LASA 1 Rubric
PART 1
To gather information for your field research, you will interview a mental health professional to learn about the practice related to the disorder. In this
assignment, you will prepare for the interview. The questions should be around the disorders of PTSD from rape and an underlying anxiety disorder.
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Write ten interview questions that will bring out the information you need.
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Formulate questions that ensure an appropriate understanding of the disorder. These questions should assist in differentiating the chosen
disorder from those found within and outside its parent category.
Part 2
A minimum of 5 sources in addition to your text book should be used. At least three of those sources should be peer-reviewed journal articles. The
remaining 2 sources may be books, journal articles, or reputable web sites (like those from professional organizations or governmental agencies, not
Wikipedia or similar sites).
Review the rubric, as it provides detailed instructions on how best to succeed on this assignment. In the rubric, you will find that you need to address
the following in a paper:
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Description of PTSD and an underlying Generalized Anxiety Disorder (Identify the DSM-IV-TR diagnostic category for the disorder and
distinguish between diagnostic and commonly used terminology.)
Causative factors of the disorder
Diagnosis of the disorder
Treatment of the disorder
Survey of current research on the disorder
Write a 4–5-page paper in Word format. Remember to use the rubric as you write your paper. Apply APA standards to citation of sources, and
include an APA style title/cover page and reference page. Use below as a guide in your writing.
NOTE: If a component is absent, student receives a zero for that component.
Unsatisfactory
Emerging
Proficient
Exemplary
LASA 1 Rubric
Assignment Components
Description of
Description of selected
selected disorder.
disorder is unclear or
inaccurate. Identification
of DSM-IV-TR
diagnostic category for
the disorder is present
but inaccurate.
Distinction between
diagnostic and
commonly used
terminology is vague
and indicates flawed
understanding of
CO1, CO2, CO4
material. Prevalence,
course, familial pattern,
and culture/gender/age
factors are not
discussed.
Causative factors of
the disorder
CO1 and CO3
Diagnosis of the
Description of selected
disorder is somewhat
unclear or inaccurate.
Identification of DSM-IVTR diagnostic category
for the disorder is
present but unclear or
inaccurate. Distinction
between diagnostic and
commonly used
terminology is vague
and indicates cursory
understanding of
material. Prevalence,
course, familial pattern,
and culture/gender/age
factors are discussed
but are unclear.
Causative factors for the
disorder are inaccurate.
Factors include only a
few of most common or
obvious, but are
inappropriate for the
disorder. Genetic,
biological, behavioral,
psychodynamic, and
sociocultural
explanations are
present but incomplete
or inaccurate.
Causative factors for the
disorder are somewhat
unclear or incomplete.
Factors include only a
few of most common or
obvious for the disorder.
Genetic, biological,
behavioral,
psychodynamic, and
sociocultural
explanations are
present but incomplete
or inaccurate.
Diagnosis of the
Diagnosis of the
Description of selected
disorder is clear and
accurate. Identification
of DSM-IV-TR
diagnostic category for
the disorder is present,
clear and accurate.
Distinction between
diagnostic and
commonly used
terminology is present
and indicates
appropriate
understanding of
material. Symptoms of
the disorder are
summarized.
Prevalence, course,
familial pattern, and
culture/gender/age
factors are discussed in
a clear and accurate
manner.
Causative factors for the
disorder are clearly
identified and explained.
Factors include the
most common or
obvious for the disorder.
Genetic, biological,
behavioral,
psychodynamic, and
sociocultural
explanations are clearly
addressed.
Diagnosis of the
Description of selected
disorder is clear,
insightful, and accurate.
Identification of DSM-IVTR diagnostic category
for the disorder is
present, clear and
accurate. Distinction
between diagnostic and
commonly used
terminology is present
and indicates synthesis
of material. Symptoms
of the disorder are
summarized in a
concise manner.
Prevalence, course,
familial pattern, and
culture/gender/age
factors are discussed in
a clear and astute
manner.
Causative factors for the
disorder are clearly
identified and
insightfully explained.
Factors include the
most common or
obvious and the subtle
or more intricate for the
disorder. Genetic,
biological, behavioral,
psychodynamic, and
sociocultural
explanations are
insightfully addressed.
Diagnosis of the
LASA 1 Rubric
disorder
CO4
Treatment of the
disorder
CO3
Survey of current
research on the
disorder
CO2 and CO3
disorder is unclear,
incomplete, and
unreasonable. A few
inappropriate factors are
addressed in the
diagnosis. A differential
diagnosis is present, but
is inappropriate.
disorder is somewhat
unclear, incomplete, or
unreasonable. Only a
few factors are
addressed in the
diagnosis. A differential
diagnosis is present, but
does not clearly explain
how one would
differentiate between
the selected diagnosis
and other similar
diagnoses.
disorder is clear,
complete, and
reasonable. Multiple
factors are addressed in
the diagnosis. A
differential diagnosis is
provided to explain how
one would differentiate
between the selected
diagnosis and other
similar diagnoses.
