Psychopathology Midterm Examination Assignment Questions

Psychopathology midterm examination assignment questions and instructions

Psyc526 Psychopathologymidterm Examination100 Points Total 20 Poin

Psyc526 Psychopathologymidterm Examination100 Points Total 20 Poin

PSYC526 - Psychopathology MIDTERM EXAMINATION 100 points total – 20 points per question Instructions: This is an open book, non-proctored, and non-timed examination. Material covered in this examination comes from your reading assignments for the first four weeks of this class. You must make connections to and properly cite the textbook in each of your answers . Comer, R.J. (2013). Abnormal psychology – DSM-5 Update (8th ed.). New York, NY: Worth Publishers. Answers must be paraphrased (restated in your own words with no quoting permitted ), properly source credited, using APA formatting requirements – including within-answer citations and a list of references included at the end of each answer – and at least 600 words each, not counting source citations and references. Answers should be succinct, thorough, articulated in well-organized paragraphs (lists, sentence fragments and bulleted items are not permitted), and more substantive than just definitions of terms, procedures, or issues. To complete this exam, save a copy of it on your hard drive, construct your answers below each question on a separate page per question, attach a cover page to the front and a reference list to the end (references must also be placed at the end of each question for which they were used) and upload it under the Midterm Exam assignment tab. NOTE : Answers copy/pasted into a student comments box attached to the assignment tab cannot be graded; a Word document or Rich-Text File formatted as instructed above must be uploaded. On submission your work will auto-run through Turnitin.com's plagiarism checker software. The deadline for submitting this exam is Sunday at 11:55 pm Eastern Time , the end of WEEK 4 of the course. Questions: 1. Psychological abnormality may include deviance, distress, dysfunction, and danger. First, briefly explain what each term means in this context. Then, for each term, provide a specific example of when it (e.g., distress) would be considered “normal” and, separately, an example of when it would be considered “abnormal”. Last, explain why is it important to understand this distinction. 2. Your nephew is taking Intro to Psych as a high school senior and is confused about which of the models is “best” at explaining abnormality. Describe for him, in no more than 100 words per model and using terms he (as a layperson) can understand, the six major theoretical models of abnormality AND the biopsychosocial model. Then, briefly answer his question – which model do you think is best and why? Be sure to support your answer. 3. Answer both parts of this question. Imagine you are an intake clinician at a community mental health clinic: a. If you had 30 minutes to conduct a preliminary clinical interview, what information would you be sure to try to get, and why? Be sure to support your answer using the text. b. You’ve been tasked to give a lecture to new clients explaining the format and major characteristics of DSM-5. What are the main points you want to be sure to cover? 4. For EACH of the following disorders, characterize three specific factors you believe are most important for a basic understanding of them. Be sure to justify your choices using only about words for each: a. Generalized Anxiety Disorder b. Panic Disorder c. Obsessive Compulsive Disorder d. Post-Traumatic Stress Disorder e. Somatic Symptom Disorder f. Dissociative Identity Disorder g. Major Depressive Disorder h. Bipolar Disorder 5. Compare and contrast each of Shneidman’s categories of suicide and discuss their implications for prevention and postvention efforts.

Paper For Above instruction

Question 1: Understanding Psychological Abnormality – Deviance, Distress, Dysfunction, and Danger

Psychological abnormality is a multifaceted concept often characterized by deviations from typical behavior, emotional distress, impaired functioning, and potential danger to oneself or others. Understanding these components individually is essential to accurately assess and treat mental health issues. Deviance refers to behaviors, thoughts, or emotions that are significantly different from societal norms. For instance, hearing voices when no one else does might be seen as deviant. However, deviance becomes a concern for abnormality only if it is accompanied by distress or dysfunction. An example of “normal” deviance is cultural differences in dress or customs that do not cause distress.

Distress involves emotional suffering and discomfort. Feeling anxious before an exam is considered normal distress as it motivates preparation and is temporary. Conversely, ongoing intense anxiety that impairs daily functioning and causes significant suffering might be classified as abnormal. Differentiating normal from abnormal distress is important because some emotional discomfort is a natural part of human experience, whereas persistent distress signals potential mental health issues requiring intervention.

Dysfunction indicates a significant impairment in daily life activities, such as work, relationships, and self-care. For example, an individual who neglects personal hygiene due to severe depression is exhibiting dysfunction. However, temporary neglect during stressful periods can be considered normal. Recognizing dysfunction ensures that clinicians identify when behaviors genuinely hinder functioning, distinguishing transient issues from persistent mental disorders.

Danger pertains to behaviors that pose a risk of harm to oneself or others. Engaging in reckless driving might be considered dangerous but only when done repeatedly without regard for safety. A single impulsive act in a moment of distress may be understandable, but ongoing danger signals severe pathology. Understanding the distinction between dangerous and situational risks helps prevent unnecessary labeling and ensures that interventions are appropriately targeted.

Overall, distinguishing between normal and abnormal in these terms is crucial because it guides proper diagnosis, informs treatment planning, and prevents pathologizing normal human experiences. Recognizing when deviance, distress, dysfunction, or danger shifts from normative to problematic aids clinicians in making accurate, compassionate decisions tailored to individual needs.

