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How do problems with validity impact the categorization of mental disorders and the diagnosis of individual clients? Discuss, presenting supporting information and examples.

As part of your studies for this unit, you located and read an article in a peer-reviewed scientific journal that discusses the etiology of eating disorders or obesity. Use the Argument Analysis Worksheet provided in the Resources section to summarize this article. Make sure that your summary is written well enough that your peers can understand the perspectives and findings of the authors. Are there any biases apparent on the part of the authors?

Create a case example depicting a disorder from each of the clusters A, B, and C. You will create three case examples in total. Keep in mind that clients with PDs do not often have good insight. For instance, a client with narcissistic PD will not come in saying, “I have a high need for admiration from others” or “I lack empathy.” Rather, the diagnostician has to infer these traits from the client’s interpersonal style and history.

Each case example should describe behaviors that lead the diagnostician to conclude a PD might be present. Please review Clusters A, B and C – Case Examples of Personality Disorders Scoring Guide prior to submission so that you address all required grading criteria.

For this assignment, you are expected to meet the following requirements:

Title page: Include your name, course, date, and instructor.
Abstract: No abstract is required for the assignment.
Reference: No references are required beyond the assigned readings. Additional references may be used.
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting.
Length of paper: Three to six typed, double-spaced pages (One to two pages per case example).
Font and font size: Arial, 11 point

Personality Disorders
What is personality? One definition would be that it is a relatively stable set of traits that characterize an individual’s behavior. These traits are behaviors that we reliably display, and that others have come to recognize in us. We may occasionally surprise the people we know well by doing something out of character. But generally, we behave in somewhat predictable patterns. Of course, we all have traits that are maladaptive. We may worry too much about things we cannot control, act possessively toward a loved one, be chronically late, et cetera. Hopefully, however, we have enough insight into these traits that we are able to manage our behavior, as well as compensatory positive traits that make up for our less-than-exemplary conduct. Ideally, a person’s typical response patterns will be flexible enough that she or he can respond adequately to unique situations.

Imagine, however, a person with a restricted way of perceiving, a narrow range of intrinsic motivations, or a limited set of coping skills. For instance, this person may see all interpersonal reactions as threatening, or among the many goals inherent in social relationships may only be motivated to achieve a sense of superiority, or might lack the coping skills that allow successful resolution of difficult situations. Rather than displaying a few mildly problematic traits, the person may exhibit a number of traits that are problematic, have limited insight into the existence, nature, and consequences of these behaviors, and fail to develop compensatory mechanisms. A personality disorder (PD) is just such an extremely rigid way of responding to the surrounding environment. PDs are evident across a variety of situations and across the lifespan. Typically, the disorder begins in adolescence or early adulthood, and then persists through much of the person’s life. The rigid coping style associated with a PD makes the individual more susceptible to other forms of psychopathology. The disorder may also significantly impact the client’s willingness to enter and ability to benefit from treatment.

Recognizing and diagnosing a PD can be difficult. As noted, individuals often have poor insight into their maladaptive traits, and thus cannot report them to an interviewer. Even when there is some recognition of a maladaptive behavioral repertoire, the individual may be unwilling to report this in an attempt to maintain social desirability. Even when the interviewer can identify potentially maladaptive behaviors from a client’s presentation in the interview or from anecdotes the client reported, it can still be difficult to establish that these are long-standing and pervasive traits.

Cluster A Paranoid Personality Disorder
The Paranoid Personality Disorder* is characterized by a pervasive distrust and suspiciousness of other people. People with this disorder assume that others are out to harm them, take advantage of them, or humiliate them in some way. They put a lot of effort into protecting themselves and keeping their distance from others. They are known to preemptively attack others whom they feel threatened by. They tend to hold grudges, are litigious, and display pathological jealously. Distorted thinking is evident. Their perception of the environment includes reading malevolent intentions into genuinely harmless, innocuous comments or behavior, and dwelling on past slights. For these reasons, they do not confide in others and do not allow themselves to develop close relationships. Their emotional life tends to be dominated by distrust and hostility.

