Developmental Psychopathology Case Study Essay

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Read the Case Study for “Johnny” and review/score the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Consider the following when reviewing the form:

  1. What information do you gather from the data in this instrument?
  2. What will you do next—based on the information from the Level 1 Measure?

Utilize the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 measure to differentiate between issues associated with typical childhood behaviors and clinically-significant psychiatric phenomena (psychopathology). Consider the following when differentiating between the issues:

  1. Based on your findings, would you assess that “Johnny” needs a formal referral to a pediatric psychiatrist/psychologist/counselor?

Assign the appropriate DSM diagnoses for “Johnny” in descending order, from the dominant, to the least dominant. Consider the following when assigning the DSM diagnosis:

  1. What diagnostic impression do you reach based on the information gathered about Johnny? What is your rationale for ruling-out other diagnoses?

Write a 500-750-word paper about Johnny and your findings. Include the following in your paper:

  1. The appropriate DSM diagnoses for “Johnny” in descending order, from the dominant, to the least dominant and rationale.
  2. An explanation regarding why other diagnoses were excluded and rationale.
  3. A discussion regarding if you would assess that “Johnny” needs a formal referral to a pediatric psychiatrist/psychologist/counselor and rationale for your choice.
  4. At least five scholarly references in addition to the textbook in your paper to substantiate your findings.

