Mental Health homework help

Mental Health homework help

QUESTION 1

1. __________ is the ability of professionals to move their licensed status from state to state.

  a. Anonymity
  b. Communicability
  c. Transferability
  d. Portability

0.5 points   

QUESTION 2

1. Divisions can be categorized as __________ divisions or __________ divisions.

  a. specialty; preferred
  b. passion; work setting
  c. passion; specialty
  d. work setting; specialty

0.5 points   

QUESTION 3

1. Which of the following is NOT one of the four ACA regions?

  a. North Atlantic
  b. Eastern
  c. Midwest
  d. Southern

0.5 points   

QUESTION 4

1. Portability allows

  a. a multicultural approach to counseling.
  b. professionals to use standardized practices.
  c. professionals to move their license from state to state.
  d. the public to know that they are protected.

0.5 points   

QUESTION 5

1. The American Mental Health Counselors Association (AMHCA) is an example of a

  a. Both of the above
  b. work setting division.
  c. None of the above
  d. passion division.

0.5 points   

QUESTION 6

1. ____________ was the final state to issue licenses for professional counselors.

  a. California
  b. Florida
  c. Maryland
  d. Virginia

0.5 points   

QUESTION 7

1. Which ACA division is nicknamed “the heart and conscience of the counseling profession”?

  a. Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC)
  b. Counselors for Social Justice (CSJ)
  c. International Association of Marriage and Family Counselors (IAMFC)
  d. Association for Humanistic Counseling (AHC)

0.5 points   

QUESTION 8

1. Credentialing laws for the counseling profession have been left to the

  a. school districts.
  b. state legislatures.
  c. national government.
  d. county/city legislatures.

0.5 points   

QUESTION 9

1. Which of the following is NOT true about the National Board for Certified Counselors (NBCC)?

  a. NBCC recruits non-profit organizations to sponsor certification testing.
  b. NBCC manages specialty certifications for clinical mental health and addictions counselors.
  c. NBCC oversees the national certification process.
  d. NBCC manages certification examinations.

0.5 points   

QUESTION 10

1. Title acts differ from practice acts in that title acts

  a. allow graduates of counselor education programs to call themselves licensed professional counselors.
  b. prohibit individuals from performing the activities associated with professional counseling.
  c. require individuals to meet state licensure requirements.
  d. allow individuals to practice the profession of counseling so long as they do not call themselves licensed professional counselors.

0.5 points   

QUESTION 11

1. The four levels of credentialing procedures, ranging from least prestigious to most prestigious, are ______________.

  a. certification, inspection, licensure, and registration
  b. inspection, registration, certification, and licensure
  c. inspection, licensure, certification, and registration
  d. registration, certification, inspection, and licensure

0.5 points   

QUESTION 12

1. Which of the following statements is NOT true about credentialing laws for the counseling profession?

  a. Many states accredit graduate school counseling programs in conjunction with national accreditation processes.
  b. Credentialing procedures are different from state to state.
  c. Credentialing laws are established by the national government.
  d. Professional policies and laws, particularly credentialing, are still being established.

0.5 points   

QUESTION 13

1. The process by which states reach agreements that allow for out-of-state licenses to be accepted so long as all state fees are paid is known as

  a. portability.
  b. certification.
  c. cross certification.
  d. credentialing.

0.5 points   

QUESTION 14

1. Decisions of the CACREP board regarding accreditation of a program can include all of the following EXCEPT

  a. denial of accreditation.
  b. 8-year accreditation.
  c. permanent accreditation.
  d. 2-year provisional accreditation.

0.5 points   

QUESTION 15

1. __________ protects public interest, ensures that graduate students have met high standards, and identifies educational programs that meet minimum standards for faculty composition, curriculum, and student services.

  a. Accreditation
  b. Licensure
  c. Certification
  d. Maintenance

0.5 points   

QUESTION 16

1. The minimum number of supervised clinical hours an applicant must accumulate before applying for a counseling license

  a. is 4,000 hours.
  b. is 5,000 hours.
  c. is 3,000 hours.
  d. varies by state.

0.5 points   

QUESTION 17

1. __________ is NOT a level of credentialing procedures.

  a. Inspection
  b. Accreditation
  c. Certification
  d. Licensure

0.5 points   

QUESTION 18

1. Licensure and national certification

  a. support future skill development.
  b. are costly and sometimes unnecessary.
  c. guide counseling students through their respective graduate programs.
  d. allow professionals to use their leadership and advocacy skills.

0.5 points   

QUESTION 19

1. The __________ is a voluntary, non-profit, non-governmental, independent corporation that advances professional counselor credentials.

  a. National Board for Certified Counselors (NBCC)
  b. American Counseling Association Foundation (ACAF)
  c. Chi Sigma Iota
  d. Council for Accreditation of Counseling and Related Educational Programs (CACREP)

0.5 points   

QUESTION 20

1. Licenses and certifications require

  a. qualification by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
  b. continuing education.
  c. a minimum of 3.0 as a graduate GPA.
  d. 3 years of graduate education.

QUESTION 1

1. Credentialing laws for the counseling profession have been left to the

  a. state legislatures.
  b. national government.
  c. county/city legislatures.
  d. school districts.

0.5 points   

QUESTION 2

1. __________ is NOT a level of credentialing procedures.

  a. Licensure
  b. Accreditation
  c. Inspection
  d. Certification

0.5 points   

QUESTION 3

1. Decisions of the CACREP board regarding accreditation of a program can include all of the following EXCEPT

  a. denial of accreditation.
  b. permanent accreditation.
  c. 8-year accreditation.
  d. 2-year provisional accreditation.

0.5 points   

QUESTION 4

1. __________ is the ability of professionals to move their licensed status from state to state.

  a. Portability
  b. Anonymity
  c. Communicability
  d. Transferability

0.5 points   

QUESTION 5

1. The __________ was originally chartered as the Military Educators and Counselors Association to support members of the armed services and their families.

  a. American Rehabilitation Counseling Association (ARCA)
  b. American Mental Health Counselors Association (AMHCA)
  c. Association for Specialists in Group Work (ASGW)
  d. Military and Government Counseling Association (MGCA)

0.5 points   

QUESTION 6

1. Portability allows

  a. a multicultural approach to counseling.
  b. professionals to use standardized practices.
  c. the public to know that they are protected.
  d. professionals to move their license from state to state.

0.5 points   

QUESTION 7

1. The __________ has supported counselors-in-training by offering monetary awards for essay writing contests.

  a. National Board for Certified Counselors (NBCC)
  b. American Counseling Association Insurance Trust, Inc. (ACAIT)
  c. American Counseling Association Foundation (ACAF)
  d. Chi Sigma Iota

0.5 points   

QUESTION 8

1. ____________ was the final state to issue licenses for professional counselors.

  a. Virginia
  b. California
  c. Maryland
  d. Florida

0.5 points   

QUESTION 9

1. The reason for removing “development” from ACA’s previous title of the American Association for Counseling and Development was

  a. because only psychodynamic perspectives deal with development.
  b. due to a great deal of conflict over the title.
  c. due to new theories emerging that did not look at development as a part of the counseling process.
  d. to unite and reflect the common link of counseling between association members.

0.5 points   

QUESTION 10

1. In the __________ process, the state legislature passes a law that allows professional groups to document individuals within the profession that have met specific standards.

  a. inspection
  b. registration
  c. licensure
  d. certification

0.5 points   

QUESTION 11

1. The four levels of credentialing procedures, ranging from least prestigious to most prestigious, are ______________.

  a. inspection, registration, certification, and licensure
  b. certification, inspection, licensure, and registration
  c. registration, certification, inspection, and licensure
  d. inspection, licensure, certification, and registration

0.5 points   

QUESTION 12

1. Which of the following statements is NOT true about credentialing laws for the counseling profession?

  a. Many states accredit graduate school counseling programs in conjunction with national accreditation processes.
  b. Credentialing laws are established by the national government.
  c. Credentialing procedures are different from state to state.
  d. Professional policies and laws, particularly credentialing, are still being established.

0.5 points   

QUESTION 13

1. The __________ is a voluntary, non-profit, non-governmental, independent corporation that advances professional counselor credentials.

  a. American Counseling Association Foundation (ACAF)
  b. Council for Accreditation of Counseling and Related Educational Programs (CACREP)
  c. National Board for Certified Counselors (NBCC)
  d. Chi Sigma Iota

0.5 points   

QUESTION 14

1. The process by which states reach agreements that allow for out-of-state licenses to be accepted so long as all state fees are paid is known as

  a. certification.
  b. credentialing.
  c. portability.
  d. cross certification.

0.5 points   

QUESTION 15

1. Which of the following is NOT true about the National Board for Certified Counselors (NBCC)?

  a. NBCC recruits non-profit organizations to sponsor certification testing.
  b. NBCC manages certification examinations.
  c. NBCC oversees the national certification process.
  d. NBCC manages specialty certifications for clinical mental health and addictions counselors.

0.5 points   

QUESTION 16

1. __________ protects public interest, ensures that graduate students have met high standards, and identifies educational programs that meet minimum standards for faculty composition, curriculum, and student services.

  a. Certification
  b. Licensure
  c. Accreditation
  d. Maintenance

0.5 points   

QUESTION 17

1. Licensure and national certification

  a. support future skill development.
  b. guide counseling students through their respective graduate programs.
  c. allow professionals to use their leadership and advocacy skills.
  d. are costly and sometimes unnecessary.

0.5 points   

QUESTION 18

1. Licenses and certifications require

  a. qualification by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
  b. a minimum of 3.0 as a graduate GPA.
  c. 3 years of graduate education.

 

  d. continuing education.

0.5 points   

QUESTION 19

1. Title acts differ from practice acts in that title acts

  a. require individuals to meet state licensure requirements.
  b. prohibit individuals from performing the activities associated with professional counseling.
  c. allow graduates of counselor education programs to call themselves licensed professional counselors.
  d. allow individuals to practice the profession of counseling so long as they do not call themselves licensed professional counselors.

0.5 points   

QUESTION 20

1. The minimum number of supervised clinical hours an applicant must accumulate before applying for a counseling license

  a. is 5,000 hours.
  b. is 4,000 hours.
  c. is 3,000 hours.
  d. varies by state.
 
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homework help for Case 7

homework help for Case 7

Tips:

Hi Class,

Here are some tips for this week’s assignment:

First, be sure your name and the date is on the top of the paper, if you choose not to use a title page.

Please save the work as a Word document in the following manner: Last name first initial_ Week 4_PSY 510

Be sure to answer each part of each question separately and completely .

With regard to question # 1, According to Behnke (2005),

“An ethical dilemma arises when two or more of the values found in the Ethical Principles conflict. Resolving an ethical dilemma requires identifying the relevant values and weighing those competing values against one another to determine which receives priority” (para .4). In addition to the nature of the dilemma, be sure to identify the Principles that you believe are in conflict in this dilemma. (Remember the distinction between the Principles (A-E) and the Standards that we reviewed in earlier discussions).

For Question# 2, about stakeholders, THINK BIG, and remember to include the main character(s) PLUS any other persons or entities that may have a stake in the outcome.

For the remainder of the questions, cite specific ethical Standards to support your conclusions.

For Question # 4, review Fisher, and APA Standard 7, with regard to ethics involved with educational roles.

Note that in Question # 7, two Hot Topics “Ethical Supervision of Trainees” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) should be discussed, and additional standards are required to be addressed. Consider aspects of Standards 2 & 3.

For Q # 8, review the ethical theories in the textbook (Ch. 3, pp. 36-42).

For Q # 9, review the six steps of ethical decision making in the textbook (p. 46, 47).

Since there is no rubric for this week’s assignment, here is a scoring guide:

There are 9 questions.

Q’s # 1, 3-6, 8, and 9 are worth up to 6 points each.

Q 2 is worth up to 8 points.

Q # 7 is worth up to 10 points.

The total will be equal to a percentage, where 60 points =100 %.

Best regards,

Behnke S., Ph.D. (2005). On being an ethical psychologist. Monitor on Psychology 36(7) 114. Retrieved from: http://www.apa.org/monitor/julaug05/ethics.aspx

Cite and reference academic sources according to APA 6th edition guidelines.

PSY-510 Contemporary and Ethical Issues in Psychology

Handling Disparate Information

Directions: In a minimum of 50 words, for each question, thoroughly answer each of the questions below regarding Case 7: Handling Disparate Information for Evaluating Trainees. Use one to two scholarly resources to support your answers. Use in-text citations when appropriate, according to APA formatting.

1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?

2. Who are the stakeholders and how will they be affected by how Dr. Vaji resolves this dilemma?

3. What additional information might Dr. Vaji collect to provide him with a more accurate picture of Leo’s multicultural attitudes and professional skills? What are the reasons for and against contacting Leo’s supervisor for more information? Should he request that Leo’s sessions with clients be electronically recorded or observed?

4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparate class? Why or why not?

5. To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his deliberations? Would the dilemma be addressed differently if Leo self-identified as non-Hispanic white, Hispanic, or non-Hispanic black?

6. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?

7. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?

8. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternatives best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?

9. What steps should Dr. Vaji take to implement his decision and monitor its effect?

References:

Read Case 7: Handling Disparate Information for Evaluating Trainees on pages 440-441 in your textbook. Once you have read the case study completely, answer the discussion questions found in the attached document “Case 7” under the assignment tab.

While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide,

Case 7. Handling Disparate Information for Evaluating Trainees

Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a mid-year (December) and end of academic year (May) evaluation of each student.

The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji.Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feed-back, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients. One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom.

They describe incidents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these clients in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.

Appendix A Case Studies for Ethical Decision Making 441After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states that Leo has a wonderful attitude toward his student clients. Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him. It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future. Ethical Dilemma Dr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students.

Discussion Questions1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?

2. Who are the stakeholders, and how will they be affected by how Dr. Vaji resolves this dilemma?

3. What additional information might Dr. Vaji collect to get a more accurate picture of Leo’s multicultural attitudes and professional skills? What are rea-sons for and against contacting Leo’s site supervisor for more information? Should he request that Leo’s sessions with clients be electronically taped or observed?

4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparities class. Why or why not?

440 Decoding the Ethics CodeSuggested ReadingsKielbasa, A. M., Pomerantz, A. M., Krohn, E. J., & Sullivan, B. F. (2004). How does clients’ method of payment influence psychologists’ diagnostic decisions. Ethics & Behavior, 14, 187–195.Shapiro, E. L., & Ginzberg, R. (2003). To accept or not to accept: Referrals and the maintenance of boundaries. Professional Psychology: Research & Practice, 34, 258–263.Wilcoxon, S., Magnuson, S., & Norem, K. (2008). Institutional values of managed mental health care: Efficiency or oppression? Journal of Multicultural Counseling and Development, 36, 143–154.Woody, R. H. (2011). The financial conundrum for mental health practitioners. American Journal of Family Therapy, 39, 1–10.

Case 7. Handling Disparate Information for Evaluating Trainees Rashid Vaji, PhD, a member of the school psychology faculty at a midsize university, serves as a faculty supervisor for students assigned to externships in schools. The department has formalized a supervision and evaluation system for the extern program. Students have weekly individual meetings with the faculty supervisor and biweekly meetings with the on-site supervisor. The on-site supervisor writes a mid-year (December) and end of academic year (May) evaluation of each student. The site evaluations are sent to Dr. Vaji, and he provides feedback based on the site and his own supervisory evaluation to each student. The final grade (fail, low pass, pass, high pass) is the responsibility of Dr. Vaji. Dr. Vaji also teaches the spring semester graduate class Health Disparities in Mental Health. One of the course requirements is for students to write weekly thought papers, in which they take the perspective of therapy clients from different ethnic groups in reaction to specific session topics. Leo Watson, a second-year graduate student, is one of Dr. Vaji’s externship supervisees. He is also enrolled in the Health Disparities course. Leo’s thought papers often present ethnic-minority adolescents as prone to violence and unable to grasp the insights offered by school psychologists. In a classroom role-playing exercise, Leo plays an ethnic-minority student client as slumping in his chair, not understanding the psychologist, and giving angry retorts. In written comments on these thought papers and class feed-back, Dr. Vaji encourages Leo to incorporate more of the readings on racial/ethnic discrimination and multicultural competence into his papers and to provide more complex perspectives on clients.

One day during his office hours, three students from the class come to Dr. Vaji’s office to complain about Leo’s behavior outside the classroom. They describe inci-dents in which Leo uses derogatory ethnic labels to describe his externship clients and brags about “putting one over” on his site supervisors by describing these cli-ents in “glowing” terms just to satisfy his supervisors’ “stupid do-good” attitudes. They also report an incident at a local bar at which Leo was seen harassing an African American waitress, including by using racial slurs.

Publications, Inc. After the students have left his office, Dr. Vaji reviews his midyear evaluation and supervision notes on Leo and the midyear on-site supervisor’s report. In his own evaluation report, Dr. Vaji had written, “Leo often articulates a strong sense of duty to help his ethnic minority students overcome past discrimination but needs additional growth and supervision in applying a multicultural perspective to his clinical work.” The on-site supervisor’s evaluation states that Leo has a wonderful attitude toward his student clients. Unfortunately, evaluation of his multicultural treatment skills is limited because Leo has had fewer cases to discuss than some of his peers, since a larger than usual number of ethnic minority clients have stopped coming to their sessions with him. It is the middle of the spring semester, and Dr. Vaji still has approximately 6 weeks of supervision left with Leo. The students’ complaints about Leo are consistent with what Dr. Vaji has observed in Leo’s class papers and role-playing exercises. However, these complaints are very different from Leo’s presentation during on-site supervision. If Leo has been intentionally deceiving both supervisors, then he may be more ineffective or harmful as a therapist to his current clients than either supervisor has realized. In addition, purposeful attempts to deceive the supervisors might indicate a personality disorder or lack of integrity that, if left unaddressed, might be harmful to adolescent clients in the future. Ethical Dilemma Dr. Vaji would like to meet with Leo to discuss, at a minimum, ways to retain adolescent clients and to improve his multicultural treatment skills. He does not know to what extent his conversation with Leo and final supervisory report should be influenced by the information provided by the other graduate students.

Discussion Questions1. Why is this an ethical dilemma? Which APA Ethical Principles help frame the nature of the dilemma?

2. Who are the stakeholders, and how will they be affected by how Dr. Vaji resolves this dilemma?

3. What additional information might Dr. Vaji collect to get a more accurate picture of Leo’s multicultural attitudes and professional skills? What are rea-sons for and against contacting Leo’s site supervisor for more information? Should he request that Leo’s sessions with clients be electronically taped or observed?

4. Is Dr. Vaji in a potentially unethical multiple relationship as both Leo’s externship supervisor and his teacher in the Health Disparities class. Why or why not? 442 Decoding the Ethics Code5. To what extent, if any, should Dr. Vaji consider Leo’s own ethnicity in his deliberations? Should he address the dilemma differently if Leo self-identifies as non-Hispanic White than as Hispanic or non-Hispanic Black?

6. Once the dilemma is resolved, should Dr. Vaji have a follow-up meeting with the students who complained?

7. How are APA Ethical Standards 1.08, 3.04, 3.05, 3.09, 7.04, 7.05, and 7.06 and the Hot Topics “Ethical Supervision of Trainees in Professional Psychology Programs” (Chapter 10) and “Multicultural Ethical Competence” (Chapter 5) relevant to this case? Which other standards might apply?8. What are Dr. Vaji’s ethical alternatives for resolving this dilemma? Which alternative best reflects the Ethics Code aspirational principles and enforceable standards, legal standards, and obligations to stakeholders? Can you identify the ethical theory (discussed in Chapter 3) guiding your decision?9. What steps should Dr. Vaji take to implement his decision and monitor its effect?Suggested ReadingsAllen, J. (2007).

A multicultural assessment supervision model to guide research and prac-tice. Professional Psychology: Research and Practice, 38, 248–258.Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees.

Journal of Clinical Psychology: In Session, 70(11), 1051–1061. doi:10.1002/jclp.22126Boysen, G. A., & Vogel, D. L. (2008). The relationship between level of training, implicit bias, and multicultural competency among counselor trainees. Training and Education in Professional Psychology, 2, 103–110.Dailor, A. N. (2011). Ethically challenging situations reported by school psychologists: Implications for training. Psychology in the Schools, 48, 619–631.Gilfoyle, N. (2008). The legal exosystem: Risk management in addressing student competence problems in professional psychology training. Training and Education in Professional Psychology, 2, 202–209.Case 8. Using Deception to Study College Students’ Willingness to Report Threats of Violence Against Female Students College drinking has become a serious public health issue that has been associated with violence against women on college campuses. Although some programs to prevent violence against women appear promising when empirically tested, most have small effect sizes and have not been replicated on other campuses. Rachel Cohen, a first-year faculty member in an applied developmental psychology pro-gram at a large research institution, was asked to join a group of other scientists in

 
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Psychology homework help

Psychology homework help

  Title

ABC/123 Version X

1
  Time to Practice – Week Two

PSYCH/625 Version 1

1

Time to Practice Week Two

July 28, 2014

PSY 625

University of Phoenix Material

Time to Practice – Week Two

Complete Parts A, B, and C below.

Part A

Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Text Resources link.

1. Why is a z score a standard score? Why can standard scores be used to compare scores from different distributions?

score is considered a standard score because it is based on the degree of variability within its distribution. Standard scores across different distributions measure in the same fashion. A z score is the result of dividing the amount that a raw score differs from the mean of the distribution by the standard deviation. So, scores below the mean will have negative z scores, and scores above the mean will have positive z scores. Positive z scores always fall to the right of the mean, and negative always fall to the left (Salkind, 2011).

2. For the following set of scores, fill in the cells. The mean is 70 and the standard deviation is 8.

Raw score Z score
68.0 -0.25
57.2 –1.6
82.0 1.5
84.4 1.8
69.0 –0.125
66.0 –0.5
85.0 1.875
83.6 1.7
72.0 .25

3. Questions 3a through 3d are based on a distribution of scores with image2.png and the standard deviation = 6.38. Draw a small picture to help you see what is required.

a. What is the probability of a score falling between a raw score of 70 and 80? 0.5668

b. What is the probability of a score falling above a raw score of 80? 0.2166

c. What is the probability of a score falling between a raw score of 81 and 83? 0.0686

d. What is the probability of a score falling below a raw score of 63? 0.0300

4. Jake needs to score in the top 10% in order to earn a physical fitness certificate. The class mean is 78 and the standard deviation is 5.5. What raw score does he need? (x-78) / 5.5 = .9 Minimum required score of 85.04

5. Who is the better student, relative to his or her classmates? Use the following table for information.

Math      
Class mean 81

   
Class standard deviation 2

   
Reading  

   
Class mean 87

   
Class standard deviation 10

   
Raw scores    

 
 

Math score Reading score

Average
Noah 85 88

86.5
Talya 87 81

84
Z-scores    

 
 

Math score Reading score

Average
Noah 2 0.1 1.05
Talya 3 -0.6 1.2

Talya is the better student.

