Diagnostic & Statistical Manual (DSM)

Question Description

I need an explanation for this Health & Medical question to help me study.



Assignment Due Date Format Grading Percent
Resource Evaluation Discussion Board: Trauma and Stressor-related Disorders Day 3
(1st Post)
Discussion 5
Stress, Illness, and Coping Quiz Day 6 Quiz 5
Trauma and Stressor-Related Disorders: Focus on PTSD Day 7 Assignment 10

Learning Outcomes

This week students will:

  1. Evaluate biopsychosocial factors associated with stress and the development of trauma- and stressor-related neuropsychiatric disorders.
  2. Identify biological and psychosocial aspects of stressor- and trauma-related neuropsychiatric conditions.
  3. Discuss resources available for the management of stress and health promotion.
  4. PSY 361 Health Psychology
    Instructor Guidance

    PSY 361 Week 2 Overview: While the course is in session, there will be Announcements in the online course to remind you of our current subject content and reading, discussion board activities, assignments, and other important or relevant information. Please be sure to check the course for current Announcements frequently. As always, email with ANY questions or concerns, or post public comments/questions on the “Ask Your Instructor” forum. Topics this week:

    • Evaluate biopsychosocial factors associated with stress and the development of trauma- and stressor-related neuropsychiatric disorders.
    • Identify biological and psychosocial aspects of stressor- and trauma-related neuropsychiatric conditions.
    • Discuss resources available for the management of stress and health promotion.

    Reading in Text Chapters 3, 4 and 5: lots of information on stress, its affect on health, and coping. Specific information on health consequences is discussed. Methods of coping with stress are elaborated. Normal vs. Abnormal – making a clinical diagnosis:

    • “Normal” means that the value falls within 2 SD of the mean/median (approx 96% of the population) – in a normal distribution curve:
      • you capture 68% of the population within 1 SD above & below the median/mean
      • you capture 95-96% of the population within 2 SD above & below the median/mean
      • We are usually measuring what are called continuous biologic variables that occur within a particular range
      • These usually will plot out as a “normal” bell-shaped curve
    • Examples: serum cholesterol, blood pressure, temperature
    • Mental disorders:
      • Comparing symptoms and behaviors with the general population
      • Identifying patterns that differ from the norm

    normal_curve.bmpHow can we explain “mental” (behavioral, neuropsychiatric) disorders:

    • Treatment depends on the paradigm
    • A paradigm is a “way of thinking about something”
    • Treatments are matched to the paradigm (model) that explains the abnormalities:
      • Medical (treatments are drugs, surgery, other clinical procedures)
      • Psychodynamic (treatment is psychotherapy)
      • Behavioral (treatments are learning therapies such as behavioral modification)
      • Cognitive (treatment could be cognitive behavioral therapy)

    “Mental” Disorders – What is a Disease, Disorder, or Condition?

    • Terminology – these terms are often used interchangeably:
      • Mental
      • Behavioral
      • Psychiatric
      • Neuropsychiatric
    • Signs and Symptoms:
      • Signs are observable characteristics that differ from the norm (also called findings) and are considered objective data
      • Symptoms are what is reported by the patient and are considered subjective data
    • Patterns:
      • Facts have been accumulating for thousands of years due to the recording of objective and subjective data by diagnosticians.
      • This has led to the knowledge of patterns of normal and abnormal functions.
      • In time, when these patterns became descriptively distinctive, a disease name was assigned.
      • We are just “making up a name” for a disease based on a recurring collection of symptoms and signs
      • Examples:
        • in 1982, nobody knew about AIDS, but they could collect common symptoms and signs and eventually called it a “disease”
        • to diagnose “Metabolic Syndrome” the patient must have 3 out of 5 criteria to fit the diagnosis (the five criteria are hypertension, elevated triglycerides, elevated blood sugar, increased waist measurement, low HDL-Cholesterol based on sex).
    • Thus, all diseases (conditions, syndromes) are simply our way of trying to define recurring patterns of collections of signs and symptoms so that we can recommend treatment and study outcomes of treatment or nontreatment.
    • From then on, additional findings and cross-references to other disease states are added to the body of knowledge using the disease name.

