Conducting a Diagnostic Interview With a Mental Status Exam

Assignment: Conducting a Diagnostic Interview With a Mental Status Exam (MSE)

Before moving through diagnostic decision making, a social worker needs to conduct an interview that builds on a biopsychosocial assessment. New parts are added that clarify the timing, nature, and sequence of symptoms in the diagnostic interview. The Mental Status Exam (MSE) is a part of that process.

The MSE is designed to systematically help diagnosticians recognize patterns or syndromes of a person’s cognitive functioning. It includes very particular, direct observations about affect and other signs of which the client might not be directly aware.

When the diagnostic interview is complete, the diagnostician has far more detail about the fluctuations and history of symptoms the patient self-reports, along with the direct observations of the MSE. This combination greatly improves the chances of accurate diagnosis. Conducting the MSE and other special diagnostic elements in a structured but client-sensitive manner supports that goal. In this Assignment, you take on the role of a social worker conducting an MSE.

To prepare:

• Watch the video describing an MSE. Then watch the Sommers-Flanagan (2014) “Mental Status Exam” video clip. Make sure to take notes on the nine domains of the interview.
• Review the Morrison (2014) reading on the elements of a diagnostic interview.
• Review the 9 Areas to evaluate for a Mental Status Exam and example diagnostic summary write-up provided in this Week’s resources.
• Review the case example of a diagnostic summary write-up provided in this Week’s resources.
• Write up a Diagnostic Summary including the Mental Status Exam for Carl based upon his interview with Dr. Sommers-Flanagan.

Note

Submit a 2- to 3-page case presentation paper in which you complete both parts outlined below:

Part I: Diagnostic Summary and MSE

Provide a diagnostic summary of the client, Carl. Within this summary include:

• Identifying Data/Client demographics
• Chief complaint/Presenting Problem
• Present illness
• Past psychiatric illness
• Substance use history
• Past medical history
• Family history
• Mental Status Exam (Be professional and concise for all nine areas)
  • Appearance
  • Behavior or psychomotor activity
  • Attitudes toward the interviewer or examiner
  • Affect and mood
  • Speech and thought
  • Perceptual disturbances
  • Orientation and consciousness
  • Memory and intelligence
  • Reliability, judgment, and insight

 

Part II: Analysis of MSE

After completing Part I of the Assignment, provide an analysis and demonstrate critical thought (supported by references) in your response to the following:

• Identify any areas in your MSE that require follow-up data collection.
• Explain how using the cross-cutting measure would add to the information gathered.
• Do Carl’s answers add to your ability to diagnose him in any specific way? Why or why not?
• Would you discuss a possible diagnosis with Carl at this point in time? Why?

Note

Support Part II with citations/references. The DSM 5 and case study do not need to be cited.  Utilize the other course readings to support your response.

References:

Mental Status Examination

https://www.youtube.com/watch?v=RdmG739KFF8

Sommers-Flanagan, J., & Sommers-Flanagan, R. (Producers). (2014). Clinical interviewing: Intake, assessment and therapeutic alliance [Video file]. Clinical Interviewing: Intake, Assessment & Therapeutic Alliance | Kanopy https://waldenu.kanopy.com/video/clinical-interviewing-intake-assessment-ther

Morrison, J. (2014). Diagnosis made easier: Principles and techniques for mental health clinicians (2nd ed.). New York, NY: Guilford Press

American Psychiatric Association. (2013). Assessment measures. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.AssessmentMeasures

Focus on the “Cross-Cutting Symptom Measures” section.

https://doi.org/10.1176/appi.books.9780890425596.AssessmentMeasures

 

 

 

 

Importance of having adapted recreation in the community

Adapted Recreation Programs

Watch the video and discuss the importance of having adapted recreation in the community.

Note

:200 word requirement

Liberty

1.What did the Founding Fathers (including Paine, Jefferson, Madison, and other authors of our founding documents) mean by the terms “Liberty” and “Freedom?”

2. How did they define these terms?  What measures to protect liberty did they put into the Constitution?

3.Which “liberties” did they seek to protect, and which liberties did they fail to protect? And finally, whose liberties were protected in the original Constitution, and whose were not?

