Compare Saks’s and McGough’s experiences with schizophrenia, specifically referencing the positive and negative symptoms they each experienced.
Explain how you would use the Clinician Rated Dimensions of Psychosis Symptom Severity measure and the WHODAS to help confirm your diagnosis.
Identify in what ways their cases are typical or atypical of the illness in terms of onset, associated features, development, and course. Support your response with references to scholarly resources.
Explain how you would plan treatment and individualize it for these two individuals. Support your response with references to scholarly resources. In your explanation, consider the following questions:
What are the long-term challenges for someone living with the illness?
What social, family, vocational, and medical supports are needed for long-term stabilization?
How might treatment look similar or different for Saks and McGough, given they have the same diagnosis?
Briefly explain how race/ethnicity, gender, sexual orientation, socioeconomic status, religion, or other identity characteristics may influence an individual’s experience with schizophrenia.
Milligan’s research highlighted that rural contexts in Kenya presented many challenges for girls and that education is often too isolated from the wider social context that students come from. Challenges included the need for girls to fulfil gender stereotypes such as having to do chores after school and also the issues of ‘patronage sexuality’ (p. 470). This refers to girls participating in sexual activity for money or essential items alongside typically rural issues such as teenage pregnancy and early marriage. Further challenges for girls were the gendered attitudes of their teachers. The challenges that these girls face were seen as problems by the teachers in which girls were tended to be blamed for such problems. Teachers also viewed girls as not being serious about their education and are far more interested in sexual relationships compared to their education. These views by the teachers not only influenced other students’ views of girls but the girls themselves had a negative influence on their self-worth and well-being as a result of these gendered views. To conclude, Milligan articulates that gender equality in classrooms and equal access to education is promoted through policies and procedures in education but the language used by teachers in this research remains derogatory. Therefore, policies may aim to change perspectives but policy and pedagogy is not enough to reform this issue. Milligan argues that more research needs to be conducted and analysed which combines the issues of race, gender and poverty, not considering them as separate issues. References>GET ANSWER