University of Phoenix Material

Week Five Programmatic Assessment

Scenario

Abby is a 20-year-old female college student. For at least the last 3 months, Abby has experienced ongoing anxiety and worry without a specific cause for these feelings. She has been restless and has noticed that her muscles feel tense and that these symptoms are beginning to affect her behavior in a way that is causing her to become distressed and that is preventing her from being able to complete her normal tasks. Abby correctly believed that it was normal to feel a little anxious sometimes; however, as the semester has progressed, she has not begun to feel significantly more comfortable.

On the recommendation of a friend, Abby visited the university’s counseling center and talked to Dr. Smith. Dr. Smith was warm and welcoming and, after discussing the limits of confidentiality with Abby and obtaining informed consent, encouraged Abby to describe her concerns. Dr. Smith listened attentively and asked Abby a few questions. They both agreed on an appointment date and time for the next week. Dr. Smith gave Abby a homework assignment to keep a written log of the negative thoughts or assumptions she has during the week and the circumstances under which those thoughts occurred. Abby was asked to bring the log with her to her next appointment.

Short-Answer Questions

Answer the following questions based on the scenario above. Answers should be short and concise.

1. Which DSM-5 disorder matches the symptoms Abby is reporting?

2. Which theoretical model does the homework assigned by Dr. Smith match?

3. If Dr. Smith recommended medications only, which theoretical model would this match?

4. If Dr. Smith recommended medications in addition to therapy, which theoretical model would this match?

5. If Dr. Smith completed a free association exercise with Abby, which theoretical model would this match?

6. If Dr. Smith used unconditional positive regard in the treatment, which theoretical model would this match?

7. If instead of the symptoms listed in the scenario, Abby reported the following: She had been in a car accident where she feared for her life. She had sleep disturbances including nightmares and became uncomfortable at the thought of driving, to the point that she avoided driving. She now believes she is a horrible driver, although her friends assure her this is not true. If these symptoms have lasted for longer than a month, which DSM-5 disorder label might match her symptoms?

8. If instead of the symptoms listed in the scenario, Abby reported the following: Every day for the past 2 weeks she felt down or sad for most of the day, had noticed an increase in her appetite, had been unable to sleep or concentrate, and felt tired. Additionally, this was interfering with her goals and tasks, and she reported that she had never felt manic or hypomanic. Which DSM-5 disorder label might match her symptoms?

9. If instead of the symptoms listed in the scenario, Abby reported the following: Every day for at least the past week she felt irritable with persistently increased energy and talkativeness, was easily distracted, did not seem to need sleep, and noticed that this behavior was interfering with her job. She reported that she has felt these symptoms before in her past and that she has also felt depressed sometimes. Which DSM-5 disorder label might match her symptoms?

10. If instead of the symptoms listed in the scenario, Abby reported the following: Throughout her life, she has always been suspicious of others. She reports that she really would like to have good relationships, but even as a child she knew that others, including family members, could not be trusted. She feels that she needs to stay on guard to protect herself. Which DSM-5 disorder label might match her symptoms?

11. If instead of the symptoms listed in the scenario, Abby reported the following: She began drinking when she was 18 and now needs to drink more or higher concentrations of alcohol to continue to function. She reports that she has lost her part-time job because of her drinking and is in danger of failing out of college. She was hospitalized last weekend due to experiencing delirium tremens during withdrawal, and the doctor explained to her that she could die from this disorder. Abby recognized that her drinking was interfering with her life, and she knew that she did not want to die. Which DSM-5 disorder label might match her symptoms?

12. If instead of the symptoms listed in the scenario, Abby’s former roommate reported the following: During a significant portion of the past month, Abby had talked to herself out loud and told her roommate that she had heard voices telling her to harm herself. Her roommate reported that Abby had told her that she occasionally stated that she was Joan of Arc and that the school mascot was stalking her. Her roommate asked to change rooms, and now that Abby was living alone, she did not appear to have bathed in more than a week. This was not typical behavior for Abby, as she had been known to be meticulous with her appearance and hygiene. The roommate expressed her concern for Abby and stated that although she had noticed some of these behaviors since she first met Abby more than 6 months ago, the behaviors seem to have increased over the past month. Which DSM-5 disorder label might match her symptoms?

