Diagnostic Skill Application I

Unit 5 Assignment 1 

Diagnostic Skill Application I

For this assignment, you are provided with two case studies (linked in the Resources):

· The Case of Jenny:
Jenny is a 29-year old single female who lives with her mother. She is bi-sexual, but is not currently dating. Jenny was recently in a relationship with a man, and they lived together briefly. They parted amicably when they just did not seem to be enjoying being together. Jenny moved back in with her mother, Barbara, to allow her boyfriend to take in a roommate to cover her share of the rent. She works as a bank teller and makes a modest income. She felt moving back home would allow her to provide some financial help to her mother. Jenny’s mother raised her as a single parent. Jenny and Barbara have shared many ups and downs over the years. Things were never easy, but they always made it through. Barbara is becoming increasingly concerned that Jenny is giving up on life and needs to snap out of it.

· The Case of Marisol:
Marisol is a 40-year-old single female from a tight-knit Puerto Rican family. She is employed full time as a data analyst for a technology company. She has steadily progressed in her career by working for relatively small companies where her role allowed her to work relatively independently. Unfortunately, working for small organizations was less stable financially, so she has been working for a larger company for the past four years. Interacting with a larger work group has challenged her comfort zone. She prefers to spend time with a network of close friends she has known most of her life, with whom she visits one-on-one. Her family lives in the area, and she sees them frequently. Her parents and older brother have always provided a support system and practical help. She enjoys quiet evenings alone or at the home of her brother and his family. Her friends and family privately wonder why she has never dated or wanted to travel.

Download Unit 5 Assignment Template. Use it to complete your assignment.

Instructions

For each case study, you will complete a descriptive diagnosis using tools you select from the list of assessment tools provided later in the assignment. Each case requires the following information to be addressed:

· Identify presenting concerns from the client’s perspective as described in the video and accompanying narrative. Include relevant cultural and systemic considerations that frame the client’s presentation.

· Describe what information is still needed to make a differential diagnosis and evaluate how at least one assessment tool, which is listed in the List of Assessment Tools resource, will aid in obtaining that information. The Differential Diagnosis Decision Tree may be helpful to guide this process.

· Present DSM-5 and ICD-10 codes, including relevant V and Z codes.

· Provide a descriptive rationale for the DSM diagnosis that best fits the information provided including relevant ICD codes. This should be written in a narrative form using complete sentences. Support your rationale with scholarly sources. Optional readings found in the course syllabus may be particularly relevant.

· Determine if a medication consultation is appropriate and provide a rationale with support from scholarly sources.

List of Assessment Tools and Supporting Resources

· Beck, A. T., Epstein, N., Brown, G., & Steer, R. (1988). Beck Anxiety Inventory. Psyctests, doi:10.1037/t02025-000

o Bardhoshi, G., Duncan, K., & Erford, B. T. (2016). Psychometric meta‐analysis of the English version of the Beck Anxiety Inventory. Journal of Counseling & Development, 94(3), 356–373.

o Review this source to review how to interpret the Beck Anxiety Inventory.

· Derogatis, L. R. (1977). Symptom checklist-90–revised. Psyctests, doi:10.1037/t01210-000

o Grande, T. L., Newmeyer, M. D., Underwood, L. A., & Williams, C. R. (2014). Path analysis of the SCL-90-R: Exploring use in outpatient assessment. Measurement and Evaluation in Counseling and Development, 47(4), 271–290.

o Review this source to review how to interpret the SCL-90-R.

· Prevatt, F., Dehili, V., Taylor, N., & Marshall, D. (2015). Anxiety Symptom Checklist. Psyctests, doi:10.1037/t39906-000

· Beck Depression Inventory–II

o Erford, B. T., Johnson, E., & Bardoshi, G. (2016). Meta-analysis of the English version of the Beck Depression Inventory–Second edition. Measurement and Evaluation in Counseling and Development, 49(1), 3–33.

o This resource will help you use the Beck Depression Inventory-II if you access that assessment tool.

Submission Requirements

· Written communication: Written communication must be grammatically correct and free of errors that detract from the overall message. Writing should be consistent with graduate level scholarship.

· APA formatting: Title page, main body, and references should be formatted according to the current APA style and formatting.

· Number of resources: Minimum of six scholarly resources. Distinguished submissions typically exceed this minimum.

· Length of paper: 5–7 typed double-spaced pages. Abstract and Table of Content pages are not necessary.

· Font: Times New Roman, 12 point.

Turnitin

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Unit 5 Assignment Template.

[Unit and Assignment Title]

[Learner Name]

[COURSE NUMBER – NAME]

[Date]

[Professor Name]

 

Unit and Assignment Title

Review paper guidelines on page requirements and number of sources required.  Unless citing a classic work, aim to cite research articles and texts published within the past 5 years.  Optional articles in the course syllabus can be located by entering the title of the article in the search tool Summon found on the main page of the Capella Library. When you finish writing your paper, re-read it to check for errors and make sure your ideas flow well. A helpful tip is to read your paper aloud to yourself.  Please submit your papers to turnitin to avoid plagiarism and improve the originality in your writing. Also, remember as a Capella learner you have FREE access through iGuide to personal tutoring services with Smarthinking.com.

Presenting Concerns: Case of Jenny

Provide a summary of the most relevant symptoms that seem to be causing Jenny the most distress or danger because they deviate from normal and represent dysfunction. Include how these symptoms may have a biological or neurological basis. The Distinguished criterion is,

“Identifies the main symptoms observed in people who are experiencing psychological disorders and provides specific examples to support the explanation”.  This should be presented in full sentences formatted in a paragraph.