From Salkind (2011). Copyright © 2012 SAGE. All Rights Reserved. Adapted with permission.

Part B

Some questions in Part B require that you access data from Using SPSS for Windows and Macintosh. This data is available on the student website under the Student Text Resources link.

The data for Exercises 6 and 7 are in the data file named Lesson 20 Exercise File 1. Answer Exercises 6 and 7 based on the following research problem:

Ann wants to describe the demographic characteristics of a sample of 25 individuals who completed a large-scale survey. She has demographic data on the participants’ gender (two categories), educational level (four categories), marital status (three categories), and community population size (eight categories).

6. Using IBM® SPSS® software, conduct a frequency analysis on the gender and marital status variables. From the output, identify the following:

a. Percent of men= 52%

b. Mode for marital status= 1

c. Frequency of divorced people in the sample= 11

7. Using IBM® SPSS® software, create a frequency table to summarize the data on the educational level variable.

Descriptive Statistics
  N Minimum Maximum Mean Std. Deviation
Education Level 25 1 4 2.64 1.150
Valid N (listwise) 25        

The data for Exercise 8 is available in the data file named Lesson 21 Exercise File 1.

8. David collects anxiety scores from 15 college students who visit the university health center during finals week. Compute descriptive statistics on the anxiety scores. From the output, identify the following:

a. Skewness=.416

b. Mean=32.27

c. Standard deviation=23.478

d. Kurtosis= -1.124 Standard error of Kurtosis = 1.121

From Green & Salkind (2011). Copyright © 2012 Pearson Education. All Rights Reserved. Adapted with permission.

Part C

Complete the questions below. Be specific and provide examples when relevant.

Cite any sources consistent with APA guidelines.

Question Answer
What is the relationship between reliability and validity? How can a test be reliable but not valid? Can a test be valid but not reliable? Why or why not? Reliability consists of test re-rest, parallel forms, internal consistency and interrater reliability (Salkind, 2011). For something to be reliable it must remain consistent. This goes for the measurements of the test results. For something to be considered reliable, the same conclusion must be met every time the formula is processed.

Validity contains construct validity, internal validity, external validity and conclusion validity (Salkind, 2011). For something to be valid, it must remain true. So yes, something can be valid but the result may not appear every time exacts are performed so that would not make the formula valid but if something is valid, it performs as expected every time, which makes it reliable Salkind, 2011).

 

  Statistics and probability are related. Probability is based off of statistics past events and looking at the outcomes of the probability of an action or decision reward being favorable to the action determines the probability of the individual’s decision. For example: Gambling at the casino. If someone knows of an individual who does well at the casino, the probability of that individual trying their luck is higher than an individual who does not know anyone or who has not won anything before.
How could you use standard scores and the standard distribution to compare the reading scores of two students receiving special reading resource help and one student in a standard classroom who does not get special help? Comparing the standard scores and standard distribution from the two students receiving special resource help to the same scores from the individual who is not receiving special help can identify if the extra help is beneficial to two students receiving the help or not compared to the individual who is not receiving the extra help. That is confusing. When testing all three individuals with the same tools, one can identify where everyone is with the reading scores to find if the extra resources are beneficial or not.
In a standard normal distribution: What does a z score of 1 represent? What percent of cases fall between the mean and one standard deviation above the mean? What percent fall between the mean and –1 to +1 standard deviations from the mean? What percent of scores will fall between –3 and +3 standard deviations under the normal curve? The empirical states that the bulk of data cluster around the mean in a normal distribution.

1. 68% of values fall within +- 1 standard deviation of the mean

2. 95% fall within +- 2 standard deviation of the mean

3. 99% fall with +- 3 standard deviations of the mean (Aron, Aron, & Coups, 2009).

References

Aron, A., Aron, E. N., & Coups, E. J. (2009). Statistics for psychology (5th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.

Green, S. B., & Salkind, N. J. (2011). Using SPSS for Windows and Macintosh: Analyzing and understanding data (6th ed.). Upper Saddle River, NJ: Pearson Education.

Salkind, N. J. (2011). Statistics for people who (think they) hate statistics (4th ed.). Thousand Oaks, CA: SAGE.

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2013 by University of Phoenix. All rights reserved.

 
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homework help for Self-Reflection: Hays ADDRESSING Model

homework help for Self-Reflection: Hays ADDRESSING Model

Self-Reflection: Hays ADDRESSING Model

Introduction

All of us have multifaceted cultural identities, so you are likely to have experienced situations where you were in the cultural majority as well as others where you were in the cultural minority. This assignment will help you consider the influence of your cultural memberships on your ability to work professionally with people of similar cultural backgrounds, as well as with people from different cultural backgrounds. All clinicians have biases. Failure to recognize these biases creates harm. It takes more strength to acknowledge your biases than to argue that you have none.

Dr. Pamela Hays developed the ADDRESSING model to help psychologists recognize 10 major factors of cultural difference that are common in the United States: Age (and generational influences), Developmental and acquired Disabilities, Religion and spiritual identity, Ethnicity and racial identity, Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, and Gender. Note that this list is not comprehensive; there are thousands of different cultural identities in our country. The ADDRESSING model just sums up the 10 most common points of cultural difference.

Instructions

  • Use the Hays ADDRESSING Model Template linked in Resources to conduct a cultural self-assessment that describes your identity in all elements of the Hays ADDRESSING model.
    • You must complete and submit the Hays ADDRESSING Model Template provided for this assignment. Do not submit a paper. Papers will not be graded.
    • For more information about the Hays ADDRESSING model, review Hays’s article, “Looking Into the Clinician’s Mirror: Cultural Self-Assessment,” linked in Resources.
  • After completing the table on the template, review your entries and then respond to the three questions posed below the table in the template.
    • There are no right or wrong responses for this assignment. You will be graded on your insight and ability to recognize the implications of your privilege and biases when you work with others.

Additional Requirements

  • Written communication: Should be free of errors that detract from the overall message.
  • Format: Use the Hays ADDRESSING Model Template in Resources. Use current APA style and formatting guidelines as applicable to this assignment.
  • Font: Arial, 12 points.

Submit the completed template no later than 11:59 p.m. (CST) on Sunday.

Resources

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Hays ADDRESSING Model Template

COMPLETE ALL AREAS OF THIS TABLE FOR YOUR ASSIGNMENT

An example of a partially completed table is provided on the next page.

Cultural Group (according to the ADDRESSING model)
How You Identify
Implications for your work. Consider where you have privilege, and which groups might be easy or difficult to work with.
A. Age (and generational influences).    
D. Disability (developmental).    
D. Disability (acquired).    
R. Religion and spiritual identity.    
E. Ethnicity and racial identity.    
S. Socioeconomic status.    
S. Sexual orientation.    
I. Indigenous heritage.    
N. National origin.    
G. Gender.    

After filling out the table above, review your entries. Then use the space below and respond to the following:

1. Based on your entries to the table above, evaluate three areas where you have privilege and three areas where you do not (this is also part of the first discussion in this course). Provide examples of each.

2. Evaluate how your own cultural identities or other factors may possibly influence you to have any biases in relation to others with different cultural identities.

3. Analyze the implications your cultural identifications may have on your professional relationships.

Partially Completed Example
Cultural Group (according to the ADDRESSING model)
How You Identify
Implications for your work. Consider where you have privilege, and what groups might be easy or difficult to work with.
A. Age (and generational influences). Middle age (40s). I would have difficulty working with children and young adults (15–20). I realize I’m too verbal in my therapy approach, and appreciate clients who can have discussions involving complex concepts.
D. Disability (developmental).    
D. Disability (acquired).    
R. Religion and spiritual identity.    
E. Ethnicity and racial identity.    
S. Socioeconomic status.    
S. Sexual orientation. Gay I know I have biases against people who follow a strict and literal interpretation of the scriptures.
I. Indigenous heritage.    
N. National origin.    
G. Gender. Male I would have problems working with those who follow strict social sex roles. (Only men can do men things and only women can do women things). I find gender and social sex roles much more fluid.
Reference

Hays, P. A. (2008). Looking into the clinician’s mirror: Cultural self-assessment. In P. A. Hays (Ed.), Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (2nd ed., pp. 41–62). Washington, DC: American Psychological Association.

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ADVANCED HUMAN GROWTH & DEVELOPMENT

ADVANCED HUMAN GROWTH & DEVELOPMENT

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 7 SURVEY

Early Childhood: Physical and Cognitive Development

 

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. From birth to age 5, the rate of growth in height:

A. declines sharply B. increases sharply

C. proceeds at a steady pace D. declines gradually

2. Which statement characterizes the appearance of most children?

A. Before age 2 children are slim and wiry and gain weight after age 2

B. From ages 2 to 6 children are generally slimmer than prior to age 2

C. Children maintain a chubby, top-heavy appearance until after age 6

D. Children are generally slim from birth through around the age of 6

3. Which motor skill develops more slowly?

A. gross B. grand

C. balance D. fine

4. It is recommended that a vision exam by an optometrist be performed on a child by _______of

age.

A. 5 to 6 years B. 3 to 4 years

C. 1 to 2 years D. 6 to 8 months

5. The brain of a typical 5-year-old will weigh _______ of its adult weight while her body will be

only about _______ of its adult weight.

A. 90 percent, one-third B. 50 percent, one-half

C. 30 percent, three-fourths D. 25 percent, nine-tenths

6. Cody has trouble sitting in his seat during class lessons and finds it difficult to focus on work

assigned to him in class or for homework. He bickers with his classmates and with his brother. His

pediatrician has suggested that Cody might benefit from Ritalin (methylphenidate). Cody has most

probably been diagnosed with:

A. ADHD

B. autism

C. otitis media

D. Asperger’s syndrome

7. In general, a child can eat most of the foods in family meals at what age?

A. 6 months B. 1 year

C. 2 years D. 3 ½ years

8. According to recent research, what is the most common chronic disease of early childhood?

A. cancer B. diabetes

C. cavities D. multiple sclerosis

Page 1 (Chapter 7 Survey)

9. Which of the following foods are common allergens?

A. eggs B. milk

C. peanuts D. all of these

10. In Westernized cultures, toilet training is usually mastered by:

A. age 1 ½ B. age 2

C. age 3 D. age 4

11. By what age do most children no longer require a daytime nap?

A. age 1 ½ B. age 2

C age 3 D. age 4

e h t s i t a h t e s a e s i d c i r t a i d e p c i n o r h c , s u o i r e s a s i _ _ _ _ _ _ _ _ _ _ . 2 1 d l i h c r o f n o s a e r n o m m o c t s o m

. admission to the hospital and is a major cause of school absences

A. Measles B. Mumps

C. Asthma D. Diabetes

13. Research which found that identical twins raised apart had IQ scores more alike than fraternal

twins raised together would tend to support which view of intelligence?

A. environmental B. ecological

C. holistic D. hereditarian

14. According to Piaget, children between the ages of 2 and 7 are in which stage of development?

A. concrete operations

B. preoperational

C. conservational

D. formal operations

15. The theory that probes children’s developing conceptions of major components of mental

activity is called:

A. the theory of mind

B. mental constructs

C. cognitive conception

D. concept development

16. The study of sounds in a language is called:

A. grammatical awareness

B. syntax

C. phonology

D. semantics

17. Which statement about stuttering is true?

A. Girls are more likely to suffer from stuttering than boys are.

B. Geneticists do not currently believe that stuttering is inherited.

C. There are no effective intervention services available for stutterers.

D. Parents should see a speech pathologist for stuttering children.

Page 2 (Chapter 7 Survey)

18. _________ refers to the retention of what has been experienced; _______ refers to remembering

what was learned earlier (for example, a scientific concept).

A. Recall; memory

B. Memory; recall

C. Recognition; memory

D. Recognition; recall

19. According to Piaget, preschool children have an underdeveloped moral sense because they lack

the ability to:

A. show altruistic behavior

B. understand intentionality

C. have sympathetic feelings

D. communicate their feelings

20. The developmental psychologist who researched the development of moral reasoning by

studying differences in children’s reasoning about moral dilemmas is:

A. Lev Vygotsky

B. Noam Chomsky

C. Lawrence Kohlberg

D. Howard Gardner

Page 3 (Chapter 7 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 8 SURVEY

Early Childhood: Emotional and Social Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. Research has indicated that children aged 5 and aged 7 who employed ________solutions were

judged to be more socially competent, displaying fewer attention problems and disruptive

behaviors.

A. prosocial

B. cognitive

C. logical

D. surreptitious

2. All of the following can contribute to delays in emotional self-regulation EXCEPT:

A. prematurity

B. developmental disabilities

C. parental divorce

D. low-income household

3. All of the following tend to characterize girls’ play EXCEPT:

A. it is more intimate

B. it is likely to consist of a two-person group

C. it is more “rough and tumble”

D. it is less competitive than boys’ play

4. Researchers have found that therapeutic play:

A. tends to increase children’s aggressive behavior

B. tends to make children feel even more anxiety

C. tends to help children to express their emotions

D. tends to take away children’s sense of control

5. American parents typically tend to encourage which characteristics in their children’s play

behavior?

A. exploration

B. imagination

C. independence

D. all of these

6. The view that supports suppression of individual desire in favor of what is best for the group:

A. is rarer in Asian cultures

B. is known as collectivism

C. decreases bonding with parents

D. decreases obedience to authority

Page 1 (Chapter 8 Survey)

7. According to your textbook, around what age do children begin to develop the cognitive skills to

categorize people into different racial groups by using physical characteristics and social cues?

A. 3 B. 5

C. 7 D. 9

8. A person’s sense of self-worth or self-image is part of the overall dimension called:

A. self-esteem B. positive regard

C. cultural awareness D. performance initiative

9. Research has found that childhood self-esteem can:

A. have lifelong effects on attitudes and behavior

B. affect school performance

C. affect family relationships

D. all of these

10. The cognitive structure that we employ for selecting and processing information about ourselves

is the ________.

A. personality

B. self

C. personal cognitive structure

D. character

11. One of the central issues of early childhood is:

A. the child learning to trust the child’s caretakers

B. comprehending the concept of object permanence

C. developing a sense of a separate and distinct self

D. developmental achievement of ego integration

12. _______ is a particular type of motivation and inner strength that directs life and growth in such

a way as to become all one is capable of being.

A. Telepathy

B. Entelechy

C. Impulse

D. Impetus

13. The sets of cultural expectations that define the ways in which the members of each sex such

behave are known as:

A. gender roles

B. stereotypes

C. gender types

D. sexual categories

14. Gender identity is:

A. the characteristic traits one is born with

B. not related to socializing influences

C. an inherited characteristic

D. conception of self as male or female

Page 2 (Chapter 8 Survey)

15. Gender identity usually begins to form around what ages?

A. 1 to 2

B. 3 to 4

C. 5 to 6

D. 7 to 8

16. Brian has a favorite toy that is a baby doll. This is upsetting to Brian’s father because it conflicts

with society’s view of proper gender __________.

A. realities

B. roles

C. identities

D. characteristic

17. Which of the following statements is NOT true regarding hormones?

A. Both males and females have male and female hormones.

B. Progesterone makes males more aggressive than females.

C. The ratio of each hormone varies in males and females.

D. The predominance of female or male hormones influences the development of the fetal brain.

18. According to your textbook, which of the following statements is true?

A. Boys tend to be more verbal at an earlier age than girls do.

B. Girls have a greater tendency to be diagnosed with dyslexia.

C. Girls tend to be more analytical than boys, who are more active.

D. Girls tend to show more interest in people-oriented activities.

19. The theory associated with Lawrence Kohlberg, which claims that children first learn to label

themselves as “male” and “female” and then attempt to master the behaviors that fit their gender

category, is called:

A. psychosocial

B. psychoanalytical

C. cognitive learning

D. cognitive developmental

20. The process of transmitting culture, knowledge, skills, and dispositions that enable children to

participate effectively in group life is called:

A. conviviality

B. socialization

C. gender stereotyping

D. synchronization

Page 3 (Chapter 8 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 9 SURVEY

Middle Childhood: Physical and Cognitive Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. During middle childhood physical growth is __________ than it is during early childhood or

adolescence.

A. slower

B. faster

C. the same as

D. much faster

2. Lisa and Mark are both 8 years old. Whom would you expect to mature faster? Whom would you

expect to have more body fat?

A. They would both mature at the same rate and have the same proportion of body fat.

B. Mark would mature faster and have more body fat.

C Lisa would mature faster and have more body fat.

D. Mark would mature faster and Lisa would have more body fat.

3. Which of these is the most common childhood illness?

A. measles

B. mumps

C. chicken pox

D. upper respiratory infection

Answer: D

4. The major cause of death of children in middle childhood is:

A. cancer

B. diabetes

C. accidents

D. leukemia

5. Which group has the highest mortality rate for children in middle childhood?

A. white

B. black

C. Hispanic

D. Asian

6. The definition cited in your textbook for obesity is:

A. having a body mass index greater than the 95th percentile for age and gender

B. having a body mass index greater than the 50th percentile for age and gender

C. having 50 pounds of excess weight for age and gender

D. having 70 pounds of excess weight for age and gender

Page 1 (Chapter 9 Survey)

7. What proportion of children between the ages of 6 and 11 was overweight in 2004?

A. Nearly one in three B. Nearly one in seven

C. Nearly one in five D. Nearly one half

8. Which of the following health risks is related to overweight in children?

A. early cardiovascular disease

B. diabetes mellitus

C. orthopedic problems

D. all of these

9. Although childhood obesity and overweight are on the increase, _________ is on the decrease.

A. physical education in public schools

B. sedentary activity

C. school vending machines that offer “junk” foods

D. consumption of fast food

10. The awareness and understanding of one’s own mental processes is called:

A. mental maps

B. cognitive awareness

C. metacognition

D. cognitive compatibility

11. Research on creativity has found that:

A. formal education is essential to the development of creativity

B. creative people are often conventional thinkers with dull personalities

C. creative people were often encouraged when they were young

D. creativity relies on sheer talent to become evident

12. At about what age do children come to recognize certain regularities or unchanging qualities in

the inner dispositions and behaviors of individuals?

A. 11

B. 6

C. 8

D. 4

13. Children in the concrete operations stage:

A. cannot understand words not tied to their own personal experiences

B. can only describe objects, people, and events by their physical characteristics

C. cannot make comparisons between classes of objects

D. can describe objects, people, and events by categories and functions

14. Assessment instruments that attempt to measure abilities such as cognitive processing and

achievement are called:

A. psychometric tests

B. psychotropic tests

C. instrumental tests

D. assessment variables

Page 2 (Chapter 9 Survey)

15. 12-year-old John has an IQ of 60. He is not able to perform daily living skills independently and

lacks communication and social skills. John would most likely be classified as having:

A. a learning disability

B. functional deficits

C. mental retardation

D. social deficits

16. The determination of the severity of mental retardation is based upon:

A. observed behaviors

B. scores from IQ tests

C. physical appearance

D. genetic impairments

17. Warren has an IQ of 102 but has difficulty using spoken and written language. His mathematical

abilities are above average. Warren would most likely be classified as having:

A. a learning disability

B. functional deficits

C. mental retardation

D. social deficits

18. Raymond is impulsive, cannot follow directions, and finds it difficult to wait his turn for

outdoor activities. He frequently leaves his assignments before he is finished to pursue some other

activity. Raymond’s disability is most likely:

A. dyslexia

B. dysgraphia

C. ADHD

D. dyscalculia

19. An Individualized Education Plan (IEP) is provided for all students who are classified as having

a disability. Which of the following people are involved in developing this plan?

A. school psychologist

B. child’s teacher

C. child advocate

D. all of these

20. According to your textbook, the largest proportion of students attends which alternative to

public schooling?

A. private schools

B. home schooling

C. charter schools

D. magnet schools

Page 3 (Chapter 9 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 11 SURVEY

Adolescence: Physical and Cognitive Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. The period in the life cycle when sexual and reproductive maturation become evident is called

A. maturation B. preadolescence

C. puberty D. growth spurt

2. The adolescent growth spurt tends to occur:

A. earlier in girls than in boys B. earlier in boys than in girls

C. at the same time in boys and girls D. only among certain ethnic groups

3. Alyssa has just experienced her first menstrual period. This is known as:

A. ovulation B. menarche

C. menopause D. PMS

4. According to the research cited in your textbook, which girls would be more likely to develop

symptoms such as depression, substance abuse, eating disorders, and disruptive behavior?

A. those who had later puberty B. those who had early puberty

C. those who had insecure attachment D. those who had the most siblings

5. According to the research cited in your textbook, young white and African American women in

the United States:

A. have similar views regarding their bodies and body image

B. both express dissatisfaction with their bodies

C. both express satisfaction with their bodies

D. differ dramatically in how they view their bodies

6. The most common eating disorder in the United States is:

A. obesity B. underweight

C. bulimia D. anorexia

7. According to the survey cited in your textbook, what percent of high school students reported that

they smoked tobacco?

A. 5 B. 12

C. 19 D. 22

8. The most common setting for teenage drinking is:

A. public park grounds B. public school grounds

C. other people’s homes D. teens’ own bedrooms

Page 1 (Chapter 11 Survey)

9. What is the most prevalent sexually transmitted infection in the United States?

A. syphilis B. gonorrhea

C. Chlamydia D. genital herpes

10. Which of the following statement is true regarding teens and sex?

A. More teens engage in oral sex because they believe it is more acceptable and less risky.

B. More teens engage in vaginal sex because they believe it is more acceptable and less risky.

C. Most teens do not use condoms.

D. U.S. teens have the lowest rates of gonorrhea, syphilis, and chlamydia of the sexually active

populations.

11. According to the research cited in your textbook, condom use among sexually active

adolescents:

A. has decreased slightly B. has increased significantly

C. has decreased significantly D. has increased slightly

12. Sixteen-year-old Bart is getting a tattoo. Which of the following could be a reason for him to

engage in body art?

A. to demonstrate social identity B. to commemorate a special event

C. to be entertained D. all of these

13. According to the statistics cited in your textbook, adolescent rates of “seriously considering

suicide” over the past decade have_______ while the rates of actual attempted suicide_________.

A. increased; decreased B. decreased; increased

C. remained the same; decreased D. increased; remained the same

14. What is the major cause of death for adolescents?

A. heart disease B. driving accidents

C. assault (homicide) D. suicide

15. According to Piaget, adolescence is the final and highest stage in the development of cognitive

functioning from infancy to adulthood. It is called the period of:

A. concrete operations B. formal operations

C. operant thinking D. cognitive operations

Page 2 (Chapter 11 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 13 SURVEY

Early Adulthood: Physical and Cognitive Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. A new developmental stage has been proposed. It spans the ages 18 through 25 and is a time that

involves greater exploration of possibilities in work, love, and worldviews. What is this stage is

called?

