Choose and read any one case study from Chapter 13 (Personality Disorders) in DSM-5 in Action.
Research the specific personality disorder from your chosen case study.
Create a 10-15-slide PowerPoint presentation about your selected case study.
Include the following in your presentation:
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
| Course Code | Class Code | Assignment Title | Total Points | ||||||||||
| CNL-605 | CNL-605-O500 | CNL-605 Personality Disorders Case Study Presentation (Obj. 7.1 and 7.2) | 130.0 | ||||||||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned | |||||
| Content | 80.0% | ||||||||||||
| Brief Description of the Selected Case Study | 10.0% | The presentation omits a brief description of the selected case study. | The presentation includes a vague description of the selected case study. | The presentation includes an adequate description of the selected case study. | The presentation includes an advanced description of the selected case study. | The presentation includes a comprehensive description of the selected case study. | |||||||
| Rationale for the Personality Disorder Diagnosis According to the DSM | 20.0% | The presentation omits an explanation and rationale for the Personality Disorder Diagnosis using the latest version of the DSM as a reference. | The presentation includes a vague explanation and rationale for the Personality Disorder Diagnosis using the latest version of the DSM as a reference. | The presentation includes an adequate explanation and rationale for the Personality Disorder Diagnosis using the latest version of the DSM as a reference. | The presentation includes an advanced explanation and rationale for the Personality Disorder Diagnosis using the latest version of the DSM as a reference. | The presentation includes a comprehensive explanation and rationale for the Personality Disorder Diagnosis using the latest version of the DSM as a reference. | |||||||
| Course of Treatment for the Disorder | 1 | 5.0% | The presentation omits information on the course of treatment for the disorder. | The presentation includes vague information on the course of treatment for the disorder. | The presentation includes adequate information on the course of treatment for the disorder. | The presentation includes advanced information on the course of treatment for the disorder. | The presentation includes comprehensive information on the course of treatment for the disorder. | ||||||
| Cluster of the Personality Disorder (A, B, or C) and Rationale | The presentation does not identify which cluster the personality disorder belongs or include rationale for the identification. | The presentation vaguely identifies which cluster the personality disorder belongs to and includes some type of rationale. | The presentation includes an adequate identification of which cluster the personality disorder belongs to and includes and adequate rationale for the identification. | The presentation includes an advanced identification of which cluster the personality disorder belongs to and an advanced rationale for the identification. | The presentation includes a comprehensive identification of which cluster the personality disorder belongs to and a comprehensive explanation of the rationale for the identification. | ||||||||
| Prognosis and Prevalence of the Disorder | The presentation omits information on the prognosis and prevalence of the disorder. | The presentation includes vague information on the prognosis and prevalence of the disorder. | The presentation includes adequate information on the prognosis and prevalence of the disorder. | The presentation includes advanced information on the prognosis and prevalence of the disorder. | The presentation includes comprehensive information on the prognosis and prevalence of the disorder. | ||||||||
| Detailed Speaker Notes | The presentation does not contain speaker notes. | The presentation contains vague speaker notes and/or inaccurate or poorly written speaker notes. | The presentation’s speaker notes are present and are generally competent. | The presentation contains advanced speaker notes that indicate what might be said if giving the presentation in person. | The presentation includes comprehensive speaker notes that give a complete picture of what would be said if the presentation were given in person. | ||||||||
| Presentation of Content | The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. | The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. | The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. | ||||||||
| Organization, Effectiveness, and Format | |||||||||||||
| Layout | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. | ||||||||
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. | ||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Slide errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. | Slides are largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written, academic English. | ||||||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||||||||
| Total Weightage | 100% |
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