Assignment: controversy associated with personality and paraphilic
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Between 10% and 20% of the population experience personality disorders. They are difficult to treat as individuals with personality disorders are less likely to seek help than individuals with other mental health disorders. Treatment can be challenging as they do not see their symptoms as painful to themselves or others.
Paraphilic disorders are far more common in men than in women, and generally quite chronic, lasting at least two years. Treatment of these disorders usually involves both psychotherapeutic and pharmacologic treatments.
In this Assignment, you will explore personality and paraphilic disorders in greater detail. You will research potentially controversial elements of the diagnosis and/or treatment and explain ethical and legal considerations when working with these disorders.
Rubric Detail
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Content
Name: NRNP_6675_Week7_Assignment_Rubric
|
Excellent
90%–100% |
Good
80%–89% |
Fair
70%–79% |
Poor
0%–69% |
|
|---|---|---|---|---|
|
In 2–3 pages, address the following:
• Explain the controversy that surrounds your selected personality or paraphilic disorder. |
Points: Points Range: The response includes an accurate and concise explanation of the controversy within the field related to the disorder. Feedback: |
Points: Points Range: The response includes an accurate explanation of the controversy within the field related to the disorder. Feedback: |
Points: Points Range: The response includes a somewhat vague or inaccurate explanation of the controversy within the field related to the disorder. Feedback: |
Points: Points Range: The response includes a vague or inaccurate explanation of the controversy within the field related to the disorder. Or the response is missing. Feedback: |
| • Explain your professional beliefs about your selected disorder, supporting your rationale with at least three scholarly references from the literature. |
Points: Points Range: The response includes a thorough and well-organized explanation of the student’s professional beliefs about the disorder. Rationale demonstrates critical thinking and is strongly supported with three scholarly references. Feedback: |
Points: Points Range: The response includes a well-organized explanation of the student’s professional beliefs about the disorder. Rationale is clear and appropriately supported with three scholarly references. Feedback: |
Points: Points Range: The response includes a somewhat vague explanation of the student’s professional beliefs about the disorder. Rationale is somewhat unclear and references either provide weak support for the rationale or are not scholarly/current. Feedback: |
Points: Points Range: The response includes a vague explanation of the student’s professional beliefs about the disorder. Rationale is unclear and references are inappropriate. Or the response is missing. Feedback: |
| • Explain strategies for maintaining the therapeutic relationship with a client that may present with the disorder. |
Points: Points Range: The response includes an accurate and concise explanation of strategies for maintaining the therapeutic relationship with a client that may present with the disorder. Feedback: |
Points: Points Range: The response includes an accurate explanation of strategies for maintaining the therapeutic relationship with a client that may present with the disorder. Feedback: |
Points: Points Range: The response includes a somewhat vague or incomplete explanation of strategies for maintaining the therapeutic relationship with a client that may present with the disorder. Feedback: |
Points: Points Range: The response includes a vague or inaccurate explanation of strategies for maintaining the therapeutic relationship with a client that may present with the disorder. Or the response is missing. Feedback: |
| • Finally, explain ethical and legal considerations related to the disorder that you need to bring to your practice and why they are important. |
Points: Points Range: The response includes an accurate and concise explanation of ethical and legal considerations related to the disorder that are important to clinical practice and why they are important. Feedback: |
Points: Points Range: The response includes an accurate explanation of ethical and legal considerations related to the disorder that are important to clinical practice and why they are important. Feedback: |
Points: Points Range: The response includes a somewhat vague or incomplete explanation of ethical and legal considerations related to the disorder that are important to clinical practice and why they are important. Feedback: |
Points: Points Range: The response includes a vague and inaccurate explanation of ethical and legal considerations related to the disorder that are important to clinical practice and why they are important. Or, response is missing. Feedback: |
|
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. |
Points: Points Range: Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. Feedback: |
Points: Points Range: Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. Feedback: |
Points: Points Range: Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. Feedback: |
Points: Points Range: Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. Feedback: |
|
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation |
Points: Points Range: Uses correct grammar, spelling, and punctuation with no errors Feedback: |
Points: Points Range: Contains 1-2 grammar, spelling, and punctuation errors Feedback: |
Points: Points Range: Contains 3-4 grammar, spelling, and punctuation errors Feedback: |
Points: Points Range: Contains five or more grammar, spelling, and punctuation errors that interfere with the reader’s understanding Feedback: |
| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. |
Points: Points Range: Uses correct APA format with no errors Feedback: |
Points: Points Range: Contains 1-2 APA format errors Feedback: |
Points: Points Range: Contains 3-4 APA format errors Feedback: |
Points: Points Range: Contains five or more APA format errors Feedback: |
Show Descriptions
Show Feedback
In 2–3 pages, address the following:
• Explain the controversy that surrounds your selected personality or paraphilic disorder.
