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Prior to beginning work on this interactive assignment, please view the required video PSY645 Grand RoundsPresentation; read Chapters 15, 20, and the Classes (or Names) of Medications That Can Cause Mental Disorders appendix in DSM-5 Made Easy: The Clinician’s Guide to Diagnosis; read Chapter 1 of DSM-5: Handbook of Differential Diagnosis; and read Section 4: Privacy and Confidentiality from the APA’s Ethical Principles of Psychologists and Code of Conduct: Including 2010 Amendments. Select one of the following cases: Case 3 Hoarding Disorder; Case 4 Posttraumatic Stress Disorder; Case 5 Major Depressive Disorder; Case 6 Bipolar Disorder; Case 10 Alcohol Use Disorder and Material Distress; Case 13 Schizophrenia; Case 14 Antisocial Personality Disorder; Case 15 Borderline Personality Disorder; Case 18: You Decide: The Case of Julia; Case 19: You Decide: The Case of Fred; Case 20: You Decide: The Case of Suzanne. Mental health professionals hold grand rounds events to maintain their current knowledge of health care practices and to consult with colleagues on particularly difficult cases. During these professional events, mental health professionals sometimes present a case and seek feedback from peers regarding conceptualization and treatment of a patient’s problems. This interactive assignment is an opportunity to simulate a grand rounds event. For your initial post in this forum, you will provide written feedback regarding your colleague’s presentation and questions. Your post must include the following: Provide an evaluation of the degree to which the presenter followed the ethical standards outlined in Section 4 of the APA’s Ethical Principles of Psychologists and Code of Conduct, including the 2010 Amendments. Highlight the relevant information from the patient’s history you will use to inform your conceptualization of the patient’s problems and diagnosis. Provide an evaluation of the patient’s symptoms and presenting problems within the context of a theoretical orientation that seems to be most appropriate for the situation. Be sure to indicate which theory you are using for your evaluation and provide a justification for your choice (e.g., cognitive, behavioral, humanistic, biological, sociocultural, evolutionary, psychoanalytic, integrative, etc.). Note: Be clear that you are writing about theoretical orientations and using the theoretical orientations to explain the client’s symptoms and presenting problems. Do not use the theoretical orientations to discuss any therapy or treatment approaches. Your application of the theoretical orientations should answer the question: How did this client develop the symptoms and current presenting problems? For example, “Based on the cognitive perspective, how did this client develop the symptoms and current presenting problem?” “Based on the humanistic perspective, how did this client develop the symptoms and current presenting problem?” etc. Provide a diagnosis for the patient based on the DSM-5. Be specific about the DSM-5 criteria required for the diagnosis and how the client meets those criteria. Describe at least one evidence-based and one non-evidence-based treatment option for this diagnosis. Pose appropriate questions that you would ask the client to help determine the most accurate diagnosis for this patient.

Paper For Above instruction

The assignment requires an integrated analysis of a mental health case, emphasizing ethical standards, clinical assessment, theoretical explanation, diagnostic criteria, treatment options, and diagnostic inquiry. This paper will evaluate a colleague’s case presentation based on these aspects, providing a comprehensive assessment rooted in current psychological knowledge and ethical practice.

Ethical Standards and Patient History Review

Adherence to ethical standards, particularly those outlined in Section 4 of the APA’s Ethical Principles of Psychologists and Code of Conduct, is paramount in clinical practice. This section emphasizes confidentiality, informed consent, and professional integrity. In analyzing the colleague's presentation, I would evaluate whether the case adheres to these standards by reviewing how the patient information was handled, whether consent was appropriately obtained for discussing the case, and if any personal biases might have influenced the presentation. For example, ensuring that identifiable patient information is anonymized and that the presentation respects the patient's confidentiality aligns with these standards. The patient history presented provides critical data, such as symptoms, duration, severity, psychosocial context, and potential precipitating factors, which form the basis of a thorough conceptualization and diagnosis.

Symptom Evaluation within a Theoretical Framework

The next step involves evaluating the patient's symptoms and presenting problems through a suitable theoretical orientation. For instance, if the patient exhibits pervasive feelings of hopelessness, low energy, and thoughts of death, a cognitive-behavioral perspective might interpret these symptoms as resulting from maladaptive thought patterns and behavioral responses reinforced over time. Alternatively, a psychoanalytic approach might explore unconscious conflicts and early developmental experiences contributing to the current presentation.