    Expert Consensus Agreement and the DSM-5:

    • In order to discuss or study these conditions, we must agree upon a terminology
    • Often, the phrase “by convention” is used – meaning that we are coming together as a group (convening) to define and agree upon these definitions
    • This terminology is also called the nomenclature (naming rules)
    • Over time, with new knowledge gained from research and observation, the agreed-upon terminology can change

    Diagnostic & Statistical Manual (DSM):

    • This is written by a panel of experts and revised periodically to reflect current knowledge
    • The professional society that authors this manual is the American Psychiatric Association (APA)
    • DSM-5 (the fifth version of the manual) has been released as of May 2013
    • With each revision, there is usually tremendous controversy over proposed changes

    Using the DSM and consequences of changes in terminology:

    • Making a diagnosis – this may qualify an individual for social services, treatments, and medications (changes in terminology may enfranchise some and disenfranchise others)
    • Studying individuals with the diagnosis (if the terminology changes, older studies may not be as useful since the selection of research subjects may not match the newer designations)
    • Making social policy (much social policy is determined by the impact of illnesses in terms of numbers affected, age of those affected, and other similar factors)
    • Providing guidance for treatment (both pharmacological and nonpharmacological)
    • In fact, drugs marketed in this country are under the auspices of the Food and Drug Administration (FDA)
    • Every drug on the market has certain “indications” (what the drug can be used for)
    • If the terminology changes, this could invalidate the accepted use of many medications (and may prevent payment for medications and/or services)
    • Example of changes causing controversy:
      • The DSM-5 will not list Asperger’s Syndrome as a separate diagnosis – it only has Autism Spectrum Disorder as a diagnosis for autism, Asperger’s, and pervasive developmental disorder
      • Many with prior diagnoses of Asperger’s are concerned that they may not receive services or have the same level of group identity

    Neurologic, Psychiatric, or both?

    • Current concepts of psychiatric illnesses are moving towards an appreciation of their neurobiological causes
    • The segregation of illnesses into one category or another is becoming outdated for many of the illnesses included in the DSM
    • Thus the term that is often used is “neuropsychological” or “neuropsychiatric” disorder

    Changes in DSM-5 for 2013: (the Ashford Library has the full resource – see instructions on how to access, cite and reference in the course)

    • The removal of the exception for bereavement (grief) in the DSM-5 allows for an immediate diagnosis of depression; this recognizes bereavement as a stressor that can trigger a depressive episode (i.e., depression can be diagnosed without a waiting period for “grieving”).
    • Disruptive mood dysregulation disorder is added as a pediatric diagnosis for children with “persistent irritability and frequent episodes of behavior outbursts three or more times a week for more than a year” – although some feel this is too broad and will inappropriately label some children, the rationale is to reduce the incorrect diagnosis of bipolar disorder.
    • The term “gender identity disorder” will be replaced by “gender dysphoria” (emotional distress about their gender identity).
    • Hoarding will be a separate condition from obsessive compulsive disorder.
    • Excoriation (skin-picking) will be added.
    • Posttraumatic stress disorder will have expanded domains and more symptoms included as descriptors.
    • Substance abuse and substance dependence are combined into one term, “substance use disorder” (note this has been in general use already by addiction specialists).
    • Dyslexia remains in the category of learning disorders.
    • Pedophilia has a name change to “pedophilic disorder.”
    • Some disorders that were proposed for inclusion will not be in the manual, or will be recommended for further study – including attenuated psychosis syndrome, Internet use gaming disorder, nonsuicidal self-injury, suicidal behavioral disorder, hypersexual disorder (sex addiction), anxious depression, parental alienation syndrome, and sensory processing disorder.
    • The old “axis” organization will be replaced by a simple chapter scheme, with chapters arranged so that related disorders will be close to each other.