Question 2: Theoretical Models of Abnormality and the Biopsychosocial Model

The biological model explains mental disorders as arising from biological abnormalities such as genetics, brain structure, or chemistry, emphasizing the role of heredity and neurochemical imbalances. It suggests that treatments like medication can correct these biological issues. The psychoanalytic model views abnormal behavior as a result of unconscious conflicts rooted in childhood, with therapy aimed at uncovering and resolving these hidden tensions. The behavioral model focuses on learned behaviors, where abnormality is a result of maladaptive habits reinforced through conditioning, and treatment involves behavior modification techniques. The cognitive model considers distorted thinking patterns and dysfunctional beliefs as the core of mental disorders, asserting that changing thought patterns can alleviate symptoms. The humanistic model emphasizes personal growth and self-actualization, proposing that abnormality results from barriers to realizing one’s potential, and therapy fosters self-awareness and acceptance. The sociocultural model argues that social and cultural environments influence mental health, highlighting factors like social inequality, discrimination, and community standards. The biopsychosocial model synthesizes these perspectives, recognizing that biological, psychological, and social factors interact dynamically to produce mental health outcomes.

In my view, the biopsychosocial model is the most comprehensive because it incorporates multiple influences on mental health, reflecting the complexity of human behavior. It acknowledges that biological predispositions, psychological processes, and social contexts simultaneously shape an individual's mental health, thus offering a nuanced understanding that guides more holistic and effective treatment approaches.

Question 3: Preliminary Clinical Interview and DSM-5 Overview

a. During a 30-minute preliminary clinical interview, I would focus on gathering detailed information about the presenting problem, including symptoms, their duration, and severity, to assess the urgency and nature of the mental health issue. I would explore the client’s current functioning in relationships, work, and daily activities to identify impairments and areas needing support. Additionally, I would inquire about past mental health history, previous treatments, medications, and substance use, since these factors influence diagnosis and treatment. The client’s personal and family medical histories are also essential, as genetic predispositions can contribute to certain disorders. Cultural background and beliefs shape symptom expression and treatment preferences, so understanding these factors is crucial. Overall, the goal is to establish rapport, validate the client’s experience, and compile comprehensive information to inform assessment and intervention strategies, supported by literature emphasizing thorough intake procedures for accurate diagnosis (American Psychological Association, 2013).

b. When explaining DSM-5 to new clients, I would emphasize that it is a manual used by mental health professionals to categorize mental disorders based on specific criteria. Key points include that DSM-5 helps clinicians understand and diagnose conditions accurately, guides treatment planning, and is based on current scientific research. I would clarify that diagnoses are not labels but tools to better understand individual experiences. The manual considers symptoms, duration, and severity, and recognizes that mental health issues exist on a spectrum with varying degrees of impairment. I would also mention that DSM-5 includes information on different types of disorders, their common signs, and recommended interventions, and it is regularly updated to reflect advances in research. Clients should feel supported knowing that DSM-5 is a helpful framework rather than a rigid label, aiming to enhance care and recovery.

Question 4: Important Factors for Understanding Selected Disorders

a. Generalized Anxiety Disorder

Chronic excessive worry that is difficult to control; physical symptoms like fatigue, muscle tension; and life interference are critical. These factors reflect persistent anxiety, somatic complaints, and functional impairment, which are characteristic of GAD, emphasizing its pervasive nature (American Psychiatric Association, 2013).

b. Panic Disorder

Sudden recurring panic attacks, fear of future attacks, and avoidance behavior. These elements highlight the hallmark rapid onset episodes and consequent avoidance that maintain disorder chronicity (DSM-5, 2013).

c. Obsessive Compulsive Disorder

Intrusive, unwanted thoughts (obsessions), compulsive behaviors performed to reduce anxiety, and significant time consumption. These factors underpin the core features of uncontrollable obsessions and compulsions disrupting normal life (American Psychiatric Association, 2013).

d. Post-Traumatic Stress Disorder

Exposure to trauma, intrusive memories, hyperarousal, and avoidance. These are central to PTSD, encapsulating trauma exposure, re-experiencing symptoms, and physiological hyperreactivity (DSM-5, 2013).

e. Somatic Symptom Disorder

Preoccupation with physical symptoms, excessive health-related anxiety, and symptoms causing significant distress or dysfunction. Focus on somatic complaints emphasizes the disorder’s influence on mental and physical health (American Psychiatric Association, 2013).

f. Dissociative Identity Disorder

Presence of two or more distinct identities, amnesia for personal events, and disruptions in identity or sense of self. These factors are fundamental to DID, illustrating dissociation of personality states (DSM-5, 2013).

g. Major Depressive Disorder

Persistent sadness, loss of interest, and fatigue. These symptoms reflect mood disturbance and anhedonia, core to depression diagnosis, impacting daily functioning (American Psychiatric Association, 2013).

h. Bipolar Disorder

Episodes of mania, characterized by elevated mood, increased activity, and impulsivity, alternating with depressive episodes. The mood swings between extremes are diagnostic hallmarks (DSM-5, 2013).

Question 5: Shneidman’s Categories of Suicide and Their Implications

Shneidman identified four categories of suicide: death seeker, death initiator, death ignorer, and death lover. Death seekers actively desire to die, often expressing explicit intent, which signals the necessity for immediate intervention and targeted prevention efforts such as crisis hotlines and safety planning. Death initiators believe death is imminent and may approach it as a process, requiring assessment of underlying issues and support to delay or prevent the act. Death ignorer demonstrates minimal concern for death, often due to mental illness or psychosis; their cases require careful evaluation and management of psychotic symptoms. The death lover perceives suicide as an act of love or escape, sometimes religiously or culturally motivated, demanding culturally sensitive prevention strategies. Recognizing these categories helps clinicians tailor interventions, improve risk assessment, and inform postvention efforts, such as support groups and community education, to mitigate subsequent risks and foster recovery (Shneidman, 1993).

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• American Psychological Association. (2013). Publication manual of the American Psychological Association (6th ed.).
• Comer, R. J. (2013). Abnormal psychology – DSM-5 Update (8th ed.). Worth Publishers.
• Shneidman, E. S. (1993). Suicide as psychache: A new paradigm. The Suicide of Andrew Bloom, 263–274.