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41 Instructions for your Clinical Case Study assignment

The purpose of this assignment is for you to demonstrate your understanding of the concepts and issues presented in this course.  Your case study should be based upon yourself, and may be factual, fictional, or some mix of the two. You are NOT required to disclose any personal or sensitive information.

A large collection of fictional case studies are available for your review as you prepare to write your personal clinical case study.

A case analysis consists of several components:

  • demographics
  • psycho-social factors
  • medical factors
  • instruments
  • using the multi-axial DSM-IV classification system
  • predisposing factors
  • precipitating factors
  • presenting symptoms

(Here is a link to a sample case history: https://www.fmhs.auckland.ac.nz/assets/fmhs/som/psychmed/docs/writing_a_psychiatry_case_study.pdf )

Your assignment:

Part 1: Write your self analysis

  • minimum length: 2000 original words
  • submit to the SafeAssign  drop box on or before the final day of the Module 4 discussion forums
  • This assignment is graded via the rubric below.

Part 2: Discuss the analyses

  • Submit to the Self-analysis discussion forum on or before the start of Module 5
  • Facilitate the discussion of your self-analysis
  • Be an active participant in the discussion of at least 2 other students’ self-analyses
  • Self-analysis dIscussions continue until the Module 5 discussion forums end.
  • This forum is graded via the same discussion forum rubric used for the issue/topic discussions.

((Note: This assignment required a drop box and a “symposium” discussion forum.)

Abnormal Psychology Copyright © 2017 by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Not Just a Boring Worksheet: New Interactive Case Studies for Abnormal Psychology

How do you teach your students about the diagnostic process? Do you have them read a case study? Do you show them a quick video in class?

Do you ever get the sense that they're not really engaged in the case studies you give them?

With the new McGraw-Hill Interactive Case Studies, your students are involved in the diagnostic process, developing empathy and critical thinking skills as they work their way through 12 differential diagnoses.

What did our student reviewers have to say about the Interactive Case Studies?

"You get to apply what you know, or think you know. It helped me piece together the whole puzzle." – Student at the University of Georgia

"It's very interactive. You have to think about what you're doing." – Student at Prairie View A&M University

"It felt like a game… more interesting than reading the text." – Student at University of Nebraska – Omaha

"Cool activity… I would choose it over boring homework." – Student at San Jose State University

Our instructor reviewers were on board, too, agreeing that students would learn much more from the case studies and enjoy them much more than a worksheet.

Let's take a peek at the Interactive Case Studies!

At the beginning of the case, students are introduced to the practitioner they will be working with. The practitioner guides the student throughout the case, providing background, conducting the client interview, and discussing possible diagnoses based on the presenting case.

case study assignment abnormal psychology

As students observe the client interview, they are presented with a series of glowing objects, which – when clicked – provide background information about the client that cannot necessarily be obtained from the interview. Examples include medical records and interviews with family.

case study assignment abnormal psychology

At three checkpoints during the case, students are asked to decide which information from the interview is more relevant to making a diagnosis, and which information is less relevant.

case study assignment abnormal psychology

Throughout the case, students have access to an interactive continuum to see the range of behavior for the particular disorder, from functional to dysfunctional. The continuum indicates the behaviors students should pay attention to, while also conveying the idea that behavior is on a continuum and that a diagnosis is never black and white.

case study assignment abnormal psychology

At the conclusion of the interview, students are asked to match the information in their notebook (which is populated at each of the three checkpoints) to the symptoms of the disorder.

After performing this exercise, students are asked to select whether they believe the client has one of two presented disorders (or no disorder). The practitioner then makes a diagnosis, provides feedback to the student, and offers an overview of their treatment plan for the client.

case study assignment abnormal psychology

The Interactive Case Studies are live for fall classes, and are assignable and assessable within Connect.

Which disorders are covered by the Interactive Case Studies?

There are 12 case studies, covering the following disorders and groups of disorders:

  • Trauma- and Stressor-Related Disorders
  • Psychotic Disorders
  • Bipolar Disorder
  • Depressive Disorders
  • Anxiety Disorders
  • Obsessive-Compulsive Disorders
  • Eating Disorders
  • Substance-Related Disorders
  • Conduct and Impulse Control Disorders
  • Somatic Symptom Disorders
  • Gender Dysphoria and Transvestic Disorder
  • Attention Deficit/Hyperactivity Disorder

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Checkout if mcgraw hill will be in attendance:.