Cluster B Narcissistic Personality Disorder
People with Narcissistic Personality Disorder* have significant problems with their sense of self-worth stemming from a powerful sense of entitlement. This leads them to believe they deserve special treatment, and to assume they have special powers, are uniquely talented, or that they are especially brilliant or attractive. Their sense of entitlement can lead them to act in ways that fundamentally disregard and disrespect the worth of those around them.

People with Narcissistic Personality Disorder are preoccupied with fantasies of unlimited success and power, so much so that they might end up getting lost in their daydreams while they fantasize about their superior intelligence or stunning beauty. These people can get so caught up in their fantasies that they don’t put any effort into their daily life and don’t direct their energies toward accomplishing their goals. They may believe that they are special and deserve special treatment, and may display an attitude that is arrogant and haughty. This can create a lot of conflict with other people who feel exploited and who dislike being treated in a condescending fashion. People with Narcissistic Personality Disorder often feel devastated when they realize that they have normal, average human limitations; that they are not as special as they think, or that others don’t admire them as much as they would like. These realizations are often accompanied by feelings of intense anger or shame that they sometimes take out on other people. Their need to be powerful, and admired, coupled with a lack of empathy for others, makes for conflictual relationships that are often superficial and devoid of real intimacy and caring.

Status is very important to people with Narcissistic Personality Disorder. Associating with famous and special people provides them a sense of importance. These individuals can quickly shift from over-idealizing others to devaluing them. However, the same is true of their self-judgments. They tend to vacillate between feeling like they have unlimited abilities, and then feeling deflated, worthless, and devastated when they encounter their normal, average human limitations. Despite their bravado, people with Narcissistic Personality Disorder require a lot of admiration from other people in order to bolster their own fragile self-esteem. They can be quite manipulative in extracting the necessary attention from those people around them.

Cluster C – Obsessive-Compulsive Personality Disorder
Persons with Obsessive-Compulsive Personality Disorder* are preoccupied with rules, regulations, and orderliness. This preoccupation with perfectionism and control is at the expense of flexibility, openness, and efficiency. They are great makers of lists and schedules, and are often devoted to work to such an extent that they often neglect social relationships. They have perfectionist tendencies, and are so driven in their work to “get it right” that they become unable to complete projects or specific tasks because they get lost in the details, and fail to see the “forest for the trees.” Persons with Obsessive-Compulsive Personality Disorder tend to be rigid and inflexible in their approach to things. It simply isn’t an option for them to do a “sub-standard” job just to get something done. Often, they are unable to delegate tasks for fear that another person will not “get it right.” Sometimes people with this disorder adopt a miserly style with both themselves and others. Money is regarded as something that must be rigidly controlled in order to ward off future catastrophe. People with this disorder are often experienced as rigid, controlling, and stubborn.

Excellent website http://www.sevencounties.org/poc/view_doc.php?type=doc&id=480&cn=8

Based upon your readings for this unit, how would you handle the following situation?

A friend asks your advice about picking a psychotherapist. Your friend says, “My cousin told me to find a counselor who practices cognitive-behavioral psychotherapy, but my aunt said I should find a psychodynamic therapist. What do you think?”

Write a paper that includes a detailed description of the suggestions you would give your friend. Explain in detail the rationale for your suggestions. Please review the Giving Advice about Treatment Scoring Guide prior to submission so that you address all required grading criteria.

For this assignment, you are expected to meet the following requirements:

Title page: Include your name, course, date, and instructor.
Abstract: No abstract is required for the assignment.
Reference: No references are required beyond the assigned readings. Additional references may be used.
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting.
Length of paper: Five to eight typed, double-spaced pages
Font and font size: Arial, 11 point.

