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[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) Please see attached file **files (1)** – ## CharacteristicsofaDiagnosticSummary.docx **## CharacteristicsofaDiagnosticSummary.docx** Characteristics of a Diagnostic Summary When diagnosing during an initial assess…
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[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)
Please see attached file
**files (1)**
– ## CharacteristicsofaDiagnosticSummary.docx
**## CharacteristicsofaDiagnosticSummary.docx**
Characteristics of a Diagnostic Summary
When diagnosing during an initial assessment (i.e., intake or diagnostic summary), you are focused on specific criteria relevant to presenting problems within the previous 12 months of the client’s life.
You may recall from earlier coursework that social workers use a biopsychosocial assessment to collect and document specific information about the client’s life and the factors that have shaped it. Psychopathology takes a different approach and perspective with specific terminology to create a summary and to make a diagnosis.
In this Assignment, you examine specific types of assessments, assessment tools, and their use for making a diagnosis. You also consider other factors relevant to diagnosis to keep in mind as you begin the diagnostic process.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/228600/modules/items/9741555)
To Prepare
· Recall your previous coursework and experience with biopsychosocial assessment.
· Review both Sommers-Flanagan chapters in the Learning Resources.
· Read the sections of the
_DSM-5-TR_ listed in the Learning Resources. Focus on the sections related to culture.
· Review the
_ICD-11_ and
_DSM-5-TR_ Differences handout.
ASSIGNMENT BELOW
**Submit** a 2- to 3-page paper that addresses the following:
· Explain how a diagnostic summary differs from a biopsychosocial assessment.
· What is the relationship between WHO, ICD, and the
_DSM 5-TR_ ?
· Define culture, race, and ethnicity.
· Explain why it is important to consider culture when diagnosing.
· What is the Cultural Formulation Interview (CFI)? How can it be used when interviewing clients?
· Explain why it is important to consider cultural concepts of distress.
· You may draw upon professional or field experience for this response.
submission information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.
1. To submit your completed assignment, save your Assignment as
**WK1Assgn+last name+first initial**
2. Then, click on
**Start Assignment** near the top of the page.
3. Next, click on
**Upload File** and select
**Submit Assignment** for review.
Rubric
**SOCW_6090_Week1_Assignment_Rubric**
| | | |
| — | — | — |
| SOCW_6090_Week1_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeIn 2–3 pages, address the following:…Explain how a diagnostic summary differs from a biopsychosocial assessment. | **11.25 to >10.01 ptsExceeds Expectation 100%–90%** Response meets expectations and deepens analysis through additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.<br> <br>**10.01 to >8.89 ptsMeets Expectation 89%–80%** Response fully explains how a diagnostic summary differs from a biopsychosocial assessment, making clear distinctions. Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.<br> <br>**8.89 to >7.76 ptsFair 79%–70%** Response provides a limited, incomplete, or vaguely developed explanation of how a diagnostic summary differs from a biopsychosocial assessment, with unclear or vague distinctions between the two. Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.<br> <br>**7.76 to >0 ptsNeeds Improvement 69%–0%** Response makes little or no attempt to explain how a diagnostic summary differs from a biopsychosocial assessment, with no clear distinction between the two. Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. | 11.25 pts |
| This criterion is linked to a Learning OutcomeWhat is the relationship between WHO, ICD, and the DSM 5-TR? | **11.25 to >10.01 ptsExceeds Expectation 100%–90%** Response meets expectations and deepens analysis through additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.<br> <br>**10.01 to >8.89 ptsMeets Expectation 89%–80%** Response fully explains the relationship between WHO, ICD, and the DSM 5-TR, drawing clear distinction and/or comparison. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.<br> <br>**8.89 to >7.76 ptsFair 79%–70%** Response provides a limited, incomplete, or vaguely developed explanation of the relationship between WHO, ICD, and the DSM 5-TR, with unclear or vague distinctions. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.<br> <br>**7.76 to >0 ptsNeeds Improvement 69%–0%** Response makes little or no attempt to explain the relationship between WHO, , ICD, and the DSM 5-TR, with no clear distinction between them. Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. | 11.25 pts |
