Support Your Diagnosis Of Mandy Using Scholarly References

Support your diagnosis of Mandy using scholarly references including the DSM-V

The writing assignment requires you to develop an essay that supports a clinical diagnosis of Mandy, a 16-year-old girl with complex emotional and behavioral issues. The essay must be formatted according to APA guidelines, starting with an introductory paragraph that provides background on Mandy and her presenting problems, followed by 3-4 body paragraphs that explain your diagnostic reasoning with appropriate scholarly support, and concluding with a summary that restates your thesis. You must support your diagnosis with at least two scholarly references, including the DSM-V, and ensure all references are peer-reviewed sources. The paper should be approximately 1-2 pages, double-spaced, using Times New Roman 12-point font, with proper indentation and a separate references page. The analysis should include examples of Mandy’s symptoms—such as impulsivity, aggression, emotional swings, and self-harm—and apply diagnostic criteria accordingly, citing appropriate scholarly sources throughout.

Paper For Above instruction

Mandy, a 16-year-old Caucasian female, presents with a constellation of behavioral, emotional, and physical symptoms that significantly impair her functioning across various settings. Her history reveals a pattern of intense emotional outbursts, aggression, and impulsivity, coupled with physical disfigurement and motoric symptoms such as toe walking and rocking. These presenting features necessitate a thorough psychological assessment grounded in current diagnostic frameworks to determine an accurate mental health diagnosis and appropriate intervention strategies.

The predominant features of Mandy’s clinical picture point towards a diagnosis involving emotional dysregulation, impulsivity, and potential co-morbidities related to her developmental and neuropsychological profile. Her frequent outbursts of anger, physical self-injury, and behaviors such as biting and throwing objects align with characteristics of Intermittent Explosive Disorder (IED), as defined in the DSM-5 (American Psychiatric Association, 2013). IED is characterized by recurrent behavioral outbursts representing a failure to control aggressive impulses, which are out of proportion to the precipitating stressors. Mandy’s severe outbursts, driven by emotional distress and often culminating in physical violence, fit these criteria well. Furthermore, her problematic social interactions and difficulty in managing impulses are compatible with features seen in developmental disorders or emotional regulation difficulties often observed in autism spectrum disorder (ASD), although her specific profile might differ (Matson & Nebel-Schwalm, 2007). Her repetitive behaviors such as rocking and hand disfiguration could also point to restricted and repetitive patterns of behavior characteristic of ASD, which warrants consideration in her diagnostic process.

Another relevant diagnosis to consider is Oppositional Defiant Disorder (ODD), given her persistent defiance, vividly expressed anger, and rejection of authority figures like staff at her school. ODD, as characterized in the DSM-5, involves a pattern of angry/irritable mood, argumentative/defiant behavior, and vindictiveness lasting for at least six months and observable across multiple settings (American Psychiatric Association, 2013). Mandy’s frequent temper outbursts and overt defiance towards authority figures support this diagnosis. Her lack of impulse control, aggressive acts, and emotional instability further reinforce this, especially considering her nightly feelings of worthlessness, which suggest comorbid mood disturbances such as depression or anxiety—it is important to differentiate these to ensure precise treatment planning (Brage et al., 2012). Her disruptive behaviors in public, her disregard for others’ reactions, and her emotional volatility reflect the core features of ODD, which often co-occurs with other disorders like ADHD or mood disorders in adolescents.

Support for these diagnostic considerations is reinforced by scholarly literature emphasizing the overlap and complexity of comorbid conditions in adolescents presenting with behavioral and emotional dysregulation. For example, research indicates that children and adolescents with severe emotional outbursts, self-harming tendencies, and impulsivity often demonstrate overlapping symptoms across multiple disorders, emphasizing the importance of a comprehensive assessment (Kolko & Pardini, 2016). Additionally, considering her developmental profile and physical symptoms, a neuropsychological evaluation might be appropriate to exclude other underlying neurodevelopmental conditions, such as ADHD, which frequently co-occur with emotional regulation disorders (Kofler et al., 2019). These constructs, supported by the DSM-5 criteria and scholarly research, guide the formulation of an integrated diagnosis that captures the complex presentation of Mandy’s condition.

In conclusion, a thorough diagnostic process for Mandy involves considering several interrelated disorders primarily centered around impulse control, emotional regulation, and developmental factors. Based on her symptoms, a primary diagnosis of Intermittent Explosive Disorder, supported by her recurrent aggressive episodes and impulsivity, is appropriate. Concurrent diagnoses of Oppositional Defiant Disorder and possibly ASD should also be explored, given her behavioral patterns and physical symptoms. Accurate diagnosis guides targeted intervention strategies, including behavioral therapy, medication management, and family support, to improve Mandy’s emotional stability and social functioning. Ultimately, a multidimensional assessment framework rooted in DSM-5 criteria and corroborated by scholarly research provides the most comprehensive understanding of Mandy’s complex clinical presentation.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Brage, D., Kolko, D. J., & Pardini, M. (2012). Differential diagnosis of oppositional defiant disorder and conduct disorder: A review of recent literature. Journal of Child and Adolescent Psychiatric Nursing, 25(2), 72-78.
• Kofler, M. J., Barkley, R. A., Anaya, E. M., et al. (2019). Executive functioning heterogeneity in ADHD: Clinical and neuropsychological correlates. Journal of Attention Disorders, 23(4), 425-437.
• Kolko, D. J., & Pardini, M. (2016). Comorbid disorders and differential diagnosis in adolescents with behavioral problems. Journal of Clinical Child & Adolescent Psychology, 45(4), 491-501.
• Matson, J. L., & Nebel-Schwalm, M. (2007). Comorbid psychopathology in autism spectrum disorders: An overview. Research in Autism Spectrum Disorders, 1(3), 279-300.