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Diagnosis of Schizophrenia Spectrum and Other Psychotic Disorders

Assignment: Diagnosis of Schizophrenia Spectrum and Other Psychotic Disorders

This week, you have focused on key symptoms related to schizophrenia spectrum and other psychotic disorders. Now, in this Assignment, you practice diagnosing in this area.

This is your fifth practice in diagnosing mental disorders. When reviewing the case study, remember that social workers keep a wide focus on several potential syndromes, analyzing patterns of symptoms, risks, and environmental factors. Narrowing down from that wider focus happens naturally as you match the individual symptoms, behaviors, and risk factors against criteria and other information in the  DSM-5-TR.

Here are a few tips or reminders:

· Catatonia is a specifier, although it does have a code. It even appears on a line of its own and may look like a code. However, it cannot be used as a diagnosis on its own.

· Remember to include all of the words that go with the diagnostic code.

Note: Remember that symptoms can occur in many disorders. As a result, all disorders in the  DSM-5-TR covered up until this point may factor into your diagnosis (for example, as a possible additional disorder you diagnose).

To Prepare

· Review the case study for this week.

· Start by familiarizing yourself with the disorders from the  DSM-5-TR found in the Learning Resources this Week.

· Look within the noted sections for symptoms, behaviors, or other features the client presents within the case study.

· If some of the symptoms in the case study cause you to suspect an  additional disorder,  then research any of the previous disorders covered so far in the course. 

· This mirrors real social work practice where you follow the symptoms. 

· Review the correct format for how to write the diagnosis noted below. Be sure to use this format.

· Remember: When using Z codes, stay focused on the psychosocial and environmental impact on the client within the last 12 months.

By Day 7

Submit your diagnosis for the client in the case. Follow the guidelines below.

· The diagnosis should appear on one line in the following order.  Note: Do not include the plus sign in your diagnosis. Instead, write the indicated items next to each other.

Code + Name + Specifier (appears on its own first line) Z code (appears on its own line next with its name written next to the code)

Then, in 1–2 pages, respond to the following:

· Explain how you support the diagnosis by specifically identifying the criteria from the case study.

· Describe in detail how the client’s symptoms match up with the specific diagnostic criteria for the disorder (or all the disorders) that you finally selected for the client. You do not need to repeat the diagnostic code in the explanation.

· Identify the differential diagnosis you considered.

· Explain why you excluded this diagnosis/diagnoses. 

· Explain the specific factors of culture that are or may be relevant to the case and the diagnosis, which may include the cultural concepts of distress.

· Explain why you chose the Z codes you have for this client.

· Remember: When using Z codes, stay focused on the psychosocial and environmental impact on the client within the last 12 months

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First, watch the video below for an introduction to the gender spectrum, a second framework in which gender in comprised of a dynamic line between two ever-changing ideals

Gender as Spectrum From EDUC 251

Session Slides

(Links to an external site.)

1) First, watch the video below for an introduction to the gender spectrum, a second framework in which gender in comprised of a dynamic line between two ever-changing ideals.

2) Next, take two minutes to reflect and journal about the ways in which you have been taught that gender is a spectrum going from masculine to feminine.

· Where have you seen this line or fragments of it? What places you more toward one end of the spectrum or the other? What places you more toward the middle? For example, when have you have been told “As a boy/girl you should … more.” or “Because you’re a boy/girl you need to do … less.” Please note that these messages also apply to people who are genderqueer in the middle of the spectrum except that they are given messages to be or do more or less to fit into either masculinity or femininity rather than being more genderqueer.

· What rewards or opportunities will you receive if you stay where you are or move in one direction or another?

· What costs do you incur or risks do you take if you stay where you are or move in one direction or another?

3) Then, watch Makkai (2002) below for a shelf resource to balance with your self.

4) Now take two more minutes to reflect and journal about balancing your own story of your self with Makkai’s (2002) story from the shelf. What windows and mirrors came up for you?

5) Post your reflection on the discussion board below. Read and respectfully respond to other people’s posts.

References

Makkai, K. (2002). Pretty. National Poetry Slam

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Music Therapy & Autism Spectrum Disorder 

Discussion #2 – Selected Populations44 unread replies.44 replies.

Discuss music therapy related to the selected populations listed. Consider what ethical implications might need to be considered:

  • Music Therapy & Autism Spectrum Disorder 
  • Music Therapy & Young Children 

For this assignment, your academic articles may be from any related discipline to your selected topic from the above list of choices

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  • Music Therapy & Autism Spectrum Disorder 

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