04 Jan Discussion: Diagnostic Labels as Powerful Communications response to 2 colleagues

SOCIAL WORK

SOCW 6090 – PSYCHOPATHOLOGY AND DAIGNOSIS FOR SOCIAL WORK PRACTICE

Discussion: Diagnostic Labels as Powerful Communications response to 2 colleagues

 

 

By Day 6 (Note!!! PLEASE WRITE OUT EACH QUESTION BEFORE PROVIDING A RESPONSE. “Please I need an excellent paper”

 

Respond to at least two colleagues (see below)who had a different position than your own in the following way:

• Explain why you agree or disagree with whether the client meets diagnostic criteria and should be told about a “tentative” diagnosis, approach to diagnosis, or impact of diagnosis.

• Explain how the social worker could have worked with a supervisor to make an initial diagnosis.

 

Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references both within the text and on the referencing section. PLEASE ALWAYS INCLUDE THE REQIRED TEXTBOOK as part of the references and if possible some of the REQUIRED READING if applicable. Please always start by referring to THE TEXTBOOK, below

REQUIRED TEXTBOOK

Diagnostic and Statistical Manual of Mental Disorders: DSM-5 5TH 13

Author: American Psychiatric Association

ISBN-13: 978-0-89042-555-8

ISBN-10: 0-89042-555-8

Edition/Copyright: 5TH 13

Publisher: American Psychiatric Press Inc.

 

 

 

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Learning Resources

Required Readings

 

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

 

 

Barsky, A. (2015). DSM-5 and the ethics of diagnosis. The New Social Worker. Retrieved from https://www.socialworker.com/feature-articles/ethics-articles/dsm-5-and-ethics-of-diagnosis/

 

Neukrug, E. S., & Fawcett, R. C. (2015). Diagnosis in the assessment process. In E. S. Neukrug & R. C. Fawcett, Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (3rd ed., pp. 43–58). Stamford, CT: Cengage Learning.

Neukrug, E. S., & Fawcett, R. C. (2015). Diagnosis in the assessment process. In E. S. Neukrug & R. C. Fawcett, Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (3rd ed., pp. 43–58). Stamford, CT: Cengage Learning.

 

 

 

Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press

 

• Chapter 6, “Dimensionality” (pp 84–101)

 

Document: How to Write a Diagnosis According to the DSM-5 (PDF)

 

Required Media

Accessible player

Laureate Education (Producer). (2018d). Impact of the DSM-5: Organization, Develpment, Strengths and Limitations [Audio podcast]. Baltimore, MD: Author.

 

University at Buffalo School of Social Work (Producer). (2014). Episode 139—Dr. Robert Keefe and Dr. Barbara Rittner: The Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders: A conversation [Audio podcast]. Retrieved from http://www.insocialwork.org/episode.asp?ep=139

 

Singer, J. B. (Producer). (2016, January 25). Critiques of the DSM-5: Interview with Jeffery Lacasse, Ph.D. [Audio podcast]. Retrieved from http://www.socialworkpodcast.com/2016/01/DSM5critique.html/p>

 

Optional Resources

 

American Psychiatric Association. (2013o). Preface. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.x00preface

 

 

American Psychiatric Association. (2013t). Use of the manual. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.UseofDSM5

 

 

Lasalvia, A. (2015). DSM-5 two years later: Facts, myths and some key open issues. Epidemiology and Psychiatric Sciences, 24(3), 185–187. doi:10.1017/S2045796015000256

 

 

Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press

 

• Chapter 3, “How Diagnostic Manuals Are Made” (pp. 33–55)

 

Wakefield, J. C. (2013b). DSM-5: An overview of changes and controversies. Clinical Social Work Journal, 41(2), 139–154. doi:10.1007/s10615-013-0445-2

 

 

Document: Suggested Further Reading for SOCW 6090 (PDF)

 

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

 

 

Brittany Schrodt

Diagnostic Labels as Powerful Communications

COLLAPSE

Discussion

Red Flags

The characterization of a mental disorder is referred to as a syndrome. Mental disorders entail clinical disruption of an individual’s regulation of emotions. Regulation of cognitive state which intercedes cognitive functioning. American Psychiatric Association (2013) explains mental disorders are linked with significant distress in social occupational aspects. This tends to be conflicting with individuals and society. Provided Mrs. Evans experienced hearing voices, lack of proactive self-care within months, and concerns from commander and colleagues. These are key indicators to considered in order to suggest a mental disorder is prevalent. Another aspect to consider is the use of marijuana as a means of coping from voices. Paris (2015) explains there are custom criteria’s which need to be met such as symptoms that believed to be disabling. Because of this a thorough review of severity is determined which categorizes through scoring symptoms present within a patient.

Should the social worker have shared this suspected diagnosis?

The Social worker should have focused on strengths instead of problems and psycho pathologies. Although the social workers actions seem justifiable. According to Barsky (2015), explains taking a holistic assessment reviews spirituality, physical health, and coping abilities. This can be beneficial when conducting a treatment plan. It should be a joint effort amongst the client and professional. Giving a DSM 5 diagnosis can dis empower a client. Ideally educating the clients about the DSM 5 and diagnosing process.

Explain the potential impact of this diagnosis immediately and over time if the “tentative” diagnosis is a misdiagnoses.

The impact of this diagnosis over time Is worsen conditions due to lack of timely interventions. Tentative diagnosis can either be over diagnoses or under diagnosed. Consequences such as confusion, incorrect medication occurs. Reason being is because a client may assume a professional judgment of their condition is correct. Hillside (2019) explains depression and Bipolar disorder has the highest mental health diagnosis. It is either over diagnosed or under diagnosed. Patients aren’t able to differentiate issues amongst symptoms and diagnosis. Shame guilt and frustration may be experienced when issues aren’t resolved.

