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Disorder of the urinary system

Discussion Topic

In this forum, choose one of the disorder of the urinary system (Chapter 9)

Your post must include the following information

  • root(s), suffix and prefix of the disease
  • cause(s) of the disorder
  • risk factors of the disorder
  • signs and/or symptoms
  • how is it diagnosed
  • how it affects the body overall
  • treatment(s) and/or cure.
  • what is the prognosis?
  • citation for any references (text, website etc) used. DO NOT COPY AND PASTE (this will result in a severe reduction of your grade). Paraphrase and cite your reference.
  • If choosing UTI, cystitis, or nephrolithiasis, chooses a specific type.

(Minimum of 250 words in length).

Course Materials :

Marie A. Moisio and Elmer W. Moisio (2016). Medical Language: Focus on Terminology Third Edition. Thompson Delmar, Albany, New York. ISBN: 978-1-285-85421-2

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Illness Anxiety Disorder Comprehensive Analysis

Assignment details: Illness Anxiety Disorder Comprehensive Analysis

In this assignment, please conduct a comprehensive analysis on Illness Anxiety Disorder.

Include the following in the paper:

  • Overview of the diagnosis
  • Explanation of at least one theory of etiology (causes) of the disorder
  • Explanation of the associated factors in development of the disorder (genetic, environmental, familial, lifestyle)
  • An analysis of the treatment options for clients using appropriate terminology and citations
  • Discussion of treatment options of the disorder
  • Discussion of possible options to reduce frequency or severity of symptoms
  • Evaluation of how this disorder affects the patient and those in their social community
  • Conclusion

** In keeping with the focus of this class, the emphasis of your paper should be on the pathological aspects of Illness Anxiety Disorder.

The Pathology, Diagnosis, and the DSM-5 writing assignment – 

  • Must be a minimum of five double-spaced pages (not including title and references pages) and formatted according to APA Style.
  • Must include a separate title page and reference page.
  • Must include an introduction and conclusion paragraph. Please ensure the introduction paragraph ends with a clear thesis statement that indicates the purpose of the paper.
  • Must include a minimum of two scholarly or peer-reviewed sources published within the last five years. Must cite and reference the DSM-5 as a additional source. These sources should provide evidence-based information regarding the psychological features of the disorder.
  • Must utilize academic voice

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Males and gender minorities in eating disorder prevention

Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=uedi20

Download by: [Palo Alto University] Date: 01 July 2016, At: 10:45

Eating Disorders The Journal of Treatment & Prevention

ISSN: 1064-0266 (Print) 1532-530X (Online) Journal homepage: http://www.tandfonline.com/loi/uedi20

Including the excluded: Males and gender minorities in eating disorder prevention

Leigh Cohn, Stuart B. Murray, Andrew Walen & Tom Wooldridge

To cite this article: Leigh Cohn, Stuart B. Murray, Andrew Walen & Tom Wooldridge (2016) Including the excluded: Males and gender minorities in eating disorder prevention, Eating Disorders, 24:1, 114-120, DOI: 10.1080/10640266.2015.1118958

To link to this article: http://dx.doi.org/10.1080/10640266.2015.1118958

Published online: 15 Dec 2015.

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THE LAST WORD

Including the excluded: Males and gender minorities in eating disorder prevention Leigh Cohn, Stuart B. Murray, Andrew Walen, and Tom Wooldridge

National Association for Males with Eating Disorders, Naples, Florida, USA

By operating under the outdated premise that eating disorders (ED) predo- minantly affect females, prevention efforts have been disproportionately aimed at girls and young women. This article will show how one-sided the research and program development has been, and present recommendations for how to expand curricula and policy to be more gender inclusive. Ultimately, ED and related issues (e.g., body image dissatisfaction, obesity, comorbid conditions, weight prejudice, etc.) cannot be expected to decrease unless everyone is involved, regardless of gender. We wouldn’t only inoculate girls for measles—preventing ED across the board is the only fully effective approach.

Adolescent girls: The face of a disorder

Try telling a stranger that you specialize in “males and eating disorders,” and the typical response is, “You mean like those poor starving girls. I didn’t know guys got eating disorders.” It’s infuriating, but somehow worse when it is members of the ED field thinking that way. This kind of ignorance starts with inaccuracies. Since the 1980s, the oft-repeated, not-cited statistic has been that 10% of individuals with ED are male. Erroneous to begin with, the number originated from a study that counted 241 people referred for ED at one hospital over a period of 3.5 years, prior to 1985. Twenty-four were males, some of which didn’t meet ED criteria, but because it wasn’t clear how many of the women fully met the criteria, the 10% is somewhat vague (Andersen, 1985). The figure does not represent other treatment providers’ admissions or the general population, and it was not replicated. Further, few physicians or members of the general public knew much about ED in the early 80s, and the admissions in those years predated the field’s emergence that soon followed. It is likely that the actual male prevalence at that time was much higher, as became evident in later studies.