A. emerging adulthood B. post-adolescence

C. late adolescence D. evolving adulthood

2. The age cohort consisting of about 58 million adults who experienced events such as the Vietnam

War, the protest movement, and Woodstock is known as:

A. Generation X B. baby boomers

C. the Silent Generation D. the Millennials

3. The age cohort between the ages of 25 and 35 that generally shares an acceptance of diversity in

regard to race, ethnicity, family structure, sexual orientation, and lifestyle, and of whom more than

40 percent spent time in a single-parent home, is called:

A. Generation X B. the Silent Generation

C. baby boomers D. the Millennials

4. The age cohort born between the early 1980s and 2000s that is generally characterized as

sheltered, achievement oriented, and conventional is known as:

A. Generation X B. the Silent Generation

C. baby boomers D. Millennials

5. The set of changes that occurs in the structure and functioning of the human organism over time

is called:

A. social aging B. biological aging

C. transition points D. social norms

6. The set of changes in an individual’s assumption and relinquishment of roles over time is called:

A. social aging B. biological aging

C. transition points D. social norms

7. Beliefs that a person should not cut ahead in line at the grocery store, and that one should say

“Please” and “Thank you” are examples of:

A. normally sanctioned behavior B. age norms

C. transition points D. social norms

Page 1 (Chapter 13 Survey)

8. Social norms that define what is appropriate for people to be and to do at various ages are termed:

A. normally sanctioned behavior B. age norms

C. transition points D. social norms

9 According to your textbook, which of the following statements is true concerning social class and

the pace of the social clock?

A. The lower the socioeconomic class, the later events such as getting a job, starting a family, and

getting married tend to be.

B. The higher the socioeconomic class, the later events such as getting a job, starting a family, and

getting married tend to be.

C. Socioeconomic class is not a factor in the timing of events such as getting a job, starting a

family, and getting married.

D. None of these is true.

10. The peak years for speed and agility are from:

A. 10 to 14 B. 15 to 17

C. 18 to 30 D. 30 to 35

11. According to the statistics cited in your textbook, what percent of people in the United States

did not have health insurance in 2004?

A. 6 percent B. 12 percent

C. 16 percent D. 22 percent

12. Who is LEAST likely to be uninsured?

A. Marlon, a 19-year-old college student

B. Joy, a part-time waitress

C. William, the CEO of a corporation

D. Anna, an immigrant

13. Which of the following statements is true?

A. Employers can lose more work days from sickness in young adults than in older adults.

B. The leading cause of death among young adults is from disease.

C. Work-related accidents account for the majority of the accidental deaths among young adults.

D. Exercise makes little difference in the health of young adults.

14. Most health experts recommend which of the following for cardiovascular fitness?

A. a quick-start, strenuous program of daily exercise for at least 45 minutes per day

B. 30 minutes moderate exercise 5x/week or 20 minutes vigorous exercise 3x/week

C. eliminating all saturated fat, refined sugar and flour, and insoluble fiber from the diet

D. engaging in a regular program of receiving intensive cardiovascular massage therapy

15. According to the statistics cited in your textbook, how many people worldwide are estimated to

be living with AIDS?

A. over 1 million B. over 6 million

C. over 26 million D. over 46 million

Page 2 (Chapter 13 Survey)

16. ___________ has the highest number of people living with AIDS.

A. South and Southeast Asia B. Eastern Europe

C. sub-Saharan Africa D. North America

17. According to the research cited in your textbook, about what percent of U.S. college students

admitted that they had engaged in binge drinking?

A. 10 B. 25

C. 40 D. 80

18. According to the research cited in your textbook, which of the following relates to depression in

women?

A. unequal employment opportunities

B. unequal pay and authority in the workplace

C. the burden of child care and housework

D. all of these

19. Hereditary predispositions to psychological disorders are most probably due to a defect in:

A. the encoding in some brain receptors

B. the metabolism of lipids and proteins

C. the function of the pituitary gland

D. the function of the lymphatic system

20. Psychologists who study stress have concluded that it resides neither in the individual nor in the

situation alone but in:

A. the person’s unique genetic composition

B. the impact of some environmental factors

C. how the person defines a particular event

D. the individual’s social and income levels

Page 3 (Chapter 13 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 14 SURVEY

Early Adulthood: Emotional and Social Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. A(n) _________ tie is a social link formed when we commit ourselves to another person and a(n)

___________ tie is a social link that is formed when we cooperate with another person to achieve a

limited goal.

A. expressive; instrumental B. instrumental; expressive

C. emotional; influential D. influential; emotional

2. Relationships that a person has with family, friends, and lovers are called:

A. private B. social

C. primary D. secondary

3. According to Erik Erikson, the primary task confronting young adults is:

A. intimacy vs. isolation B. integrity vs. despair

C. identity vs. role confusion D. generativity vs. stagnation

4. The median age at which men marry today is:

A. 19 B. 23

C. 25 D. 27

5. Research on the phases of adult female development has shown:

A. Men and women follow a similar pattern of adult development.

B. Women today are more likely to follow a variety of paths.

C. Intimacy is not an important factor in female development.

D. Female development closely approximates Erikson’s stages.

6. The three elements of passion, intimacy, and commitment are components of:

A. Levinson’s stage theory of development

B. Gilligan’s theory of women’s development

C. Sternberg’s triangular theory of love

D. Mogul’s theory of stock taking

7. The kind of love that only evokes passion is called:

A. nonlove B. companionate

C. infatuation D. romantic

8. A relationship that has intimacy and passion but lacks commitment is called

______________love.

A. nonlove B. companionate

C. infatuation D. romantic

Page 1 (Chapter 14 Survey)

9. Emme and Philip both describe their relationship as having passion, intimacy, and commitment.

According to Sternberg’s theory their relationship can be described as:

A. romantic love B. companionate love

C. fatuous love D. consummate love

10. According to the research cited in your textbook, marrying one’s great love:

A. is not associated with greater happiness in marriage

B. is associated with marital duration and satisfaction

C. is associated with higher rates of divorce

D. is no different than marrying someone else

Answer: B

11. The overall pattern of living whereby we attempt to meet our biological, social, and emotional

needs is known as:

A. lifeways B. life patterns

C. lifestyle D. relationships

12. A major step in the transition to adulthood is leaving the family home. In the past this usually

came about because of:

A. crowded conditions B. getting married

C. a family feud D. cheap housing

13. The pattern in the United States and many Western nations today is toward:

A. leaving the parental home at younger ages than in the past

B. marrying earlier yet choosing to live with the parents of one of the spouses

C. people aged 18 to 34 staying in the parental home as the primary residence

D. people aged 18 to 34 living on their own in communities composed mostly of young people

14. According to the recent U.S. Census data cited in your textbook, the percentage of 18- to 34-

year-olds never married is:

A. 60 percent male and 60 percent female

B. 50 percent male and 60 percent female

C. 50 percent male and 50 percent female

D. 40 percent male and 30 percent female

15. From 1970 to 2000, the median age at first marriage:

A. has decreased for both men and women

B. has increased for both men and women

C. has decreased for women but increased for men

D. has decreased for men but increased for men

16. Which of the following factors contributes to the increase in single households?

A. deferral of marriage among young adults

B. a high rate of separation and divorce

C. ability of the elderly to maintain their own homes

D. all of these

Page 2 (Chapter 14 Survey)

17. Since 1960, the rates of cohabitation have:

A. declined slightly B. declined sharply

C. increased sharply D. remained the same

18. According to your textbook, which of the following statements is true regarding sexual

orientation?

A. Sexual orientation in all people is clearly delineated as homosexual or heterosexual.

B. Sexual orientation is a matter of “either/or”; there are no degrees of variation.

C. Some individuals show varying degrees of orientation, including bisexuality.

D. Orientation is fixed at birth and never changes for all people.

19. A lifestyle practice that exists in all contemporary societies is:

A. polyandry B. polygyny

C. bigamy D. marriage

20. King David and King Solomon each had several wives. This practice is called:

A. polyandry B. polygyny

C. group marriage D. serial monogamy

Page 3 (Chapter 14 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 15 SURVEY

Middle Adulthood: Physical and Cognitive Development

NAME _________________________________________DATE ________________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. As of 2005, the average life expectancy of U.S. men and women at age 65 was:

A. mid 60s B. late 60s

C. 70s D. 80s

2. Some of the common causes of hearing loss include:

A. cochlear damage due to prolonged exposure to loud noise

B. lack of good muscle tone in the middle ear

C. job-related noise levels

D. all of these

3. Regina and Joanne are in their mid 40s. They are discussing the signs of aging that are affecting

their appearance. What in particular are they likely to be discussing?

A. skin that is drier, thinner, and less elastic

B. skin that is sagging and wrinkled on the face and at the joints

C. dark patches of skin on the face and hands

D. all of these

4. In general, compared to women, men have better-looking skin as they age because:

A. They do not moisturize their skin as women do.

B. They do not wear make-up the way that women do.

C. Their skin tends to be thicker than women’s skin.

D. They slough off dead skin cells when they shave.

5. Ron and Delores are both 35 years old, but tests show that Delores has lost bone mass while Ron

has not. This is because:

A. men have more bone mass than women

B. men retain more calcium

C. women lose bone mass more slowly as they age

D. men are more muscular

6. An inflammatory disease that causes pain, swelling, stiffness, and loss of function of the joints is

called:

A. rheumatoid arthritis B. arteriosclerosis

C. osteoarthritis D. calcitonin

Page 1 (Chapter 15 Survey)

7. Which of the following statements is true about prostate cancer?

A. It is the second leading cause of cancer death in men.

B. In general, most prostate cancers are fast growing.

C. Japanese men have the highest rates of prostate cancer.

D. Prostate cancer is most prevalent in men under 50 years of age.

8. According to a study cited in your textbook, what percent of men over the age of 40 experience

potency problems?

A. 10 percent B. 20 percent

C. 35 percent D. 50 percent

9. Hypertension affects what percent of adults in the United States?

A. half B. one in ten

C. one in four D. one in twenty

10. According to your textbook, the leading cause of death for women in the U.S. is:

A. colon cancer B. lung cancer

C. breast cancer D. skin cancer

11. When blood circulation to the brain fails, it leads to:

A. cardiovascular disease B. stroke

C. Parkinson’s disease D. seizure

12. Trembling in hands, arms, legs, jaw, and face; rigidity or stiffness of limbs and trunk; slowness

of movement; postural instability or impaired balance and coordination are symptoms most closely

associated with:

A. Alzheimer’s disease B. stroke

C. cardiovascular disease D. Parkinson’s disease

13. Which of the following statements is true?

A. Studies report infidelity occurring in 20 to 25% of marriages.

B. About 50 percent of married men and 50 percent of married women say they have been

unfaithful.

C. More women than men have admitted to being unfaithful.

D. A majority of both men and women have had only one sex partner since the age of 18.

14. The probability of HIV-positive women infecting their male partners with the virus was found

to be:

A. significantly high B. significantly low

C. about the same as the probability of HIV-positive men infecting their female partners

D. about the same as the probability of HIV-positive women infecting their female partners

15. How is crystallized intelligence acquired?

A. in the course of social experience

B. through genetically preset maturation

C. through changes in crystal structures in the brain

D. solely through formal education

Page 2 (Chapter 15 Survey)

ADVANCED HUMAN GROWTH & DEVELOPMENT

CHAPTER 19 SURVEY

Dying and Death

NAME_____________________________________DATE_______________________

DIRECTION: Circle ONLY the letter to the correct answer and write the page number where you

found the answer in the right hand margin.

1. The study of death is called:

A. epistemology B. teleology

C. theology D. thanatology

2. ______ euthanasia allows death to occur by withholding or removing treatments that would

prolong life.

A. Passive B. Involuntary

C. Voluntary D. Active

3. A legal document that states an individual’s wishes regarding medical care (such as refusal of

“heroic measures” to prolong his or her life in the event of terminal illness) in case the person

becomes incapacitated and unable to participate in decisions about his or her medical care is known

as a:

A. testament B. living will

C. death wish D. none of these

4. The survivors of a loved one’s death most likely to feel isolated are those whose loved one:

A. died from AIDS B. died in war

C. died from suicide D. died by euthanasia

5. More ______attempt suicide but more ______succeed at suicide.

A. males; females B. females; males

C. elderly people; young people D. young people; elderly people

6. Which of the following ethnic groups has the highest suicide rate?

A. Native American B. White American

C. Asian American D. Hispanic American

7. According to the statistics cited in your textbook, the fastest growing suicide rate is occurring

among:

A. White women B. young Hispanics

C. Asian men D. Black women

8. What do members of these professions: dentists, artists, machinists, auto mechanics, and

carpenters, have in common?

A. lower than average suicide rates B. rates equal to the average for suicide

C. higher than average suicide rates D. none of these

Page 1 (Chapter 19 Survey)

9. Suicide rates are highest during which periods of the lifespan?

A. adolescence and late adulthood B. young adulthood and middle age

C. middle age and late adulthood D. late childhood and middle age

10. An estimated 7 million people have experienced an event commonly precipitated by medical

illness, traumatic accident, surgical operation, childbirth, or drug ingestion, in which, after being

pronounced clinically dead, they have the sensation of leaving their bodies and undergoing

otherworldly experiences before being resuscitated. This is known as:

A. brain death B. terminal drop

C. near-death experience D. a spiritual awakening

11. When an individual resists acknowledging the reality of impending death, this refers to which of

Kübler-Ross’ stages of dying?

A. anger B. depression

C. denial D. bargaining

12. When a dying individual asks, “Why me?” and makes life difficult for friends, family, and

medical personnel with little justification, this most likely refers to which of Kübler-Ross’ stages of

dying?

A. anger B. depression

C. denial D. bargaining

13. According to the statistics cited in your textbook, for the majority of people in the United States,

where does death occur?

A. at home B. in a nursing home

C. in a hospital D. in a hospice

14. The socially established manner of displaying signs of sorrow over a person’s death is known

as:

A. grief B. mourning

C. bereavement D. anticipatory grief

15. According to the statistics cited in your textbook, what proportion of people who are widowed

each year still suffer from serious depression a year or more later?

A. one-half B. one-third

C. one-quarter D. three-quarters

Page 2 (Chapter 19 Survey)

 
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Psychology homework help

Matching

  Title

ABC/123 Version X

1
  Week 1 Assignment Worksheet

PSY/203 Version 1

5

University of Phoenix Material

Week 1 Assignment Worksheet

Matching

Match the following descriptions to the correct perspective:

1. ___B.___ perspective focuses on how learning experiences affect behavior, and focuses on behavior that is observable.

2. __E___ perspective focuses on the effect of unresolved conflicts from childhood, and how those conflicts unconsciously shape behavior.

3. __D___ perspective focuses on free will, conscious choices, and self-awareness, and views humans as distinct individuals with unique characteristics.

4. ___C__ perspective examines the mental processes used to obtain knowledge, and focuses on how information is processed, stored, retrieved, and manipulated.

5. __A___ perspective focuses on how factors like age, ethnicity, gender, sexual orientation, and income level influence behavior, attitudes, and mental processes.

A. Sociocultural

B. Behavioral

C. Cognitive

D. Humanistic

E. Psychodynamic

Table

Provide a description of the function of the structures or hormones listed.

Structure Hormone(s) released (if applicable) Description or function
Frontal lobe CRH Corticotropin-releasing hormone Helps with decision making
Somatosensory cortex CRH Sensory receptive area for the sense of touch
Pancreas Glucagon and insulin A long flat gland that lies behind the stomach
Thyroid Thyroxie, triodothyronine Covers the windpipe from 3 sides.helps the body produce and regulatehormones adrenalie
Adrenal glands Cortisol Located at the top of each kidney, produce hormones to help control blood sugar

Short Answer

Read the following examples and indicate whether they are describing sensation or perception. If the example describes sensation, list which sense is involved. If the example describes perception, list the concept or principle of perception that is involved.

I think I see Bob approaching me from a distance, but as the man gets closer to me, I realize it isn’t Bob. Perception Harmonic perception, on the other hand, owes to the understanding that the ear usually perceives inter-related notes, as one, to create meaning in sounds

While studying for a test at the library, I hear other people talking and laughing; however, I am able to block out the noise and concentrate on reading my textbook. perception__ Harmonic perception, on the other hand, owes to the understanding that the ear usually perceives inter-related notes, as one, to create meaning in sounds

My math teacher draws a triangle on the board, and even thought she uses dotted lines, I am still able to see the shape of the triangle. perception_ Harmonic perception, on the other hand, owes to the understanding that the ear usually perceives inter-related notes, as one, to create meaning in sounds.

I am walking down the street and I see two people walking together, but to my surprise, they walk off in different directions without acknowledging that the other person is leaving. perception_ Finally, form perception indicates the contextualization of particular objects in a given environment, whereby the eyes sees them as primarily 2-D and at times as 3-D depending on the way of their placement. It is also the understanding of what characterizes the inner and outer core of an object_

1. When I look at a white piece of paper, I can still recognize it as white whether I am outside in bright sunlight, or sitting in a dark room. perception__ Color perception, on the other hand, describes the way the visual senses, denoting the eyes, observe hues and contextualize them in the environment I notice that the light is on in the living room. sensation_Exteroceptive senses which are sense that perceives the body’s own position, motion and state.

Music is playing in the elevator. . sensation_ Exteroceptive senses which are sense that perceives the body’s own position, motion and state.

2. I notice that my mom is baking bread as I walk into the house to greet her. sensation Interoceptive senses are senses that perceive sensations in internal organs

When I wash my hands at school, I notice that the water feels hot. sensation___Exteroceptive senses which are sense that perceives the body’s own position, motion and state.

When I had an infected tooth extracted, I experienced pressure as the tooth separated from the gums. sensation Interoceptive senses are senses that perceive sensations in internal organsx

I am able to type this sentence without looking at the keyboard on my computer. _perception_ Amodal perception is one of the most recognizable types of perception in psychology. It is the observation and interpretation of things in terms of depth and motion._

I experience motion sickness whenever I ride in a boat. sensation Interoceptive senses are senses that perceive sensations in internal organs

Essay

Read the following scenarios.

Write a 100- to 150-word response to the following questions associated with each scenario.

A psychologist is interested in learning more about how children interact with each other during the school day. The psychologist is particularly interested in discovering the ways in which children behave when they do not think they are being watched. What research method would be best used to conduct this type of research, and why? What ethical concerns might be an issue in this type of research? ) Observational research method would be suitable because it includes case studies, ethnographic studies, ethological studies, etc. The primary characteristic of each of these types of studies is that phenomena are being observed and recorded. Often times, the studies are qualitative in nature. For example, a psychological case study would entail extensive notes based on observations of and interviews with the client. A detailed report with analysis would be written and reported constituting the study of this individual case. For example, an ethological study interaction of children as they play with each other may include measures of behavior durations i.e. the amount of time the children are engaged in a specified behavior. This measure of time would be quantitative. Observational research can be problematic if not conducted well. Clearly, there are many problems with internal validity. One can describe the individual(s) being observed but one cannot make any sort of causative conclusions based on the observations. Additionally, construct validity can be impacted by lack of background work before the observations or study, observer and experimenter biases or expectencies, etc. In developmental psychology, this form of research is often early work in the exploration of a developmental topic. In this research approach, behaviors are counted, correct answers or errors are counted, and other types of measures are recorded in terms of quantity. Observational research involves both experimental and non-experimental research. Ethical issues Observational research focus on protecting individuals that receive an intervention. For example, an intervention may involve training participants in group communication where a great deal of self-disclosure is required. Self-disclosure is a technique whereby people are encouraged to discuss their feelings, attitudes, and experiences (some of which may be quite personal). Does there searcher have the right to use such a treatment? Dealing with this question is a personal decision on the part of the researcher.

1. As a researcher, I am interested in learning whether or not there is a connection between sleep and test scores. I want to know if an increase in sleep improves test scores, for example. What type of research method would I use, and why? What ethical concerns might present an issue when conducting this type of research? True Experiments: The true experiment is often thought of as a laboratory study. However, this is not always the case. A true experiment is defined as an experiment conducted where an effort is made to impose control over all other variables except the one under study. It is often easier to impose this sort of control in a laboratory setting. True experiments have often been erroneously identified as laboratory studies. To understand the nature of the experiment, we must first define a few terms: Experimental or treatment group – this is the group that receives the experimental treatment i.e. the group that we use to examine the relationship between sleep and improvement of test scores, manipulation, or is different from the control group on the variable under study. Control group – this group is used to produce comparisons. The treatment of interest is deliberately withheld or manipulated to provide a baseline performance with which to compare the experimental or treatment group’s performance. Independent variable – this is the variable that the experimenter/researcher manipulates in a study. It can be any aspect of the environment that is empirically investigated for the purpose of examining its influence on the dependent variable which is the variable that is measured in a study. The experimenter does not control this variable. A major ethical concern would be double blind where by neither the subject nor the experimenter knows whether the subject is in the treatment of the control condition.

If I want to research whether or not a new medication has an effect on depression, and I want to compare the medication against a placebo, what research method might I use, and why? What ethical concerns might be an issue in this type of research? In the case of research to establish whether or not a new medication has an effect on depression Correlational research can be used as a good research method. In general, correlational research examines the co-variation of two or more variables. Correlational research can be accomplished by a variety of techniques which include the collection of empirical data. Often times, correlational research is considered a type of observational research as nothing is manipulated by the experimenter or individual conducting the research. The early studies on cigarette smoking did not manipulate how many cigarettes were smoked. The researcher only collected the data on the two variables. Nothing was controlled by the researchers and therefore, no cause and effect statements were made out. Further experimental research clearly demonstrated the negative effects of cigarette smoking. Correlational research is not causal research. In other words, we cannot make statements concerning cause and effect on the basis of this type of research. There are two major reasons why we cannot make cause and effect statements. First, we don’t know the direction of the cause. Second, a third variable may be involved of which we are not aware. An example may help clarify these points. In major clinical depressions, the neurotransmitters serotonin or norepinephrine has been found to be depleted (Coppen, 1967; Schildkraut & Kety, 1967). In other words, low levels of these two neurotransmitters have been found to be associated with increased levels of clinical depression. However, while we know that the two variables covary – a relationship exists – we do not know if a causal relationship exists. Thus, it is unclear whether depletion in serotonin/norepinephrine cause depression or whether depression causes depletion is neurotransmitter levels. This demonstrates the first problem with correlational research; we don’t know the direction of the cause. Second, a third variable has been uncovered which may be affecting both of the variables under study. The number of receptors on the postsynaptic neuron has been found to be increased in depression. Thus, it is possible that the increased number of receptors on the postsynaptic neuron is actually responsible for the relationship between neurotransmitter levels and depression. As you can see from the discussion above, one cannot make a simple cause and effect statement concerning neurotransmitter levels and depression based on correlational research. To reiterate, it is inappropriate in correlational research to make statements concerning cause and effect. Correlational research is often conducted as exploratory or beginning research. Once variables have been identified and defined, experiments are conductable. Correlational research involves data that are recorded in narrative descriptions, not numbers. Researchers use correlational methods to observe and describe conditions rather than control them. A basic ethical principle for correlative researchers is this. Do not tamper with the natural setting or group under study.

