Write a paper of 750-1,000 words in which you address the following:Describe how a student who appears to be dismissing the value of an education might be encouraged to move out of a lower level and into subsequent stages of reflective judgment.Integrate the possible selves and stages of reflective judgment theories in the text.Discuss ethical and cultural strategies for promoting resilience, optimum development, and wellness in adults. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.This assignment meets the following CACREP Standard: 2.F.3.i. Ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.RUBRIC1Unsatisfactory0.00%2Less than Satisfactory74.00%3Satisfactory79.00%4Good87.00%5Excellent100.00%70.0 %Content 25.0 %Stage of Reflective JudgementPaper omits or incompletely describes how a student who appears to be dismissing the value of an education might be encouraged to move out of a lower level and into a subsequent stage of reflective judgement. Paper does not demonstrate understanding of the topic.Paper inadequately describes how a student who appears to be dismissing the value of an education might be encouraged to move out of a lower level and into a subsequent stage of reflective judgement. Paper demonstrates poor understanding of the topic.Paper adequately describes how a student who appears to be dismissing the value of an education might be encouraged to move out of a lower level and into a subsequent stage of reflective judgement. Paper demonstrates a basic understanding of the topic.Paper clearly describes how a student who appears to be dismissing the value of an education might be encouraged to move out of a lower level and into a subsequent stage of reflective judgement, and description is strong with sound analysis and some evidence to support claims. Paper demonstrates understanding that extends beyond the surface the topic.Paper expertly describes how a student who appears to be dismissing the value of an education might be encouraged to move out of a lower level and into a subsequent stage of reflective judgement, and description is comprehensive and insightful with relevant evidence to support claims. Paper demonstrates an exceptional understanding of the topic.20.0 %Possible Selves and Stages of Reflective Judgement IntegrationPaper omits or incompletely describes the possible selves and states of reflective judgment theories from the text. Paper does not demonstrate understanding of the topic.Paper inadequately describes the possible selves and states of reflective judgment theories from the text. Paper demonstrates poor understanding of the topic.Paper adequately describes the possible selves and states of reflective judgment theories from the text. Paper demonstrates a basic understanding of the topic.Paper clearly describes the possible selves and states of reflective judgment theories from the text, and description is strong with sound analysis and some evidence to support claim. Paper demonstrates understanding that extends beyond the surface the topic.Paper expertly describes the possible selves and states of reflective judgment theories from the text, and description is comprehensive and insightful with relevant evidence to support claims. Paper demonstrates an exceptional understanding of the topic.25.0 %Ethical and Cultural Strategies for AdultsPaper omits or incompletely describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in adults. Paper does not demonstrate understanding of the topic.Paper inadequately describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in adults. Paper demonstrates poor understanding of the topic.Paper adequately describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in adults. Paper demonstrates a basic understanding of the topic.Paper clearly describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in adults, and description is strong with sound analysis and some evidence to support claim. Paper demonstrates understanding that extends beyond the surface the topic.Paper expertly describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in adults, and description is comprehensive and insightful with relevant evidence to support claims. Paper demonstrates an exceptional understanding of the topic.20.0 %Organization and Effectiveness 7.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.Thesis and/or main claim are apparent and appropriate to purpose.Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.20.0 %Organization and Effectiveness 8.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.20.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.10.0 %Format 5.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct.10.0 %Format 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage

Respond to at least two colleagues who presented a different diagnosis in the following ways:Explain the differences and similarities in your choice of criteria used to determine diagnosis, including Z codes (other conditions that may be a focus of clinical attention).Bipolar I Disorder Severe was what i thought the diagnosis wasExplain whether or not you agree with your colleague’s treatment recommendations.Use Reference DB 1 Sarah— Angel is a 53-year-old Hispanic male. Angel has been married to his wife for 19 years. For the past four months, they have been separated and living apart. Angel and his wife have three children. One daughter and two sons. Angel’s kids live with their mother. Angel is currently employed as a car salesman manager. Formal Diagnosis F38.1 Bipolar ll Disorder, current episode depressed Z63.5 Disruption of Family by Separation Diagnostic Criteria Angel presents with symptoms and behaviors that are consistent with a DSM-5 Diagnosis of Bipolar ll Disorder. Criteria were met for previous hypomanic episodes and a current depressive episode. In the past, there was a hypomanic episode where Angel was described as excited and on “top of the world” (A). During this elevated mood, Angel was hardly sleeping, more talkative than usual, increased focus on advancing career, and engaging in excessive shopping sprees (B2,3,6,7). These changes in behavior were uncharacteristic of Angel and observable by his partner (C, D). This episode was not severe enough to cause impairment in his life as he was still working and providing for his family (E). This episode was not attributable