Differential Diagnosis: Case of Jenny

Summarize how you moved through the process of selecting the diagnoses that are possibilities that need to be considered. Use the appropriate decision tree from the

The Distinguished criterion is, “Identifies the methods used for differential diagnosis in two case studies including the application of a DSM decision tree”. This should be presented in full sentences formatted in a paragraph.

Symptom Checklists: Case of Jenny

You are encourage to consider the List of Assessment Tools at the end of this docment described in the optional articles listed. The Distinguished criterion is “Describes the application of specific symptom checklists appropriate to each case with clear connection to the differential diagnosis”.

Systemic Assessments: Case of Jenny

You are encouraged to select an assessment described in Hamilton and Carr (2016) assuming that Jenny presents for treatment with her mother. The Distinguished criterion is “Describe the application of specific assessments relevant to marriage, couple, and family counseling appropriate to each case supported by scholarly literature”.

DSM and ICD Diagnosis: Case of Jenny

Address the Distinguished criterion, “Applies the current DSM and ICD to the diagnosis of a focus client seen in family counseling and an additional family member, and providing support for diagnostic choices”.   List the code for both the current DSM and ICD. A chart listing ICD codes that correspond to DSM can be found at: . After you list the diagnosis and applicable V or Z codes that provide a context, explain how you came to decide the diagnosis is appropriate in a paragraph.

Medication Referral/Consultation: Case of Jenny

Address the Distinguished criterion, “Describes the role of psychopharmacological medications for appropriate medical referral and consultation and incorporates relevant examples”. Describe whether a referral for a medication consultation is appropriate for Jenny specifically. This should be presented in full sentences formatted in a paragraph citing scholarly sources.

Presenting Concerns: Case of Marisol

Provide a summary of the most relevant symptoms that seem to be causing Marisol the most distress or danger because they deviate from normal and represent dysfunction. Include how these symptoms may have a biological or neurological basis. The Distinguished criterion is,

“Identifies the main symptoms observed in people who are experiencing psychological disorders and provides specific examples to support the explanation”.  This should be presented in full sentences formatted in a paragraph.

Differential Diagnosis: Case of Marisol

Summarize how you moved through the process of selecting the diagnoses that are possibilities that need to be considered. Use the appropriate decision tree at from the Differential diagnosis by the trees: DSM-5 handbook of differential diagnosis. 

The Distinguished criterion is, “Identifies the methods used for differential diagnosis in two case studies including the application of a DSM decision tree”. This should be presented in full sentences formatted in a paragraph.

Symptom Checklists: Case of Marisol

You are encourage to consider the List of Assessment Tools at the end of this docment described in the optional articles listed. The Distinguished criterion is “Describes the application of specific symptom checklists appropriate to each case with clear connection to the differential diagnosis”.

Systemic Assessments: Case of Marisol

You are encouraged to select an assessment described in Hamilton and Carr (2016) assuming that Marisol presents for treatment with her brother and parents. The Distinguished criterion is “Describe the application of specific assessments relevant to marriage, couple, and family counseling appropriate to each case supported by scholarly literature”.

DSM and ICD Diagnosis: Case of Marisol

Address the Distinguished criterion, “Applies the current DSM and ICD to the diagnosis of a focus client seen in family counseling and an additional family member, and providing support for diagnostic choices”.   List the code for both the current DSM and ICD. A chart listing ICD codes that correspond to DSM can be found at the APA website listed in the assignment resources. After you list the diagnosis and applicable V or Z codes that provide a context, explain how you came to decide the diagnosis is appropriate in a paragraph.

Medication Referral/Consultation: Case of Marisol

Address the Distinguished criterion, “Describes the role of psychopharmacological medications for appropriate medical referral and consultation and incorporates relevant examples”. Describe whether a referral for a medication consultation is appropriate for Marisol specifically. This should be presented in full sentences formatted in a paragraph citing scholarly sources.
References

Hamilton, E., & Carr, A. (2016). Systematic review of Self‐Report family assessment measures. Family Process, 55(1), 16-30. doi:16)10.1111/famp.12200

NOTE:  Consult your APA manual for proper examples on citing and referencing APA style. The Capella

Writing Center also has helpful tutorials.

Unit 5 Discussion 1

Eating Disorder Diagnosis and Assessment

Review the following media (linked in the Resources):

· Case Study: Nancy

Based on the information in the case study, address the following questions using headings to match content in each bullet point:

· How would you incorporate the DSM-5 and the relational codes into the assessment phase with this couple or family?

· What other diagnostic or assessment processes would you use?

· How do larger systems impact the development of eating disorders? These systems might include sociocultural background, family of origin (that is, the family a person grew up in), current relationship dynamics, and the influence of the media.

Support your ideas with references to the course texts, articles from this learning unit, articles from the Optional Readings for Principles of Psychopathology list, or articles from peer-reviewed journals that you locate in the Capella University Library.

Response Guidelines

Respond to the initial discussion post of one other learner. What reactions do you have to the ideas the learner has presented? Include examples from your own experience to support your perspective, and raise questions to continue the dialogue.

Learning Components

This activity will help you achieve the following learning components:

· Identify presenting problems from a client’s perspective.

· Explore resources to aid in differential diagnosis.

· Explore assessment tools that collect information relevant to identifying systemic issues.

· Use language appropriate for a counseling professional.

· Cite and reference resources, giving appropriate credit for another’s work.

Resources

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include 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 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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 LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 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.

 

 

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include 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 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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 LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 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.