POST-TRAUMATIC STRESS DISORDER
It is estimated that more almost 7% of the U.S. population will experience posttraumatic stress disorder (PTSD) in their lifetime (National Institute of Mental Health, 2017). This debilitating disorder often interferes with an individual’s ability to function in daily life. Common symptoms of anxiousness and depression frequently lead to behavioral issues, adolescent substance abuse issues, and even physical ailments. For this Assignment, you examine a PTSD video case study and consider how you might assess and treat clients presenting with PTSD.
To prepare:
- Review this week’s Learning Resources and reflect on the insights they provide about diagnosing and treating PTSD.
- View the media Presentation Example: Posttraumatic Stress Disorder (PTSD) and assess the client in the case study. — Links to an external site.
- Grande, T. (2019, August 21). Presentation example: Posttraumatic stress disorder (PTSD)Links to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=RkSv_zPH-M4
- For guidance on assessing the client, refer to Chapter 3 of the Wheeler text.
Note: To complete this Assignment, you must assess the client, but you are not required to submit a formal comprehensive client assessment.
- IN TWO PAGES:
- Briefly explain the neurobiological basis for PTSD illness.
- Discuss the DSM-5-TR diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not?
- Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard treatment” from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners.
Support your Assignment with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. Explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
OutcomeSuccinctly, in 1–2 pages, address the following:• Briefly explain the neurobiological basis for PTSD illness. — The response includes an accurate and concise explanation of the neurobiological basis for PTSD illness.
Discuss the DSM-5-TR diagnostic criteria for PTSD and relate these criteria to the symptomology presented in the case study. Does the video case presentation provide sufficient information to derive a PTSD diagnosis? Justify your reasoning. Do you agree with the other diagnoses in the case presentation? Why or why not? — The response includes an accurate and concise description of the DSM-5-TR diagnostic criteria for PTSD and an accurate explanation of how they relate to the symptomology presented in the case study…. The response includes a concise explanation of whether the case provides sufficient information to derive the PTSD and other diagnoses. Justification demonstrates strong diagnostic reasoning and critical thinking skills.Discuss one other psychotherapy treatment option for the client in this case study. Explain whether your treatment option is considered a “gold standard” treatment from a clinical practice guideline perspective, and why using gold standard, evidence-based treatments from clinical practice guidelines is important for psychiatric-mental health nurse practitioners. — The response includes an accurate and concise explanation of one other psychotherapy treatment option for the client in this case study…. The response clearly and concisely explains whether the recommended treatment option is a “gold standard” treatment and why using gold standard, evidence-based treatments from clinical practice guidelines is important for PMHNPs.Support your approach with specific examples from this week’s media and at least three peer-reviewed, evidence-based sources. PDFs are attached. — The response is supported by specific examples from this week’s media and at least three peer-reviewed, evidence-based sources from the literature that provide strong support for the rationale provided. PDFs are attached.
PTSD DIAGNOSIS ACCORDING TO DSM-5
Posttraumatic Stress Disorder in Individuals Older Than 6 Years
Note: The following criteria apply to adults, adolescents, and children older than 6 years.
For children 6 years and younger, see corresponding criteria below.
A. Exposure to actual or threatened death, serious injury, or sexual violence in one (or more) of the following ways:
1. Directly experiencing the traumatic events).
2. Witnessing, in person, the events) as it occurred to others.
3. Learning that the traumatic events) occurred to a close family member or close friend. In cases of actual or threatened death of a family member or friend, the events) must have been violent or accidental.
4. Experiencing repeated or extreme exposure to aversive details of the traumatic events) (e.g., first responders collecting human remains; police officers repeatediy exposed to details of child abuse).
Note: Criterion A4 does not apply to exposure through electronic media, televi-sion, movies, or pictures, unless this exposure is work related.
