Assessing And Diagnosing Patients With Anxiety Disorders, PTSD, And OCD

“Fear,” according to the DSM-5-TR, “is the emotional response to a real or perceived imminent threat, whereas anxiety is the anticipation of future threat” (APA, 2022). All anxiety disorders contain some degree of fear or anxiety symptoms (often in combination with avoidant behaviors), although their causes and severity differ. Trauma-related disorders may also, but not necessarily, contain fear and anxiety symptoms, but their primary distinguishing criterion is exposure to a traumatic event. Trauma can occur at any point in life. It might not surprise you to discover that traumatic events are likely to have a greater effect on children than on adults. Early-life traumatic experiences, such as childhood sexual abuse, may influence the physiology of the developing brain. Later in life, there is a chronic hyperarousal of the stress response, making the individual vulnerable to further stress and stress-related disease. 

For this Assignment, you practice assessing and diagnosing patients with anxiety disorders, PTSD, and OCD. Review the DSM-5-TR criteria for the disorders within these classifications before you get started, as you will be asked to justify your differential diagnosis with DSM-5-TR criteria. 

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing anxiety, obsessive-compulsive, and trauma- and stressor-related disorders.
  • Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also, review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document. 
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.

Assignment: Policy Quick Guide: Poverty

In practice, social workers engage with many programs drawn from federal polices to serve their clients. Those policies then have state or local variations that affect program delivery 

  • Refer to the Policy Research Starter in the Learning Resources. These resources provide a start for finding information on the policies for this Quick Guide. However, you may need to do additional research.
    • Refer to the Social Welfare Policy: Search Tips site listed in the Learning Resources for tips on finding additional information. Also note that reputable non-profits and other organizations, some of which you will find throughout the Learning Resources in this course, can be good sources.
    •  Explore these policies: (Social Security Act, Economic Opportunity Act, Personal Responsibility and Work Opportunity Reconciliation Act), Then briefly:
  • Explain how the policy is addressed at the federal, state, and local levels.
  • What programs were developed from this policy?
  • Reflect on how the policy affects or may affect your community, geographic area, or potential clients.

Then, address this unique prompt for this week’s Quick Guide:

  • Identify one opportunity for change for one of the policies.

Policy Resources:

Office of Family Assistance. (1996). TANF-ACF-PA-1997-01(Guidance concerning maintenance of effort, definition Assistance and other provisions in the Personal Responsibility and Work Opportunity Reconciliation Act of 1996). U.S. Department of Health & Human Services. https://www.acf.hhs.gov/ofa/policy-guidance/tanf-acf-pa-1997-01-guidance-concerning-maintenance-effort-definition

HHS.gov. (n.d.). Programs that use the poverty guidelines as a part of eligibility determination. https://www.hhs.gov/answers/hhs-administrative/what-programs-use-the-poverty-guidelines/index.html 

Explain any two of the Weber’s six common themes in race, class, gender and sexuality studies

Requirement

In your own words explain any two of the Weber’s six common themes in race, class, gender and sexuality studies, and add two supporting quotes from the reading that are significant and relevant to your answer in particular. Explain why you are interested in these two themes and what connects them? Do you see yourself as privileged with any of the above themes? Explain why or why not. Reveal as much as comfortable you feel to share with your peers.

 (approx. 400-500 words, including 2 supporting short quotes from the reading that are significant and relevant to your answer in particular). Please make sure to cite the “quote” in-text in APA format (with the last name of the author at the beginning or end of the quote, year, and page number, such as: “Although they persist  throughout history, race, class, gender,  and sexuality hierarchies are  never  static  and fixed, but constantly  undergo  change as part of new economic, political, and ideological processes, trends, and events” (Weber, 1998, p. 16) 

Write A Summary Of The Document

Write A Summary Of The Document

In the video under analysis, Michael Kridel walks us through every relevant element of a fraud investigation that may or may not end up in a court of law. He said every fraud investigation begins with an end in mind. The endgame in a fraud investigation could be an indictment, the plea compromised and/or conviction, the recovery and/or restitution, the imprisonment, the revenge, or in a perfect world the prevention.

It is likely that there are multiple interdependent objectives. It is needed to know whether they can be sequential and/or concurrent and whether the objectives require a trial. This depends on jurisdictions, the alternatives to trial, the trial decision tree, who plays which role, and when and where the case starts.

The video addresses important elements in the fraud investigation such as identifying who the client is, classifications of evidence, the role of the Fourth Amendment, the definition of crime, the estimation of the damages, the role of the False Claim Acts, the process of the Fraud and Corruption Investigations, the factor of solvability, and the differences between Privilege and Confidentiality.

In general, the video is very instructive and provides us with important keys to successfully completing a fraud investigation.

 In this post, I am going to refer to the elements required to prove fraud in court.

Fraud is a term that refers to the use of intentional deception to gain something of value, usually money. Fraud is generally committed through the use of false statements, misrepresentation, or dishonest conduct intended to mislead or deceive (FindLaw Staff, 2022).