Nonetheless, 10% has been parroted in books, professional articles, on ED organizations’ websites, and in popular media for the nearly 30 years, and it

CONTACT Leigh Cohn Leigh@gurze.net Eating Disorders: The Journal of Treatment and Prevention, P.O. Box 2238, Carlsbad, CA 92018, USA.

EATING DISORDERS 2016, VOL. 24, NO. 1, 114–120 http://dx.doi.org/10.1080/10640266.2015.1118958

© 2016 Taylor & Francis

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has minimized the drive for gender equality within the ED field. Usually, the National Eating Disorders Association (NEDA) is attributed as the source, because up until 2015—when Leigh Cohn updated their website’s statistics on males—they published this prevalence figure, although without a refer- ence. Had anyone dug deeper, they would have discovered that, not only was the 10% figure dated and misrepresented (instead of referring to males in treatment, as the study indicated, sometimes it is incorrectly used to indicate general prevalence), it was also always wrong for reasons that persist today. Oftentimes, men do not seek treatment because they are reluctant to ask for help; but beyond that, they are consistently stigmatized by the idea that they might have an adolescent girl’s problem. Men and boys are less educated about ED, so they might not even consider that their behavior (e.g., extreme weight loss, purging, binge eating, compulsive exercise, etc.) is on the ED spectrum. They might actually suffer from a diagnosable ED and think that it is normal behavior. In one study, male patients with anorexia nervosa emphasized the lack of gender-appropriate information and resources for men as an impediment to seeking treatment (Räisänen & Hunt, 2014). Additionally, assessment tests underscore males because they have been written for females (Darcy & Lin, 2012). For example, the Eating Disorders Inventory has a question, “I think my thighs are too large,” which resonates far less for men than women, whereas the Eating Disorders Assessment for Males (EDAM) uses a statement “I check my body several times a day for muscularity,” which is more oriented toward the concerns of males (Stanford & Lemberg, 2014). However, the EDAM was not available back in the 80s and the EDI was the standard. So, let’s forget about that 10% number once and for all!

The best data available (Hudson, Hiripi, Pope, & Kessler, 2007) indicate that males account for 25% of individuals with anorexia nervosa and bulimia nervosa and 36% with binge eating disorder. Further data from pre-adolescent samples illustrates that up to half of those with selective eating are boys (Nicholls & Bryant-Waugh, 2009), which is significant when considering the evidence suggesting that selective eating is often a precursor to the develop- ment of full-blown ED psychopathology in adolescence (Nicholls, Christie, Randall, & Lask, 2001). When it comes to subclinical eating disordered beha- viors, according to a review of numerous studies (Mond, Mitchison, & Hay, 2014), the percentages are even higher for males in subclinical ED (42–45% binge eat, 28–100% regularly purged, 40% endorsed laxative abuse and fasting for weight loss). Perhaps the most illustrative recent data point to disordered eating practices in the community, for the very first time, increasing at a rate faster in males than females (Mitchison, Mond, Slewa-Younan, & Hay, 2013). Okay, if this rising prevalence now means that about 25–50% of individuals with ED are male, shouldn’t we see at least a similar distribution of prevention studies? Doesn’t the absence of prevention studies continue to marginalize the

EATING DISORDERS 115

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male experience of disordered eating, and continue to propagate the notion that eating disorders just don’t bother the boys?

A 2007 meta-analysis described 32 prevention studies, only four (12.5%) of which included boys (Stice, Shaw, & Marti, 2007). Eating Disorders: The Journal of Treatment and Prevention has published 69 articles focused on prevention prior to this current issue, and 54% were exclusively female, and 39% of those that mentioned gender included males. None addressed gender minorities. Only one, “Beauty Myth and the Beast: What Men Can Do and Be to Help Prevent Eating Disorders” by Michael Levine (1994)—in the journal’s second issue—solely addressed males, but only within the context of how they can help females not to develop ED. Actually, when Levine’s contributions are removed, only 34% of this journal’s articles have included males. The authors of a university prevention study summed up the popular thinking of researchers, “Men were not recruited because women are much more likely than men to develop body image disturbances and eating dis- orders (Ridolfi & Vander Wal, 2008).” In other words, the 25–50% of males with disordered eating are insignificant—or the investigators were stuck with the 10% figure.

