Read the following sections of the DSM-5-TR to develop insight on mood disorders and personality disorders: Schizophrenia Spectrum and Other Psychotic Disorders. Bipolar and Related Diso

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Readings

Read the following sections of the DSM-5-TR to develop insight on mood disorders and personality disorders:

Assignment Overview

In Unit 2, you developed a case study and basic information about a client. In this assignment, you will use evidence-based literature and the DSM-5-TR to effectively and appropriately diagnose a client. From there, you will use theory and the DSM-5-TR to effectively develop an intervention plan that is informed by best practices as identified in current literature. This assignment will prepare you for further work you will do in Unit 8 and Unit 10.

By successfully completing this assignment, you will demonstrate your proficiency in the following EPAS and specialized practices:

  • Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities. 
    • C6.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when engaging with colleagues, individuals, families, groups, organizations, and communities. 
      • Related Assignment Criteria: 
        • 4. Cite peer-reviewed literature within the intervention plan.
        • 5. Communicate in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology.
    • C6.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice when engaging with individuals, families, groups, organizations, and communities. 
      • Related Assignment Criteria: 
        • 1. Describe a diagnosis appropriate for the client.
        • 4. Cite peer-reviewed literature within the intervention plan.
        • 5. Communicate in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology.
  • Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities. 
    • C7.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when assessing colleagues, individuals, families, groups, organizations, and communities. 
      • Related Assignment Criteria: 
        • 4. Cite peer-reviewed literature within the intervention plan.
        • 5. Communicate in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology.
    • C7.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice when assessing individuals, families, groups, organizations, and communities. 
      • Related Assignment Criteria: 
        • 1. Describe a diagnosis appropriate for the client.
        • 4. Cite peer-reviewed literature within the intervention plan.
        • 5. Communicate in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology.

    • C7.SP.D: (Assess) Apply assessment instruments, leadership, technology, critical thinking, and interpersonal skills to identify problems, and assess and analyze capacities, strengths, and needs of individuals, families, groups, organizations, and communities. 

      • Related Assignment Criteria: 
        • 1. Describe a diagnosis appropriate for the client.
  • Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities. 
    • C8.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology when intervening with colleagues, individuals, families, groups, organizations, and communities. 
      • Related Assignment Criteria: 
        • 4. Cite peer-reviewed literature within the intervention plan.
        • 5. Communicate in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology.
    • C8.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice when intervening with individuals, families, groups, organizations, and communities. 
      • Related Assignment Criteria: 
        • 1. Describe a diagnosis appropriate for the client.
        • 4. Cite peer-reviewed literature within the intervention plan.
        • 5. Communicate in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology.
    • C8.SP.D: (Intervene) Apply leadership, technology, critical thinking, decision making, and interpersonal skills in the specialization of advanced generalist practice interventions with individuals, families, groups, organizations, and communities to achieve goals. 
      • Related Assignment Criteria: 
        • 2. Describe a therapy/intervention appropriate for a selected client.
        • 3. Describe an intervention based on theory for the client’s family and/or community.
  • Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities. 
    • C9.SP.A: Apply critical thinking and decision making in verbal and written communication through the use of leadership and technology evaluations with colleagues, individuals, families, groups, organizations, and communities. 
      • Related Assignment Criteria: 
        • 4. Cite peer-reviewed literature within the intervention plan.
        • 5. Communicate in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology.
    • C9.SP.B: Apply and integrate theories of human behavior and the social environment in the specialization of advanced generalist practice evaluation with individuals, families, groups, organizations, and communities. 
      • Related Assignment Criteria: 
        • 1. Describe a diagnosis appropriate for the client.
        • 4. Cite peer-reviewed literature within the intervention plan.
        • 5. Communicate in a manner that is scholarly, professional, and consistent with expectations for leaders of the social work profession through the use of technology.

Assignment Description

In this assignment, you expand upon the case you selected in Unit 2, including determining a diagnosis. You locate and select at least five recent (published within the past five years) peer-reviewed articles from the Capella University Library. You use these articles to justify your diagnosis and recommended interventions. In social work, it is important that we maintain the strengths-based perspective and consistently apply the generalist intervention model. This model allows us to view a client through the micro, mezzo, and macro setting. 

Assignment Instructions

For this assignment:

  1. Describe a diagnosis appropriate for the client. 
    • Consider all potentially fitting diagnoses, discuss the differential diagnoses, and discuss rule out diagnoses and why.  
    • Justify the diagnosis with reference to specific DSM-5-TR criteria.
  2. Describe the therapy or intervention you would provide this client. 
    • Apply theory to contextualize the appropriateness of your chosen therapy/intervention.
  3. Describe an intervention appropriate for the client's family or community. 
    • Justify the recommended intervention with reference to specific DSM-5-TR criteria.
  4. Cite peer-reviewed literature within the intervention plan. 
    • Cite at least five peer-reviewed articles published in the past five years.
    • Describe the content of each cited work, specific to how each one supports the main or supporting points of the intervention plan.

