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Nursing homework help Report Issue Discussion: Comparing Frameworks for Analyzing Organizations Avedis Donabedian’s work generated a pivotal means of assessing organizational performance relative to structure, process, and outcomes. However, it is clearly not sufficient to view health care quality merely in terms of outcomes—the structures and processes that facilitate these outcomes are equally as important. In this Discussion, you consider multiple frameworks that can be used to analyze an organization. As you proceed, consider how these frameworks allow you to examine the interplay of interdependent and related parts and processes that comprise the systems within an organization, as well as the arrangements or structures that connect these parts. To prepare: Investigate and reflect on the systems and structures of an organization with which you are familiar. Consider the following: What is the reporting structure? Who holds formal and informal authority? How many layers of management are there between the frontline and the highest office-holders of the organization? How are interdisciplinary teams organized? How is communication facilitated? How well integrated is decision making among clinical personnel and administrative professionals? How are particular service lines organized? Which departments, groups, and/or individuals within the organization are responsible for monitoring matters related to performance, such as quality and finances? Select two of the following frameworks: Learning organizations, presented in the Elkin, Haina, and Cone article Complex adaptive systems (CAS), presented in the Nesse, Kutcher, Wood, and Rummans article Clinical microsystems, presented in the Sabino, Friel, Deitrick, and Sales-Lopez article Good to great, presented in the Geller article The 5 Ps, presented in the ASHP Foundation article Review the Learning Resources for each of the frameworks that you selected. Also conduct additional research to strengthen your understanding of how to use each framework to assess an organization. Compare the two frameworks. How could each framework be used to identify opportunities to improve performance? In particular, how would you use each of these frameworks to analyze the organization that you have selected? By Day 3 Post an analysis of the systems and structures of the organization you selected, sharing specific examples. Explain insights that you gained by comparing the two frameworks, and how each can be used to assess an organization, identify a need for improvement, and, ultimately, enhance the performance of an organization. Hickey, J. V., & Brosnan, C. A. (2017). Evaluation of health care quality in for DNPs (2nd ed.). New York, NY: Springer Publishing Company. Chapter 1, “Evaluation and DNPs: The Mandate for Evaluation” (pp. 3-36) Chapter 3, “Conceptual Models for Evaluation in Advanced Nursing Practice” (pp. 61-86) Chapter 6, “Evaluating Organizations and Systems” (pp. 127-142)Chapter 1 defines microsystem, mesosystem, and macrosystem and notes that evaluation can focus on one of these levels or all three. Chapter 5 examines the evaluation of organizations and systems. Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers. Chapter 2, “Understanding the Healthcare Organization” (pp. 31–43)Although this chapter focuses on hospitals, the authors provide information about strategic planning and organizational structure that is applicable in many health care settings. The authors examine financial and quality issues as key aspects of performance measurement. Elkin, G., Zhang, H., & Cone, M. (2011). The acceptance of Senge’s learning organisation model among managers in China: An interview study. International Journal of Management, 28(4), 354–364. Retrieved from the Walden Library databases. This article outlines the five disciplines that Senge argued could be found in a learning organization. The authors also discuss the worldview that is inherent in business organizations in China and explain how this relates to Senge’s theory. Geller, E. S. (2006). From good to great in safety: What does it take to be world class? Professional Safety, 51(6), 35–40. Retrieved from the Walden Library databases. Geller reviews and applies Collin’s foundational Good to Great theory from its focus on financial success to safety. Nesse, R. E., Kutcher, G., Wood, D., & Rummans, T. (2010). Framing change for high-value healthcare systems. Journal for Healthcare Quality, 32(1), 23–28. Retrieved from the Walden Library databases. This article explores how to implement change in complex adaptive systems (CAS) such as health care. The authors purport that an understanding of the principles of change management in CAS is critical for success. Sabino, J. N., Friel, T., Deitrick, L. M., & Salas-Lopez, D. (2009). Striving for cultural competence in an HIV program: The transformative impact of a microsystem in a larger health network. Health & Social Work, 34(4), 309–313. Retrieved from the Walden Library databases. The authors discuss cultural competence as part of a patient-centered perspective on health care delivery. They examine an approach to creating innovation that originates at the unit (microsystem) level and can be diffused to the larger health care environment (macrosystem).