REFERENCES

Wettlaufer, Alexandra K. (2003). In the mind’s eye : the visual impulse in Diderot, Baudelaire and Ruskin, pg. 257. Amsterdam: Rodopi. ISBN 90-420-1035-5.

The Secret Advantage Of Being Short by Robert Krulwich. All Things Considered, NPR.

Atkinson, Rita L.; Atkinson, Richard C.; Smith, Edward E. (March 1990). Introduction to psychology. Harcourt Brace Jovanovich. pp. 177–183. ISBN 978-0-15-543689-3.

Gordon B. (2005). Social cognition: understanding self and others. Guilford Press. p. 421. ISBN 978-1-59385-085-2.

Popper, Arthur N. (30 November 2010). Music Perception. Springer. p. 150. ISBN 978-1-4419-6113-6.

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2013 by University of Phoenix. All rights reserved.

 

 
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PSY/110 Week 5 Vision Board homework help

PSY/110 Week 5 Vision Board homework help

Part 1
For this portion of the assignment, you will be creating a vision board. A vision board is a collage of images, pictures and affirmations of one’s dreams, desires, and goals designed to serve as a source of inspiration and motivation. A vision board uses the law of attraction to attain your goals.

Complete the following steps to create your vision board:

1. Print and fill out the diagram on the last page of this worksheet or sketch a similar diagram on a piece of poster board to fill out. It is important to use BOTH words and images to represent your goals.

Write down notes on your thoughts in each category, focusing on:

a. What you are doing currently to fulfill this aspect of your life?

b. What are your goals for this area of your life?

2. Write your goals and ideas onto the poster in their associated sections. For example, a possible goal that would go in the Career/Life Path section could be, Land My Dream Job. For each goal, think about and write down how the other sections of the vision board are related to your path to reaching that goal. Consider why you are motivated to achieve the goal, what skills and knowledge you will need to achieve the goal, how much time you will need to reach the goal, and who might be able to help you achieve the goal.

3. Find words and images that represent your goals in magazines, online, or in newspapers.

4. Print or cut out your words and images, and sort them based on which section of your vision board they belong.

5. Edit and place your words and images on your vision board.

6. Add any of your own words or drawings that you think add value to each section that you did not find in Step 4.

7. If you wish to use PowerPoint, you can arrange all 9 pictures on the one slide and then make sure to copy and paste that slide to the worksheet.

8. Display your vision board in a place where you can see it each day.

** You may also copy photos from clip art found on the Internet and paste them into each of the categories below to create your vision board. Perhaps save this vision board image as your screen saver!

Take a picture of your completed vision board to submit with this worksheet.

(Note: Students are not required to create a printed hard copy of their Vision Board. Students can create an electronic version of their Vision Board using Microsoft® Word, PowerPoint®, or similar software. However, they must follow the same instructions detailed above.)

Part 2
Respond to each of the following questions:

1. Write 75 to 90 words describing three or four words or pictures you included on your vision board. Why did you select each of these items?

 

<Enter your response here.>

2. Write 75 to 90 words about the steps you can now take to achieve the goals on your vision board. List the intrinsic and extrinsic factors motivating you to achieve what is represented on your vision board. Remember intrinsic motivation is motivation that comes from inside, while extrinsic motivation is motivation that comes from the outside. Both of these types of motivation are described on p. 271 in Ch. 7 of Psychology of Success.

 

<Enter your response here.>

3. Write 50 to 75 words about what motivates you in your academic life. Are these motivators different from what motivates you in your personal life? Why or why not?

 

<Enter your response here.>

Vision board

prosperity

Graduate college with my Bachelors degree in Psychology

In the next 3 years

aspiration

Growing my start up business

Build more clientele

Pay off all my school loans in the next 4 years

family

Huge supporters

Mother and father

My brother constantly helps me when I get stuck and do not know where my next move is

motivators

My family

Huge financial supporters, but constantly motivates to get to the finish line(graduation)

(my best friend)

Keeps me level headed and grounded

(my boyfriend)

Reminds me to stay focus on the big picture, and to never give up on your hope and dreams.

goals

College tuition paid off in the next 4 years

Have my start up business flourishing and open a new location

Skills knowledge

Bachelors degree in Psychology

Internships

Background working in child care

Career/ life path

Land My Dream Job

Child psychologist

 
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Case Studies In Assessments homework help

Case Studies In Assessments homework help

 

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Chapter 18. Personality Disorders https://doi-org.proxy-library.ashford.edu/10.1176/appi.books.9781585624836.jb18

Introduction

John W. Barnhill, M.D.

Personality is the enduring pattern of behavior and inner experience. It underlies how we

think, feel, and act and frames how we view ourselves and the people around us. When we

think of who we are, we often think of personality as the central defining characteristic.

Psychiatrists and other mental health practitioners spend considerable time thinking about

personality and the ways in which dysfunctional personalities cause distress and

dysfunction in individuals and in the people around them. Disorders of personality are, in

some ways, as complex as humanity, itself full of idiosyncrasies, half-articulated conflicts,

and unknowable complexities.

 

 

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Like many other complex systems, however, personalities and personality disorders tend to

fall into patterns, and, for generations, clinicians and personality researchers from a variety

of fields have searched for a holy grail: a nosological system that is both simple to use and

sophisticated enough to capture the nuances and paradoxes of human personality.

Traditionally, the field of psychiatry has conceptualized personality disorders categorically,

as reflecting distinct clinical syndromes. In another paradigm, personality disorders are

conceptualized dimensionally, as dysfunctional variants of human personality traits that

exist on a gradient from maladaptive to normal. As part of the DSM-5 development

process, a team of personality researchers explored multiple ways to incorporate both

paradigms, and as a result created a new hybrid categorical-dimensional model.

After vigorous debate among team members, the DSM-5 text includes the traditional

categorical model of personality disorders as well as the new hybrid categorical-

dimensional model. It is the traditional categorical perspective that is included in the main

body of the text, while the alternative DSM-5 model for personality disorders is described

in Section III, “Emerging Measures and Models.” This decision means that the 10 DSM-IV

personality disorders—and their criteria—remain essentially unchanged. The primary

substantive change is that as part of the removal of the axial system, the personality

disorders are no longer listed separately from other DSM-5 diagnoses.

To better understand the similarities and differences of the two models, it may be useful to

explore how the two DSM-5 diagnostic systems recommend that a clinician assess a patient

with, for example, obsessive-compulsive personality disorder (OCPD). From a categorical

perspective, the individual would receive a diagnosis of OCPD when certain criteria were

met. First, the clinician should identify a persistent, dysfunctional pattern of, for instance,

perfectionism at the expense of flexibility. The clinician would then identify at least four of

seven specific symptomatic criteria (preoccupation with lists, inability to delegate tasks,

stubbornness, etc.) and search for disorders that might be responsible for the same

symptoms (and that could lead to either the coding of the other diagnosis only, such as

when schizophrenia causes symptoms akin to those found in OCPD, or the coding of both

diagnoses, such as when the person also meets criteria for another personality disorder).

The new DSM-5 hybrid model reshapes the 10 DSM-IV personality disorder categories into

a roster of six redefined categories (antisocial, avoidant, borderline, narcissistic, obsessive-

compulsive, and schizotypal). For each of the six, the hybrid model requires two

 

 

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assessments. The first involves a determination that the individual has significant

impairment in at least two of four personality functioning areas: identity, self-direction,

empathy, and intimacy. For each of the six personality disorders, these personality specifics

differ. For example, to qualify for OCPD, an individual might be found to have significant

impairment from a sense of self excessively derived from work (identity) and from rigidity

and stubbornness negatively affecting relationships (intimacy).

The new hybrid model then requires an assessment of personality traits that are organized

under five broad trait domains. As shown in 18-, these traits and trait domains exist on a

spectrum; for example, for one of the five trait domains, antagonism lies on one end of the

spectrum and agreeableness on the other. These five broad trait domains are new to many

psychiatrists, but they have been rigorously studied for several decades within academic

psychology under the rubric of the Five Factor Model, whose personality dimensions

include neuroticism, extraversion, agreeableness, conscientiousness, and openness. For

each of these personality dimensions, there are clusters of related personality traits.

Applied to a particular person, the Five Factor Model can assign a percentile score for each

trait. For example, the theoretical person with OCPD might score in the 95th percentile for

conscientiousness and in the 5th percentile for openness. DSM-5 adapted these personality

dimensions and traits in order to more specifically focus on psychiatric disorder.

Alternative DSM-5 model: pathological personality trait domains

Enlarge table

Twenty-five specific pathological personality traits are included under the umbrella of these

five negative trait domains. For each of the personality disorders, DSM-5 requires that the

individual demonstrate most of the typical personality traits. For example, the patient with

OCPD must demonstrate the trait of rigid perfectionism (an aspect of the trait domain of

conscientiousness) as well as at least two of the following three traits: perseveration (an

aspect of negative affectivity), intimacy avoidance (an aspect of detachment), and restricted

affectivity (also an aspect of detachment).

The DSM-5 hybrid model also specifies that specific traits can be recorded even if not

recognized as part of a diagnosed personality disorder (e.g., hostility, a trait associated with

the trait domain of negative affectivity, could be listed alongside any DSM-5 diagnosis and

not be considered just a trait associated with, for instance, antisocial personality disorder).

 

 

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Both of the DSM-5 models have advantages and disadvantages. The new DSM-5 hybrid

model might contribute to a more nuanced understanding of patients, and its approach

takes advantage of decades’ worth of personality research. Its current complexity is

daunting, however, even to seasoned clinicians, and the use of a new system would

potentially reduce the usefulness of existing research data within psychiatry.

The traditional categorical paradigm has been critiqued for excessive comorbidity and

intradisorder heterogeneity, as well as for the fact that one of the most common personality

disorder diagnoses in the past has been “personality disorder not otherwise specified,”

which is clarified only marginally by the DSM-5 use of “other specified” and “unspecified”

personality disorders. On the other hand, the categorical approach is relatively

straightforward to use, is familiar from DSM-IV, and follows the categorical structure used

throughout the rest of DSM-5. It is also the personality model included in the main body of

the DSM-5 text and, as such, remains the American Psychiatric Association’s official

perspective on personality disorders.

Suggested Readings

MacKinnon RA, Michels R, Buckley PJ: The Psychiatric Interview in Clinical Practice, 2nd

Edition. Washington, DC, American Psychiatric Publishing, 2006

Michels R: Diagnosing personality disorders. Am J Psychiatry 169(3):241–243, 2012

PubMed ID: 22407109

Shedler J, Beck A, Fonagy P, et al: Personality disorders in DSM-5. Am J Psychiatry

167(9):1026–1028, 2010 PubMed ID: 20826853

Skodol AE, Bender DS, Oldham JM, et al: Proposed changes in personality and

personality disorder assessment and diagnosis for DSM-5, part II: clinical application.

Personal Disord 2(1):23–30, 2011 PubMed ID: 22448688

Skodol AE, Clark LA, Bender DS, et al: Proposed changes in personality and personality

disorder assessment and diagnosis for DSM-5, part I: description and rationale. Personal

Disord 2(1):4–22, 2011 PubMed ID: 22448687

Westen D, Shedler J, Bradley B, DeFife JA: An empirically derived taxonomy for

personality diagnosis: bridging science and practice in conceptualizing personality. Am J

 

 

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Psychiatry 169(3):273–284, 2012 PubMed ID: 22193534

Case 18.1 Personality Con�icts

Larry J. Siever, M.D.

Lauren C. Zaluda, B.A.

Frazier Archer was a 34-year-old single white man who called a mood and personality

disorders research program because an ex-friend had once said he was “borderline,” and

Mr. Archer wanted to learn more about his personality conflicts.

During his diagnostic research interviews, Mr. Archer reported regular, almost daily

situations in which he was sure he was being lied to or deceived. He was particularly wary

of people in leadership positions and people who had studied psychology and, therefore,

had “training to understand the human mind,” which they used to manipulate people.

Unlike those around him, Mr. Archer believed he did not “drink the Kool-Aid” and was able

to detect manipulation and deceit.

Mr. Archer was extremely detail oriented at work, and had trouble delegating and

completing tasks. Numerous employers had told him that he focused excessively on rules,

lists, and small details, and that he needed to be more friendly. He had held numerous jobs

over the years, but he was quick to add, “I’ve quit as often as I’ve been fired.” During the

interview, he defended his behavior, asserting that unlike many people, he understood the

value of quality over productivity. Mr. Archer’s wariness had contributed to his “bad

temper” and emotional “ups and downs.” He socialized only “superficially” with a handful

of acquaintances and could recall the exact moments when previous “so-called friends and

lovers” had betrayed him. He spent most of his time alone.

Mr. Archer denied any significant history of trauma, any current or past problems with

substance use, and any history of head trauma or loss of consciousness. He also denied any

history of mental health diagnosis or treatment, but reported that he felt he might have a

mental health condition that had not yet been diagnosed.

On mental status examination, Mr. Archer appeared well groomed, cooperative, and

oriented. His speech varied; at times he would pause thoughtfully prior to answering

questions, causing his rate of speech to be somewhat slow. His tone also changed

 

 

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significantly when he discussed situations that had made him angry, and many of his

responses were lengthy, digressive, and vague. However, he seemed generally coherent and

did not evidence perceptual disorder. His affect was occasionally inappropriate (e.g.,

smiling while crying) but generally constricted. He reported apathy as to whether he lived

or died but did not report any active suicidal ideation or homicidal ideation.

Notably, Mr. Archer became irritated and argumentative with research staff when he was

told that although he could receive verbal feedback on his interviews, he could not receive a

copy of completed questionnaires and diagnostic tools. He commented that he would

document in his personal records that research staff were refusing him the forms.

Diagnoses

Paranoid personality disorder

Obsessive-compulsive personality disorder

Discussion

Mr. Archer describes a long-standing, inflexible, dysfunctional pattern of dealing with the

world. He demonstrates an enduring pattern of distrust and suspiciousness. He believes

that others are exploiting or deceiving him; doubts the loyalty of friends; bears grudges;

and recurrently mistrusts the fidelity of sexual partners. This cluster of symptoms qualifies

him for DSM-5 paranoid personality disorder (PPD).

A second cluster of personality traits relates to Mr. Archer’s preoccupation with

perfectionism and control. He is excessively focused on rules, lists, and details. He is

inflexible and unable to delegate. In addition to PPD, he has DSM-5 obsessive-compulsive

personality disorder (OCPD).

For any of the personality disorders, it is important to exclude the physiological effects of a

substance or another medical condition; neither of these appears likely in Mr. Archer, who

denied all substance abuse, medical illness, and head injury. Furthermore, his patterns of

behavior appear to be enduring and not related to either a major change in life

circumstance or another psychiatric disorder.

It is unsurprising that in addition to the PPD and OCPD diagnoses, Mr. Archer meets

partial criteria for other personality disorders, including schizotypal, borderline,

 

 

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narcissistic, and avoidant personality disorders. Personality disorders are frequently

comorbid, and if a patient meets criteria for more than one disorder, each should be

recorded. PPD is especially unlikely to be an isolated diagnosis, in either clinical or

research populations. PPD is often comorbid with schizotypal personality disorder and/or

other schizophrenia spectrum disorders, a finding attributable to overlapping paranoia-

related criteria. In Mr. Archer’s case, his emotional instability, anxiety, anger, and

arrogance are symptoms often found in a personality cluster that includes borderline

personality disorder and narcissistic personality disorder. Because of the relative

infrequency of PPD as an “isolated” disorder, current research is pointing toward the

possibility that some personality disorders, including PPD, could be consolidated to create

more inclusive diagnoses. Paranoia would then be viewed as a specifier or modifier for

other disorders. That is not the situation with DSM-5, however, and PPD should continue

to be listed as a comorbid condition when criteria are met.

A second interesting diagnostic issue related to PPD is the concern among some clinicians

that diagnosing PPD is tantamount to trying to identify an early stage of schizophrenia.

There is genetic, neurobiological, epidemiological, and symptomatic evidence that PPD,

like schizotypal personality disorder, is related to schizophrenia and lies on the

schizophrenia spectrum. However, PPD is not a precursor to schizophrenia, and its

symptoms are not indicative of the prodromal phase of schizophrenia. Prodromal

schizophrenia is best characterized by early psychotic symptoms, including disorganized

thoughts and behavior, whereas the thought patterns in PPD are generally more similar to

those of delusional disorder and related thought disorders.

Suggested Readings

Berman ME, Fallon AE, Coccaro EF: The relationship between personality

psychopathology and aggressive behavior in research volunteers. J Abnorm Psychol

107(4):651–658, 1998 PubMed ID: 9830252

Bernstein D, Useda D, Siever L: Paranoid personality disorder, in The DSM-IV

Personality Disorders. Edited by Livesley WJ. New York, Guilford, 1995, pp 45–57

Kendler KS: Diagnostic approaches to schizotypal personality disorder: a historical

perspective. Schizophr Bull 11(4):538–553, 1985 PubMed ID: 3909377

 

 

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Kendler KS, Neale MC, Walsh D: Evaluating the spectrum concept of schizophrenia in the

Roscommon Family Study. Am J Psychiatry 152(5):749–754, 1995 PubMed ID: 7726315

Siever LJ, Davis KL: The pathophysiology of schizophrenia disorders: perspectives from

the spectrum. Am J Psychiatry 161(3):398–413, 2004 PubMed ID: 14992962

Siever LJ, Koenigsberg HW, Harvey P, et al: Cognitive and brain function in schizotypal

personality disorder. Schizophr Res 54(1–2):157–167, 2002 PubMed ID: 11853990

Thaker GK, Ross DE, Cassady SL, et al: Saccadic eye movement abnormalities in relatives

of patients with schizophrenia. Schizophr Res 45(3):235–244, 2000 PubMed ID:

11042441

Triebwasser J, Chemerinski E, Roussos P, Siever L: Paranoid personality disorder. J Pers

Disord August 28, 2012 [Epub ahead of print] PubMed ID: 22928850

Zimmerman M, Chelminski I, Young D: The frequency of personality disorders in

psychiatric patients. Psychiatr Clin North Am 31(3):405–420, 2008 PubMed ID:

18638643

Case 18.2 Oddly Isolated

Salman Akhtar, M.D.

Grzegorz Buchalski was an 87-year-old white man who was brought to the psychiatric

emergency room (ER) by paramedics after they had been called to his apartment by

neighbors when they noticed an odd smell. Apparently, his 90-year-old sister had died

some days earlier after a lengthy illness. Mr. Buchalski had delayed reporting her death for

several reasons. He had become increasingly disorganized as his sister’s health had

worsened, and he was worried that his landlord would use the apartment’s condition as a

pretext for eviction. He had tried to clean up, but his attempts consisted mainly of moving

items from one place to another. He said he was about to call for help when the police and

paramedics showed up.

In the ER, Mr. Buchalski recognized that his actions were odd and that he should have

called for help sooner. At times, he became tearful when discussing the situation and his

sister’s death; at other times, he seemed aloof, speaking about these in a calm, factual way.

 

 

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He also wanted to clarify that his apartment had indeed been a mess but that much of the

apparent mess was actually his large collection of articles on bioluminescence, a topic he

had been researching for decades.

A licensed plumber, electrician, and locksmith, Mr. Buchalski had worked until age 65. He

described his late sister as having been always “a little strange.” She had never worked and

had been married once, briefly. Aside from the several-month marriage, she and Mr.

Buchalski had lived in the family’s two-bedroom Manhattan apartment their entire lives.

Neither of them had ever seen a psychiatrist.

When questioned, Mr. Buchalski stated that he had never had a romantic or sexual

relationship and had never had many friends or social contacts outside his family. He

explained that he had been poor and Polish and had had to work all the time. He had taken

night classes to better understand “the strange world we live in,” and he said his intellectual

interests were what he found most gratifying. He said he had been upset as he realized that

his sister was dying, but he would call it “numb” rather than depressed. He also denied any

history of manic or psychotic symptoms. After an hour with the psychiatric trainee, Mr.

Buchalski confided that he hoped the medical school might be interested in some of his

papers after his death. He said he believed that bioluminescent and genetic technologies

were on the verge of a breakthrough that might allow the skin of animals and then humans

to glow in subtle colors that would allow people to more directly recognize emotions. He

had written the notes for such technology, but they had grown into a “way-too-long science

fiction novel with lots of footnotes.”

On examination, Mr. Buchalski was a thin, elderly man dressed neatly in khakis and

button-down shirt. He was meticulous and much preferred to discuss his interests in

science than his own story. He made appropriate eye contact and had a polite, pleasant

demeanor. His speech was coherent and goal directed. His mood was “fine,” and his affect

was appropriate though perhaps unusually cheerful under the circumstances. He denied all

symptoms of psychosis, depression, and mania. Aside from his comments about

bioluminescence, he said nothing that sounded delusional. He was cognitively intact, and

his insight and judgment were considered generally good, although historically impaired in

regard to his delay in calling the police about his sister.

Diagnosis

 

 

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Schizoid personality disorder

Discussion

Mr. Buchalski’s aloof, taciturn, and asexual lifestyle certainly fit the diagnostic criteria for

schizoid personality disorder; his explanation that he has been friendless because he is

Polish and poor is a weak rationalization for his psychosocial deficits. The eccentricity of

his interest in bioluminescence, the exaggerated estimation of the value of his “papers,” and

the fact that he has lived pretty much all his life in the family’s residence with his sister give

further evidence of his inward preoccupation and lack of social engagement. The striking

poverty of his emotional response at his sister’s passing away and his failure to make any

sort of funeral arrangements are confirmatory of a flattened affective life and weak ego

skills. The fact that he is cognitively intact rules out a gradually occurring, dementing

etiology for his withdrawal and “confirms” the diagnosis of schizoid personality disorder.

Such a diagnosis has a long history in psychiatry and psychoanalysis. In psychiatry, its

origins go back to Eugen Bleuler, who coined the term schizoid in 1908 to describe a natural component of personality that pulled one’s attention toward one’s inner life and

away from the external world. He labeled a morbid exaggeration of this tendency as

“schizoid personality.” Such individuals were described as quiet, suspicious, and

“comfortably dull.” Bleuler’s description was elaborated upon over the next century, and

many features were added to it. These included solitary lifestyle, love of books, lack of

athleticism, tendency toward autistic thinking, poorly developed sexuality, and covert but

intense sensitivity to others’ emotional responses. This last feature, however, got dropped

from the more recent portrayals of schizoid personality, including the ones in DSM-III and

DSM-IV. Despite the reservations of many investigators (e.g., Otto Kernberg, John

Livesley, and myself), “lacking desire for close relationships” became a prime criterion for

the schizoid diagnosis. Among other factors that were emphasized were asexuality,

indifference to praise or criticism, anhedonia, and emotional coldness. The hypersensitivity

criterion and the ostensible link to schizophrenia were assigned, respectively, to the

categories of “avoidant” and “schizotypal” personality disorders.

