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Formative Activity Feedback | Online Assignment Help

Formative Activity Feedback For those of you that took part in the formative activity, I hope you found it helpful. Whilst you have received support from your seminar leaders as a result of taking part in the formative activity and the assessment lecture last week covered some of the things that came up from the formative activity, I have provided summary feedback below. 1) Ensure you make explicit links back to the information provided in the case study. Link relevant case study information with an appropriate discussion of theory, research or assessment approaches. 2) There is a lot of information provided in the case study which means there is no set answer to this assignment as you may wish to focus on different issues presented within the case study. This is fine as long you can support your claims by linking the discussion back to case study information. 3) The impact of the GP diagnosis was appropriately considered in terms of the impact it can have on the way an individual thinks or behaves in many of the essay plans. Think about what the diagnosis (and not just the physiological symptoms) mean for the patient. Is it dealing with the underlying cause? Is the diagnosis appropriate or is it a misdiagnosis? How could the diagnosis make a person feel? Will it help the case study patient or not? If so, why? If not, why not? Is there anything else the GP should have considered when making this diagnosis? 4) Ensure the essay considers the GP’s biomedical approach in terms of its strengths and limitations compared with a psychological approach (or biopsychosocial approach) throughout the essay as this will allow you to develop a critical discussion throughout. 5) There were different approaches to answering the question in relation to how our understanding has changed over time. This included understanding the onset of disease or assessment from a broader perspective in terms of the biomedical medical understanding of disease to the role of psychology, and more specific differences in terms of assessments and classification tools that have been used over time. 6) Assessment and formulation approaches were varied but need to be justified in terms of which specific symptoms or what information in the case study has led you to select this particular assessment approach. What is it you are measuring? What information do you intend to obtain from using your chosen assessment tools? In order to do this well, you need to be clear in terms of what you are measuring. For example, if you are measuring depression, you need to be clear you understand what depression is, the symptoms that need to be present in order to be diagnosed with depression and identify an assessment tool that can measure this. 7) The treatment approach that is selected should be informed by the discussion you have presented on assessment and formulation. Treatment approaches varied with many using either a purely psychological approach or a combination of treatments. Whichever treatment approach you select should be supported with appropriate empirical research that demonstrates whether or not it is an effective treatment approach. Ensure the research you include, where possible, uses participants that have the same health condition. E.g. avoid presenting research on the effectiveness of CBT on patients with stroke if you intend to use CBT for patients with stress, disordered eating or pain. 8) End with a clear conclusion and make a recommendation that can be supported by information that you have presented throughout the essay. At this point, your concluding paragraph should not include new information. 9) General structure: you can use sub-headings if you wish to or present the information as a traditional essay. It is your choice. 10) Word limit: 2500 words. An additional 10% is permitted and this includes in-text citations. 1. Critically appraise the changing nature of the diagnosis of mental disorders/psychological disorders and the impact this has on thinking, functioning and behaviour for the individual and their interaction in society; 2. Debate and evaluate how the explanation of aetiology and assessment of mental disorders/psychological disorders have changed through differing societal and historical time points; 3. Appraise the process and conduct – formulation, assessment and diagnosis – of one psychological or mental disorder; Relationship with Programme Philosophy and Aims This module will facilitate the critical debate and appraisal of the conceptual and historical issues which derive from the assessment and diagnosis of psychological and mental disorders. This will begin with an appraisal of previous versions which precede the Diagnostic and Statistical Manual of Mental Disorder (DSM-5) and the International Classification Disorder (ICD-10) as well as the current editions of both manuals. Critical debate will focus on the changing nature of diagnosis through historical time points (conceptual and historical issues in psychology) which will lead to an appraisal of how the diagnosis of mental and psychological disorders has changed across societal and historical time-points. This will transcend to debates which relate to stigmatisation and marginalisation for the individual who is diagnosed with a psychological and or mental disorder across societal and historical time-points. Evaluation of such debate will focus on the student appraising consequences which relate to social, employment, educational, political and self-stigmatisation. Psychological interventions and medical treatments will be advanced at this level of study where the student will appraise each core area in psychology; cognate disciplines and their inter-relationships which contribute to the explanation and conceptualisation of psychological and mental disorders. The impact of treatment on the individuals thinking, functioning and behaviour will be appraised with a specific focus on brain functioning. Emphasis will also be given to traditional clinical psychology interventions as well as more recent advances within third-wave therapies which have influenced contemporary based interventions. This will enable the student to appreciate and appraise how the management of psychological and mental disorders presented in clinical settings are underpinned by core areas in psychology as well as cognate disciplines. A consideration of how Clinical Psychologists, Health Psychologists and Psychiatrists work as part of multi-disciplinary teams when conducting assessment, formulation, diagnosis which determines treatment of psychological disorders will be appraised. Case examples will be used to discuss diagnosis of psychological disorders which are also presented as co-morbid states of chronic conditions. This will give rise to the consideration of specialised areas within this field. Recent advances in contemporary psychological based approaches which are used to manage psychological disorders and the impact of such treatments on the individuals thinking, functioning and behaviour will be appraised. This module will contribute to continuing professional development where students will consolidate knowledge and skills in the psychology e-portfolio housed on Mahara (VLE). Specific consideration will be given to the role of clinical and health psychologists who work in this field which will support graduate destinations. Indicative content • Appraisal of both previous and current editions of the DSM and ICD manuals. • Appraisal of clinical psychology and health psychology. • Assessment of mental/psychological disorders and how these have changed over historical time points. • Assessment, formulation and diagnosis. • Contemporary interventions – advances in medication, mindfulness, acceptance commitment therapy, cognitive behavioural therapy. • Controversial debates in relation to ethics of diagnosis, treatment and therapeutic interventions. • Demonological, medical and psychological models and interventions • Different levels of stigmatisation and mental disorders • Ethical debates – diagnosis, assessment and treatment • Impact of treatment and therapeutic interventions on the individuals thinking, functioning and behaviour • Psychological disorders as co-morbid states of chronic conditions • Psychology literacy • Recent advances in psychology based therapeutic interventions • The changing face of psychosis and neurosis over societal ad historical time points • Third wave therapeutic interventions Study mode / delivery method(s): This module will be predominately delivered through a lecture and seminar format. Seminars will be based on key debates based on research papers within the area. To further support this, learning will also take place by: on-line Moodle (VLE) discussions; action learning set and learning set debates. Intended Learning Outcomes: Learning outcomes: Learning and Teaching methods 1. Critical appraisal of the changing nature of the diagnosis of mental disorders/psychological disorders and the impact this has on thinking, functioning and behaviour for the individual and their interaction in society Lectures Seminars Seminar debates and discussion Seminar presentations Peer review assessments of seminar presentations On-line Moodle (VLE) discussion/forums Tutorials 2. Debate and evaluate how the explanation of aetiology and assessment of mental disorders/psychological disorders have changed through differing societal and historical time points 3. Appraise the process and conduct – formulation, assessment and diagnosis – of one psychological or mental disorder 4. Compare and contrast psychological perspectives and cognate disciplines in their explanation and treatment of mental/psychological disorders and appraise their inter-relatedness which gives rise to specialised and contemporary interventions 4. Compare and contrast psychological perspectives and cognate disciplines in their explanation and treatment of mental/psychological disorders and appraise their inter-relatedness which gives rise to specialised and contemporary interventions.

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