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Discussion: Comparing Frameworks for Analyzing Organizations

Avedis Donabedian’s work generated a pivotal means of assessing organizational performance relative to structure, process, and outcomes. However, it is clearly not sufficient to view health care quality merely in terms of outcomes—the structures and processes that facilitate these outcomes are equally as important.

In this Discussion, you consider multiple frameworks that can be used to analyze an organization. As you proceed, consider how these frameworks allow you to examine the interplay of interdependent and related parts and processes that comprise the systems within an organization, as well as the arrangements or structures that connect these parts.

To prepare:

  • Investigate and reflect on the systems and structures of an organization with which you are familiar. Consider the following:
    • What is the reporting structure?
    • Who holds formal and informal authority?
    • How many layers of management are there between the frontline and the highest office-holders of the organization?
    • How are interdisciplinary teams organized?
    • How is communication facilitated?
    • How well integrated is decision making among clinical personnel and administrative professionals?
    • How are particular service lines organized?
    • Which departments, groups, and/or individuals within the organization are responsible for monitoring matters related to performance, such as quality and finances?
  • Select two of the following frameworks:
    • Learning organizations, presented in the Elkin, Haina, and Cone article
    • Complex adaptive systems (CAS), presented in the Nesse, Kutcher, Wood, and Rummans article
    • Clinical microsystems, presented in the Sabino, Friel, Deitrick, and Sales-Lopez article
    • Good to great, presented in the Geller article
    • The 5 Ps, presented in the ASHP Foundation article
  • Review the Learning Resources for each of the frameworks that you selected. Also conduct additional research to strengthen your understanding of how to use each framework to assess an organization.
  • Compare the two frameworks. How could each framework be used to identify opportunities to improve performance? In particular, how would you use each of these frameworks to analyze the organization that you have selected?
By Day 3

Post an analysis of the systems and structures of the organization you selected, sharing specific examples. Explain insights that you gained by comparing the two frameworks, and how each can be used to assess an organization, identify a need for improvement, and, ultimately, enhance the performance of an organization.

 

Hickey, J. V., & Brosnan, C. A. (2017). Evaluation  of health care quality in for DNPs (2nd  ed.). New York, NY: Springer Publishing Company.
Chapter 1, “Evaluation and DNPs: The Mandate for Evaluation” (pp. 3-36)
Chapter 3, “Conceptual Models for Evaluation in Advanced Nursing Practice” (pp. 61-86)
Chapter 6, “Evaluating Organizations and Systems” (pp. 127-142)Chapter 1 defines microsystem, mesosystem, and macrosystem and notes that evaluation can focus on one of these levels or all three. Chapter 5 examines the evaluation of organizations and systems.

Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.
Chapter 2, “Understanding the Healthcare Organization” (pp. 31–43)Although this chapter focuses on hospitals, the authors provide information about strategic planning and organizational structure that is applicable in many health care settings. The authors examine financial and quality issues as key aspects of performance measurement.

Elkin, G., Zhang, H., & Cone, M. (2011). The acceptance of Senge’s learning organisation model among managers in China: An interview study. International Journal of Management, 28(4), 354–364.
Retrieved from the Walden Library databases.

This article outlines the five disciplines that Senge argued could be found in a learning organization. The authors also discuss the worldview that is inherent in business organizations in China and explain how this relates to Senge’s theory.

Geller, E. S. (2006). From good to great in safety: What does it take to be world class? Professional Safety, 51(6), 35–40.
Retrieved from the Walden Library databases.

Geller reviews and applies Collin’s foundational Good to Great theory from its focus on financial success to safety.

Nesse, R. E., Kutcher, G., Wood, D., & Rummans, T. (2010). Framing change for high-value healthcare systems. Journal for Healthcare Quality, 32(1), 23–28.
Retrieved from the Walden Library databases.

This article explores how to implement change in complex adaptive systems (CAS) such as health care. The authors purport that an understanding of the principles of change management in CAS is critical for success.

Sabino, J. N., Friel, T., Deitrick, L. M., & Salas-Lopez, D. (2009). Striving for cultural competence in an HIV program: The transformative impact of a microsystem in a larger health network. Health & Social Work, 34(4), 309–313.
Retrieved from the Walden Library databases.

The authors discuss cultural competence as part of a patient-centered perspective on health care delivery. They examine an approach to creating innovation that originates at the unit (microsystem) level and can be diffused to the larger health care environment (macrosystem).

