Week 5: Anxiety Disorders, Obsessive Compulsive and Related Disorders

Week 5: Anxiety Disorders, Obsessive Compulsive and Related Disorders, and Cultural Idioms of Illness

Week 5: Anxiety Disorders, Obsessive Compulsive and Related Disorders

6090 Week 5 Discussion

Anxiety disorders and obsessive-compulsive disorders (OCD) have a devastating impact on an individual’s ability to live, work, and conduct relationships. These disorders are often harder to identify than other conditions. Difficulty in diagnosis is compounded by the fact that expressions of anxiety differ widely from culture to culture. Anxiety is often co-occurring with depression and with OCD, as well as with trauma disorders. The boundaries between these illnesses can be blurred.

This week you examine those boundaries by analyzing a case from the anxiety and OCD spectrums. You also consider cultural idioms and the cultural formulation interview (CFI) of the DSM-5. The CFI is designed to help a social worker adapt diagnosis and treatment both to cultural variations and to the individual experience of a person within that culture. Given that anxiety may manifest in diverse ways due to cultural influences, you practice using the CFI to guide treatment conceptualization for anxiety.

Learning Objectives

Students will:

· Analyze a case study focused on an anxiety disorder utilizing steps of differential diagnosis

· Recommend an intervention for treating anxiety disorder

· Role-play a client interaction to complete a Cultural Formulation Interview

· Analyze cultural variables in mental health treatment planning

Learning Resources

Required Readings

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

· Chapter 12, “Diagnosing Anxiety, Fear, Obsessions and Worry” (pp. 167–184)

American Psychiatric Association. (2013a). Anxiety disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm05

American Psychiatric Association. (2013l). Obsessive compulsive and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm06

American Psychiatric Association. (2013d). Cultural formulation. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.CulturalFormulation

Diáz, E., Añez, L. M., Silva, M., Paris, M., & Davidson, L. (2017). Using the cultural formulation interview to build culturally sensitive services. Psychiatric Services, 68(2), 112–114. doi:10.1176/appi.ps.201600440

Document: How to Record in Collaborate Ultra (PDF)

Required Media

TEDx Talks. (2015, May 29). Living with #OCD | Samantha Pena | TEDxYouth@TCS [Video file]. Retrieved from /orders/www.youtube.com/watch?v=btO3kE2RrEY&feature=youtu.be

TEDx Talks. (2016a, October 11). My hidden OCD exposed | Anne Swanson | TEDxVermilionStreet [Video file]. Retrieved from /orders/www.youtube.com/watch?v=A3f4Gf5Q_2w

Optional Resources

American Psychiatric Association. (2013i). Glossary of cultural concepts of distress. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.GlossaryofCulturalConceptsofDistress

Dominguez, M. L. (2017). LGBTQIA people of color: Utilizing the cultural psychology model as a guide for the mental health assessment and treatment of patients with diverse identities. Journal of Gay & Lesbian Mental Health, 21(3), 203–220. doi:10.1080/19359705.2017.1320755

Document: Suggested Further Reading for SOCW 6090 (PDF)

Note: This is the same document introduced in Week 1.

Discussion: Diagnosis of Anxiety and Obsessive Compulsive and Related Disorders

Social workers take particular care when diagnosing anxiety due to its similarity to other conditions. In this Discussion, you carefully assess a client with anxiety disorder using the steps of differential diagnosis. You also recommend an intervention for treating the disorder.

To prepare: Read the Nahla case study. Review the decision trees for anxiety and OCD in the Morrison (2014) text and the podcasts on anxiety. Then access the Walden Library and research interventions for anxiety.

Provide a discussion Post of at least 500-words which you address the following topics, content, and headings:

· Provide the full DSM-5 diagnosis for the client. 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 be a focus of clinical attention).  Keep in mind a diagnosis covers the most recent 12 months.

· Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.

· Discuss other disorders you considered for this diagnosis and eliminated (the differential diagnoses).

· Describe an evidence-based assessment scale that would assist in ongoing validation of your diagnosis.

· Recommend a specific intervention and explain why this intervention may be effective in treating the client. Support your recommendation with scholarly references and resources.

Note:  You do not need to include an APA reference to the DSM-5 in your response. However, your response should clearly be informed by the DSM-5, demonstrating an understanding of the risks and benefits of treatment to the client. You do need to include an APA reference for the assessment tool and any other resources you use to support your response.

CASE PRESENTATION – NAHL

INTAKE DATE: May 2019

IDENTIFYING/DEMOGRAPHIC DATA: Nahla is a 29-years-old, single, heterosexual, African American female. Nahla lives with her boyfriend, Dion, of 4 years. She wants to get married, but her boyfriend does not believe he is ready yet since he is three years younger than her. Nahla is a Certified Public Accountant, who loves her job. Dion is a manager for a gym franchise.

