6107 4 quiz

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This week you will also learn how affective disorders affect not only the individual who is the Identified Patient, but also the whole family and how diverse systemic issues might contribute to the development of these disorders. In addition to improving your understanding of possible etiology of the discussed disorders, you will become familiar with various systems-based conceptualizations and interventions pertaining to the mood-related symptoms.

Be sure to carefully review this Week’s resources. You will be expected to apply the information from these resources when completing your assignments.

As part of this week’s assignment, you will need to complete a quiz. Review the materials carefully and submit the required assignment before 11:59 pm Arizona time on Sunday.

References:

1.Acutely Anxious

http://proxy1.ncu.edu/login?url=http://digital.films.com.proxy1.ncu.edu/PortalPlaylists.aspx?wID=102745&xtid=36474

2.Bill O’Hanlon – The Story of the African Violet Queen.

https://youtu.be/5t5EN6FPByY

3.Mood Disorders

http://proxy1.ncu.edu/login?url=http://digital.films.com.proxy1.ncu.edu/PortalPlaylists.aspx?wID=102745&xtid=7848

4.Episode 2: Diagnosis and Chemistry

http://proxy1.ncu.edu/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=102745&xtid=29107

Quiz

Top of Form

Question 1 (Mandatory) (0.333 points)

This quiz draws on the required textbook by Beidel, D., Frueh, B., and Hersen, M. (Eds.. (2014), Adult psychopathology and diagnosis, as well as the assigned articles focusing on a more systemic understanding of these disorders. The goal of this quiz is to help you understand these disorders and treat them systemically. After reading the assigned readings, begin this quiz by carefully reading the following scenario.

Susan is a 16-year-old girl seen with her mother at your community agency. Susan’s parents have been separated for 5 months, and she now lives with her mother and grandmother. Susan is an only child, reports that she was an optimistic person before the separation. The separation has not stopped the bitterness between her parents and Susan states she is sad as a result of the continued tension between her parents. Susan believes she is responsible for their separation. Susan reports that she has trouble sleeping, trouble getting out of bed, is tearful every day, feels tired, has quit hanging out with friends, and has little appetite (she reports she has lost 15 pounds). She denies suicidal ideation, but does admit she is having trouble concentrating at school, has not been completing her homework, and her grades have been going down. This is causing some tension with her mother.

Question 1 options:

a)

Persistent Depressive Disorder

b)

Adjustment Disorder with Depressed Mood

c)

Post Traumatic Stress Disorder

d)

Major Depressive Disorder

Question 2 (Mandatory) (0.333 points)

According to Beidel et al, Susan’s likely diagnosis can be further specified as

Question 2 options:

a)

Mild

b)

Moderate

c)

Severe

d)

With mixed features

Question 3 (Mandatory) (0.333 points)

Bottom of Form

Saved

According to Beidel et al, Susan’s optimistic thinking before the separation may have

Question 3 options:

a)

decreased her risk for developing her depressive symptoms

b)

increased her risk for developing her depressive symptoms

c)

increased her chances of being more pessimistic in the present

d)

most likely had no impact on her risk for developing depressive symptoms

Question 4 (Mandatory) (0.333 points)

Susan asks for a therapy relationship that does not involve her mother. She states her mother is depressed and Susan does not want to do anything that would make it worse. According to Van Parys and Rober, this is an example of

Question 4 options:

a)

differentiation

b)

circular causality

c)

parentification

d)

a disengaged family organization

Question 5 (Mandatory) (0.333 points)

Saved

Susan reports her mother has struggled with depression for many years. According to Van Parys and Rober, children with a depressed parent tend to feel alone because

Question 5 options:

a)

they are careful about disclosing their worries due to concerns about their parents’ response

b)

their parents tend to be dismissive or denigrating of the child’s feelings

c)

they rarely have friends since they are usually at home taking care of the parent

d)

they often have not learned good emotional regulation skills

Question 6 (Mandatory) (0.333 points)

According to Van Parys and Rober, therapy with a child with a depressed parent should primarily focus on

Question 6 options:

a)

addressing the child’s loneliness

b)

rescuing the child from being the emotional caretaker of the parent

c)

helping the child to express their own inner feelings of sadness

d)

addressing the child’s negative thinking patterns

Question 7 (Mandatory) (0.333 points)

