Making A Differential Diagnosisprior To Beginning Work On This Assignm ✓ Solved
Making a Differential Diagnosis Prior to beginning work on this assignment, please read Chapter 1: Differential Diagnosis Step by Step in DSM-5: Handbook of Differential Diagnosis and review one of the case studies from the Case Studies in Abnormal Psychology text that you did not write about in your Week One and Week Two discussions. Select one of the following cases that you have not already written about in a prior assignment in this class. Case 3: Hoarding Disorder Case 4: Posttraumatic Stress Disorder Case 5: Major Depressive Disorder Case 6: Bipolar Disorder Case 10: Alcohol Use Disorder and Marital 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 For this assignment, you will create a differential diagnosis for the patient in your chosen case.
Be sure to select one of the cases above that you have not already written about in a prior assignment for this class. Be sure to follow the instructions in Chapter 1: Differential Diagnosis Step by Step when creating your differential diagnosis. Your assignment must include the following: Recommend a diagnosis based on the patient’s symptoms, presenting problems, and history. Assess the validity of your diagnosis using a sociocultural perspective. Compare at least one evidence-based and one non-evidence-based treatment option for the diagnosis.
Research a minimum of two peer-reviewed sources to support your choices. Propose and provide an explanation for a minimum of two historical perspectives and two theoretical orientations that are inappropriate alternates for the conceptualizations in this case (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 humanisitic perspective, how did this client develop the symptoms and current presenting problem?†Etc. The Making a Differential Diagnosis assignment Must be three to five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center (Links to an external site.). Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must use at least two peer-reviewed sources in addition to the course text.
Must document all sources in APA style as outlined in the Writing Center. Must include a separate references page that is formatted according to APA style as outlined in the Writing Center.
Paper for above instructions
Making a Differential Diagnosis: Posttraumatic Stress Disorder in Case Study 4Introduction
Differential diagnosis is a systematic method used to determine which disease or condition explains a person's symptoms and signs. The intent is to eliminate disorders that share similar symptoms. In this assignment, I will conduct a differential diagnosis for a patient with Posttraumatic Stress Disorder (PTSD), referring specifically to Case Study 4 from the "Case Studies in Abnormal Psychology" text. The following sections will detail the diagnostic process, cultural considerations, treatment options, as well as explore historical perspectives and theoretical orientations unsuitable for conceptualizing the patient's experiences.
Diagnosis Based on Symptoms and History
The patient in Case Study 4 exhibits hallmark symptoms of Posttraumatic Stress Disorder, which include re-experiencing the traumatic event (flashbacks and nightmares), avoidance of reminders associated with the trauma, negative alterations in cognitions and mood, and hyperarousal (American Psychiatric Association [APA], 2013). The patient has a history of trauma exposure, which is a critical factor in establishing the diagnosis of PTSD.
To ensure the accuracy of the diagnosis, I considered the diagnostic criteria outlined in DSM-5, particularly the duration of symptoms lasting for more than a month and causing significant distress or impairment in social, occupational, or other critical areas of functioning (APA, 2013). Given that Case Study 4 meets these criteria, I confidently diagnose the patient with Posttraumatic Stress Disorder.
Sociocultural Perspective on Diagnosis Validity
The sociocultural perspective is fundamental in assessing the validity of the PTSD diagnosis. This perspective emphasizes the influence of cultural factors on mental health, noting that expression and understanding of trauma and its aftereffects may vary significantly across different cultures (Friedman et al., 2011). For instance, individuals from collectivist societies may frame their traumatic experiences within the context of family or community, potentially leading to depression or anxiety symptoms instead of PTSD.
In this case, understanding the patient's cultural background is vital. If the patient belongs to a culture that stigmatizes mental health issues or has different expressions of distress, this may influence their willingness to seek help and the diagnostic process (Hinton & Lewis-Fernández, 2011). Thus, sociocultural considerations help ensure that the diagnosis reflects the patient’s cultural context and personal experiences, validating the diagnosis of PTSD in this case.
