This Week's Activity: Opportunity To Play

N This Weeks Activity You Will Have An Opportunity To Play A Clinicia

In this week’s activity you will have an opportunity to play a clinician and diagnose fictitious individuals with mental disorders. Please answer the questions below;

1. Susan, a college student, is anxious whenever she must speak. Her anxiety motivates her to prepare meticulously and rehearse material again and again. Is Susan’s reaction normal, or does she have an anxiety disorder? Explain the criteria you used in arriving at your answer.

2. In recent years, several best-selling books have argued that most emotional problems can be traced to an unhappy or traumatic childhood (an abusive or dysfunctional family, “toxic” parents, suppression of the “inner child”). What are two possible benefits of focusing on childhood as the time when emotional problems originate, and what are two possible drawbacks?

3. Some mental health professionals (though not most psychologists) think that PMS should be classified as a mental disorder. Drawing on evidence from Chapter 5 of your textbook and information in Chapter 11, write a paragraph giving some arguments against this position.

This assignment must be submitted in “doc” or “docx” format. Additionally, it must be typed, double spaced, Times New Roman font (size 12), with one-inch margins on all sides. Type the question followed by your answer to the question. A title page is to be included, containing the title of the assignment, your name, the instructor’s name, the course title, and the date. All assignments must be submitted on Blackboard by clicking on the Assignment link under the appropriate weekly unit and attaching your work as a .doc or .docx file.

Paper For Above instruction

Introduction

The ability to accurately diagnose mental health conditions is paramount for effective treatment and understanding of psychological disorders. Case studies and theoretical constructs help clinicians determine whether certain behaviors align with normal functioning or indicate pathology. This paper addresses a series of questions relating to mental health diagnoses, rooted in clinical criteria, developmental perspectives, and scientific debate. Specifically, it analyzes Susan's anxiety response, the implications of childhood-focused theories of emotional problems, and the debated classification of premenstrual syndrome (PMS) as a mental disorder.

Case Analysis of Susan's Anxiety

Firstly, examining Susan's case involves understanding the nature of anxiety and its diagnostic criteria. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), an anxiety disorder is characterized by excessive fear or worry that is disproportionate to the actual threat, coupled with physical symptoms such as restlessness, fatigue, or difficulty concentrating (American Psychiatric Association, 2013). Susan’s meticulous preparation and frequent rehearsal suggest her anxiety may be excessive and persistent, especially if her fear of speaking causes significant distress and impairment. While some level of nervousness is normal in social situations, her diligent preparation indicates an underlying anxiety disorder, specifically speech-related social anxiety disorder or social phobia. Therefore, based on the criteria of disproportionate fear, persistence, and interference with functioning, it is reasonable to conclude Susan exhibits an anxiety disorder rather than normal anxiousness.

Childhood as the Root of Emotional Problems

Many authors and mental health advocates argue that childhood experiences significantly influence adult emotional well-being. Two potential benefits of focusing on childhood as the origin of emotional problems include: First, it provides a developmental context that can guide targeted interventions, such as trauma-informed therapies, which aim to resolve early adversities and foster resilience (Felitti et al., 1998). Second, it can uncover underlying unresolved issues that may perpetuate adult psychological difficulties, helping prevent recurrence through early intervention (Shonkoff & Phillips, 2000). However, there are drawbacks to emphasizing childhood origins. One issue is the risk of over-pathologizing normal childhood behavior or overlooking adult life circumstances that contribute to emotional problems, thereby simplifying complex issues. Additionally, the focus on childhood might lead to neglecting current environmental factors, such as ongoing stressors or social dynamics, which are equally important for understanding and treating emotional disorders (Westen et al., 2012).

Arguments Against Classifying PMS as a Mental Disorder

While some mental health professionals advocate for classifying premenstrual syndrome as a mental disorder, arguments against this position are grounded in scientific and diagnostic concerns. For example, PMS symptoms overlap significantly with typical hormonal fluctuations experienced by most women, and symptoms vary widely among individuals, making it difficult to establish a clear diagnostic criterion (Rapkin et al., 2010). Furthermore, labeling PMS as a mental disorder risks pathologizing normal hormonal variations and menstrual experiences, potentially leading to unnecessary medicalization and stigmatization. Evidence from Chapter 5 suggests that many symptoms attributed to PMS are common in the general population and fluctuate with hormonal changes, but do not necessarily indicate a mental health disorder requiring clinical diagnosis (Freeman et al., 2011). Thus, the scientific consensus emphasizes cautious differentiation between normal physiological phenomena and true psychological pathology, making a strong case against classifying PMS as a mental disorder.

Conclusion

In summary, accurate diagnosis relies on established criteria that differentiate normal from pathological behaviors. While childhood experiences can inform our understanding of emotional problems, overemphasis on early trauma risks neglecting current factors. Debates surrounding PMS highlight the importance of clear diagnostic boundaries to prevent overdiagnosis. Continued research and nuanced clinical judgment are essential for advancing mental health assessment and treatment.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Felitti, V. J., et al. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245-258.
• Freeman, E. W., et al. (2011). Psychological and biological markers of premenstrual dysphoric disorder: Implicating the role of hormonal fluctuations. Psychoneuroendocrinology, 36(8), 1080-1092.
• Rapkin, A. J., et al. (2010). Premenstrual dysphoric disorder: The controversy and the science. Fertility and Sterility, 94(7), 2320-2324.
• Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Westen, D., et al. (2012). The critique of developmental and emotional childhood models in contemporary psychology. Developmental Psychology, 48(3), 451–458.