Clinical Psychology Assignment: Case Study Analysis and Diagnosis

This assignment presents an analysis of two clinical psychology cases, each approximately 500 words in length. The student analyzes each case, identifying likely diagnoses based on DSM-5 criteria, detailing the functional issues presented, and providing a rationale for the diagnosis. For each case, the assignment outlines additional information needed to assist the individual, considering variations in the expression of the condition. The assignment also recommends specific mental health services and other support services, prioritizing the order of these services. Finally, the implications of the likely diagnoses for educational and employment settings are discussed for each case, highlighting the importance of the diagnosis.

Running head: CLINICAL PSYCHOLOGY 1
CLINICAL PSYCHOLOGY
Name of the Student:
Name of the University:
Author’s Note:

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Table of Contents
Case 1.........................................................................................................................................2
Case 2.........................................................................................................................................3
References..................................................................................................................................6

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Case 1
Likely diagnosis and functional issues
Gary was demonstrating characteristics that meet the diagnostic criteria of Anxiety
Disorder in DSM-5-Criteria IV. It can be observed that Gary was do not have any friend
because it is difficult for him to open up, as a result, he was depressed all day (Criteria 1), he
felt tutorial classes were difficult because he was afraid of answering questions and making
comment, thus demonstrated marked difference in interest (criteria 2). He dropped one class
in the first semester due to fear of presenting in front of the class and was unable to complete
the course, which made him feel worthless (criteria 7) (Clark et al., 2017).
Other information that would be needed to assist the person
From the case provided, the signs do not appear to be due to any medical or substance
abuse; however, this cannot be confirmed and require further investigation. The other
information needed for confirming Gary’s diagnosis is to examine the behavioural pattern
critically. A therapeutic session can be conducted with him to assess the underlying factors
and the issues faced by him. Based on the presented data, it appears that he was facing Social
Anxiety for a few weeks; however, specialised opinion is required to confirm the mental
distress. This evaluation is made based on the criteria of DSM-5 that define the diagnostic
criteria of a disease (Clark et al., 2017). The environmental factors need to be evaluated that
stated that Gary does not have any friends in the city that affected his social well-being.
Kinds of services the person may need/benefit from
Social anxiety therapy can be used for Gary that involves Cognitive Behavioural
therapy or the use of medication or both. The aim of the treatment process is to boost
confidence level, manage the situation that causes fear and form a bridge to move into social
life. McEvoy et al. (2017) opined that in general, the use of 12 to 16 therapy sessions could

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be used for Gary to achieve the desired objective. The use of support groups or community
help can be taken into consideration that will offer unbiased and honest feedback that will
help in learn the way of overcoming the fear of social situations. The use of anti-anxiety
medications, beta-blockers and antidepressants are powerful and used at the initial phases for
reduction of anxious feelings; however, it is important to note that pro-long usage of
medication is harmful. Thus, a collaborative approach that intends to help the patient and
engagement of family members can be used to increase the efficiency of the care process.
Implications of the likely diagnosis for education/employment settings
As per the research, the diagnosis of Gary can be successful because various cases
demonstrated success discharge. According to Nordahl & Wells (2017), the contemporary
treatment protocol for the disease includes various kinds of therapies. The recovery rate was
37%, which is low as compared to other mental illnesses such as panic disorder and others
(De Sousa, Moreno & Osório, 2018). The early detection of Gary’s condition may lead to
positive outcomes; however, the only hindrance will be resistance from Gary. It can be noted
that social anxiety disorder requires a better diagnosis in future using collaborative efforts.
Case 2
Likely diagnosis and functional issues
Eric exhibited characteristic that meets the DSM-V-TR Multi-axial system that includes
conditions such as mental, behavioural, psychiatric and learning ability. It can be seen that as
per the DSM-5 criteria, mania is segregated from hypomania because of a varied duration of
onset. Kaltenboeck, Winkler and Kasper (2016) opined that the criteria a stated that Eric is
depressed, criteria stated that the impact of Eric’s ability to study; as a result, he had
considered till 16 years and only passed a vocation course with a lot of efforts and support
from his parent. Criteria c stated that the symptoms are not due to any medical or substance

