Unit 6 Assignment - Clinical Preparation Tool 1
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Instructions
Choose one diagnosis from the Substance-Related and Addictive Disorders group
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing, Inc.
Scan Pages 481-585
Overview
As you will learn throughout the program, the diagnosis of a variety of psychiatric illnesses is not always an easy or straightforward process. Multiple observations and assessment methods are often employed to reach a diagnosis. This approach can include the use of standardized assessment instruments. This then aids you in defining a treatment plan and choosing specific treatment plans to use in the care of your clients.
You are tasked with identifying a standardized assessment instrument/tool to measure the disorders listed for each week. You will keep these instruments in the form of a “portfolio” that you can use in your clinical practice to assess clients who present with a variety of symptoms.
Instructions:
Instrument/ Tool criteria:
For each assessment, you are tasked with selecting, you will identify an instrument and:
List what DSM diagnosis the tool/instrument is used for.
Identify an assessment/diagnosis instrument.
Appraise a scholarly, peer-reviewed article that addresses the use of the instrument to support your choice as an evidence-based instrument for practice.
Evaluate the instrument’s appropriateness for diagnosing the condition it is designed to assess or if the developers of the instrument reported that the instrument is only part of a comprehensive assessment for the disorder.
Describe whether or not the instrument can be used to measure patient response to therapy/treatment or if it is strictly for assessment and diagnosis.
Discuss the psychometrics/scoring of the instrument, including reliability and validity.
Discuss any limitations associated with the use of the instrument.
Include a link to view the assessment if possible.
Use the following template in completing your portfolio assignments. Your information can be in bulleted format or just a couple of sentences for each criterion listed above. However, you must use APA citations. You are NOT required to write this in a paper format. Turn in one document for each week’s topics. (However, create a file on your desktop to compile your portfolio as you move through the term.) This will ensure you can have easy access to show the full portfolio and once you begin clinicals and practice. Throughout the program, you will continue to add to the portfolio in each course.
Assignment File(s)
Sample Download Sample
Template Download Template
Rubric
NU671 Unit 6 Assignment - Clinical Preparation Tool 1 Rubric
NU671 Unit 6 Assignment - Clinical Preparation Tool 1 Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeThe DSM diagnosis for the assignment . . .
3 pts
Proficient
Is clearly identified and appropriate for the assignment.
2 pts
Approaching Proficiency
Is clearly identified but not appropriate for the assignment.
0 pts
Not Proficient
Is not clearly identified and not appropriate for the assignment.
3 pts
This criterion is linked to a Learning OutcomeAn assessment/diagnosis instrument . . .
3 pts
Proficient
Is clearly identified and appropriate for the assignment.
2 pts
Approaching Proficiency
Is clearly identified but not appropriate for the assignment.
0 pts
Not Proficient
Is not clearly identified and not appropriate for the assignment.
3 pts
This criterion is linked to a Learning OutcomeAn appraisal of a scholarly, peer-reviewed article, that addresses the use of an appropriately selected instrument . . .
4 pts
Proficient
The submission contains an exemplary appraisal of the article where the selected instrument was utilized.
2 pts
Approaching Proficiency
The submission contains a satisfactory appraisal of the article where the selected instrument was utilized.
1 pts
Not Proficient
The submission does not contain an appraisal of the article where the selected instrument was utilized.
4 pts
This criterion is linked to a Learning OutcomeA discussion of either - 1) an evaluation of the instrument’s appropriateness for diagnosing the condition it is designed to assess, OR 2) the developer's report that the instrument is only part of a comprehensive assessment for the disorder . . .
4 pts
Proficient
The submission contains an exemplary discussion of either an evaluation of the appropriateness of the selected instrument OR an exemplary discussion of the developer's report that the selected instrument is only part of a comprehensive assessment of the disorder.
2 pts
Approaching Proficiency
The submission contains a satisfactory discussion of either an evaluation of the appropriateness of the selected instrument OR an exemplary discussion of the developer's report that the selected instrument is only part of a comprehensive assessment of the disorder.
1 pts
Not Proficient
The submission does not contain a satisfactory discussion of either an evaluation of the appropriateness of the selected instrument OR an exemplary discussion of the developer's report that the selected instrument is only part of a comprehensive assessment of the disorder.
4 pts
This criterion is linked to a Learning OutcomeA discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis . . .
4 pts
Proficient
The submission contains an exemplary discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis.
2 pts
Approaching Proficiency
The submission contains a satisfactory discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis.
1 pts
Not Proficient
The submission does not contain a discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis.