How do you deal with the loss of identity?

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Psychology homework help

ALZHEIMER’S DISEASE

FIDELIS MGBEAHURU

PSY 635

ROXANNE BEHARIE

07/25/2018

1

ALZHEIMER’S DISEASE IN A NUT SHELL

Alzheimer’s disease is an irreversible degenerative brain disease that attacks an individual especially as they age, causing them to experience cognitive and memory loss.

BRAIN DISEASE

THE BIG QUESTION

How do you deal with the loss of identity?

3

BRAIN DISEASE

IMPORTANCE OF ALZHEIMER’S DISEASE AND THE IMPACT ON CAREGIVERS

Alzheimer’s patient require caregiving support as the disease progresses, and eventually their identity cannot be defined, because who you were to them, is not who they know now, therefore, the research question would be, How can you manage the loss of identity?

4

BRAIN DISEASE

HOW IT HAPPENS

The progressive decline in memory loss as well as cognitive ability tends to cause them to exhibit mood swings. Alzate, (2018), “The patient initially demonstrates insidious impairment of higher intellectual functions, with alterations in mood and behavior.

5

BRAIN DISEASE

PUBLISHED STUDIES ABOUT ALZHEIMER’S DISEASE

Orona, (2002). In the research study, the researcher was able to identify the importance of identity loss, especially when family members of Alzheimer’s patient try to manage their physical presence but not the cognitive presence.

Kontos, (2004). In this research study, the researcher was concerned about the role of the nursing care provider’s knowledge caring for a total stranger with different behaviors which includes memory loss. As described in the article, “Several investigators have lamented the prevalence of negative attitudes towards individuals with Alzheimer’s disease in nursing homes”.

6

BRAIN DISEASE

POTENTIAL METHOD

GROUNDED THEORY

Interviewing the family members is very critical in the research for Alzheimer’s disease because it reveals the truth on a personal experience.

It allows for personal interaction and observation with the caregiving family members that are involved in the situation.

Surveys are conducted across the board for multiple patient with Alzheimer’s.

Questionnaires are handed out too in the process for those that would not want to talk to the interviewer.

7

BRAIN DISEASE

APPROPRIATE RESEARCH DESIGN

Qualitative design would be ideal for the research to determine the impact of Alzheimer’s disease on caregiving family members. I would apply the use of grounded theory, by conducting interviews, observations which will give me a better picture of what the caregiving family members are experiencing. “Qualitative data add an in-depth understanding of research results and allow the researcher to explore anomalies or subgroups within the data.” Hesse-Biber, (2010).

8

BRAIN DISEASE

ETHICAL ISSUES

INFORMED CONSENT AND COFIDENTIALITY

American Psychological Association. (2010), 8.03 Informed consent for recording voices and images in research. Psychologists obtain informed consent from research participants prior to recording their voices or images for data collection. American Psychological Association. (2010), “6.01, Documentation of Professional and Scientific Work and Maintenance of Records.) (b) If confidential information concerning recipients of psychological services is entered into databases.”

9

BRAIN DISEASE

ETHICAL ISSUES

ADDRESSING ETHICAL ISSUES

It is important to explain to the caregiving family member the purpose of the research and what the research will include, and let them know that they may not answer any question if they decide not to answer.

Also, it is important to inform the family members that their information will not be shared without their written or verbal permission.

I believe it will address the ethical issues that could arise if it was not addressed before the research.

10

BRAIN DISEASE

CONCLUSION

FAMILY MEMBER LOSING IDENTITY

The research process was able to identify real life experience by caregiving family members which gave a clearer perspective of the gradual loss of who they are and who they have become to the Alzheimer’s family member. As indicated in the journal, “Support must be forthcoming to aid in the loss that is being sustained: that of a person, a relationship, and of a self.” Orona, (2002). The research will give caregiving family members new techniques on how to manage their family member with Alzheimer’s disease identity loss.

11

BRAIN DISEASE

Reference

Alzate, L. (2018). Alzheimer’s Disease. Nutritional Perspectives: Journal Of The Council On

Nutrition, 41(2), 28-35.

American Psychological Association. (2010).

Ethical principles of psychologists and code of conduct: Including 2010 amendments (Links to an external site.)Links to an external site.. Retrieved from http://www.apa.org/ethics/code/index.aspx

Hesse-Biber, S. N. (2010). Mixed methods research: Merging theory with practice. New York,

NY: Guilford Press.