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abuse; thus, there is a requirement of further investigation of the case. From the case study, it
can be stated that Eric is suffering from a severe case of depression that has affected him
from an early stage in his life.
Other information that would be necessary to assist the person
From the case, the definite diagnosis of Eric was not possible because there is a lack of varied
information. Vancampfort et al. (2016) stated that a behavioural assessment is important to
help in assisting the diagnosis and investigation of signs and symptoms of Eric based on the
evidence provided. It is apparent that Eric was suffering from the disorder from early
childhood or adulthood, where lack of concentration was evident that led to school dropout.
The past history of the patient, as well as genetic factors, needs to be evaluated in conjunction
with assessing the mood swings and its severity that lead to such a situation.
Kinds of services the person may need/benefit from
The mental illness of this kind requires a holistic approach involving a combination of mood-
stabilising drug, atypical antipsychotic drug and or psychotherapy. Each of the components is
critically important for Eric and needs to be administered on a long-term basis as the onset of
the disorder was found to be in early adulthood. The engagement of family and healthcare
staff is important in offering him psychotherapeutic treatment because it can be seen that in
recent times, he demonstrated aggressive behaviour that may be harmful to others (Almeida
et al., 2018). The support group aid can be taken for the management of anger, as this is one
of the factors that need to be controlled on an immediate basis. Moreover, the understanding
of underlying factors and consultation with a psychiatrist can be used that will specifically
offer benefit to him.

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Implications of the likely diagnosis for education/employment settings
The diagnosis for the educational or employment setting has a profound implication on Eric.
After an effective diagnosis of the disorder or condition, it can be stated that due to the
unusual behaviour of the patient, it is difficult to handle the situation. The effectiveness of the
diagnosis is particularly important because he cannot work in any office for more than a few
weeks. This may have an impact on his future undertaking as still now his parents are
supporting him but later, in life, he has to stay alone and that will be difficult for him
(Youngstrom et al., 2018). Therefore, Eric needs to have a basic understanding of his care
that will allow in supporting without any form of hindrance.

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References
Almeida, O. P., Hankey, G. J., Yeap, B. B., Golledge, J., & Flicker, L. (2018). Older men
with bipolar disorder diagnosed in early and later life: Physical health morbidity and
general hospital service use. Journal of affective disorders, 241, 269-274.
Clark, L. A., Cuthbert, B., Lewis-Fernández, R., Narrow, W. E., & Reed, G. M. (2017).
Three approaches to understanding and classifying mental disorder: ICD-11, DSM-5,
and the National Institute of Mental Health’s Research Domain Criteria
(RDoC). Psychological Science in the Public Interest, 18(2), 72-145.
De Sousa, D. A., Moreno, A. L., & Osório, F. D. L. (2018). Assessment of social anxiety
disorder: A current overview of instruments.
Kaltenboeck, A., Winkler, D., & Kasper, S. (2016). Bipolar and related disorders in DSM-5
and ICD-10. CNS spectrums, 21(4), 318-323.
McEvoy, P. M., Moulds, M. L., Grisham, J. R., Holmes, E. A., Moscovitch, D. A., Hendrie,
D., ... & Hyett, M. P. (2017). Assessing the efficacy of imagery-enhanced cognitive
behavioral group therapy for social anxiety disorder: Study protocol for a randomized
controlled trial. Contemporary clinical trials, 60, 34-41.
Nordahl, H., & Wells, A. (2017). Social anxiety and work status: the role of negative
metacognitive beliefs, symptom severity and cognitive-behavioural factors. Journal
of Mental Health, 1-5.
Vancampfort, D., Firth, J., Schuch, F., Rosenbaum, S., De Hert, M., Mugisha, J., ... & Stubbs,
B. (2016). Physical activity and sedentary behavior in people with bipolar disorder: a
systematic review and meta-analysis. Journal of affective disorders, 201, 145-152.

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Youngstrom, E. A., Halverson, T. F., Youngstrom, J. K., Lindhiem, O., & Findling, R. L.
(2018). Evidence-based assessment from simple clinical judgments to statistical
learning: Evaluating a range of options using pediatric bipolar disorder as a diagnostic
challenge. Clinical Psychological Science, 6(2), 243-265.