—
Levels of Achievement:
Excellent
90%–100%
14 (14%) – 15 (15%)
The response includes an accurate and concise explanation of the controversy within the field related to the disorder.
Good
80%–89%
12 (12%) – 13 (13%)
The response includes an accurate explanation of the controversy within the field related to the disorder.
Fair
70%–79%
11 (11%) – 11 (11%)
The response includes a somewhat vague or inaccurate explanation of the controversy within the field related to the disorder.
Poor
0%–69%
0 (0%) – 10 (10%)
The response includes a vague or inaccurate explanation of the controversy within the field related to the disorder. Or the response is missing.
Feedback:
• Explain your professional beliefs about your selected disorder, supporting your rationale with at least three scholarly references from the literature.–
Levels of Achievement:
Excellent
90%–100%
23 (23%) – 25 (25%)
The response includes a thorough and well-organized explanation of the student’s professional beliefs about the disorder. Rationale demonstrates critical thinking and is strongly supported with three scholarly references.
Good
80%–89%
20 (20%) – 22 (22%)
The response includes a well-organized explanation of the student’s professional beliefs about the disorder. Rationale is clear and appropriately supported with three scholarly references.
Fair
70%–79%
18 (18%) – 19 (19%)
The response includes a somewhat vague explanation of the student’s professional beliefs about the disorder. Rationale is somewhat unclear and references either provide weak support for the rationale or are not scholarly/current.
Poor
0%–69%
0 (0%) – 17 (17%)
The response includes a vague explanation of the student’s professional beliefs about the disorder. Rationale is unclear and references are inappropriate. Or the response is missing.
Feedback:
• Explain strategies for maintaining the therapeutic relationship with a client that may present with the disorder.–
Levels of Achievement:
Excellent
90%–100%
27 (27%) – 30 (30%)
The response includes an accurate and concise explanation of strategies for maintaining the therapeutic relationship with a client that may present with the disorder.
Good
80%–89%
24 (24%) – 26 (26%)
The response includes an accurate explanation of strategies for maintaining the therapeutic relationship with a client that may present with the disorder.
Fair
70%–79%
21 (21%) – 23 (23%)
The response includes a somewhat vague or incomplete explanation of strategies for maintaining the therapeutic relationship with a client that may present with the disorder.
Poor
0%–69%
0 (0%) – 20 (20%)
The response includes a vague or inaccurate explanation of strategies for maintaining the therapeutic relationship with a client that may present with the disorder. Or the response is missing.
Feedback:
• Finally, explain ethical and legal considerations related to the disorder that you need to bring to your practice and why they are important.–
Levels of Achievement:
Excellent
90%–100%
14 (14%) – 15 (15%)
The response includes an accurate and concise explanation of ethical and legal considerations related to the disorder that are important to clinical practice and why they are important.
Good
80%–89%
12 (12%) – 13 (13%)
The response includes an accurate explanation of ethical and legal considerations related to the disorder that are important to clinical practice and why they are important.
Fair
70%–79%
11 (11%) – 11 (11%)
The response includes a somewhat vague or incomplete explanation of ethical and legal considerations related to the disorder that are important to clinical practice and why they are important.
Poor
0%–69%
0 (0%) – 10 (10%)
The response includes a vague and inaccurate explanation of ethical and legal considerations related to the disorder that are important to clinical practice and why they are important. Or, response is missing.
Feedback:
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
—
Levels of Achievement:
Excellent
90%–100%
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
Good
80%–89%
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.
Fair
70%–79%
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment are vague or off topic.
Poor
0%–69%
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion were provided.
