Category: Psychiatry

Prepare a presentation that focuses on interventions regarding “Autism Spectrum Disorder”. Use the DSM V and peer reviewed journal articles to research your topic.

Read the following case study and answer the questions below in your initial response. Natalie is a 32-year-old who gave birth to a healthy baby girl 12 weeks ago. Two years ago, she had a stillborn son. Natalie was initially very excited about the birth of her baby and thrilled to receive attention from extended family and friends. Over the past two weeks, she has become withdrawn, anxious, and feeling very guilty about the fact that this baby survived when her son did not. She has continued to breastfeed but feels disconnected from the baby. Natalies only contact with health care providers since delivery has been her obstetrician for a 6-week follow-up and her daughters pediatrician for the 1-month and 2-month well-baby visits. Natalies mental health was not addressed at either visit. She has sought care with the psychiatric mental health nurse practitioner (PMHNP) because she is concerned about her mental health. Natalie has no history of a mental health diagnosis and is anxious about the stigma of seeking treatment for her low mood, especially since her mother-in-law told her that she should have bounced back by now. Include the following sections: Application of Course Knowledge Identify the appropriate screening tool for Natalie to complete during her first visit and discuss why the selected tool is appropriate for the client. Natalie is diagnosed with peripartum depression. Identify the appropriate treatment for Natalie and discuss why the selected treatment is appropriate for the client. Natalie has concerns about the stigma associated with seeking mental health care. Discuss at least two (2) strategies the PMHNP can use to address these concerns. Examine the resources available at Postpartum Support International .. Identify at least two (2) specific resources from the website that are appropriate for Natalie and discuss why the selected resources are appropriate for the client. Screenings for maternal mental health disorders are under or ineffectively used. Discuss at least two (2) strategies for collaborating with providers in your community to offer screenings and appropriate referrals to mental health providers to promote better outcomes for maternal mental health. hi

Case Study on Schizophrenia 2 pages with 2 references Details are attached please read thoroughly.

Rewrite my assignment and replace my 2 references outside of the dsm5 reference. Apa 7th format. Avoid using formal, use more casual verbiage.

My Reflections

Last month I had the opportunity to interview a 7-year-old boy who was brought to our office by his mother for evaluation of some behavioral issues. For context, he has previously been evaluated by Dr. Ablavi; however, I had the opportunity to interview him outside of reviewing his assessment notes. He had been previously diagnosed with Disruptive Mood Dysregulation Disorder (DMDD) and Attention-Deficit/Hyperactivity Disorder (ADHD). During the time that I spoke with the patient, he was extremely irritable, could not sit for very long, and would often interrupt his mother while she was speaking. He would frequently slide his body down the chair to the floor and climb over the office ottoman throughout the duration of the forty-minute interview. His eye contact was very minimal when answering my direct questions to him. The patient would them yell over his mother stating that he was hungry and wanted to go get McDonalds after the interview. His mother repeatedly complied to his wishes and asked the patient to remain seated in which he became increasingly irritable, raising his voice and challenging his mother.

The patients diagnosis included Disruptive Mood Dysregulation Disorder (DMDD) and Attention-Deficit/Hyperactivity Disorder (ADHD), combined type. DMDD is characterized by severe recurrent temper outbursts and persistent irritability that occur across multiple settings and are inconsistent with developmental level (American Psychiatric Association [APA], 2022). ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning or development (Centers for Disease Control and Prevention [CDC], 2024).

Some of the observed behaviors in this patient suggested differential diagnoses. The child was fidgety, unable to remain seated for any length of time, and could not refrain from interrupting his mother or myself as we were speaking. His mother described many problems at school related to the childs poor attention span during classes and his inappropriate behavior, which often led to punishment. She reported having many tantrums at home characterized by loud yelling and crying in response to what were deemed appropriate or minor reactions by the parent, as well as hitting the childs siblings. The mother described several episodes a week occurring over the past few years. All the criteria for DMDD (APA, 2022) were met based on the childs irritability between tantrums and the impairment it caused in both the childs school and home environments.

