The Journal Entry Research Paper

The Journal Entry Research Paper

Description/Paper Instructions

The Journal Entry Research Paper

Journal, Entry, Research, Paper

In this journal entry, the case that shall be discussed is that of a 19year-old girl. This girl came to the health facility accompanied by her mother. She had a wig on her head and it was clear that she was trying to hide something. She was able to speak for herself and she was very ready to share her experience.

The mother was only there for moral support. She removed the wig and it was immediately clear what was going on. She said that she could not stop pulling her hair for a very long time, almost 12 months now. She said the problem always existed when she was growing up but it only got worse in the last 12 months.

She keeps pulling her hair and at times, she enjoys eating it after closely inspecting the hair. The client cried at some point and said that it was getting hard to go out because she was ashamed of how she looked. She did not want to be considered as a “freak”.

The client also said that she started feeling pain in the stomach and she was increasingly getting constipated. She was also nauseated most of the time. When they visited the primary care giver, she narrated the story to the physician and the physician referred her to the facility after diagnosing her with trichobezoar.

This is basically a mass of hair that is trapped in the gastrointestinal system and it is common in persons that have har pulling disorder especially after they eat the hair (Pereyra & Saadabadi, 2019). Hair-pulling disorder is also referred to as trichotillomania. In the DSM 5, this disorder is associated with recurrent pulling of hair that leads to loss of hair.

There should be repeated effort to try stopping this habit without success. The pulling of hair leads to distress that is clinically significant. It also leads to impairment in the social as well as occupational areas in the life of the person with the disorder. Important areas of functioning are also affected by the disorder (APA, 2013).

The pulling of hair or the hair loss should not be because of other medical conditions such as dermatological condition. Also, a different mental disorder cannot be used to explain the hair-puling disorder. For instance, this should not be a case where the client is trying to improve the appearance of his or her body because of a flaw or defect that they think they have (APA, 2013). For instance, this diagnosis could not have been made if the client was trying to correct a defect or a flaw that she thinks she has.

Two approaches can be used in treating this disorder. The approaches include habit reversal training as well as cognitive behavioral. It should be noted that habit reversal therapy is founded on cognitive behavioral therapy. Habit reversal training is utilized with a view of finding a cognitive distortion as well as though action in order to change them in ways that improve the life of the client.

Habit reversal training makes use of a number of techniques including awareness training, competitive response training, stimulus control, social support training and contingency management (Gupta & Gargi, 2012). It is expected that whenever these approaches are used, the client will change her behavior and she will stop feeling the need to pull her hair.

This client is a teenager but old enough to make her own decisions regarding treatment. Therefore, she can only be informed about the treatments and the expectations before she gives informed consent. There is also need to consider treating her symptoms because of the accumulation of hair in her GI tract.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub

Gupta, S., & Gargi, P. D. (2012). Habit reversal training for trichotillomania. International journal of trichology, 4(1), 39

Pereyra, A. D., & Saadabadi, A. (2019). Trichotillomania, Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK493186/

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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