Treatment Options: Evidence-Based vs. Non-Evidence-Based
When addressing PTSD, different treatment options exist. For evidence-based treatments, Cognitive Behavioral Therapy (CBT) is widely supported by research. CBT for PTSD particularly focuses on exposure therapy and cognitive restructuring—a method of correcting distorted beliefs and thoughts about the trauma (Foa et al., 2005). This evidence-based approach helps the patient confront and integrate traumatic memories, ultimately reducing symptom severity.
On the other hand, a common non-evidence-based treatment is the use of herbal supplements, such as St. John's Wort. While sometimes sought for anxiety and depression, its effectiveness for PTSD is not well-supported by scientific evidence and may lead to potential interactions with other medications (Rungseesantivanich et al., 2018). Therefore, it's crucial to differentiate between treatments supported by empirical research and those without substantial backing.
Historical Perspectives: Unsuitable Alternatives
Two historical perspectives that are inappropriate for conceptualizing PTSD in this case are the psychoanalytic perspective and the behavioral perspective.
1. Psychoanalytic Perspective: Traditional psychoanalytic theory focuses on unconscious conflicts and repressed memories as the roots of psychological distress (Freud, 1920). Applying this perspective to the patient’s symptoms may overlook the immediate and tangible effects of the trauma experienced. Instead, PTSD requires a recognition of the specific trauma and its direct impacts on the patient’s current state, rather than solely diverting attention to unresolved unconscious conflicts.
2. Behavioral Perspective: The behavioral perspective, emphasizing learned behaviors and reinforcement, suggests that maladaptive behaviors are the result of past rewards and punishments (Skinner, 1953). While this perspective can explain avoidance behaviors associated with PTSD, it does not consider the complex emotional and cognitive aspects of trauma, nor the necessity for processing the traumatic event itself. Such a view inadequately addresses the severity of intrusive thoughts and negative changes in mood and cognition common to PTSD.
Theoretical Orientations: Inappropriate Frameworks
When reviewing theoretical orientations for the conceptualization of the patient's symptoms, I find two additional frameworks unsuitable:
1. Humanistic Perspective: While humanistic theories emphasize personal growth and self-actualization, they fail to account for the impact of trauma on a person's psychological well-being. Focusing solely on the individual’s inherent tendencies for self-improvement neglects the importance of addressing the trauma and the emotional turmoil that follows (Rogers, 1961).
2. Evolutionary Perspective: The evolutionary perspective may attempt to link trauma responses to survival instincts present in human evolution (Buss, 2001). However, this lens minimizes the nuanced personal and social implications of the trauma. It does not adequately provide insights into the patient's unique life situation and psychological distress arising from a specific traumatic event.
Conclusion
In diagnosing PTSD for the patient in Case Study 4, this assignment has integrated symptoms, sociocultural considerations, treatment options, and the identification of inappropriate theoretical orientations. PTSD is a complex disorder influenced by numerous factors, which necessitates careful assessment and sensitivity to cultural context when considering a diagnosis. Effective evidence-based treatments like CBT should be prioritized to support recovery in PTSD cases.
References
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: Author.
Buss, D. M. (2001). Evolutionary psychology: The new science of the mind. Boston, MA: Allyn & Bacon.
Foa, E. B., Keane, T. M., & Friedman, M. J. (2005). Effective treatments for PTSD: Practice guidelines from the International Society for Traumatic Stress Studies. New York: Guilford Press.
Freud, S. (1920). Beyond the pleasure principle. London, UK: Hogarth Press.
Friedman, M. J., Keane, T. M., & Resick, P. A. (2011). Assessment of trauma and PTSD. In J. C. Norcross (Ed.), Psychotherapy relationships that work: Evidence-based responsiveness (pp. 89–102). Oxford University Press.
Hinton, D. E., & Lewis-Fernández, R. (2011). Cultural concepts of distress in ICD-11: From research to practice. International Journal of Social Psychiatry, 57(4), 1-16.
Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. Boston, MA: Houghton Mifflin.
Rungseesantivanich, T., et al. (2018). St. John's Wort and its interactions with conventional antidepressants. Clinical Psychology Review, 50, 69-78.
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.