**Use of Psychosocial Assessment Tools**

A structured psychosocial assessment tool was not administered during this portion of the interview. Utilizing standardized screening tools may also be helpful upon initial assessment. The Vanderbilt ADHD Diagnostic Rating Scale may assess the presence of ADHD symptoms in both home and school environments. The Child Behavior Checklist (CBCL) or Strengths and Difficulties Questionnaire (SDQ) can also give some sense of emotional regulation, behavioral problems and social difficulties. Use of these standardized screening tools and corroborative information from both the caregivers and teacher regarding severity of symptoms and level of impairment would provide more objective data.

There are several interventions that could be beneficial for this patient. For the management of ADHD, behavioral therapy, parent training, and school-based interventions are recommended, in conjunction with medication when appropriate (CDC, 2024). When asked, mother corroborated that the school has been supportive providing special permissions to allow the patient to be successful. I asked the mother to review special permissions with me in order to gain better understanding of what was being provided to the patient. I then asked the patient how he felt about these permissions and if he felt it allowed him to get his work done and focus. Both mother and patient agreed that the resources provided by the school were effective. Pertaining to DMDD, the recommended treatment was psychotherapy, which may include cognitive behavioral therapy (CBT), emotional regulation training, and parent management training (Roy et al., 2021). The patient is currently benefitting from community resources such as school counseling, an IEP, and behavioral therapy programs to get consistent support. I provided a follow-up question to the patient to gain understanding of his relationship with the school counselor. The patient stated, I like her, she is nice. In addition, parent education programs to help manage emotional outbursts and reward positive behavior may also be beneficial. I offered the mother community resources, she stated shed previously received this information from Dr. Ablavi, but was a busy work schedule and had not investigated any resources as of yet.

My first impression of this child was that his energy and apparent extreme reactivity was excessive and overwhelming at times. My first guess regarding his presenting hyperactivity and apparent impulsive behavior was ADHD. However, as I continued to listen to his mother talk about the extent and type of his behaviors, I realized that the childs significant emotional regulation difficulties would also need to be assessed. I also empathized with the patient as the interview took place early in the morning. Mother stated he hadnt eaten breakfast so irritability would be understandable.

I finished the interview and now feel that I understand a little better how difficult it must be to manage both ADHD and DMDD. Some of the behaviors I saw in the patient (such as becoming visibly irritated at times and being unable to articulate exactly why he was upset) may contribute to the behavior difficulties he has and that his mom has reported to me. I feel that I have a better appreciation now for the stress and challenges that a family like the patients must deal with on a daily basis.

The same patient was later re-evaluated, with feedback from school staff and mother. I reminded myself to focus on the emotional and non-hyperactive symptoms reported. Upon reviewing the interview, it is clear that there was a bias in favor of hyperactive symptoms, and that there was some delay in getting to the emotional issues. The need for a full clinical assessment to determine which symptoms to prioritize was highlighted by Dr. Ablavi. Given the parents work demands as well as sibling age gap; I fully agree that frequent therapeutic interventions would deem beneficial at this time.

The two therapeutic communication techniques that I incorporated were active listening and open-ended questions. Active listening was effective in connecting with both the patient and his mother. Maintaining the mothers gaze, nodding while she spoke and avoiding interruption allowed for a detailed account of the childs behavioral issues. Open-ended questions also helped to engage the patient and helped to further understand his feelings and perspective. Questions such as What happens when you feel very angry? encouraged the child to give his own account of what was occurring.

This was not the most effective part of the conversation. As the mom was talking about school issues, the child became fidgety and distracted. The conversation started to center more on the parent and the child lost interest. I could have used some of the simple child-friendly engagement strategies that we talked about earlier, such as using very simple language, using visual aids, or using brief activity-based open-ended questions. It also would have been helpful to use a structured behavioral screening tool in this visit, to help guide the conversation and to make sure that all of the important psychosocial information was explored.

This experience has re-enforced my need for both patient and carful assessment as well as strong communication skills when dealing with any psychiatric issues in children, especially with behavioral and mood disorders.

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.)

Centers for Disease Control and Prevention. (2024). Attention-deficit/hyperactivity disorder (ADHD).