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Case Studies in Abnormal Psychology

Case Studies in Abnormal Psychology by Ethan E. Gorenstein; Ronald J. Comer; M. Zachary Rosenthal - Third Edition, 2022 from Macmillan Student Store

Psychology in Everyday Life

Third edition | ©2022 ethan e. gorenstein; ronald j. comer; m. zachary rosenthal.

ISBN:9781319443641

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ISBN:9781319333416

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Compelling real-life cases that students will love exploring

Updated for DSM-5-TR! This popular supplement complements courses in abnormal and clinical psychology with 20 case histories based on real clinical experiences. With new material by M. Zachary Rosenthal (Duke University), each case study describes the individual's history and symptoms and includes a theoretical discussion of treatment, a specific treatment plan, the actual treatment conducted, and assessment questions. The casebook also provides three "You Decide" cases written without diagnosis or treatment, so students can identify disorders and suggest appropriate therapies and treatments. Several cases now include contextual factors from the COVID-19 pandemic.

New to This Edition

Third Edition | ©2022

Ethan E. Gorenstein; Ronald J. Comer; M. Zachary Rosenthal

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Third Edition | 2022

Table of Contents

case study assignment abnormal psychology

Ethan E. Gorenstein

Ethan E. Gorenstein is clinical director of the Behavioral Medicine Program at Columbia-Presbyterian Medical Center and a professor of clinical psychology in the department of psychiatry at Columbia University. He is also the author of The Science of Mental Illness (Academic Press). He has an active clinical practice devoted to the use of evidence-based psychological treatment methods for problems of both children and adults.

case study assignment abnormal psychology

Ronald J. Comer

Ronald J. Comer has been a professor in Princeton University’s Department of Psychology for the past 47 years, also serving for many years as director of Clinical Psychology Studies and as chair of the university’s Institutional Review Board. In 2016 he transitioned to emeritus status at the university. He has received the President’s Award for Distinguished Teaching at Princeton, where his various courses in abnormal psychology were among the university’s most popular. Professor Comer is also Clinical Associate Professor of Family Medicine and Community Health at Rutgers Robert Wood Johnson Medical School. He has also been a practicing clinical psychologist and served as a consultant to Eden Autism Services and to hospitals and family practice residency programs throughout New Jersey. In addition to writing the textbooks Fundamentals of Abnormal Psychology (tenth edition), Abnormal Psychology (eleventh edition), Psychology Around Us (second edition), and Case Studies in Abnormal Psychology (third edition), Professor Comer has published a range of journal articles and produced numerous widely used educational video programs, including The Higher Education Video Library Series, The Video Anthology for Abnormal Psychology, Video Segments in Neuroscience, Introduction to Psychology Video Clipboard, and Developmental Psychology Video Clipboard. Professor Comer was an undergraduate at the University of Pennsylvania and a graduate student at Clark University. He currently lives in Florida with his wife, Marlene. From there he keeps a close eye on his nearby grandchildren Delia and Emmett, somehow making the same mistakes with them that he made with their father Jon and their uncle Greg a generation ago. Then again, that turned out pretty well.

case study assignment abnormal psychology

M. Zachary Rosenthal

Dr. Zach Rosenthal is a clinical psychologist and Associate Professor with a joint appointment in both the Department of Psychiatry and Behavioral Sciences and the Department of Psychology and Neuroscience at Duke University. He leads the Duke Center for Misophonia and Emotion Regulation, Duke Cognitive Behavioral Research and Treatment Program, Anti-Racism Community in the Department of Psychology & Neuroscience, and is Co-Chief Psychologist for Duke University Medical Center. Dr. Rosenthal teaches and mentors undergraduate and graduate students, does research, treats patients, provides clinical supervision, and disseminates treatments through clinical training and consultation locally and internationally. He has published extensively and received grants to conduct research from a range of funding sources, including the National Institutes of Health, Department of Defense, various foundations, and major donors. As a licensed psychologist in North Carolina with expertise in cognitive behavioral therapies, he specializes in treating adults from an evidence-based and trauma-informed perspective with borderline personality disorder, misophonia, and other complex multi-diagnostic presentations.