Additional Requirements

The assignment you submit is expected to meet the following requirements:

  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to the current APA style and formatting standards.
  • Cited resources: Minimum of five scholarly sources. All literature cited should be current, with publication dates within the past five years.
  • Length of paper: Minimum of 3 double-spaced pages.
  • Font and font size: Times New Roman, 12 point.

Pepper Family

Olivia Pepper is a 30 year old Masters Student who was referred to the University Counseling Center from her professor for erratic behaviors. The referral report from the professor states that Olivia is a bright student with a 3.8 overall GPA in her last semester of school but that she is currently failing two of her courses that her attendance has been sporadic, and she is often late. One of Olivia's peers reported that they "smelled alcohol on her more than once after lunch and that they don't want to work with her because she wants to meet at the local bar and she is never engaged in learning and more worried about what is next to drink."

Olivia's intake paper work shows that she is African American, married with three children (ages 2, 6, and 8). Her religious affiliation is listed as Baptist. Her records indicate that she is receiving several financial need scholarships and that she is currently not working. Olivia reports that she is currently not on any medication but has previously taken Zoloft and Wellbutrin. Her intake paperwork also lists two residential treatments once as an adolescent for alcohol use and the second when she was 24 for depression and alcohol use. She has had two DUI's her first when she was 16, and the second when she was 22 years of age. Olivia indicates that she went to family counseling as a teenager.

Upon her first visit Olivia is 15 minutes late for her appointment, she is in baggy clothes that look dirty and her is unkempt, she appears agitated and nervous. When asked why she was there she stated "because my teacher is worried I have fallen off the wagon." When asked to explain what that meant Olivia shared that she is a great student and she is just having a hard semester so she is not doing as well but that it has nothing to do with her drinking. Olivia continues that her husband was fired from his job so it has created great stress in her house and that he wants her to stop school and work until he can find work again. Olivia starts to cry and states, "I am almost done, how am I supposed to quit, but my family needs me." "Most days I just don't want to get out of bed and face my day, I am overwhelmed, everyone needs something, and I just want to sleep." When asked how many days of the week this happens, Olivia shard that this occurs every day. She reported sleeping 10-12 hours a day, isolating herself from her family, and not going to school because she just doesn't care. When asked how long this had been occurring she stated it has become worse over the past six months but that she has been in a "funk on and off my whole life." She continued with, "You know what is crazy that it doesn't matter how much sleep I get, I am just exhausted all the time, and I just feel worthless"

Olivia reports that she has no reason to be so sad all of the time. She grew up with loving parents who worked hard. Her mother left them when she was 14 and that is when she started to drink. She reported she had a boyfriend and drinking with him would make her feel better. When she received a DUI at the age of 16 her Dad didn't know what to do so he put her into treatment, which was a waste of time as drinking was not her problem. Olivia shared her second trip to treatment was after the birth of her first child, she just felt guilt all the time for working and not being with her baby so she started to drink again. She stated that he was a cranky baby and it was the only way she could cope. Olivia shared that when she received her second DUI at the age of 22 it was too much to handle as she lost her job because she was not allowed to drive after that. She stated it was a long couple of years and after the birth of her second child it was too much to take and she tried to make it all stop. Olivia stated she was admitted into a hospital for attempted suicide for a drug overdose on her Wellbutrin with alcohol. Olivia stated that scared her and she started to go to AA and started to feel better.

A couple of years ago she decided that she wanted to finish school so that she could help kids like her and maybe help them avoid "this mess I am in." Olivia stated everything was going ok and that she has not been on medication. She reports that church and AA have been very important to her and they help her get up in the morning. Olivia reports she has no family, that she has not seen her mother since she left her as a child and that her dad passed away two years ago from 'drinking himself to death.' Olivia has a sister that moved out of state years ago and they talk on the phone occasionally but that they are not close.

Olivia admitted that she has started to drink and typically when she goes to school during lunch she will have a drink to help her get through the rest of the day. She also reports sneaking drinks into her lemonade at home so that her husband and children do not know she is drinking.

Olivia stated her husband is very angry with her and wants her to quit school and just "yells at me to get out of bed." She states that her eight year old daughter helps with the two year old, that she watches her so I can do my homework, and gets her ready in the morning. She stated her two year used to go to day care but now stays at home seeing her husband is always home. Olivia states this is part of the problem "so I go to school and don't want to go home so I go to the bar instead. This is the real problem, if I am not home I don't do my school work, this is why I am so far behind." Olivia states her six year old is very quiet and keeps to herself and that she is worried about her the most. That her teachers say that she is not doing well in first grade and has no interest in making friends or doing well in class. Olivia stated "she is just like her mom."

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Licensed under a Creative Commons Attribution 3.0 License .