Incidentally, overall research shows a similar bias. At a session on males and ED at the International Conference on Eating Disorders in 2013, Mark Warren reported that a PubMed search for papers on anorexia nervosa between 1900–2010 showed that men were included in 26% of them. Speaking on the same panel, Cohn stated that “males” were found in fewer than 7% of abstracts between 2000–2012 that referenced “eating disorders.”

This current special issue of this journal includes 12 articles besides this one, and no one else is addressing the importance of including males. Although the authors, many of whom are the field’s foremost experts, offer excellent ideas, they are all overlooking the needs and roles that males play in the ED continuum. Only four even mention males (two of which added information about male prevention after being queried editorially), and the others either ignore gender, which is fine, or use offer feminine examples (e.g., Girls Scouts, sororities, school-based programs for girls, etc.). Again, no one mentions gender minorities.

Prevention amongst high-risk male groups

Male eating disorders and related issues are multi-cultural and exist across age groups, but there are certain specific populations that are particularly at high risk. The types of universal and selected prevention strategies that are described elsewhere in this journal should be gender inclusive, but beyond that, special attention needs to be focused on certain groups. Most school programs have been developed in consideration of risks for girls (e.g., pressure to be thin), but they also need to take into account the concerns

116 L. COHN ET AL.

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of boys (e.g., pressure to be lean and muscular); and, lessons, about media literacy for example, should be gender inclusive (e.g., show before and after computer-altered images of women and men). Additionally, there are a few specific populations in which non-female members should be reached.

People who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ) are at higher risk of developing an ED (Brown & Keel, 2012). While approximately 3% of men in the general population identify as gay or bisexual, studies show that they comprise as high as 42% of men in treat- ment. Although globally more heterosexual males have ED, there are a higher percentage of gay males (15%) who are diagnosed (Feldman & Meyer, 2007). The idealized body type of being lean and muscular is particularly desired by gay men, many of whom suffer from body dissatisfaction, anxiety about appearance, excessive body checking, and negative physical-self evaluation, which all are risk factors for developing an ED. The LBGTQ community is proactive in seeking equal rights and recognition, and concerted efforts within the ED prevention community should be integrated into existing avenues for information and education. For example, university advocates who organize eating disorders awareness education and prevention efforts should coordinate with the LBGTQ Center on campus. Also, beginning at the pre-elementary level, putting an end to bullying (an identified precursor to ED behaviors) and teaching acceptance about gender diversity (including stereotypes as they relate to sexuality) should be a part of every prevention curricula.

Certain athletes are at higher risk for an ED. For example, wrestlers, boxers, jockeys, gymnasts, and long distance runners often lose weight by purging, fasting, and excessively exercising. Some football linemen force feed themselves to gain weight, and many athletes binge and exercise to work off the calories, unaware that their behavior might be considered bulimia ner- vosa. Through decades of prevention work with the NCAA and Olympic Committee, Ron Thompson and Roberta Sherman have led the way toward educating coaches at the college level. They’ve collaborated with adminis- trators, coaches, athletes, and cheerleaders; and, in this journal’s first issue, they contributed an article, “Reducing the Risk of Eating Disorders in Athletics” (1993) in which they outlined risk reduction strategies including deemphasize weight, eliminate group weigh ins, and stop dangerous “weight cutting” behaviors. In 1998, Thompson wrote a “Last Word” editorial in this journal after three wrestlers had died from exercising in saunas—two were wearing plastic suits at the time. He indicated that the NCAA was moving to adopt new restrictions on the use of destructive weight loss techniques, and shortly afterward the NCAA implemented prohibited practices that are still enforced, “The use of laxatives, emetics, excessive food and fluid restriction, self-induced vomiting, hot rooms, hot boxes, and steam rooms is prohibited for any purpose. The use of a sauna is prohibited at any time and for any

EATING DISORDERS 117

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purpose, on or off campus (NCAA, 2013).” In the 16 years after these rules were put into effect, no collegiate wrestler died as a result of unsafe weight cutting practices (Rosenfeld, 2014). While this is evidence that prevention efforts can save lives, the same ideas Thompson and Sherman voiced 24 years ago still need to be more widely implemented from elite levels down to children’s teams. Furthermore, prevention programs must be repeated reg- ularly due to the high turnover rate among coaches, especially in youth leagues, where many of the parents who coach are uneducated about body image issues, teasing, and other risk factors for ED, especially among males.