Within psychoanalysis, the schizoid condition was best described by W. R. D. Fairbairn and

Harry Guntrip. According to them, intense sensitivity to both love and rejection and a

propensity to readily withdraw from interpersonal relatedness lay at the core of schizoid

pathology. The individual thus afflicted oscillated between wanting closeness and dreading

 

 

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it; feared the vigor of his or her own needs and their impact on others; and was attracted to

literary and artistic activities because these were avenues of self-expression without direct

human contact. Schizoid personality evolved from one or more of the following scenarios:

1) tantalizing refusal by early caretakers that aroused frightening amounts of emotional

hunger; 2) chronic parental rejection, which resulted in compliant apathy and lifelessness;

and 3) sustained neglect by parents, which led to retreat into the fantasy world.

The absence of developmental history and of any data about Mr. Buchalski’s childhood

weakens a psychodynamic understanding of Mr. Buchalski’s schizoid personality. However,

developmental history is not a required criterion for a descriptive diagnosis; this criterion

is primarily utilized by psychodynamically oriented psychiatrists. All in all, the diagnosis of

schizoid personality disorder seems reasonable for Mr. Buchalski, although some might

argue in favor of a schizotypal personality disorder diagnosis given the oddity of his

interests. If further exploration yields information that qualifies this patient for both

personality disorders, then both should be recorded.

In regard to other comorbidities, the most likely appears to be hoarding disorder, a

diagnosis new to DSM-5. Mr. Buchalski indicates that he delayed calling the police after his

sister died because he was worried that his landlord would use the condition of the

apartment as a pretext for eviction. He describes a large collection of bioluminescence

papers, for example, a statement that could mean a 2-foot-tall stack of manuscripts or an

apartment crammed to the ceilings with decades’ worth of newspapers, magazines, and

scribbled notes, saved because of their potential usefulness. Clarifying the presence of this

(or any other) comorbid condition would be crucial to the development of a treatment plan

that tries to maximize the likelihood of independent happiness for this patient.

Suggested Readings

Akhtar S: Schizoid personality disorder: a synthesis of developmental, dynamic, and

descriptive features. Am J Psychother 41(4):499–518, 1987 PubMed ID: 3324773

Livesley WJ, West M, Tanney A: A historical comment on DSM-III schizoid and avoidant

personality disorders. Am J Psychiatry 142(11):1344–1347, 1985 PubMed ID: 3904489

Triebwasser J, Chemerinski E, Roussos P, Siever LJ: Schizoid personality disorder. J Pers

Disord 26(6):919–926, 2012 PubMed ID: 23281676

 

 

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Case 18.3 Worried and Oddly Preoccupied

Kristin Cadenhead, M.D.

Henry, a 19-year-old college sophomore, was referred to the student health center by a

teaching assistant who noticed that he appeared odd, worried, and preoccupied and that

his lab notebook was filled with bizarrely threatening drawings.

Henry appeared on time for the psychiatric consultation. Although suspicious about the

reason for the referral, he explained that he generally “followed orders” and would do what

he was asked. He agreed that he had been suspicious of some of his classmates, believing

they were undermining his abilities. He said they were telling his instructors that he was “a

weird guy” and that they did not want him as a lab partner. The referral to the psychiatrist

was, he said, confirmation of his perception.

Henry described how he had seen two students “flip a coin” over whether he was gay or

straight. Coins, he asserted, could often predict the future. He had once flipped a coin and

“heads” had predicted his mother’s illness. He believed his thoughts often came true.

Henry had transferred to this out-of-town university after an initial year at his local

community college. The transfer was his parents’ idea, he said, and was part of their agenda

to get him to be like everyone else and go to parties and hang out with girls. He said all such

behavior was a waste of time. Although they had tried to push him into moving into the

dorms, he had refused, and instead lived by himself in an off-campus apartment.

With Henry’s permission, his mother was called for collateral information. She said Henry

had been quiet, shy, and reserved since childhood. He had never had close friends, had

never dated, and had denied wanting to have friends. He acknowledged feeling depressed

and anxious at times, but these feelings did not improve when he was around other people.

He was teased by other kids and would come home upset. His mother cried while

explaining that she always felt bad for him because he never really “fit in,” and that she and

her husband had tried to coach him for years without success. She wondered how a person

could function without any social life.

She added that ghosts, telepathy, and witchcraft had fascinated Henry since junior high

school. He had long thought that he could change the outcome of events like earthquakes

and hurricanes by thinking about them. He had consistently denied substance abuse, and

 

 

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two drug screens had been negative in the prior 2 years. She mentioned that her

grandfather had died in an “insane asylum” many years before Henry was born, but she did

not know his diagnosis.

On examination, Henry was tall, thin, and dressed in jeans and a T-shirt. He was alert and

wary and, although nonspontaneous, he answered questions directly. He denied feeling

depressed or confused. Henry denied having any suicidal thoughts, plans, or attempts. He

denied having any auditory or visual hallucinations, panic attacks, obsessions,

compulsions, or phobias. His intellectual skills seemed above average, and his Mini-Mental

State Examination score was 30 out of 30.

Diagnoses

Schizotypal personality disorder

Paranoid personality disorder

Discussion

Henry presents with a pattern of social and interpersonal deficits accompanied by

eccentricities and cognitive distortions. These include delusional-like symptoms (magical

thinking, suspiciousness, ideas of reference, grandiosity), eccentric interests, evidence of

withdrawal (few friends, avoidance of social contact), and restricted affect (emotional

coldness). Therefore, Henry appears to meet criteria for DSM-5 schizotypal personality

disorder.

Henry also suspects that others are undermining him, reads hidden meaning into benign

activities, bears grudges, and is overly sensitive to perceived attacks on his character. In

addition to schizotypal personality disorder, he meets criteria for paranoid personality

disorder. If an individual meets criteria for two personality disorders—as is often the case—

both should be recorded.

Henry, however, is only 19 years old, and a personality disorder diagnosis should be made

only after exploring other diagnoses that could produce similar symptoms. For example,

Henry’s deficits in social communication and interaction could be consistent with a

diagnosis of autism spectrum disorder (ASD) without intellectual impairment. It is possible

that he had unreported symptoms beyond “shyness” in the early developmental period,

 

 

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and, as was reported about Henry, children with ASD commonly undergo schoolyard

teasing. He and his mother do not, however, report the sorts of restricted, repetitive

patterns of behavior, interests, or activities that are also a hallmark of ASD. Without these,

Henry would not be diagnosed on the autism spectrum.

Henry also may have a psychiatric disorder that develops in young adulthood, and he is at

the peak age for the onset of depressive, bipolar, and anxiety disorders. Any of these can

exacerbate baseline personality traits and make them appear to be disorders, but Henry

does not appear to have significant depressive, manic, or anxiety symptoms.

More likely in this case would be a diagnosis on the schizophrenia spectrum. For Henry to

have an actual schizophrenia diagnosis, however, he would need to have two or more of the

following five criteria: delusions, hallucinations, disorganized speech, grossly disorganized

or catatonic behavior, and negative symptoms. Because he denies hallucinations and

appears to be logical and not to have either odd behavior or negative symptoms, he does

not have schizophrenia. Instead, he may have delusions—and it would be useful to clarify

the extent to which he has fixed, false beliefs about predicting and affecting the future—but

his beliefs seem more bizarre than those typically seen in delusional disorder.

Although Henry currently may best fit the two personality disorder diagnoses listed above,

he may go on to develop a more explicitly psychotic disorder. Psychiatric clinicians and

researchers are particularly interested in distinguishing individuals who present as unusual

as teenagers and are likely to go on to develop a more disabling schizophrenia from those

who present similarly but will not go on to develop a major psychiatric disorder. Although

the current ability to predict schizophrenia is not robust, early intervention could

substantially reduce the psychological suffering and the long-term functional

consequences. To that end, DSM-5 Section III includes attenuated psychosis syndrome as

one of the conditions for further study. Attenuated psychosis syndrome focuses on

subsyndromal symptoms, including impaired insight and functionality, in an effort to

clarify which patients are in the process of a decline into schizophrenia and which patients

are demonstrating the beginnings of a more crystallized personality disorder.

Suggested Readings

Addington J, Cornblatt BA, Cadenhead KS, et al: At clinical high risk for psychosis:

outcome for nonconverters. Am J Psychiatry 168(8):800–805, 2011 PubMed ID:

 

 

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21498462

Ahmed AO, Green BA, Goodrum NM, et al: Does a latent class underlie schizotypal

personality disorder? Implications for schizophrenia. J Abnorm Psychol 122(2):475–491,

2013 PubMed ID: 23713503

Fisher JE, Heller W, Miller GA: Neuropsychological differentiation of adaptive creativity

and schizotypal cognition. Pers Individ Dif 54(1):70–75, 2013 PubMed ID: 23109749

Case 18.4 Unfairness

Charles L. Scott, M.D.

Ike Crocker was a 32-year-old man referred for a mental health evaluation by the human

resources department of a large construction business that had been his employer for 2

weeks. At his initial job interview, Mr. Crocker presented as very motivated and provided

two carpentry school certifications that indicated a high level of skill and training. Since his

employment began, his supervisors had noted frequent arguments, absenteeism, poor

workmanship, and multiple errors that might have been dangerous. When confronted, he

was reportedly dismissive, indicating that the problem was “cheap wood” and “bad

management” and added that if someone got hurt, “it’s because of their own stupidity.”

When the head of human resources met with him to discuss termination, Mr. Crocker

quickly pointed out that he had both attention-deficit/hyperactivity disorder (ADHD) and

bipolar disorder. He said that if not granted an accommodation under the Americans with

Disabilities Act, he would sue. He demanded a psychiatric evaluation.

During the mental health evaluation, Mr. Crocker focused on unfairness at the company

and on how he was “a hell of a better carpenter than anyone there could ever be.” He

claimed that his two marriages had ended because of jealousy. He said that his wives were

“always thinking I was with other women,” which is why “they both lied to judges and got

restraining orders saying I’d hit them.” As “payback for the jail time,” he refused to pay

child support for his two children. He had no interest in seeing either of his two boys

because they were “little liars” like their mothers.

Mr. Crocker said he “must have been smart” because he had been able to make Cs in school

despite showing up only half the time. He spent time in juvenile hall at age 14 for stealing

 

 

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“kid stuff, like tennis shoes and wallets that were practically empty.” He left school at age 15

after being “framed for stealing a car” by his principal. Mr. Crocker pointed out these

historical facts as evidence that he was able to overcome injustice and adversity.

In regard to substance use, Mr. Crocker said he smoked marijuana as a teenager and

started drinking alcohol on a “regular basis” after he first got married at age 22. He denied

that use of either substance was a problem.

Mr. Crocker concluded the interview by demanding a note from the examiner that he had

“bipolar” and “ADHD.” He said that he was “bipolar” because he had “ups and downs” and

got “mad real fast.” Mr. Crocker denied other symptoms of mania. He said he got down

when disappointed, but he had “a short memory” and “could get out of a funk pretty quick.”

Mr. Crocker reported no difficulties in his sleep, mood, or appetite. He learned about

ADHD because “both of my boys got it.” He concluded the interview with a request for

medications, adding that the only ones that worked were stimulants (“any of them”) and a

specific short-acting benzodiazepine.

On mental status examination, Mr. Crocker was a casually dressed white man who made

reasonable eye contact and was without abnormal movements. His speech was coherent,

goal directed, and of normal rate. There was no evidence of any thought disorder or

hallucinations. He was preoccupied with blaming others, but these comments appeared to

represent overvalued ideas rather than delusions. He was cognitively intact. His insight

into his situation was poor.

The head of human resources did a background check during the course of the psychiatric

evaluation. Phone calls revealed that Mr. Crocker had been expelled from two carpentry

training programs and that both his graduation certificates had been falsified. He had been

fired from his job at one local construction company after a fistfight with his supervisor and

from another job after abruptly leaving a job site. A quick review of their records indicated

that he had provided them with the same false documentation.

Diagnosis

Antisocial personality disorder

Discussion

 

 

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Mr. Crocker has a pervasive pattern of disregard for and violation of the rights of others, as

indicated by many different actions. He has been arrested twice for domestic violence—

once each from two separate marriages—and has spent time in jail. Mr. Crocker has

falsified his carpentry credentials and provides ample evidence of repeated fights and

irritability, both at work and within his relationships. He demonstrates little or no regard

for how his actions affect the safety of his coworkers. He refuses to see his young sons or

pay child support, because they are “little liars.” He exhibits no remorse for how his actions

negatively affect his family, coworkers, or employers. He routinely quits jobs and fails to

plan ahead for his next employment. He meets all seven of the symptomatic criteria for

DSM-5 antisocial personality disorder (APD).

The diagnosis of APD cannot be made until age 18, but it does require evidence for conduct

disorder before age 15. Mr. Crocker’s history indicates a history of truancy, adjudication for

theft at age 14, and expulsion from school at age 15 for car theft.

At the end of the evaluation, Mr. Crocker requests two potentially addictive medications.

He smoked marijuana in high school and may have begun to drink alcohol heavily in his

20s. Although it might be difficult to elicit an honest account of his substance use, Mr.

Crocker may indeed have a comorbid substance use disorder. Such a diagnosis would not

affect his diagnosis of APD, however, because his antisocial behavior predates his reported

use of substances. In addition, his antisocial attitudes and behaviors are manifest in

multiple settings and are not simply a result of his substance abuse (e.g., stealing to pay for

his drugs).

Mr. Crocker’s claim that he has ADHD would require evidence that he had some

hyperactive-impulsive or inattentive symptoms that caused impairment before age 12

years. Although ADHD could be a comorbid condition and could account for some of his

impulsivity, it would not account for his wide-ranging antisocial behavior.

The APD diagnosis also requires that the behavior not occur only during the course of

bipolar disorder or schizophrenia. Although Mr. Crocker states that he has bipolar

disorder, he provides no evidence that he has ever been manic (or schizophrenic).

Mr. Crocker’s interpersonal style is marked by callous disregard for the feelings of others

and an arrogant self-appraisal. Such qualities can be found in other personality disorders,

such as narcissistic personality disorder, but they are also common in APD. Although

 

 

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comorbidity is not uncommon, individuals with narcissistic personality disorder do not

exhibit the same levels of impulsivity, aggression, and deceit as are present in APD.

Individuals with histrionic personality disorder or borderline personality disorder may be

manipulative or impulsive, but their behaviors are not characteristically antisocial.

Individuals with paranoid personality disorder may demonstrate antisocial behaviors, but

their actions tend to stem from a paranoid desire for revenge rather than a desire for

personal gain. Finally, people with intermittent explosive disorder also get into fights, but

they lack the many exploitive traits that are a pervasive part of APD.

Suggested Readings

Edwards DW, Scott CL, Yarvis RM, et al: Impulsiveness, impulsive aggression, personality

disorder, and spousal violence. Violence Vict 18(1):3–14, 2003 PubMed ID: 12733616

Wygant DB, Sellbom M: Viewing psychopathy from the perspective of the Personality

Psychopathology Five model: implications for DSM-5. J Pers Disord 26(5):717–726, 2012

PubMed ID: 23013340

Case 18.5 Fragile and Angry

Frank Yeomans, M.D., Ph.D.

Otto Kernberg, M.D.

Juanita Delgado, a single, unemployed Hispanic woman, sought therapy at age 33 for

treatment of depressed mood, chronic suicidal thoughts, social isolation, and poor personal

hygiene. She had spent the prior 6 months isolated in her apartment, lying in bed, eating

junk food, watching television, and doing more online shopping than she could afford.

Multiple treatments had yielded little effect.

Ms. Delgado was the middle of three children in an upper-middle-class immigrant family in

which the father reportedly valued professional achievement over all else. She felt isolated

throughout her school years and experienced recurrent periods of depressed mood. Within

her family, she was known for angry outbursts. She had done well academically in high

school but dropped out of college because of frustrations with a roommate and a professor.

She attempted a series of internships and entry-level jobs with the expectation that she

would return to college, but she kept quitting because “bosses are idiots. They come across

 

 

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as great and they all turn out to be twisted.” These “traumas” always left her feeling terrible

about herself (“I can’t even succeed as a clerk?”) and angry at her bosses (“I could run the

place and probably will”). She had dated men when she was younger but never let them get

close physically because she become too anxious when any intimacy began to develop.

Ms. Delgado’s history included cutting herself superficially on a number of occasions, along

with persistent thoughts that she would be better off dead. She said that she was generally

“down and depressed” but that she had had dozens of 1- to 2-day “manias” in which she

was energized and edgy and pulled all-nighters. She tended to “crash” the next day and

sleep for 12 hours.

She had been in psychiatric treatment since age 17 and had been psychiatrically

hospitalized three times after overdoses. Treatments had consisted primarily of

medication: mood stabilizers, low-dose neuroleptics, and antidepressants that had been

prescribed in various combinations in the context of supportive psychotherapy.

During the interview, she was a casually groomed and somewhat unkempt woman who was

cooperative, coherent, and goal directed. She was generally dysphoric with a constricted

affect but did smile appropriately several times. She described shame at her poor

performance but also believed she was “on Earth to do something great.” She described her

father as a spectacular success, but he was also a “Machiavellian loser who was always

trying to manipulate people.” She described quitting jobs because people were

disrespectful. For example, she said that when she worked as a clerk at a department store,

people would often be rude or unappreciative (“and I was there only in preparation to

become a buyer; it was ridiculous”). Toward the end of the initial session, she became angry

with the interviewer after he glanced at the clock (“Are you bored already?”). She said she

knew people in the neighborhood, but most of them had “become frauds or losers.” There

were a few people from school who were “Facebook friends,” doing amazing things all over

the world. Although she had not seen them in years, she intended to “meet up with them if

they ever come back to town.”

Diagnosis

Borderline personality disorder

Discussion

 

 

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Ms. Delgado presents with affective instability, difficulty controlling her anger, unstable

interpersonal relationships, an identity disturbance, self-mutilating behavior, feelings of

emptiness, and transient, stress-related paranoia. She meets criteria, therefore, for DSM-5

borderline personality disorder (BPD).

Individuals with BPD often present with depressive and/or bipolar symptoms, and Ms.

Delgado is no exception. Her presenting symptoms include a predominantly depressed

mood, diminished interests, overeating, anergia, and chronic suicidal ideation. Disabling,

persistent for 6 months, and occurring in the absence of substance use or a medical

disorder, Ms. Delgado’s symptoms also meet criteria for a DSM-5 major depression. Such

comorbidity between BPD and depression is common. It is interesting to note that Ms.

Delgado’s preoccupations are accusatory, whereas the typical preoccupation of a depressed

person without a personality disorder is guilty and self-accusatory. It would be worth

exploring the possibility that Ms. Delgado’s depressive symptoms are more episodic and

reactive than she initially reports. It also seems possible that she qualifies for lifelong

depression, which would indicate dysthymic disorder but would also point toward a

personality disorder.

Ms. Delgado reports “manias” that are not typical of someone with bipolar disorder. For

example, she describes having had dozens of 1- to 2-day episodes in which she is energized

and edgy, followed by a “crash” and 12 hours of sleep. These do not conform to the criteria

for bipolar I or bipolar II disorder, in regard to either symptoms or duration. The

emotional instability and affect storms of BPD can look very much like a manic or

hypomanic episode, which can lead to underdiagnosis of BPD. Even in the presence of a

significant manic episode, the clinician should explore such historical variables as affective

stability, maturity of interpersonal relationships, and stability of work, relationships, and

self-assessment. If problems are found, a BPD diagnosis is likely.

Criteria for DSM-5 personality disorders remain unchanged from the previous

classification system. However, the alternative model for personality disorders, presented

in DSM-5 Section III, suggests a more dimensional approach, one in which the interviewer

would explicitly consider personality functioning. The appendix outlines five different trait

domains that exist on a continuum. “Emotional stability” is contrasted with “negative

affectivity,” for example, whereas “antagonism” is at the other end of the spectrum from

“agreeableness” (see Table 18- in the introduction to this chapter).

 

 

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This dimensional view of personality is compatible with Kernberg’s long-standing model of

borderline personality organization (BPO). In addition to meeting the DSM-5 criteria for

BPD, Ms. Delgado fits the criteria for BPO —a psychological structure conceived as being

characterized by 1) lack of a clear and coherent sense of self and others (identity diffusion),

2) frequent use of primitive defense mechanisms based on splitting, and 3) intact but

fragile reality testing. The more integrated and realistically complex the individual’s

representations of self and others are, the more the individual is able to modulate and

control his or her emotional states and successfully interact with others.

Ms. Delgado demonstrates identity diffusion in her contradictory views of herself (as both

superior and inadequate) and others (her father as both spectacular and a “Machiavellian

loser”). Her defensive style is characterized by consistent projection of her hostile feelings

and perceiving the hostility as coming from others. The fragility of her reality testing, seen

in the slights she felt at work, has led to chronic occupational dysfunction.

Because people with personality disorders often do not present an interpersonal narrative

that conforms to the story that would be told by others, it is important to attend to the

patient’s behavior in relation to the therapist. With Ms. Delgado, evidence of her fragility is

seen in her sense that the therapist’s glancing at the clock meant he did not like her and

wanted to get rid of her.

Suicidal tendencies are part of both depression and BPD. In general, acute or chronic

parasuicidal behavior is typical of severe personality disorders. Furthermore, suicidality

can develop abruptly during crises among a variety of patients, but it is especially prevalent

in people—like Ms. Delgado—with a fragile sense of both the world and themselves.

Suggested Readings

Clarkin JF, Yeomans FE, Kernberg OF: Psychotherapy for Borderline Personality:

Focusing on Object Relations. Washington, DC, American Psychiatric Publishing, 2006

Kernberg OF, Yeomans FE: Borderline personality disorder, bipolar disorder, depression,

attention deficit/hyperactivity disorder, and narcissistic personality disorder: practical

differential diagnosis. Bull Menninger Clin 77(1):1–22, 2013 PubMed ID: 23428169

Oldham JM, Skodol AE, Bender DS (eds): American Psychiatric Publishing Textbook of

Personality Disorders, 2nd Edition. Washington, DC, American Psychiatric Publishing (in

 

 

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press).

Tusiani B, Tusiani PA, Tusiani-Eng P: Remnants of a Life on Paper. New York, Baroque

Press, 2013

Case 18.6 Painful Suicidality

Elizabeth L. Auchincloss, M.D.

Karmen Fuentes was a 50-year-old married Hispanic woman who presented to the

psychiatric emergency room (ER) at the urging of her outpatient psychiatrist after telling

him that she had been thinking about overdosing on Advil.

