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PSY 215 Module Five Milestone
Complete this template by replacing the bracketed text with the relevant information.
For this milestone, you will use the Four D’s diagnostic indicators to analyze one behavior that might
impair a person’s adaptive daily functioning. You will determine if that behavior could potentially
represent a clinical disorder. Use your template to address the rubric criteria listed below with a
minimum of 3 to 5 sentences per bullet. Support your answers with a credible source when necessary.
From the list in the Module Five Milestone Guidelines and Rubric, select one behavior that might impair
a person’s adaptive daily functioning, then address the following:
●Distress: Describe the extent to which the selected behavior causes distress as characterized by
mental or emotional imbalance.
Anxiety disorders, such as generalized anxiety disorder (GAD), cause significant distress by
inducing persistent worry, fear, and apprehension that disrupt emotional and physical
wellbeing. This distress often manifests as heightened emotional responses, such as irritability
and helplessness, alongside physical symptoms like rapid heartbeat, shortness of breath, and
fatigue. These effects create prolonged mental and bodily tension, impairing an individual’s
ability to function daily. According to the DSM-5, distress is a critical diagnostic criterion, as it
significantly interferes with well-being and adaptive functioning (American Psychiatric
Association, 2013). Additionally, chronic anxiety elevates stress hormone levels, contributing to
both psychological and physiological imbalances (Bandelow & Michaelis, 2015).
●Dysfunction: Describe the extent to which the selected behavior causes dysfunction by
interfering with adaptive daily functioning.
Anxiety disorders significantly interfere with daily functioning by impairing an individual’s ability
to perform routine tasks, maintain relationships, or meet work or academic expectations.
Constant fear and over-worry can lead to avoidance behaviors, difÏculty focusing, and physical
symptoms like shaking or shortness of breath, which disrupt adaptive functioning. For instance,
someone might ruminate on "what if" scenarios, causing them to pause mid-task or avoid
presenting despite thorough preparation. Research highlights that individuals with generalized
anxiety disorder (GAD) often experience disruptions in occupational and social activities due to
hypervigilance and persistent worry, perpetuating a cycle of worsening anxiety and reduced
quality of life (American Psychiatric Association, 2013; Bandelow & Michaelis, 2015; Hofmann et
al., 2014). These dysfunctions underscore anxiety's profound impact on personal and
professional responsibilities.
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●Danger: Describe the extent to which the selected behavior presents as a danger to self or
others.
Although anxiety is not typically associated with direct harm to others, it can significantly
increase the risk of self-harm and other unsafe behaviors. For example, individuals with severe
anxiety may engage in substance misuse or avoid medical care, which can exacerbate their
condition (Bandelow & Michaelis, 2015). Panic attacks, which are common in anxiety disorders,
can create immediate dangers, mainly when they occur during activities such as driving or
operating machinery. These episodes can impair judgment, making everyday tasks risky. Over
time, anxiety can lead to behaviors such as self-medication, increasing the risk of substance
abuse and depression (Hofmann et al., 2014).
●Deviance: Describe the extent to which the selected behavior deviates from normality.
Anxiety deviates from societal norms when its intensity, frequency, or duration surpasses typical
stress responses. While experiencing anxiety before a stressful event, like public speaking, is
expected, clinical anxiety involves excessive and irrational fear disproportionate to the situation
(Pritchett, 2023). In disorders such as generalized anxiety disorder (GAD) or social anxiety,
behaviors like avoidance, social withdrawal, and a fear of judgment impair one’s ability to
function, diverging from expected social behaviors (Stein & Sareen, 2015). This deviation
highlights how anxiety disrupts daily activities and is seen as abnormal, as it exceeds common
emotional responses to stress (Hofmann et al., 2014). Such deviations are critical in diagnosing
anxiety disorders, distinguishing them from typical stress and emotional reactions (Bandelow &
Michaelis, 2015).
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Reference:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders
(5 th ed.). Arlington, VA: American Psychiatric Publishing.
Bandelow, B., & Michaelis, S. (2015). Epidemiology of anxiety disorders in the 21st century.
Dialogues in Clinical Neuroscience, 17(3), 327–335.
https://doi.org/10.31887/DCNS.2015.17.3/bbandelow
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Hofmann, S. G., Asnaani, A., Vonk, I. J. J., Sawyer, A. T., & Fang, A. (2014). The efÏcacy of
cognitive-behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research,
36(5) , 427–440. https://doi.org/10.1007/s10608-012-9476-1
Stein, M. B., & Sareen, J. (2015). Generalized anxiety disorder. New England Journal of Medicine,
373(21), 2059–2068. https://doi.org/10.1056/NEJMcp1502514