13. If Abby were 5 years old and, instead of the symptoms listed in the scenario, her symptoms included nightmares, physical complaints, recurrent separation-related fear, and a refusal to leave home, what DSM-5 disorder label might match her symptoms?

14. If Abby were 67 years old, and instead of the symptoms listed in the scenario, had no major medical issues, had never been diagnosed with a neurocognitive disorder, and her symptoms included a substantial decline in the cognitive functioning areas of memory and attention that interfere with her independence, what DSM-5 disorder label might match her symptoms?

15. Dr. Smith discussed the limits of confidentiality and required Abby to sign an informed consent form before treatment. These are examples of items used to protect the patient’s ______________.

Congratulations. You have been asked to create an MS PowerPoint presentation (i.e., Week 7 assignment) in order to educate youth sport coaches and/or strength and conditioning coaches about sport psychology.

Suggestion – select a specific topic of interest, which is presented in our PSYC460 assigned readings. Examples include: Goal Setting, Imagery, Stress Management, Group Cohesion, or Exercise Adherence.

Create a MS PowerPoint (PPT) presentation and include notes within the presentation. The Notes section should be the script you will use for your presentation such that if you were unable to make the presentation, someone else could present the information by reading what you’ve written in the Notes section. Additional Information re: MS PPT Notes is discussed later in the assignment’s instructions.

The Sport Psychology presentation must be at least 10 slides in length (not including the title and reference slides) and include components such as the following: 

• Title
• Table of Contents
• Primary Topic of Presentation
• Introduction of Presentation’s Main Objective(s)
• Identify and Define Important Psychological Concept(s) associated with Presentation’s Objectives
• Explain how these Psychological Concept(s) can influence athletic performance (cite information from at least three (3) academic publications [i.e., journals – (e.g., The Sport Psychologist, Journal of Sport and Exercise Psychology)]. — Suggestion – You can use the APUS Library (see “APUS Library” on PSYC460 home page) in order to locate scholarly publications (e.g., academic journals). “SPORTDiscus with Full Text” can be a useful database when completing your literature search.
• Present one (1) web link for a video pertaining to Psychological Concept(s) discussed in presentation. — When identifying the video in the presentation, just insert the web link on the slide. APUS has size restrictions on uploads, and incorporating the video into the presentation will often make the PPT too large.
• Identify an activity, which individuals can complete during this presentation in order to gain knowledge about Psychological Concept(s) discussed.
• Conclusion
• References (as well as in-text citations should be displayed in APA format). In-text citations may be included within the Notes section of each slide. Information re: American Psychological Association (APA) format is presented in this course’s Resources or www.apastyle.org. Also, a suggestion – visit the APUS Library to review Writing@APUS (see “APUS Library” tab located on left side of course’s home page).

Please be sure to review the MS PowerPoint do’s and don’ts document (see attachment). Remember, the MS PowerPoint must include a Notes section.

Additional Information re: Notes section:

Notes are placed on the same slide (i.e., beneath) information being presented pertaining to a specific area (e.g., Introduction). See “Click to add notes” at bottom of slide – notes will be placed in this area. Suggestion – use MS PPT “help” to review instructions for inserting “speaker notes” using your specific version of MS PPT.

If Notes are not included within the same slide, a 10-point deduction will be assessed prior to reviewing a student’s submission.

Here is an example:https://support.office.com/en-US/article/Create-speaker-notes-fc59586b-888f-4ebf-ab07-8a3cc8297867

Please review “More Tools” (see tabs on left side of course’s home page) to review policies concerning Plagiarism.

Please submit your assignment as an attachment (in an MS PPT ppt. or MS PPT pptx. file format)  titled “Your Last Name Week 7 Assignment.” For example, the MS PowerPoint file would be titled: Johnson Week 7 Assignment. Avoid typing your entire assignment in the text box provided within each assignment.

PowerPoint Presentation dos and don’ts:

–Include a notes section in the actual notes section of the PowerPoint which should be basically word for word what will be said during the presentation.

–Do NOT use crazy slide transitions or background colors. Keep the slide transitions simple and background colors and slide layout must be appealing and able to be easily viewed by all audience members no matter where they are in the room.

–Use bullet points on the actual slides, use the notes section for your verbiage. Do NOT have slides, which end up being read verbatim for the presentation.

–DO include a reference page (in APA format).