Susan’s father, James, agrees to come to counseling. As it turns out, he worries about about almost everything that may or may not happen, to the point that it has negatively impacted his relationships, including his marriage. He has difficulty holding a job, has trouble concentrating, feels on edge, and has trouble going to sleep. He reports he does not abuse substances and he has been in and out of therapy for many years. There is no evidence of phobic symptoms. Based on the available information it seems the most likely diagnosis for James is

Question 7 options:

a)

Panic Disorder

b)

Obsessive Compulsive Disorder

c)

Agoraphobia

d)

Generalized Anxiety Disorder

Question 8 (Mandatory) (0.333 points)

According to Beidel et al, research on individuals who engage in excessive worrying indicates this worrying

Question 8 options:

a)

has no impact on their overall feelings of uncertainty and anxiety

b)

commonly leads to thoughts of suicide

c)

appears to serve as a distraction from more emotional topics

d)

invites others to worry about how much these individuals worry

Question 9 (Mandatory) (0.333 points)

According to Beidel et al, emotional dysregulation models for individuals with James’ symptom pattern suggest these individuals may be ineffectively coping with emotions by

Question 9 options:

a)

suppression and control strategies

b)

engaging in blaming and self-deprecation

c)

cultivating ineffective extrovert traits

d)

engaging in self-imposed exposure experiences

Question 10 (Mandatory) (0.333 points)

Barlow suggests someone as anxious as James often enters into a positive feedback loop: focusing their attention on a perceived threat (e.g., taking a test) which feeds a negative internal self evaluation (e.g., I will fail this test because of anxiety), which further feeds their focus on the perceived threat, which further feeds the negative internal self evaluation, and so on. Barlow indicates these individuals will often

Question 10 options:

a)

develop an “illusion of control” to combat their sense of helplessness

b)

attempt to cope by avoiding the context where this anxiety is most present (e.g., avoid taking tests)

c)

be able to step out of this feedback loop if they engage in more testing situations

d)

develop physiological toughness due to experiencing this anxious feedback loop

Question 11 (Mandatory) (0.333 points)

According to Barlow, early childhood experiences may predispose individuals to the development of chronic anxiety. It appears parents who can be influenced by their children (e.g., being contingently responsive)

Question 11 options:

a)

foster a sense of helplessness in their children

b)

may also need to be more protective of their children to avoid fostering a sense of helplessness

c)

may be overly focused on developing a sense of control in their children at the cost of providing a secure attachment base

d)

foster a sense of control in their children

Question 12 (Mandatory) (0.333 points)

According to Barlow, a family environment that limits opportunities for personal control

Question 12 options:

a)

fosters a sense of control in children since they will have fewer failure experiences

b)

helps parents to feel a greater sense of control, thus lowering likelihood of the deve-lopment of anxiety in all family members

c)

is associated with the development of anxiety in children

d)

increases resiliency in children, a key factor in avoiding anxiety and mood disorders

Question 13 (Mandatory) (0.333 points)

Barlow proposes a model for understanding anxiety that includes three levels: biological vulnerability to anxiety, a generalized psychological vulnerability associated with early childhood experiences, and

Question 13 options:

a)

vulnerability to negative emotional experiences

b)

a greater sense of sensitivity and reactivity to anxiety

c)

the strength of the individual’s ability to return to an emotional equilibrium

d)

a specific focus(es) of anxiety (e.g., social evaluation by others is dangerous) learned from others

Question 14 (Mandatory) (0.333 points)

According to Priest, individuals experiencing both romantic relationship distress and Generalized Anxiety Disorder might be better treated in therapy

Question 14 options:

a)

if they are screened and treated for past family abuse/violence

b)

by engaging in individual therapy first, then couples therapy

c)

if therapy focused more on separateness than togetherness, building differentiation

d)

by cognitive behavior therapy

Question 15 (Mandatory) (0.333 points)

Susan also exhibits some symptoms of obsessive-compulsive disorder, often around issues of avoiding contamination. According to Beidel et al, there is some evidence that OCD is associated with

Question 15 options:

a)

trauma events during childhood and in the recent past

b)

gender, with women clearly more likely to be impacted by this disorder

c)

the onset of an eating disorder

d)

depressive tendencies

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