CNL-605 Developmental Psychopathology Case Study Essay
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Developmental Psychology Case Study Essay
Paola A. Duarte
College of Humanities and Social Sciences, Grand Canyon University
CNL-605: Psychopathology
Dr. Catherine Mueller-Bell
October 25, 2023
Developmental Psychology Case Study Essay
According to the American Psychiatric Association (n.d.), “
The DSM-5 Parent/Guardian-
Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 assesses mental health
domains that are important across psychiatric diagnoses. It is intended to help clinicians identify
additional areas of inquiry that may have significant impact on the child’s treatment and
prognosis. The measure may also be used to track changes in the child’s symptom presentation
over time.”. After reviewing the most current version of DSM Parent/Guardian-Rated Level 1
Cross-Cutting Symptoms Measure I learned that Johnny is a 9 year old male. Within the past two
weeks, Johnny has been experiencing problems paying attention in class and when completing
his homework. Johnny has also been expericing mild irritation as well as mild anger
management. Finally, I also learned that Johnny does not have history of substance use or any
current substance use. Johnny is not taking medications and has not reported any suicidal
ideation, homocidal ideation or has tried to harm or hurt himself in any way.
Based on the information reported by Johnny’s mother on the Level 1 Measure, I would
move forward with an evaluation for ADHD. The report states that Johnny has issues with
inattention as well as temper problems. I would like to learn more about Johnny as well as his
current life stressors (home and school). However, it is important to note that temper problems
and ADHD can be connected. It has been found that children, adolescents and adults with ADHD
can experience frequent outbursts of anger. Emotional regulation is defined as “
an individual's
ability to modify an emotional state so as to promote adaptive, goal-oriented behaviors.”
(
Dziegielewski, 2015). According to Dziegielewski (2015), “
Emotion dysregulation is a
dimensional trait that is not unique to ADHD; rather, it undercuts the traditional divide between
internalizing and externalizing diagnoses and indeed may partly explain their high correlation.
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For example, a study which contrasted 105 irritable, emotionally dysregulated children with
ADHD against 395 non-irritable ADHD children found increased rates not only of Oppositional
Defiant Disorder but also Depression and Dysthymia.”.
The principal diagnosis for Johnny is Attention-Deficit/Hyperactivity Disorder. The
provisional diagnoses for Johnny is Oppositional Defiant Disorder. First, Johnny may have
ADHD as it has been reported by his mother, teacher, and principal that he has been engaging in
disruptive behaviors at school, he is experincing issues with emotional regulation, and he
engages in impulsive behaviors (e.g., stabbing his teacher with a pencil). Johnny may have
Oppositional Defiant disorder as he refuses to follow directions and because he challenges his
mother as well as other authoritative figures. Finally, it has been reported that Johnny
experiences an irritable and angry mood.
According to the Substance Abuse and Mental Health Services Administration (2016), the
criteria for Oppositional Defiant Disorder includes
“1.
Often loses temper 2. Is often touchy or
easily annoyed 3. Is often angry and resentful Argumentative/Defiant Behavior 4. Often argues
with authority figures or, for children and adolescents, with adults 5. Often actively defies or
refuses to comply with requests from authority figures or with rules 6. Often deliberately annoys
others 7. Often blames others for his or her mistakes or misbehavior Vindictiveness 8. Has been
spiteful or vindictive at least twice within the past 6 months.”. With this in mind, it would be
beneficial to track Johnny’s behavior, mood and symptoms for at least 6 months. As a
professional I would recommend DBT and CBT therapy. DBT therapy requires the client to use
diary cards to record their emotions and behaviors. This approach would allow us to learn more
about Johnny’s symptoms and behaviors.
I would ask the following questions:
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1.
When Johnny reports feeling angry and irritated, is there an event triggering these
emotions?
2.
Is Johnny challenging all authoritative figures in his life? How does he act towards his
older relatives (aunts, uncles, and grandparents)?
3.
Has Johnny been spiteful or vindictive towards other authoritative figures other than his
teacher?
4.
How do we approach Johnny when he is feeling angry and irritated?
5.
Do we see Johnny deliberately annoying others?
I would recommend Johhny to attend therapy once a week.
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Reference List
American Psychiatric Association. (n.d.).
Development of Cross-cutting Assessment Instruments
.
https://www.psychiatry.org/File
%20Library/Psychiatrists/Practice/DSM/APA_DSM5_Level-1-Measure-Parent-Or-
Guardian-Of-Child-Age-6-to-17.pdf
Dziegielewski, S. F. (2015).
DSM-5 in action
. John Wiley & Sons. ISBN-13: 9781118136737
Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion dysregulation in attention
deficit hyperactivity disorder.
The American journal of psychiatry
,
171
(3), 276–293.
https://doi.org/10.1176/appi.ajp.2013.13070966
Substance Abuse and Mental Health Services Administration. (2016). DSM-5 Changes:
Implications for Child Serious Emotional Disturbance [Internet]. Rockville (MD):
Substance Abuse and Mental Health Services Administration (US); Table 18, DSM-IV to
DSM-5
Oppositional
Defiant
Disorder
Comparison.
Available
from:
https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t14/
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