4 pts
This criterion is linked to a Learning OutcomeA discussion of the psychometrics/scoring of the selected instrument, including reliability and validity . . .
4 pts
Proficient
An exemplary discussion of the psychometrics/scoring of the selected instrument, including reliability and validity, is noted in the submission.
2 pts
Approaching Proficiency
A satisfactory discussion of the psychometrics/scoring of the selected instrument, including reliability and validity, is noted in the submission.
1 pts
Not Proficient
A discussion of the psychometrics/scoring of the selected instrument, including reliability and validity, is not noted in the submission.
4 pts
This criterion is linked to a Learning OutcomeDiscuss any limitations associated with the use of the selected instrument . . .
4 pts
Proficient
An exemplary discussion of any limitations of the use of the selected instrument is noted.
2 pts
Approaching Proficiency
A satisfactory discussion of any limitations of the use of the selected instrument is noted.
1 pts
Not Proficient
A discussion of any limitations of the use of the selected instrument is not noted.
4 pts
This criterion is linked to a Learning OutcomeA link to view the selected instrument is provided, or an explanation as to why a link is not available is provided.
2 pts
Proficient
The submission includes a link to view the selected instrument, OR an explanation as to why a link is not available is provided.
0 pts
Not Proficient
The submission does not include a link to view the selected instrument, OR an explanation as to why a link is not available is not provided.
2 pts
This criterion is linked to a Learning OutcomeThe submission demonstrates the appropriate application of APA 7th edition guidelines for the construction of in-text and reference citations.
2 pts
Proficient
The submission is free from citation construction errors.
1 pts
Approaching Proficiency
The submission contains 1-3 citation construction errors.
0 pts
Not Proficient
The submission contains greater than 3 citation construction errors.
2 pts
Total Points: 30
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Unit 6 Assignment – Clinical Preparation Tool 1 Sample Solution
Instrument: separation anxiety disorder inventory
Article: Psychometric properties of separation anxiety disorder Inventory
Appropriateness for diagnosis: Separation anxiety disorder is excessive fear or worry related to impending separation from the figure of attachment. It is common in children less than eight years. The symptoms may persist from four months up to one year. It presents with recurrent distress when experiencing separation, fear of losing an attachment figure, fear of being alone, fear of sleeping away from home, and refusal to go to school due to fear of separation (Lavallee, K. L., & Schneider, S. 2019). The separation anxiety scale is a diagnostic assessment tool that facilitates structured interviews to confirm the clinical diagnosis and disease severity. According to the American psychiatric association, the children’s separation anxiety scale helps determine the diagnosis because it corresponds with the DSM 5 criteria.
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Response to treatment and therapy: separation anxiety scale determines treatment response because it focuses on both the avoidant behaviors and characteristics of SAD, thus determining the progress of symptoms.
Psychometrics: the separation anxiety scale is valid and reliable in measuring the severity of the symptoms and providing the appropriate diagnosis. The separation anxiety scale grades the cognitive function, psychological factors, and behavioral issues (Lees, et al, 2020). It proves the validity of this instrument by its inability to describe the symptoms. It is reliable because its 40itwms match with the DSM 5 criteria symptoms.
Limitations: the separation anxiety scale is effective in making the diagnosis in both children and adults because it had more than 40 interview items. However, it may miss out on the appropriate diagnosis by missing out on other symptoms such as insomnia, nausea, and upsets as listed in the DSM 5 clinical symptoms (Guedes, et al, 2021). Moreover, the tool is limited to very young children because they cannot provide concrete information on their own. The separation anxiety scale excludes the major aspect of the disease such as distress and worry.
References
Guedes, M., Monteiro, L., Santos, A. J., Torres, N., & Veríssimo, M. (2021). Examining the factorial structure of the maternal separation anxiety scale in a Portuguese sample. Frontiers in Psychology, 11, 571734. https://doi.org/10.3389/fpsyg.2020.571734
Lavallee, K. L., & Schneider, S. (2019). Separation Anxiety Disorder. In Pediatric Anxiety Disorders (pp. 151-176). Academic Press. https://doi.org/10.1016/B978-0-12-813004-9.00008-6
Lees, B., Mewton, L., Jacobus, J., Valadez, E. A., Stapinski, L. A., Teesson, M., … & Squeglia, L. M. (2020). Association of prenatal alcohol exposure with psychological, behavioral, and neurodevelopmental outcomes in children from the adolescent brain cognitive development study. American Journal of Psychiatry, 177(11), 1060-1072. https://doi.org/10.1176/appi.ajp.2020.20010086