Fraud is a criminal offense but a person alleged to have committed fraud can also be taken to a civil court. A government prosecutor brings charges in criminal court. A victim of fraud would file a civil lawsuit against the alleged scammer to recover money. Sometimes, both criminal and civil actions are brought against a person accused of fraudulent activity (FindLaw Staff, 2022). 

Many people believe they have been defrauded in a business or consumer transaction. Fraud, however, has a very specific and narrow meaning under the law. To bring an action for fraud, a victim must be able to prove the following elements.  

First, the victim must prove that the defendant intentionally made a misrepresentation of material facts to the victim. A misrepresentation is a false statement, in other words, a lie. Note that the misrepresentation must be material. This means that the misrepresentation must affect something important to the transaction, not a trivial or minor point. Mere statements of opinion do not normally qualify as misrepresentations. Likewise, a mere promise to do something in the future does not qualify as a misrepresentation, unless the victim can prove that, at the time the defendant made the promise, he or she had no intention to follow through on that promise. Also, the law recognizes that telling half the truth can be the same as telling a lie. This is called an omission. If a defendant conceals important information from the victim, for example, this can be the same as making a material misrepresentation to the victim (Rabin Kammerer Johnson, n.d.). 

Second, the victim must prove that the defendant intended that the victim would rely upon the false statement of material fact or omission (Rabin Kammerer Johnson, n.d.). 

Third, the victim must show that he or she reasonably relied on the misrepresentation. Note that the victim’s reliance must be reasonable. A victim may not rely on a false statement if he or she knew the statement was false or if its falsity was obvious to the victim (Rabin Kammerer Johnson, n.d.). 

Finally, the victim must show that, as a result of his or her reliance on the misrepresentation or omission, the victim was actually damaged and suffered harm.  As a general rule, fraud that does not result in damage is not actionable (Rabin Kammerer Johnson, n.d.). 

The final legal element of fraud concerns damages—usually in terms of money. In some federal criminal cases—for example, bank frauds—an actual loss is not required. But normally, even when there is a material false statement, intent, and victim reliance, there is no fraud if the victim is not damaged. There are two major types of damages: actual and punitive. The fraud examiner will assist the attorney in determining actual damages; the judge and jury will assess other damages, subject to statutory limitations (Lawrence et al., 2004). 

Explain how ethical considerations may impact your treatment plan and communication with patients

Introduction (1 page)

· Briefly explain and summarize the case. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

Decision #1 (1 page)

· Which decision did you select?

· Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

· Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #2 (1 page)

· Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

· Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #3 (1 page)

· Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.

· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).

· Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Conclusion (1 page)

Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

Has the relationship between researchers and participants been adequately considered?

Has the relationship between researchers and participants been adequately considered?

1. Select and read one qualitative research article from the list of articles below. 

2. Answer the following questions listed below to complete an analysis of the article.  Do not provide simple “yes/no” responses. Explain your rationale for your response and when appropriate, cite the page from the article.  You may insert small portions of the article in your response to help with your rationale.

    a. Provide the APA citation for the article you select. Be sure and do a google search to get the correct citation for the article as it is now in its published format.

    b. Did the paper describe an important clinical problem addressed via a clearly formulated question?

    c. How were the setting and the subjects selected?

    d. What methods did the researcher use for collecting data and are these described in enough detail?

    e. What methods did the researcher use to analyze the data?

    f. Has the relationship between researchers and participants been adequately considered? Note: In qualitative studies, the role of the researcher is quite different. The researcher is considered an instrument of data collection. This means that data are mediated through this human instrument, rather than through inventories,  questionnaires, or machines (Simon, 2003).

    g. Are the results credible, and if so, are they clinically important?

    h. What conclusions were drawn, and are they justified by the results?

    i. Are the findings of the study transferable to other clinical settings?

   j. What did you learn from this study that might impact your nursing practice?

3. Cut and paste all questions into your response paper.  Make them bold or italics to differentiate answers to that question.

4. Use all APA guidelines (including cover page, header, references, double-spaced, etc.).

Battling drug addiction in the heartland

8310 Week 5 Discussion 1:

 Coding Scholar of Change Video

To prepare

  • Choose one of the four Scholars of Change videos
  • Access the transcript you downloaded for the media program of the Scholars of Change video you selected for this Discussion.
  • Begin to code the transcript and the observational field notes of the Scholar of Change Video you chose. (Note: You will only need one or two codes for this Discussion, although more are acceptable.)
  •  

Assignment Task Part 1

Post a brief 1 ½ page description of the video you chose.

  • Next, include an example of one or two codes and provide quotes from your notes or transcript to support your example.
  •  Finally, explain your reasoning for this coding.

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

Assignment Task Part 2

Respond to one of your colleagues’ posts in 125 words and explain how your colleague’s codes are similar to or different from yours.

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

Remember to respond to all  professor feedback.

Required Media

Scholar of Change Video #1

Isaac, B. (2014). Benjamin Isaac, EdD student, inspiring children with special needs [Video file].

Note: The approximate length of this media piece is 3 minutes.

