Andrew, is a 15-year old Caucasian male, is experiencing difficulty at home and at school. Andrew currently lives with both biologically parents and four siblings. Andrew has demonstrated aggressive and threatening behavior with siblings, peers and parents.

Andrew, is a 15-year old Caucasian male, is experiencing difficulty at home and at school. Andrew currently lives with both biologically parents and four siblings. Andrew has demonstrated aggressive and threatening behavior with siblings, peers and parents.

Andrew, is a 15-year old Caucasian male, is experiencing difficulty at home and at school. Andrew currently lives with both biologically parents and four siblings. Andrew has demonstrated aggressive and threatening behavior with siblings, peers and parents.

Diagnosis of Andrew

Case Conceptualization

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The case depicts Andrew, a 15-year-old Caucasian male expelled from school because he got into a physical fight with his schoolmate and threatened to kill him. Andrew was arrested after being found possessing a knife but was later released and taken for psychiatric assessment. Besides, Andrew has a history of picking fights with his schoolmates, which has led to him having very few friends. Andrew mostly spends time with persons who use drugs, pick fights, and engage in illegal behaviors. Andrew’s problematic behavior became evident in late elementary and early middle school. He started exhibiting aggressive behavior, including cheating, picking fights, stealing, and sniffing substances. He was sent to a residential treatment center at 11 years because of assaulting a girl in his school. Andrew is also aggressive toward animals.

ORDER A PLAGIARISM-FREE PAPER HERE ON; Andrew, is a 15-year old Caucasian male, is experiencing difficulty at home and at school. Andrew currently lives with both biologically parents and four siblings. Andrew has demonstrated aggressive and threatening behavior with siblings, peers and parents.

Diagnostic Impression: F91.1 – Conduct disorder, childhood-onset type

The Rationale for Diagnostic Impressions

Conduct disorder is a disruptive behavior disorder where children exhibit a pattern of cruelty and disrespect to others. It is characterized by an enduring set of behaviors that evolve over time. The DSM-V criteria for Conduct disorder include at least three of the following in the past 12 months: Bullying, threatening and intimidating others, aggression to people and animals, destruction of property, stealing, frequently fighting and assaulting others, sexually coercing, and serious violation of rules (APA, 2013). Children with Conduct disorder can murder (Sagar et al., 2019). Andrew meets the diagnostic criteria for Conduct disorder since he often starts physical fights, has been found with a weapon that can cause physical harm, engages in stealing activities, is physically cruel to animals by hurting and killing them, and has sexually coerced a schoolmate. The behavior has interfered with his social functioning since he does not have friends, probably due to picking fights and bullying.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.

Sagar, R., Patra, B. N., & Patil, V. (2019). Clinical Practice Guidelines for the management of conduct disorder. Indian journal of psychiatry61(Suppl 2), 270–276. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_539_18

BUY A CUSTOM PAPER HERE ON; Andrew, is a 15-year old Caucasian male, is experiencing difficulty at home and at school. Andrew currently lives with both biologically parents and four siblings. Andrew has demonstrated aggressive and threatening behavior with siblings, peers and parents.

The case study:

Read Andrew’s case study in Kress and Paylo (2019).

Kress, V. E., & Paylo, M. J. (2019). Treating those with mental disorders: A comprehensive approach to case conceptualization and treatment (2nd ed.). New York, NY: Pearson.

  • Chapter 12, “Disruptive, Impulse-Control, and Conduct Disorders, and Elimination Disorders”

Requirments: Please no plagiarism (do not copy examples exactly, they are only for reference and to see what material is needed) and make sure you are able to access all resources on your own before you bid. You need to have scholarly support for any claim of fact or recommendation regarding treatment. Grammar, Writing, and APA Format: I expect you to write professionally, which means APA format, complete sentences, proper paragraphs, and well-organized and well-documented presentation of ideas. Remember to use scholarly research from peer-reviewed articles that are current. Sources such as Wikipedia, Ask.com, PsychCentral, and similar sites are never acceptable.

To prepare for the Discussion:

  • Review this week’s Learning Resources.
  • To assist with your understanding with what should be included in a case conceptualization, review the case study of Caden provided in the Learning Resources.
  • Read Andrew’s case study in Kress and Paylo (2019).
  • Assess and diagnose Andrew.

Post a brief summary of Andrew using the following format:

  • Case Conceptualization (Include specific information about client symptoms and presenting concerns.)
  • Educational/Academic Concerns (This section should be considered for K-12 youth. Include information on the impact of client symptoms and presenting concerns on the following domains: Academic, Social/Emotional/Behavioral, and Career/College Planning.)
  • Diagnostic Impressions (Be sure to use the ICD-10 code, name of the disorder, and all specifiers.)
  • Rationale for Diagnostic Impressions (Include the diagnostic impressions using the DSM-5 to link the client’s symptoms to the diagnostic criteria for each diagnosis that you render. If you do not render a diagnosis, you still must use the DSM-5 to explain why you chose not to render a diagnosis.)

