Psychological Disorders & Therapies ProjectAP Psychology Units XII & XIIIFor this project you will use your knowledge ofabnormal psychology and the treatment of abnormalbehavior to diagnose and recommend treatment forsymptoms described in two case studies.Case Studies Diagnosis Read each assigned case study and diagnose each disorder based on the set of symptomsdescribed. Explain why you arrived at that diagnosis. Check with Ms. Justice to make sure you have the correct diagnoses before proceeding.Therapies For each case study, describe how each of the following therapies would view and treat thedisorder. Humanistic therapies Behavior therapies Cognitive therapies Group and family therapies Biomedical therapiesTreatment Then recommend the best course of treatment for each case study and explain why thattherapy would be the most effective.Bibliography If you use any sources beyond your textbook, please submit an APA bibliography for thosesources. (No need to submit a bibliography if your only source is your textbook.)Submission Your project may be typed or neatly hand-written and submitted via e-mail or hard copy inthe classroom. The due date is Monday April 13th (the Monday after Spring Break), though if you’d like tosubmit it before Spring Break you are welcome to do so! (The last school day before SpringBreak is Wednesday, April 1st.)
RUBRIC: Psychological Disorders & Therapies Project4321-0Case Study DiagnosisAccurate diagnosis forboth case studies.Thorough explanationof diagnoses based onpsychological termsand concepts in UnitsXII & XIII.Multiple specificexamples and detailsare given to supportdiagnosis.Accurate diagnosis forboth case studies.Explanation ofdiagnoses based onpsychological termsand concepts in UnitsXII & XIII.Accurate diagnosis foronly one case study&/orExplanation ofdiagnoses based onlypartially onpsychological termsand concepts in UnitsXII & XIII.Accurate diagnosis forone or neither casestudy &/orInaccurate or unclearexplanation ofdiagnoses.-orMissingTherapiesThorough andaccurate descriptionfor all 5 therapiesbased on psychologicalterms and concepts inUnits XII & XIII.Multiple specificexamples and detailsare given to supportdescriptions.Accurate descriptionfor all 5 therapiesbased on psychologicalterms and concepts inUnits XII & XIII.Accurate descriptionfor 3-4 therapies &/orDescriptions basedonly partially onpsychological termsand concepts in UnitsXII & XIII.Accurate descriptionfor 1-2 therapies &/orInaccurate or ommendation oftreatment for bothcase studies.Thorough explanationof treatments basedon psychological termsand concepts in UnitsXII & XIII.Multiple specificexamples and detailsare given to tion oftreatment for bothcase studies.Explanation oftreatment based onpsychological termsand concepts in UnitsXII & XIII.Accuraterecommendation oftreatment for only onecase study &/orExplanation oftreatment based onlypartially onpsychological termsand concepts in UnitsXII & XIII.Accuraterecommendation oftreatment for one orneither case study&/orInaccurate or unclearexplanation oftreatment.-orMissingOVERALL SCORE:Comments:
AP PsychologyPsychological Disorders and Therapies ProjectCASE STUDY #41Karen worries excessively about developing a rare disease. When she meets friends orwrites letters to her relatives, she is constantly discussing how she feels and expressesconcern that even the most minor irregularities in the functioning of her body aresymptoms of underlying diseases. She spends a good deal of time consulting doctorsfor a second opinion.CASE STUDY # 12A Portrait of EricaErica’s looks like her letter of introduction. The moment people lay their eyes on her shiningface, her long blonde hair, her big, brown, alert eyes, they relaxed their natural skepticism mostof us use to protect ourselves against strangers. She wore her smile like a tasteful ornament,like an expensive piece of jewelry that caught the eye without gaudiness. Those who wereunmoved by her loveliness or by her quick smile always succumbed to her ingratiating manner.With a combination of easy eye contact and soft responsiveness, she managed to giveeveryone whom she had directed her attention to the feeling that they were appreciated andimportant.An incident that occurred while Erica was a senior in high school typified her antisocial behavior.Erica, who is very bright and articulate, had been exempted from submitting a research paperassigned in her history class. Since discussion was an integral part of the class activity, she hadimpressed her young but well-qualified teacher with her ready opinions and her willingness toparticipate.The day the assignment was due, Erica went to the school cafeteria for lunch and happened tosit next to a girl named Vicki who was a student in her history class. Erica overheard Vicki tellingone of her friends how hard she had worked on her research paper.