BRAIN DISEASE

Reference

Kontos, P. (2004). Embodied selfhood: Redefining agency in Alzheimer’s disease. In E. Tulle (Ed.), Old age and agency (pp. 105–121). Huntington, NY: Nova Science Publishers.

Orona, C. (2002). Temporality and identity loss due to alzheimer’s disease. In Huberman, A. M.,

& Miles, M. B. The qualitative researcher’s companion (pp. 367-391). Thousand Oaks, CA: SAGE Publications Ltd. doi: 10.4135/9781412986274

13

IMPORTANCE OF COMMUNITY

AND PUBLIC HEALTH

identifying quality technology tools that increase the ability of nurses to provide safe, effective care.

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Discussion:-4

Current Information and Communication Technologies

With so much attention focused on health care reform, it is important that nurses be given the opportunity to use high-quality technology tools. These tools can increase access to vital medical information, promote effective communication among health care professionals, and improve the patient experience. By actively seeking out and adopting these tools, nurses can greatly enhance the quality and safety of care that they provide.

This Discussion focuses on identifying quality technology tools that increase the ability of nurses to provide safe, effective care.

To prepare:

Review the various technology tools described in this week’s Learning Resources.

Identify a recently adopted information, education, or communication technology tool in your specialty area. Reflect on how it is used and how its use impacts the quality of care.

Consider how your identified technology tool might impact nursing practice if it were more widely used. What are some barriers preventing increased usage? How could wider implementation be facilitated?

Please Provide References

Learning Objectives

Students will:

Evaluate the effectiveness of a technology tool in your specialty area

Appraise the barriers and facilitators of implementing an information technology tool in your specialty area

Learning Resources

Required Readings

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

“The Future of Nursing Informatics”

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Chapter 12, “The Human-Technology Interface”

This chapter describes the human-technology interface and explores some of the problems that result from its usage. The author also reflects on methods for improving the interface.

 

Why are coding standards important for promoting consistent, high-quality care?

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DISCUSSION-3

Standardized Coding Systems

As a result of the fragmented nature of the health care system, professionals in various specialty areas of medicine have developed their own unique sets of terminology to communicate within that specialty. In the past, limited attention has been given to codifying practices in order for them to be understood and utilized across disciplines or through different information technology systems. The implementation of a federally mandated electronic medical records system, therefore, poses a challenge to nursing professionals and others who must be prepared to utilize standardized codes for the new system. Why are coding standards important for promoting consistent, high-quality care?

According to Rutherford (2008, para. 15), “Improved communication with other nurses, health care professionals, and administrators of the institution in which nurses work is a key benefit of using a standardized nursing language.” In this Discussion you consider the reasoning behind and the value of standardized codification.

To prepare

Review the information in Nursing Informatics: Scope and Standards of Practice. Determine which set of terminologies are appropriate for your specialty or area of expertise.

Reflect on the importance of continuity in terminology and coding systems.

In the article, “Standardized Nursing Language: What Does It Mean for Nursing Practice?” the author recounts a visit to a local hospital to view its implementation of a new coding system. One of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1). Consider how you would inform this nurse (and others like her) of the importance of standardized nursing terminologies.

Reflect on the value of using a standard language in nursing practice. Consider if standardization can be limited to a specialty area or if one standard language is needed across all nursing practice. Then, identify examples of standardization in your own specialty or area of expertise. Conduct additional research using the Walden Library that supports your thoughts on standardization of nursing terminology.

Please Provide References

Learning Resources

Required Readings

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

“Metastructures, Concepts, and Tools of Nursing Informatics”

This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

 

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Chapter 6, “Overview of Nursing Informatics”

This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.

 

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.

In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

 

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.

This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

In this Discussion, you identify the role informatics plays in your professional responsibilities. You pinpoint personal gaps in skills and knowledge and then develop a plan for self-improvement

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DISCUSSION-2

Nursing Informatics Competencies

Today’s fast-paced health care environment demands nurses to be skilled not only in their clinical practice or specialty area but in the use of technology tools that improve practice and lead to better patient care. Basic and advanced technology competencies are required and expected as technology increasingly touches and changes the job of every nurse. Numerous organizations, including the American Nurses Association (ANA), the American Medical Informatics Association (AMIA), and Healthcare Information and Management Systems Society (HIMSS), have developed nurse-specific technology competencies. The challenge for nurses is to identify both needs and training opportunities.