| This criterion is linked to a Learning OutcomeDefine culture, race, and ethnicity….Explain why it is important to consider culture when diagnosing….What is the Cultural Formulation Interview (CFI)? How can it be used when interviewing clients?…Explain why it is important to consider cultural concepts of distress….You may draw upon professional or field experience for this response. | **15.75 to >14.02 ptsExceeds Expectation 100%–90%** Response meets expectations and exceeds by expanding upon the explanation through additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.<br> <br>**14.02 to >12.44 ptsMeets Expectation 89%–80%** Response fully addresses all prompts, providing clear and developed explanation and analysis. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.<br> <br>**12.44 to >10.87 ptsFair 79%–70%** Response provides limited, incomplete, or vaguely developed explanations to the required prompts. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.<br> <br>**10.87 to >0 ptsNeeds Improvement 69%–0%** Response makes little or no attempt to provide explanation to the required prompts and/or all prompts are not addressed. Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. | 15.75 pts |
| This criterion is linked to a Learning OutcomeWriting | **6.75 to >6.01 ptsExceeds Expectation 100%–90%** Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. … Paper appropriately paraphrases sources, using an appropriate level of quotation. Presents polished APA Style. Citations, reference list, and paper formatting are generally error free (two or fewer). … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**6.01 to >5.33 ptsMeets Expectation 89%–80%** Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. … Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**5.33 to >4.66 ptsFair 79%–70%** Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (five to 10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student's own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page). Occasionally lacks a clear distinction between cited content and original thought. Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**4.66 to >0 ptsNeeds Improvement 69%–0%** Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (more than 11), and interfere with the message. The paper is not organized or lacks focus. … Paper relies excessively on quoting (five or more quotes) or three or more long quotes (over 40 words), and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. … There is no distinction between cited content and original thought. … Tone and presentation of ideas reveal bias and subjectivity. | 6.75 pts |
Total Points: 45
**## CharacteristicsofaDiagnosticSummary.docx**
Characteristics of a Diagnostic Summary
When diagnosing during an initial assessment (i.e., intake or diagnostic summary), you are focused on specific criteria relevant to presenting problems within the previous 12 months of the client’s life.
You may recall from earlier coursework that social workers use a biopsychosocial assessment to collect and document specific information about the client’s life and the factors that have shaped it. Psychopathology takes a different approach and perspective with specific terminology to create a summary and to make a diagnosis.
In this Assignment, you examine specific types of assessments, assessment tools, and their use for making a diagnosis. You also consider other factors relevant to diagnosis to keep in mind as you begin the diagnostic process.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/228600/modules/items/9741555)
To Prepare
· Recall your previous coursework and experience with biopsychosocial assessment.
· Review both Sommers-Flanagan chapters in the Learning Resources.
· Read the sections of the
_DSM-5-TR_ listed in the Learning Resources. Focus on the sections related to culture.
· Review the
_ICD-11_ and
_DSM-5-TR_ Differences handout.
ASSIGNMENT BELOW
**Submit** a 2- to 3-page paper that addresses the following:
· Explain how a diagnostic summary differs from a biopsychosocial assessment.
· What is the relationship between WHO, ICD, and the
_DSM 5-TR_ ?
· Define culture, race, and ethnicity.
· Explain why it is important to consider culture when diagnosing.
· What is the Cultural Formulation Interview (CFI)? How can it be used when interviewing clients?
· Explain why it is important to consider cultural concepts of distress.
· You may draw upon professional or field experience for this response.
submission information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.
