Assessment 2: Diagnosis: Clinical case vignettes
Intent: The intention of this assessment is for students to gain experience using their advanced knowledge of the current dominant diagnostic classification system DSM while also considering the important role of context.
Weighting: 40%
Due Date: Week 4, Friday 2 June, 2023 at 10pm AEST
Course intended learning outcome(s): 2.1 and 3.1
Task
This assessment is broken into 3 parts.
- In the first part of this assessment you will be presented with a case study, ‘Alice’. You will then be provided with 2 questions to respond to regarding diagnosis.
(2 X 250 word responses)
Q1A: Is Alice likely to have a specific phobia? Or any other type of psychological disorder?
Q1B: Provide a justification for your answer and give a diagnosis if you think it is appropriate.
- In the second part of this assessment you will be presented with a case study, ‘Sally’. You will then be provided with 2 questions to respond to regarding diagnosis.
You must cite the DSM-5-TR in your response and use APA referencing to justify your response to the questions.
(2 X 250 word responses).
Q2A: Is Sally likely to have a specific phobia? Or any other type of psychological disorder?
Q2B: Provide a justification for your answer and give a diagnosis if you think it is appropriate.
- In the final part of this assessment you will be asked to critically reflect on your experience using the current classification system (DSM).
Your response must include a critical reflection of professional practice issues related to classification and diagnosis.
(1 X 250 word response)
Q3: With reference to the above case examples, provide a critical reflection on your experience using the dominant model of classification of psychological disorders.
This assessment task addresses the following subject learning objectives:
- 008. Differentiate between what does and does not meet criteria for a psychological disorder according to current dominant classification systems
- 096. Apply critical reflection to professional practice issues within an evolving discipline
Length: 5 x 250 word responses
References: APA 7th.
Formatting requirements: 12pt Times New Roman or 11pt Calibri, double-spaced.
| HD | D | C | P | F | Mark | |
| 15-12.5 | 12.5-11 | 11-9.5 | 9.5-7.4 | 7.4-0 | /15 | |
| Response considers Alice’s symptoms against criteria for specific phobia. | Contribution demonstrates outstanding knowledge of DSM-5-TR criteria for specific phobia, and very clearly articulates consideration of Alice’s symptoms against those criteria. | Contribution demonstrates very good knowledge of DSM-5-TR criteria for specific phobia, and clearly articulates their considerations of Alice’s symptoms against those criteria. | Contribution demonstrates sound knowledge of DSM-5-TR criteria for specific phobia, and soundly articulates their considerations of Alice’s symptoms against those criteria. | Contribution demonstrates basic knowledge of DSM-5-TR criteria for specific phobia, and somewhat articulates their considerations of Alice’s symptoms against those criteria. | Contribution fails to demonstrate basic knowledge of DSM-5-TR criteria for specific phobia, and/or does not articulate consideration of Alice’s symptoms against those criteria. | |
| 15-12.5 | 12.5-11 | 11-9.5 | 9.5-7.4 | 7.4-0 | /15 | |
| Response considers if Alice may have any other type of psychological disorder. | Contribution demonstrates outstanding knowledge and application of the DSM-5-TR. Student very clearly articulates consideration of Alice’s symptoms against other psychological disorders. | Contribution demonstrates very good knowledge and application of the DSM-5-TR. Student clearly articulates their considerations of Alice’s symptoms against other psychological disorders. | Contribution demonstrates sound knowledge and application of the DSM-5-TR. Student soundly articulates their considerations of Alice’s symptoms against other psychological disorders. | Contribution demonstrates basic knowledge and application of the DSM-5-TR. Student somewhat articulates their considerations of Alice’s symptoms against other psychological disorders. | Contribution fails to demonstrate basic knowledge and application of the DSM-5-TR and/or does not articulate their considerations of Alice’s symptoms against other psychological disorders. | |
| 10-8.5 | 8.5-7.5 | 7.5-6.5 | 6.5-4.9 | 4.9-0 | /10 | |
| Response draws appropriate conclusions about Alice in light of the previous diagnostic considerations. | Contribution draws appropriate conclusions and very clearly articulates justification for the conclusion. | Contribution draws appropriate conclusions and clearly articulates justification for the conclusion. | Contribution draws appropriate conclusions and soundly articulates justification for the conclusion. | Contribution draws appropriate conclusions and articulates a basic justification for the conclusion. | Contribution does not draw appropriate conclusions. | |
| 15-12.5 | 12.5-11 | 11-9.5 | 9.5-7.4 | 7.4-0 | /15 | |