In this Discussion, you identify the role informatics plays in your professional responsibilities. You pinpoint personal gaps in skills and knowledge and then develop a plan for self-improvement.

To prepare:

Review Nursing Informatics: Scope and Standards of Practice in this week’s Learning Resources, focusing on the different functional areas it describes. Consider which areas relate to your current nursing responsibilities or to a position you held in the past. For this Discussion, identify one or two of the most relevant functional areas.

Review the list of competencies recommended by the TIGER Initiative. Identify at least one skill in each of the main areas (basic computer competencies, information literacy competencies, and information management competencies) that is pertinent to your functional area(s) and in which you need to strengthen your abilities. Consider how you could improve your skills in these areas and the resources within your organization that might provide training and support.

Please Provide References

 

Learning Resources

Required Readings

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

“Functional Areas for Nursing Informatics”

This chapter describes the key functional areas of nursing informatics. It also clarifies the roles of informatics nurse specialists and informatics nurses.

 

“Informatics Competencies: Spanning Careers and Roles”

This chapter details an informatics competencies matrix that has been developed by reviewing research. It outlines best practices for successful use of health information technology.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Chapter 7, “Informatics Roles and the Knowledge Work of Nursing”

This chapter details the roles, competencies, and skills that ensure effective nursing informatics practice. The text also details the future of nursing informatics.

 

Transforming Nursing and Healthcare through Technology (NURS – 6051N – 37)

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Transforming Nursing and Healthcare through Technology (NURS – 6051N – 37)

DISCUSSION- 1

The Effects of “To Err Is Human” in Nursing Practice

The 1999 landmark study titled “To Err Is Human: Building a Safer Health System” highlighted the unacceptably high incidence of U.S. medical errors and put forth recommendations to improve patient safety. Since its publication, the recommendations in “To Err Is Human’ have guided significant changes in nursing practice in the United States.

In this Discussion, you will review these recommendations and consider the role of health information technology in helping address concerns presented in the report.

To prepare:

Review the summary of “To Err Is Human” presented in the Plawecki and Amrhein article found in this week’s Learning Resources.

Consider the following statement:

“The most significant barrier to improving patient safety identified in “To Err Is Human” is a “lack of awareness of the extent to which errors occur daily in all health care settings and organizations (Wakefield, 2008).”

Review “The Quality Chasm Series: Implications for Nursing” focusing on Table 3: “Simple Rules for the 21st Century Health Care System.” Consider your current organization or one with which you are familiar. Reflect on one of the rules where the “current rule” is still in operation in the organization and consider another instance in which the organization has effectively transitioned to the new rule.

Please Provide References

Learning Resources

Required Readings

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

“Introduction”

This portion of the text introduces nursing informatics and outlines the functions of the scope and standards.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Chapter 1, “Nursing Science and the Foundation of Knowledge”

This chapter defines nursing science and details its relation to nursing roles and nursing informatics. The chapter also serves as an introduction to the foundation of knowledge model used throughout the text.

type of schizophrenia in which behavior is bizarre and childish and thinking, speech, and motor actions are very disordered.

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Chapter 14: Psychological Disorders (Active Learning Activity = 15 points)

Page 8 of 8

Use the crossword puzzle to fill in the blanks on the next page(s). (You do NOT need to actually write your answers in the boxes here).

Part 1—Knowing Key Terms (4 points) :

Fill in the blanks from the crossword puzzle above using key terms from the textbook and/or lecture notes.

Across

10. false sensory perceptions, such as hearing voices that do not really exist.-     

11. disorders in which the main symptom is excessive or unrealistic anxiety and fearfulness.-

17. somatoform disorder in which the person is terrified of being sick and worries constantly, going to doctors repeatedly, and becoming preoccupied with every sensation of the body.-

18. a state of immobility.-

19. in psychology, an emotional reaction.-

20. fear of being in a small, enclosed space.-

21. the break away from an ability to perceive what is real and what is fantasy.-

22. false beliefs held by a person who refuses to accept evidence of their falseness.-

23. type of schizophrenia in which behavior is bizarre and childish and thinking, speech, and motor actions are very disordered.-

Down

1. the tendency to interpret a single negative event as a never-ending pattern of defeat and failure.-     