    More on Drug Therapy in General:What are “endogenous” chemicals such as neurotransmitters and hormones?
    Our bodies are made up of structures that are created from chemicals that are in the most part synthesized (manufactured) by our own cells. The blue print for this synthesis is our genetic code, and is inherited from our parents. Chemicals that we synthesize ourselves are called endogenous (“endo” means “inside”) and include neurotransmitters that allow the nervous system cells to communicate with other body cells, as well as the endocrine system that manufactures hormones. Hormones are chemicals that are manufactured by glands and released into the bloodstream, thus traveling around the entire body and having the potential to affect all our organs.Drugs are “exogenous” chemicals:
    Chemicals that are administered from the outside, i.e., drugs, are exogenous (“exo” means “outside”). Drugs change the biologic functioning of a cell via specific chemical actions; sometimes, these actions are poorly understood. Generally, the “class” of a drug is defined by this physiologic action of the drug, and is usually called the “mechanism of action” (MOA) of the drug. In most cases, the reason a drug can exert this action is that the body is already producing endogenous chemicals to exert similar effects. Other than newer “engineered” (designer) drugs, the origin of most pharmaceuticals is in nature as botanicals; chemical research aims to modify the parent drug to preserve the drug effect and eliminate unwanted side effects. Thus, one hears of “generations” of drugs – this means that an initial parent drug has been chemically modified several times to produce similar drugs that retain parent drug function and yet have gained desired improvements. Prescribing decisions are often made using the concept of the “drug of choice” (DOC), meaning that this is preferred, “first-line” (first choice) therapy for a particular clinical condition due to its efficacy and safety profile when used alone (monotherapy). What a drug “does” to the body is pharmacodynamics; what the body “does” to the drug is pharmacokinetics. Thus pharmacodynamics is what most people think of when discussing a drug’s therapeutic or adverse effects, including dose-response effects, efficacy, and toxicity. What about Stress?What is Stress?
    Stress is an unpleasant experience, even if it is temporary. Many experts define stress as any environmental stimulus that causes specific physiological (biological) changes in the body. This stimulus is called the stressor.Body systems involved in the stress response:
    Two body systems are involved – the nervous (neurological) system and the endocrine (hormonal) system.

    • The nervous system includes the brain, spinal cord and nerves in the periphery of the body – since these nerves go to every organ and location in the body, it is called a “distributed” system. Nerve cells manufacture chemicals called neurotransmitters that allow the cells to communicate with one another and also with other types of cells in the body. Although most of the time these neurotransmitters are released close to their place of action, sometimes they are released directly into the bloodstream, such as when epinephrine (adrenalin) and norepinephrine (a related chemical) are released into the bloodstream during stress. This means that all the body’s cells and organs will be affected
    • The endocrine system includes a collection of glands that manufacture chemicals called hormones. These are released directly into the bloodstream, potentially affecting all the cells and organs of the body. An example is insulin, being released from our pancreas into our bloodstream in response to a meal.

    More on the stress response:
    Stress is unpleasant, even when it is transient. Triggering the stress response means that both the nervous system and endocrine system are activated, causing many changes throughout the body. Why would we have such an unpleasant response? The stress response really a threat response and is designed to get your body ready for EITHER “flight” (running way from a threat) or “fight”(fighting the threat) in order to survive. Thus, our heart beats faster to send more blood to our muscles, our pupils dilate to let in more light, our muscles have more contractile strength, we perspire so that we can cool our body during intense physical exertion, and our blood sugar rises to provide our muscles and brain with increased energy. stress_hormone_responses.bmpIs Stress Common?A significant minority of Americans are subject to regular stress. Most individuals cite concerns about money, work, and the economy as major sources of stress. What are Some of the Health Consequences of Stress?While the threat (stress) response might be a great idea if faced with a real, physical threat, this response can be detrimental of recurrent emotional/psychological stresses or for chronic stresses. Over time, prolonged and repeated stress can cause high blood pressure and/or accelerate atherosclerosis – changes in our arteries that predispose to life-threatening conditions such as heart attack and stroke. Other issues may be an increase in body mass index (BMI) with overweight and obesity the result – both of these are associated with many health risks. In addition, there are adverse effects on sleep, cognition (thinking), and increased risk of other related psychological problems (e.g., anxiety, depression). More on Post-traumatic Stress Disorder (PTSD):

    • lifetime prevalence is 10 – 14%, can occur at any age
    • symptoms usually begin within 3 months of the trauma
    • 50% of the general population is exposed to a traumatic event in their lifetime, either directly or “vicariously”
    • Obviously a large issue in management of military personnel and veterans (may affect up to 13% of returning war veterans)