In the related demographic of body builders, increased research, educa- tion, and prevention surrounding muscle dysmorphia is crucial. The drive for muscularity becomes a compulsion for some men (and some women), who spend excessive hours in the gym and abuse steroids or performance enhan- cing supplements like creatine and protein powders, which are typically increased over time. Trainers, lifters, and fitness club staff, should be edu- cated about harmful consequences (e.g., kidney or liver problems, distorted body image, body objectification, social isolation) and the difference between healthy and unhealthy exercise and eating.

Last but not least, more research and prevention must be devoted to binge eating disorders. The most common ED and affecting far more males than anorexia and bulimia combined, BED, especially how it presents in males, is understudied clinically and is virtually absent in the prevention literature. Many men who can be classified with BED don’t even realize that bingeing isn’t normal guy behavior. Too often it is lumped together with obesity, even when the prevention field is perfectly aware that not everyone who is obese binges and not everyone who binges is obese. The insecurities that men have about their weight and body, sex and money, global fears and archaic definitions about what it means to be a man can result in binge eating for emotional comfort, so men need to be educated about feelings, commu- nication, community, and other areas that may be unfamiliar to them. They also must learn about principles of healthy living, because, frankly, a lot of men have misconceptions about nutrition, fat versus fit, and body/self- empowerment—to name just a few.

Transforming beauty and the beast

Levine’s aforementioned article was directed at how fathers, husbands, broth- ers, and other men can help women. In the abstract, he writes, “Eating disorders are in part created and maintained by the inter-related phenomena of male-female relationships…” but he is clearly most concerned about the women, “I am frightened—for my daughter, my wife, my female colleagues…” instead of men, including his sons. Although the article is monumental as the only prevention article that purely spoke to men—even though he ignored

118 L. COHN ET AL.

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those with ED—it misses an important point: when males are more sensitive to the needs of females, the better it will be for both sexes, and visa versa.

This is certainly not a revolutionary concept—compassion for everyone— but the ED prevention field has been too female centric. If it is good prevention strategy to teach a class of high school girls that pictures of thin models are digitally enhanced, can lead to poor body image, and are emo- tionally manipulative; then, shouldn’t boys be instructed in the same lessons too? In that instance, boys would discover that these kinds of sexually objectifying images are not only demeaning and harmful for the girls, but that their own preconceptions about beauty were being influenced. And, shouldn’t they all be shown how the men on magazine covers have their muscles highlighted with body makeup and Photoshop, and that those models were possibly abusing anabolic steroids or supplements in the pursuit of those six-pack abs and ripped chests? Shouldn’t women be told that men are insecure about their bodies in profound ways, that they engage in stigmatized behaviors that fill them with shame and other feelings that they have difficulty expressing in words. Women are learning to become empow- ered with tools like mindfulness, self acceptance, body love, media literacy, and self-respect; but, their insights to self awareness are only going to be truly effective if men learn these same methods for their own benefit, as well as for the women in their lives. That’s how both men and women can find support, eliminate stigmas surrounding ED, and experience an overall better life.

Society must move away from the paternalistic hegemony, and nowhere is that more true than in the arena of ED. That women have been victimized by men is not breaking news. Most women with ED have had negative experi- ences with men (e.g., father hunger, cruel words, sexual abuse) in one way or another, but so have males with ED! While feminism has campaigned so ardently for gender equality, the continued focus on female approaches to ED prevention and treatment—at the exclusion of non-females—may be funda- mentally anti-feminist. Beyond that, a new paradigm must emerge that reflects a society with increasing gender equality. While the LGBTQ com- munity makes inroads in areas such as gay marriage, and women are making strides in corporate boardrooms, a new heterosexual male must also manifest itself. He has to give up the chauvinistic mentality and develop underutilized cognitions (i.e., his feminine side) to exist more evenly in the balanced utopian world we’d all like to see. While that world may not be realistically possible, we should, nevertheless, strive toward that goal.

References

Andersen, A. (1985). Anorexia nervosa and bulimia: Their differential diagnoses in 24 males referred to an eating and weight disorders clinic. Bulletin of the Menninger Clinic, 49(3), 227–235.

