Diagnosing Disorders Case Study

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Working with patients with co-occurring disorders requires the counselor to be familiar with both substance abuse disorders and mental disorders. The Diagnostic and Statistical Manual of Mental Disorders 5 (DSM 5) is a vital tool in the process of diagnosing both. Therefore, knowledge and competency in using it is also vital. To gain these, one must practice. The following are case studies and questions completed in an effort to do so.
Tom
The first scenario of Tom is an example of Posttraumatic Stress Disorder (PTSD) according to the DSM 5 (APA, 2013). Tom witnessed directly the deaths of others during the 911 attacks in New York and has recurrent distressing dreams about the event. He is considering moving to avoid external …show more content…
Most indicative is the excessive cannabis use, according to his friends, which can produce depression and lows that were reported. Other psychotic disorders are ruled out due to the substance use and its effects. Mark’s diagnosis would be Cannabis-Induced Psychotic Disorder (APA, 2013). The extent of his substance use disorder is not able to be diagnosed with the given information, however, a co-morbid diagnosis would be included with more assessment information.
Angela
Angela presents with daily methamphetamine use that she uses to keep going at work and at home. She also states that she is constantly worried her boss is talking about her or is going to fire her. With these two symptoms, a diagnosis of Stimulant Intoxication with perceptual disturbances would be given (APA, 2013). To determine a co-morbidity severity, further assessments would have to be completed. …show more content…
Diagnosed with PTSD, these youth have been affected in multiple areas such as cognitive brain development and social functioning and TF-CBT addresses this complex trauma (Black, Woodworth, Tremblay & Carpenter, n.d.; Cohen, Mannarino, Kliethermes & Murray, 2012). Trauma-Focused CBT can be defined using the acronym ‘PRACTICE’: psychoeducation; relaxation skills; affective expression and modulation; cognitive coping skills; in vivo exposure; conjoint parent-child sessions (if possible); enhance safety (Black, Woodworth, Tremblay & Carpenter, n.d; Cohen, Mannarino, Kliethermes & Murray, 2012). This approach has been used with children ages 3-18 with or without conjoint sessions, adapted for Native American Children and is available in many languages (Black, Woodworth, Tremblay & Carpenter,

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