I Need Help Writing A Paper In Third Person From The Follow

I Need Help To Write A Paper In Third Person From the Following Vignet

This assignment requires an analytical discussion on a vignette involving a 13-year-old Asian American girl named Annie. The paper should be written in the third person and incorporate four scholarly resources to explore three key parts: an examination of three models of psychopathology (biological, psychological, and sociocultural), a culturally sensitive assessment strategy utilizing at least two specified measures, and a systemic perspective on diagnosis with reference to DSM and ICD codes. The analysis should include how each model explains Annie’s behaviors, how assessment tools will be administered and interpreted, and how diagnostic classification aligns with systemic perspectives, including limitations and risks.

Paper For Above instruction

Introduction

Psychopathology in adolescents is a complex interplay of biological, psychological, and sociocultural factors. Understanding such interplay requires a multidimensional approach, especially in culturally diverse populations. The case of Annie, a 13-year-old Asian American girl experiencing anxiety and related behaviors, exemplifies the necessity of applying various models of psychopathology and assessment strategies that respect cultural values and family dynamics. This paper explores three dominant models—biological, psychological, and sociocultural—to explain Annie’s behaviors, proposes culturally sensitive assessment measures, and discusses the application of diagnostic systems within a systemic perspective.

Part I: Examining Three Models of Psychopathology

The biological model attributes mental health issues to genetic, neurochemical, or neurological factors. In Annie’s case, her anxiety symptoms—such as heart racing, trembling, and difficulty breathing—may be linked to neurobiological dysregulation. Literature indicates that anxiety disorders have a genetic component (Hettema et al., 2001), and neurochemical imbalances such as serotonin deficits are associated with anxiety (Charney & Yen, 2003). While Annie’s history of a serious illness might have initiated her fears, biological predispositions could sustain her anxiety despite physical recovery.

The psychological model emphasizes individual development, cognitive processes, and emotional regulation. Annie’s extreme shyness and fear of new social situations align with traits typical of anxiety disorders, often rooted in cognitive distortions and maladaptive thought patterns (Beck, 1976). Her experience of health-related trauma might have reinforced her fears, fostering a pattern of catastrophizing and avoidance behaviors. Cognitive-behavioral theories suggest that her perceived inability to cope with new situations exacerbates her anxiety (Hofmann, 2014).

The sociocultural model considers the influence of cultural, familial, and societal factors. For Annie, her Asian American identity, language preferences, and family dynamics significantly shape her behaviors. Cultural expectations around academic achievement and familial harmony might contribute to her perfectionism and fear of making mistakes (Sue & Sue, 2012). Furthermore, being the youngest in her family and the cultural emphasis on collective well-being can intensify her reliance on parental reassurance, especially as her older siblings leave home, increasing familial burdens (Chao, 1994). Her familial background as immigrant parents who value education and community also influence her social environment and support systems.

Collectively, these models offer complementary perspectives: biological susceptibilities may underpin her anxiety, psychological patterns reinforce avoidance, and sociocultural factors influence her expression and management of symptoms. An integrated understanding supports comprehensive intervention planning.

Part II: Assessment Instruments to Aid in Diagnosis

A culturally sensitive assessment strategy involves combining two measures: the DSM-5 Cultural Formulation Interview (CFI) and the Parent/Guardian-Rated DSM-5 Level 1 Cross Cutting Symptom Measure.

The CFI (American Psychiatric Association, 2013) facilitates understanding of Annie’s cultural identity, language, and cultural explanations of her symptoms. Administered through semi-structured interviews, the CFI allows clinicians to explore how cultural contexts influence her experiences, ensuring that normative behaviors are not pathologized unduly. Interpretation involves qualitative analysis of responses about her cultural background, beliefs, and family dynamics, which informs culturally competent diagnosis and treatment planning (Lewis-Fernández et al., 2014).

The Parent/Guardian-Rated DSM-5 Level 1 Cross Cutting Symptom Measure provides a broadband screening tool for common psychiatric symptoms. As a self-report measure completed by Annie’s parents, it assesses domains including anxiety, mood, and behavioral problems. Its administration involves guided questionnaires, and scores are interpreted against normative data. This measure helps identify symptom severity and guides further diagnostic assessment, especially considering cultural influences on symptom expression (Huang et al., 2016). Both measures, used synergistically, offer a comprehensive perspective—one capturing cultural context, the other symptom profiles pertinent to diagnostic criteria.

