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DSM5 In Action
Ch 2 - Basics and Application
| Question | Answer |
|---|---|
| Who is the DSM5 most valuable to? What is the interest for each person? | clinicians and practitioners (immediate ID), researchers (understanding etiology and pathophysiology) |
| DSM is available to everyone. What are the pros and cons of an everyday person (nonclinican) having access? | pros: right to know about health and may motivate to get help. Con- can overwhelm or mislead |
| Define multidisciplinary team | A group of professionals working together for a common purpose, working independently while sharing information through formal lines of communication to better assist the patient/client/consumer. |
| Define interdisciplinary team | |
| Define transdisciplinary team | |
| Differences bt MT, IT, TT: | MT boundaries are blurred, IT ppl have set roles and can supervise each other. TT very open sharing info and participating in strategy, |
| Disease vs disorder | lowk bllurred, imprecise and are commonly used interchangeably. DE indicates a known pathological process. DO could be multiple separate DE, but pathological process is known or unknown |
| Define diagnosis | process of identifying a problem and its underlying causes and formulating a solution. Describe a condition |
| Define assessment | measuring diagnostic product (biomedical, spiritual, psychological, social factors), det prognosis, det changes required to resolve or minimize. Acquire info to describe or verify condtion |
| What is required for an effective and responsive diagnosis? | address problem and what client wants to gain from PS, must be tentative (diagnosis “for now”), able to evolve, recognize factors, shared w client for problem solving and edu, collab bt client and clinician, process proceeds, |
| What two questions need to be asked to initiate the diagnostic assessment process? | What is the most important problem he client wants to address? What does the client hope to gain from solving this problem |
| What is diagnostic assessment | combo of Dand A. i actually dont know |
| Five factors guiding initiation of accurate DA: | 1 examine how much client will share 2 Define problem 3 consider client beliefs and their influence 4 consider self beliefs and their influence 5 focus on client strengths and resources for PS |
| Three factors considered during DA: | 1 det condition supported by somatic, behavioral, or concrete features 2 det etiology of condition 3 rely on systematic, scientific examination |
| Basis for changes in the DSM5 | clinical field trials, large academic field trials, professional public and expert feedback, improved reliability of assessments |
| Neurodevelopmental vs neurocognitive define | ND occurs across lifespan often freq diagnosed in childhood. NC most freq diagnosed in adulthood |
| Changes in DSM5 | highest priority is clinical utility, all changes based in research, keep continuity of DSM4 and 4TR AMAP, no predetermined constraints on changing format, adopt development lifespan approach, clarify diff bt normal and mental disorder |
| What is the significance of including a dimensional assessment in the DSM5? | client presentation of symptoms and recall are affected by client current comfort and pain level, reporting symptoms can be confusing for clients. DmA allows full range of symptoms to be reported |
| How does the DSM5 define Mental Disorder | a syndrome characterized by clinically significant disturbance in an individual's cognition, emotional regulation, or behavior that reflects a dysfunction in the psychological, biological or developmental processes underlying mental functioning |
| What is included in DSM5 section 1? | intro, directions on how to use |
| What is included in DSM5 section 2? | outline of categorical diagnoses that eliminated the multiaxial system (20 disorder chapters plus 2 supporting chapters) |
| What is included in DSM5 section 3? | subsections covering assessment measures, cultural formulation, alternative DSM5 model of PD, changes from D4-D5, glossary, diagnoses and codes (ICD) |
| What is included in DSM5 appendices? | seven appendices providing supporting info |
| How is Ch20 in Sections 2 unique? | includes Other Mental Disorders that either do not meet enough criteria, require more info, or the clinician is not comfortable diagnosing due to another present medical condition potentially contributing symptoms, |
| What is the difference bt Other Specified Mental Disorder and Unspecified Mental Disorder? | OSMD client does not meet all criteria or clinician has variety of reasons to not diagnose. UMD more info is required or an emergency halts full assessment |
| What is included in the final two ch of section 2? | medication induced conditions/adverse effects. Last ch Other Conditions That May Be a Focus of Clinical Attention (nonpsych factors ie relationship, access, edu, etc) |
| What are the assessment measures described in DSM5 section 3? | symptom assessment and rating, Clinician-Rated Dimensions of Psychosis, WHODAS, Cultural Formulation, |
| What are the important sections included in the presentation of disorders in the DSM5? | diagnostic features, associated features, prevalence, development and course, risk and prognostic factors, course modifiers, diagnostic issues (culture and gender related), diagnostic markers, SU risk, Fx conseq, differential diagnosis, comorbidity |
| Brief description of diagnostic features | outlines specific criteria |
| Brief description of associated features supporting the diagnosis | characteristics associated w disorder but not requried for diagnosis |
| Brief description of risk and prognostic factors | temperamental, environmental, genetic, physiological |
