FP6005 Maladaptive Behavior and Psychopathology

LASA Rubric

NOTE: If an assignment component is absent, the student receives a zero for that component.

Unsatisfactory
< 77% (C- to C) / Emerging
78 – 82% (C+ to B-) / Proficient
83 – 89% (B to B+) / Exemplary
90 – 100 % (A- to A) / Points
Assignment Components
Identify a principal and secondary diagnosis for the assigned case study with rationale for each diagnosis.
CO 1
PO 1
ILO 1, 6 / Neglects to identify a principal or secondary diagnosis and neglects to rationally link the diagnosis to the case study. / Neglects to identify a principal or secondary diagnosis or neglects to rationally link the diagnosis to the case study. / Identifies at least one principal and one secondary diagnosis that are rationally linked to the case provided. Provides detailed information about how diagnoses were reached and how the client’s symptoms fit the diagnostic criteria. Evidence is presented in a logical manner that builds a solid case which supports diagnostic impressions. / Identifies one or more principal and secondary diagnoses that are rationally linked to the case provided and supported by references. Provides detailed information about how diagnoses were reached and how the client’s symptoms fit the diagnostic criteria. Evidence is presented in a logical manner that builds a solid case which supports diagnostic impressions. / /48 pts.
Describe multiple elements of the etiology for the principal and secondary diagnoses. Explain how the etiology contributed to each (principal and secondary) diagnosis.
CO 1
PO 1
ILO 1, 6 / Either lacks a description of elements of etiology of one or more diagnoses or description is inaccurate and incomplete. / Provides a description of elements of etiology of one or more diagnoses but at least one of the descriptions is inaccurate and incomplete. / Presents a clear understanding of the possible origins of the principal and secondary diagnoses. Demonstrates ability to integrate and conceptualize all of the information presented. Clearly states how the diagnoses/ presenting issue began (ETIOLOGY) and what may be maintaining them. / Presents a clear understanding of the possible origins of the principal and secondary diagnoses based on empirical research. Demonstrates ability to integrate and conceptualize all of the information presented. Clearly states how the diagnoses/ presenting issue began (ETIOLOGY) and what may be maintaining them. / /48 pts
Identify a specific therapeutic modality for each principal and secondary diagnosis.
CO 1
PO 1
ILO 1, 6 / Neglects to identify an appropriate therapeutic modality. / Identifies a specific therapeutic modality but neglects to articulate how it was appropriate for the diagnoses identified. / Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client. / Chooses a viable therapeutic modality that has applications to the principal and secondary diagnoses and is appropriate for the client and supported by research literature. / /48 pts.
Apply therapeutic modality to treat each of the principal and secondary diagnoses in the case study.
CO 1
PO 1
ILO 1, 6 / Neglects to apply or erroneously applies a therapeutic modality to treat the diagnosis. / Articulates some application for treatment of the diagnoses, but either neglects one diagnosis, or lacks sound rationale for application of the treatment. / Demonstrates a clear application of the selected therapeutic modality for treatment of the principal and secondary diagnoses of the person in the vignette. / Demonstrates a clear application of the selected therapeutic modality for treatment of the principal and secondary diagnoses of the person in the vignette supported with research literature. / /48 pts.
Identify at least one differential (alternate) diagnosis for the primary and secondary diagnoses.
CO 1
PO 1
ILO 1, 6 / Neglects to identify any alternative diagnosis for either the primary or secondary diagnosis. / Identifies one alternative diagnosis, but neglects to articulate rationale for the diagnosis and why it was ruled out. / Clearly discusses other diagnoses (differential diagnoses) that were ruled-out as well as specific reasons for eliminating these diagnoses. / Clearly discusses other diagnoses (differential diagnoses) that were ruled-out as well as specific reasons for eliminating these diagnoses. Articulates any assessments or additional information to rule out and alternative diagnosis. / /32 pts.
Discussed key cultural factors that may influence diagnosis and treatment.
CO 4
PO 5
ILO 2, 4, 6 / There was no opinion provided on the defendant’s risk of dangerousness or insanity. / The opinion provided was vague and not well connected to the case vignette. / Describes cultural factors that may influence the diagnoses and identifies cultural issues that may require additional exploration. Outlines how the cultural factors influence treatment options. / Describes cultural factors that may influence the diagnoses and identifies cultural issues that may require additional exploration. Outlines how the cultural factors influence treatment options supported by appropriate research literature. / /48 pts
Academic Writing
Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
Include citations in text and at the end of the document in the correctAPA format.
ILO 2, 6 / Writing is unclear and disorganized and rereading to solidify understanding is frequently necessary. Although an attempt at ethical scholarship is attempted, it is sloppy or incomplete throughout. Spelling, grammar, or punctuation errors severely interfere with readers’ comprehension.
Citations in text and at the end of the document are not in the correctAPA format. / Writing is somewhat clear and is somewhat organized, although rereading to solidify understanding is occasionally necessary. It demonstrates an attempt at ethical scholarship in accurate representation and attribution of sources, but errors are occasional or minor. Writing has good spelling, grammar, and punctuation, but errors somewhat interfere with readers’ comprehension.
Citations in text and at the end of the document are mostly in the correctAPA format. / Writing is generally clear and in an organized manner. It demonstrates ethical scholarship in accurate representation and attribution of sources; and generally displays accurate spelling, grammar, punctuation. Errors are few, isolated, and do not interfere with reader’s comprehension.
Citations in text and at the end of the document are in correctAPA format. / Writing is clear, concise, and in an organized manner; demonstrates ethical scholarship in accurate representation and attribution of sources; and displays accurate spelling, grammar, and punctuation.
Citations in text and at the end of the document are in correctAPA format. / /28 pts.
Subtotal
Timeliness / Late Work penalty:
Total Score / /300 pts.
PO 1 / Using scores from Rows 1-5 above, calculate their ranking as follows:
Unsatisfactory 0 - 174 pts = 1
Emerging 175 – 184 pts = 2
Proficient 185 – 201 pts = 3
Exemplary 202 – 224 pts = 4 / /4
PO 5 / Using the score from Row 6 above, calculate their ranking as follows:
Unsatisfactory 0 - 37 pts = 1
Emerging 38 – 39 pts = 2
Proficient 40 – 43 pts = 3
Exemplary 44 – 48 pts = 4 / /4

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FP6005 Maladaptive Behavior and Psychopathology