Roy AK, Lopes V, Klein RG (2021) Disruptive mood dysregulation disorder: A new diagnostic approach to chronic irritability in youth. Am J Psychiatry, 178, 596604. DOI: 10.1176/appi.ajp.2020.20010010

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ASSESSMENT INFORMATION What type of assessment is this? Report What is the aim of the assessment? Summative assessment of learning. The aim of the assessment is to assess the learning that has occurred in relation demonstrating a understanding of an individuals experience of an inpatient mental health service that uses pharmaceutical interventions on a regular basis and the policies and guidance that underpin this. What is the size, length, or time limit for the assessment? For this assignment you are required to produce a 2000-word essay. The 10% variation in word count is acceptable here which would result in a minimum word count of 1800 words and a maximum of 2200 words. For those with a support plan allowing for additional wordage, this maximum will increase accordingly. What percentage of the module is the assessment worth? 100% of module assessment. Task instructions (what am I required to do?) A formal introduction and conclusion is not required Parts 1, 2 and 3 should be written in an academic style (in the third person). Part 4 is reflective account of your personal experience, so the use of personal pronouns (I/we) is acceptable. Choose ONE of the following inpatient settings for the review: General Adult Psychiatry (Please Note I will like you to choose this topic) Psychiatry of Old Age Child and Adolescent Mental Health Learning Disability Forensic/Prison service For your chosen inpatient setting, the review will consist of four sections. 1. Service users- 500 words Consider the range of service users that access your chosen service in terms of demographics, common mental health conditions found within this setting and the service user experience. Critically discuss the aspect of patient choice in this setting in relation to treatment regimes and the impact of potentially imposing pharmacological interventions against a service users will. 2. Interventions 500 words Focus on one mental health condition prevalent within your chosen setting and compare and contrast the range of pharmaceutical interventions used to address this. Consider how these sit alongside and compliment no-pharmaceutical interventions for this group of service users. 3. Policies/guidelines and relevant evidence-based practice- 500 words Critical discuss the policies and guidelines and any relevant evidence-based practice that underpins the topic of pharmaceutical interventions within your chosen setting. Points to consider might include the provision and administration of medication under the Mental Health Care and Treatment Acy (Scotland) (2003) and Adults with Incapacity (2000) and addressing issues such as non -adherence and capacity briefly. 4. Reflective account of learning 500 words Use the opportunity to reflect upon the observations made and the evidence that has been collated through the completion of this assessment and the impact of the knowledge and skills developed as a result and also the wider MHN225 module will have on your future practice. A reflective model can be used for this, but it is not a strict requirement. Drafts: The deadline for drafts will be 16th March at 5pm. When you submit a draft, staff will check it against the requirements of the assessment brief and will give you feedback to let you know whether you are on track or help you to identify areas where you need to add more detail. We are unable to provide more detailed feedback than this as it may be seen to undermine the integrity of the assessment and marking processes. Staff are always happy to answer any questions you might have about your assessment work within these parameters. Are there any additional materials? (e.g., data sets, templates, examples) The link below can be used to find the assessment rubric used with this assignment: What are the presentation/file type/submission requirements? Word Document uploaded to submission portal on MLS What is the marking/grading criteria? What do I need to do to pass? Produce a well-structured and planned assignment that addresses the brief. Ensure that the assignment addresses the pharmaceutical aspects of the brief. Build and logically sequence your ideas and arguments and discussions. Articulate the aspect of patient choice in this setting in relation to medication and the demonstrate awareness of the impact of potentially imposing pharmaceutical interventions against their will. Demonstrate a clear awareness of the range of pharmaceutical interventions related to your chosen mental health condition and articulate how they sit alongside non pharmaceutical interventions Support your discussion with relevant, recent and good quality literature. Clear evidence of self-awareness within the reflective account. How can I improve my grade? Demonstrate critical discussion contrast and compare your evidence