Social work clinicians 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 they match the individual symptoms, behaviors, and risk factors against criteria A–E and other baseline information in the DSM-5.

Over time, as you continue your social work education, this process will become more automatic and integrated. In this Discussion, you practice differential diagnosis by examining a case that falls on the neurodevelopmental spectrum.

To prepare:

1. Read the case provided by your instructor for this week’s Discussion and identify relevant symptoms and factors. You may want to make a simple list of the symptoms and facts of the case to help you focus on patterns.
2. Read the Morrison (2014) selection. Focus on Figure 1.1, “The Roadmap for Diagnosis,” to guide your decision making.
3. Identify four clinical diagnoses relevant to the client that you will consider as part of narrowing down your choices. Be prepared to explain in a concise statement why you ruled three of them out.
4. Confirm whether any codes have changed by checking this website: American Psychiatric Association. (2017, October 1). Changes to ICD-10-CM codes for DSM-5 diagnoses. Washington, DC: Author. Retrieved from https://www.psychiatry.org/psychiatrists/practice/dsm/updates-to-dsm-5/coding-updates

Post a 300- to 500-word response in which you address the following:

1. Provide a full DSM-5 diagnosis of the client. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
2. Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
3. Identify which four diagnoses you initially considered in the case of the client, using the DSM-5 diagnostic criteria to explain why you selected these four items. In one or two sentences each, explain why three of these diagnoses were excluded.
4. Explain any obvious eliminations that could be made from within the neurodevelopmental spectrum.
5. Describe in detail how the client’s symptoms match up with the specific diagnostic criteria for the primary disorder that you finally selected for him. Note two other relevant DSM-5 criteria for that illness from the sections on “diagnostic features” and “development and course” that fit this case.

Technology and   Psychology Professionals

Prior to beginning work on this discussion forum, be certain to have read all the required resources for this week. In recent years, the psychology profession has been greatly influenced by various forms of technology. The prevalence of psychology professionals using technology to market themselves and engage, socialize, and interact with others has created new opportunities and challenges. This is particularly true with regard to potential interactions with clients via these technologies. Given the exponential growth with which these technological advancements are permeating our world, we expect to see the proliferation of new issues, challenges, and opportunities within the realms of psychological research and practice.

In your initial post:

· Provide an overview of the relevant issues, ongoing trends, challenges, and future opportunities for psychology professionals and the populations they serve.

· Explain how the APA’s Ethical Principles of Psychologists and Code of Conduct can be used to guide decisions in the ethical application of these technologies.

· Construct clear and concise arguments using evidence-based psychological concepts and theories to explain how current technological and policy shifts may influence trends in psychological research and practice.

· Evaluate potential work settings where the use of technologies promotes ease and convenience for both psychology professionals and the populations they serve.

What are the potential responsibilities of the psychology professionals as providers of care with regard to the use of these technologies? Does the increase in ease, convenience, and experience satisfaction for the parties involved outweigh any potential negative outcomes?

Articles

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct: Including 2010 amendments. (Links to an external site.)Links to an external site.Retrieved from http://www.apa.org/ethics/code/index.aspx

· This document outlines a series of ethical standards, guidelines, and aspirational goals to guide psychologists.

Bratt, W. (2010). Ethical considerations of social networking for counsellors. Canadian Journal of Counselling and Psychotherapy, 44(4),335–345. Retrieved from https://library.ashford.edu/ezproxy.aspx?url=http%3A//search.proquest.com/docview/818788035/969B22225CCB4827PQ/1?accountid=32521

· This article considers the ethical and professional implications of social networking for counselors.

Clinton, B. K., Silverman, B.C., & Brendel, D. H. (2010). Patient-targeted Googling: The ethics of searching online for patient information. Harvard Review of Psychiatry, 18(2),103–112. doi:10.3109/10673221003683861

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article discusses the ethical and professional considerations of searching online for personal information about clients.

DiLillo, D., & Gale, E. B. (2011). To Google or not to Google: Graduate students’ use of the Internet to access personal information about clients. Training and Education in Professional Psychology, 5(3), 160–166. doi:10.1037/a0024441

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article explores several ethical issues related to searching for personal information about clients online, including issues pertaining to confidentiality and informed consent.

Kaslow, F. W., Patterson, T., & Gottlieb, M. (2011). Ethical dilemmas in psychologists accessing internet data: Is it justified? Professional Psychology: Research and Practice, 42(2),105–112. doi:10.1037/a0022002

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article explores a myriad of ethical dilemmas in psychologists accessing Internet data about clients, and also investigates the efficacy of gathering personal information about clients online.

Kolmes, K. (2012). Social media in the future of professional psychology. Professional Psychology: Research and Practice, 43(6),606–612. doi: 10.1037/a0028678

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. The profession of psychology is greatly influenced by technology and social media. This article provides an overview of current and future trends in this area.

Lehavot, K., Barnett, J. E., & Powers, D. (2010). Psychotherapy, professional relationships, and ethical considerations in the MySpace generation. Professional Psychology: Research and Practice, 41(2),160–166. doi:10.1037/a0018709

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article describes new ethical dilemmas related to social media for psychology professionals. A strong focus of this article is on the potential impact to the therapeutic relationship.

Tunick, R. A., Mednick, L., & Conroy, C. (2011). A snapshot of child psychologists’ social media activity: Professional and ethical implications and recommendations. Professional Psychology: Research and Practice, 42(6),440–447. doi:10.1037/a0025040

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article proposes several guidelines for professional practice based on research around child psychologists’ social media activity.

Van Allen, J., & Roberts, M. (2011). Critical incidents in the marriage of psychology and technology: A discussion of potential ethical issues in practice, education, and policy. Professional Psychology: Research and Practice, 42(6),433–439. doi:10.1037/a0025278

· The full-text version of this article can be accessed through the EBSCOhost database in the Ashford University Library. This article discusses psychologists’ use of technology, with a particular focus on consequences and strategies related to ethical issues in policy, education, and practice.