I just upload the important paper instruction about this essay .it have 4 question should be answer

8 references(2 for each, ) thx!

question, excluding graphs, tables and reference list)
It is a progressive assignment based on topics studied in weeks 5-8 covering chapters 6 to 10.
Please attempt each question on a weekly basis which will prevent you from asking for extensions.
Objectives
This assessment item relates to course learning outcomes 4 – 8 as listed in the course profile.
Question 1:
Refer to Chapter 6
(a) Explain with reasons as to why additional advertising (non-price competition) will lead to a smaller and smaller increase in sales of that product. (2 marks)
(b) In the table below an oligopolist firm faces two demand schedules. The current price is given as $185.
Competitors price fixed: Quantity Demanded
Price ($)
Competitors follow: Quantity Demanded
Total Revenue
Marginal Revenue
20
200
35
30
195
40
40
190
45
50
185
50
60
180
55
70
175
60
(i) What would the demand curve be under the kinked demand curve hypothesis? Illustrate and explain. (1 mark)
(ii) Plot the marginal revenue curve corresponding to the kinked demand curve and explain. (2 marks)
(iii) Given that Marginal Cost is $150 at every level of output. Copy the above table and
calculate TR and MR. Determine the profit- maximising level of output and plot on the graph. (2 marks) Total = 7 marks
Question 2:
Refer to Chapters 7 & 8
(a) Assume that a firm discharges waste into a river. As a result, the marginal social costs (MSC) are greater than the firm’s marginal (private) costs (MC). The table below shows how MC, MSC, AR and MR vary with output. Assume that the marginal private benefit (MB) is given by the price (AR). Assume also that there are no externalities on the consumption side, and that therefore MSB = MB. Study the table and answer the following questions.
Output
1
2
3
4
5
6
7
8
MC
23
21
23
25
27
30
35
42
MSC
35
34
38
42
46
52
60
72
TR
60
102
138
168
195
219
238
252
AR
60
51
46
42
39
36.5
34
31.5
MR
60
42
36
30
27
24
19
14
(i) How much will the firm produce if it seeks to maximise profits? (1 mark)
(ii) What is the socially efficient level of output? (1 mark)
(iii) How much is the marginal external cost at this level of output? (1 mark)
(iv) What size of tax would be necessary for the firm to reduce its output to the socially efficient level? (1 mark)
(v) Why is the tax less than the marginal externality? (1 mark)
(b) Explain and illustrate why the demand for labour curve is downwards sloping? (1mark)
(c) Explain and illustrate when a firm receives a surplus over its total wage bill under prefect competition? (1 mark)
Total = 7 marks
Question 3:
Refer to Chapter 9
(a) Explain in terms of the Australian circular flow of income if the following are net injections, net withdrawals or neither? If there is uncertainty, explain your assumptions.
(i) The government purchases US military aircraft. (1 mark)
(ii) The government runs a budget deficit (spends more than it receives in tax revenues) and finances it by borrowing from the general public. (1 mark)
(iii) The government runs a budget deficit and finances it by printing more money. (1 mark)
(b) Give examples and discuss the costs of (i) inflation and (ii) unemployment on the individual, firm, government and the economy as a whole. (2 marks each = 4 marks)
Total = 7 marks
Question 4:
Refer to Chapter 10
(a) Illustrate and explain what effect will the following have on the expenditure line:
(i) An increase in the proportion of people’s income that is saved. (1.5 marks)
(ii) A fall in exports. (1.5 marks)
(b) Using the withdrawals/injections and the income/expenditure approach, show graphically and explain the effects on GDP, consumption and unemployment of a substantial rise in:
(i) Exports (2 marks)
(ii) Government expenditure. (2 marks)
Total = 7 marks
Please Note: “This criteria sheet below will be included with your assessment when marked and returned to you on moodle.”
ECON 11026: Assignment-2 Marking Sheet
Student Name: Student/Number:
Question No
ECON11026 : A-2
Marks Out of
Total Marks
Q1
a
2
b (i)
1
b (ii)
2
b (iii)
2
Q2
a (i)
1
a (ii)
1
a (iii)
1
a (iv)
1
a (iv)
1
b
1
c
1
Q3
a (i)
1
a (ii)
1
a (iii)
1
b (i)
2
b (ii)
2
Q4
a (i)
1.5
a (ii)
1.5
b (i)
2
B (ii)
2
Referencing
1
Presentation
1
Total marks
Total marks out of 30
30
Additional Markers Comments:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Markers Name: __________________________ Date: _________________________
Assessment criteria for Written Assessment Item 2
Use the DADA acronym when structuring your answers to all questions in economics. (Definitions: define the key terms; Assumptions: list or make assumptions as required; Diagrams: draw relevant graphs/tables and explain; and original Analysis: apply the theory to real life economic examples and explain).
(i) You must read the chapters each week and work on the assignment questions progressively each week—which will prevent you from asking for extensions. So please follow a weekly study schedule.
(ii) Plagiarism is a real concern, therefore, please remember to reference in-text and also provide a reference list. Do not give your assignment to anyone or copy from other students.
(iii) Concepts and key terms must be defined accurately and completely.
(iv) The assumptions upon which the analysis is based must be stated at the outset.
(v) Diagrams must be drawn properly, correctly labelled and the relations they depict explained on the diagram and in the accompanying text of your answer.
(vi) Answers must be complete, addressing the specific tasks nominated in the questions.
(vii) Sources must be acknowledged in-text and a list of references provided using the Harvard Referencing Style.
(viii)Where a question has more than one part, so too should the answer. Ensure complete coverage in the analysis section of your answer.
(ix) Students should reference more than two (2) to three (3) textbooks to answer these theory based questions as a minimum.
(x) Remember an extension is not a gift, it is a burden.

