Richardson CNDV 5350 Week 3 Assignment

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WEEK 3 ASSIGNMENT Week 3 Assignment Jade Richardson CNDV 5350 10/15/23

WEEK 3 ASSIGNMENT Comparing Schizophrenia, Multiple Personality Disorder, and Bipolar Disorder Schizophrenia Schizophrenia is a mental illness that is classified as a psychotic disorder. To be diagnosed with schizophrenia, an individual must exhibit at least two symptoms out of the following in a one-month period: delusions, hallucinations, disorganized speech, disorganized behavior, and negative symptoms. The diagnosis also requires that symptoms have been present for at least six months and significantly interfere with areas of the person’s life such as interpersonal relationships, and that other disorders such as bipolar disorder, autism, or schizoaffective disorder have been ruled out (American Psychiatric Association, 2013). Multiple Personality Disorder Multiple personality disorder (MPD) also known as dissociative identity disorder (DID) is a type of dissociative disorder in which a person has two or more distinct personalities and may experience gaps in their ability to recall information. A person with MPD may experience depersonalization or feel like the things they say or choose are not their “own”. Like other dissociative disorders, MPD is often related to trauma or abuse in an individual’s life, and the dissociative episodes are sometimes thought of as a sort of defense mechanism to cope with the trauma (American Psychiatric Association, 2013). Bipolar Disorder Bipolar disorder is a fairly common diagnosis, occurring in around 1% of the U.S. population. There are two subtypes of bipolar disorder: bipolar I and bipolar II. Bipolar I

WEEK 3 ASSIGNMENT is slightly less common and involves an individual experiencing bursts of mania in which a person has noticeably increased energy and motivation. They may also seem especially irritable and feel that they do not need much sleep. Episodes of mania last at least one week in people with bipolar I. Bipolar II is a more common diagnosis and is distinct from bipolar I in that individuals with bipolar II experience alternating bouts of hypomania and depressive episodes. Hypomania is similar to mania in terms of symptoms but is typically less extreme and has a shorter duration. People with bipolar II also experience major depressive disorders which last for at least two weeks and often have a greater negative effect on a person’s functioning in day-to-day life than the hypomanic episodes (American Psychiatric Association, 2013). Educating the Client Oftentimes clients have preconceived ideas about what a specific disorder is and what it looks like in other people. When receiving a professional diagnosis of a disorder they already associate with negative things or being “crazy”, they may feel distressed, scared, or even angry. It is important to help the client stay calm and not overwhelm them with too much information all at once. For example, If a client receives a diagnosis of schizophrenia after growing up with a parent who lived with the disorder but left it untreated and subsequently failed to provide a stable environment for the client as a child, they may find the diagnosis very distressing. Similarly, if a person receives a diagnosis of MPD but has no memory of any childhood trauma, they may be confused and apprehensive about the diagnosis. The clinician should give the client any crucial or pressing information and dispel any harmful stereotypes the client may have, but also give them time to process a new diagnosis (Bray, 2021).

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WEEK 3 ASSIGNMENT Educating the Family As with the clients themselves, the client’s family may also have some bias against a specific diagnosis or even mental healthcare as a whole. In some cultures and families, mental illness is seen as a sign of weakness, lack of faith, or an embarrassment (Goldberg et al., 2023). The clinician should take care to dispel any negative stereotypes a patient’s family comes in with and focus on working together with the family for the good of the patient. This can look like advising the family on the best way to support their schizophrenic son when he is hallucinating or how to help their daughter come to terms with their bipolar diagnosis. Reducing Stigma Reducing the stigma surrounding mental health is an issue that I have taken an interest in for quite some time. Seeing a professional for mental health like a counselor or doctor always seemed like a last resort in my family when I was growing up, and even after I was diagnosed with generalized anxiety disorder when I started college, I didn’t feel like I truly “needed” medication until I was graduating because my family made it seem like a crutch. Looking back, I wish I had sought consistent help sooner as I think I would’ve been much more successful in my undergraduate program as well as in my social life at that time. Even today, some members of my family seem to wonder when I’m going to stop taking medication, and it has taken a lot of reminders to myself that their opinions are their own and that I’m doing what feels right to me, my doctor, and my counselor. As I get closer to being a counselor myself, I am reminded of how relieved and validated I have felt when mental health professionals reassured me that I’m not “crazy”, nor am I the only person who has ever had these struggles. These are

WEEK 3 ASSIGNMENT the same feelings I want clients to leave my office with when I am certified. References

WEEK 3 ASSIGNMENT American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed., text rev.) Bray, B. (2021, September 22). Assessment, diagnosis and treatment planning: A map for the journey ahead - Counseling Today . Counseling Today. https://ct.counseling.org/2021/09/assessment-diagnosis-and-treatment-planning- a-map-for-the-journey-ahead/ Goldberg, J. O., McKeag, S. A., Rose, A. L., Lumsden-Ruegg, H., & Flett, G. L. (2023). Too Close for Comfort: Stigma by Association in Family Members Who Live with Relatives with Mental Illness. International journal of environmental research and public health , 20 (6), 5209. https://doi.org/10.3390/ijerph20065209

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