Feedback:
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
—
Levels of Achievement:
Excellent
90%–100%
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
Good
80%–89%
4 (4%) – 4 (4%)
Contains 1-2 grammar, spelling, and punctuation errors
Fair
70%–79%
3.5 (3.5%) – 3.5 (3.5%)
Contains 3-4 grammar, spelling, and punctuation errors
Poor
0%–69%
0 (0%) – 3 (3%)
Contains five or more grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Feedback:
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.–
Levels of Achievement:
Excellent
90%–100%
5 (5%) – 5 (5%)
Uses correct APA format with no errors
Good
80%–89%
4 (4%) – 4 (4%)
Contains 1-2 APA format errors
Fair
70%–79%
3.5 (3.5%) – 3.5 (3.5%)
Contains 3-4 APA format errors
Poor
0%–69%
0 (0%) – 3 (3%)
Contains five or more APA format errors
Feedback:
|
Total Points: 100 |
|---|
Name: NRNP_6675_Week7_Assignment_Rubric
Assignment: Controversy Associated with Personality and Paraphilic Disorders
Between 10% and 20% of the population experience personality disorders. They are difficult to treat as individuals with personality disorders are less likely to seek help than individuals with other mental health disorders. Treatment can be challenging as they do not see their symptoms as painful to themselves or others.
Paraphilic disorders are far more common in men than in women, and generally quite chronic, lasting at least two years. Treatment of these disorders usually involves both psychotherapeutic and pharmacologic treatments.
In this Assignment, you will explore personality and paraphilic disorders in greater detail. You will research potentially controversial elements of the diagnosis and/or treatment and explain ethical and legal considerations when working with these disorders.
To Prepare
· Review this week’s Learning Resources and consider the insights they provide on assessing, diagnosing, and treating personality and paraphilic disorders.
· Select a specific personality or paraphilic disorder from the DSM-5-TR to use for this Assignment.
· Use the Walden Library to investigate your chosen disorder further, including controversial aspects of the disorder, maintaining the therapeutic relationship, and ethical and legal considerations.
·
The Assignment
In 2–3 pages:
· Explain the controversy that surrounds your selected disorder.
· Explain your professional beliefs about this disorder, supporting your rationale with at least three scholarly references from the literature.
· Explain strategies for maintaining the therapeutic relationship with a patient that may present with this disorder.
· Finally, explain ethical and legal considerations related to this disorder that you need to bring to your practice and why they are important.
PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW:
1). ZERO (0) PLAGIARISM.
2). AT LEAST 5 REFERENCES, NO MORE THAN 5 YEARS (WITHIN 5YRS, OR LESS THAN 5YRS)
3). PLEASE SEE THE ATTACHED FOR: Rubric details, WK5 Assignment Direction/Instruction,.
4). Please review and follow the grading rubric details and include each component in the assignment as required. Also, follow the APA 7 writing rules and style/Format.
PLEASE TAKE NOTE OF THE INSTRUCTOR’S EXPECTATIONS BELOW AND PLEASE FOLLOW:
Assignments MUST have a 50% or less on Safe assign. I have had students fail out of the course in the past for PLAGERISM.
AND IF IT’S HIGHER AND THERE IS EVIDENCE THAT PAST ASSIGNMENTS WERE REUSED FROM ANOTHER COURSE OR THERE ARE ANY SIGNS OF PLAGIARISM, AN AI INVESTIGATION WILL BE OPEN.
“Please the assignment should include a brief introduction, purpose statement, ICD codes for each Differential Diagnosis and screening tools for the diagnosis, Diagnostic Results should include some lab work, screening tools used for each diagnosis, etc.”.
“PLEASE DO NOT HESITATE TO MESSAGE ME FOR ANY CLARIFICATION OR MISUNDERSTANDING OF THE ASSIGNMENT”.
Thank you
7/14/22, 10:19 PM SafeAssign Originality Report
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USW1.56728.202270 – NRNP-6675-7-PMHNP ACROSS THE LIFESPAN II-2022-SUMMER-QTR-TERM-WKS-1-THRU-11-(05/30/2022-08/14/2022)-PT27
SafeAssign Drafts
Oluyemisi Awe
on Thu, Jul 14 2022, 8:58 PM
56% highest match
Submission ID: f795cd22-dcce-4805-b5eb-d4e31bcecbf9
Attachments (1)
WK7AssgnAweO.docx
4
1 CONTROVERSY ASSOCIATED WITH DISSOCIATIVE IDENTITY DISORDER (DID)
Oluyemisi Awe
2 COLLEGE OF NURSING-PMHNP, WALDEN UNIVERSITY
NRNP 6675: 2 PMHNP CARE ACROSS THE LIFESPAN II
Dr. Mihaela Fletcher
July 14, 2022
Controversy Associated with Dissociative Identity Disorder (DID) Dissociative Identity Disorder (ICD-10:
F44.81), which was previously referred to as Multiple Personality Disorder, entails a process of dissociation in
which the patient goes through a mental process leading to a lack of connection in the individual’s memories,
thoughts, feelings, sense of identity and action. An individual develops dissociative identity disorder due to
sustained and severe childhood trauma, in which the child’s psyche, which at this stage is rather fragile,
dissociates so at to facilitate coping with stressors. According to the DSM 5 criteria for dissociative identity
disorder is the presence of two or more personality states in the patient, complete inability for the patient to
recall important events that happened in their life, and disturbance is not linked to substance abuse or other
mental condition. DID is surrounded by a variety of controversies, for example, its theory of causality.