| Brief description of diagnostic markers | sleep history and sleep diary |
| Brief description of differential diagnosis | ? |
| Define clinically significant | practioner clearly linked the symptoms present in the mental disorder with how they stop or impair the client’s current level of functioning. Diagnosis should only be given if symptoms interfere with functioning (social, individ, occup) |
| Define culture according to Kirst-Ashman, 2008 | sum of life patterns passed thru generations within a group of people. Often related to ethnic, racial, and spiritual heritage, includes institutions, language, art, relationships |
| compare/contrast Ethnicity, Culture, Race, Ethnic ID | E roots, ancestory, heritage. C umbrella term. values, behaviors, understandings. R consciousness of status and ID based on ancestry and color. EID common thread of heritage, customs, values to a group of ppl |
| Define situational ID | changing race and ethnic ID within specific contexts |
| Define personal ID | individual sees self in a certain way |
| Define ascribed ID | individual indicates how society values or perceives behaviors and actions |
| What should a practitioner consider when interaction with clients from different cultural backgrounds?? | learn Client’s cultural values and point of reference, be aware of C’s traditional role when in C’s environment, ID areas of conflict from environmental changes, learn how C learned how to cope |
| What are the five areas included in the DSM5 that help measure culture and its influence on an individual’s mental health? | cultural identity of the individual, cultural conceptualizations of distress, psychosocial stressors and cultural factors of vulnerability and resilience, cultural features of the relationship bt the individual and clinician, overall cultural assessment |
| Define cultural identity of the individual | clinically relevant aspects of ID and the challenges it presents. Includes religion, sexual orientation, socioeconomic background, etc |
| Define cultural conceptualizations of distress | how client perceives a problem, communicates problems, seeks help, comfort level discussing feelings |
| Define psychosocial stressors and cultural factors of vulnerability and resilience | cultural environment and role that support systems play, how these curate vulnerabilities and strengths leading to resilience |
| Define cultural features of the relationship bt the individual and clinician | AKA cross-racial awareness. Consider differences |
| Define overall cultural assessment | gather background info on age, gender, race, marital status, edu. perform CFI and CFI-informant version. These gather info from support system |
| Describe the Cultural Formulation Interview (CFI) | semistructured interview, no right or wrong answers, gathers demographic info, can use entire or only what is needed to supplement, available online |
| What four domains does the CFI examine? | cultural definition of the problem, cultural perceptions of the cause, context, and support. Cultural factors affecting coping and help seeking, current help seeking |
| List the nine cultural concepts of distress that can influence the perception of or mimic a mental disorder | ataque de nervios, nervios, dhat syndrome, khyai cap, kufungisia, maladi moun, shenjing shuairuo, susto, taikin kyofusho |
| Define ataque de nervios | anxiety and panic related to trauma. Can mimic symptoms of panic attack, common to also experience dissociation, SU, seizure-like episodes |
| Define nervios | chronic distress, may mimic depression, anxiety |
| Define dhat syndrome | SE Asia, often young males. Symptoms of anxiety and distress, weightloss, somatic complaints |
| Define khyal cap | often Cambodian. wind-like attacks, shortness of breath and asphyxia, dizziness, tinnitus, blurred vision, fainting |
| Define kufungisia | Zimbabwe origin. Feelings of anxiety, depression, thinking too much often related to global worry (care for family, interpersonal relationships). Ofte confused with brain fag |
| Define maladi moun | Haitian. humanly caused illness- indivi believes symptoms were sent by someone who is jealous or envious |
| Define shenjing shuairuo | mandarin chinese origin. Body channels (jing) holding vital forces (shen) become dysregulated. Often due to stress, academic performance, public embarrassment. Anx and dep, overwhelm. Often confused w brain fag, cultural disorder |
| Define Susto | latin. trauma so severe that soul or lifeblood leaves body, often confused with somatic disorder or trauma-related disorders |
| Define taijin kyofusho | Japan origin. Unreleastic fear stopping indiv from interaction w others. Either sensitivity or worry of offending others w body odor. Often confused with delusional disorder or social anxiety |
| What should you be weary of while accessing children? | changes in confidence levels/self esteem, dysfunctional behavior patterns , family system, peer pressure, social support, child is not responsible for many difficulties experienced, role of culture and expectations |
| What should you be weary of while accessing older adults? | ID life complications, retirement issues, chronic conditions, physical health conditions, mental health complaints, medication use and misuse, sexual problems, suicide |
| Summarize feminist theory in four elements | |
| What do you need to help client understand about gender during assessment? | |
| What do you need to understand about gender during assessment? | know ind are products of their context, attempt to know own behavior paradigms and stereotypes, aim for objectivity, be aware that gender of PorC affects assessment, |
Created by:
kellyyrosse
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