    From DSM-5 Section on “Trauma- and Stressor-Related Disorders”:

    • American Psychiatric Association (2013). Section II: Trauma- and Stressor-Related Disorders. Diagnostic and statistical manual of mental health disorders: DSM-5 (5th ed.). Washington, DC: American Psychiatric Publishing. DOI: 10.1176/appi.books.9780890425596.991543
    • “Trauma- and stressor-related disorders include disorders in which exposure to a traumatic or stressful event is listed explicitly as a diagnostic criterion. These include reactive attachment disorder, disinhibited social engagement disorder, posttraumatic stress disorder (PTSD), acute stress disorder, and adjustment disorders. Placement of this chapter reflects the close relationship between these diagnoses and disorders in the surrounding chapters on anxiety disorders, obsessive-compulsive and related disorders, and dissociative disorders.”

    DSM-5 Diagnostic criteria:
    “1. Exposure to actual or threatened death, serious injury, or sexual violence in one (or more) of the following ways:

    • Directly experiencing the traumatic event(s).
    • Witnessing, in person, the event(s) as it occurred to others.
    • Learning that the traumatic event(s) occurred to a close family member or close friend. In cases of actual or threatened death of a family member or friend, the event(s) must have been violent or accidental.
    • Experiencing repeated or extreme exposure to aversive details of the traumatic event(s) (e.g., first responders collecting human remains; police officers repeatedly exposed to details of child abuse).

    Note: Criterion does not apply to exposure through electronic media, television, movies, or pictures, unless this exposure is work related.2. Presence of one (or more) of the following intrusion symptoms associated with the traumatic event(s), beginning after the traumatic event(s) occurred:

    • Recurrent, involuntary, and intrusive distressing memories of the traumatic event(s). Note: In children older than 6 years, repetitive play may occur in which themes or aspects of the traumatic event(s) are expressed.
    • Recurrent distressing dreams in which the content and/or affect of the dream are related to the traumatic event(s). Note: In children, there may be frightening dreams without recognizable content.
    • Dissociative reactions (e.g., flashbacks) in which the individual feels or acts as if the traumatic event(s) were recurring. (Such reactions may occur on a continuum, with the most extreme expression being a complete loss of awareness of present surroundings.) Note: In children, trauma-specific reenactment may occur in play.
    • Intense or prolonged psychological distress at exposure to internal or external cues that symbolize or resemble an aspect of the traumatic event(s).
    • Marked physiological reactions to internal or external cues that symbolize or resemble an aspect of the traumatic event(s).

    3. Persistent avoidance of stimuli associated with the traumatic event(s), beginning after the traumatic event(s) occurred, as evidenced by one or both of the following:

    • Avoidance of or efforts to avoid distressing memories, thoughts, or feelings about or closely associated with the traumatic event(s).
    • Avoidance of or efforts to avoid external reminders (people, places, conversations, activities, objects, situations) that arouse distressing memories, thoughts, or feelings about or closely associated with the traumatic event(s).

    4. Negative alterations in cognitions and mood associated with the traumatic event(s), beginning or worsening after the traumatic event(s) occurred, as evidenced by two (or more) of the following:

    • Inability to remember an important aspect of the traumatic event(s) (typically due to dissociative amnesia and not to other factors such as head injury, alcohol, or drugs).
    • Persistent and exaggerated negative beliefs or expectations about oneself, others, or the world
    • Persistent, distorted cognitions about the cause or consequences of the traumatic event(s) that lead the individual to blame himself/herself or others.
    • Persistent negative emotional state (e.g., fear, horror, anger, guilt, or shame).
    • Markedly diminished interest or participation in significant activities.
    • Feelings of detachment or estrangement from others.
    • Persistent inability to experience positive emotions (e.g., inability to experience happiness, satisfaction, or loving feelings).

    5. Marked alterations in arousal and reactivity associated with the traumatic event(s), beginning or worsening after the traumatic event(s) occurred, as evidenced by two (or more) of the following:

    • Irritable behavior and angry outbursts (with little or no provocation) typically expressed as verbal or physical aggression toward people or objects.
    • Reckless or self-destructive behavior.
    • Hypervigilance.
    • Exaggerated startle response.
    • Problems with concentration.
    • Sleep disturbance (e.g., difficulty falling or staying asleep or restless sleep).