Controversy Surrounding the dissociative identity disorder The controversy related to dissociative identity
disorder relates first to its theory of causality, in which patients exhibit repressed memories, which mental
health professionals are skeptical and question the potential of suddenly remembering abuse that happened in
one’s childhood, which might never have occurred. Some mental health professionals’ state that most patients
suffering from DID do not completely forget severe or chronic abuse, but rather only forget certain episodes.
The main reason some of the myths and controversies related to DID persist may be due to lack of education
and awareness on the disorder, as well as lack of updated information on the same.
WK7AssgnAweO.docx
Word Count: 1,032
Attachment ID: 5690997246
56%
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Professional Belief about Dissociative Identity Disorder From a professional perspective, I believe DID is rather
difficult to diagnose, but no impossible. 2 ACCORDING TO PIETKIEWICZ ET AL. 1 (2021),
“DIAGNOSING COMPLEX DISSOCIATIVE DISORDERS (DID OR OTHER SPECIFIED
DISSOCIATIVE DISORDER, OSDD) IS CHALLENGING FOR SEVERAL REASONS. PATIENTS
PRESENT A LOT OF AVOIDANCE AND RARELY REPORT DISSOCIATIVE SYMPTOMS
SPONTANEOUSLY WITHOUT DIRECT QUESTIONING.” IN ADDITION, THIS HAS LED TO
MISDIAGNOSIS OF THE DISORDER. According to Reinders & Veltman (2021), “The combination of
insufficient training in recognizing trauma-related dissociation, limited exposure to accurate scientific
information about DID, symptom similarities with other disorders (such as schizophrenia, bipolar disorder,
and borderline personality disorder) and the etiology debate has led to a reluctance to consider a diagnosis of
DID, leading to under- and misdiagnosis of the disorder, hampering effective treatment.” It is imperative to
note that, the trauma experienced by patient’s suffering from DID can be explained scientifically and
objectively. 3 ACCORDING TO REINDERS ET AL. (2019), “Although it is currently unknown how early
traumatization affects the development of the brain, it is not surprising that long-lasting trauma results in
widespread patterns of affected grey and white matter brain regions. 3 WE FOUND AFFECTED BRAIN
REGIONS IN DIFFERENT LOBULES IN THE BRAIN, BUT MOST PROMINENTLY IN THE
FRONTAL GREY AND WHITE MATTER REGIONS, SUPPORTING FINDINGS FROM PREVIOUS
STUDIES USING UNIVARIATE DATA-ANALYSIS APPROACHES TO INVESTIGATE THE
NEUROANATOMICAL CORRELATES OF DISSOCIATIVE SYMPTOMS ACROSS DISORDERS.”
STRATEGIES FOR MAINTAINING THERAPEUTIC RELATIONSHIP
A therapeutic relationship is identified as one based on mutual respect and trust, with some level of sensitivity
and empathy for the patient with DID, fostering feelings of hope and gratitude. One of the strategies would be
to never judge the patient (Ringrose, 2012). DID is already considered ‘bizarre’ by some misinformed mental
health professionals, and a critical part of treatment depends on the patient’s disclosure of what they are
experiencing, hence if a patient feels judged they might hold back hindering the process. The therapist should
be well-aware that the client’s needs come first. What this entails is that they should be open, willing, and
flexible when it comes to the adaptation of their treatment plan to the needs of the specific patient. To carry
this out effectively, the therapist should inquire on what the client’s goals are for the treatment and if they have
any methods of treatment they are interested in, which builds a spirit of collaboration strengthening the
relationship.
4 ETHICAL AND LEGAL CONSIDERATIONS
An ethical consideration that as mental health professional should consider is the consent of their patient to the
prescribed mode of treatment. This should go together with voluntary participation from the patient. In
addition, ethically the patient should not feel judged, which will make them develop feelings of rejection, hence
the need for exercise of empathy. Confidentiality is also another ethical consideration, as the well-being of the
patient, even after their therapy session of very important. A legal consideration would be probing the patient
into whether they have violent tendencies and if they plan of harming any individual in the process. This will
allow precautions to be taken to protect both the patient and the victim.
