This is the feedback from the teacher: You make a defensible, well-reasoned case for Substance/Medication-Induced Anxiety Disorder with panic attacks, and you connect learning, situational, and developmental factors to the event. To fully meet the rubric, you should apply DSM-5-TR criteria point-by-point, tighten the biological mechanisms with symptom-level links, and upgrade the assessment section with psychometric numbers and an explicit generalizability note for a forensic inpatient. A quick APA cleanup will polish credibility. With those edits, your case write-up will be strong and submission-ready.
You've put in great effort. It looks like some of the requirements haven’t been fully met yet, but that’s part of the learning process. Remember, there's always room for growth and refinement. I recommend adding to the Assessment based on the excerpt and how to improve the Assessment. Review the excerpts and edit those as well as the criterion overall feedback to ensure the content aligns with the criterion. Please highlight the changes in yellow on the second attempt. Keep pushing forward—you're capable of achieving great things!
and the rubric feedback: Criterion
Apply DSM-5-TR criteria to a case study.
Your Result:PROFICIENT
Applies DSM-5-TR criteria to a case study.
Faculty Comments:Excerpt 3 “His file also doesn’t show a six-month pattern of worry or other signs of a primary anxiety, depressive, bipolar, or psychotic disorder.” You should make the rule-outs explicit: briefly state the core criteria for Panic Disorder, GAD, Bipolar, and Psychotic Disorder and show why you do not meet them (e.g., no ≥6-month worry; no discrete unexpected panic attacks outside substance context; no ≥1-week manic syndrome; no persistent psychosis). Add at least one scholarly source beyond DSM-5-TR. You correctly select a substance-induced diagnosis, but you need a criterion-by-criterion application with precise timing, explicit impairment, and documented rule-outs supported by citations.
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Criterion
Interpret behavior based on biological factors.
Your Result:NON-PERFORMANCE
Does not describe or interpret behavior based on biological factors.
Faculty Comments:Excerpt: “Those substances can also mess with judgment and how memories are formed, which fits with the memory gaps he reported…” Instead of using casual language (“mess with”), you should define the biological mechanism clearly (ex: effects on hippocampus, neurotransmitters). You use strong scholarly sources, but you don’t explain how each biological factor directly influenced Derek’s violent behavior, which is required for full credit. At the undergraduate level, you want the reader to clearly see the cause-and-effect link between brain chemistry, intoxication, and the aggressive act. If you revise by explaining each biological concept in clearer language and applying it directly to Derek, you will meet the criteria more strongly.
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Criterion
Interpret behavior based on learning and situational factors.
Your Result:PROFICIENT
Interprets behavior based on learning and situational factors.
Faculty Comments:Excerpt 3 “…the intimate setting made a high-risk situation for rapid, poorly regulated behavior.” You should unpack situational risk: acute sleep loss, interpersonal stress, intoxication, and privacy → reduced inhibitory control + elevated threat appraisals. Tie each factor to a source. You identify learning and situational themes, but you should name the specific learning principles (conditioning, reinforcement, safety behaviors) and pair each with a citation.
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Criterion
Interpret behavior based on developmental and protective factors.
Your Result:PROFICIENT
Interprets behavior based on developmental and protective factors.
Faculty Comments:Excerpt 3 “On the protective side, Derek seems to respond to structure… predictable routines have helped…” You should name these as protective mechanisms (e.g., environmental scaffolding, behavioral activation, skills-based self-regulation) and link to evidence that structured milieus reduce impulsive responding. You list risks/protections well; now explain the pathways (how risks → dysregulation; how protections → buffering) with supporting sources.
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Competency 2
Apply reliability and validity and generalizability to research findings and assessments.
Criterion
Apply reliability, validity, and generalizability to chosen assessment.
Your Result:PROFICIENT
Applies reliability, validity, and generalizability to chosen assessment.
