Therapy and Treatment Planning

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Write a summary of a treatment plan for the case study “Disrupting Class” based on a theoretical orientation of your choice. Construct a diagnosis and indicate why you feel it is the most accurate diagnosis in this case. Identify which disorders you would want to rule out. Then, explain your choice of therapeutic approach and note how it is reflected in the plan.

The case study is attached and please use the attached template to complete this assignment correctly. Also please use the required textbook to complete the assignment

Learning Resources

Readings
  • American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
    • Section II, “Disruptive, Impulse-Control, and Conduct Disorders”
  • Hooley, J. M., Butcher, J. N., Nock, M. K., & Mineka, S. (2017). Abnormal psychology (17th ed.). Boston, MA: Pearson.
    • Chapter 16, “Psychological Treatment”

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Diagnosis (DX) Case Discussion Board Template Introduction to topic (e.g., diagnosis category for this week – schizophrenia, depression, etc.) [http://academicguides.waldenu.edu/writingcenter/writingprocess/introductions] Case summary should include specific information about client symptoms and biopsychosocialspiritual cultural contexts; should be no more than 2 paragraphs that consist of 4-5 sentences each. See Clinical Thinking Skills document in Doc Sharing. Diagnostic Impressions Line 1: Give primary diagnosis (diagnoses). Be sure to use the ICD-10 code, name of the disorder, and all of the specifiers. Line 2: Give secondary diagnosis (if applicable) Line 3: Give any additional considerations (Z codes). Select most pertinent one(s) to what’s presented at time of assessment. No more than 3. Line 4: Give rule out diagnosis (es). Select no more than 2. Example 1 (list): F32.0 Major Depressive Disorder, Single Episode, Mild, with Anxious Distress. Z60.3 Acculturation difficulty Rule out: Z65.8 Religious or spiritual problem Rationale Should include the aforementioned diagnostic impressions using the DSM5 as the foundation of your evidence and include outside source information to support your impressions. If you opt to NOT include a primary diagnosis OR rule out diagnosis, you still need to use the DSM5 as your evidence in substantiating why you choose not to select anything potentially appropriate. Therefore, it not acceptable for this training course to say “I don’t think anything’s needed for a rule out.” Thus, you should have a separate paragraph for each line item listed. Example 2 (single primary diagnosis with rationale) “Client Joe presents with symptoms and behaviors that meet criteria for F32.0 Major Depressive Disorder, Single Episode, Mild, with Anxious Distress. According to the Diagnostic Statistical Manual of Mental Disorders, Fifth Edition (2013), individuals must meet “five or more” of the listed symptoms within a “two-week period,” have a “change in functioning, and at least one symptom either depressed mood or loss of interest” (p.160). Client Joe meets criteria A by his expressions of feeling sad, isolated, confused, and alone for most of the day every day for about a month (A1), loss of appetite and 15 lbs (A3), missing classes and temple or mosque for the past 2 weeks (B, A2), worry, guilt and tense (A7,8) …” (list the specific information in whichever numbers in criteria A that Joe meets and match it with the client’s symptoms as evidence of meeting those numbers’ criteria). Do this for all the remaining criteria letters. Rule out: I ruled out F43.10 Posttraumatic Stress Disorder because the symptoms don’t appear to have occurred as a result of a specific event (A.1) and don’t appear to have any intrusive symptoms (criteria B). A detailed clinical interview or assessment might reveal more information. However, he does meet full criteria for 296.21 at this time. I would like to rule out Z65.8 Religious or spiritual problem as a more meaningful contribution to symptoms. The client notes not attending Mosque and is a second generation Muslim-American. This means that in additional to have a cultural shock experience by attending school in the South, as a northerner, he may be presented with more Western ideas about religion that’s challenging his own understanding of his faith; thus, presenting a crisis of identity and faith. The symptoms might appear to be a mental health issue but actually be a crisis of faith and for the devout could have such an impact as the symptoms described by the client. A spiritual genogram or ecomap or the Spiritual Health Inventory (SHI) assessment, as well as a consultation interview with his spiritual leader (or a local Imam) would give more insight and re-connect him to support. Example 3 (multiple – primary and secondary diagnoses) “Client B meets the criteria for the following DSM-5 diagnoses: F41.1 Generalized Anxiety Disorder (Primary) F10.10 Alcohol Use Disorder (Secondary)…” Follow the same pattern as example two when justifying your rationale but do so for BOTH. Like example 