Solution Manual for Mental Health in Social Work: A Casebook on Diagnosis and Strengths Based Assessment, 3rd Edition

Name: Solution Manual for Mental Health in Social Work: A Casebook on Diagnosis and Strengths Based Assessment, 3rd Edition
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Author: Sophia Lee

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Sophia Lee

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Instructor’s Resource Manual
For
Mental Health in Social Work: A
Casebook on Diagnosis and Strengths-
Based Assessment
Third Edition
Jacqueline Corcoran, University of Pennsylvania
Joseph M. Walsh, Virginia Commonwealth University

Table of Contents
Instructions for Use iv
Chapter 3: Autism Spectrum Disorder 1
Chapter 4: Attention Deficit Hyperactivity Disorder 10
Chapter 5: Schizophrenia 19
Chapter 6: Bipolar Disorder 29
Chapter 7: Major Depressive Disorder 35
Chapter 8: The Anxiety Disorders 42
Chapter 9: Obsessive-Compulsive Disorder 49
Chapter 10: Post-Traumatic Stress Disorder 53
Chapter 11: Eating Disorders: Anorexia Nervosa, Bulimia Nervosa, and
Binge Eating Disorder 62
Chapter 12: Oppositional Defiant Disorder and Conduct Disorder 72
Chapter 13: Substance-Related and Addictive Disorders 81
Chapter 14: Gender Dysphoria 95
Chapter 15: Alzheimer’s Disease 102
Chapter 16: Borderline Personality Disorder 115

Instructions for Use
Directions Part I, Diagnosis: Given the case information, prepare the following: a diagnosis, the
rationale for the diagnosis, and additional information you would like to know in order to make a
more accurate diagnosis.
Directions Part II, Bipsychosocial Risk and Resilience Factors Assessment: Formulate a risk and
resilience assessment, both for the onset of the disorder and for the course of the disorder,
including the strengths that you see for this individual.
Directions Part III, Goal Setting and Treatment Planning: Given your risk and protective factors
assessments of the individual, your knowledge of the disorder, and evidence-based practice
guidelines, formulate goals and a possible treatment plan for this individual.
Directions Part IV, Critical Perspective: Formulate a critique of the diagnosis as it relates to this
case example. Questions to consider include the following: Does this diagnosis represent a valid
mental disorder from the social work perspective? Is this diagnosis significantly different from
other possible diagnoses? Your critique should be based on the values of the social work
profession (which are incongruent in some ways with the medical model) and the validity of the
specific diagnostic criteria applied to this case.

Chapter 3
Autism Spectrum Disorder
Case 1
Questions to consider when formulating a diagnosis for Emmanuel
1. What are Emmanuel’s significant symptoms with regard to a possible mental disorder?
Emmanuel had a hard time separating from his parents at school and was continuously
crying, trying to run away, and throwing tantrums. He had difficulty with transitions at
school and did not follow directions well. He did not approach other children and did not
respond to their attempts to play or talk. Emmanuel used few of his own words but
repeated what others said. When upset, he made guttural noises or screams. He was
sensitive to loud noises and reacted by covering his ears and screaming. Emmanuel had
no interest in his peers. He preferred to play on his own. When Emmanuel got exited he
flapped his hands, clapped his thighs and crotch, and tapped his face. He appeared to be
in a world of his own. He was content with writing numbers and letters over and over,
and he frequently wrote down numbers to sooth himself when upset. He showed some
developmental delays in areas of self-help and adaptation. His parents report that
Emmanuel acted impulsively at times.
2. For how long have Emmanuel’s problem behaviors been evident?
The extent of Emmanuel’s problem behaviors and developmental difficulties were noted
immediately upon his enrollment in school, when he was five years old. While the family
may have minimized their prior suspicions of some of these difficulties, the formal
assessment revealed that they had begun having concerns about Emmanuel’s
development at 30 months of age, due to his language difficulties. It is possible that his
problems had been emerging before then.
3. Has there been any recent stressful event occurring in Emmanuel’s life that might account
for any of his symptoms?
There is no evidence of any recent stressors in Emmanuel’s life, although his beginning
kindergarten has placed him in a more structured environment than he experienced
before. Rather than accounting for his symptoms, however, this seems to have made them
more evident.
4. To what extents do Emmanuel’s (and his parents’) cultural traditions contribute to his
problem behaviors?
Because of their mixed Spanish and American heritage and lifestyles, the family did not
acknowledge Emmanuel’s developmental delays as evidence of any internal problem.
Rather, they perceived Emmanuel’s delays as being due to his need to live bi-culturally
and make a gradual transition between his two cultures.
5. Given that Emmanuel has a developmental disorder, with what other disorders of childhood
and adolescence (if any) do his symptoms overlap?
In addition to the autism spectrum disorders, Emmanuel’s inability to follow directions
and adhere to the demands of the structured environment could be seen as symptoms of
oppositional defiant disorder. His problems with attention and concentration could be
seen as symptoms of attention-deficit hyperactivity disorder. His academic limitations,
and slightly below-normal measured IQ, might make an observer suspect an intellectual
disability. Still, Emmanuel does not meet the full criteria for any of those disorders.

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