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DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 Johnny Child’s Name: _________________________________ 9 Age: ____ X Male  Female Sex:  Date:___________ MOTHER Relationship with the child: _________________________________________________________________ Instructions (to the parent or guardian of child): The questions below ask about things that might have bothered your child. For each question, circle the number that best describes how much (or how often) your child has been bothered by each problem during the past TWO (2) WEEKS. None I. II. III. IV. During the past TWO (2) WEEKS, how much (or how often) has your child… 1. Complained of stomachaches, headaches, or other aches and pains? 2. Said he/she was worried about his/her health or about getting sick? 3. Had problems sleeping—that is, trouble falling asleep, staying asleep, or waking up too early? 4. Had problems paying attention when he/she was in class or doing his/her homework or reading a book or playing a game? 5. Had less fun doing things than he/she used to? 6. Seemed sad or depressed for several hours? V. & 7. VI. 8. Seemed more irritated or easily annoyed than usual? VII. Started lots more projects than usual or did more risky things than usual? 9. Seemed angry or lost his/her temper? 10. Slept less than usual for him/her, but still had lots of energy? VIII. 11. Said he/she felt nervous, anxious, or scared? IX. X. 12. Not been able to stop worrying? Said he/she couldn’t do things he/she wanted to or should have done, 13. because they made him/her feel nervous? Said that he/she heard voices—when there was no one there—speaking 14. about him/her or telling him/her what to do or saying bad things to him/her? Said that he/she had a vision when he/she was completely awake—that is, 15. saw something or someone that no one else could see? Said that he/she had thoughts that kept coming into his/her mind that he/she 16. would do something bad or that something bad would happen to him/her or to someone else? Said he/she felt the need to check on certain things over and over again, like 17. whether a door was locked or whether the stove was turned off? Seemed to worry a lot about things he/she touched being dirty or having 18. germs or being poisoned? Said that he/she had to do things in a certain way, like counting or saying 19. special things out loud, in order to keep something bad from happening? Slight Mild Moderate Severe Highest Not at Rare, less Several More than Nearly Domain all than a day days half the every Score or two days day (clinician) O0 0 O 0 O 1 2 3 4 1 2 3 4 1 2 3 4 1 2 O3 4 1 2 3 4 1 2 3 4 2 3 4 3 4 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 O0 1 2 3 4 O0 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 0 O0 O0 0 1 0 1 O0 0 O O0 O0 O0 O0 O 2 O 1 O0 0 O 0 O In the past TWO (2) WEEKS, has your child … XI. XII. 20. Had an alcoholic beverage (beer, wine, liquor, etc.)?  Yes X  No  Don’t Know 21. Smoked a cigarette, a cigar, or pipe, or used snuff or chewing tobacco? Used drugs like marijuana, cocaine or crack, club drugs (like ecstasy), 22. hallucinogens (like LSD), heroin, inhalants or solvents (like glue), or methamphetamine (like speed)? Used any medicine without a doctor’s prescription (e.g., painkillers [like 23. Vicodin], stimulants [like Ritalin or Adderall], sedatives or tranquilizers [like sleeping pills or Valium], or steroids)? In the past TWO (2) WEEKS, has he/she talked about wanting to kill 24. himself/herself or about wanting to commit suicide? 25. Has he/she EVER tried to kill himself/herself?  Yes  X No  Don’t Know  Yes X  No  Don’t Know  Yes X  No  Don’t Know  Yes X  No  Don’t Know  Yes X  No  Don’t Know Copyright © 2013 American Psychiatric Association. All Rights Reserved. This material can be reproduced without permission by researchers and by clinicians for use with their patients. Running head: PSYCHOPATHOLOGY 1 Psychopathology Name Institution Course Tutor Date PSYCHOPATHOLOGY 2 Question One: Psychopathology Teaching Elements In the process of teaching psychopathology, the two authors (Butman and Yarhouse) employ effective methods of ensuring that the message is relayed in a comprehensive manner. This is in relation to the requirements that indeed counselors are supposed to accord due respect to the clients, trainees and research participants without using any underhand and dubious methods; even if their own personal views do not marry with those of the clients. The elements of teaching psychopathology are tailored in such a way that they are user friendly and flexible enough. Part of this essay is addressing two concrete elements of teaching psychopathology as elaborated by Butman and Yarhouse in “Psychopathology Through the Eyes of Faith: Integrative Reflections for the Classroom and Beyond. From the Journal of Psychology & Theology (2014)”. The Study of the Calamities of the Soul This is one of the best elements of teaching psychopathology as being addressed by the two writers. In this method, they have appreciated the fact that students and other trainees learn how to treat and prevent individual concerns which might be of detrimental impacts to a person (Butman & Yarhus, 2014). In the process of emphasizing on the importance of understanding individual differences and life perceptions, the objective of attaining the set purpose of establishing and treating mental illness; success is likely to be achieved with minimal turbulences occurring. This is opposite of the traditional focus on danger, distress and dysfunction of the victim of mental illness in the process of teaching psychopathology Faith and Psychopathology PSYCHOPATHOLOGY 3 The authors have appreciated the fact of teaching about importance of faith in the process of addressing mental incapacitations (Butman & Yarhus, 2014). The authors emphasize on the importance of people speaking about being a man or woman in detail. There is a substantive element of having close look at the importance of individual beliefs and behavior corresponding to his/her state of mind. In this case, the teaching element of faith and addressing mental illness promotes a juicy requirement of being flexible in addressing psychological needs of such individuals without compromising their personal beliefs and other personal affiliations. Question 2: Presentation of Mental Illness in Society-DSM-5 in Action Mental health profession is one of the crucial fields which require advanced counseling skills for the process to be streamlined. Some of the key issues addressed in the book (DSM-5 in Action) are new treatment plans of mental illness, already known treatment plans, psychological interventions, strategies and comprehensive instructions of doing diagnostic assessments in the process of addressing the issue of mental illness in society (Dziegielewski, 2014). From chapters one and two, mental illness is misinterpreted in the media and society at large. Some of the negative and fossilized theories that come out from the media are that mentally incapacitated people are dangerous, slovenly, undeserving and generally do not have the capacity to handle some tasks. This outdated belief is caused by lack of proper knowledge on treatment and diagnostic tools that have been presented by the author. Sidelining mentally people have resulted into them becoming more vulnerable to external attacks and even being subjected to physical and more psychological torture (Dziegielewski, 2014). Currently, the society seems to view mentally ill people as being violent and have criminal intentions (Dziegielewski, 2014). This belief has been caused mentally ill people having PSYCHOPATHOLOGY 4 high chances of being victimized by those who are ignorant about special needs of such individuals. Mainstream media tend to portray mentally ill people as dirty, violent and ever causing trouble in society. They always look different from others and happen to be childish and silly. In DSM-5 in Action, Sophia F. Dziegielewski presents some of the best approaches in handing mental illness in society. The views are presented in a comprehensive approach. PSYCHOPATHOLOGY 5 References Butman, R.E. & Yarhuse, M. (2014). Psychopathology Through the Eyes of Faith. Integrative Reflections for the Classroom and Beyond. Journal of Psychology and Theology. Dziegielewski, S.F. (2014). DSM-5 in Action. ISBN 10:111813673. 624 Pages.
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Running Head: PSYCHOLOGY

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Developmental Psychopathology Case Study Essay
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PSYCHOLOGY

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Introduction

The information collected by the medical specialist in our case is based measurement
level for the child aged 6-17 months. The data collected by the medical doctors include the date
of the child, the services offered to the children, the personal information of the prescribing
physician, and diagnostic information on the illness. The groups involved in the process of
providing medical care to the children involves an intensive summary report for the services
offered to the beneficiaries. After collecting information in the first level...


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