright but not too hot, with low humidity. After eating your favorite break- fast, you go for a walk before heading off to your summer job. All seems right with the world, yet you are not happy. The sky appears gray to you, the sun covered by clouds. Breakfast seemed bland, almost tasteless. You didn’t sleep well; in fact, you awakened, again, in the middle of the night and couldn’t fall back to sleep. You were hoping to be intimate with your partner last night, but the desire and the drive remain missing.

Does this scenario sound familiar to you? Perhaps it sounds like an everyday experience for many people. Have you ever had days with some, if not all, of these experiences? Before we continue, consider the next scenario.

You awaken to the same sunny day, although this time the sun seems exceptionally bright and energizing. After making yourself a gourmet breakfast and wolfing it down in about three minutes, you go for a power walk, completing your usual course in record time and engag- ing everyone you pass in conversation, though the conversations have no connection to each other. Returning home, you decide, after showering, to clean the entire house as well as clean the windows and mow the lawn. You then head to work, put in a 13-hour day with a 15-min- ute lunch break, during which you consume a PowerBar and some Red Bull. At home you pre- pare a four-course meal from scratch. You should be tired but you’re not, so you call your best friend and see if she wants to go out to a bar for a few drinks. She calls it a night at 11 p.m., but you are going strong. You meet an attractive person and go back to his or her apartment for a while. You return home at about 2 a.m. and go to sleep. . .until 4 a.m., when you awaken, ready to start the new day, repeating this pattern for at least seven days.

How does the second scenario sound to you? Does this sound like a normal day and night for some people? Let’s take a closer look at what these scenarios seem to describe.

The first scenario could illustrate some of the classic signs of depression, including sadness, hopelessness, self-blame, anger, insomnia, and loss of appetite. Depression is one of several depressive, bipolar, and related disorders, abnormal conditions characterized by persistent extremes of mood. Depression represents one pole of a person’s mood (see Figure 6.1) and

is typically characterized by extreme sadness, lack of energy and sex drive, low self-worth, guilt, and oftentimes thoughts of suicide.

The second scenario might illustrate the other pole, which is known as mania. Mania is marked by extreme elation. People who are in the grip of mania have lots of energy, form grandiose plans (to make a fortune or cure cancer), display a cavalier attitude toward money, and usually have a strong sex drive. At first glance, this may not seem to be much of a problem; left unchecked, however, mania can cause just as many difficulties as depression.

Happily, most of us spend the bulk of our time some- where in the middle of the mood spectrum, neither very high nor very low. A telephone conversation, a walk in the park, or a dinner with friends can lift

EgudinKa/iStock/Thinkstock Typically, the majority of people are somewhere in the middle of the mood spectrum and experience a range of emotions that are neither very high nor very low.

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Depressive Disorders and Bipolar and Related Disorders

our mood. By contrast, a bad day at work, failing an exam, losing a tennis match, indeed any of life’s disappointments can bring on the “blues.” When our mood rises, we feel happy, ener- gized, confident, and optimistic. When we get the blues, we feel sad, tired, and pessimistic. When we are low, we may decide to drown our sorrows in a drink, or maybe just go to bed.

The main difference between the blues, an emotion we all experience, and a depressive disor- der is one of degree (Oyama & Piotrowski, 2017). The blues pass quickly. In a day or two, we pick ourselves up and start again. However, when a negative mood persists for a long period of time, affecting social and occupational functioning, clinicians begin to suspect the presence of a depressive disorder.

This chapter is concerned with the diagnosis, etiology, treatment, and prevention of depres- sive, bipolar, and related disorders. It also includes a discussion of suicide, which is some- times (but not always) caused by one of these disorders.

Figure 6.1: The mood spectrum

Most of the time, we find ourselves in the middle of the spectrum, not too high or too low. Notice that the two extremes, mania and depression, are closer to one another than they are to the normal mood state. In fact, some people cycle between depression and mania, and a few manage to be both depressed and manic at the same time.