| Response considers Sally’s symptoms against criteria for specific phobia. | Contribution demonstrates outstanding knowledge of DSM-5-TR criteria for specific phobia, and very clearly articulates consideration of Sally’s symptoms against those criteria. | Contribution demonstrates very good knowledge of DSM-5-TR criteria for specific phobia, and clearly articulates their considerations of Sally’s symptoms against those criteria. | Contribution demonstrates sound knowledge of DSM-5-TR criteria for specific phobia, and soundly articulates their considerations of Sally’s symptoms against those criteria. | Contribution demonstrates basic knowledge of DSM-5-TR criteria for specific phobia, and somewhat articulates their considerations of Sally’s symptoms against those criteria. | Contribution fails to demonstrate basic knowledge of DSM-5-TR criteria for specific phobia, and/or does not articulate consideration of Sally’s symptoms against those criteria. | |
| 15-12.5 | 12.5-11 | 11-9.5 | 9.5-7.4 | 7.4-0 | /15 | |
| Response considers if Sally may have any other type of psychological disorder. | Contribution demonstrates outstanding knowledge and application of the DSM-5-TR. Student very clearly articulates their considerations of Sally’s symptoms against other psychological disorders. | Contribution demonstrates very good knowledge and application of the DSM-5-TR. Student clearly articulates their considerations of Sally’s symptoms against other psychological disorders. | Contribution demonstrates sound knowledge and application of the DSM-5-TR. Student soundly articulates their considerations of Sally’s symptoms against other psychological disorders. | Contribution demonstrates basic knowledge and application of the DSM-5-TR. Student somewhat articulates their considerations of Sally’s symptoms against other psychological disorders. | Contribution fails to demonstrate accurate knowledge and application of the DSM-5-TR. Student does not articulate their considerations of Sally’s symptoms against other psychological disorders. | |
| 10-8.5 | 8.5-7.5 | 7.5-6.5 | 6.5-4.9 | 4.9-0 | /10 | |
| Response draws conclusions about Sally in light of the previous diagnostic considerations. | Contribution draws appropriate conclusions and very clearly articulates justification for the conclusion. | Contribution draws appropriate conclusions and clearly articulates justification for the conclusion. | Contribution draws appropriate conclusions and soundly articulates justification for the conclusion. | Contribution draws appropriate conclusions and articulates a basic justification for the conclusion. | Contribution does not draw appropriate conclusions. | |
| 10-8.5 | 8.5-7.5 | 7.5-6.5 | 6.5-4.9 | 4.9-0 | /10 | |
| Apply critical reflection to professional practice issues within an evolving discipline. | Contribution very clearly articulates the student’s critical reflections in a way which shows depth of understanding of the professional practice issues for using the DSM-5-TR with reference to the case profiles. | Contribution clearly articulates the student’s critical reflections in a way which shows good understanding of the professional practice issues for using the DSM-5-TR with reference to the case profiles. | Contribution articulates the student’s critical reflections in a way which shows sound understanding of the professional practice issues for using the DSM-5-TR with reference to the case profiles. | Contribution somewhat articulates the student’s critical reflections in a way which shows basic understanding of the professional practice issues for using the DSM-5-TR with reference to the case profiles. | Contribution does not articulate the student’s critical reflections in a way which shows basic understanding of the professional practice issues for using the DSM-5-TR with reference to the case profiles. | |
| 5-4.25 | 4.2-3.75 | 3.75-3.2 | 3.2-2.4 | 2.4-0 | /5 | |
Relevance, Writing Clarity & Coherence | Writing is very well organised and appropriately formatted. Contribution is clear, concise, coherent, and completely free of spelling and grammatical errors. | Writing is well organised and appropriately formatted. Contribution is clear, concise, coherent, and largely free of spelling and grammatical errors. | Writing is sufficiently organised and appropriately formatted. Contribution may lack some written clarity or coherence or contains spelling or grammatical errors. | Writing is not very well organised and/or appropriately formatted. Contribution may lack some written clarity or coherence and/or contains spelling or grammatical errors. | Writing is poorly organised and not appropriately formatted. Contribution may lack written clarity or coherence and spelling or grammatical errors make the post hard to comprehend. | |
| 5-3.5 | 3.5-2.4 | 2.4-0 | /5 | |||
| APA 7th style citations and references | The reference list formatting is perfect or near perfect. It may contain one or two minor slips in APA formatting, but the vast majority of references are formatted according to APA style. All items in the reference list were cited in the report, and sources cited in the report are all in the reference list. The formatting of in-text references is perfect, or near perfect, APA 7.0 style. | The reference list formatting is mostly correct. It may contain systematic APA 7.0 formatting errors or a reference that was not cited in the report. All sources cited in the report are in the reference list. The formatting of most in-text references is correct APA 7.0 style. | The reference list is missing or formatting is mostly incorrect. It may contain many APA 7.0 formatting errors or references that are not cited in the report. Sources cited in the report may be absent from the reference list. The formatting of most in-text references is notcorrect APA 7.0 style. |
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