base, looking for similarities and differences and discussing these. Demonstrate the use of critical thinking within the reflection and clearly articulate how this with be utilized and developed in future career Example of Draft that could help with this report are has follows: This is a comprehensive assessment brief for a 2,000-word summative report worth 100% of your module. Based on your request to focus on General Adult Psychiatry, here is a structured breakdown and guide to help you plan your assignment. Assignment Overview Total Word Count: 2,000 words (10%, meaning 1,8002,200 words). Structure: Four distinct sections of approximately 500 words each. Style: Sections 13 must be in third person (academic); Section 4 must be in first person (reflective). Submission Format: Word Document via MyLearningSpace. Draft Deadline: 16th March, 5:00 PM. Section 1: Service Users (500 words) Focus: The profile of adults in acute/inpatient care and the ethics of choice. Demographics: Discuss age ranges (typically 1865), socioeconomic factors, and common conditions in General Adult units (e.g., Schizophrenia, Bipolar Disorder, Clinical Depression). The Experience: Use literature to describe the “inpatient experience”often characterized by loss of liberty and routine. Patient Choice: Critically analyze the tension between autonomy and safety. Discuss the psychological impact of “enforced” medication (treatment against will) and how this affects the therapeutic relationship. Section 2: Interventions (500 words) Focus: Pharmacological vs. Non-pharmacological treatments. Choose One Condition: (e.g., Schizophrenia). Compare Pharmaceuticals: Discuss the transition from First-Generation Antipsychotics (e.g., Haloperidol) to Second-Generation (e.g., Olanzapine or Clozapine), focusing on efficacy vs. side-effect profiles (e.g., metabolic syndrome). Holistic Care: Contrast these with non-pharmaceutical interventions such as CBTp (Cognitive Behavioural Therapy for psychosis) or family interventions. Explain how medication provides the stability necessary for these therapies to be effective. Section 3: Policies and Guidelines (500 words) Focus: The legal and clinical framework in Scotland. Mental Health (Care and Treatment) (Scotland) Act 2003: Focus specifically on Part 16 (Medical Treatment). Discuss “Consent to Treatment” and the role of the T2/T3 forms. Adults with Incapacity (Scotland) Act 2000: Briefly touch upon Section 47 certificates if a patient lacks capacity. Clinical Guidelines: Reference NICE or SIGN guidelines for your chosen condition to show evidence-based practice. Mention the importance of addressing non-adherence through shared decision-making. Section 4: Reflective Account of Learning (500 words) Focus: Personal growth and future practice. Style: Use “I” (e.g., “I have learned…”, “I observed…”). Content: Reflect on how researching this assignment changed your view of inpatient care. Application: How will you apply this knowledge of pharmaceutical law and patient choice in your future role as a Mental Health Nurse (MHN)? Tip: While not required, using a model like Gibbs (1988) can help structure your thoughts (Description, Feelings, Evaluation, Analysis, Conclusion, Action Plan). Key Tips for Success 1. Criticality: To get a higher grade, don’t just describe the drugs or the law. Contrast them. (e.g., “While Clozapine is the gold standard for treatment-resistant schizophrenia, the burden of blood monitoring can further restrict a service user’s perceived autonomy.”) 2. No Introduction/Conclusion: The brief explicitly states a formal intro/outro is not required. Jump straight into Section 1. 3. Local Context: Ensure you use Scottish legislation as requested (Mental Health Act 2003), not English law (1983/2007 Act). Would you like me to help you draft an outline for a specific section or help you find academic arguments for the “Patient Choice” section? To help you get started, I have drafted a detailed outline for Section 1 (Service Users) and provided a selection of Academic Arguments focused on “Patient Choice” within General Adult Psychiatry. Part 2: Academic Arguments for “Patient Choice” When writing your critical discussion, you can use these “pro” and “con” perspectives to demonstrate high-level thinking: Argument A: The “Trauma-Informed” Perspective Point: Imposing medication against a patient’s will can be experienced as a form of “institutional trauma.” Evidence: Literature suggests that forced treatment can mirror previous life traumas (loss of control), leading to “re-traumatization.” Application: You could argue that while medication may stabilize the symptoms, the method of delivery might cause long-term psychological harm, making the patient less likely to seek help in the future. Argument B: The “Insight” vs. “Autonomy” Debate Point: In acute adult psychiatry, “lack of insight” is often used to justify overriding choice. Evidence: Clinicians often argue that a patient in a psychotic state cannot make an informed choice. Counter-argument: Some academic critics (and the UN Convention on the Rights of Persons with Disabilities) argue that “insight” is subjective. They suggest “Supported Decision-Making” should be used instead of “Substitute Decision-Making.” Argument C: Shared Decision-Making (SDM) Point: Even in an inpatient setting, choice is possible through SDM. Evidence: Research shows that when patients are involved in choosing which medication to take (e.g., choosing an injection over a pill, or picking a drug with fewer weight-gain side effects), they feel more respected. Outcome: This leads to better “concordance” (working together) rather than “compliance” (obeying orders). Part 1: Section 1 Outline (approx. 