Conclusion
Dissociative Identity Disorder is a rather complex mental condition and care should be taken when handling
patients suffering from it. The controversy related to the disorder, that is, the theory of causality, sheds light on
a significant aspect, but this should not be grounds of denying the fact that DID exists. The main challenge with
DID comes when the patient does not disclose symptoms, or they disclose they later affecting the process of
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diagnosis, in which case the strategies for maintaining the therapeutic relationship, for example, not judging
the patient come in handy.
References
Pietkiewicz, I. 2 J., BAŃBURA-NOWAK, A., TOMALSKI, R., & BOON, S. (2021). 2 REVISITING
FALSE-POSITIVE AND IMITATED DISSOCIATIVE IDENTITY DISORDER. 5 FRONTIERS IN
PSYCHOLOGY, 12. 6 HTTPS://DOI.ORG/10.3389/FPSYG.2021.637929 REINDERS, A., &
VELTMAN, D. (2021). 7 DISSOCIATIVE IDENTITY DISORDER: 6 OUT OF THE SHADOWS AT
LAST? THE BRITISH JOURNAL OF PSYCHIATRY, 219(2), 413-414. DOI:10.1192/BJP.2020.168
Reinders, A., Marquand, A., Schlumpf, Y., Chalavi, S., Vissia, E., Nijenhuis, E.,. Veltman, D. (2019). 3
AIDING THE DIAGNOSIS OF DISSOCIATIVE IDENTITY DISORDER: 8 PATTERN
RECOGNITION STUDY OF BRAIN BIOMARKERS. 3 BRITISH JOURNAL OF PSYCHIATRY,
215(3), 536-544. DOI:10.1192/BJP.2018.255
Ringrose, J. L. (2012). 5 UNDERSTANDING AND TREATING DISSOCIATIVE IDENTITY
DISORDER (OR MULTIPLE PERSONALITY DISORDER) (1ST ED.). Routledge. 5
HTTPS://DOI.ORG/10.4324/9780429484483
Citations (8/8)
Matched Text
1 Another student’s paper
2 Another student’s paper
3 Another student’s paper
4 Another student’s paper
5 Another student’s paper
6 Another student’s paper
7 https://en.wikipedia.org/wiki?curid=39653
8 https://research.vumc.nl/en/publications/aiding-the-diagnosis-of-dissociative-identity-disorder-pattern-re
Suspected Entry: 79% match
Uploaded – WK7AssgnAweO.docx
CONTROVERSY ASSOCIATED WITH DISSOCIATIVE IDENTITY
DISORDER (DID)
Source – Another student’s paper
identity disorder (DID) has been associated with controversy
Suspected Entry: 96% match
Uploaded – WK7AssgnAweO.docx
(2021), “DIAGNOSING COMPLEX DISSOCIATIVE DISORDERS (DID
OR OTHER SPECIFIED DISSOCIATIVE DISORDER, OSDD) IS
CHALLENGING FOR SEVERAL REASONS
Source – Another student’s paper
Diagnosing complex dissociative disorders (DID or Other Specified
Dissociative Disorder, OSDD) is challenging for several reasons
Suspected Entry: 76% match
Uploaded – WK7AssgnAweO.docx Source – Another student’s paper
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PATIENTS PRESENT A LOT OF AVOIDANCE AND RARELY REPORT
DISSOCIATIVE SYMPTOMS SPONTANEOUSLY WITHOUT DIRECT
QUESTIONING.” IN ADDITION, THIS HAS LED TO MISDIAGNOSIS OF
THE DISORDER
Firstly, patients present a lot of avoidance and rarely report dissociative
symptoms spontaneously without direct questioning (Boon and
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
COLLEGE OF NURSING-PMHNP, WALDEN UNIVERSITY
Source – Another student’s paper
College of Nursing-PMHNP, Walden University
Suspected Entry: 83% match
Uploaded – WK7AssgnAweO.docx
PMHNP CARE ACROSS THE LIFESPAN II
Source – Another student’s paper
PMHNP Care Across the Lifespan I
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
ACCORDING TO PIETKIEWICZ ET AL
Source – Another student’s paper
According to Pietkiewicz et al
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
J., BAŃBURA-NOWAK, A., TOMALSKI, R., & BOON, S
Source – Another student’s paper
J., Bańbura-Nowak, A., Tomalski, R., & Boon, S
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
REVISITING FALSE-POSITIVE AND IMITATED DISSOCIATIVE
