Diagnosis of Schizophrenia Spectrum and Other Psychotic Disorders

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This week, you have focused on key symptoms related to schizophrenia spectrum and other psychotic disorders. Now, in this Assignment, you practice diagnosing in this area.
This is your fifth practice in diagnosing mental disorders. When reviewing the case study, remember that social workers 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 you match the individual symptoms, behaviors, and risk factors against criteria and other information in the DSM-5-TR.
Here are a few tips or reminders:
• Catatonia is a specifier, although it does have a code. It even appears on a line of its own and may look like a code. However, it cannot be used as a diagnosis on its own.
• Remember to include all of the words that go with the diagnostic code.
Note: Remember that symptoms can occur in many disorders. As a result, all disorders in the DSM-5-TR covered up until this point may factor into your diagnosis (for example, as a possible additional disorder you diagnose).
To Prepare
• Review the case study for this week.
• Start by familiarizing yourself with the disorders from the DSM-5-TR found in the Learning Resources this Week.
o Look within the noted sections for symptoms, behaviors, or other features the client presents within the case study.
• If some of the symptoms in the case study cause you to suspect an additional disorder, then research any of the previous disorders covered so far in the course.
o This mirrors real social work practice where you follow the symptoms.
• Review the correct format for how to write the diagnosis noted below. Be sure to use this format.
o Remember: When using Z codes, stay focused on the psychosocial and environmental impact on the client within the last 12 months.
By Day 7
Submit your diagnosis for the client in the case. Follow the guidelines below.
• The diagnosis should appear on one line in the following order.
Note: Do not include the plus sign in your diagnosis. Instead, write the indicated items next to each other.
Code + Name + Specifier (appears on its own first line)
Z code (appears on its own line next with its name written next to the code)
Then, in 1–2 pages, respond to the following:
• Explain how you support the diagnosis by specifically identifying the criteria from the case study.
o Describe in detail how the client’s symptoms match up with the specific diagnostic criteria for the disorder (or all the disorders) that you finally selected for the client. You do not need to repeat the diagnostic code in the explanation.
• Identify the differential diagnosis you considered.
• Explain why you excluded this diagnosis/diagnoses.
• Explain the specific factors of culture that are or may be relevant to the case and the diagnosis, which may include the cultural concepts of distress.
• Explain why you chose the Z codes you have for this client.
o Remember: When using Z codes, stay focused on the psychosocial and environmental impact on the client within the last 12 months.

Sample Solution

eview.

Revision is the step where the writer with make amends or corrections to their writing. Thorough writers will go through their writing multiple times to revise before moving onto the editing and proofreading. There is a difference between revision and editing however: revising removes, adds, moves and substitutes words while editing includes capitalization, punctuation, usage and spelling. The idea of “starting large and ending small” is a great way to look at revision and editing. When it comes to editing, we often rely on grammar checkers, thesauruses, and spell check. Although these resources are extremely handy- they are not always reliable. It is encouraged to use these resources but also to your own knowledge to check. Products like Microsoft Office and Grammarly can often misinterpret our writing and correct it incorrectly. It is always a good idea for the writer to go back themselves and check for spelling and grammar mistakes (Proctor). A computer can be a great teaching and research tool, a distraction, or even a waste of resources completely if it doesn’t do the job it was meant to do in the first place. Research for writing has been greatly facilitated and improved by technology, but it is still not perfect (Bruce p 149).

Second to last comes proofreading. Proofreading is the final stage of the writing itself. Proofing a paper takes times and is recommended to be done several times before submitting a final piece of work. A common mistake with proofreading is proofreading a paper while the writer is still writing the draft. Many students and writers fail to notice surface errors and issues in their own writing because as Mina Shaughnessy mentioned in Errors and Expectations, students see what they mean to say instead of what they meant to write (Shaughnessy p 395). Proofreading is not only a writing skill; but a reading skill as well. Oddly enough, proofreading is a reading skill that requires a deliberate attempt to counteract the “normal” process of reading. If a student does not realize this change to their generic reading process- her or she will no doubt continue to read rather than proofread (Harris p 464).

Proofreading is also related to reading since both are inhibited by short term memory. Studies have shown that the number of things we can remember in short term is between three to five items. It is because of this small limit that students and writers are responsible for the amount of errors they generally find in the first round of work. Harris gives a great example of this saying: “If the subject and verb of a sentence are separated by more than seven words, the verb frequently does not agree with the subject because the writer was unable to hold the subject in short term memory until the verb was written.” Even the most ex

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