Answer these 4 questions on this topic using Development Through the Lifespan / Edition 6 by Laura E. Berk: (3) identity vs. identity confusion in adolescence Question 1: define and describe what the task “means” – what behaviors would indicate that a person had successfully mastered that task? Question 2: what are two key environmental factors needed to assure that the psychological task is mastered? Be sure that you explain that factor’s connection to healthy development or how the absence of that factor promotes maladjustment. For this question, focus on the inner layers of Bronfenbrenner’s ecological model (e.g., the microsystem, mesosystem, exosystem). Question 3: what do you view as ONE major obstacle in American society today blocking successful mastery of that psychological task? This question is different from #2 above; here, I want you to focus on the outer level of Bronfenbrenner’s ecological model (i.e., the macrosystem, including policies, laws, attitudes, customs, etc.). Question 4: suggest ONE intervention or social policy that would “alleviate” the problem (i.e., more people in that age group would develop psychologically healthy) and explain “why” it should work. Be sure to clearly elaborate on your rationale of how the policy or intervention will work. In other words, you need to show the connection between what you are suggesting and positive outcome. Be as specific as possible. A vague answer of “parents need to be educated about this or that” or “people need to do this or do that” or “children/the elderly need to be cared for” are NOT complete answers. Rather, elaborate on what kind of education or services need to be provided. What setting do they need to occur in? What should the laws actually say? IMPORTANT NOTE: since the tasks are different for each age group, your recommendations for each stage SHOULD be different. Format: Use headings and label the question numbers – format your exam as follows: basic trust vs. mistrust in infancy question 1 question 2 question 3 question 4

Briefly describe what accounting is. Describe and analyse the balance sheet, the income statement, and the cash flow and explain why is it so important to understand them and why is it for the Chief executive officer to understand them.
Next, research about Dr. Kazuo Inamori’s Management and Accounting Principles, and explain why it is so successful and Talk about the Enron Scandal and states the reasons of Enron’s collapse. Finally, compare the difference between the failure Enron and Dr. Kazuo Inamori’s success in his company Kyocera.

Imagine a child who is not doing his or her schoolwork. Regardless of the child’s actual diagnosis, how might you try to determine if this represented inattention or impulsivity, as in attention deficit/hyperactivity disorder (AD/HD), as opposed to deliberate refusal, as in oppositional defiant disorder (ODD)? Keep in mind that these children will probably not give much useful information in response to direct questions about why they engaged in a particular action.