Client Diagnosis

Please follow the instructions below. After the instruction, you can find the agency information and the client information. the client’s initials are JR. If you
have any questions please feel free to contact me, you can add any information you wish to add as well as to change if needed, also feel free to make up any.
information as needed. Please view the attached rubric.
Thank you
1. Choose a client from your current field internship or place of employment. Be sure to change the name to protect confidentiality.
2. Briefly describe the agency setting and the source and reason for referral.
3. Briefly identify your client’s age, living situation, work situation, and family and cultural background. Do not include information that would make your client
easy to identify.
4. Generate a diagnosis. Please remember that the DSM 5 is a reference manual. Using your understanding of the DSM and the organization of the manual
including major classifications of disorders and criteria for determining the “presence” of a particular disorder, consider the whole book potentially useful to
your work, including categories we have not yet covered.
5. Document your process. For example, which major categories did you consider initially? What key features did your client exhibit that suggested a
particular category of disorder? How did you rule in or rule out particular disorders? Do you need additional information to rule in a particular disorder? If so,
what information do you need and for what purpose?
6. Identify and discuss examples of specific criteria involved in the diagnoses you considered that require a subjective judgment to be made, based on such
things as varied understandings of normative behavior, language that is open to interpretation, and a clinical threshold that is represented in non-specific
terms. This is the reliability question as it relates to the DSM.
7. Using literature available on your selected diagnosis and/or symptom focus (peer reviewed e-journals found in the Touro College DATABASES/LIBRARIES
are appropriate but not Wikipedia or other internet sites), identify and briefly discuss two treatment approaches found to be effective either in addressing
prominent symptoms displayed by your client or a specific disorder you have ruled in based on DSM 5 criteria. You may not reuse a previous assignment—it
is important that you use this part of the paper to broaden and/or deepen your understanding of interventions and their rationale for use in particular
circumstances. Please note: While psychopharmacological interventions may be indicated, do not select psychopharmacological interventions for the
purpose of this paper. Select interventions a social worker might employ. You may use articles from the course bibliography if appropriate to your topic. Be
sure to document your sources using APA publication style for your in-text citations and reference list.
Agency descriiption bellow:
P.S.Q16, The Nancy DeBenedittis is a diverse community of scholars, families, staff, and community members devoted to our scholars’ academic
achievement and personal development. We will make certain that each scholar in Kindergarten through Fifth Grade is empowered and inspired to reach their
full potential.
Ps 16 Nancy Debenedittis School (the) is a public elementary school located in Corona, NY in the New York City Geographic District #24 School District. It
enrolls 1,710 students in grades 1st through 12th. Ps 16 Nancy Debenedittis School (the) is the 8th largest public school in New York and the 112th largest
nationally. It has 16.5 students to every teacher.
Total Students: 1,710
Pupil/Teacher Ratio: 16.5:1
Full Time Teachers: 103.81
Enrollment Rank Nationally: 112th out of 56,369
Enrollment Rank in New York: 8th out of 2,782
Student/Teacher Rank in New York: 2,387th out of 2,753
Full-Time Teacher Rank in New York: 17th out of 2,753
Out of 2,554 ranked schools in New York, Ps 16 Nancy Debenedittis School (the) is ranked 14th for total students on lunch assistance.
The percentage of Ps 16 Nancy Debenedittis School (the) students on free and reduced lunch assistance (67.8%) is higher than the state average of 53.2%.
This may indicate that the area has a higher level of poverty than the state average.
Students at a participating school may purchase a meal through the National School Lunch Program. Families with incomes between 130% and 185% of the
federal poverty level are eligible for reduced-price meals. Schools may not charge more than 40¢ for reduced-price lunches, nor more than 30¢ for reducedprice breakfasts. Students from families with incomes at or below 130% of the federal poverty level are eligible for free meals.
For 2014, a family of two needs to make an annual income below $20,449 to be eligible for free meals or below $29,100 for reduced-price meals. A family of
four needs to make an annual income below $31,005 for free meals or $44,122 for reduced price meals.