IDENTITY DISORDER
Source – Another student’s paper
Revisiting False-Positive and Imitated Dissociative Identity Disorder
Suspected Entry: 82% match
Uploaded – WK7AssgnAweO.docx
ACCORDING TO REINDERS ET AL
Source – Another student’s paper
Reinders et al
Suspected Entry: 66% match
Uploaded – WK7AssgnAweO.docx
WE FOUND AFFECTED BRAIN REGIONS IN DIFFERENT LOBULES IN
THE BRAIN, BUT MOST PROMINENTLY IN THE FRONTAL GREY AND
WHITE MATTER REGIONS, SUPPORTING FINDINGS FROM
PREVIOUS STUDIES USING UNIVARIATE DATA-ANALYSIS
APPROACHES TO INVESTIGATE THE NEUROANATOMICAL
CORRELATES OF DISSOCIATIVE SYMPTOMS ACROSS
DISORDERS.” STRATEGIES FOR MAINTAINING THERAPEUTIC
RELATIONSHIP
Source – Another student’s paper
frontal grey and white matter regions, supporting findings from pre- vious
studies using univariate data-analysis approaches to investi- gate the
neuroanatomical correlates of dissociative symptoms
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
AIDING THE DIAGNOSIS OF DISSOCIATIVE IDENTITY DISORDER
Source – Another student’s paper
Aiding the diagnosis of dissociative identity disorder
Suspected Entry: 84% match
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Uploaded – WK7AssgnAweO.docx
BRITISH JOURNAL OF PSYCHIATRY, 215(3), 536-544
Source – Another student’s paper
The British Journal of Psychiatry (2019) 215, 536–544
Suspected Entry: 90% match
Uploaded – WK7AssgnAweO.docx
DOI:10.1192/BJP.2018.255
Source – Another student’s paper
10.1192/bjp.2018.255
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
ETHICAL AND LEGAL CONSIDERATIONS
Source – Another student’s paper
Ethical and legal considerations
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
FRONTIERS IN PSYCHOLOGY, 12
Source – Another student’s paper
Frontiers in Psychology, 12
Suspected Entry: 88% match
Uploaded – WK7AssgnAweO.docx
UNDERSTANDING AND TREATING DISSOCIATIVE IDENTITY
DISORDER (OR MULTIPLE PERSONALITY DISORDER) (1ST ED.)
Source – Another student’s paper
Understanding and treating dissociative identity disorder (or multiple
personality disorder)
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
HTTPS://DOI.ORG/10.4324/9780429484483
Source – Another student’s paper
https://doi.org/10.4324/9780429484483
Suspected Entry: 91% match
Uploaded – WK7AssgnAweO.docx
HTTPS://DOI.ORG/10.3389/FPSYG.2021.637929 REINDERS, A., &
VELTMAN, D
Source – Another student’s paper
https://doi.org/10.3389/fpsyg.2021.637929 Reinders, A
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
OUT OF THE SHADOWS AT LAST
Source – Another student’s paper
Out of the shadows at last
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
THE BRITISH JOURNAL OF PSYCHIATRY, 219(2), 413-414
Source – Another student’s paper
The British Journal of Psychiatry, 219(2), 413–414
Suspected Entry: 84% match
Uploaded – WK7AssgnAweO.docx
DOI:10.1192/BJP.2020.168
Source – Another student’s paper
https://doi.org/10.1192/bjp.2020.168
Suspected Entry: 100% match
7/14/22, 10:19 PM SafeAssign Originality Report
https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReportPrint?course_id=_16974790_1&paperId=5690997246&&attemptId=f795cd22-dcce-4805-b5eb-d4e31bcecbf9&course_id=_16974790_1 6/6
Uploaded – WK7AssgnAweO.docx
DISSOCIATIVE IDENTITY DISORDER
Source – https://en.wikipedia.org/wiki?curid=39653
“Dissociative identity disorder
Suspected Entry: 100% match
Uploaded – WK7AssgnAweO.docx
PATTERN RECOGNITION STUDY OF BRAIN BIOMARKERS
Source – https://research.vumc.nl/en/publications/aiding-the-diagnosis-of-
dissociative-identity-disorder-pattern-re
pattern recognition study of brain biomarkers
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