For this Discussion, you continue to put your diagnostic skills into practice by rendering a diagnosis on a client, Ka-Sean, and receiving feedback from your peers. Remember, when developing a case conceptualization, it is important to consider issues of gender, culture, family, and other stressors that may impact treatment.
To prepare for the Discussion:
Review this week’s Learning Resources.
Review the example case of Caden from the Week 6 Learning Resources.
Review the case study of Ka-Sean found in Chapter 5 of Kress and Paylo (2019).
Please format your Case Conceptualization of Ka-Sean using the Case Conceptualization Guidance Template found in the Learning Resources and with the following headings:
Case Conceptualization
Educational/Academic Concerns (only considered for K-12 youth)
Diagnostic Impressions/DSM-5-TR Diagnosis
Rationale for Diagnostic Impressions
References
Here are some reminders:
Cite accordingly and include your references.
Use ICD 10 codes following by the name of the diagnosis from DSM 5-TR
Include relevant z codes and medication conditions (if relevant) and rule out any other diagnosis you might have considered.
When responding to you peers consider differential diagnosis issues, cultural and ethical considerations.
Thoroughly expand on other issues that may impact the treatment process.
I encourage you to include those disorders that you may need to assess further as ‘provisional’ or to be ‘ruled-out’ in formulating a comprehensive picture of the client and case.
REFERENCES:
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disordersLinks to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787
Section II, “Anxiety Disorders”
Section II, “Obsessive-Compulsive and Related Disorders”
Section II, “Trauma- and Stressor-Related Disorders”
Kress, V. E., & Paylo, M. J. (2019). Treating those with mental disorders: A comprehensive approach to case conceptualization and treatment (2nd ed.). New York, NY: Pearson.
Chapter 5, “Anxiety Disorders”
Chapter 6, “Obsessive-Compulsive and Related Disorders”
Alvarez, J. M., Saunders, R., Neubauer, E., & Brown, C. H. (2022). School counselors implementing a trauma-informed approach through evidence-based practicesLinks to an external site.. Professional School Counseling, 26(1), 1-8. https://doi.org/10.1177/2156759X221086742
Thompson, E. H., Robertson, P., Curtis, R., & Frick, M. H. (2012). Students with anxiety: Implications for professional school counselorsLinks to an external site.. Professional School Counseling, 16(4), 222-234. https://doi.org/10.1177/2156759X12016002S06Links to an external site.
Category: Diagnosis and Assessment
REQUIRED READING/ REFERENCES
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disordersLinks to an external site. (5th ed., text rev.). https://go.openathens.net/redirector/waldenu.edu?url=https://dsm.psychiatryonline.org/doi/book/10.1176/appi.books.9780890425787
Section II, “Feeding and Eating Disorders”
Section II, “Sexual Dysfunctions”
Section II, “Gender Dysphoria”
Section II, “Paraphilic Disorders”
Section II, “Sleep-Wake Disorders”
Kress, V. E., & Paylo, M. J. (2019). Treating those with mental disorders: A comprehensive approach to case conceptualization and treatment (2nd ed.). New York, NY: Pearson.
Chapter 11, “Feeding and Eating Disorders”
Chapter 15, “Sleep-Wake Disorders, Sexual Dysfunctions, Paraphilic Disorders, and Gender Dysphoria”
REQUIRED MEDIA/ REFERENCE
Walden University (Producer). (2020a). Completing a diagnostic conceptualization: The case of Devon [Interactive media]Links to an external site.. Walden University Canvas. https://waldenu.instructure.com.
The process of diagnosis is complex. Clients may come to their first counseling session needing to vent about multiple areas in their lives, and they may not necessarily know what they need to share with a counselor to get a diagnosis. Counselors must listen to the client to understand a full picture of what may be going on. If a client says that they are having a hard time dealing with family, difficulty in relationships, not eating regularly, or not sleeping, counselors must know how to listen and ask questions that can pull more information needed for an accurate diagnosis.
This week, you put your skills to practice by conceptualizing a client’s presenting concerns and rendering a diagnosis. You will review the case of Devon, found in this week’s Learning Resources. Based on the case information, along with the DSM-5-TR resources, you will evaluate Devon based on possible symptoms he presents to diagnose potential disorders.
To prepare for the Assignment:
Review this week’s Learning Resources.
Review the Case of Devon in this week’s Learning Resources.
Download the Diagnostic Conceptualization Template from the media.
Review the handout, Jane: Diagnostic Conceptualization Example, provided in Week 3 to review the appropriate information to include in each section of the Diagnostic Conceptualization Template.
Review the expectations in the Rubric.