500 words) 1. Demographics & Common Conditions (approx. 150 words) Context: Define the general adult inpatient setting (ages 1865). Profile: Note that admissions are often due to acute crises, frequently involving Schizophrenia Spectrum Disorders, Bipolar Affective Disorder, or Severe Clinical Depression. Factors: Briefly mention the “Social Determinants of Health”how factors like urban poverty, social isolation, or substance misuse (dual diagnosis) often correlate with higher admission rates in adult wards. 2. The Service User Experience (approx. 150 words) Environment: Describe the experience of “ward life”the loss of privacy, the restrictive nature of locked wards, and the “institutionalizing” effect of long-term stays. Stigma: Mention the “double stigma” of being both a mental health patient and an inpatient, which can lead to feelings of disempowerment. 3. Patient Choice & Forced Intervention (approx. 200 words) The Conflict: Discuss the ethical tension between the Principle of Autonomy (the right to choose) and the Principle of Beneficence/Non-maleficence (the duty to treat and prevent harm). Impact: Critically analyze how “enforced medication” (under the Mental Health Act) can damage the therapeutic alliance. If a patient feels their choice is ignored, it can lead to trauma or future “non-adherence” once they are discharged. Part 2: Academic Arguments for “Patient Choice” When writing your critical discussion, you can use these “pro” and “con” perspectives to demonstrate high-level thinking: Argument A: The “Trauma-Informed” Perspective Point: Imposing medication against a patient’s will can be experienced as a form of “institutional trauma.” Evidence: Literature suggests that forced treatment can mirror previous life traumas (loss of control), leading to “re-traumatization.” Application: You could argue that while medication may stabilize the symptoms, the method of delivery might cause long-term psychological harm, making the patient less likely to seek help in the future. Argument B: The “Insight” vs. “Autonomy” Debate Point: In acute adult psychiatry, “lack of insight” is often used to justify overriding choice. Evidence: Clinicians often argue that a patient in a psychotic state cannot make an informed choice. Counter-argument: Some academic critics (and the UN Convention on the Rights of Persons with Disabilities) argue that “insight” is subjective. They suggest “Supported Decision-Making” should be used instead of “Substitute Decision-Making.” Argument C: Shared Decision-Making (SDM) Point: Even in an inpatient setting, choice is possible through SDM. Evidence: Research shows that when patients are involved in choosing which medication to take (e.g., choosing an injection over a pill, or picking a drug with fewer weight-gain side effects), they feel more respected. Outcome: This leads to better “concordance” (working together) rather than “compliance” (obeying orders). 1. Draft Section 1: Use the outline above to write your first 500 words. 2. Focus on Section 2: Once you finish Section 1, we can choose a specific condition (like Schizophrenia) and compare two medications (like Haloperidol vs. Risperidone) for Section 2. Since you have chosen General Adult Psychiatry, a common and highly relevant condition to focus on for Section 2 (Interventions) is Schizophrenia (or a related Psychotic Disorder). This allows for a clear comparison between different classes of medication. Here is a structured outline for Section 2 (Interventions) to help you meet the 500-word requirement: Section 2: Interventions (500 words) 1. Chosen Condition: Schizophrenia/Psychosis (approx. 100 words) Definition: Briefly define Schizophrenia as a chronic mental health condition characterized by “positive” symptoms (hallucinations, delusions) and “negative” symptoms (social withdrawal, lack of motivation). Rationale: Explain that in an adult inpatient setting, pharmaceutical intervention is often the primary method for stabilizing acute psychotic episodes to ensure safety and allow for further therapeutic engagement. 2. Comparing Pharmaceutical Interventions (approx. 