to substance use or medical conditions (F). For the past four months, Angel reported feeling consistently depressed (A1). Angel’s wife said he has changed in work performance, difficulty sleeping, slow-talking, and fatigue (A2,4,5,6). These symptoms have affected Angel’s attendance at work and relationship with family (B). This episode is not attributable to substance use or medical conditions (C). Treatment It can be hard for a client to understand a bipolar diagnosis. It would be beneficial to find a treatment option that provides education for the client. I would recommend using Psychotherapy. “Psychotherapy can provide strategies for 1) recognizing and attenuating cycling mood states, 2) addressing illness-associated traumas, and 3) managing psychosocial consequences of the illness” (Swartz, Levenson, and Frank, 2012). During treatment, I would utilize a Mood Disorder Questionnaire (MDQ) to assess the outcome of Angel’s treatment. I would take caution when it comes to medications for a client with a bipolar disorder. I would refer a client to a medical provider for mood-stabilizing medications to help with Angel’s highs and lows. Swartz, H. A., Levenson, J. C., & Frank, E. (2012). Psychotherapy for Bipolar II Disorder: The Role of Interpersonal and Social Rhythm Therapy. Professional psychology, research and practice, 43(2), 145–153. https://doi.org/10.1037/a0027671 DB 2 Vanessa, Provide the full DSM-5 diagnosis for the client. For any diagnosis that you choose, be sure to concisely explain how the client fits that diagnostic criteria. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, medical needs, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months. F31.31 Bipolar I Disorder, most recent episode depressed, mild Z63.0 Relationship Distress with Spouse or Intimate Partner Z63.5 Disruption of Family by Separation or Divorce Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis. Bipolar I Disorder. ”For a diagnosis of Bipolar I Disorder, it is necessary to meet the following criteria for a manic episode. The manic episode may have been preceded by and may be followed by hypomanic or major depressive episode.” (APA, 2013) Manic Episode Criteria A – A distinct period of abnormality and persistently elevated, expansive, or irritable mood and abnormally and persistently increased goal-directed activity or energy, lasting at least 1 week and present most of the day; nearly everyday (or any duration if hospitalization is necessary). (APA, 2013). The history of illness reports that at the age of 24, Angel sought treatment. His girlfriend described him as strange, was always excited, Angel would spend money he did not have and became very irritable. Angel’s focus was in advancing his career. (The case of Angel). Criteria B - During the period of mood disturbance and increased energy or activity, three (or more) of the following symptoms (four if the mood is only irritable) are present to a significant degree and represent a noticeable change from usual behavior. (APA, 2013). 2. Decreased need for sleep. The history of illness reports Angel would be up most of the night and a few hours of sleep did not seem to affect Angel. 3. More talkative than usual or pressure to keep talking The history of illness reports Angel was always a fast talker, but during a period, his girlfriend could not get a word in edgewise. 6. Increase in goal-directed activity Angel’s focus was in his career and he thought he could be in charge of the entire dealership. 7. Excessive involvement in activities that have a high potential for painful consequences (e.g., engaging in unrestrained buying sprees, sexual indiscretions, or foolish business investments Angel would by gifts for his girlfriend and did not have money for such expenses. Recommend a specific evidence-based measurement instrument to validate the diagnosis and assess outcomes of treatment. The Mood Disorder Questionnaire (MDQ) is a self-report questionnaire screening for bipolar disorder. There is a total of 13 yes-no questions. The MDQ is validated to use with adults and it only takes 5 minutes to do. The MDQ can provide important information into diagnosis and information for treatment. The MDQ has a high rate of accuracy. “It is able to identify seven out of ten people who have bipolar disorder and screen nine out of ten people who do not.” (2010). Another tool that can be helpful is the Young Mania Rating scale. It is one of the most used rating scales to assess manic symptoms. The scale has 11 items and it is based on patient’s report of the clinical conditi0on over the previous 48 hours.(2006) Describe your treatment recommendations, including the type of treatment modality and whether or not you would refer the client to a medical provider for psychotropic medications. I think it will be important to do ensure there are no medical conditions that may be factoring in and need to be taken into consideration. Check for any other psychosocial stressors, current medications, if any or past medications, the severity of the alcohol use as well as frequency (to assess whether if it has only increased due to his wife leaving him). Individual and group Psychoeducational therapy can be beneficial. According to Smith, Jones, & Simpson (2010),“Although the principal goal of psychoeducation for bipolar disorder is to provide accurate and reliable information, additional objectives include teaching patients self-management skills and help them make more informed decisions about their own management within the context of a collaborative working relationship with their clinical team.”Because Angel has had suicidal ideations in the past, I think I would refer him to a medical provider for medication. References: User, S. (2000). THE MOOD DISORDER QUESTIONNAIRE. Retrieved October 08, 2020, from http://www.sadag.org/ American Psychiatric Association. (2013). Preface. In Diagnostic and Statistical Manual ofMental Disorders (DSM-5th ed.). Arlington, VA. Retrieved fromhttps://mbsdirect.vitalsource.com/#/books/97808904... MEASURE: Modeling Effective Antipsychotic Therapeutic Success by Utilizing Real Evidence. (2006). Retrieved 2020, from https://dcf.psychiatry.ufl.edu/ Smith, D., Jones, I., & Simpson, S. (2010). Psychoeducation for bipolar disorder. Advances in Psychiatric Treatment, 16(2), 147-154. doi:10.1192/apt.bp.108.006403