In this Scholar of Change video, Benjamin Isaac, Walden Doctor of Education student and 2014 Scholar of Change, is creating an animated show to inspire children with special needs. As you observe, take notes using the Video Field Notes G

https://content.waldenu.edu/6a75b93d49b484c23484f0edcf1b4030.html#

Scholar of Change Video #2

Kundert, J. (2012). Battling drug addiction in the heartland [Video file].

Note: The approximate length of this media piece is 2 minutes.

In this media program, Jackie Kundert describes how Walden gave her the confidence to use her own family trauma to help and inspire others in her community. As you observe, take notes using the Video Field Notes Guide.

Scholar of Change Video #3

Anner, J. (2015). John Anner, PhD student in public policy and administration [Video file].

Note: The approximate length of this media piece is 3 minutes.

In this media program, John Anner describes how he is using his Walden education to help NGOs build capacity and create solutions that address some of the world’s most-pressing problems—not only on a case-by-case basis but also on a global scale. As you observe, take notes using the Video Field Notes Guide.

https://content.waldenu.edu/wa/xx-rsch/rsch-8310-211129-210914/week-03.html#

 

Scholar of Change Video #4

Topper, C. (2014). Christin Topper, PhD student, bringing the natural world to Hong Kong [Video file].

Note: The approximate length of this media piece is 2 minutes.

In this media program, Christin Topper discusses how she’s taking on “nature deficit disorder” in one of the world’s biggest cities. As you observe, take notes using the Video Field Notes Guide

https://content.waldenu.edu/wa/xx-rsch/rsch-8310-211129-210914/week-04.html#

Qualitative Study

Qualitative Study

Websites and social media sites can provide important sources of data that will help expand your understanding of the stakeholders who are connected to the phenomena you are exploring.

• Choose one of the three social change literature review articles found in this week’s Learning Resources and review the article in detail.

What is your dependent variable? How will you measure your DV?

Post a reply in which you:

  1. Respond to your group member’s study idea and state whether you agree or disagree with their study design. What would you change about their study, if you had to change one thing to make it as good as it possibly can be (remember, every study could be improved, even if it’s really good to begin with!). 

An experimental study is made to discover whether when spending time with friends causes more happiness, the process would be the effects of time spent with friends to happiness level. This experimental study will consist of two subject groups, one group would be the control group and the other the would be the experimental group. 10 adolescent subjects and paired with their best friend, and the control group of 10 will be paired with strangers.

What is your hypothesis? 

For the alternative hypothesis, the result would be “a significant result was observed between the level of happiness and the time spent with friends”. The null hypothesis would be no significant change between the level of happiness and friends.

What is your independent variable? How will you manipulate the IV?

The independent variable would be the time the subjects spent with their friends. To manipulate this variable, I could create a day where they spend the whole day together doing whatever they want, this would apply to both groups. The control group would have a day to do whatever they please with a stranger and the experimental group would be paired with a best friend.

What is your dependent variable? How will you measure your DV?

     The dependent variable for this experiment is the happiness level of the subjects. To be able to measure this, I would make my subjects take a survey to measure their happiness, I would collect data twice for this study before and after the experiment. By using t-test to determine how much of a difference there is between the group who spent more time with strangers or the group who spent more time with their best friends. By using analysis of variance (ANOVA) respectively. This will measure the happiness levels before and after the experiment.

Mindsets And Belief: Packback Question

Mindsets And Belief: Packback Question

 (137) 10 year old intellect, Dalton Sherman’s keynote speech – YouTube 

 (137) Dalton Sherman | Extra Yard For Teachers Summit 2015 – YouTube 

 http://e-news.edweek.org/hostedemail/email.htm?CID=46405779658&ch=140CA7E7D2E7CAD8A5F27FA3254B3A6D&h=e8eb7ab79dbe4ebeff56e323d87cde05&ei=TcNjjJENd&st=01-OCT-21 

  (111) How Do Students Use Packback? – YouTube  

The link above explains what and how it’s used 

PLEASE WATCH These are things that DO NOT belong in Packback:

  •   Questions that are phrased as a statement, not a question
  •   Questions that are closed-ended (only one “right” answer)
  •   Posts that are plagiarized or contain mostly quoted content
  •   Questions or responses that contain profanity or offensive language
  •   Questions about “class logistics” (tests, homework, schedule)
  •   Questions or responses that are not related to the subject matter of the community
  •   Duplicates of other questions or responses already posted
  •   Questions or responses that are intended for cheating

How to ask a great question on Packback

The goal of Packback is to create a community where everyone is sharing questions that foster valuable discussion, challenge existing ways of looking at the world, and uncover brilliant new ideas for applying class learning to the real world. These are the 3 components of a GREAT question to post on Packback:

  • It is OPEN for discussion, and can’t just be “Googled” That means it has more than 1 possible valuable response, so that many people can share ideas and discuss.
  • It SHARES interesting knowledge, source or ideas Great questions share interesting information, sources or ideas from other thinkers, and take them one step further to create a new idea or perspective.
  • It BUILDS connection between the class and the real world Great questions apply and connect class information to real world problems or concepts from other classes. Some of the most creative new ideas come from combining two unrelated ideas, a technique known as “Combinatory Thinking”.