    6. Duration of the disturbance is more than 1 month.
    7. The disturbance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning.
    8. The disturbance is not attributable to the physiological effects of a substance (e.g., medication, alcohol) or another medical condition.” (American Psychiatric Association, 2013, Section II: Trauma- and Stressor-related Disorders)Reference: American Psychiatric Association. (2013). Section II: Trauma- and stressor-related disorders. In American Psychiatric Association (Ed.), Diagnostic and statistical manual of mental health disorders: DSM-5 (5th ed.). doi:10.1176/appi.books.9780890425596.991543Clinical Presentation of PTSD:

    • after an extremely distressing event (combat, sexual abuse or rape, natural disasters)
    • May involve the patient, or be “vicarious” (e.g viewing the event, hearing about the event)
    • Jurors in trials for violent crime have suffered PTSD symptoms having just heard the crime evidence being presented in court
    • The response is intense fear & helplessness and/or horror
    • Patient “relives” the event with emotional numbness and:
      • intrusive, recurrent recollections of the event
      • recurrent, distressing dreams of the event
      • flashbacks/hallucinations (reliving the event like a video loop that won’t stop)
      • intense distress if exposed to symbols or activities or representations of the event (anniversary, pictures)

    Treatments for PTSD:

    • Psychological (“Talk”) therapy:
      • Cognitive Behavioral Therapy (CBT), individual or group, has been shown effective
      • This condition mimics an intense grief reaction, thus grief counseling may be of benefit to enable mourning for loss
    • Pharmacologic (Drug) Treatment:
      • SSRIs antidepressants – some are FDA approved for this indication, e.g. sertraline (Zoloft), paroxetine (Paxil)
      • SNRIs antidepressants – some are FDA approved for this indication, e.g. venlafaxine-XR (Effexor-XR)
      • Benzodiazepione tranquilizers (sedatives) are NOT used – there are too many long-term treatment issues (dependence, tolerance)
      • Sometimes, other drugs are added to antidepressants to augment (add to) their effect; these additional drugs are often atypical antipsychotics (e.g. risperidone), but these do not work well alone
      • For nightmares the antihypertensive drug prazosin (Minipress)seems to work (dosing issues and side effects may limit its use)

    What About Prevention of PTSD Using Drugs?

    • Some experts are now using off-label propranolol (beta-blocker) immediately after the event in order to prevent the onset of PTSD (theory is that sympathetic catecholamines in the brain are needed to “impress” the brain with the event, and if these are blocked, the PTSD cannot happen); but recent evidence is not convincing of benefit
    • Recent evidence that use of morphine to manage traumatic pain can prevent PTSD associated with trauma; aggressive management of pain is part of PTSD management

    More on Cognitive Behavioral Therapy (CBT):

    • Also called “Rational Emotive Behavior Therapy” – pioneered by Ellis & Beck
    • A collaborative form of psychotherapy with mental health & primary-care providers (also can be performed with computer programs)
    • Patient has 10-15 visits, usually lasting 45 min – 1 hour each
    • Evidence-based success in treating depression, anxiety syndromes, chronic pain, school trauma, recidivism, crisis intervention (including suicide), chronic fatigue


    • What is it all about? The patient:
      • changes negative patterns of thinking and behavior
      • learns to look at the positive aspects of situations
      • has more awareness of one’s surroundings and the psychological effects created
    • Principles:
      • your FEELINGS are due to your THOUGHTS
      • if your thoughts are changed, then your feelings will follow
      • learn to recognize cues to bad feelings and trace them to irrational thoughts – replace the irrational thoughts with rational thoughts
      • recognize that we have control over our thoughts and our feelings – do not allow “automatic” thoughts to control our mind or our feelings
    • Basic science – why does it work?
      • PET scans looking at metabolic activity of CNS show changes in areas of the brain such as the frontal cortex, cingulate, and hippocampus
      • same types of changes are seen with SSRI therapy
    • Basic Techniques used in CBT:
      • problem-solving techniques – looking at situations differently
      • behavior modification techniques – relaxation, deep breathing
      • recognition of situations and triggers for bad feelings
      • recognition of irrational (biased) thoughts and correction of same
    • Goals in managing pain using CBT:
      • help patients understand that their thoughts and behaviors can affect the pain experience, emphasize individual control of pain using cognitive methods
      • train patients in effective coping skills
      • apply and maintain learned coping skills
    • Other forms of CBT:
      • A newer form of CBT includes “mindfulness” activities
      • Thus, this form is often called Mindfulness Based CBT, or MBCBT
      • This has proven helpful in managing difficult-to-treat insomnia, anxiety, depression and other disorders