Intermittent fasting

After reading through the material on intermittent fasting this week, what is your view on its safety and efficacy? Would you recommended intermittent fasting to family, friends or clients as a health education professional?

If so, which type of fasting do you recommend and why? If not, what type of eating pattern would you recommend and why?

Note

You should be using credible sources in these posts and citing them within the post as well as including the full citation at the end.

frame and promote collaborative learning

Guidelines and Rubric for Online Discussion Boards

The purpose of the discussion board is to frame and promote collaborative learning.  Active and regular participation is not only important for me to see, but also important for you in learning the course content and in developing your thoughts and positions on various topics.

The three cardinal rules for Discussion Boards:

1. Please remember that the cultural of mutual respect that is part of this course extends into the virtual classroom environment.
2. Participation in these discussion boards is required.
3. Participation alone is not enough; a thoughtful and meaningful approach in your posts is required.  (Quality counts!)

 

 

The total of your participation in a single discussion board question (topic) will be graded on a ten point scale.

 

Here is the protocol for posting and contributing to an online discussion:

 

You are expected to participate on at least 2 different days.

You should begin at least one thread and provide at least two posts in response to other participants’ threads.

Posting should be a minimum of one short paragraph.  Word totals for each post should be in the 100-300 words range.  Whether you agree or disagree explain why with supporting evidence and concepts from the readings or a related experience.

Be organized in your thoughts and ideas.

Incorporate correlations with the assigned readings or topics.

Stay on topic.

Provide evidence of critical, college-level thinking and thoughtfulness in your responses or interactions.  Avoid summarizing.

Contribute to the learning community by being creative in your approaches to topics, being relevant in the presented viewpoints, and attempting to motivate the discussion.

Be aware of grammar and sentence mechanics.

Use proper etiquette.  Remember that being respectful is critical.

Discussion Rubric:

Participating is measured by posting on 2 different days.  You should make a minimum of 3 postings in total: one new thread and two thoughtful responses to different members.  Your participation will be graded on a ten point scale as follows.

A Discussion (9-10 points) – participated 3 times, minimum of 3 posts

A-level postings:

• Are made in a timely fashion, giving others an opportunity to respond.
• Are thoughtful and analyze the content or question asked.
• Make connections to the course content and/or other experiences.
• Extend discussions already taking place or pose new possibilities or opinions not previously voiced.
• Are from participants aware of the needs of the community, motivate group discussion, and present a creative approach to the topic.

*If these criteria are met but the 100 word count is not met, the score will drop one point.

B Discussion (8-9 points) – participated 2 times, minimum of 2 posts

B-level postings:

• Are made in a timely fashion, giving others an opportunity to respond.
• Are thoughtful and analyze the content or question asked.
• Make connections to the course content and/or other experiences, but connections are unclear, not firmly established or are not obvious.
• Contain novel ideas, connections, and/or real-world application but lack depth, detail and/or explanation.
• Are from participants who interact freely and occasionally attempt to motivate discussion.

*If these criteria are met but the 100-200 word count is not met, the score will drop one point.

C Discussion (5-8 points) – participated 2 time, minimum of 2 posts

C-level postings:

• Are usually, but not always, made in a timely fashion.
• Are generally accurate, but the information delivered is limited.
• Make vague or incomplete connections between class content and posting by other students.
• Summarize what other students have posted and contain few novel ideas.
• Show marginal effort to become involved with group.

*If these criteria are met but the 100-200 word count is not met, the score will drop two points.

 

D Discussion (1-4 points) – participated 1 time, minimum 1 posts

D level postings:

• Are not made in timely fashion, if at all.
• Are superficial, lacking in analysis or critique.
• Contribute few novel ideas, connections, or applications.
• May veer off topic.
• Show little effort to participate in learning community as it develops.

*If these criteria are met but the 100-200 word count is not met, the score will drop 1 point.

 

F Discussion (0 points). 

• Participant was rude or abusive to other course participants. In this case, the number and quality of other posts is irrelevant.

OR

• Participant failed to meet the basic criteria for the “D Discussion”.