2, you would include specific assessments to use to help make your determination (e.g., SUDS alcohol assessment). Rule out: I selected __ as a possible disorder to rule out because Joe described having ___ symptoms, but we don’t have enough information to determine if this meets the ___ criteria required for ___ (the rule out disorder you listed). Potential assessments Cultural aspects Include information that may be pertinent to the diagnosis, assessment, and treatment of the case. Using example 2, you could say “Joe is a second generation Muslim-American male from the north attending a predominantly white college institution in the South…” Highlight aspects of gender, faith tradition, geographical cultural differences, acculturation considerations, historical cultural experiences as a marginalized group, intergenerational trauma, and so on as they relate to how you assess Joe and offer treatment recommendations for him as an individual. Then, be sure to consider the research related to those cultural aspects and the diagnosis (es) from the diagnostic issues and co-morbidity sections of DSM-V and outside reading material. Note: some weeks may not require this information; be sure to give attention to the discussion prompts for each week. Conclusion (http://academicanswers.waldenu.edu/faq/72799) References American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Arlington, VA, American Psychiatric Association, 2013. tion is Ollowing case. In other instances, it may require extremely careful and detailed observation and analysis for the therapist to learn what is maintaining the maladaptive behavior. bel ing res eco ua lat Disrupting Class Al ve ap th 20 us tr VC at a m Billy, a 6-year-old first grader, was brought to a psychological clinic by his parents because his teacher had told them that his behavior at school was inappropriate and no longer acceptable. Specifically, he had a long pattern of disrupting the class, talking back to his teacher, and being aggressive toward other children. It became apparent in observing Billy and his parents during the initial interview that both his mother and his father were uncritical and approving of everything Billy dict After further assessment, a three-phase pro- gram of therapy was undertaken: (1) Billy's parents were helped to discriminate between disruptive behavior and appropriate behavior on Billy's part (each type of behavior was defined and described in a very detailed way for the parents so they would be consistent in classifying each type of behavior). (2) They were instructed to ignore Billy when he engaged in disruptive behavior while vocally showing their approval of appropriate behavior. (3) Billy's teacher was also instructed to ignore Billy, insofar as it was feasible, when he engaged in disruptive behavior and to devote her attention at those times to children who were behaving more appropriately. Although Billy's disruptive behavior in class increased during the first few days of this behavior therapy program, it diminished markedly after his parents and teacher no longer reinforced it. As his maladaptive behavior diminished, he was better accepted by his classmates. This helped reinforce more appropriate behavior pat- terns and changed Billy's negative attitude toward school. w ne СС bu be E sc di re di a us Billy's was a case in which unwanted hoh
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Explanation & Answer

Attached.

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Diagnosis (DX) Case Discussion Board Template
Introduction
Maladaptive behavior refers to various approaches to everyday situations that inhibit a
person from fitting in, and finding value within the regular societal setting, or aspects of it. Such
behaviors can be manifested in different ways that are usually destructive to the individual, and
interruptive for the people surrounding him/ her. These behaviors range from simple, and
harmless actions such as biting of nails to more serious aspects such as self-harm, and disruptive
behavior in which an individual constantly interferes with the smooth flow of operations at the
expense of other interested parties. These behaviors are hard to accurately diagnose, scholars
have found that a plethora of conditions could result in such behavior, including depression,
autism, and anxiety disorders. From this perspective, it is clear that some of these actions, and
maladaptive behaviors are an indication of a symptom of an underlying illness, or condition.
There are various means that have been proposed to dealing with these issues but there is no
common method that suits all because being mental issues, several approaches can be employed,
and every situation is unique. Maladaptive behavior is a serious concern that must be checked at
the earliest possible sign, and diagnosed accurately for effective therapy, and treatment to be
effected, failure to do this would result in a situation where the society is filled with people who
have advanced cases of mental instability, or d...


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