8. Presence of one (or more) of the following intrusion symptoms associated with the traumatic event(s), beginning after the traumatic events) occurred:
1. Recurrent, involuntary, and intrusive distressing memories of the traumatic events).
Note: In children older than 6 years, repetitive play may occur in which themes or aspects of the traumatic events) are expressed.
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2. Recurent distressing dreams in which the content and/or aftect of the dream ae related to the traumatic events).
Note: In children, there may be frightening dreams without recognizable conter
3. Dissociative reactions (eg, fashbacks) in which the individual feels or acts as , the traumatic events) were recuming. (Such reactions may ocour on a continum with the most extreme expression being a complete loss of awareness of present surroundings.)
Note: in children, trauma-specific reenactment may occur in play.
4. Intense or prolonged psychological distress at exposure to internal or extens cues that symbolize or resemble an aspect of the traumatic events).
5 Marked physiological reactions to internal or external cues that symbolize or ms. semble an aspect of the traumatic events).
C. Persistent avoidance of stimuli associated with the traumatic events), beginning after the traumatic events) occurred, as evidenced by one or both of the following:
1. Avoidance of or efforts to avoid distressing memories, thoughts, or feelings about or closely associated with the traumatic events).
2. Avoidance of or efforts to avoid external reminders (people, places, conversations activities, objects, situations) that arouse distressing memories, thoughts, or lee. ings about or closely associated with the traumatic events).
D. Negative alterations in cognitions and mood associated with the traumatic events. beginning or worsening after the traumatic events) occurred, as evidenced by two for more) af the following:
1. Inability to remember an important aspect of the traumatic events) (typically due to dissociative amnesia and not to other factors such as head injury, alcohol a drugs).
2. Persistent and exaggerated negative beliefs or expectations about oneself, others or the world (e.g.. I am bad,* *No one can be trusted,* “The world is completely dangerous,* “My whole nervous system is permanently ruined):
3. Persistent, distorted cognitions about the cause or consequences of the traumato event(e) that lead the individual to blame himself/herself or others.
4. Persistent negative emotional state (e.g., fear, horror, anger, guilt, or shame).
5. Markedly diminished interest or participation in significant activities.
6. Feelings of detachment or estrangement from others,
7. Persistent inabilty to experience positive emotions (e.g.. inablty to experence
happiness, satisfaction, or loving feelings).
E. Marked alterations in arousal and reactivity associated with the traumatic everts be ginning or worsening after the traumatic events) occurred, as evidenced by two for more) of the following:
1. Imitable behavior and angry outbursts (with little or no provocation) typicaly expressed as verbal or physical aggression toward people or objects.
2. Reckless or self-destructive behavior.
3. Hypervigilance.
4. Exaggerated startie response,
5. Problems with concentration.
6. Sleep disturbance (eg. difficulty falling or staying asleep or restless sleep
F. Duration of the disturbance (Criteria B, C. D, and E) is more than 1 month.
G. The disturbance causes clinically significant distress or impairment in social, deci
tional, or other important areas of functioning.
H. The disturbance is not attributable to the physiological effects of a substance (e.g., medication, alcohol) or another medical condition.
Specify whether:
With dissociative symptoms: The individual’s symptoms meet the criteria for post-traumatic stress disorder, and in addition, in response to the stressor, the individual experiences persistent or recurrent symptoms of either of the following:
1. Depersonalization: Persistent or recurrent experiences of feeling detached from, and as if one were an outside observer of, one’s mental processes or body (e.g., feeling as though one were in a dream; feeling a sense of unreality of self or body or of time moving slowly).
2. Derealization: Persistent or recurrent experiences of unreality of surroundings (e.g., the world around the individual is experienced as unreal, dreamlike, distant, or distorted).
Note: To use this subtype, the dissociative symptoms must not be attributable to the physiological effects of a substance (e.g., blackouts, behavior during alcohol intoxi-cation) or another medical condition (e.g., complex partial seizures).
Specify if:
With delayed expression: If the full diagnostic criteria are not met until at least 6 months after the event (although the onset and expression of some symptoms may be
immediate).
