Case Study

Required to do a

10-1

5 minute PowerPoint presentation on a case study based on one of the disorders discussed in the textbook.

 

The task is to present a comprehensive analysis of the case which includes identifying information, symptoms and problems, hypotheses regarding the presenting problem, a multi-axial diagnosis (along with disorders that were ruled-out), the type of treatment (therapy and/or medication) the client should receive, and relevant cultural considerations. In addition, the presenters should include a slide that lists additional questions that would help to treat the client and/or that would provide clarity regarding the presenting problem.

Students will be graded on correct diagnosis(es) for each axis, including principle, deferred and/or differential, whether each diagnosis or lack of a diagnosis was clearly justified based on clinical criteria, and if important features of the client’s symptoms/behaviors were clearly identified and insightfully analyzed. The presentation will also be graded for content, quality of presentation, presentation skills (e.g., level of comfort, knowledge of subject, etc.), and number of errors in mechanics, usage, grammar, and spelling. Breakdown of points as follows:

40 Points – Analysis of case

30 Points – Clarity, organization, and comprehensiveness

30 Points – Grammar, punctuation, and spelling

Differential diagnosis refers to all of the diagnostic categories that you seriously considered during the diagnostic process. Because the symptoms present in the case study suggest the possibility of several disorders, a thorough discussion of disorders that you excluded is warranted. In other words, you should discuss why you assigned the diagnoses that you did and why you ruled out others.

 

Multi-axial Diagnosis Format

You can have multiple diagnoses on any axis. It is also possible that there is no diagnosis on an axis. List every diagnosis for which the diagnostic criteria are met. When no diagnosis exists for a particular axis, “No Diagnosis” is entered on the line. The first diagnosis listed on Axis I is assumed to be the principal diagnosis unless otherwise specified. If the principal diagnosis is a Personality Disorder or Mental Retardation, it should be listed on Axis II, labeled as the “Principal Diagnosis” in parentheses.

 

Axis I: Includes all of the disorders we will cover in class, with the exception of Personality Disorders and Mental Retardation.

Axis II: Includes only Personality Disorders and Mental Retardation

Axis III: Includes general medical conditions that are relevant to Axis I and Axis II diagnoses.

Axis IV: Includes a listing of any relevant psychosocial and environmental problems or stressors.

Axis V: Includes a numerical rating of current functioning, and occasionally highest functioning over the past year, on a scale of 0 to 100. (Use chart below)

     

Use this sample as a reference for your presentation:

Axis I: Major Depressive Disorder (Principle Diagnosis), Generalized Anxiety Disorder (Differential Diagnosis)

Axis II: Narcissistic Personality Disorder

Axis III: No Diagnosis

Axis IV: Job loss, recent divorce, financial stress

Axis V: 25

The Global Assessment of Functioning (GAF) is a numeric scale (0 through 100) used by mental health clinicians and physicians to subjectively rate the social, occupational, and psychological functioning of adults, e.g., how well or adaptively one is meeting various problems-in-living

10-1

91-100	Superior functioning in a wide range of activities, life’s problems never seem to get out of hand, is sought out by others because of his or her many qualities. No symptoms.
90-81	Absent or minimal symptoms, good functioning in all areas, interested and involved in a wide range of activities, socially effective, generally satisfied with life, no more than everyday problems or concerns.
80-71	If symptoms are present they are transient and expectable reactions to psychosocial stresses; no more than slight impairment in social, occupational, or school functioning
70-61	Some mild symptoms OR some difficulty in social, occupational, or school functioning, but generally functioning pretty well, has some meaningful interpersonal relationships.
60-51	Moderate symptoms OR any moderate difficulty in social, occupational, or school functioning.
50-41	Serious symptoms OR any serious impairment in social, occupational, or school functioning.
40-31	Some impairment in reality testing or communication OR major impairment in several areas, such as work or school, family relations, judgment, thinking, or mood.
30-21	Behavior is considered influenced by delusions or hallucinations OR serious impairment in communications or judgment OR inability to function in all areas.
20-11	Some danger or hurting self or others OR occasionally fails to maintain minimal personal hygiene OR gross impairment in communication.
Persistent danger of severely hurting self or others OR persistent inability to maintain minimum personal hygiene OR serious suicidal act with clear expectation of death.

  

Grading Criteria Case Study:

90-100: Student provided the correct diagnosis(es) for each axis, including principle, deferred and/or differential. Each diagnosis or lack of a diagnosis was clearly justified based on current clinical criteria. Student clearly identifies and insightfully analyzes important features of the symptoms/behaviors demonstrated by “client” to support diagnosis(es). Student develops ideas cogently and organizes them logically. There are few or no errors in mechanics, usage, grammar, or spelling. The content presented is exceptional and presents a very comprehensive clinical picture of the case summary.

 

80-89: The student provided one inaccurate diagnosis, or provided justification for the diagnosis that was not concise or lacked important analysis of symptomatology. The paper is grammatically correct, and has more than 4 spelling errors. The student provides personal insight, but less of a thorough analysis of the content. The content presented is very good and presents a comprehensive clinical picture of the case summary.

 

70-79: The student provided 2  inaccurate diagnoses or provided little justification of diagnoses presented or lack of analysis of symptomatology. The paper contains multiple grammatical errors and/or more than 4 spelling errors. The content presented is marginal and does not present a comprehensive clinical picture of the case summary.

 

60-69: The student provided inaccurate diagnoses or provided little or no justification of diagnoses presented or lack of analysis of symptomatology. The content presented is below average and does not present a comprehensive clinical picture of the case summary. The writing quality of the assignment was below average.

 

59 or lower: Student proved no correct diagnosis(es) or provided no justification of diagnoses presented or lack of analysis of symptomatology. The content presented is well below average and no evidence of comprehension of the case summary is demonstrated. Writing quality is well below average/ poor.