Third Edition | 2022

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Revising Case Study Assignment in Abnormal Psychology Undergraduate Course to Enhance Critical Thinking

Samantha Strife

A psychology instructor modifies a case study assignment for an Abnormal Psychology undergraduate course to enhance use of data and identification of multiple sides of an issue.

Abnormal Psychology (PSYC 3303) is divided into three major content sections: 1) symptom presentations of mental health disorders 2) models of development/assessment/treatment of disorders 3) pros and cons of our current diagnostic system and ethical issues. To increase critical thinking (e.g., use of data and identification of multiple sides of an issue), I modified a case study assignment, which required students to read a vignette about a pretend individual struggling with various mental health symptoms and respond to questions ranging from diagnosis to treatment options.

Implementation

When I first taught Abnormal Psychology, I had students turn in three case studies as homework assignments. Student responses seemed incomplete and I was unable to provide extensive feedback given the short time between when assignments were due. In the Fall of 2015 I reduced the number to two case studies and added questions about differential diagnosis, assessment techniques, perspectives of etiology, and treatment options to better reflect the course learning objectives. I gave these revised case study assignments in 2015 toward the end of the semester without much opportunity for in-class practice and found that many of the student responses still included inaccurate information or emotional reasoning. Consequently, for Fall 2016 I assigned just one case study and attempted to scaffold the case study by creating several in-class group activities emphasizing each component of the assignment. This scaffolding approach was intended to provide more intentional structure for practice and feedback. After these in-class activities, students then completed a full practice/low-stakes case study assignment. They peeredited their responses in class after collaboratively revising the rubric to increase student agency and transparency for the final assignment.

Student Work

Selected student work was compared between the second case study assigned in Fall 2015 and the case study in Fall 2016. This comparison was made because the questions were very similar for both assignments, while also highlighting the potential impact of the revised 2016 scaffolding in-class practice, peer-editing the mock assignment, and collaborating to redesign the rubric. Despite limitations in this comparison, there are some indications that the revisions made in 2016 improved students’ use of data and identification of multiple sides of an issue for the case study assignment (e.g., use of appropriate research articles, application of data to case study, and more complexity/depth in demonstrating understanding of differential diagnosis).

Reflections

I am pleased that the selected responses shown in the student work section of this portfolio exemplify more consistent use of data and identification of multiple sides of an issue. However, there are several ways I would like to further refine this assignment and my approach to assessment of student learning. In the future, I hope to use Learning Assistants in this class, in part with the intention of providing students more opportunity for feedback during in-class assignments and additional help outside of class. I also think that more formal ways of assessing student engagement throughout the semester and the inclusion of a baseline assessment could provide meaningful data. Clearly this case study assignment will continue to evolve and I look forward to making the improvements more effective and generalizable to all my students. 

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Module 7: Mood Disorders

Case studies: mood disorders, learning objectives.

  • Identify mood disorders in case studies

Let’s use the information we’ve learned in this module to examine a few fictional characters.

Case Study: A.J. from The Sopranos

We’ll start with the case study of Anthony Soprano, Jr. (referred to as A.J.) from  The Sopranos (a HBO television series, 1999–2005). A.J. started a new job working construction and was getting more stable in his life following dropping out of community college. He met a girl named Blanca at the construction site and they started dating.

engagement ring and shown as couple holds hands

Figure 1 . A.J. became sad and irritable following his failed engagement.

The two became really close, and A. J. eventually proposed to Blanca. After some reconsideration, she decided that A.J. was not right for her and broke up with him. Following the breakup, A.J. is sad and lethargic. A.J. continued to work at the construction site for some time, but the sight of Blanca talking to other men becomes too much for him, so he eventually quits. After the breakup with Blanca, A.J. started sleeping all the time and would not come out of his room. He had a decreased appetite and anhedonia. He seemed to lack energy for quite some time. There were no suicidal ideations initially. Though his symptoms seemed to be improving slightly, after an incident with another student, he again confined himself to his room. He attempted to kill himself by jumping into a pool with a cinderblock around his leg while his parents were out of the house. Luckily, his father came home and saved him prior to there being any significant damage. A.J. was admitted to an inpatient psychiatric facility and received the therapy he needed.

