SAFE-T Risk Assessment and Diagnostic Formulation for Social Anxiety Emily is a 24-year-old student who is a first-generation college student and who shows the symptoms of social anxiety disorder, such as avoidance, physiological distress, rumination, and academic impairment. The analysis of Step 1 of the SAMHSA SAFE-T model showed the following risk factors: social isolation, chronic anxiety, low self-esteem, rumination, academic problems, and pressure in the family. The themes of family involvement, educational goals, non-substance use, and willingness to support are defined as step 2 protective factors. Step 3 would include direct and compassionate questioning regarding suicidal ideation as a way of eliminating hidden risk (Ryan & Oquendo, 2020). Step 4 assists in outpatient therapy, which aims at anxiety management, and Step 5 is concerned with documentation and follow-up. Based on the Suicide Crisis Intervention Model, cognitive reframing and grounding schemes would assist Emily to dispute catastrophic social scripts and control physiological arousal when encountering feared individuals. Her Mental Status Examination (MSE) would indicate anxious mood, limited affective state, coherent thinking, intact thinking, and preoccupation with perceived social breakdowns. The diagnoses of these results are diagnostically relevant as her non-participative, physiological agitation, and loss of functionality are associated with the DSM-5-TR requirements of social anxiety disorder with potential comorbidities of depression or generalized anxiety. In the context of cultural factors, the family pressure on Emily to perform better and criticize herself as a first-generation student can amplify the performance anxiety and self-criticism. There are two important ethical considerations, such as suicide risk monitoring and cultural sensitivity. I would use her family values in the treatment goals without violating autonomy in accordance with the ACA Code A.2.c. Based on the ACA Code B.2.a, I would engage in continuous suicide risk assessment and safety planning. Within the Christian world perspective, identity reinforcement beyond performance and infusion of faith-based coping, like prayer, are useful to strengthen hope, strength, and significance. References Ryan, E. P., & Oquendo, M. A. (2020). Suicide Risk Assessment and Prevention: Challenges and Opportunities. FOCUS, 18(2), 8899. Links to an external site. American Counseling Association. (2014). ACA code of ethics. Professor feedback Hello Adinnet Thank for all your work on this weeks discussion. Please see my comments below, and the attached video. God bless, Dj Well organized slides Clear delivery via video Risk Assessment -Linked the stressors and suicide risk social isolation, low self-esteem, rumination, family pressure. -Protective factors family involvement, educational goals, no substance usage; -I wondered what her risk would be, low? This will drive the interventions -Note if low, the discussion is a bit misleading, no real risk and do not need suicide interventions. Is there a crisis? I can see periodic check on it. The interventions offered are more for anxiety and thank suicide risk. MSE -I see good attention to mood, affect, thought process . . . See the link below to think about other MSE aspects as needed. See – Links to an external site. -Note that many times I will use WNL, within normal limits, when there are no issues in a specific areas such as speech, eye contact, motor activity, perceptions, thoughts as appropriate. Diagnostic Reasoning -Good to link the MSE to anxiety disorder but try not to say she meets criteria yet. Need a full battery of assessments which is part of the MSE. See the CPAD assignment assessment section to get an idea of what I am aiming to describe. -Note, the MSE may not have any data that links to diagnosis, or it may not point to the presenting problem but a different diagnosis. -When looking at assessment data to collect, think about the specific criteria and use of assessment such as level 1 cross-cutting scores that give specific questions to meet criteria and have severity measures as well Links to an external site. -Also, when conducting the assessment session (s), always look for the following signs, symptoms their frequency, severity, duration, course, location, and evidence of impairment. These are the essential ingredients for a DSM-5TR diagnosis. Cultural Aspects (2 issues) -First generation college student -ACA code offered with cultural sensitivity, ongoing suicide risk offered, safety planning -Christian Worldview remove beyond performance, spiritual disciplines to bring about hope, resilience. Common APA -Race is uppercase such as Black, White -Italic for website titles, journal titles and their volume, and book titles. -Disorders, diseases, and theories are lowercase unless proper noun. For example, Adlerian is uppercase but psychodynamic is not. A disease or disorder is lowercase such as major depressive disorder, general anxiety disorder, or hyperthyroidism. -How to cite the DSM-5TR – Links to an external site. PowerPoint Instruction The Diagnostic Presentation Discussion is designed to help you integrate your understanding of the client’s intake process, theoretical foundations, and cultural considerations to justify the diagnosis for your AI-generated client case study. You will refer to the DSM-5-TR and scholarly literature to apply the corresponding diagnostic criteria relevant to your client. In your presentation, clearly and briefly identify your clients presenting problems, background information, gender, and culture. Additionally, be sure to match the clients presenting problem and symptoms with the diagnostic criterion. You are also required to support each criterion listed with examples of how it meets your clients specific needs and concerns. Because the AI-generated information may be limited, you are expected to identify and fill in any missing details using your clinical reasoning and creativity. This assignment will help you understand both the purpose and process of using the DSM-5-TR in clinical diagnosis. Your PowerPoint presentation must be recorded as if you are presenting live to the class. Instructions Based on the Sperry and Sperry reading for Module 3, prepare 5-8 slides that define the following topics with application for how you would approach an interview for your AI generated client (approved week 1) you will be using for your case study. Slide 1 client demographic information, important historical information and presenting problems. Slide 2 – Deductive reasoning (define and provide at least 3 questions you would use to interview your client to assess symptoms related to the diagnostic criteria). Slide 3 – 5 – Client Diagnosis (refer to DSM-5/TR criteria and list criteria met with examples) (you may use more than one slide if needed). Slide 4-6 -Inductive reasoning (define and provide possible Theoretical Orientation which can help guide and frame the assessment, case conceptualization and treatment plan for your client, briefly justify the orientation as appropriate to the presenting client and diagnosis). Slide 5-7 Cultural Formulation (CF) Using elements of CF Listed in Sperry and Sperry (table 3.3, p.49) briefly describe your client through these elements and include spiritual and religious considerations. Slide 8 – References This presentation should be 5-8 slides (not including title and references slides). The slides should not include excessive text in the slides. Utilize the notes section in the presentation to detail what you would say if you were presenting this information to a group, including at least 100 words in the notes section of each slide. Refrain from thorough details for this presentation as you are preparing for future development for Case Study Assignments (CPAD, CPCC, CPTP and CPF). Each slide should use appropriate graphics and be aesthetically pleasing. In a 8-12 minute recorded presentation, present your slides as if you were presenting live to the class and record your presentation (can use a record feature in PPT). Submit to discussion board: You will submit your recording link or embed video and attached PPT as your discussion. The DSM-5/TR and at least 1 other scholarly reference is required for this assignment. Please review the Discussion Assignment Instructions Download Discussion Assignment Instructions before posting. You may also click the three dots in the upper corner to Show Rubric. Discussion Thread: Diagnosis Presentation Resources What is a z-code and how to use them Download What is a z-code and how to use them Additional Clarification for DSM-5 Diagnosis. Download Additional Clarification for DSM-5 Diagnosis. Diagnosis Example of Penny Download Diagnosis Example of Penny