CHIEF COMPLAINT/PRESENTING PROBLEM: “My job is flexible, and I can work from home often but lately my focus has been in other areas and I just have trouble getting to work”

HISTORY OF PRESENT ILLNESS: Nahla concerns herself about many things, which is not new to her and she finds that by scrubbing her home clean is her best therapy to ease her concerns. Nahla reports that germs have been a regular concern of hers since adolescence, when she learned in health classes about the risks of serious diseases including sexual transmittable disease. There are times when she looks at the house and it triggers her and within minutes, she has intense discomfort feeling dizzy, sweating, feels nauseous, and trouble breathing. She is able to calm herself down in a few minutes. Nahla presented with meticulous grooming. She is challenged by her time management sometimes, when she finds herself scrubbing the house clean daily. This worries her in case she gets a visitor, and the house is not in order as she would like it. She sometimes has arguments with Dion to help more around the house. The amount of time it takes to scrub the house clean delays her daily schedule.

PAST PSYCHIATRIC HISTORY: Nahla has never been for therapy before and decided to attend now because her life seems to be spinning out of control. She has always been organized and liked a clean home, for as long as she can remember. Dion is not as invested in that. She remembers always keeping her room clean as a teen which was very different than her friends. She remembers sometimes going to friends’ homes that had messy rooms. She would get dizzy and nauseous at their homes also when she saw that. There was a time that she actually was so concerned about getting dizzy and throwing up that she stopped visiting friends for months and would only meet them in public areas.

SUBSTANCE USE HISTORY: Nahla reports drinking socially. She tried marijuana in college several times but did not like it. She denies any other drug use

PAST MEDICAL HISTORY: Nahla had the usual childhood illnesses but has not had any severe illnesses in adulthood.

FAMILY MEDICAL AND PSYCHIATRIC HISTORY: Nahla shared that when she was 2 years old her mother died from cancer. She denies any psychiatric history in the family although she does not know her mothers’ family very well.

CURRENT FAMILY ISSUES AND DYNAMICS: Nahla shared that she was raised in the military; her father is an army officer. Nahla’s father remarried and she gets along well with her stepmother. She has two half-brothers from that union. She has travelled all over the world living on military bases mostly. She has a very close relationship with her father. She knows they were raised in the “military” fashion but believes it has benefitted her over the years.

MENTAL STATUS EXAM: Nahla is oriented to time, place, and person. She is professionally dressed, and her stated age. She presents with some anxiety in the interview. Motor activity is appropriate. Speech is clear. There is no evidence of delusions or hallucinations. Nahla intelligence appears above average.

RE: SOCW6090 – Discussion – Diagnosis of Anxiety and Obsessive Compulsive and Related Disorders (WK5)

Social workers take particular care when diagnosing anxiety due to its similarity to other conditions. In this Discussion, you carefully assess a client with anxiety disorder using the steps of differential diagnosis. You also recommend an intervention for treating the disorder.

To prepare: Read “The Case of Emily P.” Review the decision trees for anxiety and OCD in the Morrison (2014) text and the podcasts on anxiety. Then access the Walden Library and research interventions for anxiety.

Post a 300- to 500-word response in which you address the following: (Be very detailed in response, Use sub-headings and use 3 peer reviewed references)

• Explain your own diagnostic decision tree with a brief rationale for any elimination of close differentials for the case of Emily.
• Provide the full DSM-5 diagnosis for Emily. 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 be a focus of clinical attention).
• Describe an evidence-based assessment scale that would assist in ongoing validation of your diagnosis.
• Recommend a specific intervention and explain why this intervention may be effective in treating Emily. Support your recommendation with references to scholarly resources.

Note: You do not need to include an APA reference to the DSM-5 in your response. However, your response should clearly be informed by the DSM-5, demonstrating an understanding of the risks and benefits of treatment to the client. You do need to include an APA reference for the assessment tool and any other resources you use to support your response.

References

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

• Chapter 12, “Diagnosing Anxiety, Fear, Obsessions and Worry” (pp. 167–184)

Piancentini, J., Bergman, L., Chang, S., Langley, A., Peris, T., Wood, J. J., & McCraken, J. (2012, February). A new OCD intervention combines individual Exposure-Based CBT and family intervention. Clinician’s Research Digest, p. 4. /orders/doi-org.ezp.waldenulibrary.org/10.1037/e53…

Sarris, J. Complementary medicine, self-help, and lifestyle interventions for Obsessive Compulsive Disorder (OCD) and the OCD spectrum: A systematic review (the reference needs to be completed)

ADDITIONAL INSTRUCTIONS FOR THE CLASS

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – Week 5: Anxiety Disorders, Obsessive Compulsive and Related Disorders, and Cultural Idioms of Illness

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

• 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.

• Guarantee

  

• Zero Plagiarism
• On-time delivery
• A-Grade Papers
• Free Revision
• 24/7 Support
• 100% Confidentiality
• Professional Writers

• Services Offered

• Custom paper writing
• Question and answers
• Essay paper writing
• Editing and proofreading
• Plagiarism removal services
• Multiple answer questions

We will process your orders through multiple stages and checks to ensure that what we are delivering to you, in the end, is something that is precise as you envisioned it. All of our essay writing service products are 100% original, ensuring that there is no plagiarism in them. The sources are well-researched and cited so it is interesting. Our goal is to help as many students as possible with their assignments, i.e. our prices are affordable and services premium.

Looking for a Similar Assignment? Order a custom-written, plagiarism-free paper