EATING DISORDERS 119

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Brown, T. A., & Keel, P. K. (2012). The impact of relationships on the association between sexual orientation and disordered eating in men. International Journal of Eating Disorders, 45, 792–799. doi:10.1002/eat.v45.6

Darcy, A., & Lin, I. H. (2012). Are we asking the right questions? A review of assessment of males with eating disorders. Eating Disorders, 20–5, 416–426. doi:10.1080/10640266.2012.715521

Feldman, M., & Meyer, I. (2007). Eating disorders in diverse, lesbian, gay, and bisexual populations. International Journal of Eating Disorders, 40, 218–226. doi:10.1002/(ISSN) 1098-108X

Hudson, J., Hiripi, E., Pope, H., & Kessler, R. (2007). The prevalence and correlates of eating disorders in the national comorbidity survey replication. Biological Psychiatry, 61, 348–358. doi:10.1016/j.biopsych.2006.03.040

Levine, M. (1994). Beauty myth and the beast: What men can do and be to help prevent eating disorders. Eating Disorders, 2, 101–113. doi:10.1080/10640269408249106

Mitchison, D., Mond, J., Slewa-Younan, S., & Hay, P. (2013). The prevalence and impact of eating disorder behaviours in Australian men. Journal of Eating Disorders, 1(Suppl. 1), 023. Retrieved from http://www.jeatdisord.com/content/1/S1/O23

Mond, J. M., Mitchison, D., & Hay, P. (2014). Eating disordered behavior in men: Prevalence, impairment in quality of life, and implications for prevention and health promotion. In L. Cohn & R. Lemberg (Eds.), Current findings on males with eating disorders (pp. 195–215). Philadelphia, PA: Routledge.

National Collegiate Athletic Association. (2013). 9.3 prohibited practices. In Wrestling: 2013–14 and 2014–15 rules and interpretations (p. WR-80). Indianapolis, IN: Author.

Nicholls, D., & Bryant-Waugh, R. (2009). Eating disorders of infancy and childhood: Definition, symptomatology, epidemiology, and comorbidity. Child and Adolescent Psychiatric Clinics of North America, 18, 17–30. doi:10.1016/j.chc.2008.07.008

Nicholls, D., Christie, D., Randall, L., & Lask, B. (2001). Selective eating: Symptom, disorder or normal variant. Clinical Child Psychology and Psychiatry, 6, 257–270. doi:10.1177/ 1359104501006002007

Räisänen, U., & Hunt, K. (2014). The role of gendered constructions of eating disorders in delayed help-seeking in men: A qualitative interview study. BMJ Open, 4, e004342– e004342. doi:10.1136/bmjopen-2013-004342

Ridolfi, D., & Vander Wal, J. (2008). Eating disorders awareness week: The effectiveness of a one-time body image dissatisfaction prevention session. Eating Disorders, 16, 428–443. doi:10.1080/10640260802370630

Rosenfeld, V. (2014) Weight loss in wrestling: Current state of the science. Retrieved from http://www.ncaa.org/health-and-safety/sport-science-institute/weight-loss-wrestling-cur rent-state-science

Stanford, S., & Lemberg, R. (2014). Measuring eating disorders in men: Development of the Eating Disorder Assessment for Men (EDAM). In L. Cohn & R. Lemberg (Eds.), Current findings on males with eating disorders (pp. 93–102). Philadelphia, PA: Routledge.

Stice, E., Shaw, H., & Marti, C. N. (2007). A meta-analytic review of eating disorder prevention programs: Encouraging findings. Annual Review of Clinical Psychology, 3, 207–231. doi:10.1146/annurev.clinpsy.3.022806.091447

Thompson, R. (1998). Wrestling with death. Eating Disorders, 6–2, 207–210. doi:10.1080/ 10640269808251257

Thompson, R., & Sherman, R. T. (1993). Reducing the risk of eating disorders in athletics. Eating Disorders, 1, 65–78. doi:10.1080/10640269308248268

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16 http://dx.doi.org/10.1002/eat.v45.6http://dx.doi.org/10.1080/10640266.2012.715521http://dx.doi.org/10.1002/(ISSN)1098-108Xhttp://dx.doi.org/10.1002/(ISSN)1098-108Xhttp://dx.doi.org/10.1016/j.biopsych.2006.03.040http://dx.doi.org/10.1080/10640269408249106http://www.jeatdisord.com/content/1/S1/O23http://dx.doi.org/10.1016/j.chc.2008.07.008http://dx.doi.org/10.1177/1359104501006002007http://dx.doi.org/10.1177/1359104501006002007http://dx.doi.org/10.1136/bmjopen-2013-004342http://dx.doi.org/10.1080/10640260802370630http://www.ncaa.org/health-and-safety/sport-science-institute/weight-loss-wrestling-current-state-sciencehttp://www.ncaa.org/health-and-safety/sport-science-institute/weight-loss-wrestling-current-state-sciencehttp://dx.doi.org/10.1146/annurev.clinpsy.3.022806.091447http://dx.doi.org/10.1080/10640269808251257http://dx.doi.org/10.1080/10640269808251257http://dx.doi.org/10.1080/10640269308248268

