Please no plagiarism and make sure you are able to access all resources on your own before you bid. You need to have scholarly support for any claim of fact or recommendation regarding treatment. Grammar, Writing, and APA Format: I expect you to write professionally, which means APA format, complete sentences, proper paragraphs, and well-organized and well-documented presentation of ideas. Remember to use scholarly research from peer-reviewed articles that is current. Sources such as Wikipedia, Ask.com, PsychCentral, and similar sites are never acceptable. Please follow the instructions to get full credit for the discussion. I need this completed by 09/07/20 at 5pm.

Discussion – Week 2

Developing the Classification System of Disorders

If you were to give a box of 100 different photographs to 10 people and ask them to sort them into groups, it is very unlikely that all 10 people will sort them into the exact same groups. However, if you were to give them a series of questions or a classification system to use, the chances that all 10 people sort them exactly the same increases depending on the specificity of the system and the knowledge of those sorting the implements.

This is not unlike what has occurred in the process of classifying mental disorders. A system that provides enough specificity to appropriately classify a large variety of mental disorders while also attempting to include all of the possible symptoms, many of which can change over time, is a daunting task when used by a variety of specialists, doctors, and other professionals with varied experience, cultures, expertise, and beliefs. The DSM has undergone many transformations since it was first published in 1952. Many of these changes occurred because the uses for the DSM changed. However, the greatest changes began with the use of extensive empirical research to guide the creation of the classification system and its continued revisions.

In this Discussion, you will explore the development history of the DSM system. In addition, you will consider the impact the classification system has had on diagnosed populations.

To prepare for the Discussion:

· Review this week’s Learning Resources.

· Consider how the APA developed the classification system of disorders for the DSM.

· From a historical perspective, consider whether the diagnosis of mental health disorders has led to better outcomes or marginalization of diagnosed populations.

By Day 3

Post a response to the following prompts:

• Provide a brief summary of the process of development      of the DSM system of diagnosis.
• Share something that surprised you about the      development of the DSM-5.
• Describe one example of how the classification system      of disorders in the DSM-5 has marginalized or      pathologized diagnosed populations historically or currently.

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

• Section      III, “Cultural Formulation”
• Appendix, “Glossary of Cultural Concepts of      Distress”

Kress, V. E., & Paylo, M. J. (2019). Treating those with mental disorders: A comprehensive approach to case conceptualization and treatment (2nd ed.). New York, NY: Pearson.

• Chapter 2, “Real World Treatment Planning:      Systems, Culture, and Ethics”

Hargett, B. (2020). Disparities in diagnoses: Considering racial and ethnic youth groups. North Carolina Medical Journal, 81(2), 126-129. doi:10.18043/ncm.81.2.126

 

Toscano, M. E., & Maynard, E. (2014). Understanding the link: “Homosexuality,” gender identity, and the DSM. Journal of LGBT Issues in Counseling, 8(3), 248–263. doi:10.1080/15538605.2014.897296

Aftab, A. (2019). Social misuse of disorder designation, part 1: Conceptual defenses. Psychiatric Times. Retrieved from https://www.psychiatrictimes.com/dsm-5/social-misuse-disorder-designation-part-i-conceptual-defenses

American Psychiatric Association. (n.d.). DSM history. Retrieved December 10, 2019, from https://www.psychiatry.org/psychiatrists/practice/dsm/history-of-the-dsm

Spiegel, A. (2004). The dictionary of disorder: How one man revolutionized psychiatry. The New Yorker. Retrieved from https://www.newyorker.com/magazine/2005/01/03/the-dictionary-of-disorder

Required Media

Case Study Analysis: Adolescence to Emerging Adulthood

For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: adolescence or emerging adulthood.

Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case:

• Dean, page 365.
• Angela, page 436.

Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.

Expectations

Address the following in your case study analysis:

• Analyze lifespan development theories to determine the most appropriate theory or theories to apply to the case study.
• Apply the appropriate lifespan development theory to support an identified intervention process.
• Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.
• Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.

Content

The case study analysis should be a maximum of 5 pages in length, including the introduction and conclusion, each of which should be approximately one half-page in length. The body of the paper should not exceed 4 pages.

Provide the following content in your paper:

• An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.
• The body of the case study, including:
  • The presenting challenge or challenges and primary issue or issues.
  • The appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.
  • The potential impact of individual and cultural differences on development for the current age and context described in the case study.
  • Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.
• A conclusion that summarizes what was introduced in the body of the paper, with respect to the case study context, challenges, and interventions.

Requirements

Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:

• Title page.
• Introduction (half page).
• Case study analysis (4 pages).
• Conclusion (half page).
• Reference page: Include a minimum of 5 scholarly resources from current peer-reviewed journals as references, in addition to referencing the textbook in which the case study is embedded.
• Font: Times New Roman, 12 point.

