Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Psychoeducation About Diagnosis and Treatment Planning Session
Role Play 2: Psychoeducation about diagnosis and treatment planning session (covers material learned in weeks 6 and 7): This role play is a sample of the way you would discuss a diagnosis and propose evidence-based treatment to your client in a collaborative and supportive manner. It allows you to demonstrate your ability to provide psychoeducation about the client’s diagnosis or group of symptoms and propose evidence-based treatment modalities to help the client meet his/her/their goals. You will likely need to do some research about the types of interventions that are appropriate for treating specific diagnoses to help inform your discussion.
After completing the activities this week, you should be able to: week 6
Describe the components of a bio-psycho-social assessment text
Articulate the purpose of assessment and diagnosis in social work practice
Conduct the first part of a first session with a client (introduction, informed consent); this is application of concepts learned in previous weeks
Readings
Chapter 4 of 5th edition of textbook (16 pages, 44-59), Chapter 14 of 5th edition of Textbook pages 204 to 209
Chapter 3 of the 6th edition of textbook, The Biopsychosocial Assessment
Lane, R. (2014). Is it possible to bridge the Biopsychosocial and Biomedical models? BioPsychoSocial Medicine, 8(1), 3. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3898026/
Sotomayor, C., & Gallagher, C. (2019). The Team Based Biopsychosocial Model: Having a Clinical Ethicist as a Facilitator and a Bridge Between Teams. HEC Forum, 31(1), 75-83.
After completing the activities this week, you should be able to: week 7
Articulate the purpose of a diagnostic interview
Examine the relationship between diagnosis, assessment, and treatment planning
Describe and evaluate ethical problems related to over-diagnosis, mis-diagnosis, and diagnosis that does not take culture into account
Readings
Barsky, A. (2015). DSM-5 and the ethics of diagnosis (Links to an external site.). Retrieved from http://www.socialworker.com/feature-articles/ethics-articles/dsm-5-and-ethics-of-diagnosis/
Bingham, R., & Banner, N. (2014). The definition of mental disorder: Evolving but dysfunctional? Journal of Medical Ethics, 40(8), 537-42. https://bit.ly/32Lqcce (Links to an external site.)
Connor, D. (2011). Problems of Overdiagnosis and Overprescribing in ADHD. Psychiatric Times,28(8), 14-18. https://bit.ly/3ufAGMb
Gold, Andrew, Goldman, & Schwenk. (2016). “I would never want to have a mental health diagnosis on my record”: A survey of female physicians on mental health diagnosis, treatment, and reporting. General Hospital Psychiatry, 43, 51-57. https://bit.ly/35BB79t
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Psychoeducation About Diagnosis and Treatment Planning Session |
Psychoeducation About Diagnosis and Treatment Planning Session