SOCW 6090 Week 10 - Assignment: Final Project

SOCW 6090 Week 10 – Assignment: Final Project

Assignment: Final Project

The sign of an effective clinician is the ability to identify the criteria that distinguish the diagnosis from any other possibility (otherwise known as a differential diagnosis). An ambiguous clinical diagnosis can lead to a faulty course of treatment and hurt the client more than it helps. In this Assignment, using the DSM-5 and all of the skills you have acquired to date, you assess a client.

This is a culmination of learning from all the weeks covered so far.

To prepare: Use a differential diagnosis process and analysis of the Mental Status Exam in the case of Sandra to determine if the case meets the criteria for a clinical diagnosis.

Submit a 1000-word paper in which you:

· Provide the full DSM-5 diagnosis. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may need clinical attention).

· Explain the full diagnosis, matching the symptoms of the case to the criteria for any diagnoses used.

· Identify 3 of the close differentials that you considered for the case and have ruled out. Concisely explain why these conditions were considered but eliminated.

· Identify the assessments you recommend to validate treatment. Explain the rationale behind choosing the assessment instruments to support, clarify, or track treatment progress for the diagnosis.

· Explain your recommendations for initial resources and treatment. Use scholarly resources to support your evidence-based treatment recommendations.

· Explain how you took cultural factors and diversity into account when making the assessment and recommending interventions.

· Identify client strengths, and explain how you would utilize strengths throughout treatment.

· Identify specific knowledge or skills you would need to obtain to effectively treat this client, and provide a plan on how you will do so.

To submit your completed Assignment for review and grading, do the following:

– Master Degree Level

– Ultra-High Quality

APA

Must be Original Work and contain at least 4 references and citations. Must reference the following:

Morrison, J. (2014). Diagnosis made easier (2nd ed.). New York, NY: Guilford Press.

Chapter 15, “Diagnosing Substance Misuse and Other Addictions” (pp. 238–250)

American Psychiatric Association. (2013r). Substance related and addictive disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm16

Capuzzi, D., & Stauffer, M. D. (2016). Foundations of addictions counseling (3rd ed.). New York, NY: Pearson Education, Inc.

Substance Abuse and Mental Health Service Administration (SMHSA). /orders/www.samhsa.gov/

CASE SANDRA

INTAKE DATE: July 2020

PRESENTING PROBLEM:

Patient was brought to counseling by her mother. Following an argument with her parents, she threatened to cut her wrist. Prior to this threat, Sandra’s mother says she started screaming and became very angry with her after discussing her eating habits.

PSYCHOLOGICAL DATA:

Sandra is a 14-year-old white female who resides in Pennsylvania with her parents and older sister. She appears to be of average intelligence as she was able to respond to numerous questions in an articulate and intelligent manner. She was well versed about world history and current affairs. Her mother confirms that she has always done pretty well in school, maintaining a “B,” average, although IQ testing indicates she could do better. She has always been somewhat of a perfectionist and likes to do well, and studies hard to get good results. Sandra participates in various school activities (e.g. chorus, school newspaper). Sandra is quite shy and reserved in character but is generally well-liked by people.

She started going out with a boy from her class and feels very happy. After a few weeks, her boyfriend dumped her and begin going out with her best friend. Sandra feels an overwhelming sense of betrayal and hurt, and tried to talk to her family about it, who tells her “there are plenty more fish in the sea,” and not to worry about it. Sandra feels ashamed and embarrassed of her feelings and very alone. Not only has she lost her boyfriend but also her best friend, and no one around her seems to understand the severity of what she is going through. To Sandra, whose life as a teenager revolves heavily around her friends, she feels she has lost everything.

In order to cope and distract herself, she plunged herself into her studies, though her concentration is off. She began eating less since she loses her appetite quickly, and within a few weeks people started commenting on how fantastic she looks with her weight loss. She went to a party one night in a tight fitted dress and received a large amount of attention from the boys. In a very difficult and painful time, Sandra finally finds she was praised for something, and began to more consciously restrict her food intake to ensure that she continues to lose weight and feel good about herself. At times, Sandra finds herself eating more than she wants and goes into the bathroom and induces vomiting to rid herself of the extra calories. She has done this about 3 times over the past several months.

MEDICAL HISTORY:

Sandra had a complete physical by her doctor in June 2020. The doctor identified that Sandra was thin but remained in her weight range for her age. He also confirmed that she continued to have her menses. She denied any dieting or fasting to the doctor.

More recently Sandra’s family began to worry about her, as she did not want to eat evening meals with them. Sandra’s friends also comment on how thin she is getting and jokingly put her on the scale. Sandra still maintained a weight within her height and body frame. Sandra sees this as a positive thing, believing it is praise and attention from others, but she has become completely obsessed with food. She goes to bed at night counting the calories she has had in the day, and rigidly planning what she will eat the next day.

SUBSTANCE ABUSE HISTORY:

Sandra denies any drug or alcohol use. She states “I could do drugs if I wanted to. I don’t want to because it’s dumb.”

PSYCHIATRIC HISTORY:

Sandra denies any psychiatric history.

MENTAL STATUS:

Sandra was casually dressed. She was in a lively manner with good eye contact and the conversation flowed freely. Thought and speech patterns were clear. Affect was appropriate. She was oriented in three spheres. Sandra denies feeling depressed, anxious, or suicidal, although this was not a strong denial. When questioned about her family’s concern of her eating habits, she suddenly became quiet, teary eyed, lowered her head, and responded “you don’t understand it, I don’t want to hurt myself, there is nothing wrong.”

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. SOCW 6090 Week 10 – Assignment: Final Project