Cаse Study 7 - Prоvide the cоrrect numeric cоde, diаgnosis, аnd any specifiers Daphne, a 13-year-old in the ninth grade, was brought for a psychiatric evaluation because of academic and behavioral struggles. She had particular difficulty starting and completing schoolwork and following instructions, and she had received failing grades in math. When prompted to complete tasks, Daphne became argumentative and irritable. She had become increasingly resistant to attending school, asking to stay home with her mother. These difficulties had been evident since early childhood but had worsened significantly this year. Because Daphne had become increasingly distressed, her parents have been less insistent on making her do any activity that upsets her. * Psychological testing indicated that Daphne had above-average intelligence, age-appropriate achievement in all subjects except math, and some difficulties in visuospatial skills. The test results were shared with the school, which offered additional tutoring. Daphne attended only a few sessions, stating that they were not helpful. Her parents talked to the school counselors and Daphne’s teachers, asking for more services. They were told repeatedly that Daphne needed to be more assertive and ask for help. Several teachers commented that Daphne should be more motivated and try harder. Several years earlier, her pediatrician had diagnosed ADHD and prescribed a stimulant. She took the medication for a week, but her parents stopped giving it to her because she seemed agitated. * At home, Daphne’s parents’ close supervision of her homework often led to arguments with crying and screaming. Her behavior and attitude were noticeably better when she was out of school. She had two long-standing friends but had made no new close friends for several years. In groups with other children, she preferred to play with those younger than she. When her friends chose the activity or did not follow her rules, she tended to withdraw. She was generally quiet in groups and in school but more interactive with family members and individuals she knew well. * Since early childhood, Daphne has had difficulty falling asleep, requiring a nightlight and parental reassurance. Recognizing that Daphne was easily upset by change, her parents rarely forced her into new activities. She did well during the summer, which she spent with her grandparents. Her parents reported no particular traumas, stressors, or developmental or medical problems. Daphne had started her menses about 2 months prior to the evaluation. Her family history was pertinent for multiple first- and second-degree relatives with mood, anxiety, or learning disorders. At first meeting, Daphne was shy and tense. Her eye contact was poor, and she had difficulty talking about anything other than her plastic horse collection. Within 15 minutes, she became more comfortable, revealing that she disliked school because the work was too hard. She thought that other children did not seem to like her because she was stupid and was not into clothes and dating. Sometimes they made fun of her and would start laughing whenever the teacher called on her. There were several peers who had similar interests in animals and seemed okay. She has been eating lunch with them but found it hard to relax and to believe that they really wanted to be friends. * Daphne was always afraid of making mistakes, getting bad grades, and disappointing everyone. Often, she was so preoccupied with what to say or do next that she did not pay attention to her peers or teachers. She frequently was unable to make a decision for fear of not being right. Daphne was unable to identify any personal strengths or any aspect of her life that was going well. She wished she had more friends and that she was smarter. As long as she could remember, she had always felt this way. These difficulties made her sad, but she denied persistent depressive feelings or suicidal thoughts. She appeared anxious but brightened when discussing her horse figurine collection, her longtime friends, and her family. * Ignore the Anxiety Disorder and Diagnosis the Neurodevelopmental Disorder In the first blank, enter the correct numeric code for the disorder. In the second blank, enter the correct disorder name. In the third blank, enter all appropriate specifiers. [dsmcode] [dsmdiagnosis] [allappropriatespecifiers]
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