DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17
Johnny
Child’s Name: _________________________________
9
Age: ____
X Male Female
Sex:
Date:___________
MOTHER
Relationship with the child: _________________________________________________________________
Instructions (to the parent or guardian of child): The questions below ask about things that might have bothered your child. For each
question, circle the number that best describes how much (or how often) your child has been bothered by each problem during the
past TWO (2) WEEKS.
None
I.
II.
III.
IV.
During the past TWO (2) WEEKS, how much (or how often) has your child…
1. Complained of stomachaches, headaches, or other aches and pains?
2.
Said he/she was worried about his/her health or about getting sick?
3.
Had problems sleeping—that is, trouble falling asleep, staying asleep, or
waking up too early?
4.
Had problems paying attention when he/she was in class or doing his/her
homework or reading a book or playing a game?
5.
Had less fun doing things than he/she used to?
6.
Seemed sad or depressed for several hours?
V. & 7.
VI. 8.
Seemed more irritated or easily annoyed than usual?
VII.
Started lots more projects than usual or did more risky things than usual?
9.
Seemed angry or lost his/her temper?
10. Slept less than usual for him/her, but still had lots of energy?
VIII. 11. Said he/she felt nervous, anxious, or scared?
IX.
X.
12. Not been able to stop worrying?
Said he/she couldn’t do things he/she wanted to or should have done,
13.
because they made him/her feel nervous?
Said that he/she heard voices—when there was no one there—speaking
14.
about him/her or telling him/her what to do or saying bad things to him/her?
Said that he/she had a vision when he/she was completely awake—that is,
15.
saw something or someone that no one else could see?
Said that he/she had thoughts that kept coming into his/her mind that he/she
16. would do something bad or that something bad would happen to him/her or
to someone else?
Said he/she felt the need to check on certain things over and over again, like
17.
whether a door was locked or whether the stove was turned off?
Seemed to worry a lot about things he/she touched being dirty or having
18.
germs or being poisoned?
Said that he/she had to do things in a certain way, like counting or saying
19.
special things out loud, in order to keep something bad from happening?
Slight
Mild Moderate Severe Highest
Not at Rare, less Several More than Nearly Domain
all than a day days
half the
every
Score
or two
days
day (clinician)
O0
0
O
0
O
1
2
3
4
1
2
3
4
1
2
3
4
1
2
O3
4
1
2
3
4
1
2
3
4
2
3
4
3
4
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
O0
1
2
3
4
O0
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
0
O0
O0
0
1
0
1
O0
0
O
O0
O0
O0
O0
O
2
O
1
O0
0
O
0
O
In the past TWO (2) WEEKS, has your child …
XI.
XII.
20. Had an alcoholic beverage (beer, wine, liquor, etc.)?
Yes
X
No
Don’t Know
21. Smoked a cigarette, a cigar, or pipe, or used snuff or chewing tobacco?
Used drugs like marijuana, cocaine or crack, club drugs (like ecstasy),
22. hallucinogens (like LSD), heroin, inhalants or solvents (like glue), or
methamphetamine (like speed)?
Used any medicine without a doctor’s prescription (e.g., painkillers [like
23. Vicodin], stimulants [like Ritalin or Adderall], sedatives or tranquilizers [like
sleeping pills or Valium], or steroids)?
In the past TWO (2) WEEKS, has he/she talked about wanting to kill
24.
himself/herself or about wanting to commit suicide?
25. Has he/she EVER tried to kill himself/herself?
Yes
X
No
Don’t Know
Yes
X
No
Don’t Know
Yes
X
No
Don’t Know
Yes
X
No
Don’t Know
Yes
X
No
Don’t Know
Copyright © 2013 American Psychiatric Association. All Rights Reserved.
This material can be reproduced without permission by researchers and by clinicians for use with their patients.
Running head: PSYCHOPATHOLOGY
1
Psychopathology
Name
Institution
Course
Tutor
Date
PSYCHOPATHOLOGY
2
Question One: Psychopathology Teaching Elements
In the process of teaching psychopathology, the two authors (Butman and Yarhouse)
employ effective methods of ensuring that the message is relayed in a comprehensive manner.
This is in relation to the requirements that indeed counselors are supposed to accord due respect
to the clients, trainees and research participants without using any underhand and dubious
methods; even if their own personal views do not marry with those of the clients. The elements
of teaching psychopathology are tailored in such a way that they are user friendly and flexible
enough. Part of this essay is addressing two concrete elements of teaching psychopathology as
elaborated by Butman and Yarhouse in “Psychopathology Through the Eyes of Faith: Integrative
Reflections for the Classroom and Beyond. From the Journal of Psychology & Theology
(2014)”.
The Study of the Calamities of the Soul
This is one of the best elements of teaching psychopathology as being addressed by the
two writers. In this method, they have appreciated the fact that students and other trainees learn
how to treat and prevent individual concerns which might be of detrimental impacts to a person
(Butman & Yarhus, 2014). In the process of emphasizing on the importance of understanding
individual differences and life perceptions, the objective of attaining the set purpose of
establishing and treating mental illness; success is likely to be achieved with minimal
turbulences occurring. This is opposite of the traditional focus on danger, distress and
dysfunction of the victim of mental illness in the process of teaching psychopathology
Faith and Psychopathology
PSYCHOPATHOLOGY
3
The authors have appreciated the fact of teaching about importance of faith in the process
of addressing mental incapacitations (Butman & Yarhus, 2014). The authors emphasize on the
importance of people speaking about being a man or woman in detail. There is a substantive
element of having close look at the importance of individual beliefs and behavior corresponding
to his/her state of mind. In this case, the teaching element of faith and addressing mental illness
promotes a juicy requirement of being flexible in addressing psychological needs of such
individuals without compromising their personal beliefs and other personal affiliations.
Question 2: Presentation of Mental Illness in Society-DSM-5 in Action
Mental health profession is one of the crucial fields which require advanced counseling
skills for the process to be streamlined. Some of the key issues addressed in the book (DSM-5 in
Action) are new treatment plans of mental illness, already known treatment plans, psychological
interventions, strategies and comprehensive instructions of doing diagnostic assessments in the
process of addressing the issue of mental illness in society (Dziegielewski, 2014).
From chapters one and two, mental illness is misinterpreted in the media and society at
large. Some of the negative and fossilized theories that come out from the media are that
mentally incapacitated people are dangerous, slovenly, undeserving and generally do not have
the capacity to handle some tasks. This outdated belief is caused by lack of proper knowledge on
treatment and diagnostic tools that have been presented by the author. Sidelining mentally people
have resulted into them becoming more vulnerable to external attacks and even being subjected
to physical and more psychological torture (Dziegielewski, 2014).
Currently, the society seems to view mentally ill people as being violent and have
criminal intentions (Dziegielewski, 2014). This belief has been caused mentally ill people having
PSYCHOPATHOLOGY
4
high chances of being victimized by those who are ignorant about special needs of such
individuals. Mainstream media tend to portray mentally ill people as dirty, violent and ever
causing trouble in society. They always look different from others and happen to be childish and
silly. In DSM-5 in Action, Sophia F. Dziegielewski presents some of the best approaches in
handing mental illness in society. The views are presented in a comprehensive approach.
PSYCHOPATHOLOGY
5
References
Butman, R.E. & Yarhuse, M. (2014). Psychopathology Through the Eyes of Faith. Integrative
Reflections for the Classroom and Beyond. Journal of Psychology and Theology.
Dziegielewski, S.F. (2014). DSM-5 in Action. ISBN 10:111813673. 624 Pages.
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