2. severe disorder in which the person suffers from disordered thinking, bizarre behavior, hallucinations, and is unable to distinguish between fantasy and reality.-

3. severe mood swings between major depressive episodes and manic episodes.-

4. an irrational, persistent fear of an object, situation, or social activity.-

5. cutting holes in the skull of a living person.-

6. term referring to someone with antisocial personality disorder.-

7. type of schizophrenia in which the person suffers from delusions of persecution, grandeur, and jealousy, together with hallucinations.-

8. disorder that consists of mood swings from moderate depression to hypomania and lasts two years or more.-

9. anything that does not allow a person to function within or adapt to the stresses and everyday demands of life.-

12. having the quality of excessive excitement, energy, and elation or irritability.-

13. fear of being in a place or situation from which escape is difficult or impossible.-

14. a moderate depression that lasts for two years or more and is typically a reaction to some external stressor.-

15. fear of heights.-

16. the study of abnormal behavior.-

Part 2—Comprehending and Applying Concepts (4 points):

Answer each of the following questions by: (1) Underlining the correct options for multiple choice items, or (2) Providing the correct short answer where appropriate.

1. What is the primary difficulty with applying the criterion of “social norm deviance” to define abnormal behavior?

a) Norms are difficult to enumerate.

b) Cultures accept and view all behaviors as normal.

c) Behavior that is considered disordered in one culture may be acceptable in another.

d) Norms do not guide behavior except in rare instances.

2. Which of the following is NOT a criterion used to decide if a pattern of behavior should be considered to be a psychological disorder?

a) The behavior is physically exhausting.

b) The behavior causes subjective distress.

c) The behavior goes against the norms of the society.

d) The behavior is maladaptive.

3. The biological model views psychological disorders as resulting

from_____________.

a) distorted thought patterns

b) repressed memories

c) underlying behavioral issues

d) physiological causes

4. The psychoanalytic model holds that abnormal behavior is the result of ______.

a) learning

b) repressed thoughts

c) biology

d) biochemical imbalances

5. Alan went to see a psychologist to get some help overcoming his anxiety in public. The psychologist spent a lot of time discussing the specific thoughts Alan has when he is in public and trying to help him change those thought patterns. The psychologist could be best described as

adhering to the _______________.

a) cognitive perspective

b) behaviorist model

c) psychoanalytical perspective

d) biological model

6. Disorders such as koro, susto, and amok are considered __________.

a) restricted syndromes

b) naturalistic syndromes

c) sociocultural disorders

d) culture-bound syndromes

7. _______is used to help psychological professionals diagnose psychological disorders.

a) The Diagnostic and Statistical Manual of Mental Disorders

b) The Physician’s Desk Reference

c) The Textbook of Psychological Disorders

d) The Textbook of Physiological Disorders

8. In any given year in the United States, approximately how many adults over age 18 experience a mental disorder?

a) 5 percent

b) 22 percent

c) 52 percent

d) 76 percent

9. Which of the following statements is true about anxiety?

a) It is never considered realistic or normal.

b) Some anxiety is realistic when its source is obvious and understandable.

c) It always manifests itself as a disorder.

d) It is unusual for a mentally healthy person to experience anxiety.

10. Liza has an anxiety disorder. She is currently seeing a therapist who believes that anxiety disorders are a result of illogical, irrational thought processes. Liza is probably seeking treatment from a

a) behaviorial psychologist.

b) cognitive psychologist.

c) psychoanalyst.

d) psychologist with a biological perspective.

11. The cognitive process of magnification could be most accurately described as

a) interpreting a single negative event as a never-ending pattern of defeat.

b) making mountains out of molehills.

c) giving little or no emphasis to one’s successes or positive events.

d) throwing the baby out with the bath water.

12. Disorders that take the form of a physical illness that has no real physical cause are referred to as

a) dissociate disorders.

b) schizophrenia.

c) somatoform disorders.

d) mood disorders.

13. What did Freud believe about somatoform disorders?.

a) They are caused by the repression of disturbing thoughts, conflicts, or memories.

b) They result from magnifying symptoms and allowing false beliefs to dominate one’s thinking.

c) They are the result of positive and negative reinforcement.

d) They are due to an imbalance of the neurotransmitters GABA and serotonin.

