Diagnostic Assessment of Sam, a Patient with Conduct disorder
Diagnosis: Conduct disorder (CD)
Rationale: Consistently aggressive, threatens to harm others using a gun or a knife, physical aggression towards teachers, and has been destructive of personal and school property such as books, pencils, chairs, and desks. He shows no empathy, has difficulties transitioning, refuses to participate in class work, refuses to complete school assignments and redirects from teachers, is verbally disrespectful when upset, cannot make friends, and has unstable family settings; his father passed away and recently lost his grandmother.
Additional Information Needed: Results from any previous psychological assessments, specific teacher-observed behaviors and level of aggressiveness warranting the police intervention, mother’s mental health and relationship status with Sam, and behaviors and interactions in the society outside of the school.
Table A.1 Biopsychosocial Risk and Resilience Assessment for the Onset of the Disorder
| Risk Influences | Protective Influences | |
| Biological | Male
Loss of his father and grandmother A mother with persistent depressive disorder |
No family history of CD
Had paternal great-grandmother in early life |
| Psychological | Exposure to violence from mother’s boyfriends
Inconsistent discipline methods such as spanking, punishments, and whipping Lack of a father Low IQ |
Has cooperated with the social work intern in the past |
| Social | Frequently moved
Exposure to family conflict No friends Mother’s attention is not consistent Lack of a father figure |
Loves basketball |
Table A.2 Biopsychosocial Risk and Resilience Assessment for the Course of the Disorder
| Risk Influences | Protective Influences | |
| Biological | Mother has a depressive disorder, less active
Father’s And Grandmother’s Death |
Very engaging and very polite when not upset |
| Psychological | Inconsistent mental health care
Unconventional discipline methods from the mother Inability to make friends Mother’s persistent depressive disorder |
Enjoys coming to the sessions with the social work intern
No sexual or physical abuse |
| Social | Very aggressive and exhibits dangerous behaviors, no friends, not sociable | Plays games cooperatively
|
Goals:
- Provide behavioral interventions to address Sam’s aggressiveness, impulsivity, and antisocial behaviors.
- Improve Sam’s capacity to deal with anger and improve his academic performance.
- Provide necessary support to the family to improve its stability.
Critical Perspective of the Diagnosis: The overall CD diagnosis needs to be approached from the perspectives of family background, including income, type of family, and housing, individual behaviors, and specific individual experiences such as traumatic experiences and exposure that contribute to the development of conduct disorder. It is also important to consider other underlying factors, such as health and other mental disorders that may have similar presentations.
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Diagnostic Assessment of Sam
Your client this week is Sam from page 153. Use the course diagnosis template to complete a diagnostic assessment of Sam. When providing feedback to classmates, ensure you can identify commonalities in the assessment you share, as well as offer constructive criticism.
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