200 words) First-Generation Antipsychotics (FGAs): Discuss older drugs like Haloperidol or Chlorpromazine. Pros/Cons: Effective for positive symptoms but associated with high risk of Extrapyramidal Side Effects (EPSEs) like tremors or muscle stiffness (tardive dyskinesia). Second-Generation Antipsychotics (SGAs): Compare these with newer drugs like Risperidone or Olanzapine. Pros/Cons: Generally better tolerated regarding motor side effects but carry significant risks for metabolic syndrome (weight gain, diabetes). Treatment-Resistant Options: Mention Clozapine as the “gold standard” for patients who do not respond to other drugs, noting the requirement for intensive blood monitoring. 3. Comparison of Delivery Methods (approx. 100 words) Oral vs. Long-Acting Injections (LAIs): Contrast daily tablets with “depot” injections (e.g., Paliperidone Palmitate). Critical Point: LAIs can improve adherence (compliance) but can feel more coercive to a patient, whereas oral medication allows for more daily autonomy but carries a higher risk of “accidental” or “intentional” non-adherence. 4. Complementary Non-Pharmaceutical Interventions (approx. 100 words) Integrated Care: Discuss how medication is rarely used in isolation. Psychosocial Support: Mention Cognitive Behavioural Therapy for Psychosis (CBTp) or Family Intervention. Key Argument: Explain that medication “dampens” the distressing symptoms (the “biological” fix), which then creates the “psychological window” of stability needed for the patient to actually engage in talking therapies or occupational therapy. Key Academic Arguments for Section 2 To boost your grade toward the “Critical Discussion” criteria, consider these points: 1. The “Side-Effect Trade-off”: Argue that choosing a medication is often a “trade-off” between different types of harm (e.g., tremors vs. weight gain). A high-scoring essay will note that the patient’s priority (e.g., not wanting to gain weight) might differ from the clinician’s priority (e.g., stopping hallucinations). 2. The “Chemical Cosh” Critique: Reference the historical criticism that medication in inpatient units can sometimes be used for “sedation and control” rather than “recovery and treatment.” Counter this by discussing modern recovery-oriented practice. 3. Bio-Psycho-Social Model: Frame your discussion around the idea that while pharmaceuticals address the “Bio,” they cannot fix the “Psycho” or “Social” aspects of a person’s life (like loneliness or trauma), which is why non-pharmaceutical interventions are essential. This section is crucial for demonstrating your understanding of the legal and clinical frameworks that govern mental health nursing in Scotland. Since your setting is General Adult Psychiatry, you will focus on how the law balances the safety of the public with the rights of the individual. Section 3: Policies/Guidelines & Evidence-Based Practice (500 words) 1. The Statutory Framework (approx. 200 words) Mental Health (Care and Treatment) (Scotland) Act 2003: This is the cornerstone of your discussion. Focus on the Principles of the Act, often referred to as the “Millan Principles” (e.g., Maximum Benefit, Least Restrictive Alternative, and Respect for Carers). Part 16 (Medical Treatment): Discuss how this part of the Act specifically regulates the administration of medication. Explain the role of the T2 and T3 forms: A T2 form is used when a patient consents to treatment, while a T3 form is completed by a Designated Medical Practitioner (DMP) when a patient cannot or will not consent but treatment is deemed necessary. 2. Adults with Incapacity (Scotland) Act 2000 (approx. 100 words) Capacity vs. Illness: Distinguish between a patient being mentally unwell (under the 2003 Act) and a patient lacking the capacity to make decisions (under the 2000 Act). Section 47 Certificate: Briefly explain that this allows clinicians to treat a patient for physical or mental conditions if they are unable to authorize it themselves due to incapacity. 3. Clinical Guidelines & Evidence-Based Practice (approx. 150 words) SIGN and NICE Guidelines: Reference SIGN 131 (Management of Schizophrenia) or NICE [NG20] (Psychosis and Schizophrenia in adults). These guidelines provide the evidence base for which medications should be used first (e.g., offering an SGA as a first-line treatment). Quality Standards: Mention the importance of Physical Health Monitoring (e.g., the Lester Tool) which is a policy requirement when prescribing antipsychotics to monitor for side effects like weight gain and heart issues. 4. Issues of Non-Adherence and Capacity (approx. 50 words) The Challenge: Briefly discuss how policies address “non-concordance.” The Policy Goal: Frame the policy not just as a “rule book” for forcing medication, but as a safeguard to ensure that even when a patient refuses, their rights are protected through independent oversight (the DMP). Key Academic Arguments for Section 3 (To Improve Your Grade) The “Least Restrictive” Debate: Critically analyze whether inpatient care is truly the “least restrictive” option. You could argue that while the 2003 Act promotes autonomy, the reality of a busy adult ward often prioritizes “safety and risk management” over the Millan Principles. The Role of the Mental… [Content truncated to 3000 words]

