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When diagnosing during an initial assessment (i.e., intake or diagnostic summary), you are focused on specific criteria relevant to presenting problems within the previous 12 months of the client’s life.
You may recall from earlier coursework that social workers use a biopsychosocial assessment to collect and document specific information about the client’s life and the factors that have shaped it. Psychopathology takes a different approach and perspective with specific terminology to create a summary and to make a diagnosis.
In this Assignment, you examine specific types of assessments, assessment tools, and their use for making a diagnosis. You also consider other factors relevant to diagnosis to keep in mind as you begin the diagnostic process.
Recall your previous coursework and experience with biopsychosocial assessment.
Review both Sommers-Flanagan chapters in the Learning Resources.
Read the sections of the DSM-5-TR listed in the Learning Resources. Focus on the sections related to culture.
Review the ICD-11 and DSM-5-TR Differences handout.
Submit a 2- to 3-page paper that addresses the following:
Explain how a diagnostic summary differs from a biopsychosocial assessment.
What is the relationship between WHO, ICD, and the DSM 5-TR?
Define culture, race, and ethnicity.
Explain why it is important to consider culture when diagnosing.
What is the Cultural Formulation Interview (CFI)? How can it be used when interviewing clients?
Explain why it is important to consider cultural concepts of distress.
You may draw upon professional or field experience for this response.
RESOURCES TO INCLUDE:
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (DSM-5-TR) (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
Section I, “DSM-5 Basics” (pp. 5–29)
Section III, “Culture and Psychiatric Diagnosis” (pp. 859–879)
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2015a). Intake interviewing and report writing. In Clinical interviewing (5th ed., pp. 243–286). Wiley.
Note: Read pages 273–281 in this chapter. You do not need to read the entire chapter.
Sommers-Flanagan, J., & Sommers-Flanagan, R. (2015b). The mental status examination. In Clinical interviewing (5th ed., pp. 287–328). Wiley.
Note: Read pages 290–326 in this chapter. You do not need to read the entire chapter.
World Health Organization. (2019). International statistical classification of diseases and related health problems. (11th ed.). https://www.who.int/standards/classifications/classification-of-diseases
Coleman Health Services. (2022). Evaluation and diagnostic assessment. https://www.colemanservices.org/services/evaluation-diagnostic-assessment/
First, M. B., Gaebel, W., Maj, M., Stein, D. J., Kogan, C. S., Saunders, J. B., Poznyak, V. B., Gureje, O., Lewis-Fernandez, R., Maercker, A., Brewin, C. R., Cloitre, M., Claudino, A., Pike, K. M., Baird, G., Skuse, D., Krueger, R. B., Briken, P., Burke, J. D., . . . Reed, G. M. (2021). An organization‐ and category‐level comparison of diagnostic requirements for mental disorders in ICD-11 and DSM-5. World Psychiatry, 20(1), 34–51. https://doi.org/10.1002/wps.20825
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (DSM-5-TR) (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
 
 
 
 

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