Psychotic Disorders and Schizophrenic Disorders
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Psychotic Disorders and Schizophrenic Disorders
Matters of the Mind: Psychotic Disorders and Schizophrenic Disorders
Psychotic disorders and schizophrenic disorders are some of the most complicated and challenging diagnoses in the DSM. The symptoms of psychotic disorders may appear quite vivid in some clients; whereas, within other clients, symptoms may be barely observable. Additionally, symptoms may overlap among disorders. For example, specific symptoms such as neurocognitive impairments, social problems, and illusions may exist in schizophrenic clients, but are also contributing symptoms for other psychotic disorders.
For this Discussion, consider whether experiences of psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Think about alternative diagnoses for psychosis-related symptoms.
With these thoughts in mind:
Post by Day 4 a brief explanation of whether psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Then explain why or why not. Finally, explain possible alternative diagnoses for psychosis-related symptoms.
Be sure to support your postings and responses with specific references to the Learning Resources and current literature.
Required Resources
Readings
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders(5th ed.). Arlington, VA: American Psychiatric Publishing.
Schizophrenia Spectrum and Other Psychotic Disorders
Gender Dysphoria
Sexual Dysfunctions
Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press.
Chapter 8, Schizophrenia Spectrum and Other Psychoses
Chapter 12, Substance Use, Eating, and Sexual Disorders
Boskey, E. (2013). Sexuality in the DSM 5. (Cover story). Contemporary Sexuality, 47(7), 1–5. Retrieved from the Walden Library databases.
Drescher, J., & Byne, W. (2012). Introduction: The treatment of gender dysphoric/gender variant children and adolescents. Journal of Homosexuality, 59(3), 295–300. Retrieved from the Walden Library databases.
Drescher, J., & Byne, W. (2012). Gender Dysphoric/Gender Variant (GD/GV) children and adolescents: Summarizing what we know and what we have yet to learn. Journal of Homosexuality, 59(3), 501–510. Retrieved from the Walden Library databases.
Guerreiro, D. F., Navarro, R., Silva, M., Carvalho, M., & Gois, C. (2009). Psychosis secondary to traumatic brain injury. Brain Injury, 23(4), 358–361. Retrieved from the Walden Library databases.
McCarthy, B. W., & Fucito, L. M. (2005). Integrating medication, realistic expectations, and therapeutic interventions in the treatment of male sexual dysfunction. Journal of Sex & Marital Therapy, 31(4), 319–328. Retrieved from the Walden Library databases.
Stein, E. (2012). Commentary on the treatment of gender variant and gender dysphoric children and adolescents: Common themes and ethical reflections. Journal Of Homosexuality, 59(3), 480–500. Retrieved from the Walden Library databases.
Zucker, K. J., Wood, H., Singh, D., & Bradley, S. J. (2012). A developmental, biopsychosocial model for the treatment of children with gender identity disorder. Journal Of Homosexuality, 59(3), 369–397. Retrieved from the Walden Library databases.
Media
Cosgrove, V., & Suppes, T. (2013). Informing DSM-5: biological boundaries between bipolar I disorder, schizoaffective disorder, and schizophrenia. BMC Medicine, 127(11). Retrieved from the Walden Library databases.
Ferree, M. C. (2001). Females and sex addiction: Myths and diagnostic implications. Sexual Addiction & Compulsivity, 8(3/4), 287–300. Retrieved from the Walden Library databases.
Flanagan, E., Solomon, L., Johnson, A., Ridgway, P., Strauss, J., & Davidson, L. (2012). Considering DSM-5: the personal experience of schizophrenia in relation to the DSM-IV-TR criteria. Psychiatry, 75(4), 375–386. Retrieved from the Walden Library databases.
Schaeffer, B. (2009). Sexual addiction. Transactional Analysis Journal, 39(2), 153–162. Retrieved from the Walden Library databases.
Hartmann, U. (2009). Sigmund Freud and his impact on our understanding of male sexual dysfunction. Journal of Sexual Medicine, 6(8), 2332–2339. Retrieved from the Walden Library databases.
Joseph, J. (2004). The fruitless search for schizophrenia genes. Ethical Human Psychology and Psychiatry, 6(3), 167–181. Retrieved from the Walden Library databases.
Palomo, T., Kostrzewa, R. M., Beninger, R. J., & Archer, T. (2007). Treatment consideration and manifest complexity in comorbid neuropsychiatric disorders. Neurotoxicity Research, 12(1), 43–60. Retrieved from the Walden Library databases.
Tandon, R. (2013). Schizophrenia and other psychotic disorders in DSM-5. Clinical Schizophrenia & Related Psychoses, 7(1), 16–19. Retrieved from the Walden Library databases.
Wakefield, J. (2012). The DSM-5’s proposed new categories of sexual disorder: The problem of false positives in sexual diagnosis. Clinical Social Work Journal, 40(2), 213–223. Retrieved from the Walden Library databases.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. 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The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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