Source: Adapted from S. Schwartz, Abnormal Psychology: A Discovery Approach. Mountain View, CA: Mayfield Publishing Company, 2000, Figure 8.1, p. 319.

Normal mood

Joy

Depression Mania

The “blues”

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Section 6.1 Emotions: Normal and Pathological

Before we continue, let’s examine the case of Bernard Louis, a man whose manic episodes severely affected his life.

The Case of Bernard Louis: Part 1

Note Dictated by Psychiatrist, Dr. Kahn, When Admitting Bernard Louis to the Hospital UNIVERSITY HOSPITAL

Intake Note

CONFIDENTIAL

Admitting Psychiatrist: Dr. Sally Kahn

Bernard Louis was brought involuntarily to the admitting ward by county police who were acting on a court order to have him committed for 24 hours of psychiatric observation.

Mr. Louis is a large man, well over 6 feet tall. He weighs more than 200 pounds. When he appeared at the hospital, his face was very red, and his hair and clothing were disheveled. Otherwise, he seemed normal. According to his wife, who accompanied him to the hospital, Mr. Louis had been working alone, 18 hours a day, building a “golf course” in their suburban backyard. His plan was to turn their half-acre lot into a private country club with a clubhouse. He hoped to sell memberships at $5,000 a year. The clubhouse would offer catering facilities as well as a bar and pro shop. He planned to build sand and water traps and to invest in a fleet of motorized golf carts. When his wife suggested that he might be getting a little carried away, Mr. Louis lost his temper, shouted in rage, and threatened to leave her for another woman. He claimed to have four girlfriends whom he regularly “satisfied” ten times a night. Two days earlier, when his wife had left the house, Mr. Louis had taken all her jewelry to a pawnshop. He had used the money to invite strangers off the street to an all-night party that finally had to be stopped by the police. Mr. Louis had not slept at all for three days before his wife obtained the court order that brought him to the hospital.

Mr. Louis was difficult to interview because he talked nonstop. He complained that he was being persecuted and that his wife was just jealous of the many women who were after him because of his sexual prowess. There was nothing wrong with him. In fact, he claimed, “I’ve never felt better in my life.” When asked if he was happy, Mr. Louis responded, “Am I happy? Why, if I felt any happier, you could sell tickets. I’m so happy, it should be illegal.”

See appendix for full case study.

6.1 Emotions: Normal and Pathological Admirers of the original (and often-replicated) Star Trek television series and films will recall the Starship Enterprise’s Vulcan officer, Mr. Spock. Spock differed from earthlings in two ways: He had odd, pointy ears, and he was rarely emotional. Unlike Captain Kirk, Spock was never tempted by the seductive outer-space sirens who regularly tried to lure the space mariners to destruction. Even when the murderous Romulans seemed certain to destroy the Enterprise, Spock never panicked. As he coldly evaluated the ship’s predicament, the other

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Section 6.1 Emotions: Normal and Pathological

crew members would accuse Spock of being “inhuman.” To them, the essential charac- teristic of a human being is the ability to feel emotions—and most psychologists agree.

Emotions are so much a part of life, we never stop to ask ourselves why they exist in the first place. What is the biological func- tion of negative emotions, such as fear and sorrow? Why did they evolve? Would we not be better off being unemotional like Spock?

As is the case with many questions sur- rounding evolution, the first place to look for answers is in the works of Charles Dar- win (1809–1882). In his book The Expres- sion of Emotions in Man and Animals (1872), Darwin hypothesized that emotions evolved because they have survival value. Fear helps us to survive because, when we are afraid of something, we flee and avoid possible harm. Sorrow also has survival value. Parent-child bonds are cemented by the feelings of sadness parents and their children experience when they are separated. To avoid sadness, parents stay close to their children, thereby increas- ing their offspring’s chances of survival. Of course, it is possible to have too much of a good thing. Unrelenting fear or sorrow can be so debilitating that, instead of increasing a person’s chances of survival, they can actually decrease those chances.

Grieving The loss of a loved one or a friend usually sets off a grieving process. The first reaction is usu- ally emotional numbness and disbelief punctuated with acute bouts of distress. Social sup- port is an important determinant of how quickly, and how well, people cope with the grieving process (Prest, 2017).