Faculty Comments:Excerpt 3 “Adults and adolescents (matches Derek’s age and setting)” You should make generalizability explicit: note age range of norms, clinical/inpatient samples, any forensic usage cautions (self-report + potential impression management), and how you’ll mitigate (e.g., collateral data). Provide a source. Your assessment choice is reasonable, but you must add numbers, validation details, and a clear generalizability statement to Derek’s age + forensic inpatient context.
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Competency 4
Apply information literacy skills to problems in forensic psychology.
Criterion
Apply evidence from peer-reviewed journal articles.
Your Result:PROFICIENT
Applies evidence from peer-reviewed journal articles.
Faculty Comments:Great start here...While evidence from peer-reviewed journal articles is utilized, it's essential to ensure that the sources are current (within the last five to seven years) to reflect the latest research and understanding in the field.
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Competency 5
Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Criterion
Use APA style formatting for citations and reference list with only minor errors.
Your Result:DISTINGUISHED
Uses APA style formatting for citations with no errors and a reference list with no more than minor errors.
Faculty Comments:MET with minor errors (Paulus, Vujanovic, & Wardle, 2016)--According to APA 7th ed., in-text citations for works with three or more authors include only the first author name and “et al.” (which means “and others” in Latin) is used in all citations, including the first in-text citation: (Smith et al., 2019). Smith et al. Make sure to format your references in the reference list/page according to APA guidelines. For scholarly articles, the title of the article must be in plain font. For scholarly journals, the name of the journal and the volume number must use italics.
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Criterion
Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Your Result:BASIC
Addresses the assessment purpose with minimal issues related to evidence, tone, and sentence structure.
Faculty Comments:Excerpt 1 “…helped at times. Building on that, a structured setting, basic emotion-regulation skills, and simple tracking of anxiety over time…” You should sharpen topic sentences: start with the claim (“You benefit from structured routines that reduce impulsive responding”), then add support and source. This clarifies purpose and flow. Excerpt 2 “The BAI is a Good fit for Derek’s case…” You should fix capitalization (“good”) and maintain formal tone. Replace conversational phrasing with concise academic prose. Excerpt 3 “…now reports partial amnesia; on the unit his impulse control has improved though he sometimes ‘shops’ staff.” You should define jargon (“staff-splitting/triangulation” if that’s what you mean) and keep neutral tone. Clarify with brief, objective description. Your structure is clear and evidence-forward, but a few sentences need tighter topic claims, formal tone, and defined terminology to meet undergrad writing expectations.
This is the original instructions:
Complete the following to prepare for this assessment:
- View the Criminal Offenders: Case Studies presentation. Choose one of the cases presented as the focus for your work in this assessment.
- Review the DSM-5-TR diagnostic criteria for:
- Depressive disorders.
- Bipolar and related disorders.
- Anxiety disorders.
- Schizophrenia spectrum and other psychotic disorders.
- In the Capella library, locate three peer-reviewed journal articles:
- At least one article on the mental health disorder relevant to the case.
- At least one article on the assessment you chose.
Instructions
Carefully follow the directions on the Case Study Assessment Form [DOCX]. Fill out each of the sections on the form.
Be sure you review the Case Study Assessment scoring guide to ensure that you have met all the criteria for this assessment.
Submission Requirements
Submit your Case Study Assessment Form [DOCX].
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
- Competency 1: Interpret behavior based on biological, social, and psychological factors.
- Apply DSM-5-TR criteria to a case study.
- Interpret behavior based on biological factors.
- Interpret behavior based on learning and situational factors.
- Interpret behavior based on developmental and protective factors.
- Competency 2: Apply reliability and validity and generalizability to research findings and assessments.
- Apply reliability, validity, and generalizability to chosen assessment.
- Competency 4: Apply information literacy skills to problems in forensic psychology.
- Apply evidence from peer-reviewed journal articles.
- Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
- Use APA style formatting for citations and reference list with only minor errors.
- Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.