In the ER, Ms. Fuentes explained that her back had been “killing” her since she fell several

days earlier at the family-owned grocery store where she had worked for many years. The

fall had left her downcast and depressed, although she denied other depressive symptoms

aside from a poor mood. She spoke at length about the fall and about how it reminded her

of a fall that she had sustained a few years earlier. At that time, she had gone to see a

neurosurgeon, who told her to rest and take nonsteroidal anti-inflammatory drugs. She

described feeling “abandoned and not cared about” by him. The pain had diminished her

ability to exercise, and she was upset that she had gained weight. While relating the events

surrounding the fall, Ms. Fuentes began to cry.

When asked about her suicidal comments, she said they were “no big deal.” She reported

that they were “just a threat” aimed at her husband to “teach him a lesson” because “he has

no compassion for me” and had not been supportive since the fall. She insisted her

comments about overdosing did not have other meaning. When her ER interviewer

expressed concern about the possibility that she would kill herself, she exclaimed with a

smile, “Oh wow, I didn’t realize it’s so serious. I guess I shouldn’t do that again.” She then

shrugged and laughed. She went on to talk about how “nice and sweet” it was that so many

doctors and social workers wanted to hear her story, calling many of them by their first

names. She was also somewhat flirtatious with her male resident interviewer, who had

mentioned that she was the “best-dressed woman in the ER.”

According to her outpatient psychiatrist of 3 years, she had never before expressed suicidal

ideation until this week, and he would be unable to check in on her until after he left on

vacation the next day. Ms. Fuentes’s husband reported that she talked about suicide “like

 

 

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other people complain about the weather. She’s just trying to get me worried, but it doesn’t

work anymore.” He said he would never have suggested she go to the ER and thought the

psychiatrist had overreacted.

Ms. Fuentes initially sought outpatient psychotherapy at age 47 because she was feeling

depressed and unsupported by her husband. During 3 years of outpatient treatment, Ms.

Fuentes had been prescribed adequate trials of sertraline, escitalopram, fluoxetine, and

paroxetine. None seemed to help.

Ms. Fuentes described being “an early bloomer.” She became sexually active with older

men when she was in high school. She said dating had been the most fun thing she had ever

done and that she missed seeing men “jump through hoops” to sleep with her. She lived

with her 73-year-old husband. Her 25-year-old son lived nearby with his wife and young

son. She described her husband as a “very famous” musician. She said that he had never

helped around the house or with child-rearing and did not appreciate how much work she

put into taking care of their son and grandson.

Diagnosis

Histrionic personality disorder

Discussion

Ms. Fuentes presents to the ER with depression and suicidality, but neither of these

symptoms is as prominent as her ongoing pattern of excessive emotionality and attention

seeking. Her behavior with the ER staff and perhaps the fall itself appear to serve a need for

attention and care, and both Ms. Fuentes and her husband describe her chronic suicidal

threats as efforts to punish and elicit concern. For example, the ER visit was precipitated by

Ms. Fuentes making her first suicidal threat in treatment just as her doctor was going on

vacation, suggesting that she might have felt left out and abandoned.

Ms. Fuentes’s emotions shift rapidly between tearful and cheerful, but she consistently

dismisses the actual threat of suicide. Instead, Ms. Fuentes focuses on her dramatic fall,

and on her perception that neither her husband nor her neurosurgeon appears to be

interested in her suffering. Throughout her ER visit, she was seductive with her interviewer

and unusually friendly with staff, calling many of them by their first names. Even in a busy

ER, filled with sick, injured, and presumably unkempt people, Ms. Fuentes maintains her

 

 

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concern about her physical appearance. She implies that her dress, grooming, and weight

are centrally important to her sense of self-esteem, and that she continues to pay close

attention to their maintenance.

These observations suggest that her suicidality is not part of a major affective disorder.

Instead, she has at least six of the eight symptomatic criteria for a DSM-5 diagnosis of

histrionic personality disorder (HPD): discomfort when not the center of attention;

seductive behavior; intense but shifting and shallow emotionality; the use of physical

appearance to draw attention; self-dramatization and theatricality; and a tendency to

consider relationships to be more intimate than they are. While Ms. Fuentes does not show

clear evidence of other criteria for HPD, such as impressionistic speech and suggestibility,

these may have simply not been included in the case report.

Because patients with HPD often have comorbid somatic symptom disorders, careful

attention should be given to evaluating the patient for these disorders. Ms. Fuentes has

been episodically preoccupied with physical discomfort, and further evaluation might

demonstrate a more pervasive and impairing pattern of physical complaints or concerns.

Patients with HPD also have elevated rates of major depressive disorder. Indeed, Ms.

Fuentes shows many signs of depressed mood. Furthermore, Ms. Fuentes was referred to

the ER because of suicidality. Although she and her husband minimize the seriousness of

these threats, HPD does appear to be associated with an elevated risk of suicide attempts.

Many of these attempts will be sublethal, but a variety of suicidal “gestures” can lead to

serious harm and even semi-accidental death. Clinical work with Ms. Fuentes will involve

balancing the recognition that her suicidal ideation serves the need for attention with

awareness that it may also lead to actual self-harm.

As in all psychiatric assessments, clinicians must consider whether the personality issues

are a problem before making a diagnosis. Norms for emotional expressiveness,

interpersonal behavior, and style of dress vary significantly between cultures, genders, and

age groups, and it is important not to gratuitously pathologize variations that are not

accompanied by dysfunction and distress. As an example of potential bias, women are more

frequently diagnosed with HPD despite population studies that indicate that HPD is

equally common in men and women.

HPD is often comorbid with other personality disorders. Although Ms. Fuentes has traits

that are common to other personality disorders, she does not appear to have a second

 

 

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diagnosis. For example, Ms. Fuentes’s suicidal threats and dramatic presentation might

lead the examiner to consider borderline personality disorder. Ms. Fuentes does not,

however, show the marked instability in interpersonal relationships, extreme self-

destructiveness, angry disruptions in interpersonal relationships, and chronic feelings of

emptiness that are common in borderline personality disorder. While Ms. Fuentes

complains of not receiving the care that she would like, she does not manifest the fear of

separation and the sort of submissive and clingy behavior that are typical of dependent

personality disorder. Similarly, although she appears to have an excessive need for

admiration, she has not demonstrated the lack of empathy that is a cardinal feature of

narcissistic personality disorder. Finally, while she demonstrates some manipulative

behavior, as do people with antisocial personality disorder, hers is motivated by a desire for

attention rather than some sort of profit.

Suggested Readings

Gabbard GO: Cluster B personality disorders: hysterical and histrionic, in Psychodynamic

Psychiatry in Clinical Practice, 4th Edition. Washington, DC, American Psychiatric

Publishing, 2005, pp 541–570

Hales RE, Yudofsky SC, Roberts LW (eds): The American Psychiatric Publishing Textbook

of Psychiatry, 6th Edition. Washington, DC, American Psychiatric Publishing, 2014

MacKinnon RA, Michels R, Buckley PJ: The histrionic patient, in The Psychiatric

Interview in Clinical Practice, 2nd Edition. Washington, DC, American Psychiatric

Publishing, 2006, pp 137–176

Case 18.7 Dissatisfaction

Robert Michels, M.D.

Larry Goranov was a 57-year-old single unemployed white man who was asking for a

review of his treatment at the psychiatric clinic. He had been in weekly psychotherapy for 7

years with a diagnosis of dysthymic disorder. He complained that the treatment had been

of little help and he wanted to make sure that the doctors were on the right track.

Mr. Goranov reported a long-standing history of low-grade depressed mood and decreased

energy. He had to “drag” himself out of bed every morning and rarely looked forward to

 

 

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anything. He had lost his last job 3 years earlier, had broken up with a girlfriend slightly

later, and doubted that he would ever work or date again. He was embarrassed that he still

lived with his mother, who was in her 80s. He denied any immediate intention or plan to

kill himself, but if he did not improve by the time his mother died, he did not see what he

would have to live for. He denied disturbances in sleep, appetite, or concentration.

Clinic records indicated that Mr. Goranov had been adherent to adequate trials of

fluoxetine, escitalopram, sertraline, duloxetine, venlafaxine, and bupropion, as well as

augmentation with quetiapine, aripiprazole, lithium, and levothyroxine. He had some

improvement in his mood while taking escitalopram but did not have remission of

symptoms. He also had a course of cognitive-behavioral therapy early in his treatment; he

had been dismissive of the therapist and treatment, did not do his assigned homework, and

appeared to make no effort to use the therapy between sessions. He had never tried

psychodynamic psychotherapy.

Mr. Goranov expressed frustration at his lack of improvement, the nature of his treatment,

and his specific therapy. He found it “humiliating” that he was forced to see trainees who

rotated off his case every year or two. He frequently found that the psychiatry residents

were not especially educated, cultured, or sophisticated, and felt they knew less about

psychotherapy than he did. He much preferred to work with female therapists, because

men were “too competitive and envious.”

Mr. Goranov previously worked as an insurance broker. He explained, “It’s ridiculous. I

was the best broker they had ever seen, but they won’t rehire me. I think the problem is

that the profession is filled with big egos, and I can’t keep my mouth shut about it.” After

being “blackballed” by insurance agencies, Mr. Goranov did not work for 5 years, until he

was hired by an automobile dealer. He said that although it was beneath him to sell cars, he

was successful, and “in no time, I was running the place.” He quit within a few months after

an argument with the owner. Despite encouragement from several therapists, Mr. Goranov

had not applied for a job or pursued employment rehabilitation or volunteer work; he

strongly viewed these options as beneath him.

Mr. Goranov has “given up on women.” He had many partners as a younger man, but he

generally found them to be unappreciative and “only in it for the free meals.” The

psychiatric resident notes indicated that he responded to demonstrations of interest with

suspicion. This tendency held true in regard to both women who had tried to befriend him

 

 

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and residents who had taken an interest in his care. Mr. Goranov described himself as

someone who had a lot of love to give, but said that the world was full of manipulators. He

said he had a few buddies, but his mother was the only one he truly cared about. He

enjoyed fine restaurants and “five-star hotels,” but he added that he could no longer afford

them. He exercised daily and was concerned about maintaining his body. Most of his time

was spent at home watching television or reading novels and biographies.

On examination, the patient was neatly groomed, had slicked-back hair, and wore clothing

that appeared to be by a hip-hop designer generally favored by men in their 20s. He was

coherent, goal directed, and generally cooperative. He said he was sad and angry. His affect

was constricted and dismissive. He denied an intention to kill himself but felt hopeless and

thought of death fairly often. He was cognitively intact.

Diagnosis

Narcissistic personality disorder

Discussion

When a patient presents to a psychiatrist, symptoms are generally those aspects of

psychopathology that are easiest to recognize and to diagnose. Anxiety, depression,

obsessions, and phobias are seen similarly by patient and doctor and are central defining

characteristics of many disorders. Patients with personality disorders are different. Their

problems are often more distressing to others than to the patient, and their symptoms are

often vague and may seem secondary to their central issue. What determines the diagnosis

or defines the focus of treatment is not the anxiety or depression, for example, but rather

who the patient is, the life he or she has chosen to lead, and the pattern of his or her human

relationships.

A corollary is that the patient’s complaints may be less revealing than the way in which they

are made. The consultation interview with most patients consists of collecting information

and making observations. The consultation with most patients who have personality

disorders requires the creation of a relationship, and then the doctor’s experiencing and

understanding of that relationship. Countertransference responses can be important

diagnostic tools, and the way in which the patient relates to the clinician reflects the

template that structures how the patient relates to others. For example, Mr. Goranov’s

primary complaint is his sad mood. Although he could have a depressive disorder, he seems

 

 

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to lack most of the pertinent DSM-5 criteria for any of the depressive disorders. Instead, his

low mood appears to be a response to chronic disappointment. Despite his view of himself

as talented and attractive, he is unemployed, underappreciated, and alone. Empty

demoralization is a common accompaniment to personality disorder and, as with Mr.

Goranov, is often unresponsive to pharmacotherapy.

Further, atypical for most patients with serious depression, he is concerned about

maintaining his appearance and his attractiveness to others. His grooming, clothes, and

manner reflect his underlying grandiosity, his conviction that he is special and deserving of

the appreciation that he has failed to receive.

This story about Mr. Goranov reflects a typical mild to moderate narcissistic personality

disorder. Classic features include grandiosity, a conviction that he deserves special

treatment, estrangement from others, a strikingly diminished capacity for empathy, and an

attitude of arrogant disdain. The depressed affect is clearly present, but it is secondary to

his fundamental personality psychopathology.

These patients are difficult to treat. They see their problem as the failure of the world to

recognize their true value, and they often slide into depressed, lonely social withdrawal as

life progresses. A therapeutic alliance requires making contact with them around their

pain, loneliness, and isolation, and working to enhance their pleasure rather than to

renounce their claims on others.

Mr. Goranov is a patient. He is not just someone with a social and personal identity who

happens to be a patient; being a patient has become central to who he is. Furthermore, he

is a dissatisfied patient, and his psychiatrist does not provide him with what he wants or

feels entitled to get. In fact, as his story unfolds, it is clear that this is a familiar problem for

Mr. Goranov. He is dissatisfied with his friends, his jobs, and his significant others. Like his

therapists, they have not been good enough, have failed to recognize his value, and have

failed him.

Suggested Readings

Akhtar S: The shy narcissist, in Changing Ideas in a Changing World: The Revolution in

Psychoanalysis. Essays in Honour of Arnold Cooper. Edited by Sandler J, Michels R,

Fonagy P. London, Karnac, 2000, pp 111–119

 

 

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Cooper AM: Further developments of the diagnosis of narcissistic personality disorder, in

Disorders of Narcissism: Diagnostic, Clinical, and Empirical Implications. Edited by

Ronningstam EF. Washington, DC, American Psychiatric Press, 1998, pp 53–74

Ronningstam EF (ed): Disorders of Narcissism: Diagnostic, Clinical, and Empirical

Implications. Washington, DC, American Psychiatric Press, 1998

Ronningstam EF, Weinberg I: Narcissistic personality disorder: progress in recognition

and treatment. Focus 11(2):167–177, 2013

Case 18.8 Shyness

J. Christopher Perry, M.P.H., M.D.

Mathilda Herbert was a 23-year-old woman referred for psychiatric consultation to help

her “break out of her shell.” She had recently moved to a new city to take classes to become

an industrial lab technician and had moved in with an older cousin, who was also a

psychotherapist and thought she should “get out and enjoy her youth.”

Although she had previously been prescribed medications for anxiety, Ms. Herbert said

that her real problem was “shyness.” School was difficult because everyone was constantly

“criticizing.” She avoided being called on in class because she knew she would “say

something stupid” and blush and everyone would make fun of her. She avoided speaking

up or talking on telephones, worried about how she would sound. She dreaded public

speaking.

She was similarly reticent with friends. She said she had always been a people pleaser who

preferred to hide her feelings with a cheerful, compliant, attentive demeanor. She had a few

friends, whom she described as “warm and lifelong.” She felt lonely after her recent move

and had not yet met anyone from school or the local community.

She said she had broken up with her first serious boyfriend 2 years earlier. He had initially

been “kind and patient” and, through him, she had a social life by proxy. Soon after she

moved in with him, however, he turned out to be an “angry alcoholic.” She had not dated

since that experience.

 

 

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Ms. Herbert grew up in a metropolitan area with her parents and three older siblings. Her

brother was “hyperactive and antisocial” and took up everyone’s attention, whereas her

sisters were “hypercompetitive and perfect.” Her mother was anxiously compliant, “like

me.” Ms. Herbert’s father was a very successful investment manager who often pointed out

ways in which his children did not live up to his expectations. He could be supportive but

tended to disregard emotional uncertainty in favor of a “tough optimism.” Teasing and

competition “saturated” the household, and “it didn’t help that I was forced to go to the

same girls’ school where my sisters had been stars and where everyone was rich and catty.”

She developed a keen sensitivity to criticism and failure.

Her parents divorced during her senior year of high school. Her father married another

woman soon thereafter. Although she had planned to attend the same elite university as

her two sisters, she chose to attend a local community college at the last minute. She

explained that it was good to be away from all the competition, and her mother needed the

support.

Ms. Herbert’s strengths included excellent work in her major, chemistry, especially after

one senior professor took a special interest. Family camping trips had led to a mastery of

outdoor skills, and she found that she enjoyed being out in the woods, flexing her

independence. She also enjoyed babysitting and volunteering in animal shelters, because

kids and animals “appreciate everything you do and aren’t mean.”

During the evaluation, Ms. Herbert was a well-dressed young woman of short stature who

was attentive, coherent, and goal directed. She smiled a lot, especially when talking about

things that would have made most people angry. When the psychiatrist offered a trial

comment, linking Ms. Herbert’s current anxiety to experiences with her father, the patient

appeared quietly upset. After several such instances, the psychiatrist worried that any

interpretive comments might be taken as criticism and had to check a tendency to avoid

sensitive subjects. Explicitly discussing his concerns led both the patient and psychiatrist to

relax and allowed the conversation to continue more productively.

Diagnoses

Avoidant personality disorder

Social anxiety disorder

 

 

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Discussion

Ms. Herbert’s shyness extends into a persistent social avoidance that reduces her ability to

enjoy herself. She underperforms at school, and she seems to have chosen her college (a

local community college) and career (lab technician) largely to reduce perceived risk and to

avoid anxiety. She feels lonely but is unable to make connections with friends. She is

stymied in her efforts to date men. She appears to have two DSM-5 diagnoses that are so

often comorbid that they may be differing conceptualizations of similar conditions:

avoidant personality disorder (AvPD) and social anxiety disorder (social phobia).

AvPD reflects a persistent pattern of social inhibition, feelings of inadequacy, and

hypersensitivity to negative evaluation. It also requires four or more of seven criteria,

which Ms. Herbert easily meets. She avoids occupational activities that involve significant

interpersonal contact. For most of her life, she has been reluctant to speak up, fearing to

draw criticism or ridicule, even from family members. She avoids being the center of

attention, is self-doubting, and blushes easily. She avoids new situations. She is unwilling

to get involved with people unless she is certain that she will be liked. These have had a

debilitating effect on all aspects of her life.

Like most people with AvPD, Ms. Herbert also qualifies for DSM-5 social anxiety disorder

(social phobia). She demonstrates fear of social scrutiny and of being negatively evaluated.

Social situations are endured, but barely, and her anxiety is almost always present. She

appears shy, selects work where there will be limited social interaction, and prefers to live

with family members.

Ms. Herbert describes having these symptoms from a young age. Although shyness is

commonly reported in individuals with AvPD and social anxiety disorder, most shy

children do not go on to report the sorts of issues prevalent in people with these disorders:

diminished school performance, employment, productivity, socioeconomic status, quality

of life, and overall well-being.

During the interview, the psychiatrist sensed Ms. Herbert’s distress and felt

uncharacteristically restricted in what he could ask. In other words, he became aware of a

countertransference reaction in which he feared hurting her feelings. After he shared his

own concerns that she would feel criticized by his comments, both the psychiatrist and the

patient were able to more comfortably explore her history and deepen the therapeutic

 

 

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alliance. A strong alliance helps mitigate distress and shame and increases the likelihood of

a more thorough exploration for common comorbidities as well as a smoother transition

into treatment.

Suggested Readings

Perry JC: Cluster C personality disorders: avoidant, obsessive-compulsive, and

dependent, in Gabbard’s Treatments of Psychiatric Disorders, 5th Edition. Edited by

Gabbard GO. Washington, DC, American Psychiatric Publishing (in press)

Sanislow CA, Bartolini EE, Zoloth EC: Avoidant personality disorder, in Encyclopedia of

Human Behavior, 2nd Edition. Edited by Ramachandran VS. San Diego, CA, Academic

Press, 2012, pp 257–266

Case 18.9 Lack of Self-Con�dence

Raymond Raad, M.D., M.P.H.

Paul S. Appelbaum, M.D.

Nate Irvin was a 31-year-old white man who sought outpatient psychiatric services for “lack

of self-confidence.” He reported lifelong troubles with assertiveness and was specifically

upset by having been “stuck” for 2 years at his current “dead-end” job as an administrative

assistant. He wished someone would tell him where to go next so that he would not have to

face the “burden” of decision. At work, he found it easy to follow his boss’s directions but

had difficulty making even minor independent decisions. The situation was “depressing,”

he said, but nothing new.

Mr. Irvin also reported dissatisfaction with his relationships with women. He described a

series of several-month-long relationships over the prior 10 years that ended despite his

doing “everything I could.” His most recent relationship had been with an opera singer. He

reported having gone to several operas and taken singing classes to impress her, even

though he did not particularly enjoy music. That relationship had recently ended for

unclear reasons. He said his mood and self-confidence were tied to his dating. Being single

made him feel desperate, but desperation made it even harder to get a girlfriend. He said he

felt trapped by that spiral. Since the latest breakup, he had been quite sad, with frequent

crying spells. It was this depression that had prompted him to seek treatment. He denied

 

 

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all other symptoms of depression, including problems with sleep, appetite, energy,

suicidality, and ability to enjoy things.

Mr. Irvin initially denied taking any medications, but he eventually revealed that 1 year

earlier his primary care physician had begun to prescribe alprazolam 0.5 mg/day for

“anxiety.” His dose had escalated, and at the time of the evaluation, Mr. Irvin was taking 5

mg/day and getting prescriptions from three different physicians. Cutting back led to

anxiety and “the shakes.”

Mr. Irvin denied any prior personal or family psychiatric history, including outpatient

psychiatric appointments.

After hearing this history, the psychiatrist was concerned about Mr. Irvin’s escalating

alprazolam use and his chronic difficulties with independence. She thought the most

accurate diagnosis was benzodiazepine use disorder comorbid with a personality disorder.

However, she was concerned about the negative unintended effects that these diagnoses

might have on the patient, including his employment and insurance coverage, as well as

how he would be dealt with by future clinicians. She typed into the electronic medical

record a diagnosis of “adjustment disorder with depressed mood.” Two weeks later, Mr.

Irvin’s insurance company asked her his diagnosis, and she gave the same diagnosis.

Diagnoses

Dependent personality disorder

Benzodiazepine use disorder

Discussion

Mr. Irvin has an excessive need for someone to take care of him and make decisions for

him. He has difficulty making decisions independently and wishes that others would make

them for him. He lacks the confidence to initiate projects or do things on his own, he

generally feels uncomfortable being alone, and he is reluctant to disagree on even minor

matters. He goes to almost desperate lengths to seek and maintain relationships and to

obtain support and nurturing from others.

Mr. Irvin, therefore, meets at least six of the eight DSM-5 criteria (only five are required)

for dependent personality disorder. To meet the criteria for the diagnosis, these patterns

 

 

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must also fit the general criteria for a personality disorder (i.e., the symptoms must differ

from cultural expectations and be enduring, inflexible, pervasive, and associated with

distress and/or impairment in functioning). Mr. Irvin’s symptoms meet this standard.

Furthermore, his symptoms are persistent and debilitating, and lie outside the normal

expectations for a healthy adult man of his age.

