| Course | NURS 751 Neurobiology and Differential Diagnosis of Mental Disorders (NURS751) |
|---|---|
| Module/Week | 7 |
| Assignment | WebEx Class Presentation 3 on Conduct Disorder With Limited Prosocial Emotions |
| Paper type | Five-slide presentation with speaker notes to lead a ten-minute class discussion (at least 2 peer-reviewed references) |
| Length | about 769 words, 3 double-spaced pages plus title page and references. Course guide: a five-slide PowerPoint presentation to lead a short WebEx discussion on the assigned topic, 10 minutes plus 2 to 3 minutes for questions, with at least 2 peer-reviewed or evidence-based references |
| Format | APA 7 student paper |
| Points | 100 |
| School | Liberty University Online |
| Program | DNP |
| Where it sits | Module/Week 7 in Liberty's published NURS 751 course guide; current sections can differ |
| Updated | October 2026 |
Free sample paper for NURS 751 Week 7
Not Sorry, Not Scared: Conduct Disorder With Limited Prosocial Emotions, a Five-Slide Discussion on Assessment and Treatment
[Student Name]
School of Nursing, Liberty University
NURS 751: Neurobiology and Differential Diagnosis of Mental Disorders
WebEx Class Presentation 3
[Instructor Name]
[Date]
Slide text and speaker notes for a ten-minute group presentation; the adolescent on slide 1 is a composite, and the diagnostic manual and studies cited are real.
Not Sorry, Not Scared: Conduct Disorder With Limited Prosocial Emotions, a Five-Slide Discussion on Assessment and Treatment
Slide 1: A Shrug After a Broken Wrist
- 13-year-old referred after pushing a classmate down the stairs
- Classmate's wrist broken; patient says, "He was in my way"
- Two years of lying, theft and fights; suspended three times
- No visible distress, guilt or concern about consequences
Speaker notes: Our topic is conduct disorder with limited prosocial emotions. This composite boy has a long history of conduct problems, but what worries his school counselor most is not the behavior. It is that he did not seem to care. He showed no guilt, said the classmate deserved it and was not bothered by the suspension. Keep him in mind as we ask what this pattern means and what to do about it. His mother, by contrast, is frightened and exhausted, and she has already tried taking away his phone, grounding him and calling the police once. None of it changed anything, which is part of why she came.
Slide 2: The Specifier
- At least two of four, for 12 months, in more than one relationship or setting:
- Lack of remorse or guilt
- Callous lack of empathy
- Unconcerned about performance
- Shallow or deficient affect
Speaker notes: The DSM-5 added the specifier "with limited prosocial emotions" to conduct disorder (American Psychiatric Association, 2013). It requires at least two of the four features shown, displayed persistently over at least twelve months and in more than one relationship or setting, and reflecting the child's typical pattern, not occasional moments. The specifier identifies a subgroup with more severe and aggressive conduct problems. It is not a separate diagnosis, and it describes traits, not a fixed character.
Slide 3: Why These Youth Are Different
- More severe, more aggressive conduct problems
- Aggression may be planned, not only reactive
- Cognitive control may be less impaired, not more
Speaker notes: Youth with the specifier tend to show more severe aggression and conduct problems than others with the diagnosis (Goetz et al., 2024). A meta-analysis of 22 studies on neuropsychological tasks found that among youths with conduct problems, higher callous-unemotional traits were linked to less impaired cognitive control, a small effect of r = .112 (Pauli-Pott et al., 2025). In plain terms, these children are not necessarily more impulsive; their aggression can be more planned. That has practical meaning. A child who is not anxious about consequences gains little from a plan built on them, which is why treatment for these youth leans on warm parenting and rewards for prosocial behavior, the psychosocial approach reviewed on our last slide. The child who does not fear consequences is not the child to build a behavior plan around consequences.
Slide 4: Assessment
- Multiple informants: parent, teacher, youth
- Rating scales for screening
- Clinical Assessment of Prosocial Emotions for diagnosis
- Rule out ADHD, trauma, depression, substance use, autism
Speaker notes: Callous traits are easy to misjudge in a single interview, since a defensive or depressed adolescent can look unconcerned. The Clinical Assessment of Prosocial Emotions is a clinician-administered tool that scores the four specifier features through structured professional judgment. In a clinic sample of children aged 6 to 17, it showed strong interrater reliability, its scores were associated with conduct problems and aggression even after accounting for rating scales of callous traits, and children with the specifier had more severe conduct problems and aggression (Goetz et al., 2024). Assessment should also look for co-occurring ADHD, trauma, depression and substance use, which change treatment. For our boy, the teacher's report matters as much as the parents', because the specifier requires the pattern to appear in more than one setting, and a child who is cold at home but caring with a coach or a grandparent may not meet it.
Slide 5: Treatment and Discussion
- Psychosocial first: parent training emphasizing warmth and reward
- Start early; traits can change
- Medication: limited evidence; target ADHD, aggression, emotional reactivity
- Discussion: What would you tell this boy's parents? Would you prescribe? How do we avoid labeling him?