  • Adolescent girls: The face of a disorder
  • Prevention amongst high-risk male groups
  • Transforming beauty and the beast
  • References

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Explanation of the pathophysiology of the disorder. Provide 4 risk factors OR 4 symptoms of the disorder

  1. Develop an instructional brochure on the nutritional aspects of the disorders below:
    • Type 2 Diabetes

Include in your brochure all points below:

  • Explanation of the pathophysiology of the disorder. Provide 4 risk factors OR 4 symptoms of the disorder.
  • Two common medications used for the disorder. Explain how medications work to treat the disorder. Include 3 nutritional considerations for each medication.
  • Identify an evidence-based diet to prevent or reduce the incidence of the disorder.
    • Include at least 3 specific foods that should be included in the diet, provide rational for why foods should be included in the diet for this disease process.  
    • Include at least 3 specific foods that should be avoided in the diet, provide rational for why the foods should be excluded from the diet for disease process.
      • Examples of Evidence-based diets:
        • Dash diet
        • Mediterranean diet
        • Low carb diet
        • Low sodium diet
        • Low fat diet
        • Modified fiber and bland diet
        • Protein restricted
        • High protein diet
  • Include the information for at least 2 patient resources. One resource on the evidence-based diet and 1 resource on the disorder. Include name of organization and URL for the citation.
  • Include images or clipart to support your information. Trifold brochure should look professional. 
  • Include at least 2 evidence-based references (less than 5 years old) included in your brochure to support your information. Proper use of in-text citations and references in APA Style

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  • Explanation of the pathophysiology of the disorder. Provide 4 risk factors OR 4 symptoms of the disorder
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    Music Therapy & Autism Spectrum Disorder 

    Discussion #2 – Selected Populations44 unread replies.44 replies.

    Discuss music therapy related to the selected populations listed. Consider what ethical implications might need to be considered:

    • Music Therapy & Autism Spectrum Disorder 
    • Music Therapy & Young Children 

    For this assignment, your academic articles may be from any related discipline to your selected topic from the above list of choices

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    • Music Therapy & Autism Spectrum Disorder 

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    Attention-deficit/hyperactivity disorder (ADHD)

    Now, imagine that you are a university psychology professor. One of your students, John Doe, was recently diagnosed with attention-deficit/hyperactivity disorder (ADHD), combined presentation. He has emailed you and requested your advice and assistance with better understanding his circumstances, diagnosis, and prognosis. You will reply to John by writing an email in which you will offer him advice in the following areas.

    • Indicate structures of the brain that are involved and biopsychology factors that could impact his emotions, learning, memory, and motivation related to your class.
    • Describe ways in which his brain can perceive information from the outside world that could in turn impact his performance in your class.
    • Identify suggestions that you have for John to increase his chances for success in your class as well his other courses.

    Your email must be a minimum of 500 words in the body of the email. You must use at least two academic sources, one of which may be your eTextbook, to support your advice. All sources used must be properly cited. Include the references at the bottom of the e-mail for your student’s reference. Adhere to APA Style when creating citations and references for this assignment. APA formatting of the email is not necessary.It is suggested you draft the email in Word for easier uploading into Blackboard.

    2. Coaches and medical experts have known for a while that the severe hits that football players take on the field can lead to concussions, blackouts, and even permanent damage. More recently, however, there has been increasing concern that the effects of repeated hits to the head may not manifest themselves until decades later. Early studies suggest that former National Football League (NFL) players suffer high rates of memory and other cognitive problems years after retiring and that they also may develop these problems earlier than non-football players do.

    Do you think that football playing should be stopped? Should the rules of the game be changed to eliminate hard hitting? Is the risk of permanent cognitive disability different than the risk of permanent physical disability? Wrestlers, soccer players, boxers, and other types of athletes are also at risk for long-term brain damage. Should these sports be changed or banned? How did the information in this unit influence your opinions?

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    explain the symptoms of the disorder you have identified

    • In your own words, explain the symptoms of the disorder you have identified. 
    • Briefly explain the etiology of this disorder; be specific. 
    • Based upon your perceptions as to the etiology, provide some specific current treatment options. 
    • On the Internet, find at least one organization that would be an excellent resource for clients or family members who suffer from this disorder. Briefly discuss what the organization provides and make sure to list the URL and the name of the organization.