Examples:

Case Conceptualization:

Andrew is a 15-year-old Caucasian male who has recently been expelled from school after a physical altercation with another student and threatening to kill them. Andrew was found with a small knife in his possession and taken into custody, where he was later released to an intensive treatment center for a psychiatric assessment. Andrew is often getting is physical altercations with his peers and is said to have very few, if any, real friends. Many of the people he hangs out with are known for possessing drugs, getting into fights, and illegal behaviors. These behaviors became apparent when Andrew was in late elementary to early middle school, where he became aggressive, and started cheating, stealing, fighting, and sniffing substances. At the age of 11, he was court ordered to a residential treatment center after assaulting a girl at school. Andrews parents are known to be neglectful. His father works two jobs, day shift and night shift, while his mother works night shift at a local gas station 5 days a week. On their off time, they want nothing to do with their five children. Andrew is often responsible for taking care of his younger siblings which makes him angry and resentful. When Andrews father is not working, he drinks so heavily that he becomes aggressive, usually targeting Andrew and his mother with abuse. Andrews mother has been involved in his inpatient therapy and expresses that as a child, Andrew would often catch animals and severely hurt or murder them. She said that he showed zero emotion while doing so and that the animals got larger as he grew older. His symptoms date back to around age six.

Diagnostic Impressions:

F91.1 Conduct Disorder, Childhood-Onset Type with Limited Prosocial Emotions, Severe.

Rational for Diagnostic Impressions:

Based on case presentation, Andrew appears to be demonstrating symptoms consistent with F91.1 Conduct Disorder. Andrew meets eight of the fifteen criteria for this disorder, only three are required. Criteria met includes threatening others (A1), initiating physical fights (A2), used a knife in a physical altercation (A3), has been physically cruel to people (A4) and animals (A5), forced sexual activity at age 11 with a girl at school (A7), Stealing without confrontation (A12), truancy at school (A15), and impairment in social and academic functioning (B) (American Psychiatric Association, 2013). In the last 12 months, Andrew demonstrated at least five of these criteria including criterion A1, A2, A3, A4 and A15. Andrew’s mother shared that she witnessed him emotionlessly catching and killing frogs at age 6 and moving on to larger animals as he grew older. This indicated a childhood-onset type where individuals show at least one symptom of the disorder before the age of 10 (American Psychiatric Association, 2013). Andrew also displays two of the specifying factors of limited prosocial emotions. He expresses lack of remorse or guilt for his actions against others and animals, this includes his most previous altercation of threatening another student’s life. He also expresses a lack of empathy which can be seen in his disregard for the feelings of those he harms. He also meets this specifier by being more concerned about himself when it comes to the care of his four younger siblings. Andrews condition would be considered severe because he meets the majority of the criteria presented and has exhibited forced sexual activity, physical cruelty, and use of a weapon (American Psychiatric Association, 2013). Andrew’s severity with aggression evolved very quickly, as seen in his disruptive behaviors of sexual assault, physical assault, attack with weapons, and murder (of animals) before late adolescence (Playo, 2018). Because childhood-onset types typically experience a worsening of symptoms as they enter adulthood, Andrew may exhibit comorbidity for F60.2 Antisocial Personality Disorder as he reached age 18 (American Psychiatric Association, 2013). He also shows many if not all of the symptoms for F91.3 Oppositional Defiant Disorder, but differs because his symptoms are of a more severe nature and include aggression towards people and animals (American Psychiatric Association, 2013).

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.

Paylo, V.E.K.M. J. (2018). Treating Those with Mental Disorders. [VitalSource Bookshelf]. Retrieved from https://bookshelf.vitalsource.com/#/books/9780134802893/

2. Classmate (J. Char)

Case Conceptualization

Andrew, is a 15-year old Caucasian male, is experiencing difficulty at home and at school. Andrew currently lives with both biologically parents and four siblings. Andew has demonstrated aggressive and threatening behavior with siblings, peers ans parens.

Andrew has displayed oppositional behavior (e.g., oppositional & aggressive ouburst, , stealing/fighting, and sniffing substances). He has experienced academic difficulties and he  failed the seventh grade. He has also experienced threatening and violent behaviors. His symptoms appear to have begun at age 5.

Diagnostic Impressions

(Be sure to use the ICD-10 code, name of the disorder, and all of the specifiers)

F91.1 Conduct Disorder, Childhood-Onset Type, Moderate

Rationale for Diagnostic Impressions

Based on the case presentation, Andrew appears to be demonstrating symptoms consistent with F91.9 Conduct Disorder. Andrew has demonstrated a repetitive and persistent pattern of violating the rights of others and age-appropriate norms (Criterion A) as evidenced by getting in aggressive conduct that causes or threatens physically harm to his peers, siblings and parents (Criterion A2), bullying peers (criterion A1), theft (Criterion A8).