Proper treatment of A.J.’s diagnosis would, given his severe symptom levels, include beginning with antidepressant medication. Psychotherapy, specifically CBT (which has shown great success with a combination of antidepressant medication), DBT, CT-SP, or BCBT, may also prove helpful.

Case Study: Eeyore from Winnie the Pooh

Background information.

Eeyore the donkey

Figure 2 . Eeyore.

Eeyore is an older gray donkey. There are no documents indicating the exact age.  Eeyore does not have an occupation. One main difficulty Eeyore has elaborated on is his detachable tail, which seems to cause him several problems. He has indicated that his goals are to remain strong for his friends despite his lack of self-confidence, and as a result, he often feels lonely without support from others that he is close to. Some forms of coping mechanisms include trying to feel useful in the presence of others and also trying his best to find pleasure in life.

Description of the Problem

Eeyore constantly insists that his tail falls off rather frequently. Eeyore’s posture typically involves a slumped head and droopy eyes, and he commonly says, “thanks for noticing me.” Sluggish movement is also apparent, without any physical cause for movement delay. He seems to step on his tail often and fall down. Eeyore indicates that sometimes it seems that even his close friends do not need him. Around friends, he typically makes comments about his relative unimportance and travels near the back of the pack. He also stated that although he tries to force a smile, a real smile has not existed in a long time, even though others try to cheer him up. He often feels empty even when accompanied by friends. Eeyore also seems to experience a loss of energy throughout the day, although sleeping habits are not explicitly expressed.

Eeyore met criteria including depressed mood most of the day, markedly diminished interest or pleasure in activities, fatigue or loss of energy nearly every day, feelings of worthlessness, and diminished ability to think or concentrate.

Case Study: Ashlynn

Ashlynn is a 21-year-old college student and political science major who has struggled with depression on and off since beginning college. She was picked up by campus police after being caught vandalizing a man’s apartment and was recommended to a psychiatrist after exhibiting erratic behavior. She explained that she was only at the man’s apartment because he was a classmate and she wanted to prove to him how much she liked him. She spoke about how that, even though he didn’t know it yet, they were destined to be together and that they would someday run for office together and be the first-ever married president and vice president. She was irritable and argumentative, and defensive about her behavior. She indicated that she didn’t care about her finals anymore (though she had consistently good grades in the past), she had been pulling all-nighters to research politicians, and had been experimenting with illicit drugs.

  • Major Depressive Disorder Case Studies. Authored by : Bill Pelz. Provided by : Lumen. Located at : https://courses.lumenlearning.com/suny-hccc-abnormalpsych/chapter/major-depressive-disorder/ . License : CC BY-SA: Attribution-ShareAlike
  • Engagement ring. Located at : https://www.pxfuel.com/en/free-photo-qfvpb . License : Public Domain: No Known Copyright
  • Eeyore. Located at : https://pixy.org/852182/ . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives

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Abnormal Psychology: Case Studies

These abnormal psychology case study examples cover four different psychological disorders. Check out this sample essay if you’re interested in mental illness and therapy.

Case Study One: Margaret

Case study two: lillian, case study three: jim, case study four: janet, works cited.

In most cases, psychologists draw their diagnostics by conducting an interview with their clients like the one conducted by Louise on Margaret. This is based on the fact that understanding one’s problem from the horse’s mouth is easier. There are various factors that may be deduced from such an assessment. For example, Louise was able to identify many changes that her client has undergone and the difficulty she faces in dealing with them.

There are also social factors that cannot be understood otherwise that impact greatly on many people with psychological disturbances. It was also as a result of this assessment that the client reported her recent memory loss, which shows her awareness of her abnormal conditions. Therefore, this assessment was meant to determine what ails Margaret and thereafter draw some useful therapies to help her go back to normalcy.

In her conclusion, Louise drew some conclusions concerning Margaret’s condition. Margaret reported some changes in her menstrual periods. She noticed a change in her moods which has partly contributed to her moodiness, although this could be a result of hormonal imbalance due to menopause, considering Margaret’s age.