Within a week or so after a loss, disbelief is replaced with a period of pining for the lost per- son. The survivors dwell on their loss, have trouble sleeping, neglect other aspects of life, and display anger at their fate (“Why me?”). This stage may last months or years, but most people eventually acknowledge the permanency of their loss (“I am now a widow”). In the final stage of grieving, people gradually regain their interest in life, and their sadness abates. The whole process may take a year or more and may involve significant periods of psychological distress. Still, the process is perfectly normal (see the accompanying Highlight). In fact, not grieving over the death of a loved one would be viewed by most psychologists as abnormal. Because grieving is normal, treatment is not indicated unless people become dangerous to themselves or are unable to function (Prest, 2017). In such cases, clinicians would probably consider the individual to be suffering from one of the depressive, bipolar, or related disorders described in the DSM–5.

Kimberley French/© Paramount Pictures/ Courtesy Everett Collection

As Star Trek fans know, Mr. Spock differs from humans because he, as a half Vulcan, does not express emotions. Sometimes his cold ratio- nality is an advantage, but at other times his lack of emotion cuts him off from intuition and social connection.

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DSM–5 Depressive, Bipolar, and Related Disorders By definition, a mood disorder is an abnormal condition characterized by persistent extremes of mood. The DSM–IV–TR categorized depressive and bipolar disorders in a single chapter titled “Mood Disorders.” The DSM–5 has divided the categories into two separate chapters: “Depressive Disorders” and “Bipolar and Related Disorders.” According to the DSM– 5, there are two general types of mood disorder: unipolar mood disorder and bipolar mood disorder. The “poles” referred to by these diagnostic labels are the extremes of the mood spectrum—depression and mania. Unipolar mood disorders are characterized by depres- sion, whereas bipolar disorders combine depression with manic periods. Both unipolar and

Highlight: Removal of the Bereavement Exclusion Criterion From Depressive Disorders

How do you handle the loss of a loved one? Most likely you go into a period of mourning, handling the situation in a way that is unique to you. This is called bereavement, a normal part of the grieving process. In the DSM–IV–TR (American Psychiatric Association [APA], 2000), psychologists, psychiatrists, and psychiatric social workers were advised (by the authors of the DSM–IV–TR) not to diagnose major depression in individuals within the first two months following the death of a loved one. This was called the “bereavement exclusion.” The inclusion of this criterion in the DSM–IV–TR meant that grieving a recent loss prevented a person from being diagnosed with major depression.

The bereavement exclusion was removed from the DSM–5 (APA, 2013) in order to ensure that unipolar depression (major depressive disorder) was not overlooked and that appropriate treatment could be implemented quickly before trouble ensued. The rationale behind this is simple enough: Normal grieving and unipolar depression, while sharing some common facets like withdrawal from everyday activities and intense overwhelming sadness, also differ in some very important ways.

For example, during grieving, the painful feelings come in waves of grief when they occur; positive memories of the deceased individual also occur. However, in major depressive disorder (MDD), the mood and feelings and ideas are almost always negative and unpleasant. Second, while you are grieving, self-esteem (positive feelings about yourself) is usually maintained, whereas in MDD, feelings of worthlessness and self-loathing are common. Normal grieving can lead to MDD, but clinicians are cautioned not to confuse a normal process with a mental disorder.

There is another perspective. The DSM–5 characterizes bereavement as a severe psychological stressor that can incite a major depressive episode even shortly after the loss of a loved one. Some critics say the risk is that of pathologizing grief, a normal human process. Individuals may be diagnosed with depression even in the absence of severe depressive symptoms (such as suicidal ideation) and even though their symptoms may be transient.

A person who meets the diagnostic criteria for MDD will no longer be excluded from that diagnosis solely because the person recently lost a loved one and is in the process of normal grieving or bereavement. The death of a loved one may or may not be the main, underlying cause of the person’s unipolar depression.

What are your views on the bereavement exclusion?

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