The integration of these tools respects Annie's cultural background and family circumstances, fostering accurate identification of her needs while avoiding biases that often occur when cultural considerations are overlooked.

Part III: Systemic Perspective for Diagnosis

Employing a systemic perspective requires understanding the interplay of individual, family, and societal factors influencing Annie’s mental health. The DSM and ICD provide standardized diagnostic frameworks; however, their application must consider cultural and familial contexts to avoid misdiagnosis.

While the DSM-5 includes cultural considerations, clinicians must incorporate cultural syndromes, idioms of distress, and contextual factors. For Annie, diagnoses such as generalized anxiety disorder (GAD) and specific phobias could be relevant; however, codes such as F41.1 (generalized anxiety disorder) or F40.228 (specific phobia) are limited in capturing cultural nuances. Employing the ICD-10/11 coding systems expands this, but limitations exist in the potential for cultural bias or oversimplification.

Additionally, the use of V-codes (Z-codes in ICD-11) such as Z63.5 (disruption of family due to relocation) or Z60.3 (acculturation difficulty) can help articulate contextual factors influencing her symptoms (American Psychiatric Association, 2013). However, reliance solely on codes risks overlooking underlying systemic issues, such as family dynamics or community influence.

From a systemic perspective, applying the biopsychosocial model encourages clinicians to engage with Annie’s family holistically, considering how parental expectations, cultural values, and migration experiences impact her mental health. Family-centered interventions, psychoeducation, and cultural competence are critical to avoid over-pathologizing culturally normative behaviors.

Nevertheless, caution must be exercised to prevent the risks of cultural stereotyping or overgeneralization. It remains essential to combine diagnostic codes with narrative assessments that reflect Annie’s unique circumstances, thereby facilitating tailored interventions that respect her cultural and familial context.

Conclusion

In summary, addressing Annie’s case through multiple lenses provides a nuanced understanding of her mental health challenges. Integrating biological, psychological, and sociocultural models yields a comprehensive picture that informs culturally sensitive assessment and intervention strategies. Employing appropriate measures such as the DSM-5 Cultural Formulation Interview and family-rated symptom scales enhances diagnostic accuracy while honoring her cultural background. Finally, applying a systemic perspective within diagnostic frameworks like the DSM and ICD ensures that systemic and contextual factors are recognized, reducing the risk of misdiagnosis and promoting more effective, culturally competent treatment. Future research and clinical practice should continue to refine culturally adapted assessment tools and systemic approaches, advancing care for diverse adolescent populations such as Annie.

References

• American Psychiatric Association. (2013). DSM-5 Cultural Formulation Interview. American Psychiatric Publishing.
• Chao, R. K. (1994). Beyond parental control and authoritarian parenting: Understanding Chinese cultural values and parenting. In M. H. Bornstein (Ed.), Parenting and Child Development in Foreign Cultures (pp. 59–93). Lawrence Erlbaum.
• Charney, D. S., & Yen, S. (2003). Neurobiology of anxiety disorders. Biological Psychiatry, 54(11), 1172–1174.
• Hettema, J. M., Neale, M. C., & Kendler, K. S. (2001). A review and meta-analysis of the genetic epidemiology of anxiety disorders. American Journal of Psychiatry, 158(10), 1568–1578.
• Hofmann, S. G. (2014). Cognitive-behavioral therapy for anxiety disorders: Mastering clinical challenges. Guilford Publications.
• Huang, L. N., et al. (2016). Cross-cultural assessment of anxiety and depression in Asian populations. Journal of Cross-Cultural Psychology, 47(1), 123–137.
• Lewis-Fernández, R., et al. (2014). The cultural formulation interview: An emerging tool for assessing cultural attribution and symptom presentation. Psychiatric Services, 65(7), 776–778.
• Sue, D. W., & Sue, D. (2012). Counseling the culturally diverse: Theory and practice (6th ed.). John Wiley & Sons.
• U.S. Department of Health and Human Services. (2010). Mental Health: Culture, Race, and Ethnicity—A Supplement to Mental Health: A Report of the Surgeon General.
• World Health Organization. (2018). ICD-11 for Tabular lists and detailed tabular coding. WHO.