Further, Louise underlined Margaret’s dealing with her son being away and her inaccessible daughter as she is too preoccupied with her child. Margaret is diagnosed to be struggling with this change of life hence her condition.

Louise also drew from Margaret that she has become frequently forgetful, and she is aware of it. She is also aware of her change of mood and reaction towards her daughter, which she does not want her to discover. This could be attributed to her general feeling of anger and loss; thus, she has lost interest in life.

This show of self-awareness is depicted when Louise asks her about her anger towards her daughter. She burst into tears because Louise had discovered her true feelings towards her daughter, which she was concealing. The reactions portrayed by Margaret during the assessment are the best example of another dimension of Margaret’s psychological assessment.

Margaret portrays anger and sadness following her relationship with her daughter. She believes that her daughter rushed into marriage, and she is now less concerned about her. It was also concluded that due to pervasive anxiety, she loses sleep, overeats, overdrinks, and has spasmodic moods and memory distractions. As a result of this, she has gained extra weight that she sees as part of her problem.

In Margaret’s assessment, psychological testing is vital because it would test her take on her condition. For example, whether she appreciates change or to whom does she hold responsible for her condition. Self-proclamation is important as it is out of such discussions that a professional draws conclusions on how to handle the situation.

This is called mental status evaluation in which the coherence in thought is assessed. Due to her history with her family, she could be judged as having depression. Margaret’s father is reported to have died when she was three, and this led to her mother being away from home most of the time. That could be the reason for her unconscious suppressed desire not to separate from her children.

Physical screening for Margaret is necessary in order to diagnose various possible complications that may be evident as a result of the signs and symptoms she narrated. There are several problems that could be confirmed in the course of medical examination. Medical testing could rule out her biological hormonal imbalance following the previous hormonal test done on the patient (Halgin and Whitbourne 21).

Considering her age and the frequent premenstrual moodiness, it is logical to rule out hormonal imbalances related to menopause. Possible complications for Margaret’s case include memory lapse due to memory losses witnessed and neurological malfunction. Physical examination may also be useful in confirming the reason for her being overweight and the increased appetite that has devastated her sex life.

Case two illustrates Lillian’s defense in life, where she draws confidence in herself through her personality disorder. Her defense of splitting is her major preoccupation in dealing with her situation. Right from the onset, she complains and enquires as to why her life is being made difficult by what she refers to as some idiot.

What follows is a description of how other people have blocked her way always. Her description of the event that unfolded in the coffee line proves that she is the problem, but her weaknesses are evident in her mistreatment and blame on others. This way, according to her, she is not the problem; the problem is from without.

Lillian is also very sensitive on matters of gender discrimination as she cites that her former boss treated her badly because she was a woman. She resorts to finding a solution in the workers union. This is a commonsensical issue, but she doesn’t care anyway because she is not the problem. Her problem is proved further by the fact that she currently does a housekeeping job even after her college education.

Before this, she had gone down the stairs and lost six jobs in ten years. Her social life is limited to her drinking friends and unstable lasting sexual relationships with men she meets at the bar. She uses her drugs to soothe her nerves. This is helpful because it would be worse if she reduced herself to depression due to self-blame. This is necessary from her point of view because she feels better about herself when she does so.

Lillian’s constant anger in borderline personality disorder may be natural or inborn. History proves that Lillian, even before her father died, would conflict with her mother when her father sided with her. This proves that she could have a natural tendency to have bouts of anger. Her father could have been that kind, as demonstrated by his support and siding with her in her row with her mother. If her father did not see any cause of hunger in her daughter, both could have something shared.

There is also a possibility that Lillian’s condition could be a result of disappointment and many failures in life. Lillian has had a string of disappointments in her employment. She lost her job and has plummeted to the position of housekeeper. This could turn her to anger.

In her social life, we are also told that she feels guilty often, but her defense is her unconscious transfer of that blame to a second person’s act. This way, she is elated and soothed that she is clean. Therefore, there is a possibility that Lillian’s anger could be both a result of some existential factors and inborn.

Lillian’s borderline personality disorder is dependent on taking very many other factors constant. “It was only drawn from her blame on others and dominance of anger fluctuations from hope to disappointments in relationships, workplace conflicts, drug use and lack of self-appraisal” (Halgin and Whitbourne 21).