Many psychiatric diagnoses can intensify dependent personality traits or be comorbid with

dependent personality disorder. In this patient, it is especially important to consider a

mood disorder, because he presents with “depression” that has recently worsened. Some

patients with mood disorders can present with symptoms that mimic personality disorders,

so if this patient is in the midst of a major depressive episode, his dependent symptoms

may be confined to that episode. Mr. Irvin, however, denies other symptoms of depression

and does not meet criteria for any of the depressive disorders.

Notably, Mr. Irvin is using alprazolam. He has been taking the medication in increasing

amounts over a longer period of time than was intended. To obtain an adequate supply, he

gets prescriptions from three different physicians. He has developed tolerance (resulting in

dose escalation) and withdrawal (as demonstrated by anxiety and shakes). Assuming that

further exploration would confirm clinically significant impairment or distress, Mr. Irvin

meets criteria for a benzodiazepine use disorder. Given his history of use and his tendency

not to be entirely transparent, it would be especially important to tactfully explore the

possibility that he is using other substances, including alcohol, tobacco, illicit drugs, and

prescription drugs such as opioids.

The psychiatrist in this case faces a conflict common in clinical practice. Documentation of

patients’ diagnoses in clinical charts—and their release to third parties—can sometimes

have downstream effects on patients’ insurance coverage or disability status and can lead to

stigmatization, both within and outside the health care system. Given this reality,

psychiatrists can be tempted to record only the least severe of several diagnoses, or

sometimes to report inaccurate but presumably less pejorative disorders. In this case, the

psychiatrist does both. Although the patient has depressed mood, he does not meet criteria

for the adjustment disorder that is recorded by his psychiatrist. He does, however, appear

to meet criteria for both dependent personality disorder and benzodiazepine use disorder,

but neither of these more serious and potentially more stigmatizing diagnoses is included

in the chart or disclosed to the insurer.

 

 

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When diagnoses are inaccurately recorded in medical charts, ostensibly for the purpose of

protecting patients, this may end up causing harm instead. Subsequent clinicians who

review the records may lack critical information regarding patients’ presentation and

treatment. For example, if Mr. Irvin were to urgently call for a prescription of

benzodiazepines, a covering psychiatrist might have no way of knowing from the patient’s

chart about either the pattern of benzodiazepine abuse or the physiological dependence. As

a physician who intends to “do no harm,” Mr. Irvin’s psychiatrist has tried to shield him

from stigma but has instead exposed him to medical risk.

The physician has other responsibilities beyond those to the patient. When the physician

and patient agree to accept payment from an insurer, the physician may be obligated to

provide to insurers and governmental agencies a reasonable amount of honest clinical

information. Lack of disclosure is tantamount to fraud and can be prosecuted. In addition,

although being part of the medical profession affords many privileges, it also involves

responsibilities. Diagnostic deceit may seem like an innocuous effort to protect the patient,

but the dishonesty negatively affects the reputation of the entire profession, a reputation

that is integral to the ability to render treatment to future patients.

Suggested Readings

Appelbaum PS: Privacy in psychiatric treatment: threats and responses. Am J Psychiatry

159(11):1809–1818, 2002 PubMed ID: 12411211

Howe E: Core ethical questions: what do you do when your obligations as a psychiatrist

conflict with ethics? Psychiatry 7(5):19–26, 2010 PubMed ID: 20532154

Mullins-Sweatt SN, Bernstein DP, Widiger TA: Retention or deletion of personality

disorder diagnoses for DSM-5: an expert consensus approach. J Pers Disord 26(5):689–

703, 2012 PubMed ID: 23013338

Case 18.10 Relationship Control

Michael F. Walton, M.D.

Ogden Judd and his boyfriend, Peter Kleinman, presented for couples therapy to address

escalating conflict around the issue of moving in together. Mr. Kleinman described a

several-month-long apartment search that was made “agonizing” by Mr. Judd’s rigid work

 

 

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schedule and his “endless” list of apartment demands. They were unable to come to a

decision, and eventually they decided to just share Mr. Judd’s apartment. As Mr. Kleinman

concluded, “Ogden won.”

Mr. Judd refused to hire movers for his boyfriend’s belongings, insisting on personally

packing and taking an inventory of every item in his boyfriend’s place. What should have

taken 2 days took 1 week. Once the items were transported to Mr. Judd’s apartment, Mr.

Kleinman began to complain about Mr. Judd’s “crazy rules” about where items could be

placed on the bookshelf, which direction the hangers in the closet faced, and whether their

clothes could be intermingled. Moreover, Mr. Kleinman complained that there was hardly

any space for his possessions because Mr. Judd never threw anything away. “I’m terrified of

losing something important,” added Mr. Judd.

Over the ensuing weeks, arguments broke out nightly as they unpacked boxes and settled

in. Making matters worse, Mr. Judd would often come home after 9:00 or 10:00 p.m.,

because he had a personal rule to always have a blank “to-do” list by the end of the day. Mr.

Kleinman would often wake early in the morning to find Mr. Judd grimly organizing

shelves or closets or sorting books alphabetically by author. Throughout this process, Mr.

Judd appeared to be working hard at everything while enjoying himself less and getting less

done. Mr. Kleinman found himself feeling increasingly detached from his boyfriend the

longer they lived together.

Mr. Judd denied symptoms of depression and free-floating anxiety. He said that he had

never experimented with cigarettes or alcohol, adding, “I wouldn’t want to feel like I was

out of control.” He denied a family history of mental illness. He was raised in a two-parent

household and was an above average high school and college student. He was an only child

and first shared a room as a college freshman. He described that experience as being

difficult due to “conflicting styles—he was a mess and I knew that things should be kept

neat.” He had moved mid-year into a single dorm room and had not lived with anyone until

Mr. Kleinman moved in. Mr. Judd was well liked by his boss, earning recognition as

“employee of the month” three times in 2 years. Feedback from colleagues and

subordinates was less enthusiastic, indicating that he was overly rigid, perfectionistic, and

critical.

On examination, Mr. Judd was a thin man with eyeglasses and gelled hair, sitting on a

couch next to his boyfriend. He was meticulously dressed. He was cooperative with the

 

 

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interview and sat quietly while his boyfriend spoke, interrupting on a few occasions to

contradict. His speech was normal in rate and tone. His affect was irritable. There was no

evidence of depression. He denied specific phobias and did not think he had ever

experienced a panic attack. At the end of the consultation, Mr. Judd remarked, “I know I’m

difficult, but I really do want this to work out.”

Diagnosis

Obsessive-compulsive personality disorder

Discussion

Couples treatment would probably focus on the relationship rather than on either of the

two men, but the case report clearly focuses on Mr. Judd’s contribution to the difficulties in

the relationship. Mr. Judd is viewed as a controlling, perfection-driven, and inflexible

“workaholic.” He holds on to belongings excessively and finds it difficult to integrate new

items into his apartment, spending hours single-handedly organizing books that could

otherwise just be placed on a bookshelf. He is driven and unable to delegate, and although

those qualities can be adaptive in some circumstances, they are causing him distress and

dysfunction in regard to his situation with his boyfriend and with his colleagues at work.

Mr. Judd appears to fulfill criteria, therefore, for a DSM-5 diagnosis of obsessive-

compulsive personality disorder (OCPD).

OCPD and obsessive-compulsive disorder (OCD) can be comorbid, but the two conditions

usually exist separately. The important distinguishing factor is that whereas OCPD is

considered a maladaptive pattern of behavior marked by excessive control and inflexibility,

OCD is characterized by the presence of true obsessions and compulsions.

There can, however, be significant behavioral overlap between OCD and OCPD. For

example, hoarding behaviors can be common to both diagnoses. In OCPD, the cause of the

hoarding disorder is the need for order and completeness, and Mr. Judd reports that he is

“terrified of losing something important.” To compensate for the fact that his apartment is

now shared with his boyfriend—and is overfull—Mr. Judd works grimly into the night so

that his bookshelves and closet maintain their usual standard of excessive organization. In

OCD, the cause of the hoarding tends to be either the avoidance of onerous compulsive

rituals or obsessional and often irrational fears of incompleteness, harm, and

contamination. The behaviors are typically unwanted and distressing, and are likely to lead

 

 

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to the accumulation of odd debris such as fingernail clippings or rotten food. In hoarding

disorder, a new diagnosis in DSM-5, the focus is exclusively on a persistent difficulty

discarding or parting with possessions rather than on a need for order or on obsessions and

compulsions.

In regard to Mr. Judd, it would be useful to specifically explore whether his hoarding

behavior attenuates a specific, particularly distressing or intrusive thought, and to

understand the extent of his accumulations. His list-making and arranging may be

compulsions and meet criteria for OCD if they are found not only to be accompanied by

tension and difficulty relaxing but also to be time-consuming, distressing, overly repetitive,

and ritualistic. Although DSM-5 encourages an effort to distinguish between OCPD, OCD,

and hoarding disorder, these three disorders can be comorbid with each other.

As discussed in the introduction to this chapter, Section III of DSM-5 outlines an

alternative model that includes five personality disorder trait domains (see Table 18- in the

introduction to this chapter): negative affectivity, detachment, antagonism, disinhibition

(vs. conscientiousness), and psychoticism. Several of these factors are pertinent to a

diagnosis of OCPD. For example, Mr. Judd’s interpersonal style with both his boyfriend

and his coworkers appears to be marked by rigid detachment and restricted levels of

intimacy. He manifests significant amounts of negative affectivity, as reflected in his grim

persistence in continuing tasks past the point of usefulness. Finally, Mr. Judd’s

compulsivity pervades the entire story, as marked by extreme conscientiousness and rigid

perfectionism.

Suggested Readings

Hays P: Determination of the obsessional personality. Am J Psychiatry 129(2):217–219,

1972 PubMed ID: 5041064

Lochner C, Serebro P, van der Merwe L, et al: Comorbid obsessive-compulsive personality

disorder in obsessive-compulsive disorder (OCD): a marker of severity. Prog

Neuropsychopharmacol Biol Psychiatry 35(4):1087–1092, 2011 PubMed ID: 21411045

Pinto MA, Eisen J, Mancebo M, et al: Obsessive-compulsive personality disorder, in

Obsessive-Compulsive Disorder: Subtypes and Spectrum Conditions. Edited by

 

 

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Abramowitz J, McKay D, Taylor S. Oxford, UK, Oxford University Press, 2008, pp 246–

270

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SCIENTIFIC UNDERSTANDING OF BEHAVIOR

SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1

 

LEARNING OBJECTIVES

· Describe why an understanding of research methods is important.

· Describe the scientific approach to learning about behavior and contrast it with pseudoscientific research.

· Define and give examples of the four goals of scientific research: description, prediction, determination of cause, and explanation of behavior.

· Discuss the three elements for inferring causation: temporal order, covariation of cause and effect, and elimination of alternative explanations.

· Define, describe, compare, and contrast basic and applied research.

Page 2DO SOCIAL MEDIA SITES LIKE FACEBOOK AND INSTAGRAM IMPACT OUR RELATIONSHIPS? What causes alcoholism? How do our early childhood experiences affect our later lives? How do we remember things, what causes us to forget, and how can memory be improved? Why do we procrastinate? Why do some people experience anxiety so extreme that it disrupts their lives while others—facing the same situation—seem to be unaffected? How can we help people who suffer from depression? Why do we like certain people and dislike others?

Curiosity about questions like these is probably the most important reason that many students decide to take courses in the behavioral sciences. Science is the best way to explore and answer these sorts of questions. In this book, we will examine the methods of scientific research in the behavioral sciences. In this introductory chapter, we will focus on ways in which knowledge of research methods can be useful in understanding the world around us. Further, we will review the characteristics of a scientific approach to the study of behavior and the general types of research questions that concern behavioral scientists.

IMPORTANCE OF RESEARCH METHODS

We are continuously bombarded with research results: “Happiness Wards Off Heart Disease,” “Recession Causes Increase in Teen Dating Violence,” “Breast-Fed Children Found Smarter,” “Facebook Users Get Worse Grades in College.” Articles and books make claims about the beneficial or harmful effects of particular diets or vitamins on one’s sex life, personality, or health. Survey results are frequently reported that draw conclusions about our beliefs concerning a variety of topics. The key question is, how do you evaluate such reports? Do you simply accept the findings because they are supposed to be scientific? A background in research methods will help you read these reports critically, evaluate the methods employed, and decide whether the conclusions are reasonable.

Many occupations require the use of research findings. For example, mental health professionals must make decisions about treatment methods, assignment of clients to different types of facilities, medications, and testing procedures. Such decisions are made on the basis of research; to make good decisions, mental health professionals must be able to read the research literature in the field and apply it to their professional lives. Similarly, people who work in business environments frequently rely on research to make decisions about marketing strategies, ways of improving employee productivity and morale, and methods of selecting and training new employees. Educators must keep up with research on topics such as the effectiveness of different teaching strategies or programs to deal with special student problems. Knowledge of research methods and the ability to evaluate research reports are useful in many fields.

Page 3It is also important to recognize that scientific research has become increasingly prominent in public policy decisions. Legislators and political leaders at all levels of government frequently take political positions and propose legislation based on research findings. Research may also influence judicial decisions: A classic example of this is the Social Science Brief that was prepared by psychologists and accepted as evidence in the landmark 1954 case of Brown v. Board of Education in which the U.S. Supreme Court banned school segregation in the United States. One of the studies cited in the brief was conducted by Clark and Clark (1947), who found that when allowed to choose between light-skinned and dark-skinned dolls, both Black and White children preferred to play with the light-skinned dolls (see Stephan, 1983, for a further discussion of the implications of this study).

Behavioral research on human development has influenced U.S. Supreme Court decisions related to juvenile crime. In 2005, for instance, the Supreme Court decided that juveniles could not face the death penalty (Roper v. Simmons), and the decision was informed by neurological and behavioral research showing that the brain, social, and character differences between adults and juveniles make juveniles less culpable than adults for the same crimes. Similarly, in the 2010 Supreme Court decision Graham v. Florida, the Supreme Court decided that juvenile offenders could not be sentenced to life in prison without parole for non-homicide offenses. This decision was influenced by research in developmental psychology and neuroscience. The court majority pointed to this research in their conclusion that assessment of blame and standards for sentencing should be different for juveniles and adults because of juveniles’ lack of maturity and poorly formed character development (Clay, 2010).

Research is also important when developing and assessing the effectiveness of programs designed to achieve certain goals—for example, to increase retention of students in school, influence people to engage in behaviors that reduce their risk of contracting HIV, or teach employees how to reduce the effects of stress. We need to be able to determine whether these programs are successfully meeting their goals.

Finally, research methods are important because they can provide us with the best answers to questions like those we posed at the outset of the chapter. Research methods can be the way to satisfy our native curiosity about ourselves, our world, and those around us.

WAYS OF KNOWING

We opened this chapter with several questions about human behavior and suggested that scientific research is a valuable means of answering them. How does the scientific approach differ from other ways of learning about behavior? People have always observed the world around them and sought explanations for what they see and experience. However, instead of using a scientific approach, many people rely on  intuition  and  authority  as primary ways of knowing.

Page 4

Intuition

Most of us either know or have heard about a married couple who, after years of trying to conceive, adopt a child. Then, within a very short period of time, they find that the woman is pregnant. This observation leads to a common belief that adoption increases the likelihood of pregnancy among couples who are having difficulties conceiving a child. Such a conclusion seems intuitively reasonable, and people usually have an explanation for this effect—for example, the adoption reduces a major source of marital stress, and the stress reduction in turn increases the chances of conception (see Gilovich, 1991).

This example illustrates the use of intuition and anecdotal evidence to draw general conclusions about the world around us. When you rely on intuition, you accept unquestioningly what your own personal judgment or a single story about one person’s experience tells you. The intuitive approach takes many forms. Often, it involves finding an explanation for our own behaviors or the behaviors of others. For example, you might develop an explanation for why you keep having conflicts with your roommate, such as “he hates me” or “having to share a bathroom creates conflict.” Other times, intuition is used to explain intriguing events that you observe, as in the case of concluding that adoption increases the chances of conception among couples having difficulty conceiving a child.

A problem with intuition is that numerous cognitive and motivational biases affect our perceptions, and so we may draw erroneous conclusions about cause and effect (cf. Fiske & Taylor, 1984; Gilovich, 1991; Nisbett & Ross, 1980; Nisbett & Wilson, 1977). Gilovich points out that there is in fact no relationship between adoption and subsequent pregnancy, according to scientific research investigations. So why do we hold this belief? Most likely it is because of a cognitive bias called illusory correlation that occurs when we focus on two events that stand out and occur together. When an adoption is closely followed by a pregnancy, our attention is drawn to the situation, and we are biased to conclude that there must be a causal connection. Such illusory correlations are also likely to occur when we are highly motivated to believe in the causal relationship. Although this is a natural thing for us to do, it is not scientific. A scientific approach requires much more evidence before conclusions can be drawn.

Authority

The philosopher Aristotle said: “Persuasion is achieved by the speaker’s personal character when the speech is so spoken as to make us think him credible. We believe good men more fully and readily than others.” Aristotle would argue that we are more likely to be persuaded by a speaker who seems prestigious, trustworthy, and respectable than by one who appears to lack such qualities.

Many of us might accept Aristotle’s arguments simply because he is considered a prestigious authority—a convincing and influential source—and his Page 5writings remain important. Similarly, many people are all too ready to accept anything they learn from the Internet, news media, books, government officials, celebrities, religious figures, or even a professor! They believe that the statements of such authorities must be true. The problem, of course, is that the statements may not be true. The scientific approach rejects the notion that one can accept on faith the statements of any authority; again, more evidence is needed before we can draw scientific conclusions.

Empiricism

The scientific approach to acquiring knowledge recognizes that both intuition and authority can be sources of ideas about behavior. However, scientists do not unquestioningly accept anyone’s intuitions—including their own. Scientists recognize that their ideas are just as likely to be wrong as anyone else’s. Also, scientists do not accept on faith the pronouncements of anyone, regardless of that person’s prestige or authority. Thus, scientists are very skeptical about what they see and hear. Scientific skepticism means that ideas must be evaluated on the basis of careful logic and results from scientific investigations.

If scientists reject intuition and blind acceptance of authority as ways of knowing about the world, how do they go about gaining knowledge? The fundamental characteristic of the scientific method is empiricism—the idea that knowledge is based on observations. Data are collected that form the basis of conclusions about the nature of the world. The scientific method embodies a number of rules for collecting and evaluating data; these rules will be explored throughout the book.

The Scientific Approach

The power of the scientific approach can be seen all around us. Whether you look at biology, chemistry, medicine, physics, anthropology, or psychology, you will see amazing advances over the past 5, 25, 50, or 100 years. We have a greater understanding of the world around us, and the applications of that understanding have kept pace. Goodstein (2000) describes an “evolved theory of science” that defines the characteristics of scientific inquiry. These characteristics are summarized below.

· Data play a central role For scientists, knowledge is primarily based on observations. Scientists enthusiastically search for observations that will verify or reject their ideas about the world. They develop theories, argue that existing data support their theories, and conduct research that can increase our confidence that the theories are correct. Observations can be criticized, alternatives can be suggested, and data collection methods can be called into question. But in each of these cases, the role of data is central and fundamental. Scientists have a “show me, don’t tell me” attitude.

· Page 6Scientists are not alone Scientists make observations that are accurately reported to other scientists and the public. You can be sure that many other scientists will follow up on the findings by conducting research that replicates and extends these observations.

· Science is adversarial Science is a way of thinking in which ideas do battle with other ideas in order to move ever closer to truth. Research can be conducted to test any idea; supporters of the idea and those who disagree with the idea can report their research findings, and these can be evaluated by others. Some ideas, even some very good ideas, may prove to be wrong if research fails to provide support for them. Good scientific ideas are testable. They can be supported or they can be falsified by data—the latter concept called falsifiability (Popper, 2002). If an idea is falsified when it is tested, science is thereby advanced because this result will spur the development of new and better ideas.

· Scientific evidence is peer reviewed Before a study is published in a top-quality scientific journal, other scientists who have the expertise to carefully evaluate the research review it. This process is called peer review. The role of these reviewers is to recommend whether the research should be published. This review process ensures that research with major flaws will not become part of the scientific literature. In essence, science exists in a free market of ideas in which the best ideas are supported by research and scientists can build upon the research of others to make further advances.

Integrating Intuition, Skepticism, and Authority

The advantage of the scientific approach over other ways of knowing about the world is that it provides an objective set of rules for gathering, evaluating, and reporting information. It is an open system that allows ideas to be refuted or supported by others. This does not mean that intuition and authority are unimportant, however. As noted previously, scientists often rely on intuition and assertions of authorities for ideas for research. Moreover, there is nothing wrong with accepting the assertions of authority as long as we do not accept them as scientific evidence. Often, scientific evidence is not obtainable, as, for example, when a religious figure or text asks us to accept certain beliefs on faith. Some beliefs cannot be tested and thus are beyond the realm of science. In science, however, ideas must be evaluated on the basis of available evidence that can be used to support or refute the ideas.

There is also nothing wrong with having opinions or beliefs as long as they are presented simply as opinions or beliefs. However, we should always ask whether the opinion can be tested scientifically or whether scientific evidence exists that relates to the opinion. For example, opinions on whether exposure to violent movies, TV, and video games increases aggression are only opinions until scientific evidence on the issue is gathered.

Page 7As you learn more about scientific methods, you will become increasingly skeptical of the research results reported in the media and the assertions of scientists as well. You should be aware that scientists often become authorities when they express their ideas. When someone claims to be a scientist, should we be more willing to accept what he or she has to say? First, ask about the credentials of the individual. It is usually wise to pay more attention to someone with an established reputation in the field and attend to the reputation of the institution represented by the person. It is also worthwhile to examine the researcher’s funding source; you might be a bit suspicious when research funded by a drug company supports the effectiveness of a drug manufactured by that company, for example. Similarly, when an organization with a particular social-political agenda funds the research that supports that agenda, you should be skeptical of the findings and closely examine the methods of the study.

You should also be skeptical of pseudoscientific research. Pseudoscience is “fake” science in which seemingly scientific terms and demonstrations are used to substantiate claims that have no basis in scientific research. The claim may be that a product or procedure will enhance your memory, relieve depression, or treat autism or post traumatic stress disorder. The fact that these are all worthy outcomes makes us very susceptible to believing pseudoscientific claims and forgetting to ask whether there is a valid scientific basis for the claims.

A good example comes from a procedure called facilitated communication that has been used by therapists working with children with autism. These children lack verbal skills for communication; to help them communicate, a facilitator holds the child’s hand while the child presses keys to type messages on a keyboard. This technique produces impressive results, as the children are now able to express themselves. Of course, well-designed studies revealed that the facilitators, not the children, controlled the typing. The problem with all pseudoscience is that hopes are raised and promises will not be realized. Often the techniques can be dangerous as well. In the case of facilitated communication, a number of facilitators typed messages accusing a parent of physically or sexually abusing the child. Some parents were actually convicted of child abuse. In these legal cases, the scientific research on facilitated communication was used to help the defendant parent. Cases such as this have led to a movement to promote the exclusive use of evidence-based therapies—therapeutic interventions grounded in scientific research findings that demonstrate their effectiveness (cf. Lilienfeld, Lynn, & Lohr, 2004).