    Alcoholism 

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    Case Study: An Asian American Woman. Diagnosis-Bipolar Disorder

    The Assignment: 5 pages

    Examine Case Study: An Asian American Woman. Diagnosis-Bipolar Disorder (https://cdnfiles.laureate.net/2dett4d/Walden/NURS/6521/05/mm/decision_trees/week_04/index.html) You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.

    At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.

    Introduction to the case (1 page)

    • Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.

    Decision #1 (1 page)

    • Which decision did you select?
    • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
    • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
    • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

    Decision #2 (1 page)

    • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
    • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
    • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

    Decision #3 (1 page)

    • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
    • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
    • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

    Conclusion (1 page)

    • Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

    References

    Ostacher, M. J., & Hsin, H. (2016). The use of antiepileptic drugs in psychiatry. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 93–98). Elsevier.

    Perlis, R. H., & Ostacher, M. J. (2016a). Bipolar disorder. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 48–60). Elsevier.

    Traeger, L., Brennan, M. M., & Herman, J. B. (2016). Treatment adherence. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 20–26). Elsevier

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    select a disorder/topic and assess the client provided through BPS and CRSJ. Briefly explore ethical considerations

    Using the scenario provided select a disorder/topic and assess the client provided through BPS and CRSJ. Briefly explore ethical considerations.  You may choose the gender, culture, and race of the individual in the scenario.  You may also add or delete sections that would add to the scenario in a more appropriate manner depending upon the disorder you have chosen.

    Click here for Scenario.

    Please select the disorder/topic from this list only. Please note you must choose one of the following disorders:

    • ADHD
    • Anxiety
    • Bullying, self-harm, suicide prevention
    • Mood disorders (Depression, Post-Partum Depression, Bipolar)
    • Substance abuse/addiction
    • Dementia/Alzheimer’s

    Review the late submission policy in the syllabus. 

    Content – Criteria:

    Each student will introduce and explore BPS and CRSJ as the foundation for examining the selected disorder/topic. Give an understanding, analysis, and critical evaluation of each factor (a minimum of 8 factors are expected for an average grade for the entire paper, a total of 12 factors would be beneficial), building a therapeutic relationship, a brief discussion of ethical considerations or concerns, your personal role as a therapist, and conceptualization (be sure to develop a framework and conceptualize how you would help the client using a BPS/CRSJ approach, and a path toward assessment, (goals and treatment plan are not a part of this assignment). 

    The focus of the paper should be on the application of BPS and CRSJ in order to explore the disorder/topic in preparation or progress toward treatment. You do not need to consider a treatment plan for this disorder/topic as this is not expected at this level. The first step is to assess and explore layers that would impact the client and clinical process (i.e., layers outlined in BPS/CRSJ). In future courses, skills and competencies will be added to fully create the treatment plans and intervention. Discuss the importance of developing the therapeutic relationship and your role as a therapist. 

    Please use APA 7th edition in writing your paper including headings in your paper. Subheadings should be included. Use the provided rubric to guide the outline of the paper.

    Length:

    Your Final Paper should be between 10 – 12 double-spaced pages excluding title page and reference pages. A Word Document is required for this paper, not a pdf. The course instructor will not read theoretical content after page 12. This paper does not require an abstract, a table of contents, or an appendix.

    Resources:

    You are welcome to draw predominantly from the course reading materials to complete this assignment. However, you must have at least five (5) additional current (last ten years), peer-reviewed resources (from outside the course) to ensure adequate coverage of the topic. Remember to cite original sources unless they are not accessible in the Yorkville library.

    Quality of Writing:

    It is imperative you have a very good writing style and follow APA format as you will be marked on these variables (APA manual, 7th edition).

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    Borderline Personality Disorder in Gorenstein and Comer

    Case Analysis at Treatment Format
    Prior to beginning work on this weeks journal, read the PSY650 Week Four Treatment Plan ,Preview the document Case 15: Borderline Personality Disorder in Gorenstein and Comer (2014), and Borderline Personality Disorder in Sneed et al., . (2012). Please also read the Rizvi, et al. (2013), “An Overview of Dialectical Behavior Therapy for Professional Psychologists,†Harned, et al. (2013), “Treatment Preference Among Suicidal and Self-Injuring Women with Borderline Personality Disorder and PTSD,†Miller (2006), “Telehealth Issues in Consulting Psychology Practice,†and Luxton, et al. (2011), “mHealth for Mental Health: Integrating Smartphone Technology in Behavioral Healthcare†articles.

    Assess the evidence-based practices implemented in this case study. In your paper, include the following.