,

Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION

5

Mental Status Examination

Your Name

Department of ABC, University of ABC

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date

Mental Status Examination

Diagnosis with substance-induced depressive disorder necessitates that the depressive episodes be associated with ingestion of a substance and to begin within a month after use of the substance. The disorder is said to be with onset during intoxication when the symptoms are developed during intoxication and the criteria are met (Farré et al., 2020). Substance-induced depressive disorder is distinguished from primary depressive disorder or substance use disorder by considering the onset, course, and other factors associated with the substance use.

Mental Health History

Olly is a 30-year-old African American married woman with three children. The client has been referred to the clinic for by her professor who is concerned because of her social impairment, and alcohol consumption leading to a decline in her performance. Olly has been struggling with getting out of bed and does not enjoy studying or being at home with her family. The client sleeps more than ten hours a day and isolates herself from her family. Olly drinks all the time and claims that she feels worthless and fatigued despite resting. The patient has been previously diagnosed with alcohol use disorder when she was 16 and 24 years and depressive disorder when she was 24.

Olly’s father took her to family counseling as a teenager after her first DUI when she was 16 years old. Olly claims that the treatment was time wasting since she was not an alcoholic and drinking was not her problem. Olly began drinking shortly after her mother left them when she was 14 years old. She claimed that drinking with her boyfriend made her feel better. The second instance was after the birth of her first child. She began drinking because of her guilt for not being with her baby because of work. Olly lost her job because of drinking and she could felt overwhelmed when she had her second child. The client attempted to take her life by consuming Wellbutrin with alcohol. She was admitted to hospital and began attending AA meetings which improved her condition.

Family History

Olly claims that she grew up with loving and hard working parents. The patient states that her mother left them when she was 14 years old and that was when she began drinking. Olly lived with his father who took her for treatment after her first DUI. The patient claims that her father died two years ago because of drinking himself to death. The client also has a sister who moved out of state years ago. They only communicate over the phone occasionally because they are not close. Olly receive support from her AA members and the church as she claims they help her to get up in the morning.

Mental Status Examination

Olly is presenting the symptoms of agitation and nervousness. The patient is late for her appointment and she appears disheveled. Olly is wearing baggy clothes and has unkempt hair. The client is oriented to time, place, and person. The patient appears to be competent. The client is cooperative and answers the interview questions accurately. The patient’s tone and pitch is appropriate as she cries because she feels frustrated that she has to sacrifice her studies to support her family. The patient’s thoughts flow logically, demonstrated in her responses to open-ended questions.

The client does not have auditory or visual delusions and she does not exhibit distorted thinking. Olly claims that she feels worthless and fatigued almost every time throughout the entire day. The client reports that she can only get through the rest of her day when she is drinking. The patient has insight into her difficulties because she understands her problems at home are contributing to her drinking and depression. The client appears sad because of her marital problems which have affected her performance in school. The patient does not currently exhibit suicidality and is not on any medication. The patient is consuming alcohol.

Diagnosis

The patient is suffering from Alcohol-induced depressive disorder. The depressive disorder is associated with intoxication causing impairment in occupational, academic, and social areas of functioning consistent with Criterion E of the DSM-5 (Jiang et al., 2020). The client drinks and is depressed to the extent that she is unable to care for her children or perform well in school. The client’s peers in school do not want to work with her because she is only concerned with drinking. Criterion D requires that the symptoms incur inclusively during the course of delirium (Wang et al., 2020). Olly drinks throughout the entire day as she claims it enables her to cope.

Conclusion

Substance-induced depressive disorder can either occur during intoxication or during withdrawal depending on when the depressive episodes present. The patient is suffering from alcohol-induced depressive disorder since the symptoms exhibited are consistent with the diagnostic criteria for the condition. Moreover, the patient had been previously diagnosed with depression and substance use because of excessive alcohol consumption. The client cannot cope through the day unless she ingests alcohol.

Reference

Farré, A., Tirado, J., Spataro, N., Alías-Ferri, M., Torrens, M., & Fonseca, F. (2020). Alcohol induced depression: Clinical, biological and genetic features. Journal of Clinical Medicine, 9(8), 2668. http://hdl.handle.net/10230/48650

Jiang, Y., Liu, Y., Gao, M., Xue, M., Wang, Z., & Liang, H. (2020). Nicotinamide riboside alleviates alcohol-induced depression-like behaviours in C57BL/6J mice by altering the intestinal microbiota associated with microglial activation and BDNF expression. Food & function, 11(1), 378-391. https://pubs.rsc.org/en/content/articlehtml/2019/fo/c9fo01780a

Wang, P., Guo, P., Wang, Y., Teng, X., Zhang, H., Sun, L., … & Liang, H. (2022). Propolis Ameliorates Alcohol-Induced Depressive Symptoms in C57BL/6J Mice by Regulating Intestinal Mucosal Barrier Function and Inflammatory Reaction. Nutrients, 14(6), 1213. https://doi.org/10.3390/nu14061213

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