By Editorial Team Last updated: Feb 11, 2022
Utilizing the information learned from this week's chapters and reviewing the case examples in the text for practice. review the case below to:
Students must complete this assignment using two formats:
Biopsychosocial Case Vignette:
"I know it's not forever and I know I'm overreacting! I don't want to overreact. but I'm just feeling very upset!'
Melissa is talking about her partners new work schedule. Samantha, her partner, is a foreman for a road-paving crew whose current job is a few miles from the couple's home. Since the job requires work on a busy interstate highway that interchanges with another major highway. the work has to be done in the evening.
For the past 2 months. Samantha has slept during the day and worked in the evening. Melissa works days as a secretary for a medical office. Except on weekends when Samantha tries to change to a normal sleep schedule so she can be with Melissa. they hardly sec one another. "I feel like I've been abandoned," states Melissa.
Melissa and Samantha have been living together for 3 years. and they have no children and are in their mid.30s. Neither drink nor use drugs. Melissa's only experience with the mental health system occurred 7 years ago when her previous partner had left her.
Melissa's symptoms now are much than they had been then. Most of the time when she is at work she feels "normal" and maintains good interest in what she is doing. But when alone at home in the evenings. she gets overwhelmed by waves of sadness. These leave her virtually immobilized. unable even to turn on the tv for company. She often cries to herself and feels guilty for giving in to her emotions. "It's not as if someone has died, after all." Although she has some difficulty getting to sleep at night she sleeps soundly in the morning. Her weight is constant her appetite is good. and she has no suicidal ideations or death wishes. She does not report any issues with her concentration and denies ever having mania symptoms.
The previous time Melissa had sought help. she had remained depressed and upset until a few weeks after her relationship ended. Then she seemed suddenly able to put it behind her and begin dating again. 'I know I'll feel better once Samantha gets off that schedule," she says. I guess it just makes me feel worthless. playing second fiddle to an overpass:
Details Diagnosis #4
Students should complete the Biopsychosocial FIRST. After completing. students should utilize the information learned from this week's chapter and the case examples in the text to respond to the questions listed below. FYI The biopsychosocial and diagnosis assignments use the same case/vignette. Review the case again as listed below to determine the diagnosis for the client utiizing the text DSM-5. and other empirical support for reference.
Submissions for this assignment should include a title and reference page along with proper APA format which includes in-text citations. double space. 12 font. Time New Roman. etc. The following headers are to be included in your submission to delineate the various topics outlined below as: Principal Diagnosis. Prevaiing Pattern. Differential Assessment. etc.
The client, Felicia, was referred by her primary care physician for an outpatient evaluation. The client’s main complaint is constantly feeling “on edge.” During the initial appointment, the social worker listened with compassion and empathy to Felicia’s concerns. While listening to her concerns, the social worker evaluated her for signs and symptoms using a biopsychosocial approach while assessing for competence and overall health. Using the biopsychosocial method allows the social worker to look at all aspects of Felicia’s life, including her biological, psychological, and social factors and how they all interact with one another and affect Felicia (Gray, 2016).
The social worker analyzed and gathered data during the initial appointment concerning the biological aspects of Felicia’s life. Felicia is a forty-year-old female who reports constant worry. Felicia explained that she has never liked to be alone and would cry inconsolably when her mother tried dropping her off for kindergarten. Felicia also mentioned going to counseling when she was nine years old after her parents divorced because of her “clinginess.” Separation anxiety is often seen in children when they first begin attending school but can occur at all ages and in many situations” (Gray, 2016, p.163). Children with separation anxiety usually get upset and are inconsolable over things that generally should not upset someone that bad. If separation anxiety or other anxiety disorders are not treated during childhood, they can persist into adulthood (Gray, 2016).
When assessing Felicia, the social worker also considered psychological aspects. During the initial appointment, Felicia denies any feelings of worthlessness, hopelessness, guilt, or suicidal ideation. She also reported no change in weight, sleeping habits, or psychomotor changes indicative of depressive mood disorders (Gray, 2016). However, Felicia talked about her excessive worrying with her main complaint of always being on edge. Felicia reports that her live-in boyfriend of ten years abruptly left her. She conveys feelings of sadness, difficulty concentrating and feeling tense and fatigued. According to the Diagnostic and Statistical Manual of Mental Disorder (DSM–5; American psychiatric Association, 2013), some criteria for Generalized anxiety disorder are “feeling on edge, being easily fatigued, difficulty in concentrating, and muscle tension” (p. 37). Felicia admits to worrying about several things, such as making enough money, fear that something terrible would happen if she left the house, and “agonized” about making mistakes at work regarding her routine tasks. According to the DSM-5 (2013), “the essential feature of generalized anxiety disorder is excessive anxiety and worry about several events or activities” (p. 222).
Felicia is an administrative assistant. She has never married and has no children. Felicia reports that she has never liked to be alone and has had a boyfriend since age sixteen. Felicia also reports a change in social routine and activities since her live-in boyfriend of ten years left her for another woman. Felicia reports that before losing her boyfriend, she was successful at work, had an excellent social network of friends, and jogged regularly. Felicia now reports excessive worry about routine job tasks, leaving her house to go anywhere during the day or night out of fear something may happen to her. Felicia’s excessive worry and anxiety have taken a toll on her social life, as she cannot leave her house. Felicia reports being at home allows her to relax. There she can enjoy a good movie or book. Anxiety can be produced from a life stressor such as losing a loved one, changes in the environment, or moving. People with anxiety tend to avoid situations and places that make their anxiety peak, as “anxiety rarely occurs in isolation” (Gray, 2016, p. 162).
Felicia has insight into her problems by being aware of her feelings and noticing changes in her social and physical routines and sought help through her primary care physician and followed through with a referral to be evaluated in an outpatient setting. Felicia’s other strengths include having a great job as an administrative assistant, having no suicide ideation, and capable of living a successful life as she was doing before her breakup (Gray, 2016).
American Psychiatric Association, (2013). Diagnostic and statistical manual of mental disorders (DSM) (5thed.). Arlington, VA.
Gray, S. (2016). Psychopathology: A competency-based assessment model for social workers (4thed.) Brooks/Cole.
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