07 Jul case analysis
This paper is due 6/25, 3 pages
The Assignment (35 pages) is in two parts:
Part One: Ineffective Interventions
Identify the less effective counseling session you selected, and explain why it was less effective.
Identify and explain the intent of the target goal in the counseling session.
Explain one ineffective aspect of the counseling approach and why.
Explain one misstep the counselor made that inhibited the development of a therapeutic relationship and why.
Part Two: Effective Interventions
Identify the more effective counseling session you selected, and explain why it was more effective.
Explain one intended goal the counselor was attempting to accomplish in the counseling approach and why.
Explain one ineffective aspect of the counseling approach and why.
Explain two critical skills the counselor demonstrated that promoted the development of a therapeutic relationship and how those critical skills were used.
Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the weeks resources for this course.
Disruptive Behaviors
In the DSM-IV, attention deficit and disruptive behaviors were grouped as a category within the classifications of disorders usually first diagnosed in infancy, childhood, and adolescence.
Though it is true that these disorders are generally first diagnosed during these stages, the classifications of these disorders has been reconceptualized to reflect their similarities in manifestation, as well as considerations for the impact on social functioning. ADHD, for example, is grouped in the DSM-5 with neurodevelopmental disorders; research has supported a strong biological basis for this disorder as well as for others found in this classification (see Exceptionalities in Week 11 of this course). However, because the expression of ADHD often includes behaviors that can be disruptive to the childs social environment, it will be included with the topics for this week.
Other disorders addressed this week are those now included in a new chapter of the DSM-5: disruptive, impulse-control, and conduct disorders. This new grouping of diagnoses reflects a recognition of the similarities of these diagnosesall of these are associated with an intrusion upon the rights, property, or physical safety of others. In addition,individualswiththese disordersgenerallyactagainstsocietalexpectations and norms and show a significant inability to control behavioral or emotional impulses.
Disruptive, Impulse-Control, and Conduct Disorders
This new DSM-5 chapter includes oppositional defiant disorder, intermittent explosive disorder, conduct disorder, antisocial personality disorder (also listed in the personality disorders chapter), pyromania, kleptomania, other specified disruptive, impulse-control, and conduct disorders, and unspecified disruptive, impulse-control, and conduct disorders.
Two of these diagnoses are new to the DSM-5: other specified disruptive, impulse- control, and conduct disorders, and unspecified disruptive, impulse-control, and conduct disorders. These take the place of disruptive behavior disorder NOS in the DSM-IV, which has been removed. Both of these diagnoses represent significant clinical distress or impairment based on criteria for disruptive, impulse-control, and conduct disorders, but do not meet full criteria for a specific diagnosis in this class. Clinicians should use other specified disruptive, impulse-control, and conduct disorders and add the specific reason for the more general diagnosis (e.g., falling short of duration or frequency criteria). The latter diagnosisunspecified disruptive, impulse-control, and conduct disordersis used when clinicians cannot (or choose not to) identify reasons for the inability to make a more specific diagnosis, yet clearly observe multiple criteria from the disruptive, impulse-control, and conduct disorder classification.
The following is a summary of key changes to diagnostic criteria for this group of disorders.
Oppositional Defiant Disorder
2014 Laureate Education, Inc. Page 1 of 2
Criterion A has been revised in several ways. First, the symptoms have been grouped into categories relating to mood, behavior, and malicious intent. Second, the duration, persistence, and frequency requirements have been more clearly described, with considerations made for differences related to age, developmental level, gender, and culture. Lastly, a severity rating associated with pervasiveness has been included in the specifiers for this disorder.
Intermittent Explosive Disorder
The criteria for this diagnosis have been considerably revised in the DSM-5. Criterion A has been expanded with more specific detail added, including the inclusion of verbal aggression and nondestructive aggressive behavior. Language has also been added regarding intensity and frequency of the outbursts that are key components of this diagnosis. In addition, the minimum age for this diagnosis is now 6 years old; this change helps to distinguish the diagnostic criteria from normal temper and behavioral variations in very young children.
Conduct Disorder
The DSM-5 criteria for a conduct disorder diagnosis is similar to that found in the DSM- IV. However, an important addition has been made: The DSM-5 includes a specifier for observed limitations in socially appropriate emotional response. This may be exemplified by deficits in empathy, remorse, or guilt. This may also be reflected in a general lack of concern over impact of behaviors and decreased expressive affect.
Neurodevelopmental Disorders
This group of disorders is covered more thoroughly in Week 11 of this course. However, one of the disorders from this group frequently has a disruptive component to it and is, therefore, included in this week.
Attention-Deficit/Hyperactivity Disorder (ADHD)
Though the basic diagnostic criteria for ADHD is very similar in the DSM-5, there are a number of key differences from the DSM-IV, including stage-related examples to aid in diagnosis in childhood, adolescence, and adulthood. One of the key changes has been to raise the identification of symptomology from before age 7 to before age 12 and to use a single diagnosis with specifiers rather than several related diagnoses in a group. Specifiers replace prior subtypes, identifying the predominant presenting symptomology. Specifiers are also now used to reflect severity of impairment of functioning.
Reference:
American Psychiatric Association. (2013). Highlights of changes from DSM-IV-
TR to DSM-5. Retrieved from tr%20to%20dsm-5.pdf
2014 Laureate Education, Inc. Page 2 of 2
Disruptive Behaviors Part Two Program Transcript
ON-SCREEN TEXT: Select one child or adolescent with a disruptive behavior. Then, critically observe the counseling sessions for that particular child or adolescent.
You will be prompted with questions during your critical observation.
There will be an opportunity to record your responses within the media. It will be saved directly to the computer that you are using.
It is important to view and respond to the questions in their entirety, as your recorded responses will only be saved to this computer. If you change computers, your recorded responses will not be saved.
Press the Review button to see your recorded responses.
[FOUR CASE FILES APPEAR WITH A PHOTOGRAPH OF EACH OF THE CHILDREN PAPERCLIPPED, ONE ON EACH OF THE FOUR INDIVIDUAL MANILLA FOLDERS]
Angry Adolescent
MELISSA: You are a horrible counselor. I hate being here, and I hate talking to you. This is worthless, and you’re stupid. There’s no point to this because you don’t know anything about me and I’ll never tell you anything about me.
COUNSELOR: OK, I hear you, but I don’t think you could hate counseling with me because, actually, you haven’t even had counseling with me before. And so, that doesn’t seem quite right. And from what I’ve heard, I’ve talked with your mom and I’ve talked with your probation officer and they both seem to think that you actually could use some counseling.
MELISSA: And I think you’re an idiot who should go back to jewelry making instead of being a counselor.
COUNSELOR: Well, you know, your parents are paying good money to have you come here, and I think you should take it seriously.
MELISSA: Like I care what you think. COUNSELOR: Now you’re just being disrespectful.
Disruptive Behaviors Part Two
2014 Laureate Education, Inc. 1
[A SET OF QUESTIONS APPEARS ONSCREEN]
Reflect on what you just observed. Record your responses in the boxes provided then press Continue.
What approach did the counselor employ?
Was it effective? Why or why not?
What approach or technique could the counselor have used to create a therapeutic relationship with this client and why would it be successful?
Press the Continue button to view the next segment. [INSTRUCTIONS BOX APPEARS]
You will now observe a different approach with the same client. Look for differences in c
If you need access to my account to look up articles or look at the articles in my class I will if you my information