Research Paper: Pick a mental health disorder/psychiatric condition discussed in class. Write a paper to include 3-5 pages no less: Define the psychiatric condition (25 points) Discuss the risk factors for this condition (15points) Discuss signs and symptoms of the disorder (15 points) 3. Discuss pharmacological and nonpharmacological treatment for this condition. (25 points) 4.Research a minimum of 2 articles using LIRN discussing the mental disorder addressed, new treatments (10 points) Follow APA format. (10 points) 6. Use only sources/references from 2020 and beyond

My topic is PTSD (post traumatic stress disorder)

Please review the instructions carefully. Color or theme of slides, and pictures are left up to you- but no AI, and please follow the instructions attached. Thanks so much!

I need the sections of the case study 2 completed with APA references. I have attached the template that should be used ( case Study 2 ) . Use the information from case study 1 to complete case study 2.

Assignment 2 – Literature Review 35% Due Date: February 27th, 2026 at 11:59 p.m. Length: 6-8 pages double-spaced using APA 7th ed. format with at least 5 additional references. References may include: peer-reviewed literature, academic sources, and course texts. Description & Rationale: The second part of this assignment requires students to build upon their shared annotations to create a literature review similar to what would be found in a research article. Students, grouped according to their chosen topic, will share their annotated bibliographies with one another. Using this information students will then individually write their literature review following the instructions provided on UR Courses. Instructions: Step 1: find and meet with your group – Find and meet with your group members who share the same research topic. For example, topic about mental health, food security, substance abuse, etc. The purpose of the activity is to support each other in building a good bibliography for all the members in the group. – In case you cannot find a group, you will work on your own Step 2: Searching for relevant peer-review/academic articles – As a member of your group, you work on your individual basis to conduct searching for peer-review/academic articles related to the topic by using searching tools: – Literature from: o Academic databases (Scopus, Web of Science, Google Scholar) o Keywords and Boolean operators o Inclusion and exclusion criteria ( ) If you do not have a group, you work on your own Step 3: Making short annotated bibliographies – After your search of relevant sources, make short annotated bibliographies (focus, method used, key findings, etc.) For example: Hart, M. A. (2010). Indigenous worldviews, knowledge, and research: The development of an Indigenous research paradigm. Journal of Indigenous Social Development, 1(1A). 1-16. + Focus: Harts (2010) article focuses on establishing an Indigenous research paradigm by defining its core componentsontology, epistemology, axiology, and methodologygrounded in Indigenous worldviews. It critiques the dominance of Western, Eurocentric perspectives that marginalize Indigenous ways of knowing. The work emphasizes a relational, community-based approach, exploring how Indigenous knowledge can be applied in social work and research, often highlighting experiences with Cree and Anishinaabe Elders + Method: focuses on developing an Indigenous research paradigm grounded in Indigenous worldviews, knowledge systems, and the values of respect, reciprocity, responsibility, and relationality + The key findings: emphasize a holistic, spirituality-rooted framework comprising ontology, epistemology, axiology, and methodologyspecifically highlighting the importance of connection to community, nature, ancestors, and storytelling in research – Share your own bibliographies with your group so that everyone can access. Youre your group can have one shared document that includes all annotations, even if some sources are duplicated. Step 4: Write Your Individual Literature Review Although you worked as a group to gather sources, each student writes their own paper. Your literature review should: 1. Introduce the topic and explain its importance 2. Organize the literature by themes or trends (not article-by-article) 3. Compare and critically analyze the studies 4. Highlight strengths and limitations in the research Step 5: Identify a Research Gap in your literature review After reviewing the literature, ask yourself: * What is missing from current research? * Who is underrepresented? * What questions remain unanswered? * What methodological limitations exist? Provide recommendations for future studies that could address the identified gap(s). Be specific and realistic. Suggested Paper Structure 1. Introduction: Present the topic and purpose of the review 2. Overview of the Literature: Discuss major themes and findings 3. Critical Analysis: Compare studies and identify limitations 4. Research Gap: Explain what is missing 5. Future Directions: Suggest areas for further research 6. Conclusion: Summarize key insights You can see the following reference: Mens mental health maybe native