DSM 5 Emily Clinical Cases
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
DSM 5 Emily Clinical Cases
Case Example – Emily*
“Only upon the repeated and fervent insistence of her parents did 19-year-old Emily reluctantly agree to see a psychiatrist. “It’s not me you want to see,” Emily proclaimed emphatically. “It’s my insane parents who need your help.” Emily did not offer a chief complaint, aside from the concern that her parents were driving her “crazy.” She added, “Everything is going great in my life. I have plenty of friends, go out almost every night, and always have lots of fun.”
While Emily was taking some time away from “the so-called real wired,” her sister was attending Duke University, her younger brother was excelling at a competitive private high school, and both her parents seemed to enjoy their careers as radiologists. She asked, “Don’t you think that’s enough strivers for one family?”
Emily agreed to have her parents join the session, and they told a different story. They tearfully disclosed that their daughter had become irritable, unproductive, and oppositional. She drank to intoxication almost every night, often not returning home for an entire weekend. In searching her room, they had found small amounts of marijuana, alprazolam (Xanax), cocaine, and prescription stimulants. The parents described the changes in Emily’s personality as “an adolescent nightmare” and described her friends as “losers who do nothing but dye their hair, get tattoos, and hate everything.” Emily’s attitudes and behavior contrasted markedly with those of her parents and siblings. “We don’t mind that she is doing her own thing and that she isn’t conservative like the rest of us,” her father said, “but it’s like we don’t even recognize who she’s become.”
According to her parents, Emily’s “adolescent nightmare” began 4 years earlier. She had apparently been a studious 15-year-old girl with a lively sense of humor and a wide circle of “terrific friends.” “Almost overnight,” she began to shun her longtime friends in favor of “dropouts and malcontents” and began to accumulate traffic tickets and school detentions. Instead of her former brightened curiosity, Emily manifested a lack of interest in all her academic subjects, and her grades dropped form As to Ds. The parents were at an absolute loss to explain the sudden and dramatic change.
The abrupt change in performance led the psychiatrist to ask Emily to take a battery of neuropsychological tests so the results could be compared with those of test she had taken when she had applied to a private high school several years earlier. In particular, Emily retook two high school admissions tests: the System for Assessment and Group Evaluation (SAGE), which measures a broad array of academic and perceptual aptitudes, and Differential Aptitude Tests (DAT), which focus on reasoning, spelling, and perceptual skills.
On the SAGE, her average percentile scores dropped from the upper 10% for a 13 -year-old to the bottom 10% for an adult (and the bottom 20% for a 13-year-old). When Emily took the DAT at age 13, she scored in the highest range for ninth graders across almost all measures. Her worst result had been in spelling, where she scored at the second-highest level. Upon repeating the test at age 19, she scored below the high school average in all measures.
EEG, brain CT, and T2-weighted brain MRI images did not show evidence of structural brain damage, However, fluid-attenuated inversion recovery (FLAIR) T2-weighted MRI displayed a clear lesion in the left frontal cortex, highly suggestive of previous injury to that region.
Upon further questioning about the crucial period in which she seemed to have changed, Emily admitted to being in a traffic accident with her now ex-boyfriend, Mark. Although Emily did not recall much from this episode, she remembered that she hit her head and that she had bad headaches for many weeks thereafter. Because Emily was not bleeding and there was no damage to the car, neither Mark nor Emily reported the incident to anyone. With Emily’s permission, the psychiatrist contacted Mark, who was away at college but a willing and excellent historian. He remembered the incident well. “Emily hit her head very, very hard on the dashboard of my car. She was not totally unconscious but very dazed. For almost 3 hours, she spoke very slowly, complained that her head hurt badly, and was confused. For about 2 hours she didn’t know where she was, what day it was, and when she had to get home. She also threw up twice. I was really scared, but Emily didn’t want me to worry her parents since they’re so overprotective And then she broke up with me, and we’ve hardly spoken since.”
*From DSM 5 Clinical Cases, Barnhill, J. (Ed.), 2014.
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. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. 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. |
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