PY520 Advanced Abnormal Psychology
down when discussing his ex-girlfriend (e.g., doesn’t make eye contact with the interviewer, hangs his head low, slumps in chair).
Sam has always been interested in art and design and seems to excel in the fine arts program at the university. He gets visibly excited and lights up when talking about his art during the interview. In fact, it is difficult to redirect him during the interview while he is talking about art, which results in the need for an extended intake evaluation the following week. During this interview, Sam further states that when he is engaged in a project or making a piece for his art show he is able to focus for hours on end and often loses track of time. Notably, he said that he was fired from his previous job for being late to work on countless occasions due to being “wrapped up” or “in the zone” working on an assignment for one of his art classes. He also has trouble remembering things when he leaves his house (e.g., books, keys, cell phone). One time he stayed up all night working on a paper for his british literature class but forgot it at his apartment (it was left in the printer after he printed it out earlier that morning) and lost points for not turning it in on time. He said that, in the past, he was able to get away with things like this because he had close relationships with his teachers who were understanding; since he has been in college, he said it’s not as easy to “talk my way out of’ turning in late assignments because of the large class sizes and limited interaction with professors. When asked if he remembers having these difficulties when he was younger, Sam recalls being nagged by his mom all the time as a child for not remembering his soccer cleats for soccer practice, bringing his books to school, or not paying attention to her when she asked him to do things or tell her about his day at school.
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During the interview, Sam appears restless and often fidgets with his hands and the backpack he is holding in his lap. During the interview, Sam repeatedly looks around the room and interrupts the conversation to ask about the art on the wall, whether or not he needs to be there (in therapy), and other questions about seemingly unrelated topics. Otherwise, Sam is compliant and has a positive attitude when interacting with the interviewer. He is eager to get help with his academic concerns, but feels insecure and self-conscious talking about his poor academic performance and relationship concerns.
Answer the following questions:
- What do you observe about the case or the person in the vignette that is diagnostically significant (i.e.#symptoms, mental status elements)? (5 correct responses for full credit; 10 points total)
- What general diagnostic category would fit this person’s behavior & why? (4 points)
- Name at least two possible diagnoses for the person in the vignette. (2 points)
- Name one diagnosis or diagnostic category you ruled out and why. (4 points)
- Which diagnosis bestfits the information provided in the case or video clip and why? (Use the DSM-5 diagnostic classification system) (5 points)