It was never considered that this could be an inborn condition. There could also be a possibility that her condition is worsened by her drug use, however mild. The differential analysis could therefore ignore some important parameters influencing some situations.

Her antisocial personality disorder was ruled regardless of her self-blame sometimes. She has failed to relate well with people at work, friends, and even her mother because of this condition. This leads her to blame everyone for some cause. For instance, she feels her mother favors her siblings; she thinks her boss at work hates her because she is a woman and generally feels victimized by other people’s acts. Lillian justified her misbehavior as drug use as a response to the stress caused by other people whom she finds as a problem.

Lillian’s anxiety disorder is born of her desire to expect too much from others. She expected too much laxity from her boss that she had to be sacked. She expects too much from her mum and also from society, especially from the union representative, and thus it is hard to avoid disappointments and disillusionments.

In Case three, we are introduced to Jim and his situation that requires psychotherapy. A very good example of a vegetative sign of depression is his inability to sleep which is consistent. This is accompanied by his extreme feeling of despair and anxiety. Sigmund Freud, an expert in the field of psychoanalysis, would analyze depression as anger turned against the self. This can apply to Jim because he blames himself for ruining his girlfriend’s life when he abandoned her.

There is also the issue of body and mind struggle. Normally the two entities coordinate harmoniously to produce normalcy in life. However, his case is different from all the depression. His mind contemplates suicide in order to punish himself, and as a result, he has shed off much of his weight. Jim’s body and mind, as a result of this struggle and depression, are now enemies.

Another struggle between his mind and body is seen whenever he comes up with a painting. He literally ends up destroying it. There is a contest and infighting of his mind and body, and thus he poses the biggest danger to himself more than to anyone else. It is for this chief reason that the clinical findings prescribe that protective hospitalization is required until medication and psychotherapy work on him.

A mood-congruent delusion is a state where someone is inconsistent in their usual mood that affects the reinterpretation of things in another way. For example, Jim is not consistent in his former behavior when he starts looking at himself as a destroyer. His way of perception changed as a result of his depression and self-blame. He has conceptualized a world of depressed thoughts and patterns confirming his melancholy.

Actually, all that Jim ails from is anger. He is for sure angered at himself for ruining his girlfriend’s life. That is why he has had relentless attacks on himself, resulting in depressed behavior, thought processes, and mood fluctuation. There is some evidence of concealed anger in Jim. One reason he can conceal this is that he may have loved his girlfriend so much that hurting her would devastate him too.

Secondly, he sees himself as selfish when he turns down her request. He might have deep-seated regrets as to why life let him meet a girl who did not understand him when he presented his case.

He may conceal this because, first, he has himself to blame and has made out his decision, though unconsciously, to punish himself. This leads him to spend most time fantasizing about his physical health and contemplating suicide. His dreams at night would reveal his concealed fears and desires, as it is theorized by Sigmund Freud in his interpretation of dreams.

From the onset, Jim was judged for himself, and he declared his guilt and assigned himself punishments. He no longer finds need or pleasure in company. He spends time smoking cigarettes and thinking about his death. As a result of this self-guilt, he has declined to eat and thus lost a good deal of weight. He has also undertaken unconscious self-punishment by neglecting his hygiene and general normal life. He has imprisoned himself in bed, where he buys a lot of time to think about his worthlessness and pain.

Another punishment he has subjected himself to is to destroy his creative products. Whenever he does work, he destroys it at the end of the day. There is also psychological punishment where his consciousness is always tormented by nightmares of some gruesome women attacking him, which reduces him to crying like a child. This can be associated with his suppressed desire to punish himself, and whenever this happens, Jim feels that his selflessness deserves punishment.

In the fourth case, the precipitating stressor event that might have kicked off Janet’s schizophrenic episode can be noted from the history his parent gave. There was a time when she was reported to have scratched her wrist with a razor in an act that is termed self-destructing. Then there was her being separated from her family members who used to care for and support her. There are other factors that are noted in her history to have been repressed causes.

She reported that from the time she was young, the girl had been shy, socially awkward, and sensitive. This historical evidence shows that she has had that condition, but under the cause and understanding of her family members, it had been contained. Moreover, when she was seven years, she had gone slow school. The family undertook a therapy that was corrective to the situation.

