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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.

Unformatted Attachment Preview

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. Case Study: Johnny Johnny is a 9 year old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/GuardianRated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors. Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation. Johnny has refused to speak to the ER physician or his nurse. You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student. For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly. His mother repeatedly assures you that his drop in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder. The thought of these diagnoses appear very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others. Johnny’s mother presents shaken by today’s events and she assures you that she will seek any treatment you recommend. At this time, Johnny looks up at you and with tears in his eyes; he states that he did not mean to stab his teacher explaining that he just got mad when he grabbed him. Johnny’s mother listens then states that while he obeys her most of the times, he has always been obedient to his father, who is a traveling salesman. In fact, Johnny has never challenged his © 2015. Grand Canyon University. All Rights Reserved. father and, on the weekends when he is around, Johnny manages to catch up with his schoolwork in record time and enjoy spending most of his time with his father. © 2015. Grand Canyon University. All Rights Reserved.
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Explanation & Answer

Attached.

Running Head: APPROPRIATE DSM DIAGNOSES FOR “JOHNNY”

Appropriate DSM Diagnoses for “Johnny”
Name
Course Instructor
Course
Date

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APPROPRIATE DSM DIAGNOSES FOR “JOHNNY”

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DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child
The DSM-5 Parent-Rated Level 1 Cross-Cutting Symptom was created to help the
clinical professionals with a deep assessment of the psychopathology (Bastiaens, & Galus,
2018). The objective of this review is to evaluate the case of Johnny and find whether he needs
the help of a psychiatrist to improve his condition.
According to the DSM-5 Parent-Rated Level 1 Cross-Cutting Symptom measure, the
possible diagnoses for Johnny’s case is dysthymia, which is a persistent depressive order. This
diagnosis is characterized by irritable mood and poor concentration (Edition, 2013). Regarding
the form filled by her mother, Johnny had trouble concentrating in class and reading a book or
doing h...

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