Assignment: Course of the Illnesses in the Schizophrenia Spectrum

Assignment: Course of the Illnesses in the Schizophrenia Spectrum

Assignment: Course of the Illnesses in the Schizophrenia Spectrum

Experiences of schizophrenia are not homogeneous; there is wide variety in onset, course of illness, and combinations of symptoms. Social workers need to be able to understand the different manifestations and pathways of the illness to plan interventions. Social work services play a key role in stabilizing crises, supporting family coping, and influencing overall quality of life and outcomes of individuals with schizophrenia. In this Assignment, you practice applying this necessary individualization.

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To prepare: In the Learning Resources, focus on the associated features, development, and course of the illnesses in the schizophrenia spectrum. Also focus on descriptions of the disorder and the way it develops for different individuals.

Assignment: Course of the Illnesses in the Schizophrenia Spectrum

Choose two articles from the list in the Learning Resources that apply to treatment support and interventions for the schizophrenia spectrum. Access the Walden Library and research additional peer-reviewed articles.
By Day 7

Submit a 3- to 4-page paper, supported by at least 3–4 scholarly resources (including both required and additional resources), in which you address the following:

Compare Saks’s and McGough’s experiences with schizophrenia, specifically referencing the positive and negative symptoms they each experienced.
Explain how you would use the Clinician Rated Dimensions of Psychosis Symptom Severity measure and the WHODAS to help confirm your diagnosis.

Assignment: Course of the Illnesses in the Schizophrenia Spectrum
Identify in what ways their cases are typical or atypical of the illness in terms of onset, associated features, development, and course. Support your response with references to scholarly resources.
Explain how you would plan treatment and individualize it for these two individuals. Support your response with references to scholarly resources. In your explanation, consider the following questions:
What are the long-term challenges for someone living with the illness?
What social, family, vocational, and medical supports are needed for long-term stabilization?
How might treatment look similar or different for Saks and McGough, given they have the same diagnosis?
Briefly explain how race/ethnicity, gender, sexual orientation, socioeconomic status, religion, or other identity characteristics may influence an individual’s experience with schizophrenia. in the black community

Morrison, J. (2014). Diagnosis made easier (2nd ed.). New York, NY: Guilford Press.
Chapter 5, “Coping with Uncertainty” (pp. 43–56)
Chapter 13, “Diagnosing Psychosis” (pp. 185–215)

American Psychiatric Association. (2013o). Schizophrenia spectrum and other psychotic disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm02

Note: You will access this e-book chapter from the Walden Library databases.

Assignment: Course of the Illnesses in the Schizophrenia Spectrum

American Psychiatric Association. (2013b). Assessment measures. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.AssessmentMeasures

Note: You will access this e-book chapter from the Walden Library databases.

Required Media

TED Conferences, LLC (Producer). (2012). A tale of mental illness—from the inside [Video file]. Retrieved from https://www.ted.com/talks/elyn_saks_seeing_mental_illness

TEDx Talks. (2017, March 27). I am not a monster: Schizophrenia | Cecilia McGough | TEDxPSU [Video file]. Retrieved from https://youtu.be/xbagFzcyNiM

Osmosis. (2016d, March 8). Schizophrenia: Causes, symptoms, diagnosis, treatment & pathology [Video file]. Retrieved from https://youtu.be/PURvJV2SMso

Article Choices for Assignment

Select at least 2 articles from the following list for the Assignment.

Breitborde, N. J. K., Moe, A. M., Ered, A., Ellman, L. M., & Bell, E. K. (2017). Optimizing psychosocial interventions in first-episode psychosis: Current perspectives and future directions. Psychology Research and Behavior Management, 10, 119–127. doi:10.2147/PRBM.S111593

Note: You will access this article from the Walden Library databases.

Cohen, A. N., Hamilton, A. B., Saks, E. R., Glover, D. L., Glynn, S. M., Brekke, J. S., & Marder, S. R. (2017). How occupationally high-achieving individuals with a diagnosis of schizophrenia manage their symptoms. Psychiatric Services, 68(4), 324–329. doi:10.1176/appi.ps.201600031

Note: You will access this article from the Walden Library databases.

Eack, S. M., Newhill, C. E., Anderson, C. M., & Rotondi, A. J. (2007). Quality of life for persons living with schizophrenia: More than just symptoms. Psychiatric Rehabilitation Journal, 30(3), 219–222. doi:10.2975/30.3.2007.219.222

Note: You will access this article from the Walden Library databases.

Hernandez, M., Barrio, C., & Yamada, A.-M. (2013). Hope and burden among Latino families of adults with schizophrenia. Family Process, 52(4), 697–708. doi:10.1111/famp.12042

Note: You will access this article from the Walden Library databases.

Kung, W. (2016). Tangible needs and external stressors faced by Chinese American families with a member having schizophrenia. Social Work Research, 40(1), 53–63. doi:10.1093/swr/svv047

Note: You will access this article from the Walden Library databases.

Mauritz, M., & van Meijel, B. (2009). Loss and grief in patients with schizophrenia: On living in another world. Archives of Psychiatric Nursing, 23(3), 251–260. doi:10.1016/j.apnu.2008.06.006

Note: You will access this article from the Walden Library databases.

Mueser, K. T., Penn, D. L., Addington, J., Brunette, M. F., Gingerich, S., Glynn, S. M., … Kane, J. M. (2015). The NAVIGATE program for first-episode psychosis: Rationale, overview, and description of psychosocial components. Psychiatric Services, 66(7), 680–690. doi:10.1176/appi.ps.201400413

Note: You will access this article from the Walden Library databases.

Velthorst, E., Fett, A.-K. J., Reichenberg, A., Perlman, G., van Os, J., Bronet, E. J., & Kotov, R. (2017). The 20-year longitudinal trajectories of social functioning in individuals with psychotic disorders. American Journal of Psychiatry, 174(11), 1075–1085. doi:10.1176/appi.ajp.2016.15111419

Note: You will access this article from the Walden Library databases.

Walsh, J., Hochbrueckner, R., Corcoran, J., & Spence, R. (2016). The lived experience of schizophrenia: A systematic review and meta-synthesis. Social Work in Mental Health, 14(6), 607–624. doi:10.1080/15332985.2015.1100153

.

White, C., & Unruh, A. (2013). Unheard voices: Mothers of adult children with schizophrenia speak up. Canadian Journal of Community Mental Health, 32(3), 109–120. doi:10.7870/cjcmh-2013-025

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

 

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

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