Identify any areas in your MSE that require follow-up data collection. Explain how using the cross-cutting measure would add to the information gathered.

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Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.

The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.

When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.

 

To prepare:

  1. Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview.
  2. Review the Morrison (2014) reading on the elements of a diagnostic interview.
  3. Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.
  4. Review the case example of a diagnostic summary write-up provided in this Week’s resources.
  5. Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.

Submit a 2- to 3-page case presentation paper in which you complete both parts outlined below:

 

Part I: Diagnostic Summary and MSE

Provide a diagnostic summary of the client, Carl. Within this summary include:

  • Identifying Data/Client demographics
  • Chief complaint/Presenting Problem
  • Present illness
  • Past psychiatric illness
  • Substance use history
  • Past medical history
  • Family history
  • Mental Status Exam (Be professional and concise for all nine areas)
    • Appearance
    • Behavior or psychomotor activity
    • Attitudes toward the interviewer or examiner
    • Affect and mood
    • Speech and thought
    • Perceptual disturbances
    • Orientation and consciousness
    • Memory and intelligence
    • Reliability, judgment, and insight

 

Part II: Analysis of MSE

After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:

  1. Identify any areas in your MSE that require follow-up data collection.
  2. Explain how using the cross-cutting measure would add to the information gathered.
  3. Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?
  4. Would you discuss a possible diagnosis with Carl at time point in time? Why?

 

the Diagnostic Interview: The Mental Status Exam and Risk and Safety Assessments  Resources  Readings 

  • Morrison, J. (2014). Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). New York, NY: Guilford Press.   o Chapter 10, “Diagnosis and the Mental Status Exam” (pp. 119–126)   o Chapter 17, “Beyond Diagnosis: Compliance, Suicide, Violence” (pp. 271–280)
  • American Psychiatric Association. (2013s). Use of the manual. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.UseofDSM5
  • American Psychiatric Association. (2013b). Assessment measures. In Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.AssessmentMeasure s   o Focus on the “Cross-Cutting Symptom Measures” section.
  • Chu, J., Floyd, R., Diep, H., Pardo, S., Goldblum, P., & Bongar, B. (2013). A tool for the culturally competent assessment of suicide: The Cultural Assessment of Risk for Suicide (CARS) measure. Psychological Assessment, 25(2), 424–434. doi:10.1037/a0031264

The Diagnostic Interview: The Mental Status Exam and Risk and Safety Assessments

  • Blackboard. (2018). Collaborate Ultra help for moderators. Retrieved from https://help.blackboard.com/Collaborate/Ultra/Moderator
  • Document: Case Collaboration Meeting Guidelines (Word document)
  • Document: Collaborating With Your Partner (PDF)
  • Document: Diagnostic Summary Example (Word document) Media
  • Laureate Education (Producer). (2018b). Psychopathology and diagnosis for social work practice podcast: The diagnostic interview, the mental status exam, risk and safety assessments [Audio podcast]. Baltimore, MD: Author.
  • MedLecturesMadeEasy. (2017, May 29). Mental status exam [Video file]. Retrieved from https://youtu.be/RdmG739KFF8
  • Sommers-Flanagan, J., & Sommers-Flanagan, R. (Producers). (2014). Clinical interviewing: Intake, assessment and therapeutic alliance [Video file]. Retrieved from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/w aldenu/video?vid=276

o Watch the “Suicide Assessment Interview” segment by clicking the applicable link under the chapters tab. This is the interview with Tommi, which will be used for the Discussion. o Watch the “Mental Status Examination” segment by clicking the applicable link under the chapters tab. This is the case of Carl, which will be used for the Application.

How can she ethically handle limited resources, deal with cost containment issues, respond to discrimination, and promote community change? 

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Topic 7: Scenario Analysis Assignment

Directions: Read the four scenarios below. Provide a 75-150-word response to each question in all four of the scenarios presented below. Use the ACA and NAADAC Codes of Ethics and other scholarly resources to support your responses. You must provide at least one properly formatted APA citation and accompanying reference to support your response for each scenario.

Scenario One:  Barbara is a licensed professional counselor (LPC) working for a nonprofit social service agency. Many of the clients in the agency are female domestic violence victims. The director of the agency has asked Barbara to develop a counseling group to serve the needs of these individuals.

Question One: What ethical matters should Barbara consider as she plans this group?

Question Two: What methods should Barbara use to ensure confidentiality in the context of group counseling?

Question Three: If breaches of confidentiality occur, how should Barbara manage them?

Scenario Two: David is a licensed professional counselor (LPC) and a licensed marriage and family therapist (LMFT) working for a family counseling center. Steve, one of his adult clients, would like to begin couples counseling with his wife.

Question One: What ethical matters should David consider before beginning to see Steve and his wife?

Question Two: What special issues of confidentiality may arise in the case? How should David address these issues?