So how can you tell if a claim is pseudoscientific? It is not easy; in fact, a philosopher of science noted that “the boundaries separating science, non-science, and pseudoscience are much fuzzier and more permeable than … most scientists … would have us believe” (Pigliucci, 2010). Here are a few things to look for when evaluating claims:

· Untestable claims that cannot be refuted.

· Claims rely on imprecise, biased, or vague language.

· Page 8Evidence is based on anecdotes and testimonials rather than scientific data.

· Evidence is from experts with only vague qualifications who provide support for the claim without sound scientific evidence.

· Only confirmatory evidence is presented; conflicting evidence is ignored.

· References to scientific evidence lack information on the methods that would allow independent verification.

Finally, we are all increasingly susceptible to false reports of scientific findings circulated via the Internet. Many of these claim to be associated with a reputable scientist or scientific organization, and then they take on a life of their own. A recent widely covered report, supposedly from the World Health Organization, claimed that the gene for blond hair was being selected out of the human gene pool. Blond hair would be a disappearing trait! General rules to follow are (1) be highly skeptical of scientific assertions that are supported by only vague or improbable evidence and (2) take the time to do an Internet search for supportive evidence. You can check many of the claims that are on the Internet on www.snopes.com and www.truthorfiction.com.

GOALS OF BEHAVIORAL SCIENCE

Scientific research on behavior has four general goals: (1) to describe behavior, (2) to predict behavior, (3) to determine the causes of behavior, and (4) to understand or explain behavior.

Description of Behavior

The scientist begins with careful observation, because the first goal of science is to describe behavior—which can be something directly observable (such as running speed, eye gaze, or loudness of laughter) or something less observable (such as self-reports of perceptions of attractiveness). Researchers at the Kaiser Family Foundation (Rideout, Foehr, & Roberts, 2010) described media use (e.g., television, cell phones, movies) of over 2,000 8- to 18-year-olds using a written questionnaire. One section of the questionnaire asked about computer use. Figure 1.1 shows the percentage of time spent on various recreational computer activities in a typical day. As you can see, social networking and game playing are the most common activities. The study is being done every few years so you can check for changes when the next phase of the study is completed.

Researchers are often interested in describing the ways in which events are systematically related to one another. If parents enforce rules on amount of recreational computer use, do their children perform better in school? Do jurors judge attractive defendants more leniently than unattractive defendants? Are people more likely to be persuaded by a speaker who has high credibility? In what ways do cognitive abilities change as people grow older? Do students who study with a television set on score lower on exams than students who study in a quiet environment? Do taller people make more money than shorter people? Do men find women wearing red clothing more attractive than women wearing a dark blue color?

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FIGURE 1.1

Time spent on recreational computer activities

Reprinted by permission of the Kaiser Family Foundation.

Prediction of Behavior

Another goal of science is to predict behavior. Once it has been observed with some regularity that two events are systematically related to one another (e.g., greater attractiveness is associated with more lenient sentencing), it becomes possible to make predictions. One implication of this process is that it allows us to anticipate events. If you read about an upcoming trial of a very attractive defendant, you can predict that the person will likely receive a lenient sentence. Further, the ability to predict often helps us make better decisions. For example, if you study the behavioral science research literature on attraction and relationships, you will learn about factors that predict long-term relationship satisfaction. You may be able to then use that information when predicting the likely success of your own relationships. You can even take a test that was designed to measure these predictors of relationship success. Tests such as RELATE, FOCCUS, and PREPARE can be completed online by yourself, with a partner, or with the help of a professional counselor (Larson, Newell, Topham, & Nichols, 2002).

Determining the Causes of Behavior

A third goal of science is to determine the causes of behavior. Although we might accurately predict the occurrence of a behavior, we might not correctly Page 10identify its cause. Research shows that a child’s aggressive behavior may be predicted by knowing how much violence the child views on television. Unfortunately, unless we know that exposure to television violence is a cause of behavior, we cannot assert that aggressive behavior can be reduced by limiting scenes of violence on television. A child who is highly aggressive may prefer to watch violence when choosing television programs. Or consider this example: Research by Elliot and Niesta (2008) indicates that men find women wearing red are more attractive than women wearing a color such as blue. Does the red clothing cause the perception of greater attractiveness? Or is it possible that attractive women choose to wear brighter colors (including red) and less attractive women choose to wear darker colors? Should a woman wear red to help her be perceived as more attractive? We can only recommend this strategy if we know that the color red causes perception of greater attractiveness. We are now confronting questions of cause and effect: To know how to change behavior, we need to know the causes of behavior.

Cook and Campbell (1979) describe three types of evidence (drawn from the work of philosopher John Stuart Mill) used to identify the cause of a behavior. It is not enough to know that two events occur together, as in the case of knowing that watching television violence is a predictor of actual aggression. To conclude causation, three things must occur (see Figure 2.1):

1. There is a temporal order of events in which the cause precedes the effect. This is called temporal precedence. Thus, we need to know that television viewing occurred first and aggression followed.

2. When the cause is present, the effect occurs; when the cause is not present, the effect does not occur. This is called covariation of cause and effect. We need to know that children who watch television violence behave aggressively and that children who do not watch television violence do not behave aggressively.

3. Nothing other than a causal variable could be responsible for the observed effect. This is called elimination of alternative explanations. There should be no other plausible alternative explanation for the relationship. This third point about alternative explanations is very important: Suppose that the children who watch a lot of television violence are left alone more than are children who do not view television violence. In this case, the increased aggression could have an alternative explanation: lack of parental supervision. Causation will be discussed again in Chapter 4.

Explanation of Behavior

A final goal of science is to explain the events that have been described. The scientist seeks to understand why the behavior occurs. Consider the relationship between television violence and aggression: Even if we know that TV violence is a cause of aggressiveness, we need to explain this relationship. Is it due to imitation or “modeling” of the violence seen on TV? Is it the result of psychological desensitization to violence and its effects? Or does watching TV violence lead to a belief that aggression is a normal response to frustration and conflict? Further research is necessary to shed light on possible explanations of what has been observed. Usually, additional research like this is carried out by testing theories that are developed to explain particular behaviors.

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FIGURE 1.2

Determining cause and effect

Page 12Description, prediction, determination of cause, and explanation are all closely intertwined. Determining cause and explaining behavior are particularly closely related because it is difficult ever to know the true cause or all the causes of any behavior. An explanation that appears satisfactory may turn out to be inadequate when other causes are identified in subsequent research. For example, when early research showed that speaker credibility is related to attitude change, the researchers explained the finding by stating that people are more willing to believe what is said by a person with high credibility than by one with low credibility. However, this explanation has given way to a more complex theory of attitude change that takes into account many other factors that are related to persuasion (Petty, Wheeler, & Tomala, 2003). In short, there is a certain amount of ambiguity in the enterprise of scientific inquiry. New research findings almost always pose new questions that must be addressed by further research; explanations of behavior often must be discarded or revised as new evidence is gathered. Such ambiguity is part of the excitement and fun of science.

BASIC AND APPLIED RESEARCH

While behavioral researchers are typically trying to make progress on the aforementioned goals of science (i.e., describe, predict, determine cause, and explain), behavioral research generally falls into two categories: basic and applied. Next, we will explore the differences and similarities between basic research and applied research.

Basic Research

Basic research tries to answer fundamental questions about the nature of behavior. Studies are often designed to address theoretical issues concerning phenomena such as cognition, emotion, motivation, learning, neuropsychology, personality development, and social behavior. Here are descriptions of a few journal articles that pertain to some basic research questions:

Kool, W., McGuire, J., Rosen, Z., & Botvinick, M. (2010). Decision making and the avoidance of cognitive demand. Journal of Experimental Psychology: General139, 665–682. doi:10.1037/a0020198

Past research documented that people choose the least physically demanding option when choosing among different behaviors. This study investigated choices that differed in the amount of required cognitive effort. As expected, the participants chose to pursue options with the fewest cognitive demands.

Rydell, R. J., Rydell, M. T., & Boucher, K. L. (2010). The effect of negative performance stereotypes on learning. Journal of Personality and Social Psychology, 99, 883–896. doi:10.1037/a0021139Page 13

Female participants studied a tutorial on a particular approach to solving math problems. After completing the first half of the tutorial, they were given math problems to solve. At this point, a stereotype was invoked. Some participants were told that the purpose of the experiment was to examine reasons why females perform poorly in math. The other participants were not given this information. The second half of the tutorial was then presented and a second math performance measure was administered. The participants receiving the negative stereotype information did perform poorly on the second math test; the other participants performed the same on both math tests.

Jacovina, M. E., & Gerreg, R. J. (2010). How readers experience characters’ decisions. Memory & Cognition, 38, 753–761. doi:10.3758/MC.38.6.753

This study focused on the way that readers process information about decisions that a story’s characters make along with the consequences of the decisions. Participants read a story in which there was a match of the reader’s decision preference and outcome (e.g., the preferred decision was made and there were positive consequences) or there was a mismatch (e.g., the preferred choice was made but there were negative outcomes). Readers took longer to read the information about decision outcomes when there was a mismatch of decision preference and outcome.

Applied Research

The research articles listed above were concerned with basic processes of behavior and cognition rather than any immediate practical implications. In contrast, applied research is conducted to address issues in which there are practical problems and potential solutions. To illustrate, here are a few summaries of journal articles about applied research:

Ramesh, A., & Gelfand, M. (2010). Will they stay or will they go? The role of job embeddedness in predicting turnover in individualistic and collectivistic cultures. Journal of Applied Psychology, 95, 807–823. doi:10.1037/a0019464

In the individualistic United States, employee turnover was predicted by the fit between the person’s skills and the requirements of the job. In the more collectivist society of India, turnover was more strongly related to the fit between the person’s values and the values of the organization.

Young, C., Fang, D., & Zisook, S. (2010). Depression in Asian-American and Caucasian undergraduate students. Journal of Affective Disorders125, 379–382. doi:10.1016/j.jad.2010.02.124

Page 14Asian-American college students reported higher levels of depression than Caucasian students. The results have implications for campus mental health programs.

Braver, S. L., Ellman, I. M., & Fabricus, W. V. (2003). Relocation of children after divorce and children’s best interests: New evidence and legal considerations. Journal of Family Psychology, 17, 206–219. doi:10.1037/0893-3200.17.2.206

College students whose parents had divorced were categorized into groups based on whether the parent had moved more than an hour’s drive away. The students whose parents had not moved had more positive scores on a number of adjustment measures.

Latimer, A. E., Krishnan-Sarin, S., Cavallo, D. A., Duhig, A., Salovey, P., & O’Malley, S. A. (2012). Targeted smoking cessation messages for adolescents. Journal of Adolescent Health, 50, 47–53. doi: 10.1016/j.jadohealth.2011.04.013

Based on the results of research that identified adolescent smokers’ perceptions of the content of smoking cessation messages, the researchers produced two videos that were shown to smokers. One focused on long-term benefits of quitting; the other emphasized long-term negative consequences of smoking. The video showing the costs of smoking resulted in more positive attitudes toward quitting than the one showing the benefits of quitting.

Hyman, I., Boss, S., Wise, B., McKenzie, K., & Caggiano, J. (2010). Did you see the unicycling clown? Inattentional blindness while walking and talking on a cell phone. Applied Cognitive Psychology24, 597–607. doi:10.1002/acp.1638

Does talking on a cell phone while walking produce an inattentional blindness—a failure to notice events in the environment? In one study, pedestrians walking across a campus square while using a cell phone walked more slowly and changed directions more frequently than others walking in the same location. In a second study, a clown rode a unicycle on the square. Pedestrians were asked if they noticed a clown on a unicycle after they had crossed the square. The cell phone users were much less likely to notice than pedestrians walking alone, with a friend, or while listening to music.

A major area of applied research is called program evaluation, which assesses the social reforms and innovations that occur in government, education, the criminal justice system, industry, health care, and mental health institutions. In an influential paper on “reforms as experiments,” Campbell (1969) noted that social programs are really experiments designed to achieve certain outcomes. He argued persuasively that social scientists should evaluate each Page 15program to determine whether it is having its intended effect. If it is not, alternative programs should be tried. This is an important point that people in all organizations too often fail to remember when new ideas are implemented; the scientific approach dictates that new programs should be evaluated. Here are three sample journal articles about program evaluation:

Reid, R., Mullen, K., D’Angelo, M., Aitken, D., Papadakis, S., Haley, P., … Pipe, A. L. (2010). Smoking cessation for hospitalized smokers: An evaluation of the “Ottawa Model.” Nicotine & Tobacco Research12, 11–18. doi:10.1093/ntr/ntp165

A smoking cessation program for patients was implemented in nine Canadian hospitals. Smoking rates were measured for a year following the treatment. The program was successful in reducing smoking.

Herrera, C., Grossman, J. B., Kauh, T. J., & McMaken, J. (2011). Mentoring in schools: An impact study of Big Brothers Big Sisters school-based mentoring. Child Development, 82, 346–361. doi:10.1111/j.1467-8624.2010.01559.x

An experiment was conducted to evaluate the impact of participation in the Big Brothers Big Sisters program. The 9- to 16-year-old students participating in the program showed greater improvement in academic achievement than those in the control group. There were no differences in measures of problem behaviors.

Kumpfer, K., Whiteside, H., Greene, J., & Allen, K. (2010). Effectiveness outcomes of four age versions of the Strengthening Families Program in statewide field sites. Group Dynamics: Theory, Research, and Practice, 14(3), 211–229. doi:10.1037/a0020602

A large-scale Strengthening Families Program was implemented over a 5-year period with over 1,600 high-risk families in Utah. For most measures of improvement in family functioning, the program was effective across all child age groups.

Much applied research is conducted in settings such as large business firms, marketing research companies, government agencies, and public polling organizations and is not published but rather is used within the company or by clients of the company. Whether or not such results are published, however, they are used to help people make better decisions concerning problems that require immediate action.

Comparing Basic and Applied Research

Both basic and applied research are important, and neither can be considered superior to the other. In fact, progress in science is dependent on a synergy between basic and applied research. Much applied research is guided by the Page 16theories and findings of basic research investigations. For example, one of the most effective treatment strategies for specific phobia—an anxiety disorder characterized by extreme fear reactions to specific objects or situations—is called exposure therapy (Chambless et al., 1996). In exposure therapy, people who suffer from a phobia are exposed to the object of their fears in a safe setting while a therapist trains them in relaxation techniques in order to counter-program their fear reaction. This behavioral treatment emerged from the work of Pavlov and Watson, who studied the processes by which animals acquire, maintain, and critically lose reflexive reactions to stimuli (Wolpe, 1982). Today, this work has been extended even further, as the use of virtual reality technologies to treat anxiety disorders has been studied and found to be as effective as traditional exposure treatment (Opris, Pintea, García-Palacios, Botella, Szamosközi, & David, 2012).

In recent years, many in our society, including legislators who control the budgets of research-granting agencies of the government, have demanded that research be directly relevant to specific social issues. The problem with this attitude toward research is that we can never predict the ultimate applications of basic research. Psychologist B. F. Skinner, for example, conducted basic research in the 1930s on operant conditioning, which carefully described the effects of reinforcement on such behaviors as bar pressing by rats. Years later, this research led to many practical applications in therapy, education, and industry. Research with no apparent practical value ultimately can be very useful. The fact that no one can predict the eventual impact of basic research leads to the conclusion that support of basic research is necessary both to advance science and to benefit society.

At this point, you may be wondering if there is a definitive way to know whether a study should be considered basic or applied. The distinction between basic and applied research is a convenient typology but is probably more accurately viewed as a continuum. Notice in the listing of applied research studies that some are more applied than others. The study on adolescent smoking is very much applied—the data will be valuable for people who are planning smoking cessation programs for adolescents. The study on depression among college students would be valuable on campuses that have mental health awareness and intervention programs for students. The study on child custody could be used as part of an argument in actual court cases. It could even be used by counselors working with couples in the process of divorce. The study on cell phone use is applied because of the widespread use of cell phones and the documentation of the problems they may cause. However, the study would not necessarily lead to a solution to the problem. All of these studies are grounded in applied issues and solutions to problems, but they differ in how quickly and easily the results of the study can actually be used. Table 1.1 gives you a chance to test your understanding of this distinction.

Behavioral research is important in many fields and has significant applications to public policy. This chapter has introduced you to the major goals and general types of research. All researchers use scientific methods, whether they are interested in basic, applied, or program evaluation questions. The themes and concepts in this chapter will be expanded in the remainder of the book. They will be the basis on which you evaluate the research of others and plan your own research projects as well.

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TABLE 1.1 Test yourself

 

This chapter emphasized that scientists are skeptical about what is true in the world; they insist that propositions be tested empirically. In the next two chapters, we will focus on two other characteristics of scientists. First, scientists have an intense curiosity about the world and find inspiration for ideas in many places. Second, scientists have strong ethical principles; they are committed to treating those who participate in research investigations with respect and dignity.

ILLUSTRATIVE ARTICLE: INTRODUCTION

Most chapters in this book include a chapter closing feature called Illustrative Article, which is designed to relate some of the key points in the chapter to information in a published journal article. In each case you will be asked to obtain a copy of the article using some of the skills that will be presented in our discussion “Where to Start,” read the article, and answer some questions that are closely aligned with the material in the chapter.

For this chapter, instead of reading articles from scientific journals, we invite you to read three columns in which New York Times columnist David Brooks describes the value and excitement he has discovered by reading social science research literature. His enthusiasm for research is Page 18summed up by his comment that “a day without social science is like a day without sunshine.” The articles can be found via the New York Times website (nytimes.com) or using a newspaper database in your library that includes the New York Times:

Brooks, D. (2010, December 7). Social science palooza. New York Times, p. A33. Retrieved from www.nytimes.com/2010/12/07/opinion/07brooks.html

Brooks, D. (2011, March 18). Social science palooza II. New York Times, p. A29. Retrieved from www.nytimes.com/2011/03/18/opinion/18brooks.html

Brooks, D. (2012, December 10). Social science palooza III. Retreived from www.nytimes.com/2012/12/11/opinion/brooks-social-science-palooza-iii.html

After reading the newspaper columns, consider the following:

1. Brooks describes several studies in his articles. Which one did you find most interesting? (i.e., you would like to conduct research on the topic, you would be motivated to read the original journal articles) Why do you find this interesting?

2. Of all the articles described, which one would you describe as being the most applied and which one most reflects basic research? Why?

3. For each of the studies that Brooks describes, which goal of science do you think is primarily targeted (description, prediction, causation, explanation)?

Study Terms

Alternative explanations (p. 10)

Applied research (p. 13)

Authority (p. 3)

Basic research (p. 12)

Covariation of cause and effect (p. 10)

Empiricism (p. 5)

Falsifiability (p. 6)

Goals of behavioral science (p. 8)

Intuition (p. 3)

Peer review (p. 6)

Program evaluation (p. 14)

Pseudoscience (p. 7)

Skepticism (p. 5)

Temporal precedence (p. 10)

Review Questions

1. Why is it important for anyone in our society to have knowledge of research methods?

2. Why is scientific skepticism useful in furthering our knowledge of behavior? How does the scientific approach differ from other ways of gaining knowledge about behavior?Page 19

3. Provide (a) definitions and (b) examples of description, prediction, determination of cause, and explanation as goals of scientific research.

4. Describe the three elements for inferring causation.

5. Describe the characteristics of scientific inquiry, according to Goodstein (2000).

6. How does basic research differ from applied research?

Activities

1. Read several editorials in the New York Times, Wall Street Journal, USA Today, Washington Post, or another major metropolitan news source and identify the sources used to support the assertions and conclusions. Did the writer use intuition, appeals to authority, scientific evidence, or a combination of these? Give specific examples.

2. Imagine a debate on the following assertion: Behavioral scientists should only conduct research that has immediate practical applications. Develop arguments that support (pro) and oppose (con) the assertion.

3. Imagine a debate on the following assertion: Knowledge of research methods is unnecessary for students who intend to pursue careers in clinical and counseling psychology. Develop arguments that support (pro) and oppose (con) the assertion.

4. You read an article that says, “Eating Disorders May Be More Common in Warm Places.” It also says that a researcher found that the incidence of eating disorders among female students at a university in Florida was higher than at a university in Pennsylvania. Assume that this study accurately describes a difference between students at the two universities. Discuss the finding in terms of the issues of identification of cause and effect and explanation.

5. Identify ways that you might have allowed yourself to accept beliefs or engage in practices that you might have rejected if you had engaged in scientific skepticism. For example, we continually have to remind some of our friends that a claim made in an email may be a hoax or a rumor. Provide specific details of the experience(s). How might you go about investigating whether the claim is valid?

Answers

TABLE 1.1:      basic = 1, 3, 4;      applied = 2, 5, 6

 
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Psychology homework help

 

Psychology homework help

The Dissertation Title Appears in Title Case and is Centered Comment by GCU: American Psychological Association (APA) Style is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the Publication Manual of the American Psychological Association, offers examples for the general format of APA research papers, in-text citations, footnotes, and the reference page. For specifics, consult the Publication Manual of the American Psychological Association, 6th edition, second printing. For additional information on APA Style, consult the APA website: http://apastyle.org/learn/index.aspxNOTE: All notes and comments are keyed to the Publication Manual of the American Psychological Association, 6th edition, second printing.GENERAL FORMAT RULES:Dissertations must be 12 –point Times New Roman typeface, double-spaced on quality standard-sized paper (8.5″ x 11″) with 1-in. margins on the top, bottom, and right side. For binding purposes, the left margin is 1.5 in. [8.03]. To set this in Word, go to:Page Layout > Page Setup>Margins > Custom Margins> Top: 1” Bottom: 1” Left: 1.5” Right: 1” Click “Okay”Page Layout>Orientation>Portrait>NOTE: All text lines are double-spaced. This includes the title, headings, formal block quotes, references, footnotes, and figure captions. Single-spacing is only used within tables and figures [8.03]. The first line of each paragraph is indented 0.5 in. Use the tab key which should be set at five to seven spaces [8.03]. If a white tab appears in the comment box, click on the tab to read additional information included in the comment box. Comment by GCU: Formatting note: The effect of the page being centered with a 1.5″ left margin is accomplished by the use of the first line indent here. However, it would be correct to not use the first line indent, and set the actual indent for these title pages at 1.5″. Comment by GCU: If the title is longer than one line, double-space it. As a rule, the title should be approximately 12 words. Titles should be descriptive and concise with no abbreviations, jargon, or obscure technical terms. The title should be typed in uppercase and lowercase letters [2.01]. Read more

 
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