    Additional Resources (web links, videos, and articles):American psychiatric association practice guidelines. (n.d.). Retrieved from http://psychiatryonline.org/guidelines.aspx

    • Full list of Clinical Practice Guideline (including PTSD) from the American Psychiatric Association.

    American Psychiatric Association. (2013). Section II: Trauma- and stressor-related disorders. In American Psychiatric Association (Ed.), Diagnostic and statistical manual of mental health disorders: DSM-5 (5th ed.). doi:10.1176/appi.books.9780890425596.991543

    • Full text available in the Ashford Library.

    NCBI Bookshelf. (http://www.ncbi.nlm.nih.gov/books/)

    • Many free books

    The Management of Post-Traumatic Stress Working Group. (2010). VA/DoD clinical practice guideline: Management of post-traumatic stress. Retrieved from http://www.healthquality.va.gov/PTSD-FULL-2010c.pd…The National Institute of Mental Health.(2016, January). Mental health medicines. Retrieved from http://www.nimh.nih.gov/health/publications/mental…
    Course Text:Sarafino, E. P., & Smith, T. W. (2014). Health psychology: Biopsychosocial interactions (8th ed.). New York, NY: John Wiley & Sons, Inc.

    Required Resources

    Required Text

    1. Sarafino, E.P., & Smith, T.W. (2016). Health psychology: Biopsychosocial interactions (9th ed.). Retrieved from https://vitalsource.com
      1. Chapter 3: Stress – Its Meaning, Impact and Sources
      2. Chapter 4: Stress, Biopsychosocial Factors, and Illness
      3. Chapter 5: Coping With and Reducing Stress


    1. Centers for Disease Control. (2017) Coping with stress after a traumatic event [PDF]. Retrieved from https://www.cdc.gov/violenceprevention/pdf/Copingw…
      • This publication provides an overview of the normal response to stress. It includes information regarding when referral to a mental health specialist should be considered.
    2. Centers for Disease Control. (2016) Understanding school violence [PDF]. Retrieved from https://www.cdc.gov/violenceprevention/pdf/School_…
      • This publication provides information about facts relating to school violence. The fact sheet also includes recommendations for prevention.
    3. National Institute of Mental Health. (2015) Helping children and adolescents cope with violence and disasters for parents of children exposed to violence or disaster: What parents can do [PDF]. Retrieved from https://www.nimh.nih.gov/health/publications/helpi…
      • This publication provides an overview of the parental response to a child’s exposure to a violent event. Additional information about Post Traumatic Stress Disorder (PTSD) is included.
    4. National Institute of Mental Health. (2014) Helping children and adolescents cope with violence and disasters: Police, fire, and other first responders: What rescue workers can do [PDF] Retrieved from http://ipsi.uprrp.edu/opp/pdf/materiales/helping_r…
      • This publication provides an overview of the response of rescue workers helping children exposed to a violent event. Some general information on post-traumatic stress disorder is also provided.
    5. National Institute of Mental Health. (2016) Post-traumatic stress disorder. Retrieved from http://www.nimh.nih.gov/health/topics/post-traumat…
      • This website has information for the general public regarding identification, risk factors, and management of post-traumatic stress disorder (PTSD). Other information includes causes and living with PTSD.
    6. National Institute of Mental Health. (2019) Preventing Youth Violence [PDF]. Retrieved from https://www.cdc.gov/violenceprevention/pdf/yv-fact…
      • This publication provides facts related to youth violence, including epidemiologic information and risk factors for involved youth. In addition, recommendations for prevention are included.