“I spent four weeks,” said Vicki, “doing research, writing, and typing. A good grade on this is theonly way I’ll pass the course because that teacher caught me cutting class.”When Vicki and her friend left the table to stand on the serving line, Erica was suddenly inspiredand excited by an idea. With Vicki no more than a few feet away, Erica went through the booksshe had left at the table, found the neatly typed research paper, and slipped it into her ownnotebook. She stayed at the table after Vicki had returned, calmly ate her lunch, and even madecasual conversation with Vicki and her friend. As soon as Vicki was finished eating, she and herfriend picked up their empty trays and books and said goodbye to Erica.Erica waited coolly at the table. Within minutes, Vicki scurried back to the table, her facecontorted with worry.Erica was amused while Vicki frantically scanned the table top and then got to her hands andknees to check the floor.“What’s up Vicki?” asked Erica, nonchalantly.“I lost my research paper,” said Vicki, her voice shaking.“Bad news! Anything I can do?”
“Thanks anyway,” said Vicki, over her shoulder, as she hurried from the room. Erica had a bit ofa laugh. Then she took out the research paper, tore off the cover sheet and inker her own nameon the first page without even bothering to read the paper. Vicki did not show up for historyclass that day, and when the teacher collected the assignment, he was surprised when Ericasubmitted a paper.“Did it for extra credit, huh?” he said. “I am impressed.”When he called the class’s attention to Erica’s apparent diligences as a positive example tofollow, a number of the kids who knew Erica well looked somewhat skeptical.The very next day in school, all hell broke loose. Right before homeroom, Vicki, escorted by twoof her friends, intercepted Erica in the hallway.“You stole my research paper,” snarled Vicki, “and you had the guts to turn it in as your own.You’d better tell the teacher what you did, or you’re in big trouble.”“What are you talking about?” said Erica, the picture of innocence.“You know damn well what I’m talking about. You’d just better admit it to that teacher.”In a perfect pose of righteous indignation, Erica threw back her shoulders and looked Vicki inthe eye. “Don’t you threaten me. I won’t stand for it. And don’t you dare blame me for your owncarelessness. Now get out of here and leave me alone before I report you to the assistantprincipal.” Vicki and her friends sneered at Erica, then stalked off.Although she was not really worried, Erica looked up Mike, her former boyfriend. “You want meto do what?” asked Mike after she had found him outside one of his classrooms.Erica touched her hand to his arm. “Just tell my history teacher that you were with me while Iwas doing research for the paper and that you helped me type it.”Mike’s anger softened when she gave his arm a little squeeze. He met her eyes. “What are youup to this time, Erica?”“Oh, come on,” she said, flashing a seductive smile to weaken his resistance. “For old times.”Suddenly, he pulled free of her touch. “Old times. You mean, you want me to lie for you again.Like I did to your parents every time you broke your curfew. Like I did to my boss every time youcame into his store and shoplifted? No way Erica. Find yourself another fool. Or have youalready used up all the guys in this school? Does everybody know you’re the only one you carefor?”The history teacher waited until the end of the period to confront Erica.“Steal Vicki’s paper?” said Erica, her voice controlled, her manner poised. “That is absurd. Whywould I steal her paper when I wasn’t even required to turn one in?”“You tell me, Erica,” said the teacher.“I don’t like being accused, sir. I do have my legal rights, you know. Since this is only yoursecond year in this school, maybe you are not aware of how things are run around here.”The teacher did not flinch at her implied threat. “Erica, if you don’t tell me why you stole Vicki’spaper and put your own name on it,” he said, quietly, “ I am going to bring this matter to theadministration.”Erica flashed one of her smiles. “No big deal. The principal is a personal friend of mine.”“Why did you do it, Erica?” persisted the teacher.Erica laughed. “It was a joke. Just a harmless joke.”“Harmless! You stole Vicki’s paper when you knew she needed it to pass this class and tograduate. A joke, you say.”“What’s the difference?” said Erica. “Vicki is a loser anyway.”