Question Three: How might differences in personal values and gender/cultural issues create ethical dilemmas in this case?

Scenario Three: Stephanie is a licensed professional counselor (LPC) who has decided to start a private practice as she transitions from public to private practice. As she makes her plans, there are many ethical issues she must consider. While these issues are of concern to all counselors, she must consider how they specifically impact a counselor in private practice.

Question One: How can she ethically handle limited resources, deal with cost containment issues, respond to discrimination, and promote community change?

Question Two: As a service provider, with what ethical issues and practices related to state insurance laws and managed care must she be familiar?

Question Three: What are the ethical obligations and limitations faced by a counselor who serves clients who have been the victim of discrimination, injustice, poverty, or lack of access to behavioral health services? What best practice community based interventions could she refer her clients to?

Section Four: Amari has recently passed her NCMHCE and will soon be considered an independent clinical practitioner. Her husband is in the military and they travel often. Amari hopes to strictly provide distance counseling in her private practice. She has never provided distance counseling nor does she know of anyone who does it. Rely heavily on Section H: Distance Counseling, Technology, and Social Media of the American Counseling Association’s Code of Ethics to consider the following.

Question One: What should Amari consider in regards to distance counseling?

Describe how you, the social worker, will intervene to assist the client to reach the reintegration stage of the crisis. Be sure that the intervention promotes resiliency.  

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Assignment: Application of Crisis Theory and Resiliency Theory to a Case Study

It is common for social workers to be presented with a crisis situation brought forth by clients, families, communities, and/or organizations. The ultimate goal is to restore the client to equilibrium. The five stages of the crisis are (1) the hazardous event, (2) the vulnerable stage, (3) the precipitating factor, (4) the state of active crisis, and (5) the reintegration or crisis resolution phase.

There are times when a social worker will use more than one theory to assist in conceptualizing the problem and intervention, particularly if the theories complement each other. For example, resiliency theory can be used alongside crisis theory.   To prepare: Review and focus on the same case study that you chose in Week 2.   (Case of Jake Levy)

Prepare- Submit a 1- to 2-page case write-up that addresses the following:

•Map the client’s crisis using the five stages of the crisis.

•Describe the client’s assets and resources (in order to understand the client’s resilience).

•Describe how you, the social worker, will intervene to assist the client to reach the reintegration stage of the crisis. Be sure that the intervention promotes resiliency.

•Evaluate how using crisis theory and resiliency theory together help in working with a client.

Basically, you need to research a topic in psychology and make a presentation on it. You could select i.e. Insomnia, ADHD, Personality Psychology, or any other topic – have at least 2 or 3 sources and put this on Power Point or on OneDrive

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Instructions for Semester Project – Fall 2016

Students are expected to read assigned material before class meetings. You will need to do one report and make a presentation on a subject of your choosing. You will need to include the references you used to complete your report. These presentations can be presented and submitted beginning Wednesday 9-21-16. These presentations will be the basis for student discussion on current developments in psychology. See Canvas, class rubrics, and Semester Project Matrix Fall 2016 for breakdown on points awarded. You may use i.e. PowerPoint, videos, books, online presentation, etc. Presentations need to be spell-checked, typed, and stapled – no written presentations will be accepted. If you make an online presentation make sure it is saved on the cloud i.e. OneDrive. It is recommended that you use Prezi.com or OneDrive.com for your presentation and make sure your presentation has no delays in it to allow the other students their equal time. NO FLASH DRIVES WILL BE AUTHORIZED. If you do not turn in a summary for your presentation you will not receive any points for your presentation. Each chapter has different critical thinking exercises and only the critical thinking exercises on Canvas will be authorized. Assignments will not be accepted beyond the due dates indicated on Canvas so it is highly recommended you complete your assignments as soon as you can. To assist you in completing the critical thinking exercises please refer to the “Teaching Package: Print Supplements,” of the textbook where it makes available such things as the Companion Web site, study guides, articles, books, videos, PowerPoint activities, Digital Media Archives, CD-ROMs,
DVD’s, Brain Modules, short clips, etc. You may also use our library for more information. See Canvas, class rubric, and Semester Project Matrix Fall 2016 for breakdown on points awarded.One sentence critical thinking exercises will NOT be accepted. Please follow Canvas, class rubric and class resources as a guide to help you!

Basically, you need to research a topic in psychology and make a presentation on it. You could select i.e. Insomnia, ADHD, Personality Psychology, or any other topic – have at least 2 or 3 sources and put this on Power Point or on OneDrive.com and turn in your summary at the end of your presentation. We covered this several times in class but your high absence prevented you from getting all this information. At this point it is probably to late to put all this together and present as tomorrow is the deadline to make your presentation. All I can say is submit at least a written copy to me tomorrow as you probably won’t have time to present in class and I can see how many points I can award you. You will not be able to get the 100 points authorized but something is better than nothing.