Resources

• Case Study Analysis: Adolescence to Emerging Adulthood Scoring Guide.
• APA Guide: The Title Page: Course Papers.
• APA Style and Format.
• Professional Communications and Writing Guide.

For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development: adolescence or emerging adulthood.

Select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case:

• Dean, page 365.
• Angela, page 436.

Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.

CASE STUDY

 

Dean is a White 16-year-old. He is a sophomore at George Washington Carver High School. He lives with his father and his stepmother in a semirural community in the South. His father and mother divorced when Dean was 8 years old, and both parents remarried shortly after the breakup. Dean’s mother moved to another state, and, although she calls him from time to time, the two have little contact. Dean gets along well with his father and stepmother. He is also a good “older brother” to his 5-year-old stepbrother, Jesse. Dean’s father owns and operates an auto-repair shop in town. His wife works part time, managing the accounts for the business. She is also an active contributor to many community projects in her neighborhood. She regularly works as a parent volunteer in the elementary school library and is a member of her church’s executive council. Both parents try hard to make a good life for their children. Dean has always been a somewhat lackluster student. His grades fell precipitously during third grade, when his parents divorced. However, things stabilized for Dean over the next few years, and he has been able to maintain a C average. Neither Dean nor his father take his less-than-stellar grades too seriously. In middle school, his father encouraged him to try out for football. He played for a few seasons but dropped out in high school. Dean has a few close friends who like him for his easygoing nature and his sense of humor. Dean’s father has told him many times that he can work in the family business after graduation. At his father’s urging, Dean is pursuing a course of study in automobile repair at the regional vo-tech school. Now in his sophomore year, Dean’s circle of friends includes mostly other vo-tech students. He doesn’t see many of his former friends, who are taking college preparatory courses. Kids in his class are beginning to drive, enabling them to go to places on weekends that had formerly been off-limits. He knows many kids who are having sex and drinking at parties. He has been friendly with several girls over the years, but these relationships have been casual and platonic. Dean wishes he would meet someone with whom he could talk about his feelings and share his thoughts. Although he is already quite accustomed to the lewd conversations and sexual jokes that circulate around the locker room, he participates only halfheartedly in the banter. He has listened for years to friends who brag about their sexual exploits. He wonders with increasing frequency why he is not attracted to the same things that seem so important to his friends. The thought that he might be gay has crossed his mind, largely because of the scathing comments made by his peers about boys who show no interest in girls. This terrifies him, and he usually manages to distract himself by reasoning that he will develop sexual feeling “when the right girl comes along.” As time passes, however, he becomes more and more morose. His attention is diverted even more from his classwork. He finds it more difficult to be around the kids at school. Dean starts to drink heavily and is arrested for driving under the influence of alcohol. He is sentenced to a 6-week drug education program and is assigned community service. His parents are disappointed in him because of this incident, but they believe he has learned his lesson and will not repeat his mistake. Dean’s father believes that his son will be fine as soon as he finds a girlfriend to “turn him around.”

 

 

CASE STUDY

 

Angela, a young Black woman, comes from a close-knit and very religious family that has always taken great pride in her accomplishments. Despite some minor rebelliousness during high school, Angela maintains close ties to her family and considers her parents and younger sister to be her best friends. A solid student all through school and a leader in her church’s youth ministry, Angela knew for a long time that she wanted to go to college to be a teacher. Angela’s father attended community college for 2 years, and her mother graduated from high school. Both parents were delighted when Angela became the first member of the family to pursue a baccalaureate degree. Now in her first year at a state university in the South, she is getting used to college and to life in a dormitory. She enjoys the freedom and the challenge of college but is also experiencing some problems getting along with other students. Her roommate, a young White woman named Jen, poses a particular dilemma for her. It bothers Angela that Jen never goes to church, never prays, frequently spends the night at her boyfriend’s apartment, and is an outspoken agnostic. Jen makes various comments about what she has learned in her religion and philosophy classes that trouble Angela, who firmly believes that Jen lacks a proper moral center. Angela has tried to convince Jen about the importance of belief in God and the consequences of her disbelief, but to no avail. Because it is important to Angela to maintain her beliefs, she starts to avoid being in the room when Jen is there and considers finding a new roommate. During the spring semester, Angela develops a serious infection that confines her to bed and makes her unable to attend classes or to care for herself. She is both surprised and pleased when Jen comes to her assistance. Jen runs errands for her, brings her meals, and does her laundry. Even Jen’s boyfriend pitches in to help Angela make up her missed assignments.

She is touched by their generosity and confused about how this goodness can coexist with a nonreligious perspective on life. These are the kind of people she had thought were immoral. When the time comes to plan for next year’s housing arrangement, Angela is uncertain. Her friends in the ministry counsel her to find a more appropriate roommate. Yet Angela cannot reconcile Jen’s kindness toward her with what she believes to be an immoral lifestyle. This disjunction causes her great distress. She decides to seek out a counselor in the University Counseling Center to help her with her decision.