In phase one of the discussion, you will be tasked with presenting your researched information into a video or written presentation answering the questions below, while also considering your response and symptom presentation from weeks 1, 2, 3, 4, 5 and 6.

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Throughout the discussions in this course we will be focusing on one single condition; gradually unfolding week by week how this condition can grossly affect the entire human body and its systems.

The goal of the course discussions is primarily, to build upon the skill of differential diagnosis and secondary, to give a clear view as to how a single pathological process can possess the ability to affect an entire human organism.

Each week you will be presented with varying components of a new system being adversely affected by the unidentified condition. Your task as a healthcare professional in training, is to thoroughly research and envelop yourself within the process of differential diagnosis to arrive at a definitive diagnosis at the end of the course in week 8.

In phase one of the discussion, you will be tasked with presenting your researched information into a video or written presentation answering the questions below, while also considering your response and symptom presentation from weeks 1, 2, 3, 4, 5 and 6.

Written presentations should be a minimum of 2-3 paragraphs per each diagnosed condition (3 conditions minimum).

Symptom Presentation:

  • Adrenalin: Increased epinephrine (catecholamine production) from the adrenal medulla
  • Heart Rate: Increased resting heart rate with intermittent bursts of arrhythmia
  • Blood Pressure: Systemic hypertension reported over the past 8 months
  • Hypertensive Retinopathy: arteriolar constriction, vascular wall changes, cotton-wool spots, yellow hard exudates, and optic disk edema

Previously, you researched and considered three conditions through the process of differential diagnosis that would present with varying abnormalities in homeostasis, metabolism, triglycerides and DNA in week 1. Abnormalities in oxidation, plasma and tissue enzyme activity, inflammation and alopecia respectively in week 2. Increased cortisol and demonstrated bone loss in week 3. Fibromyalgia and muscle atrophy in week 4. Increased glutamate and memory loss in week 5 and neurogenic inflammation in week 6. Given the new symptom presentation above, consider and answer the following questions.

Write at least a 300-word, well-developed and well-written response.  Use APA Formatting Guide to create accurate citations and documentation to give credit for any resource material used in your response.

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Part 2

Analyze the data from Part 1 using Microsoft® Excel® software.

Write a 700- to 875-word paper that includes the following information:

· Describe what method you are using to compare groups.

· Copy and paste the output into a Microsoft® Word document, and also answer the following questions:

o What is the significance level of the comparison?

o What was the alpha level you identified in Week 3?

o What was the means and variance for each variable?

o What was the test statistic?

o What was the critical value for both the one- and two-tailed test?

o Was your test one-tailed or two-tailed?

o Were you able to reject the null hypothesis? In other words, did you prove there was a difference?

· Talk about what these results mean in everyday language and in context to your chosen scenario.

· Make a recommendation based on the findings.

Format your paper according to APA guidelines.

Example of Output You Would Use to Answer These Questions

the questions are on the attachment provided part 2 is all that is being done

If you were creating Frankenstein’s monster and you found that there were no ‘whole’ brains that could be used, only parts of various brains, what 5 ‘parts’ of the brain would you include? Be sure to give your explanation of ‘why’ you chose these parts rather than others.

Important guidelines to follow: Write at least a 300-word, well-developed and well-written response.  Use APA Formatting Guide to create accurate citations and documentation to give credit for any resource material used in your response.

Explain why social workers and mental health professionals use diagnoses and what receiving a diagnosis means (and does not mean).

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Required Reading:

Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press. Retrieved from http://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edspub&AN=edp4333170&site=eds-live&scope=site

NOTE: Chapter 6, “Dimensionality” (pp 84–101)

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.

Wakefield, J. C. (2013a). DSM-5 grief scorecard: Assessment and outcomes of proposals to pathologize grief [Letter to the editor]. World Psychiatry, 12(2), 171–173. doi:10.1002/wps.20053

You will start your presentation 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.

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.

Assignment 

Submit a 1 page paper addressing 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.

Address the Parent question at the end of the paper

Provide a response to the following parental questions:

o 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?

APA format and use intext citations and references in required reading and any outside creditable sources. 

· Start with researching symptoms or “things to look for” with Suicide Risk to figure out the three (3) characteristics you would be measuring in your assessment

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Criterion-related validity: Create a hypothetical test based around the topic of Suicide Risk and identify 3 characteristics of appropriate, relevant and measureable criteria. Identify a criterion for which predictor scores could be compared. You are to design a criterion related validity study with identifying the specific 3 characteristics and identify if they are concurrent or predictive validity evidence and explain with specific details.

For example, if the test was a Career Interest Test it would be based around criterion of Likes/Dislikes, Abilities/Skills, and Experience as the criterion and then go on from there to focus on whether concurrent or predictive, scoring and explanation. (this is an example only)

Create your response into a word document using APA format with a minimum of 500-750-word count. (It might be easier to insert the criterion into a table format with the explanation in paragraph format below the inserted table however, your choice as to how to create your Suicide Risk Study). Include in text citations which will connect to the factual points from your sources, and include the reference citations at the end of the document.

For the Assignment, some tips:

· Start with researching symptoms or “things to look for” with Suicide Risk to figure out the three (3) characteristics you would be measuring in your assessment

· They want to know how you will show Criterion Related Validity with the assessment you create.  The easiest way to do that is by finding an already established suicide risk assessment that has been proven valid and comparing the scores between the two assessments. You can search for one in the Mental Measurements Yearbook (MMY) and scroll through to read the review of it.  Review of validity will sometimes have its own paragraph, but you should also get that information from the “summary” at the end of the review.  It will state whether the test has good validity and reliability.  It will also state if it doesn’t.  You want to find a test that has proven validity. The idea here is if someone who is at high risk of suicide takes the suicide risk assessment you create AND ALSO takes the already established suicide risk assessment, they should score high on both.  If someone who is not suicidal takes your assessment and the already established assessment, they should score low on both.  This will show that there is criterion related validity.  You will know that there is an issue with your validity if someone who is at high risk of suicide takes your assessment and scores low, but scores high in the established assessment.  Same thing for someone not at risk – if they score high on your assessment and low on the established assessment, again, we know somethings wrong with your assessment’s validity.