    1. American Psychiatric Association. (2013). The Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, D.C.: American Psychiatric Publishing.
      • This is the manual of psychiatric diagnostic criteria used by mental health professionals. For this week, you will be utilizing Section II: Trauma- and Stressor-Related Disorders. This section in the manual deals with multiple conditions that involve exposure to trauma, or are associated with precipitating stressors. Information about various such disorders is provided regarding the diagnostic criteria, epidemiology, and differential diagnosis across the lifespan. One of the diagnoses listed is that of post-traumatic stress disorder (PTSD) and we will focus on that disorder in the assignment for this week.
        • To access the DSM-5 from the Ashford University Library:
        • Log into the Ashford Library
        • Click on “Find Articles & More”
        • Click on “Databases by Subject”
        • Click on “Psychology”
        • Click on “DSM-5 Library”
        • Click on “DSM-5™”
        • Click on “Section II”
        • Click on “Trauma- and


Welcome to Week Two of PSY361! We continue our study of healthy psychology topics with a focus on the concept of stress. It is important to recognize that stress can be physical and/or psychosocial. Thus, we are able to identify stressors that are associated with the stress response. The response to stress may be maladaptive and result in clinical disorders, both neuropsychiatric as well as medical. In addition, there is evidence that some forms of stress may be beneficial to the individual in terms of growth and development. In our readings and course activities this week, the emphasis will be on identifying stressors, learning how to recognize stress and responses to stress, identifying resources used in managing stress, and understanding how stress may contribute to acute and chronic disease states.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Resource Evaluation Discussion Board: Trauma and Stressor-Related Disorders

The biopsychosocial model of health psychology incorporates biological, psychological and social factors to evaluate health-related behaviors and utilization of healthcare services. Our text reading this week focuses on stress and its relation to physical illness and psychological responses and coping. Using the Ashford Library, access the Diagnostic and Statistical Manual 5 (DSM-5) using the instructions in the required resources section for this week and select one of the disorders in the section titled: “Trauma- and Stressor-related Disorders.” You will research your selected disorder in the Annals of Behavioral Medicine publication. The instructions below will assist you in your search:

  • Go to the Ashford University Library (either via the link in the left navigation or the Student Portal)
  • Click the “Advanced Search>>” link under the [email protected] search box
  • Enter the name of the disorder you selected from the DSM-5 into the first text box
  • Select “SU Subject Terms” in the drop-down menu next to your disorder
  • Enter Annals of Behavioral Medicine in the second box
  • Select “SO Journal Title/Source” in the drop-down menu next to the publication’s name
  • Click the Search button
  • Click “Relevance” and choose “Date Newest”

Read and discuss one or more articles published within the last five years in the journal listed above. If you are unable to find a current article in this publication that focuses on your selected disorder, choose another disorder or email the instructor for guidance.

Maintaining a focus on Health Psychology and utilizing the biopsychosocial perspective, explain the stress-related condition and your research of it from the standpoint of the biopsychosocial model focusing on both the related biological and psychosocial aspects. Evaluate and comment on behaviors related to the disorder. Distinguish between the health care services options for this disorder that are available to patients. Assess the information presented in the literature and describe how psychological methods and principles help patients manage and cope with this disorder. Your discussion should be a minimum of 300 words, and include appropriate citations from the referenced article and DSM-5, as well as any additional resources you choose to include in your discussion. Provide all resources as references in APA format.

Guided Response: You have until Day 7 (Monday) to respond to your classmates. Respond substantively to a minimum of two of your classmate’s initial posts. Where possible, choose postings that focused on a different DSM-5 diagnosis than the one you discussed in your own original posting. Summarize your thoughts on the two aspects discussed (biological, psychosocial) in relation to the selected diagnosis. Your response(s) should demonstrate that you have read any existing replies on the board. In your response, mention information and viewpoints already expressed by existing responses to the same post. Provide a courteous and interactive learning environment. (See the Netiquette Rules link on the About Discussions page in the left navigation if you have questions.) Continue to monitor the content board through 6:00 p.m. (Mountain Time) on Day 7 of the week and reply to anyone who has responded to your original post.

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