PSYC 420

Integration Paper Instructions

 

Description: This paper is the capstone project of the course, and it will describe your approach to the relationship between psychology and Christianity. You will classify your approach and note the strengths (3) and limitations (3) of your view as well as reflect on different factors that led to your position.

 

Purpose: This course has presented several models of the relationship between Christian faith and the discipline of psychology. Your view of the relationship between psychology and Christian faith will guide your practice of psychology, both professionally and personally. This paper provides an explicit avenue for you to articulate a coherent view of the relationship between psychology and Christianity.

 

Details:

1. Papers will be graded on the quality of thinking, defense, organization, clarity, and grammar…not on whether you agree with the instructor’s position.

2. Begin with an introductory paragraph that describes the importance of examining the relationship between psychology and Christianity. The last sentence of the introduction must be your thesis statement that guides the rest of your paper.

· Example: Upon consideration of the evidence from various disciplines of study, it seems like the (model chosen) best captures the relationship between psychological science and Christian faith.

3. In writing about your position (you will need to classify your approach), be sure to touch on the following (and remember to cite Entwistle when you use his ideas):

· What methods of knowing are appropriate for Christians and why (this will actually help you classify your approach);

· A thorough description of the model and how it views the relationship between psychology and Christianity;

· How your model views the two books concept;

· Strengths of the model (at least three);

· Limitations of the model (at least three); be sure to include critiques offered by those who hold other positions; and

· Remember to use transition statements as you move from one main idea to the next.

4. End with a conclusion.

5. Avoid using 1st person.

· Instead of saying “I think Christians should embrace psychology,” say “Christians should embrace psychology.”

· Instead of saying “My view corresponds with the Colonialist position,” say “The Colonialist position seems ….”

6. The instructor will not proofread papers, but it is acceptable for a friend to proofread for clarity, grammar, and spelling.

7. If you need assistance, contact The Online Writing Center.

 

Paper format:

· Paper text must be 5 pages, excluding references, title page, and abstract.

· Times New Roman, 12 point font, 1” margins.

· Sections:

· Title page

· Abstract on separate page, mentioning thesis and summary of the paper. To get the maximum points, be sure to clearly mention the thesis and provide a summary of the main ideas and conclusions. Tip: It is often easier to write your abstract at the end of your paper.

· Body (5 pages): See above; must use APA headings

· References:

· Make sure to use current APA format.

· Do not assume that the format presented by the Jerry Falwell Library search engine is correct.

· Be sure to cite Entwistle and the Bible (but remember that the Bible does not appear in the References section).

· Check the current APA style manual for details.

· You must use Microsoft Word.

· Submit your paper to SafeAssign in Blackboard.

 

Submit your Integration Paper by 11:59 p.m. (ET) on Monday of Module/Week 7.

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Diagnosis of Anxiety and Obsessive Compulsive and Related Disorders

Social workers take particular care when diagnosing anxiety due to its similarity to other conditions. In this Discussion, you carefully assess a client with anxiety disorder using the steps of differential diagnosis. You also recommend an intervention for treating the disorder.

To prepare: Read “The Case of Emily P.” Review the decision trees for anxiety and OCD in the Morrison (2014) text and the podcasts on anxiety. Then access the Walden Library and research interventions for anxiety.

Post a 300- to 500-word response in which you address the following:

• Explain your own diagnostic decision tree with a brief rationale for any elimination of close differentials for the case of Emily.
• Provide the full DSM-5 diagnosis for Emily. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention).
• Describe an evidence-based assessment scale that would assist in ongoing validation of your diagnosis.
• Recommend a specific intervention and explain why this intervention may be effective in treating Emily. Support your recommendation with references to scholarly resources.

  The Case of Emily P.

  Emily is a 62-year-old, single, heterosexual, African American female who seeks treatment for anxiety. She says she often hears a female voice directing her to punish herself by tweezing the hair from her head or by scrubbing her home clean. She reported that tweezing her hair eases her anxiety. Emily reports that germs have been a milder but regular concern of hers since adolescence, when she learned in health classes about the risks of serious diseases “like HIV.” Emily presented with meticulous grooming, although the knees of her pants were noted as worn. She has arthritis in her spine and knees and uses a walker to help her manage mobility safely.

  Emily receives Social Security income and is not employed. She lives alone in a subsidized apartment in the same building as her 72-year-old, unmarried sister.

  Emily and her sister shared an apartment for over 30 years, beginning when each of their marriages dissolved. Emily reported that when her sister began a romantic relationship 5 years ago, Emily began to feel very anxious and started to cry often. Emily moved into an apartment down the hall in the building and began to tweeze the hair from her head, hiding her hair loss by wearing wigs. This behavior occured at different times and resulted in scabbing. Emily said she feels better after but does not always notice how much she is pulling. Her sister learned of Emily’s tweezing after her wig slipped off one evening to reveal bald spots. Her sister encouraged Emily to seek treatment rather than “hiding her ways.” Emily is reliant upon her sister for transportation and for a sense of social and emotional connection. She agreed to this session even though she is pessimistic about anything working.

  During our initial visit (at a local mental health center), Emily shared that when she was 2 years old her mother died from tuberculosis, and the following year her father, an army officer, died from colon cancer. After his death, Emily lived with her paternal aunt, from whom she felt no love. Her older brother and sister were placed in an orphanage, and Emily was permitted to see them on Sundays. When it became apparent that the children were entitled to death benefits, Emily’s aunt agreed to take custody of all three siblings. The household then consisted of Emily’s paternal aunt, her husband (who Emily described as an alcoholic), their three children, and Emily and her two older siblings.

  Emily was briefly married in her early 20s (4 years) but was disappointed and hurt by her husband’s infidelity. She moved in with her sister at that time. Emily reported it as an “anxious” time but denied tweezing then. Emily also enrolled in a cosmetology school and liked her work. She had to stop working “for health reasons” when she was 58 years old.

  When asked what her behaviors are with her hair, Emily reluctantly admitted that if she cannot get to her hair she will pick at a scab or skin. Generally, she avoided social situations so that her behavior is not exposed. She denied other behavior rituals but became noticeably anxious at this question. When asked about “goals” if treatment was to be effective for her, Emily stated that she wanted to “cope better” and to “stop

   

   

  listening to the punishment voice.” Emily was collaborative during this assessment and engaged after a reluctant start.

  Adapted from: Plummer, S.-B., Makris, S., & Brocksen, S. (2013). Social work case studies: Concentration year. Baltimore, MD: Laureate Publishing.