Treatment of the
disorder is unclear,
incomplete, and
unreasonable. Some
factors are addressed in
the treatment but are
irrelevant or
inappropriate. Overall
treatment plan is
incomplete. Treatment
approaches are not
described in relationship
to the causal
explanations provided
above.
Treatment of the
disorder is somewhat
unclear, incomplete, or
unreasonable. Only one
or two factors are
addressed in the
treatment. Either long
term or short term
treatment plans are
present. Treatment
approaches are
described in relationship
to the causal
explanations provided
above but are
incomplete or
inaccurate.
Survey of current
research on the disorder
is somewhat unclear or
only represents one
point of view. Research
is present but does not
clearly describe which
causal explanations and
treatment approaches
Treatment of the
disorder is clear,
complete, and
reasonable. Multiple
factors are addressed in
the treatment. Both long
term and short term
treatment plans are
present. Treatment
approaches are
described in relationship
to the causal
explanations provided
above.
disorder is insightful,
thorough, and
reasonable. Multiple
factors, both obvious
and subtle, are
addressed in the
diagnosis. A clear and
insightful differential
diagnosis is provided to
explain how one would
differentiate between
the selected diagnosis
and other similar
diagnoses.
Treatment of the
disorder is clear, astute,
thorough, and
reasonable. Multiple
factors are addressed in
the treatment. Both long
term and short term
treatment plans are
present. Multiple
treatment approaches
are described in
relationship to the
causal explanations
provided above.
Survey of current
research on the disorder
is clear and represents
a variety of the most
common view points.
Appropriate research is
used to describe which
causal explanations and
treatment approaches
Survey of current
research on the disorder
is insightful and
represents a
comprehensive
sampling of many
common and
uncommon view points.
Research from a variety
Survey of current
research on the disorder
is unclear or
inappropriate. Research
is not present and there
is little to no attempt to
describe which causal
explanations and
treatment approaches
LASA 1 Rubric
are empirically
supported.
Writing Components
Organization
Introduction is limited or
Introduction
missing entirely.
Thesis
Transitions
The paper lacks a thesis
Conclusion
statement.
Transitions are
infrequent, illogical, or
missing entirely.
Conclusion is limited or
missing entirely.
are empirically
supported.
are empirically
supported.
of scholarly areas is
used to describe which
causal explanations and
treatment approaches
are empirically
supported.
Introduction is present
but incomplete or
underdeveloped.
Introduction has a clear
opening, provides
background information,
and states the topic.
Introduction catches the
reader’s attention,
provides compelling and
appropriate background
info, and clearly states
the topic.
The paper is loosely
organized around a
thesis that may have to
be inferred.
Transitions are
sporadic.
Conclusion is present,
but incomplete or
underdeveloped.
The paper is organized
around an arguable,
clearly stated thesis
statement.
Transitions are
appropriate and help the
flow of ideas.
Conclusion summarizes
main argument and has
a clear ending.
Usage and
Mechanics
Grammar
Spelling
Sentence structure
Writing contains
numerous errors in
spelling, grammar,
and/or sentence
structure that severely
interfere with readability
and comprehension.
Errors in spelling and
grammar exist that
somewhat interfere with
readability and/or
comprehension.
Writing follows
conventions of spelling
and grammar
throughout. Errors are
infrequent and do not
interfere with readability
or comprehension.
APA Elements
Attribution
Paraphrasing
No attempt at APA
format.
APA format is attempted
to paraphrase, quote,
and cite, but errors are
Using APA format,
accurately paraphrased,
quoted, and cited in
The paper is well
organized around an
arguable, focused
thesis.
Thoughtful transitions
clearly show how ideas
relate.
Conclusion leaves the
reader with a sense of
closure and provides
concluding insights.
The paper is basically
error free in terms of
mechanics. Grammar
and mechanics help
establish a clear idea
and aid the reader in
following the writer’s
logic.
Using APA format,
accurately paraphrased,
quoted, and cited
LASA 1 Rubric
Quotations
Style
Audience
Word Choice
significant.
many spots throughout
when appropriate or
called for. Errors
present are somewhat
minor.
throughout the
presentation when
appropriate or called for.
Only a few minor errors
present.
Writing often slips into
first and/or second
person.
Writing sometimes slips
into first and/or second
person.
Writing remains in third
person throughout
writing.
Writing remains
professional in third
person throughout
writing.
Word choice is
consistently inaccurate,
unclear, or inappropriate
for the audience.
Word choice is
sometimes inaccurate,
unclear, or inappropriate
for the audience.
Word choice is
accurate, clear and
appropriate for the
audience.
Word choice is precise,
appropriate for the
audience, and
memorable.
Course Objectives:
By the end of this course, students will be able to:
1. Compare and contrast the major categories of abnormal behavior and disorders within those categories (5.1)
2. Evaluate relevant controversies, cultural biases, and ethical issues related to identification, classification, and treatment of
psychological disorders (4.1, 4.2)
3. Evaluate the causes and treatment of abnormal behavior in general and for specific disorders. (5.1)
4. Identify DSM IV-TR diagnostic categories and distinguish between diagnostic and commonly used terminology. (5.1, 6.1)