Application Case Study: Sexual Dysfunction And Gender Dyspho

Application Case Study Sexual Dysfunction And Gender Dysphoriafor M

For many beginning psychologists, one of the most difficult topics to broach with a client is the topic of sex: sexual behavior, sexual identity, or sexual problems. By using professional sensitivity and consideration of other personal factors such as cultural awareness and client privacy, psychologists may produce a comfortable environment in which to lead the client into discussion. Review the client in the case study provided in the Learning Resources. Provide a DSM diagnosis for the presenting problem, including an assessment of the client’s ability to function in daily life. Pay particular attention to symptoms of the disorder, its influence on the client and significant others.

Next, imagine a 13-year-old female client brought by her parents, who are concerned about her unhappiness with her gender identity. She is teased at school for looking, dressing, and acting like a boy, and only participates in contact sports with boys. She dislikes her breasts and wishes they could be removed. She reports a longstanding desire to be a boy. Provide a DSM diagnosis, including an assessment of her daily functioning, symptoms, impact on her and her family, and what additional information would support an accurate diagnosis. Describe other individuals you might evaluate and why. Discuss how to create a comfortable environment for the client to discuss these issues.

Paper For Above instruction

The case study presented involves two distinct clients with complex psychological issues related to sexual dysfunction and gender identity. Diagnosing these clients accurately, with sensitivity to their experiences, is essential for effective treatment planning. This paper offers DSM-5 diagnoses for both cases, provides rationales, discusses additional information needed for precise assessment, and describes strategies to foster a supportive environment for clients.

Case 1: Adult Client with Sexual Dysfunction

The first client in the scenario presents with symptoms consistent with Sexual Dysfunction, which the DSM-5 categorizes under "Sexual Dysfunctions" (American Psychiatric Association [APA], 2013). Key symptoms include persistent or recurrent difficulty during any phase of the sexual response cycle, such as desire, arousal, or orgasm, causing marked distress or interpersonal difficulty. In this case, if the client reports distress, dissatisfaction, or impaired functioning due to sexual problems, a diagnosis such as Erectile Disorder, Female Sexual Interest/Arousal Disorder, or Delayed Ejaculation could be appropriate depending on specific symptoms.

For instance, if the client reports lacking desire, difficulty achieving or maintaining arousal, or problems with orgasm, and these experiences cause significant distress, a diagnosis of Female Sexual Interest/Arousal Disorder (if female) might be indicated. Conversely, if the client is male and experiences erectile difficulties, Erectile Disorder would be fitting. The diagnosis hinges on the presence and severity of symptoms in conjunction with their impact on daily functioning.

Functionally, sexual dysfunction may impair intimacy, relationships, and overall quality of life. Assessing the client's ability to maintain relationships, social engagement, and emotional well-being guides the severity and treatment plan. Notably, cultural factors, personal beliefs, and medical history influence the expression and experience of sexual dysfunction (Guerreiro et al., 2009).

Additional information necessary includes detailed sexual history, medical evaluations, psychological history, and current stressors. It is vital to understand the duration, frequency, and context of symptoms, as well as any concurrent mental health issues like depression, anxiety, or substance use that may contribute. Consulting partners or significant others can also enrich understanding of relational dynamics and symptoms.

Including other healthcare professionals, such as urologists or endocrinologists, might be necessary to exclude physical causes. Psychological assessments should encompass personality, attachment styles, and cultural backgrounds to inform a nuanced diagnosis. These adjunct assessments aid in developing holistic treatment plans concentrating on cognitive, behavioral, and medical interventions (McCarthy & Fucito, 2005).

Case 2: Adolescent with Gender Dysphoria

The second client is a 13-year-old girl displaying signs indicative of Gender Dysphoria, as described in DSM-5 (APA, 2013). Her dislike of her breasts, strong desire to be a boy, and consistent gender identity from an early age support this diagnosis. The symptoms include a persistent incongruence between one’s experienced gender and assigned gender, causing significant distress or impairment in social, academic, or other important areas of functioning.

Functionally, her experiences impact her social interactions, academic participation, and emotional well-being. Her avoidance of typical female activities, discomfort with her body, and preference for male-associated behaviors suggest that her gender incongruence significantly influences her daily life and mental health. The teasing at school exacerbates her distress, affecting her self-esteem and social integration, possibly leading to depression or anxiety (Drescher & Byne, 2012).

Further information is essential to confirm the diagnosis, including her history of gender identity feelings, previous attempts to express or suppress these feelings, family dynamics, and the presence of any comorbid psychiatric issues such as depression or social phobia. Evaluating her developmental history, social environment, and support systems will clarify her needs.

Involving family members in assessment and intervention is crucial, as family support significantly influences outcomes (Zucker et al., 2012). Additional assessments with mental health professionals experienced in adolescent gender development can help tailor interventions, including psychotherapy, family counseling, and possibly medical consultation regarding gender-affirming procedures.

Creating a supportive environment involves establishing trust, affirming her expressed gender identity, and understanding her internal experiences without judgment. Clinicians can employ trauma-informed practices, utilize open-ended questions, and provide psychoeducation to help her and her family navigate her gender identity and related challenges (Stein, 2012).

Conclusion

In conclusion, accurate DSM diagnoses for clients with sexual dysfunction and gender dysphoria require careful assessment, comprehensive history-taking, and sensitivity to cultural and personal factors. Establishing a safe therapeutic environment encourages openness and allows clients to explore sensitive issues. Multi-disciplinary collaboration and ongoing evaluation are vital for effective intervention, ultimately supporting clients' mental health and well-being.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
• Drescher, J., & Byne, W. (2012). Introduction: The treatment of gender dysphoric/gender variant children and adolescents. Journal of Homosexuality, 59(3), 295–300.
• Drescher, J., & Byne, W. (2012). Gender Dysphoric/Gender Variant (GD/GV) children and adolescents: Summarizing what we know and what we have yet to learn. Journal of Homosexuality, 59(3), 501–510.
• Guerreiro, D. F., Navarro, R., Silva, M., Carvalho, M., & Gois, C. (2009). Psychosis secondary to traumatic brain injury. Brain Injury, 23(4), 358–361.
• McCarthy, B. W., & Fucito, L. M. (2005). Integrating medication, realistic expectations, and therapeutic interventions in the treatment of male sexual dysfunction. Journal of Sex & Marital Therapy, 31(4), 319–328.
• Stein, E. (2012). Commentary on the treatment of gender variant and gender dysphoric children and adolescents: Common themes and ethical reflections. Journal of Homosexuality, 59(3), 480–500.
• Zucker, K. J., Wood, H., Singh, D., & Bradley, S. J. (2012). A developmental, biopsychosocial model for the treatment of children with gender identity disorder. Journal of Homosexuality, 59(3), 369–397.