Pages Due In 24 Hours Read The Emotional Disorders Case Stud

3 Pages Due In 24 Hoursread Theemotional Disorders Case Studiesdocume

Read The emotional Disorders Case Studies document on the bottom of the assignment. Be sure to focus on the symptoms listed in each case study. Then, respond to the following: 1. Select two cases and identify which emotional disorder is the most likely the diagnosis (i.e., major depressive disorder, disruptive mood dysregulation disorder, generalized anxiety disorder, post-traumatic stress, separation anxiety disorder, or panic disorder). o List the symptoms that led you to decide on each of the diagnoses you choose. o Describe each diagnosis you choose by listing the symptoms and criteria required for the diagnosis and possible causes of the diagnosis. Explain how the case illustrates the criteria and provide a possible explanation for why that individual has developed that disorder. o Support your decisions with information from at least two academic sources. Recommended sources include your textbook, the website of BehaveNet and the website of the National Institute of Mental Health (NIMH). 2. Provide your position on a controversy related to Disruptive Mood Dysregulation Disorder (i.e., “Bipolar Disorder for children”). In the mid-1990s, the description of BP given in the Diagnostic and Statistical Manual of Mental Disorders (DSM) was changed to allow providers to diagnose the disorder in children. Since that time, the diagnosis of BP in children has risen dramatically. Some of those who research the increased frequency of diagnosis of BP in children argue that childhood BP is increasing because it is now being better recognized and identified in children (Biederman et al., 2003). Others argued that the increased frequency of diagnosis is because providers are diagnosing BP too often in children and misdiagnosing it in most cases (Parens & Johnston, 2010). With the DSM-V, the category of Disruptive Mood Dysregulation Disorder was added specifically for children under the age of 18 who have bipolar-type symptoms but have not experienced the manic episodes. Which argument do you support? Provide at least two reasons to support your argument and cite academic sources to justify your position. References: Biederman, J., Mick, E., Faraone, S. V., Spencer, T., Wilens, T. E., & Wozniak, J. (2003). Current concepts in the validity, diagnosis and treatment of paediatric bipolar disorder. International Journal of Neuropsychopharmacology, 6(3), 293–300. Parens, E., & Johnston, J. (2010). Controversies concerning the diagnosis and treatment of bipolar disorder in children. Child & Adolescent Psychiatry & Mental Health, 4(9), 1–14. Retrieved from com/content/pdf/.pdf

Paper For Above instruction

The case studies present diverse emotional and behavioral symptoms that can be aligned with specific mental health diagnoses. Analyzing two of these cases, I will identify the most probable diagnoses, discuss the symptoms leading to these conclusions, and explore the underlying criteria, possible causes, and development factors for each disorder. Additionally, I will address a controversy concerning Disruptive Mood Dysregulation Disorder (DMDD) and its relationship to childhood bipolar disorder, supporting my position with academic literature.

Case 1: Charlie and Separation Anxiety Disorder

Charlie’s presentation exhibits classic symptoms of Separation Anxiety Disorder (SAD), primarily characterized by excessive fear or anxiety concerning separation from attachment figures. His intense distress when faced with the prospect of being left at preschool, tantrums, and clinginess support this diagnosis. According to the American Psychiatric Association (APA, 2013), SAD manifests through recurrent excessive distress when separation is anticipated or occurs, persistent worry about losing or harm coming to attachment figures, and reluctance or refusal to go places without them.

The symptoms evidenced in Charlie—fear of being left, tantrums upon separation, and distress during brief separations—fit the diagnostic criteria that emphasize excessive or persistent fear beyond developmental norms. Developmentally, separation anxiety is more common in preschool-aged children but becomes problematic when symptoms are persistent and impair functioning. Possible causes may include genetic predisposition, environmental stressors like inconsistent caregiving, or traumatic experiences that reinforce fears of abandonment (Reynolds et al., 2011).

Underlying causes of separation anxiety often involve a combination of genetic vulnerability and learned behaviors rooted in early attachment disturbances. Children with insecure attachments tend to experience heightened separation fears (Mikulincer & Shaver, 2007). In Charlie’s case, limited exposure to others’ caregiving in early life may have contributed to heightened dependency and fear of separation. Considering the diagnostic criteria and characteristic symptoms, SAD appears to be the appropriate diagnosis for Charlie.

Case 2: Nyah and Generalized Anxiety Disorder

Nyah’s struggles with sleep disturbance, excessive worry about school, social rejection, and academic performance align with Generalized Anxiety Disorder (GAD), characterized by pervasive, uncontrollable worry across multiple domains (APA, 2013). GAD’s hallmark symptoms include persistent anxiety, restlessness, fatigue, concentration difficulties, irritability, and sleep disturbances, which are all present in Nyah’s case.

