Respond to this discussion post. Do not argue. Do not repeat what the writer already has. Either agree or disagree with valid points. Add points . One page with 2 citations. LEARNING OBJECTIVE  is below the discussion.     
  Psychometric Properties of the Quality-of-Life Enjoyment and Satisfaction Questionnaire

 The Quality-of-life enjoyment and Satisfaction Questionnaire (Q-LES-QSF) was founded in 1993, and it is a self-reporting tool that was developed to help researchers put together sensitive information during an interview process. (MAPI Research Trust,2018). There are two versions for the Q-LESQSF, A regular version, and a short-form version which is used to measure how much enjoyment and satisfaction is experienced by individuals on a daily basis in different areas of functioning (Petrović-Kitić & Janković, 2017). The short form of the questionnaire is made up of 16 questions but, only 14 are used to determine how satisfied individuals are with various areas of their life, including how pleased they are with their medications (Endicott et al., 1993). With that information, it is clear that the efficacy of psychopharmacological medications can be measured as to the degree of patient satisfaction.

 With the designer of the Q-LES-QSF, a research study was tried  on a  group of depressed patients which revealed that the measures might be sensitive to significant differences amongst the subjects that were not detected by other screenings tools which were implemented (Endicot et al., 1993). Based on the result of the study, the QLES-QSF was classified reliable and valid to measure the degree of enjoyment and satisfaction experienced by the patients in various areas of daily functioning (Endicott et al.,1993). In addition to the above research, another research study using observational and cross-sectional research methods were implemented along with the Q-LES-QSF short form to measure the clinical conditions of patients with schizophrenia; the results proved that the Q-LES-QSF was an appropriate, valid and reliable assessment tool for individuals who have been diagnosed with a mental illness (Petrović-Kitić & Janković, 2017).

 The number one reason for using screening tools in a mental health setting is to obtain helpful assessment information to supplement the data obtained during the interview process (Wheeler, 2014). The second reason is that screening tools are very valuable when critical, sensitive and problem areas need to be identified for psychotherapeutic focus and/or to form a differential diagnosis (Wheeler, 2014). Thirdly, using the quality-of-life scale during an initial consultation, when baseline measures are generated, is paramount, as it is useful in observing changes over time, measuring outcomes of psychotherapy, and justifying the treatment plan and its efficacy (Wheeler, 2014). Lastly, the Q-LESQSF screening tool is appropriate to measure the quality of life in clients with both medical and mental disorders (MAPI Research Trust, 2018).      References  Endicott J, Nee J, Harrison W, & Blumenthal R. (1993). Quality of Life Enjoyment and

 Satisfaction Questionnaire: A new measure. Psychopharmacology Bulletin,

 1993(29), 321-326. Retrieved from


MAPI Research Trust (2018). Quality of Life Enjoyment and Satisfaction Questionnaire (Q-LESQ). Retrieved from

 enjoyment and-satisfaction-questionnaire

Petrović-Kitić, A. & Janković, S. (2017). Translation, cultural adjustment, and evaluation of

 reliability and validity of “Quality of Life Enjoyment and Satisfaction

 Questionnaire – short form” for patients with schizophrenia. Acta Facultatis Medicae

 Naissensis. 34(1), 35-42.

Wheeler, K. (Eds.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing


 Assessment and Diagnosis of the Psychiatric Patient  A sensitively crafted intake assessment can be a powerful therapeutic tool. It can establish rapport between patient and therapist, further the therapeutic alliance, alleviate anxiety, provide reassurance, and facilitate the flow of information necessary for an accurate diagnosis and appropriate treatment plan.  —Pamela Bjorklund, clinical psychologist  Whether you are treating patients for physical ailments or clients for mental health issues, the assessment process is an inextricable part of health care. To properly diagnose clients and develop treatment plans, you must have a strong foundation in assessment. This includes a working knowledge of assessments that are available to aid in diagnosis, how to use these assessments, and how to select the most appropriate assessment based on a client’s presentation.  This week, as you explore assessment and diagnosis of patients in mental health settings, you examine assessment tools, including their psychometric properties and appropriate uses. You also familiarize yourself with the DSM-5 classification system.  Reference: Bjorklund, P. (2013). Assessment and diagnosis. In K. Wheeler (Ed.), Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.) (pp. 95–168). Springer Publishing Company.  Learning Objectives  Students will:  •  Evaluate elements of the psychiatric interview, history, and examination  •  Analyze psychometric properties of psychiatric rating scales  • Justify appropriate use of psychiatric rating scales in advanced practice nursing  Learning Resources  Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer.  • Chapter 34, Writing Up the Results of the Interview  Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.     • Chapter 5, Examination and Diagnosis of the Psychiatric Patient  • Chapter 6, Classification in Psychiatry  • Chapter 31, Child Psychiatry (Sections 31.1 and 31.2 only)  American Academy of Child and Adolescent Psychiatry (1995). Practice parameters for the assessment and treatment of children and adolescents.  American Psychiatric Association. (2016). Practice guidelines for the psychiatric evaluation of adults (3rd ed.).  Sadock, B. J., Sadock, V. A., & Ruiz, P. (2017). Classification in psychiatry. In Kaplan and Sadock’s Concise Textbook of Clinical Psychiatry (4th ed., pp. 1–8). Wolters Kluwer.  Sadock, B. J., Sadock, V. A., & Ruiz, P. (2017). Psychiatric interview, history, and mental status examination. In Kaplan and Sadock’s Concise Textbook of Clinical Psychiatry (4th ed., pp. 9–15). Wolters Kluwer.  Sadock, B. J., Sadock, V. A., & Ruiz, P. (2017). Medical assessment and laboratory testing in psychiatry. In Kaplan and Sadock’s Concise Textbook of Clinical Psychiatry (4th ed., pp. 16–21). Wolters Kluwer.     Required Media (click to expand/reduce)   Getting Started With the DSM-5  This is not unlike what has occurred in the process of classifying mental disorders. A system that provides enough specificity to appropriately classify a large variety of mental disorders while also attempting to include all of the possible symptoms, many of which can change over time, is a daunting task when used by a variety of specialists, doctors, and other professionals with varied experience, cultures, expertise, and beliefs. The DSM has undergone many transformations since it was first published in 1952. Many of these changes occurred because the uses for the DSM changed. However, the greatest changes began with the use of extensive empirical research to guide the creation of the classification system and its continued revisions.  In order to assess and diagnose patients, you must learn to use the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, usually abbreviated as the DSM-5, to render a diagnosis. In this second week of the course, you will examine how DSM-5 is organized and how clinicians use it to render diagnoses.   Review the Learning Resources this week, with special emphasis on viewing the Diagnostic Criteria video. This video explains the purpose and organization of the DSM-5 classification system, the purpose of the ICD-10 coding system, their relationship to one another, and the importance to the PMHNP role.   Discussion: The Psychiatric Evaluation and Evidence-Based Rating Scales  Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy.  To Prepare:  • Review this week’s Learning Resources and reflect on the insights they provide regarding psychiatric assessment and diagnosis.  • Consider the elements of the psychiatric interview, history, and examination.  • Consider the assessment tool assigned to you by the Course Instructor.  By Day 3 of Week 2  Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important. Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioner’s psychiatric assessment. Support your approach with evidence-based literature.