Speaker notes: A review of conduct disorder treatment concludes that psychosocial interventions are the first option and may improve callous-unemotional traits and emotional dysregulation, especially when started early, while pharmacological options are supported only by limited, low-quality studies; second-generation antipsychotics, mood stabilizers and stimulants are used for specific targets such as aggression and emotional reactivity, and stimulants have a role when ADHD is present (Masi et al., 2023). For our boy, that means referring the family for parent training that builds warmth and rewards prosocial behavior, screening for ADHD and avoiding a plan built only on punishment. We would also ask the school to involve him in structured roles where he earns recognition, because recognition and reward give the adults around him something to offer besides warnings. Now we would like to hear your answers to the three questions on the slide.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
Goetz, C. M., Miller, T. A., & Frick, P. J. (2024). The Clinical Assessment of Prosocial Emotions (CAPE): Initial tests of reliability and validity in a clinic-referred sample of children and adolescents. Psychological Assessment, 36(8), 452-461. https://doi.org/10.1037/pas0001320
Masi, G., Carucci, S., Muratori, P., Balia, C., Sesso, G., & Milone, A. (2023). Contemporary diagnosis and treatment of conduct disorder in youth. Expert Review of Neurotherapeutics, 23(12), 1277-1296. https://doi.org/10.1080/14737175.2023.2271169
Pauli-Pott, U., Sens, L., & Pott, C. (2025). Association between callous unemotional traits cognitive control performance and reward sensitivity in youths with conduct problems: A systematic review and meta-analysis. Neuroscience and Biobehavioral Reviews, 174, Article 106211. https://doi.org/10.1016/j.neubiorev.2025.106211
What the NURS 751 Week 7 instructions ask
WebEx Class Presentation 3 is due in Module/Week 7 of NURS 751, the week devoted to externalizing disorders of childhood and youth, with DSM-5 readings on disruptive, impulse-control and conduct disorders. As with the earlier presentations, the group prepares five PowerPoint slides on its assigned topic and leads a WebEx discussion lasting about ten minutes, with two to three minutes for questions. Two or more sources must be peer-reviewed or otherwise evidence-based. Because classmates have now seen two rounds of presentations, this one should be sharper: one clinical question, one case and a discussion that asks classmates to make a decision.
How this NURS 751 Week 7 example is built
The opening slide presents a composite 13-year-old referred after breaking a classmate's wrist and shrugging when asked about it. The second slide sets out the four features of the limited prosocial emotions specifier and the twelve-month, multiple-setting requirement. The third explains how these youth differ from other children with conduct problems, including cognitive and reward-processing findings. The fourth covers assessment, with a clinician-administered tool and information from several informants. The fifth covers treatment and ends with discussion questions. Each slide holds three to five short lines, and the speaker notes carry the teaching, the citations and the details a classmate would need to act on the case.
NURS 751 Week 7 grading rubric: where the points go
The third presentation is usually judged on the same elements as the first two: accurate and focused content on the assigned externalizing topic, fitting the material into five slides and ten minutes, drawing on two or more research-based sources, posing questions that make classmates apply what they heard, and delivering it smoothly as a team. By this point instructors also expect the group to anticipate questions, such as whether diagnosing a child with callous traits is stigmatizing, and to have an answer ready. Evidence that challenges common assumptions, presented clearly, tends to produce the best discussion, and a closing slide that returns to the opening case shows the group kept one thread from start to finish.
NURS 751 Week 7 help: mistakes that cost points
Presentations on conduct disorder often turn into lists of antisocial behaviors and end with a slide on medication, which misses what the specifier adds. Focus on the clinical question the specifier answers, which children need a different approach and why, and give classmates a case they can argue about. Be careful with language: describe traits and behaviors rather than calling a child callous or a future psychopath. Cite the DSM-5 for the criteria and recent studies for assessment and treatment, and keep numbers on the slides to the few that matter. Plan who will field questions on medication, since classmates almost always ask whether there is a pill for this, and the honest answer needs to be ready.
Related NURS 751 sample papers
Other NURS 751 weeks
- NURS 751 Week 1: Neuro Workshop Paper
- NURS 751 Week 2: Symptom Analysis Evaluation 1
- NURS 751 Week 3: WebEx Class Presentation 1
- NURS 751 Week 4: Symptom Analysis Evaluation 2
- NURS 751 Week 6: Evidence-Based Article Review
More DNP sample papers
- NURS 718 Week 7: HMIS Project Part 2: Planning
- NURS 721 Week 7: Group Electronic Presentation
- NURS 732 Week 7: Quality Improvement Plan: Part II
- NURS 750 Week 7: Servant Leadership Paper
NURS 751 Week 7 questions, answered
What is NURS 751 WebEx Class Presentation 3?
The third and final group presentation of NURS 751, worth 100 points in Module/Week 7: five slides that open a short online discussion of disruptive and conduct problems in children and teens.
Where can I find a free NURS 751 Week 7 sample paper?
This page carries the complete NURS 751 Week 7 presentation on conduct disorder with limited prosocial emotions, with all five slides, the notes spoken over them and the source list, free to read.
What is the limited prosocial emotions specifier?
A DSM-5 specifier for conduct disorder requiring at least two of four features, lack of remorse or guilt, callous lack of empathy, unconcern about performance and shallow affect, for twelve months across settings.
How are callous-unemotional traits assessed?
Through several informants and settings, using rating scales and clinician tools such as the Clinical Assessment of Prosocial Emotions, which uses structured professional judgment to score the four specifier features.
How is conduct disorder with callous-unemotional traits treated?
Psychosocial treatment comes first, especially parent training that emphasizes warmth and reward; medication has limited, low-quality support and is aimed at specific targets such as ADHD or aggression.
Use it as a model, or ask for your own
This paper is an original model written by our desk for study. It is not a submitted student paper and not an official Liberty University document. Read it for structure and reasoning, then write your own to the instructions in your Canvas course. If you want a version built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
Ask for a custom NURS 751 Week 7 sample · All NURS 751 weeks · All courses