    Explain the connection between each theoretical orientation used by Dr. Bank’s and the interventions utilized in the case.
    Describe the concept of dialectical behavior therapy, being sure to include the six main points of this type of treatment.
    Explain Dr. Banks’s primary goal during the pre-treatment stage and how Dr. Banks related this to Karen in her initial therapy sessions.
    Describe the two formats that Dr. Banks told Karen would be part of her treatment program.
    Describe the focus of the second and third stages of treatment.
    Assume the role of a consulting clinical or counseling psychologist on this case, and recommend at least one technology-based e-therapy tool that would be useful. Explain liability issues related to delivering e-therapy consultation, supporting your response with information from the Miller (2006), “Telehealth Issues in Consulting Psychology Practice†article.
    Evaluate the effectiveness of the treatment interventions implemented by Dr. Banks supporting your statements with information from the case and two to three peer-reviewed articles from the Ashford University Library, in addition to those required for this week.
    Recommend three additional treatment interventions that would be appropriate in this case. Use information from the Sneed, Fertuck, Kanellopoulos, and Culang-Reinlieb (2012), “Borderline Personality Disorder†article to help support your recommendations. Justify your selections with information from the case.
    The Case Analysis – Treatment Format

    Must be 4 to 5 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
    Must include a separate title page with the following:
    Title of paper
    Student’s name
    Course name and number
    Instructor’s name
    Date submitted
    Must use at least two peer-reviewed sources from the Ashford University Library in addition to the article required for this week.
    Must document all sources in APA style as outlined in the Ashford Writing Center.
    Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

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    Evidence-based practice: borderline personality disorder

    Theoretical orientation of interventions

    Oneintervention used by Dr. Banks is dialectical behavior therapy(DBT) which is based on biosocial theory. This theory posits that disorders, disabilities and mental illnesses are personality traits determined by biology reacting to environmental factors. Developed by Marsha Linehan, DBTis evidence based treatment approach that combines cognitive behavioral therapy techniques, reality testing and Buddhist meditative concepts for cognitive and emotional regulation.

    Dr. Banks also utilizes behavioral skills training (BST) to equip Karen with the skills necessary to cope with the BPD and to improve her life. BST has the steps of instructions, modelling, rehearsal and feedback to teach the learner new skills. It is based on applied behavior analysis that assesses the functional relationship between a targeted behavior and the environment so as to develop a desired alternative behavior.

    The doctor also applies individual psychotherapy with a psychodynamic slant as posited by Sigmund Freud where the doctor developed a close therapeutic relationship with Karen with a view to exploring and positively influencing the latter’s thoughts, feelings and behaviors.

    Another psychodynamic approach employed by the doctor is imaginal exposure where the doctor made Karen confront her feared childhood memories regarding physical and sexual abuse. This approach can be traced to the behavioral psychologists James Taylor and Joseph Wolpe who employed it with response prevention for such situations as anxiety and phobias.

    Dialectical behavior therapy

    Dialectical behavior therapy (DBT) is based on a recognition that the failure to have stable and easily controllable emotions emanates from invalidation during childhood, where the thoughts and feelings of the person were not taken seriously or were not supported. Developed for borderline personality disorder and chronic suicidal thoughts, it has been successfully used in treatment of depression, substance use, binge eating, among other diagnosis. The evidence-based treatment intervention is employed to incessantlysteady and fuse acceptance and change-oriented strategies.

    There are six main points that differentiate DBT from other behavioral therapies. These points include support where the psychologist assists the client to appreciate, develop and utilize their strengths and attributes. Another point is behavioral where the client learns to analyze problems and or negative behavior pattern, replacing such problem or behavior with positive and healthy behaviors. There is also the cognitive point where the client aims to change ineffective or unhelpful thoughts, beliefs and behavior. The fourth main point of DBP is the client learning new skill sets so that they are able to improve their life. Acceptance and change is a point that involves the client accepting themselves, their emotions and their lifein general. They are also able to make positive changes in their behaviors ad relationships. Collaboration is the sixth main point of DBP and involves learning and effecting communication and teamwork.

    Pre-treatment goal

    The aim of the pretreatment stage was to get Karen to commit to dialectical behavior therapy for a minimum period. This is because persons afflicted by borderline personality disorder are predisposed to “impulsive, premature terminations of therapy”.

    Obtaining the commitment involved Dr. Banks gaining Karen’s trust so that thepatient can easily accede to the doctor’s recommendation. Consequently, Dr. Banks got Karen to narrate her history, with the doctor empathizing with the traumatic experiences and……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

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