14. Disorders in which there is a break in conscious awareness, memory, the sense of identity, or some combination are called _________.

a) paraphilias

b) anxiety disorders

c) somatoform disorders

d) dissociative disorders

15. Which of the following perspectives claims that shaping may play a big role in the development of some cases of dissociative identity disorder?

a) behavioral

b) humanistic

c) biological

d) psychoanalytic

16. Disorders characterized by disturbances in emotion are known as ______ disorders.

a) conversion

b) somatoform

c) mood

d) dissociative

17. Which of the following is the biological explanation for mood disorders?

a) They are a result of learned helplessness.

b) They are a result of anger turned inward on oneself.

c) They are a result of distortions in thinking.

d) They are a result of an imbalance of brain chemicals.

18. Sal has decreased levels of the neurotransmitter dopamine in his prefrontal cortex. Which disorder might he be at risk of experiencing?

a) antisocial personality disorder

b) agoraphobia

c) schizophrenia

d) dissociative fugue

19. Disorders that affect the entire life adjustment of a person are referred to as

a) somatoform disorders

b) dissociative disorders

c) mood disorders

d) personality disorders

20. Which of the following statements represents the biological view of personality disorders?

a) They are due to an inadequate resolution of the Oedipus complex.

b) They are a type of learned behavior.

c) They have physiological causes.

d) They are due to disturbances in family relationships.

Part 3—Underst anding and Applying Concepts (4 points) :

For each of the following case studies, play the role of a clinician and make the most accurate diagnosis possible with the given information from the following choices. Write your response in the blank space beneath each description.

Obsessive-Compulsive Disorder

Borderline Personality Disorder

Depersonalization Disorder

Dissociative Fugue

Somatization Disorder

Panic Disorder/Panic Attack

Specific Phobia

Major Depression

Paranoid Schizophrenia

Agoraphobia

1. If you interacted with Scott briefly, you might think that he is normal. However, once he told you about the government’s plot against him and how he was going to be rescued by some alien friends, you would start to suspect that he is disordered.

2. Shannon’s moods seem to swing abruptly, and she often seems unable to control her impulses. She has had many sexual encounters and often complains of boredom, though she is seldom alone and often caught up in very intense, stormy relationships. Her friends are on edge around her because of her Jekyll-Hyde behavior.

3. Emmit, who has just suffered a serious knee injury, cannot undergo an MRI because he has an irrational fear of narrow, enclosed places.

4. Frank awoke one morning and suddenly realized that he had another name and a family in another state. He had no idea how he came to be living his present life.

5. While teaching her class one day, Theresa suddenly begins having difficulty breathing. Her heart starts pounding wildly, and she feels weak and dizzy. She feels as if she’s having a heart attack and is honestly afraid that she’s going to die in the next minute or two. (Assume that Theresa is not having a heart attack).

6. Although Jack is enjoying watching the football game, he feels oddly detached, as though he is watching himself and his actions from outside of his own body. Because this has happened several times recently, Jack is startled for fear that he will totally lose control of his thoughts and behavior.

7. Sarah has an unrealistic fear of shopping in crowded stores and walking through crowded streets. She has begun to spend more and more time home alone in order to avoid the panicky feeling she gets when she goes out in public.

8. Sam’s friends are starting to worry about him. Normally energetic and fun-loving, Sam has become withdrawn and sullen. He has lost weight, is constantly tired, and hasn’t been showing up to lacrosse practice or to his fraternity meetings. In his conversations with others, he expresses feelings of doubt and unworthiness, and seems to be entertaining suicidal thoughts.

9. Because Amy feels “dirty” a lot of the time, she spends much of her day at the sink, washing and rewashing her hands hundreds of times until they are red and raw.

10. Joan has seen several specialists and undergone numerous diagnostic tests to determine the cause of her recurring headaches and episodes of dizziness. The doctors are perplexed and can seem to find no physiological cause for Joan’s symptoms.

Part 4—Synthes izing and Evaluating Concepts (3 points) :

Using your knowledge from the textbook and/or lecture notes, answer each question by typing your response in the space provided below. For each question, your answer should be one or more healthy paragraphs (Your total answer should be at least 100 words or more).

1. Explain the four ways in which abnormal behavior is defined in the field of psychology.

2. Compare and contrast depression and bipolar disorder. How are they similar? How are they different?

3. List and describe two anxiety disorders. List the most relevant symptoms of the disorders that you choose. Describe the viewpoints of two different psychological models on the cause of anxiety disorders.

 

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