Her lifelong pattern of worry about academic performance, social acceptance, and family stability mirror the diagnostic criteria for GAD. The duration (more than six months) and impairment in functioning further substantiate this diagnosis. GAD can often be precipitated by environmental stressors such as academic pressure or familial discord, but there is also evidence of genetic vulnerability (Hettema, Neale, & Kendler, 2001). Nyah’s chronic worry, coupled with physical symptoms like nail-biting and sleep problems, illustrates the persistent and uncontrollable nature of her anxiety.

Etiological factors in GAD often involve an interplay between genetic predisposition and cognitive-behavioral patterns shaped by early life experiences. Her tendency towards worry and perfectionism may have been reinforced through repeated negative reinforcement, bolstering her anxious outlook (Behar et al., 2003). The case illustrates key features of GAD, including the pervasive worry and associated physical and behavioral symptoms.

Controversy: Disruptive Mood Dysregulation Disorder (DMDD) vs. Childhood Bipolar Disorder

The increased diagnosis of childhood bipolar disorder (BD) following its inclusion in DSM-IV was driven partly by improved recognition but also raised concerns about overdiagnosis and misdiagnosis, given overlapping symptoms with other disorders (Biederman et al., 2003). The introduction of DMDD in DSM-V aims to distinguish severe irritability and temper outbursts in children, which often mimic bipolar episodes but do not include the full spectrum of mood episodes characteristic of BD.

I support the argument that DMDD is a justified addition because it addresses the pitfalls of overdiagnosing bipolar disorder in children, which may lead to inappropriate medication and treatment. The primary reason is that DMDD captures a broader phenomenon of chronic irritability and temper dysregulation, which are more common and developmentally appropriate in children, unlike the episodic mood swings of BD (Leibenluft, 2011). Some research suggests that the irritable mood and temper outbursts seen in DMDD are distinct from the episodic mania or hypomania that define BD (Bauer et al., 2012). This differentiation helps prevent unnecessary exposure to mood stabilizers in young children, which might carry significant side effects.

Additionally, overdiagnosis of bipolar disorder in children leads to risks such as stigmatization, inappropriate pharmacological treatment, and neglect of alternative interventions such as behavioral therapy. Accurate diagnosis is crucial for effective, developmentally appropriate treatment (Parens & Johnston, 2010). Thus, the inclusion of DMDD is a proactive step toward ensuring that children with chronic irritability are identified and treated without the pitfalls associated with bipolar diagnoses.

Conclusion

In conclusion, accurate diagnosis of emotional disorders in children requires careful assessment of specific symptoms and developmental context. Charlie’s symptoms align with separation anxiety disorder, driven by attachment fears and separation distress, while Nyah’s pervasive worry supports a diagnosis of generalized anxiety disorder. The addition of DMDD in DSM-V appears justified in preventing overdiagnosis of bipolar disorder, emphasizing the importance of developmentally appropriate diagnostic criteria. Recognizing and differentiating these disorders enables targeted intervention, improving outcomes for affected children.

References

• Bauer, M., Glenn, T., Whybrow, P. C., & Moller, H. J. (2012). Bipolar disorder: Evolving diagnostic conceptualization and its implications. Journal of Clinical Psychiatry, 73(6), e15. https://doi.org/10.4088/JCP.12012r01
• Behar, E., DiMarco, ID., Hekler, E., Mohlman, J., & Staples, A. (2003). Current conceptualizations of generalized anxiety disorder in youth. Journal of Anxiety Disorders, 17(2), 123-139.
• Committee on Quality Improvement & Subcommittee on Attention-Deficit/Hyperactivity Disorder. (2012). Clinical practice guideline on diagnosis and treatment of attention-deficit/hyperactivity disorder. Pediatrics, 128(5), 1007-1022.
• Heim, C., & Nemeroff, C. B. (2001). The role of childhood trauma in the neurobiology of mood and anxiety disorders: Preclinical and clinical studies. Biological Psychiatry, 49(12), 1023–1039.
• 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.
• Leibenluft, E. (2011). Severe mood dysregulation, irritability, and the diagnosis of bipolar disorder in youth. American Journal of Psychiatry, 168(2), 130-132.
• Mikulincer, M., & Shaver, P. R. (2007). Attachment in adulthood: Structure, dynamics, and change. Guilford Press.
• Reynolds, S. A., Watson, S. L., & Bibb, J. (2011). Separation anxiety disorder: An update for clinicians. Journal of Child and Family Studies, 20, 690–695.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Parens, E., & Johnston, J. (2010). Controversies concerning the diagnosis and treatment of bipolar disorder in children. Child & Adolescent Psychiatry & Mental Health, 4, 9.