When may it be appropriate to use a provisional diagnosis?

A provisional diagnosis can be utilized when the criteria will be met for a disorder, but not enough information is available to make a firm diagnosis. According to the American Psychiatric: Diagnostic and statistical Manual of mental disorders (2013), another means to use a provisional diagnosis for differences on the diagnosis depends on the duration of an illness.

When would your diagnosis as other specified and unspecified disorders?

This is appropriate when a clinician/ professional need to communicate reason why criteria couldn’t be met within a specific category within a diagnostic class. There are factors to consider such as insufficient symptoms. It should be noted that differences amongst specified and unspecified creating the maximum flexibility for diagnosis. Once a professional determines clinical presentation the other specified diagnosis can be provided. It should be noted this is based solely on professional judgment.

References

Joel Paris. (2015). The Intelligent Clinician’s Guide to the DSM-5®: Vol. Second edition. Oxford University Press.

Barsky, Allen (2015), DSM-5 and the Ethics of Diagnosis. The New Social Worker. Retrieved from https://www.socialworker.com/feature-articles/ethics-articles/dsm-5-and-ethics-of-diagnosis/

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, (2013), Fifth Edition. Arlington, VA. American Psychiatric Association

 

 

Anna Noyes

Wk 2 Discussion Noyes A

COLLAPSE

Identify the symptoms or “red flags” in the case study that may be evaluated for a possible mental health disorder.

The American Psychiatric Association’s DSM-5 (2013) describes a mental disorder as a “syndrome characterized by clinically significant disturbance in an individual’s cognition, emotional regulation, or behavior that reflects a dysfunction disturbance the psychological, biological, or developmental processes”. For this reason, when a clinician seeks to evaluate a client for potential diagnosis the clinician consider the client as a whole. This means considering pscyhological, biological, social, environmental, and cultural factors that relate to that client.

In the context of the case study, Ms. Evans exhibited a variety of “red flags” that indicated that she should be evaluated for a mental health disorder. A decline in job performance, a frightened appearance, paranoia that the world is coming to an end shortly, and describing voices in her head all indicate that Ms. Evans is unwell. Ms. Evans has also self-diagnosed with depression, a family history of mental health disorders, and a positive drug screening for THC (Roberts & Trockel, 2015).

Should the social worker have shared this suspected diagnosis based on the limited assessment with Ms. Evans at this time?

I do not believe that the social worker should have shared the suspected diagnosis with Ms. Evans without a full psychosocial assessment. Considering Ms. Evans is already struggling with paranoia and delusions, jumping to conclusions without a full assessment and informing Ms. Evans has the potential to increase her paranoia and worsen her mental state. That is not to say that the social worker should keep Ms. Evans in the dark; after all, the NASW Code of Ethics (2017) is very clear that our clients have the right to self determination and we are to respect their choices regarding their treatment. If I were the social worker, I would have informed Ms. Evans that based on our interview, I would like to ask her further questions and then perform a full assessment for schizophrenia. If she then meets the diagnosis criteria outlined in the DSM-5 after that assessment, I would inform Ms. Evans of my diagnosis. It would be highly unethical of me to ask Ms. Evans to consent to treatment for any mental health disorder without ensuring that my client was aware of what condition she is being treated for. The code of ethics also addresses informed consent, which means that in order to abide by the NASW’s standards, we must make sure that our clients understand the purpose of any services they receive (NASW, 2017).

Explain the potential impact of this diagnosis immediately and over time if the “tentative” diagnosis is a misdiagnosis.

If the tentative diagnosis ends up being incorrect, it is likely that Ms. Evans will receive interventions that are neither appropriate nor effective. This is another reason that a full assessment should be done prior to revealing an official diagnosis. The NASW Code of Ethics (2017) not only holds us to a high standard of competence to avoid such misdiagnosis but also charges clinicians with minimizing the potential for harm to our clients. Misdiagnosis can also, according to Neukrug and Fawcett (2015), have an effect on the number of treatment sessions that insurance will pay for. To Ms. Evans personally, it may increase her paranoia and create distrust of mental health professionals. The client-clinician relationship of trust could erode and Ms. Evans may refuse to accept further treatment.

When may it be appropriate to use a provisional diagnosis?

Provisional diagnosis is helpful as a starting point but it may not always be wise to share with a client immediately without more information. It can be appropriate when a social worker feels certain the full criteria to diagnose will be met once more information is forthcoming (American Psychiatry Association, 2013). Essentially, it is an acceptable tool when the diagnosis seems obvious and clear to the clinician. It can also be used when the client is unable to provide all necessary information for a full diagnosis (lack of family history, severity, timeline of symptoms, etc).

When would you diagnosis as other specified and unspecified disorders?

A diagnosis of other specified and unspecified disorders is appropriate when a client does not meet the full criteria or the information to meet the full criteria is not available. A “other specified or unspecified disorders” diagnosis can be useful to get the client’s treatment covered by insurance until more information can be gathered.

References

American Psychiatric Association. (2013). Use of the Manual. In DIagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author

NASW. (2017). Code of Ethics. Retrieved from https://www.socialworkers.org/about/ethics/code-of-ethics/code-of-ethics-english

Neukrug, E. S., & Fawcett, R. C. (2015). Diagnosis in the assessment process. In E. S. Neukrug & R. C. Fawcett, Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologist (3rd ed., pp 43-58). Stamford, CT: Cengage Learning.

Roberts, L. W., & Trockel, M. (2015). Case example: Importance of refining a diagnostic hypothesis. In L. W. Roberts & A. K. Louie (Eds.), Study guide to DSM-5 (pp. 6–7). Arlington, VA: American Psychiatric Publishing.