In her adolescence, she frequently argued with her mother. Although this can be attributed to hormonal changes that are experienced by many adolescents, the argument reportedly resulted in self-harm. She was more provocative and worrisome, although this behavior just popped in and disappeared later. Another behavior was that Jane would behave eccentrically, engaging in complex rituals to trigger her sleep. Sometimes she would not want to be seen eating, a clear indication of her psychosocial malfunctioning

Another factor that may have triggered her condition may be her roommates and new environment. She was, on joining college, introduced to an environment that she was probably not used to. She was then left to be controlled by her long-encased schizophrenia. Janet’s primary delusion is her attempt to rescue herself from some inner dangers and fears.

Her delusion interprets her parents and nurses as threats geared towards sabotaging her idealized salvation, which is to be actualized through Dr. M. It started earlier when she would quarrel with her mother. At this age, it did not come out clearly, as at those formative stages, her condition would retreat.

Her confidence and overexcitement in justifying her condition are rife with evidence that she is no longer self-sensitive. She fantasizes about Dr. M, whom she has assumed as a sole hope in bringing about salvation in the world. Her delusion has reduced the world to herself. To her, the world is under attack by the same threatening unknown and can be saved only when her desire to unite with Dr. M comes to reality. This is her ultimate optimism and desire to be saved or reserved.

Her delusion and hallucination fit together so that she misinterprets real life as an attack. This can be traced back to when she was young. She could not understand her mother, and they would pick quarrels that sometimes resorted to self-destruction. Therefore, the world she has been living in is not the real world. Her hallucinations are evident in the way she interprets Dr. M. She has conceived a Dr. M who is being blocked from reaching her, even after she was instructed by a voice to merge with him and save the world.

The mistaken sensory perceptions and how she interprets reality as a threat make the two fit together to produce the kind of Janet we see.

Her hospitalization saves her and others because she is a danger to others and herself. She has terrifying intrinsic experiences described as command hallucinations. These hallucinations instruct her to do anything to herself and others. When she perceives everyone as a danger, there is a possibility that she can attack anyone under the influence of her delusions. This can also be because her reality is faulty, and her judging reality is misleading.

Halgin, Richard, and Susan Whitbourne. Abnormal Psychology: Clinical Perspectives on Psychological Disorders . 6th ed. New York, NY: McGraw-Hill, 2010. Print.

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5.1: Instructions for your Clinical Case Study assignment

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The purpose of this assignment is for you to demonstrate your understanding of the concepts and issues presented in this course. Your case study should be based upon yourself, and may be factual, fictional, or some mix of the two. You are NOT required to disclose any personal or sensitive information.

A large collection of fictional case studies are available for your review as you prepare to write your personal clinical case study.

A case analysis consists of several components:

  • demographics
  • psycho-social factors
  • medical factors
  • instruments
  • using the multi-axial DSM-IV classification system
  • predisposing factors
  • precipitating factors
  • presenting symptoms

(Here is a link to a sample case history: https://www.fmhs.auckland.ac.nz/assets/fmhs/som/psychmed/docs/writing_a_psychiatry_case_study.pdf )

Your assignment:

Part 1: Write your self analysis

  • minimum length: 2000 original words
  • submit to the SafeAssign drop box on or before the final day of the Module 4 discussion forums
  • This assignment is graded via the rubric below.

Part 2: Discuss the analyses

  • Submit to the Self-analysis discussion forum on or before the start of Module 5
  • Facilitate the discussion of your self-analysis
  • Be an active participant in the discussion of at least 2 other students’ self-analyses
  • Self-analysis dIscussions continue until the Module 5 discussion forums end.
  • This forum is graded via the same discussion forum rubric used for the issue/topic discussions.

((Note: This assignment required a drop box and a “symposium” discussion forum.)

  • (Pseudo) Self-Assessment Assignment. Authored by : William Pelz. Provided by : Herkimer College / SUNY. Located at : https://herkimer.open.suny.edu/webapps/blackboard/execute/content/blankPage?cmd=view&content_id=_24313_1&course_id=_794_1 . Project : Abmormal Psychology course for Achieving the Dream. License : CC BY: Attribution

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