1. To submit your completed assignment, save your Assignment as
**WK1Assgn+last name+first initial**
2. Then, click on
**Start Assignment** near the top of the page.
3. Next, click on
**Upload File** and select
**Submit Assignment** for review.
Rubric
**SOCW_6090_Week1_Assignment_Rubric**
| | | |
| — | — | — |
| SOCW_6090_Week1_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeIn 2–3 pages, address the following:…Explain how a diagnostic summary differs from a biopsychosocial assessment. | **11.25 to >10.01 ptsExceeds Expectation 100%–90%** Response meets expectations and deepens analysis through additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.<br> <br>**10.01 to >8.89 ptsMeets Expectation 89%–80%** Response fully explains how a diagnostic summary differs from a biopsychosocial assessment, making clear distinctions. Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.<br> <br>**8.89 to >7.76 ptsFair 79%–70%** Response provides a limited, incomplete, or vaguely developed explanation of how a diagnostic summary differs from a biopsychosocial assessment, with unclear or vague distinctions between the two. Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.<br> <br>**7.76 to >0 ptsNeeds Improvement 69%–0%** Response makes little or no attempt to explain how a diagnostic summary differs from a biopsychosocial assessment, with no clear distinction between the two. Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. | 11.25 pts |
| This criterion is linked to a Learning OutcomeWhat is the relationship between WHO, ICD, and the DSM 5-TR? | **11.25 to >10.01 ptsExceeds Expectation 100%–90%** Response meets expectations and deepens analysis through additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.<br> <br>**10.01 to >8.89 ptsMeets Expectation 89%–80%** Response fully explains the relationship between WHO, ICD, and the DSM 5-TR, drawing clear distinction and/or comparison. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.<br> <br>**8.89 to >7.76 ptsFair 79%–70%** Response provides a limited, incomplete, or vaguely developed explanation of the relationship between WHO, ICD, and the DSM 5-TR, with unclear or vague distinctions. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.<br> <br>**7.76 to >0 ptsNeeds Improvement 69%–0%** Response makes little or no attempt to explain the relationship between WHO, , ICD, and the DSM 5-TR, with no clear distinction between them. Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. | 11.25 pts |
| This criterion is linked to a Learning OutcomeDefine culture, race, and ethnicity….Explain why it is important to consider culture when diagnosing….What is the Cultural Formulation Interview (CFI)? How can it be used when interviewing clients?…Explain why it is important to consider cultural concepts of distress….You may draw upon professional or field experience for this response. | **15.75 to >14.02 ptsExceeds Expectation 100%–90%** Response meets expectations and exceeds by expanding upon the explanation through additional details and examples from the Learning Resources, peer-reviewed research, or other relevant sources.<br> <br>**14.02 to >12.44 ptsMeets Expectation 89%–80%** Response fully addresses all prompts, providing clear and developed explanation and analysis. … Response demonstrates clear connection to the Learning Resources. At least one scholarly resource is used to support the response.<br> <br>**12.44 to >10.87 ptsFair 79%–70%** Response provides limited, incomplete, or vaguely developed explanations to the required prompts. … Response may show evidence of connection to the Learning Resources, but it is vague or poorly connected.<br> <br>**10.87 to >0 ptsNeeds Improvement 69%–0%** Response makes little or no attempt to provide explanation to the required prompts and/or all prompts are not addressed. Response does not demonstrate connection to the Learning Resources. No resources are used to support the response. | 15.75 pts |
| This criterion is linked to a Learning OutcomeWriting | **6.75 to >6.01 ptsExceeds Expectation 100%–90%** Paper meets length requirements, meets expectations, is generally error free (two or fewer), and further exceeds by showcasing an exemplary scholarly voice to develop its message or communicate ideas. … Paper appropriately paraphrases sources, using an appropriate level of quotation. Presents polished APA Style. Citations, reference list, and paper formatting are generally error free (two or fewer). … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**6.01 to >5.33 ptsMeets Expectation 89%–80%** Paper meets length requirements and is clear and coherent. Errors in grammar, sentence structure, and punctuation are minor, minimal (three to five), and do not interfere with the scholarly message. The paper displays effective organization and focus to communicate ideas. … Paper appropriately paraphrases sources. Paper may use two to three short quotes but provides appropriate reference. Consistently documents sources in APA Style. Uses citations for ideas requiring attribution, with a few minimal errors (three to five). The reference list is complete and contains only minimal errors (three to five). Paper formatting is appropriate. There is a clear distinction between cited content and original thought. … Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**5.33 to >4.66 ptsFair 79%–70%** Paper does not meet length requirements (either somewhat too short or too long). The paper is somewhat clear and coherent. Errors in grammar, sentence structure, and punctuation are minor but frequent (five to 10) and occasionally interfere with the message. The paper lacks clear organization or occasionally strays from the focus. Paper may rely on four short quotes or one to two long quotes (over 40 words) and/or does not sufficiently paraphrase material from other resources into student's own words. Attempts to document sources in APA Style. Citations are present but contain frequent APA errors or omissions. A reference list is provided but is incomplete and/or contains frequent APA errors. Paper formatting may be incorrect (e.g., single-spaced or without a title page). Occasionally lacks a clear distinction between cited content and original thought. Tone and presentation of ideas are free from bias and objective, unless otherwise directed in the prompt.<br> <br>**4.66 to >0 ptsNeeds Improvement 69%–0%** Paper does not meet length requirements (either significantly too short or too long). The paper lacks clarity and coherence. Errors in grammar, sentence structure, and punctuation are major, pervasive (more than 11), and interfere with the message. The paper is not organized or lacks focus. … Paper relies excessively on quoting (five or more quotes) or three or more long quotes (over 40 words), and/or uses quoted material without paraphrasing or referencing the source of the material. Little or no attempt to document sources in APA Style. Citations are infrequent or missing, and a reference list is not provided. Little or no attempt has been made to format the paper in APA Style. … There is no distinction between cited content and original thought. … Tone and presentation of ideas reveal bias and subjectivity. | 6.75 pts |
Total Points: 45