AP PsychologyPsychological Disorders and Therapies ProjectCASE STUDY # 1A married woman, whose life was complicated by her mother’s living in their home,complained that she felt tense and irritable most of the time. She was apprehensive forfear that something would happen to her mother, her husband, her children, orherself. She has no definite idea what it was that she fears might happen. She suffersfrom occasional attacks in which her heart pounds with irregular beats; she can notseem to catch her breath when this happens. Often she breaks out in a profuseperspiration. Her mouth seems to be always dry, even though she drinks a great dealof water, and because of this and her diffuse anxiety she cannot sleep.CASE STUDY #6Fred K. is a 50-year old married man who developed a marked contracture of his lefthand, and a partial paralysis of his arm. He held his arm bent in front of him, as if itwere in a sling, and his fingers were curled inward toward the palm of his hand. Hecould raise his arm to the level of his shoulder, and there was slight movement in hisfingers. The symptoms can on suddenly, and before he was referred for psychologicaltreatment, the patient had undergone medical and neurological work-ups by localphysicians as well as by specialists at Rochester, Cleveland, Baltimore, and Boston.Many different diagnoses were made, and many medical treatments were tried, but thepatient did not respond, and the symptoms remained unaltered.
AP PsychologyPsychological Disorders and Therapies ProjectCASE STUDY #2A man, aged 32, was admitted to a psychiatric hospital. Two months beforecommitment the patient began to talk about how he had failed, had “spoiled” his wholelife, that is was now “too late.” He spoke of hearing someone say, “You must submit.”One night his wife was awakened by his talking. He told her of having several visionsbut refused to describe them. He stated that someone was after him and trying toblame him for the death of a certain man, who had been poisoned, he said. In theadmission office of the hospital he showed many mannerisms. He laid down on thefloor, pulled at his foot, made undirected violent striking movements, again struckattendants, grimaced, assumed rigid postures, refused to speak, and appeared to behaving auditory hallucinations. He was at once placed in a continuous bath where,when seen later in the day, he was found to be in a stuporous state. His face waswithout expression, he was mute and rigid, and paid no attention to those around himor to their questions. His eyes were closed and the lids could be separated only witheffort. There was no response to pinpricks or other painful stimuli. For five days heremained mute, negativistic, and inaccessible, at times staring vacantly into space, attimes with his eye tightly closed.CASE STUDY # 7Mrs. M was first admitted to a state hospital at the age of 38, although since childhoodshe had been characterized by moods swings, some of which had been so extreme thatthey had been psychotic in degree. At one point she became depressed and asked toreturn to the hospital where she had been a patient. She then became overactive andexuberant in spirits and visited her friends, to whom she outlined her plans forreestablishing different forms of lucrative businesses. She purchased many clothes,bought furniture, pawned her rings, and wrote checks without funds. For a periodthereafter she was mildly depressed. In a little less than a year Mrs. M again becameoveractive, played her radio until late in the night, smoked excessively, took outinsurance on a car that she had not yet bought. Contrary to her usual habits, sheswore frequently and loudly, created a disturbance in a club to which she did notbelong, and instituted divorce proceedings. On the day prior to her second admissionto the hospital she purchased 57 hats.
AP PsychologyPsychological Disorders and Therapies ProjectCASE STUDY # 3The patient was hospitalized at the age of 18. During the preceding year there hadbeen a gradual disintegration of personality, evidenced by inappropriate laughing andgiggling, bizarre conversations, and failure in school. The patient’s illness began soonafter her father departed from home. As described by the patient’s mother, “Shestarted to worry about a year ago. My husband left and she began to think about himall the time. She used to talk funny-funny things all the time. She used to hear anairplane and stand on the kitchen table looking at the ceiling. She would look out ofthe kitchen window at childre