The client is experiencing clinically significant distress (Criterion B) as evidenced by his difficulty at school. The client is 15-years-old and thus he fulfills Criterion C of the diagnosis (i.e., the client is under 18-years-old and does not meet criteria for Antisocial Personality Disorder). It appears that the client’s symptoms began at approximately age 5, and thus, the Childhood-onset type (i.e., one symptom before age 10) is most appropriate. At this time, it appears that the “moderate” severity specifier best describes the client’s symptoms. The client has stolen but without confronting his victim, has used a knife the threaten a peer, and has demonstrated oppositional behavior towards peers, parents and siblings.

3. Classmate (M. Tay)

Case Conceptualization

Andrew, a 15-year-old Caucasian male, is currently in a residential intensive treatment facility after a physical altercation at school. After investigation, a small knife was found, resulting in Andrew’s expulsion. Andrew has demonstrated violent and aggressive behaviors (e.g., stealing, fighting, and killing animals). He has experienced academic difficulties (e.g., failing seventh grade, long absences from school for involuntary treatment). His symptoms began to appear at age 5.

Diagnostic Impressions

F91.1 Conduct Disorder, Childhood-Onset Type, Severe

Rationale for Diagnostic Impressions

Based on the case presentation, Andrew appears to be demonstrating symptoms consistent F91.1 Conduct Disorder. Andrew has consistently demonstrated a violation of the rights of others and age-appropriate societal norms (Criterion A) as evidenced by physical altercations at school (Criterion A2), a knife being found in his possession (Criterion A3), harming/killing animals (Criterion A5), and stealing (Criterion A12).

Andrew is experiencing significant impairment in his academic functioning (Criterion B) as evidenced by his slipping grades, failing of 7th grade, and absence due to involuntary admittance to psychiatric hospitals and his current expulsion.  Andrew is 15-years-old and meets Criterion C of the diagnosis (i.e., the client is under 18-years-old and does not meet the criteria for Antisocial Personality Disorder). Andrew’s symptoms began around age 5, leaving the Childhood-onset type (i.e., one symptom before age 10) is an appropriate specifier. The “severe” severity specifier best describes Andrew’s symptoms. The client has used physical cruelty against people and animals and had a weapon in his possession.

References

Kress, V. E., & Paylo, M. J. (2019). Treating those with mental disorders: A comprehensive approach to case conceptualization and treatment (2nd ed.). New York, NY: Pearson.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Required Resources

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

  • Section II, “Neurocognitive Disorders”
  • Section II, “Elimination Disorders”

Kress, V. E., & Paylo, M. J. (2019). Treating those with mental disorders: A comprehensive approach to case conceptualization and treatment (2nd ed.). New York, NY: Pearson.

  • Chapter 12, “Disruptive, Impulse-Control, and Conduct Disorders, and Elimination Disorders”

BUY A CUSTOM PAPER HERE ON; Andrew, is a 15-year old Caucasian male, is experiencing difficulty at home and at school. Andrew currently lives with both biologically parents and four siblings. Andrew has demonstrated aggressive and threatening behavior with siblings, peers and parents.

Rubric:

This criterion is linked to a Learning Outcome1a. Responsiveness (Initial Post):By Day 3, post a brief summary of Andrew using the following format:1. Case Conceptualization (Include specific information about client symptoms and presenting concerns.)2. Educational/Academic Concerns (This section should be considered for K-12 youth. Include information on the impact of client symptoms and presenting concerns on the following domains: Academic, Social/Emotional/Behavioral, and Career/College Planning.)3. Diagnostic Impressions (Be sure to use the ICD-10 code, name of the disorder, and all specifiers.)4. Rationale for Diagnostic Impressions (Include the diagnostic impressions using the DSM-5-TR to link the client’s symptoms to the diagnostic criteria for each diagnosis that you render. If you do not render a diagnosis, you still must use the DSM-5-TR to explain why you chose not to render a diagnosis.).
APost is responsive to and exceeds the requirements given in the instructions. It:…1.) Responds to the assigned or selected topic;…2.) Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.)
This criterion is linked to a Learning OutcomeContent Knowledge:The extent to which the content in the paper or writing assignment demonstrates an understanding of the important knowledge the assignment is intended to demonstrate.
AThe post demonstrates/provides:… 1.) In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects them to other ideas;… 2.) Rich and relevant examples;… 3.) Thought-provoking ideas and interpretations, original thinking, new perspectives;… 4.) Original and critical thinking; and… 5.) Mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.
Quality of Writing or Communication:The extent to which the student communicated in a way that meets graduate level writing or communication expectations.
AWriting or communication exceeds graduate-level expectations. The post:… 1.) Includes language that is clear, concise, and appropriate;… 2.) Has few, if any, errors in spelling (if written), grammar, and syntax;… 3.) Is extremely well organized, logical, clear, and never confuses the reader or listener;… 4.) Uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate;… 5.) Provides information about a source when citing or paraphrasing it.

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