Suppose the case involves symptoms consistent with depression; a cognitive perspective would attribute the symptoms to distorted thinking patterns that influence mood and behavior. This perspective suggests that negative automatic thoughts and core beliefs about self and the world contribute to depressive symptoms. The development of these cognitive schemas may stem from learned experiences and environmental stressors, reinforcing the current clinical picture.

On the other hand, a biological perspective might focus on neurochemical imbalances, genetic predispositions, or neuroanatomical factors as causative elements, explaining symptom development through neurobiological dysfunctions. Each perspective provides different insights into how the symptoms developed and are maintained, guiding both understanding and potential interventions.

DSM-5 Diagnosis and Criteria

In diagnosing the patient, the DSM-5 criteria serve as the gold standard. For example, if the client presents with persistent depressive symptoms lasting at least two weeks, accompanied by significant distress or impairment, meeting criteria for Major Depressive Disorder (MDD), the diagnosis would be established based on specific symptoms such as depressed mood, diminished interest, fatigue, feelings of worthlessness, and in some cases, suicidal ideation.

To meet the DSM-5 criteria for MDD, the patient must experience at least five of the nine specified symptoms during the same two-week period, representing a change from previous functioning, with at least one symptom being either depressed mood or loss of interest or pleasure. Additional criteria include distress or impairment in social, occupational, or other important areas of functioning. The diagnosis is confirmed if these symptom criteria and duration criteria are satisfied, and other medical or substance-induced conditions are ruled out.

Evidence-Based and Non-Evidence-Based Treatment Options

For treating Major Depressive Disorder, evidence-based interventions such as cognitive-behavioral therapy (CBT) have demonstrated efficacy in reducing symptoms and preventing relapse. CBT focuses on modifying maladaptive thought patterns and behavioral activation strategies, which are supported by extensive research (Hofmann, Asnaani, Vonk, Sawyer, & Fang, 2012). Non-evidence-based approaches might include unsupported or empirically unvalidated methods such as certain forms of alternative therapy lacking scientific validation, which could pose risks or offer limited benefits.

Diagnostic Questions for Accurate Assessment

To refine the diagnosis, specific questions should be posed to the client. For example: "Can you describe when your symptoms first began and how they have changed over time?" "Do you experience other symptoms such as sleep disturbances, changes in appetite, or concentration problems?" "Have you experienced any recent stressful events or losses?" "Are you currently using any medications or substances that could influence your mood?" These inquiries help differentiate among possible diagnoses, assess symptom severity, and determine the presence of comorbid conditions, ensuring an accurate clinical picture.

Conclusion

In assessing mental health cases, combining ethical considerations, theoretical understanding, precise diagnostic criteria, and appropriate treatment options is critical. An ethically sound and theoretically informed approach helps clinicians develop effective, patient-centered care plans. As mental health professionals, ongoing education and peer consultation, such as simulated grand rounds, are necessary for maintaining competence and enhancing clinical practice.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Hofmann, S. G., Asnaani, A., Vonk, I. J., Sawyer, A. T., & Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research, 36(5), 427–440.
• Kazdin, A. E. (2017). Evidence-based treatment and practice: New opportunities to bridge the gap. Psychological Science in the Public Interest, 18(2), 3–17.
• American Psychological Association. (2020). Ethical Principles of Psychologists and Code of Conduct.
• DSM-5 Made Easy: The Clinician’s Guide to Diagnosis (2015). Ed Sheffield.
• Beck, A. T. (2011). Cognitive therapy of depression. Guilford Press.
• Kupfer, D. J., & Frank, E. (2013). Major depressive disorder: Advances in diagnosis and treatment. Journal of Clinical Psychiatry, 74(2), 103–109.
• Ingram, R. E., & Luxton, D. D. (2019). Treating depression: Theory and practice. Guilford Publications.
• Leahy, R. L. (2017). Cognitive approaches to clinical psychology. Guilford Publications.
• Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford Press.